Senior Course Guide

Senior Course Guide

The Advisement Process Each student will receive a course description booklet, along with a listing of courses organized by “bands.� A band represents a group of courses given at the same time.

Each student will be assigned to an academic advisor who will collaborate with students individually and assist with the course selection process.

The school will organize an Advisory Week so that students will have the opportunity to meet with advisors, teachers, department chairs, and administrators as needed.

Advisors will consult with college counselors, department chairs, and administration to ensure that each student creates an optimal individualized program. Advisors will help students select alternate program choices in the event that a first preference course becomes unavailable.

Students will enter their selections in the Frisch Registration Program. Advisors, college counselors, and parents will receive notices to provide approvals.

Once all seniors have registered and all approvals submitted, the program will assign courses to each student according to ranked preferences while monitoring course sizes.

When students receive their programs, they will once again meet with their advisors to review the results and to determine whether any modifications are desired.

Once classes resume in September, program changes will be difficult and rare. The goal is for students to leave for the summer with their senior programs set.

The senior elective program offers an exciting educational opportunity. When students choose their courses, they are committed and engaged to learning with a personally meaningful connection.

Sometimes, there are disappointing instances in which a student may not be admitted to his or her first choices; still, across the entire elective program in general and Judaic studies, the overall experience will be engaging and energizing.

We will do our best to keep you informed as the process unfolds. Please let us know if you have any concerns.

The Frisch School Senior Elective Guidelines All students must have their course requests approved by their academic advisors, their college counselors, and their parents. We will explain the process and describe the flow of information.

All students are required to take at least four courses in both general studies and Judaic studies. In some cases, it may be recommended that a student take five courses in general studies. Other interested students may request permission to enroll in five general studies courses.

In Judaic studies, all students must take a ​Talmud​ class, a ​Machshava/Halacha​ class, a ​Tanach class and a Hebrew class. Students may request permission to change ​Talmud​ levels during the advisement process.

In general studies, students are required to take at least one English class, one history class, and one math class. ​US Government, Art History, Macroeconomics, US Business, and Psychology (honors or regular) ​do not count​ ​towards the history​ ​requirement​.

Students must enroll in one of the math classes listed in general studies Band E. After fulfilling the general studies requirements, student may then elect to take an additional math class, or other elective, from among those courses available in any other band.

Students currently enrolled in non-honors classes may request honors level courses. Approval will be granted through the advisement process by the permission of department chairs and administration.

The registration program assigns students to their choices in random order. When a class is closed, the program will begin to assign students to their prioritized alternate choices.

Judaic Studies Course Selections 2017 - 2018 Band 1 Band 2 Bava Kamma: Tort Studies (R) Bava Kamma: Tort Studies (R) Mastering Masechet Megillah (S) Mastering Masechet Megillah (S) Mas. Shabbat: Evol of Hal (T) Mas. Shabbat: Evol of Hal (T) Eliyahu and Elisha (4) Women in Tanach (4)

Honors: Sibling Rivalry (4)

Hilchot Kashrut (3) Technology and Halacha (3)

Responsa: Questions (3) Fundamentals of Faith (3)

Ulpan 1 (beginners) Regev (3)

Ulpan 2 (beginners) Bar-oz (3) Debate 1 (regular) Zlbrschmd(3)

Band 3 The Brisker Method (S) Mastering Masechet Megillah (T) Mas. Shabbat: Evol of Hal (S) Holidays in the Talmud (T)

Band 4 The Brisker Method(S) Mastering Masechet Megillah (T) Skills: Development/Halacha (W)

Honors: Sefer Devarim (4) Torat Chaim: Life Lessons (4)

Honors: Scandals (4) Biblical Portraits(4)

Life Cycle (3)

Big Questions (3) Chassidut (3)

Ulpan (regular) Barlev (3) Shirei Yisrael Zilberschmid (3)

Newspaper Levin (3)

Band 5 Mas. Shabbat: Evol of Hal (S) Holidays in the Talmud (T) Skills: Crime and Punishment (W) Honors: Parshanut on the Parsha (4) Mitzvot through Parsha (4) Hilchot Shabbat (3) Halacha for the 21st Century (3) Debate 2 (regular) Regev (3) Bechina Bar-oz (3) Linked Talmud courses appear in the same color type-face.

Linked Talmud courses appear in the same color type-face.

Departments are highlighted by color.

Departments are be highlighted by color. (either one for four Skills (band 4) and Skills (band 5) can taken separately Skills (band 4) and Skills (bandperiods).

5) can be taken separately (either one for four periods or combined (for eight periods or both combined for eight periods).

General Studies Course Selections 2017 – 2018 Band A Themes in World History: Honors The History of Tomorrow

Band B History of NYC: Honors Arab-Israeli Conflict

Matrix of Self: Honors Sports in Literature

Fantasy and Sci-Fi: Honors Banned Books

Psychology: Honors

Statistics: Intro Macroeconomics: Honors

Spanish: Honors French III

Music: Honors

Mixed Media (Studio E)

3D Design

US Business Band C Historiography, Representing the Past: Honors History and Memory: Honors American Jewish History

Band D Modern Jewish Experience The History of Terrorism

Utopia/Dystopia: Honors Hyphenated Experience

Lit. and Social Justice: Honors War Writing

Environmental Science: Honors Psychology

Biology: Honors Chemistry: Honors Physics: Honors

Statistics: Honors

Environmental Impacts Computer Science: Honors US Government: Honors

Robotics Studio Art: Honors

Art History: Honors Band E Calculus I Calculus II Pre-calculus Finite Math Finite Math Topics

Required selections are highlighted.

Required course selections arecourse highlighted.

Tanach Department The Book of Devarim: Mastering Exegetical Methodologies (Honors) Mrs. Goldfischer In his various speeches that comprise the entirety of the book of Devarim, Moshe carries out his last task as leader and teacher of the Jewish people. The theme, however, of Devarim is not as apparent as in the case of the other four books of the Torah. In this course we will analyze the book of Devarim’s various stories, laws and words of rebuke in order to uncover its unifying themes and eternal messages.

Course lessons with corresponding verses will be outlined in the syllabus and given out at the beginning of year. Each lesson will provide us a foundation to learn Sefer Devarim thematically and develop critical textual skills. Emphasis will be placed on close reading of texts, identifying textual difficulties, providing solutions using classical and modern commentaries and studying the methodology of the various exegetes. In addition, we will study a variety of academic topics that relate to the Book of Devarim. Examples include Divine authorship of the Bible, variations of the masoretic text, Ancient Near Eastern treaties, and other relevant topics.

Course Expectations and Requirements: • Students will be expected to prepare perakim and select commentaries at home • Take weekly quizzes on the prep work • There will be four tests • One research project

Mitzvot Through the Parsha

Rabbi Feldman

Over one quarter of the taryag mitzvos are concentrated in three parshiyos: Mishpatim, Kedoshim and Ki Teitze. Our in-depth focus on these sections will provide understanding of and insight into a broad range of mitzvos bearing practical and philosophical significance.

The connection between the Written and Oral Torah will be highlighted as we cover topics such as civil law, marital law, and the Torah perspective on issues such as war and slavery. We will also have the opportunity to strengthen Chumash textual skills and appreciate the unique goals and methodologies of various primary commentaries.

Course Expectations and Requirements: • Active class participation • Enhanced understanding of mitzvos and the way they are presented in Chumash • 3 exams per semester • Weekly textual preparation assignments

Sibling Rivalry (Honors)

Mrs. Weinberg

The first story of siblings in the world, Kayin and Hevel, ended in fratricide. Was it jealousy, pride, anger, or all of the above? Throughout Tanach, there are many stories wrought with controversial sibling relationships. This course will examine the most famous sibling relationships in Tanach, both positive and negative, starting with Kayin and Hevel and ending with the infamous story of King David’s sons, Amnon and Avshalom. This class will require students to prepare various peirushim both in chevruta style and at home.

We will use both medieval and modern approaches to better understand the characters and their relationships.

Course Expectations and Requirements: • Weekly reading of relevant perakim and articles with short homework and reflection assignments • Quarterly tests • Research paper • Group projects that will include a well crafted “source sheet” and a 15-20 minute shiur presented to the class

Women in Tanach

Mrs. Weinberg

It says in Megillah 14a, “There are four beautiful women in the world; Sarah, Rachav, Avigayil and Esther.” What made these four Biblical women more worthy than others to be bestowed with this prestigious title? Which women were known as the seven prophetesses? And did you ever wonder about women that were pure evil, like queens Eezevel and Ataliah? In this course we will learn about 20 of the most impactful and important women in the Bible. We will start the year learning and discussing Michal, Avigayil and Batsheva; three wives of King David. From there we will go on a thematic journey throughout Tanach ending the course with some of the most wicked and evil women that ever lived.

Course Expectations and Requirements: • Weekly reading of relevant perakim and articles with reflective homework assignments • Quarterly tests • Research paper • Group projects that will include a class presentation

Biblical Portraits: Artist Beit Midrash (Art Pre-req) Mrs. Winslow (11th Grade art or studio art club prerequisite) This course will begin with Sefer Yehoshua and continue through Megillot. It will cover Jewish and non-Jewish men and women in Nach who teach us unique lessons in behavior, character, morality, and more. This class involves textual study, reflection, chevruta and individual work. After thorough study of each individual, project based assignments will be given to reflect one’s understanding and application of the learning. Projects will be presented to a group of teachers and/or administrators who will be included in our formal critique of each final work. Students must have sufficient skill sets to create drawings, paintings, or 3-D art works for this class.

Course Expectations and Requirements: • Project-based assignments • Formal critiques • Class notes will be graded • Assessment of chevruta work

Torat Chaim: Life Lessons of the Torah

Rabbi Fleischmann

This course will demonstrate the relevance of the biblical text and its commentaries to the many religious questions that we confront on a daily basis. We will deal with issues of faith, the personal relationship between man and Hashem, the highs and lows of daily religious experience as well as various other theological, philosophical, psychological and existential questions.

We will look at various passages of Chumash, each of which contains a message for spiritual growth. Utilizing textual analysis, literary methods and ancient and modern exegesis to notice the sophistication of the individual passages, we will then draw from this analysis to realize how the text adds meaning to our daily lives.

Course Expectations and Requirements: • Quarterly tests • 1 essay • Participation in class discussions • Preparation of text (Read, Divide, Title)

Parshanut on the Parsha (Honors)

Rabbi Sher

In this course, the curriculum will move along with the parshat hashavua. We will begin each week with the students’ reading, dividing and titling the sections of each Parsha, allowing students to gain a broad familiarity with the Torah. We will analyze topics that arise in each Parsha, using the parshanut approach of particular commentators. Parshanut is the study of how and why a mefaresh chose to interpret the text in a particular manner.

We will also explore various Midrashim that pertain to each Parsha and how to best decipher their meaning. The course will also focus on the bigger hashkafik/philosophical issues that are raised in the weekly Parsha. There will also be a focus on teaching students how to craft their own divrei Torah.

Course Expectations and Requirements: • Daily participation • Outlining each Parsha by topic every week • Quarterly tests

Biblical Scandals (Honors) Mrs. Racheli Weiss-Luftglass If tabloid newspapers had existed in the Ancient Near East, the Tanach and its characters would be featured constantly in the headlines. Faithful to the Biblical text, we will carefully analyze characters or events in Tanach that are often neglected in a typical high school curriculum. Our Tanach study will be evidence-based, intellectually stimulating, emotionally gripping and have modern day relevance. Some of the episodes we will analyze are Dina/Schem, Reuven/Dudaim, Yehuda/Tamar, Shimshon, Pilegesh b’Givah, Pesel Micha, David/Batsheva/Michal, Amnon/Tamar etc. While some of these characters play a primary role in the narrative in which they appear, others serve as foils to the protagonists. All are colorful, somewhat controversial due to varying degrees of sexual scandal, child abuse, political intrigue, and fraud. Nonetheless, each is essential in conveying the values inherent in the stories. We will try to understand what motivated their bad decisions and whether or not there was potential for them to act otherwise. Mapping the narratives’ rise from scandal to respectability, we’ll identify their transformative literary traits as we focus on intertextual parallels, mesorah, theology, private experience, empathy, and chilul Hashem. Ultimately, we will figure out how our historical role models reconciled with past mistakes and remained a people of integrity and Hashem’s model nation.

Course Expectations and Requirements: • Weekly textual preparation, approximately 1-2 perakim in addition to in-class secular and religious reading. Students must come prepared, with a Tanach, to discuss • Reflection paragraphs based on narratives as they are concluded • One 2-3 page essay due at the end of the first semester • One 6-8 page research paper focusing on Biblical scandal of your choice due at year’s end

Eliyahu and Elisha

Mrs. Shoshana Chanales

We sing about Eliyahu Hanavi at havdalah every motzei shabbat, pour a glass of wine for him at the seder, and set a chair for him at every brit milah. But who is Eliyahu Hanavi in Tanach? This course will explore the perakim in Sefer Melachim that tell the stories of Eliyahu Hanavi and his successor, Elisha. We will discuss and develop significant themes such as the need for justice vs. mercy, the role of the Navi, the actual threat of Avodah Zarah, and the ideal leadership qualities.

In this course, we will focus on utilizing close textual analysis to understand character development, noticing that the way in which a story is told is significant. We will compare these perakim to parallel stories in Tanach such as Moshe at the Sneh and Yonah in Ninveh. In addition to literary analysis, we will learn classical and contemporary parshanut that develops these themes.

Course Expectations and Requirements: • Preparation of assigned texts • Weekly journal entries relating to the theme of the perek • Quarterly tests • Final project applying the themes we learned to a different story in Tanach

Machshava & Halacha

Fundamentals of Faith

Rabbi Morris

Are there certain principles which one must believe in Judaism? This course will use the Rambam’s 13 Principles of Faith as a springboard to explore what a Jew must believe.

Topics that will be explored include the Messianic Era, theodicy, reward and punishment, and heaven and hell. We will use Rishonim other than the Rambam to compare and contrast what a Jew must believe in. We will also explore modern day thinkers and how they approach these issues in light of current events.

Course Expectations and Requirements: • Quarterly Tests • 2-3 essays • Project

Halacha for the 21st Century

Rabbi Bush

Our focus emphasizes the halachic and ethical dilemmas faced in the ever-changing world of business, technology, social media and personal relationships. This class will address issues starting with their sources in Tanach/Talmud, going through the Shulchan Aruch as well as contemporary responsa from the leading Poskim. Students will gain a window into the process of psak halacha, through classical sources as they are applied to the challenges of tomorrow. The course will include actual and virtual meetings with leading individuals involved in this process.

Course Expectations and Requirements: • Quarterly tests • In-class essays in which the students will be challenged to apply their knowledge to address new situations • Project/presentation on 1 contemporary issue leading to the creation of a class Torah journal

Big Questions in Jewish Philosophy Mrs. Besser Do we have free will, or do we just feel like we have it? Is an unexamined life truly not worth living? What is God’s involvement our lives? At what point is a human being truly free?

Throughout the course of history, people have looked at the world and have struggled with various aspects of humanity and faith. These issues have been examined by religious and secular thinkers, yet one can only appreciate their answers by first taking a step back to contemplate and ask questions. Each topic in this course will allow us to ponder some of the major issues facing Jewish and Western Culture, including morality, free will, identity, heroism, individuality, faith and doubt. During our journey we will explore new ways of looking at texts and ideas, encountering both the confluence and the conflict of Jewish and secular learning which will in turn bring us to a higher level of understanding and connection with Hashem and His world.

Course Expectations and Requirements: • In-class discourse • Preparation of source material and articles • Reader - response paragraphs • Reflection essays at the end of each unit • Research project of your own “big question” to be written and presented to the class

Hilchot Shabbat

Rabbi Jaffe

“More than the Jew has kept Shabbat, Shabbat has kept the Jew.” Shabbat is a word that conjures up various ideas and feelings. This course will provide background and insights into why and how we observe Shabbat. We will begin with an overview of Shabbat in the Torah, midrashim, and contemporary philosophical writings.

The course will also cover the positive mitzvot such as kiddush, hadlakat neirot, and oneg/kavod Shabbat. Additionally, we will learn in depth several of the 39 melachot.

Course Expectations and Requirements: • There will be a weekly open notes quiz on the material that was covered during the previous week • Participation in class discussions • Quarterly Tests

Chassidut: Adventures of the Soul Rabbi Bashist This course will study central topics in Jewish thought and tradition from the perspective of the Chassidic masters of yesteryear through modern day. The aim is a deeper understanding of the soul, Torah and mitzvot and our relationship with Hashem. Through this study the goal is to make our relationship with Hashem more personal and passionate, and our observance of these mitzvot more emotionally powerful and meaningful.

Topics include: Nature of the Soul, G-d hidden and revealed, nature and miraculous, perspective in sin and redemption, body and soul, intellectual and emotional service, where the infinite and finite meet, and Chassidic insights into the holidays.

Course Expectations and Requirements: • Option of one test per quarter, or several written assignments throughout the quarter

Responsa: The Questions They Asked Rabbi Israeli This course will focus on ‫שאלות ותשובות‬, responsa that have shaped halacha and Jewish thought throughout the years. We will break down scenarios with textual analysis that will provide students with factual knowledge and understanding the depth of halacha, and the historical context in which the quesiton was asked. We will learn ‫ מעניני דיומא‬as well, focusing on the time periods throughout the year and the holidays that take place. We will also learn introductions to seforim across the spectrum of Jewish responsa as well.

These introductions will give us a window into the mind and world of Torah authorities.

Examples of questions include: 1. Can a Jew go up to Har HaBayit?

2. Is a teacher allowed to convince students to tell on friends?

3. Can I use a microphone or telephone to daven, answer “Amen”, pay a shiva call or hear megillah?

4. How tall must a mechitzah be in our shuls? Can it be glass?

5. How big must my head covering be as a Jewish male?

6. Am I allowed to bring my seeing eye dog into a shul?

Course Expectations and Requirements: • Students will be responsible for independent learning of sources, in and out of class • Students will be tested both on textual analysis as well as bottom line halacha of that particular posek • 4-5 assessments over the course of the year

Hilchot Kashrut

Mrs. Moskovitch

Kashrut consists of laws that are fundamental to our Jewish identity. In this course, we will discuss issues such as why we have the laws of kashrut, which foods are permissible, why we wait between meat and milk, what renders something food and utensils treif, and how one goes about kashering those treif items.

We will analyze texts of the Talmud, Shulchan Aruch, responsa literature and deal with Kasharut in light of modern documents. The goal of this course is to provide students with the resources to solve their own kashrut questions, as well as enable them to have a rich and meaningful understanding behind a staple of their Jewish practice.

Course Expectations and Requirements: • Weekly readings and/or preparation • 3-4 tests per semester • Final Project

Technology and Halacha

Rabbi Weinberger

Open to former engineering students with approval from Mrs. Silverman (max 18 students) Students will explore Hilchot Shabbat and the implications of these laws as to how they manifest in modern life and technology. Students will be exposed to the Zomet Institute with its current research, innovations and discussions that lead to high tech developments. Technological advancement will be viewed from the religious perspective of partnering with Hashem.

Course Expectations and Requirements: • All students will be required to work with a group to research and develop a written proposal for a relevant project • Students will be required to build a working prototype in the lab and will have access to engineers at Zomet to consult on their projects

The Jewish Life Cycle: Sanctifying Life and Molding Moments Rabbi Morgenstern This course explores the customs, rituals and reasons of the most important life events that we experience as Jews. Students delve into the - how, what and why - of the Jewish Life Cycle from the “cradle to the grave.” We examine issues like: What is the purpose of a Brit Milah and why do some people oppose it? How was a Bar Mitzvah marked in earlier times and when did the Bat Mitzvah develop? How do other cultures mark the “coming of age”? How many rings are exchanged at an Orthodox Jewish wedding and how does a Jewish wedding differ from a non-Jewish one? What does halacha say about cremation and are there requirements for burial in a Jewish cemetery? Why do mourners recite kaddish and what are the do’s and don’ts of a shiva visit? Finally, how can someone choose to become Jewish and what is the process required for Orthodox conversion?

Special focus is placed on the unique challenges that modernity poses to the practice of these ancient customs and how, guided by halacha and derech eretz, we maintain the integrity and authenticity of our timeless traditions.

Course Expectations and Requirements: • In-class and at-home readings required • Selected internet-based research assignments required as well • One paper • Quarterly tests

Talmud The World of Torts: Studies in Bava Kamma (R) Rabbi Feldman Bava Kamma deals with the Torah approach to personal liability and property damage.

This advanced Talmud course will pursue a sophisticated understanding of these legal issues. Talmud skills will be enhanced through chavruta preparation sessions, our shiur b’iyyun as well as our independent learning bekiyut project. We will analyze the nuances of the Talmudic principles presented in Bava Kamma so we may then apply them to a myriad of modern day scenarios including pet owners, motorists, construction workers and many others. The role of money and financial responsibilities in society will be examined from a Torah perspective. We will identify the purpose of each line of the Talmud we study, so that we can strengthen the skills needed to become independent learners and thinkers. Careful attention to Rashi’s commentary, and defending him from criticism when necessary, will yield a sharper picture of specific topics and the Talmudic process in general. We will engage in the thought process of many Rishonim as we learn to read their commentaries and appreciate their perspectives.

Course expectations and requirements: • Actively participate in class • 3 exams per semester • Weekly bekiyut assessments

Masechet Shabbat: The Evolution of Halacha From Conception to Practice (S) Mrs. Anstandig In this course, we will study some of the positive commandments of Shabbat, such as lighting candles and saying Kiddush. Additionally, we will study the 39 prohibited melachot, their Biblical sources, how they develop in the Talmud and later commentaries. Finally, we will examine fundamental concepts which underlie the laws of Shabbat. By exploring the Talmudic pathways that lead to our current practices, we will arrive at a stronger understanding of our current Shabbat observance. Our learning will be structured around chevruta time where students will strengthen independent learning skills. Students will be expected to participate in class discussions and help guide the learning process.

Aside from learning content, this course will also introduce students to resources that can assist them as independent learners.

Course Expectations and Requirements: • Active engagement in class and during chavruta time • Reading quizzes on a consistant basis • Tests periodically throughout each semester • Independent research projects

Mastering a Masechet: Masechet Megillah From Begining to End (S) Rabbi Bashist This bekiyut course provides students with the strong goal of finishing an entire masechet of Shas. At a brisk pace, students will experience the give and take, logical arguments, stories; anecdotes and challenges of completing an entire masechet. (Currently, the masechet being planned is Masechet Megillah). Talmudic skills will be developed by repeated exposure to logical patterns and phrases, analyzing large swaths of material coupled with consistent review. Torah knowledge will also be reinforced with additional insights and perspectives of commentators which will be included to give greater flavor and depth to the material. Time will be spent analyzing and appreciating the aggadita sections of the Talmud to internalize the messages that Chazal wanted us to imbue.

Course expectations and requirements: • Time will be spent weekly studying essential texts in Torah that focus on the direct spiritual connection of a Jew to Hashem • Daily participation, involvement, and contributions to class discourse • Consistent review of material • 2-3 tests per semester (adjusted/accommodated to fit the nature of larger volume study)

The Brisker Method: A Conceptual Approach to Major Topics in Shas (S) Rabbi Israeli This Talmud class will be an introduction to lumdus and talmudic methodology. We will be analyzing various pieces of Talmud through the lens of the different rishonim and achronim. We will discuss the development of a sugya and what goes into the process of reaching a clear understanding of ambiguities in the Talmud. We will learn to understand the depth and breadth of the Torah by closely reading the statements of commentators and then conceptually categorizing them. The majority of this class will focus on sugyot in Seder Nashim and Nezikin, however, we will explore other sugyot relating to the holidays throughout the year. By distilling the halacha into its most fundamental categories, we attempt to gain access into a deeper understanding of Hashem’s will.

Course expectations and requirements: • Students will be asked to use their own abilities to close read texts of various commentators • Students will be required to take notes and chart out sugyot that we learn with various nafka minot • There will be 3 or 4 assessments throughout the year

Masechet Shabbat: The Evolution of Halacha From Conception to Practice (T) Rabbi Schulman This course provides students with a well-rounded background in many major concepts discussed in Masechet Shabbat, particularly those necessary in order to understand modern day application of the laws of Shabbat. In addition to discussing the 39 melachot from both a legal and philosophical perspective, we will also focus on the positive mitzvot of Shabbat, modern halachic scenarios as well as the various topics of interest tangentially discussed in between. Throughout the year, we will focus on key-words, phrases, and figures in Talmudic literature so as to build students’ Talmudic vocabulary, logic, and historical awareness. We will also spend time each week learning both the meaning and melody of the zemirot shel Shabbat, the traditional Shabbat table songs. All of this will be done with an eye towards the ultimate goal of fostering a love for learning and living the Torah and its commandments.

Course Expectations and Requirements: • Daily participation, involvement, and contributions to class discourse • 2-3 tests per semester • Project

Holidays in the Talmud (T)

Rabbi Feldman

Never be caught off guard by the Jewish calendar again as this course focuses on seasonally appropriate Talmudic passages. Together we will learn topics that provide practical and theological insight into the upcoming holidays. We will have the opportunity to practice Talmud reading skills and prepare divrei Torah for all occasions.

Course Expectations and Requirements: • Actively participate in class • Develop a deeper appreciation for the profound messages inherent in the Jewish calendar • 3 exams per semester • Research paper

Mastering a Masechet: Masechet Megillah From Begining to End (T) Rabbi Sher This course will feature the study of Masechet Megillah in the bekiyut style. We will learn the Talmud at a quicker pace with the goal of finishing and mastering a single volume of the Talmud. While the topic of the Tractate is Purim, each class will heavily focus on the shakla v’tarya (give and take) style of Talmudic discourse. Additionally, we will emphasize key words and transition statements that appear repeatedly through Talmudic literature.

The skills accumulated in this course will enable the students to be better prepared to read the Talmud. Finally, as Masechet Megillah contains large sections of aggadita, we will gain exposure to this often neglected type of Talmudic literature which, with its rich descriptive moral teachings, is described by scholars as the soul of the Talmud.

Course expectations and requirements: • Daily participation, involvement, and contributions to class discourse • Mapping out the more complicated sugyot with flow charts • Attaining mastery of the keywords of Talmud • 2-3 tests per semester (adjusted/accommodated to fit the nature of larger volume study)

Development of Halacha (W) Rabbi Klein In this course we will explore a wide variety of halachic topics such as tefillah, brachot, tefillin, Shabbat, chaggim. We will explore many different Masechtot, with a focus on the practical halachic portions. We will trace the law from the Talmud to the major rishonim with a focus on how it manifests itself into practice in the Shulchan Aruch.

Course expectations and requirements: • Quizzes will be frequent in order to maintain the growth of the class • 2-3 Tests per semester

Crime and Punishment: Masechet Makkot (W) Rabbi Klein This course will focus on developing the proper toolset to engage with any page of the Talmud. While our study will focus on Masechet Makkot, it will serve as a template through which to refine our Talmudic skills so we may continue to learn Talmud for years to come.

Every government needs a system of laws that establishes and preserves order.

Masechet Makkot explains the various situations where punishments apply and how they are administered. Accidental murder, the laws of flogging and plotting witnesses are among the various topics discussed in this volume of the Talmud.

In addition to our overall goal to eventually grasp and own a piece of Talmud, we will also focus on the commentaries of Rashi and Tosefot. This will include a study of their style of writing as well as method of analysis and argumentation.

Course expectations and requirements: • Quizzes will be frequent in order to maintain the growth of the class • 2-3 tests per semester

Hebrew Department Debate

Ms. Regev, Ms. Zilberschmid

The most difficult challenge in any debate is to persuade the other by expressing one’s opinion and bringing arguments on a assortment of topics. The course will offer articles on various topics with the students working on constructing and developing arguments and utilizing debate strategy in Hebrew.

By departmental approval

Israeli songs as a Mirror to Israeli society Ms. Zilberschmid

This course will help students understand Israeli society through the medium of Israeli music. The student will recognize the history of the State of Israel and learn the traditions and customs of different stratum of Israeli society as expressed through their music.

By departmental approval.

Journalism

Ms. Bar-oz

The course will expose the students to the Israeli press as a reflection of a democracy in the modern state. Students will read articles from various Israeli newspapers from different perspectives and experience how different segments of society cover events in the country and the world.

By departmental approval.

Bechina Yerushalmi

Ms. Bar-oz

Bechina Yerushalmi is designed for students who would like to continue their Hebrew literature studies at an advanced university level. In addition to modern Israeli literature, the extensive curriculum includes sections from Tanach, Tefilla, Mishnah and Jewish thought.

By departmental approval.

Ulpan Frisch

Ms. Barlev, Ms. Bar-oz, Ms. Regev

Different levels of Ulpan will be offered to expose our students to the basics of modern Hebrew with an emphasis on the spoken language.

By departmental approval.

English Department Utopian and Dystopian Literature (Honors) Mr. Gotlieb The class will explore the 20th century’s descent from the meliorism inspired by the Enlightenment into into the dystopian pessimism provoked by the First World War. The reading for the class will include novels from the following list: Brave New World (summer reading) Survival in Auschwitz A Handmaid’s Tale Anthem A High Wind in Jamaica The Trial Lord of the Flies 1984

Animal Farm Badenheim 1939 Butcher’s Crossing The Plot Against America Gulliver’s Travels “Politics and the English Language” “A Modest Proposal”

After each reading, students will write a paragraph-long initial response to the work.

Class discussion will follow and will be a major component of the grade. After the class discussion the students will write an essay on a facet of the class discussion.

There will be an extended research paper due before the Pesach break.

All written work will follow a list of guidelines for writing and must be submitted through turnitin.com.

The Matrix of Self: Searching for Meaning (Honors) Mr. Miller The Western literary tradition documents the individual’s search for love and meaning through the shifting contexts of personal and social experience. Whether this search is posed in spiritual terms as redemption or in psychological terms as fulfillment, human relationships—determined by community, gender and even, internally, within the “matrix” of self—struggle to grasp moments of exhilaration and connection, or, at times, reconciliation and resignation. In this course, we will explore the individual’s search for meaning in the network of his/her relationships with the “Other” as they reflect the many aspects of the self, the individual’s internal, personal identity.

Shakespeare, Othello Beckett, Waiting for Godot Goethe, The Sorrows of Young Werther Dostoevsky, Crime and Punishment Lawrence, Sons and Lovers Mann, Death in Venice Sartre, Nausea

James, The Beast in the Jungle Joyce, Portrait of the Artist As a Young Man Goldstein, The Mind Body Problem Selected poetry from Donne, Milton, Wordsworth, Coleridge, Browning, Yeats, Whitman, Pound and Eliot.

Senior English: Fantasy and Science Fiction (Honors) Mr. Dunton George R. R. Martin writes “we read fantasy to find the colors again—to taste strong spices and hear the songs the Sirens sang. There is something old and true in fantasy that speaks to something deep within us, to the child who dreamed that one day he would hunt the forests of the night and feast beneath the hollow hills and find a love to last forever somewhere south of Oz and north of Shangri-La.” Meanwhile, we live in a science fictional age. Space exploration, nanotechnology, bioengineering, robotics, environmental engineering, and many other technological breakthroughs are changing how we see ourselves, how we interact with our environment, even how we define ourselves as a species. Science fiction explores technological, social, and environmental change in human terms, investigating what it might mean— the hidden dangers and wondrous potential for human societies.

Lovers of both these genres call them by their umbrella term: Speculative Fiction. Fantasy and Science Fiction is a short story course sampling the the history of Speculative Fiction and examining the field as it is currently practiced. We will taste the major sub-genres and sample many major authors, including those who blend the two.

Course expectations and requirements: Participation counts: regular attendance is a must.

You will read one novella or one or two short stories per week, depending on the length and complexity of the story.

You will complete a one page written assignment for each reading. You will have the option to skip a number of these each quarter.

You will write two or three analytical essays during the year.

You will have the option to revise one essay each semester.

You will complete one outside reading project involving a major novel of your choice.

F & SF is fun to read, and fun to explore. So having fun is a given.

Writing

TBD

The Writing course will focus on envisioning and creating expository selections. Students will work with the teacher and with each other working through the process of pre-writing, drafting, revising, and editing in order to create pieces which explore the various styles and modes of non-fiction writing, from definition/classification, to narrative, through research methods. Analysis of examples of writing with a focus on rhetorical strategies will help sensitize students to the different presentations of argument. Frequent practice, in the form of thesis construction and writing and editing pieces of a variety of lengths will constitute the majority of assessment opportunities.

By recommendation of the department.

Sports in Literature

Mr. Gotlieb

Sports has played an important role in American fiction. It has served as the setting for novels such as The Natural, and The Universal Baseball Assiciation or as the source of strength for the hero of a novel as Joe DiMaggio does in The Old Man and the Sea. The class will focus on the use of sports as a metaphor and as a mythic setting by authors to portray universal themes.

The readings will come from the following list: The Great American Novel The Sun also Rises The Old Man and the Sea The Universal Baseball Association The Reivers Snow in August (summer reading)

The Chosen Shoeless Joe Breaking Away Requiem for a Heavyweight “The Battler”

After each reading, students will write a paragraph initial response to the work. Class discussion will follow and will be a major component of the grade. After the class discussion the students will write an essay on a facet of the class discussion.

There will be an extended research paper due before the Pesach break.

All written work will follow a list of guidelines for writing and must be submitted through turnitin.

The Hyphenated American Experience Ms. Feldblum In this course students will study literature written by African-American, HispanicAmerican, Asian-American, Jewish-American, Indian-American and Muslim-American authors to gain perspective on the American experience. This course will focus on the distinct literary styles and cultural influences of “hyphenated Americans.” Students will draw comparisons between the different “lived worlds” of these groups and contrast the experience of these groups with the myth of the American dream. Students will attempt to answer whether or not there is an American experience distinct from the hyphenated American experience. The readings and class discussions will ultimately attempt to address ethnic and racial stereotypes that are prevalent in media and pop culture.

Students will read both long and short works from authors like: Jumpha Lahiri, Junot Diaz, Chimamanda Nygozi Adichie, Nathan Englander, Julia Alvarez, Colson Whitehead, Alice Walker, Fae Myenne Ng, Philip Roth, G. Willow Wilson and Khaled Hosseini.

Students will write four unit essays over the course of the year. In addition, students will write a longer paper on a film that highlights the experience of being a “hyphenated American.”

Banned Books

Mrs. Wang-Birnbaum

Live dangerously! This class will read and discuss books that have been banned at some point in time. Nothing is off-limits when one considers works that have been banned.

Even the Bible has made it to the list! Are books meant to spark conversations? How important is the freedom of speech? Is censorship ever justified? This class will focus on the elements of the works that various societies find questionable. Topics to be discussed include race, gender, politics and economics.

Course expectations and requirements: This course involves a great deal of reading, writing and discussion. In addition to reading all the texts that are assigned, participation is required. Students are expected to think independently and engage with one another’s ideas. Students will be assigned both informal and formal essays, in addition to alternative forms of assessment.

Literature and Social Justice (Honors) Mrs. Wang-Birnbaum Literature and Social Justice will focus on understanding issues that impact society both demographically and culturally. Students will read works of fiction and non-fiction that champion the marginalized in society and celebrate their triumphs. Topics to be discussed will include but are not limited to stereotypes, discrimination, and prejudice.

Students will examine the issues in the literature, respond critically and make informed decisions about their own world.

Course expectations and requirements: This course involves a great deal of reading, writing and discussion. In addition to reading all the texts that are assigned, participation is required. Students are expected to think independently and engage with one another’s ideas. Students will be assigned both informal and formal essays, in addition to alternative forms of assessment. A substantial research paper will be due in the spring semester.

War, What is it Good For?

Ms. Feldblum

In this course students will read texts, both fiction and nonfiction, that illustrate the experience of war from multiple perspectives. The readings will include novels and memoirs written from the perspective of soldiers and civilians during wartime and post wartime. Students will be expected to complete all reading assignments, write four unit essays and one longer essay on a war film of the student’s choice.

Possible Readings: The Things They Carried, Jarhead, The Yellow Birds, Hiroshima, All Quiet on the Western Front, All the Light We Cannot See, The Lemon Tree.

History Department History and Memory: The Holocaust (Honors) TBD This course examines the history of antisemitism with a focus on the Holocaust and racism. We will investigate the development and implementation of racial antisemitism in Germany and compare Nazi antisemitism with other forms of racism and antisemitism in Europe and America. We will also explore the social construction of race, the connection between antisemitism and anti-Zionism, the growth of neo-Nazism and racism in the world today.

Course expectations and requirements: • Weekly reading, approximately 10 pages per week in addition to in-class primary source reading assignments. Students must come to class every day prepared to discuss the reading.

• Students will be in charge on a rotating basis to lead class discussions based on the weekly readings • 12-15 page research paper due at the end of the course • The main reading assignments will be based on: • Ian Kershaw, Hitler: A Biography (London: Norton & Company; 2010) • Robert Paxton, The Anatomy of Fascism (London: Vintage Books 2005) • Raul Hilberg, The Destruction of the European Jews (New York, Holmes & Meier 1985).

• Reflection papers concerning the reading assignments

History of New York City (Honors)

Mr. Kastner

New York is one of the most important and influential city in the world. In this course we will discover how a small island on America’s east coast became such a dominant metropolis. The first half of the course will cover the history of the city, while the second half will take a thematic approach which will include architecture, politics, and immigration.

Course expectations and requirements: • Weekly reading, approximately 8-10 pages per week in addition to in-class primary and secondary source reading assignments. Students must come to class every day prepared to discuss the reading.

• Students will be in charge on a rotating basis to lead class discussions based on the weekly readings • Read an additional book of history during the first semester. Write a review and present it to the class • 12-15 page research paper due at the end of the course

Representing the Past: Historiography and Historical Methods (Honors) Dr. Zadoff Historiography is not the study of history itself, but of the writings about history. It is an analysis of how historians have analyzed the past. It asks questions like, is there a pattern to how the past is written about? Can we learn anything about the past by looking at how it has been written about? Are there techniques and methods for studying the past? In this class we will examine and discuss how historians, beginning in the late middle ages and through the twenty-first century, have analyzed the past, paying special attention to their methods and techniques. Theories and methods of historical thinking that will be discussed include post-modernism, deconstruction, the Marxist critique, the Feminist critique, ideology and history, religion in history, history and nationalism, economic history, the Annales school, Holocaust and genocide, and others. We will also discuss the use of primary source materials and the mechanics of how professional historians do their job.

Course expectations and requirements: • Weekly reading, approximately 10-12 pages per week in addition to in-class primary and secondary source reading assignments. Students must come to class every day prepared to discuss the reading.

• Students will be in charge on a rotating basis to lead class discussions based on the weekly readings • Weekly writing assignments (reflection papers) based on the class reading and class discussion • Two essays, 6-8 pages in length, at the end of each semester.

Themes in World History (Honors)

TBD

This honors level course covers all of human history from the dawn of man until the 21st century. We will take a thematic approach to history, focusing on 5 different topics: mankind’s evolving relationship with the environment, the development and interaction of cultures, the forming of and conflicts between states, the creation and interaction of economic systems, and the development and transformation of social structures.

Course expectations and requirements: • Weekly reading, approximately 10 pages a week • Students will be in charge on a rotating basis to lead classroom discussion • 1-2 Exams per quarter • Weekly writing assignments with research paper due at the end of the course

American Jewish History

Mr. Kastner

In 1654, 23 Jews settled in New Amsterdam. Over the next 350 years, Jews have learned to adapt to life in the New World. We will take a chronological survey through Jewish history while taking some thematic detours to look into the development of different Jewish groups, the evolution of the American synagogue, and the surprising geography of Jewish America.

Course expectations and requirements: • Weekly reading, approximately 4-6 pages per week • Weekly reading quizzes • 2 essays. 3-4 pages each • 7-8 page research paper due at the end of the course

The Arab-Israeli Conflict

TBD

This course offers an overview of the Arab-Israeli conflict, beginning with the development of Zionism in the mid-19th century and extending to the present. Together we will examine the religious significance of Israel to both Jews and Moslems, the historical development of the State of Israel and the Arab reaction to the State, and the religious, cultural and political forces that guide and influence both sides in the present.

Course expectations and requirements: • Weekly reading, approximately 6-7 pages per week in addition to in class primary source assignments • Reading quizzes • Students will participate in collaborative work including research that will allow students to explore a major issue that Influences and contributes to the current ArabIsraeli conflict. The research will focus on Palestinian and Israeli point of views and will include creating an outline and a class presentation in a debate form.

• The reading section will mainly come from: • Mitchell Bard (ed.), Israel Studies: An Anthology • Ian J. Bickerton, Carla L. Klausner, A History of the Arab-Israeli Conflict (London: Routledge, 2015)

The Modern Jewish Experience: 18th Century Movements to 21st century Israel Advocacy Dr. Wilner This course will survey modern Jewish history from the French Revolution to the present day. In particular this course will chart the ways the modern Jewish experience, beginning in the eighteenth century, has shaped the varying and often competing narratives of Zionism and Zionist thought and broader developments leading to the creation of the State of Israel. In this regard significant attention will be paid to understanding, unpacking, and analyzing the variegated arguments made in support of and against the State of Israel in order to proffer a more robust defense against common criticism made of the State.

Major developments are analyzed in light of political, social and ideological currents and trends. Emphasis is placed upon the emergence of diverse expressions of Jewish religious and secular identity. Topics include: the Enlightenment and emancipation; rise of Reform Judaism; the Positive-Historical School: Neo-Orthodoxy; Haskalah; Volozhin and the Yeshiva movement; Mussar movement; Jewish socialism; political and racial anti-Semitism; migrations; Hibbat Zion and Zionism..

Course expectations and requirements: • Quarterly Tests • 1 essays. 3-4 pages each • Project • 12-15 page research paper due at the end of the course

The History of Terrorism

Ms. Penn

A survey of mankind’s willingness to use violence as a means to affect politics. We will learn about individuals and entities associated with terrorism throughout history. In particular, but not exclusively, we will explore the origins, objectives and methods of groups such as the PLO, IRA, Hamas, Al Qaeda and ISIS. We will also discuss what constitutes terrorism as “one man’s terrorist is another man’s freedom fighter.”

Course expectations and requirements: • Weekly readings, 7-8 pages per week • Students post a response to said readings on Haiku.

• Semesters long group research project/ presentation on either a particular terrorist group or terrorist incident.

• 3- 4 tests per semester.

• Readings to be taken from: • Hoffman Bruce. (1998). Inside Terrorism. New York: Columbia University Press.

• Introduction to Terrorism. By David H. McElreath, Carl J. Jensen, Michael Wigginton, Chester L. Quarles, Stephen Mallory, Daniel Adrian Doss, Robert Nation

Constructing the History of Tomorrow Dr. Zadoff The focus of this class is not to study themes, narratives, and details of past events, peoples, or places. Rather the goal of this class is to look at our contemporary world with all of its flaws and problems and to try to envision what is actually possible for the future, what changes can be made, what problems can be solved to create a more judicious, more hospitable world for all of its inhabitants. In this class we will work to understand and solve a single problem, a major issue that impacts millions of people on a daily basis- that problem may be how to ensure safe drinking water or how to stem the tide of human trafficking or how to solve homelessness or food shortage. As a class we will decide what problem to solve and during the first half of the year we will study that problem from all angles - political, economic, social, cultural, and historical. During the second half of the course students will work to devise and create ways to solve the problem, workshopping their solutions along the way in order to gain valuable feedback from classmates. We will then present our solutions to a groups of experts who can help guide in the implementation of these solutions. Our goal is think about how we can shape the future, how we can change the world for the better, how we can construct the history of tomorrow.

Course expectations and requirements: • Weekly reading, approximately 4-6 pages per week in addition to in-class primary and secondary source reading assignments and projects.

• Exam during first quarter of the semester • Ability to work collaboratively in a small group to create a project that addresses and solves the single topic question/theme the class decides upon.

• Reach benchmarks in submitting material on time. Some of the submitted material will be written work while students may be able to submit schematics, drawings, prototypes, etc. for other work.

Related Electives US Government

Dr. Zadoff

United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess causes and consequences of political events, and interpret data to develop evidence-based arguments.

Course expectations and requirements: • This is an inquiry-based course where students will discover and utilize knowledge about the American political system via the textbook, supplemental readings, primary sources, political websites, and discussions with other students and the instructor.

• Both formal and informal assessment will be used in evaluating your performance in this course. Informal assessment will include evaluations of the quality of your in-class activities. Formal assessment will involve multiple choice exams, Free Response Questions (FRQ), written essays, in-class debates, and other alternative assessments

Art History (Honors)

Mr. Kastner

Through this course we will delve into content materials from all over the planet. From China to India. From Oceania to the Americas. From the Lands of Islam to Africa. And, of course, the vast European artistic tradition. We will cover the time periods of the ancient world through the 20th Century ending with a discussion of the global contemporary art scene. Throughout the class we will ask three essential questions. What is art and how is it made? Why and how does art change? How do we describe our thinking about art? Additionally, we will learn to appreciate similarities and differences of form, function, content, and style of a work of art. We will also learn to analyze a relationship between two works of art comparatively even when those artworks span time, location, or culture.

Course expectations and requirements: • Frequent quizzes • Two 2-4 page papers per quarter • 8-10 pages of reading per week

Psychology (Honors)

Dr. Krug

This is a college-level course taught from an educational/clinical perspective. As human beings, it is critical to our growth and development to understand ourselves and the rest of our species. This broad-based introductory course is designed to help students build a foundation for that understanding.

The overarching objectives of the course are: • To provide students with a broad understanding of the field of psychology • To enable students to comprehend the application of psychology to their lives • To have students actively construct a knowledge base of the various subfields in psychology • To further develop critical thinking • To prepare students for taking the AP Psychology Examination Instructional methodology will include lecture, discussion, videos, working in small groups, formal debate, role playing and individual research. Lectures are intended to supplement and complement the readings in the textbook. Specifically targeted readings are assigned to correspond to each day’s presentation.

In addition to the exams and quizzes, students will be expected to write an original research paper of 8-10 pages on a topic related to the field of psychology. The topic must be approved by the instructor. The format of the paper will follow APA Publication Guidelines. The topic will be chosen during the first marking period, a tentative bibliography of at least ten sources (half of them coming from the pool of scholarly and academic works) presented by the end of Semester I, a rough draft by the third marking period, and the final paper prior to the conclusion of Semester II.

Introduction to Psychology

Dr. Krug

The course is taught from an educational/clinical perspective. As human beings, it is critical to our growth and development to understand ourselves and the rest of our species. This broad-based introductory course is designed to help students build a foundation for that understanding.

The overarching objectives of the course are: • To provide students with a broad understanding of the field of psychology • To enable students to comprehend the application of psychology to their lives • To have students actively construct a knowledge base of the various subfields in psychology • To further develop critical thinking Instructional methodology will include lecture, discussion, videos, working in small groups, formal debate, role playing and individual research. In addition to regularly scheduled quizzes, approximately 8-10 examinations per year are given, generating semester grades for the course. There will be quizzes to encourage students to keep up with the reading assignments and to facilitate class discussion.

Macroeconomics (Honors)

J.N. Chanda

This course concentrates on the basic economic principles relevant to the resource utilization problems of the economy as a whole. Theories and policies that relate to the economy’s total level of output, total income, total level of unemployment, total expenditure, and the general level of prices are treated at an advanced level.

This course introduces to the student fundamental economic concepts such as scarcity and opportunity costs. The student will study comparative advantage to determine the basis on which mutually advantageous trade can take place between countries and to identify comparative advantage from differences in output levels and labor costs. Other basic concepts that are explored include the functions performed by an economic system and the way the tools of supply and demand can be used to analyze a market economy.

Coverage of these concepts provides the foundation for a thorough understanding of macroeconomics and puts the macroeconomic material of the course in proper perspective.

Teaching Methods Lectures, appropriate visual aids, classroom exercises, and discussions, as well as guest lecturers and trips to the NY Federal Reserve Bank will be employed.

Textbook: McConnell, Brue & Flynn, Macroeconomics,19th ed., McGraw-Hill, 2012

Principles of U.S. Business

J.N. Chanda

The purpose of this course in U.S. Business is to give students a thorough understanding of the principles of business management that apply to the functions of a decision maker within the larger economic system. It places primary emphasis on the nature and functions of the product markets, and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. The course introduces the student to the following aspects of industry: planning, management, finance, labor relations, technical and production skills, technology, community relations and health, safety, and environment issues. These topics intend to provide entry level skills needed for success in any career path chosen by the student.

Objectives: 1. Provide a thorough survey of all the important facets of business. This includes management, human resources, marketing, information and finance.

2. Provide a general overview of the business environment. This includes an examination of national and global business institutions.

3. Become familiar with tools often used in business from newspapers to online information 4. Explore special topics of interest which may include personal finance, investment strategies and current event Teaching Methods: Lectures, appropriate visual aids, individual class exercises, individual oral presentations, and discussions, as well as guest speakers and visits to Business Firms will be employed.

Textbook: Griffin, R.W. and Ebert, R.J., Business, 5th ed, Prentice Hall, 1999.

Mathematics Department Calculus 1 (Honors)

TBD

This course covers the topics in differential and integral calculus. Students gain a deeper understanding of the behavior of functions through their study of limits and the derivative.

In addition to learning techniques of differentiation, they also explore applications such as optimization and related rates problems. The integral is introduced through discussion of the Riemann Sum and the antiderivative. In the second half of the course, students focus on applications of the Fundamental Theorem of Calculus, techniques of integration, area between curves, and volumes of solids of revolution. Students in this course will be prepared to take the College Board Advancement Test in AB Calculus.

Calculus 2 (Honors)

TBD

This course covers the topics in differential and integral calculus. Students will build on their existing knowledge of limits and differentiation in order to explore the integral and its uses. In addition to applications such as volume of solids of revolution, students will explore higher-level integration techniques such as integration by parts and the use of trigonometric integrals. In the second half of the course, students focus on differential equations, the calculus of parametric and polar equations, and infinite series. Students in this course will be prepared to take the College Board Advancement Test in BC Calculus.

Statistics (Honors)

TBD

Statistics Honors is equivalent to a one semester introductory non-calculus based college course in statistics. The broad themes of this course are exploring data, sampling and experimentation, anticipating patterns and statistical inference. Students in this course will be prepped for the College Board Advanced Placement Test in Statistics. Statistics is often a required course for those pursuing degrees in the social sciences, health sciences and business and was recently added as a requirement for all premedical students. This course requires good reading comprehension skills along with a strength in mathematics. There will be extensive use of the graphing calculator.

Statistics (Intro)

TBD

Statistics Intro is a wonderful and rich introduction to the field of statistics. The broad themes of this course are exploring data, sampling and experimentation, anticipating patterns and statistical inference. Statistics is often a required course for those pursuing degrees in the social sciences, health sciences and business. This course requires good reading comprehension skills along with a strength in mathematics. There will be extensive use of the graphing calculator.

Precalculus

TBD

PreCalculus is a rigorous college prep course to prepare students for the future study of Calculus in college. This course is ideal for the student who plans to major in business, math, the sciences or those who plan to study law or medicine. The course covers polynomials, exponential and logarithmic functions, trigonometry and sequences and series. The Ti- 84 graphing calculator and DESMOS will be used extensively. Since the course is a continuation and culmination of topics from Algebra 1 and Algebra 2, this course is designed for students with a strong academic record in mathematics.

Finite Math

TBD

Students in this course will apply the concepts and methods of finite mathematics to model and explore a variety of practical situations. The course has several major themes, including systematic counting, using discrete mathematical models, applying mathematical processes to real-world scenarios, and collecting and organizing information. Some topics include combinatorics, matrix models, probability, expected value, symbolic logic, logarithmic functions, and exponential growth and decay. Students will also study descriptive and inferential statistics, which includes representing data visually, calculating measures of central tendency, and computing standard deviation and z-scores. Overall, the course incorporates individual and small-group problem solving with a focus on meaningful application of mathematics.

Topics in Finite Math

TBD

Topics in Finite Math is designed for seniors who have previously been in the E track.

In this course students will apply select concepts and methods of finite mathematics to model and explore a variety of practical situations. The course has several major themes, including systematic counting, using discrete mathematical models, applying mathematical processes to real-world scenarios, and collecting and organizing information. Some topics include: combinatorics, matrix models, symbolic logic, and exponential growth and decay. Students will also study descriptive and inferential statistics, which includes representing data visually, calculating measures of central tendency, and computing standard deviation and z-scores through the use of graphing calculators and spreadsheets. Overall, the course incorporates individual and smallgroup problem solving with a focus on meaningful application of mathematics.

Science Department Introductory College Level Biology (Honors) Dr. Furman The AP Biology course is designed to be the equivalent of a college-level introductory biology course. The intent of the course is to expose students to higher-level biological principles, concepts, and skills and allow them the opportunity to apply their knowledge to real-life applications. Students are expected to learn not by memorization of facts, but through content and concept application. Core concepts and their application are the basis of the curriculum and are organized around biological principles that focus on the following topics of evolution, the use of biological systems using energy to maintain homeostasis for survival, passing heritable information to provide continuity of life, the interaction of biological systems with biotic and abiotic factors.

Prerequisite recommendations and expectations: Students should be able to be independent learners and grasp concepts presented in the textbook. Concepts covered in 9th grade will be reviewed very briefly. Labs meet every other week after school.

The students will be expected to write complete typed-up lab reports with mathematical analysis of their data. Students will write up their findings in an organized manner and interpret the results of lab experiments in their own words.

Advanced Chemical Principles – A Quest for Inquiry (Honors)

Dr. Blanck

AP Chemistry is equivalent to a full-year chemistry course usually taken by chemistry majors during their first year. Its goal is to provide the student with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of chemistry. Students must be able to easily access knowledge from Honors Chemistry since this material will only be reviewed briefly in class. Students should be comfortable solving thoughtful/non-memorization based problems (new, sometimes unfamiliar problems that require students to access their knowledge).4Topics that will be covered include stoichiometry, gas behavior, thermochemistry, atomic structure, chemical bonding, physical properties of liquids, solids and solutions, chemical kinetics, chemical equilibrium, acids and bases, chemical thermodynamics and redox reactions and electrochemistry. Further topics that are explored are nuclear and organic chemistry.

Prerequisite recommendations and expectations: 90 or better in Honors Chemistry; Homework is typically assigned two-three times per week. Labs meet every other week after school. Students are expected to be familiar with the lab ahead of time and work independently in the lab.

Physics for Scientists and Engineers (Honors) Dr. Czapla This class is a calculus-based general physics class for students interested in science and engineering. Concurrent enrollment in calculus is a requirement, and students will learn how to apply differential and integral calculus to problem solving in mechanics and electricity and magnetism. Labs meet an additional period every week and cover topics in electricity and magnetism as well as optics and modern physics. Students will investigate numerical methods and quantitative data analysis in great depth using scientific software.

Prerequisite recommendations and expectations: Students should be in A level Math or have a strong mathematical background and feel comfortable applying advanced mathematics to problems in physics. Students must have a strong mathematical background and feel comfortable applying advanced mathematics to problems in physics.

Labs meet every other week after school. The students will be expected to write complete typed-up lab reports with mathematical analysis of their data done in graphical analysis software. Students will write up their findings in an organized manner and interpret the results of lab experiments in their own words.

Environmental Science--Modeling /Analyzing the Interrelationships of the Natural World (Honors) Ms. Schnipper Using the AP Environmental Science curriculum, students will study the interrelationships of the natural world. The course will introduce students to the scientific principles, concepts, and methodologies needed to understand both natural and human-made environmental problems and examine possible solutions. The course outline includes Earth Systems, Ecosystems, Population Dynamics, Land and Water Use, Energy Resources and Consumption, Pollution, and Global Change. Throughout each unit students will be given the opportunity to investigate the quality of our environment and think analytically to apply concepts.

Environmental Impacts on Healthy Living Ms. Schnipper This biology elective is an in-depth look at the human body and how society impacts different health issues. The course begins with an introduction in which the students consider how our society/government in general can impact research and how this may affect our health. The course is divided into several units. The units covered throughout the course will include the following systems: digestion, circulation, respiration, nervous, as well as others. Each unit is divided into two parts; the first covers the anatomy of that system, while the second part looks at newspaper, media, and scientific research to determine how different environmental factors may impact the health of that system.

The final unit of the course will explore the history of the ethics involved in human experimentation.

Technology & Engineering Computer Science: Topics in Application Development (Honors) Dr. Czapla This class is an in-depth study of Java as a development language for the modern internet. Students learn the basics of Java syntax and object-oriented programming, and also go into topics such as the design of graphical user interfaces, working with network communication, and creating multithreaded applications. The class introduces data structures and algorithms and teaches students to think logically about computers and also develop their own ideas. (Prepares students to take AP Computer Science A examopen to students from the engineering track or students with some prior programming experience.)

Basic Robotics

TBD

A basic robotics course covering the fundamentals of robotics, microcontrollers, programming, sensors, actuators. The curriculum is project-based. Students will be using the LEGO Mindstorms NXT kits and RobotC programming language. Various projects are assigned to the students where they not only have to build robots with sensor attachments, but also have to design algorithms to solve problems and then write computer programs to implement them. Each project highlights a different challenge using different sensors. In addition to programming, the course covers mechanical and structural design, odometry, touch sensors, color and light sensors, ultrasonic sensors, gears and power, motors and other actuators, and some computer architecture. Previous programming experience will be very helpful but is not required.

World Language Department Spanish IV (Honors)

Deborah Herzog

Global challenges, science and technology, beauty and asthetics, families and communities: this class will delve into these themes, and more, using Spanish as the language of communication. The course focuses on the integration of authentic resources including online print, audio, visual, and audiovisual resources, as well as traditional print resources that include literature, essays, and magazine and newspaper articles with the goal of providing a rich, diverse learning experience. Students communicate using advanced vocabulary and linguistic structures as they build proficiency in all modes of communication – interpersonal, interpretive, and presentational - toward the pre-advanced to advanced levels. Review of grammar is done within the contextual framework of each unit as needed.

Course Objectives: By the end of the year, students should be able to have meaningful conversations, listen to interviews, read articles, and write about various topics within the context of the larger themes. Students will be prepared to take the Spanish AP test.

Course Expectations: Students will be given several quizzes a month on grammar, as well as various essays and oral presentations on the themes mentioned above. All communication will be in Spanish.

Prerequisite: Students earned a B or above in Spanish III.

Advanced French III

Mr. DiBartolo

The emphasis in this course is on communication in French, coupled with gaining knowledge and understanding of the cultures of the francophone world. Students will continue developing the following skills in the target language: listening, speaking, reading and writing. In addition students will gain insight and understanding into their own culture and language. Goals will be achieved as follows: • Examining various aspects of French culture and comparing and contrasting to our own culture and that of others.

• Examining various readings within the textbook series and other outside sources such as newspapers, magazines, and readers that help develop use of everyday language.

• Utilizing primary sources of native speakers such as music and videos.

Expectations: Only French will be spoken in the classroom. Students will complete various readings, written and listening assignments including worksheets, essays and quizzes, for each chapter. Students will also present video projects on various topics enhancing vocabulary and communication. Students will fulfill the requirements of a magazine project on a particular theme.

Prerequisite: Students earned a B or above in French II.

Art Department 12th Grade Art Track/Portfolio preparation (Honors) (For arts track students only)

12th grade art elective: This course continues from the 11th grade studio art track class. It will use all design concepts introduced from 9-11th grade to prepare a college portfolio in the first semester of school. Students will then create a body of work for their concentration to present at the end of the year. This should be an exploration of either a new medium or style that they would like to explore in a series of twelve works. Students will have the option of taking the AP in Studio Art as well.

Mixed Media: Studio Art Elective

(For students who took art elective in 11th and want to continue as an elective) This course covers ceramics, relief sculpture and figurative work. It includes linoleum cut printmaking, and silkscreening on all types of materials along with traditional drawing, painting, and collage.

3D Design Animation Basics: An overview of animation and storytelling concepts. Students learn 3-D design techniques and use them to create unique designs and creative characters.

Students use design programs create special effects for films, games and other graphicbased media.

Digital Modeling/3D Printing: Students learn techniques used by 3-D designer and how to use texture and light to create realistic effects and characters on a 2D screen as well 3D printing to model student designs and concepts.

Game Animation and Motion Effects: Students use geometric shapes and concepts when creating realistic characters, landscapes, buildings and maps. They will practice manipulating images to make the objects, characters and landscape look as if they’re moving. Special emphasis is placed on character creation, and creating skin and developing joints to make the characters appear lifelike.

Music Department

Advanced Application of Music Theory for Performance Mr. Steven Bill

This course provides an intense focus on the following topics: performance skills in a group setting; analysis of performance material; understanding harmonic concepts of improvising; scaler resources for improvising; melodic concepts for improvising; examination of standard jazz material and their composers; composition, orchestration, and arranging for small groups; concepts and skills for band leading; and modern conducting techniques.

Rising Juniors Advisor Breakdown Riva Cogan Advisor: Yael Goldfischer Olivia Cohnen Andrew Denis College Advisor: Mindy Daniel Fischoff Furman Shoshana Fishman

Group #1

Shuli Bolton Talya Danzer Julia Dinovitzer Daniel Edi Eliana Farkas Raphael Finkelshteyn Micaela Foont Molly Gelman Zachary Goldman Meir Hikind Samantha Horowitz Rachel Lefkowitz Alex Paul Yonina Reichman Gabrielle Solowiejczyk Jack Stepner Aviel Yomtobian

Group #2

Advisor: Maren Scharf College Advisor: Esther Genuth Lea Abecassis Michael Adler Aiden Anhalt Braeden Badner Maury Bauer Mika Ben-Arbon Julia Blinder Gavriel Brody Shoshana Bursztyn Max Cogan

Group #3

Advisor: David Goldfischer College Advisor: Esther Genuth Avi Fried Nicole Friedman Chaya Frost Miriam Giller Elisheva Hahn Noah Hanian Russell Harvey Vered Kaplan Ilan Katz Yitzchak Kevelson Yoni Kirsch Michael Kramer Benjamin Lasher Sarah Lieberman Sophia Malovany

Group #4

Advisor: Josh Schulman College Advisor: Esther Genuth Asaf Miller Ahron Chai Pachtinger Leora Papier Julia Reich Jennifer Reznik

Talia Rosen Doni Sausen Daniella Schur Benjamin Shanblatt Zachary Sklar Zahava Spivack Jonathan Teicher Joseph Tropp Michal White Maia Ziner

Group #5

Advisor: Sabrina Bernath College Advisor: Josh Gombo Joshua Benoff Isaac Blumenthal Max Boyarsky Julia Cohen Benjamin Feintuch Charles Freilich Serena Freund Rachel Fried Lavi Friedman Jonathan Galandauer Joshua Gershfield Marc Guggenheim Mordechai Itzkowitz Jonathan Katz Julia Kohen Jacquelyn Leffel

Rising Juniors Advisor Breakdown Group #6

Advisor: David Sher College Advisor: Josh Gombo Hannah Levine Jack Levine Dana Lifschitz Sam Lipschitz Gabriel Mehler Jessica Mehler Benjamin Milner Eve Orbach Gregory Presser Aviva Ramirez Talia Rosenblatt Zachary Rosenblatt Gabrielle Sadinoff Andrew Schenker Jillian Schiff Madison Schwartz

Group #7

Advisor: JZ Spier College Advisor: Josh Gombo and Mindy Furman (for last two students) Eli Seidman Ayden Shankman Dov Shucht Max Sigal Kayla Silvermintz Aliza Sperber Leah Spielman Daveed Stern Storch Judah Strulowitz

Elizabeth Tabbouche Aidan Thurm Mia Weinstock Anna Weiser Sammy Weiss Noam Aharon Jack Ashkenazy

Group #8

Advisor: Meryl Feldblum College Advisor: Laura Miller Jonathan Aranoff Charles Bendheim Elianna Benhamu Gabrielle Benjamin Michelle Benjamin Ariel Berman Rebecca Bock Lauren Borenstein Liora Brainson Yael Carmi Leora Chasen Evan Chesner Yehuda Davis Arielle Epstein Eliana Feigenblum Joshua Feldman

Group #9

Advisor: Ethan Zadoff College Advisor: Laura Miller Kira Fox Noam Fox

Zechariah Hahn Abigail Heinrich Atarah Kaner Benjamin Katz Raphael Katz Harrison Kazer Gavri Kepets Noam Kuritzky Jake Lasher Alexandra Melzer Shimon Morgenstern Ben Moskowitz Leo Ottensoser Steven Paul

Group #10

Advisor: Eitan Kastner College Advisor: Laura Miller and Mindy Furman (for last two students) Ayal Ritvo Jordanna Rothschild Jared Scharf Jessica Schechter Jeremy Seidel Moshe Shoenfeld Yanni Shulman Dana Waitman Alexandra Weiss Andrew Wolf Gabriella Wolf Evan Zauderer David Zenou Evan Zwebner Leora Barkai Devin Berman