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Our Middle School, serving 6th through 8th grades, is located at 15 West 86th Street, between Central Park West and Columbus Avenue. For inquiries, please contact Benjamin Mann, Head of the Middle School, at benjaminmann@sssm.org. For admissions, please contact Dr. Cindy Dolgin, Director of Admissions and Placement at admissions@sssm.org.
Middle School students continue the active and engaged learning that marks our elementary divisions, as they take on ever-increasing academic challenges in each of the Core areas.
In contrast to the elementary divisions, where two co-teachers are responsible for all aspects of classroom life, each of the three Core teachers who make up the Middle School teaching team specializes in one area of study: Humanities, Sciences, or Jewish Studies. Exhibitions, large individual projects that demonstrate mastery and which are presented in front of members of the school community, organize students’ own experience of this more sophisticated approach to the texts and ideas they study.
Middle school students are introduced to subjects like Talmud and Spanish for the first time, and they become increasingly active in their ever-widening community.
They are also given an increasing voice and expanded role in their schooling. An Advisory teacher, who meets with students every day, is responsible for overseeing a student’s whole educational experience and is the primary liaison between school and home on issues relating to a child’s progress. During Advisory period, students have a forum in which to share their thoughts, question difficult situations, and confront ideas that will have a direct impact on their developing identity and academic, social, spiritual, and moral self.
Middle School students also have a wider range of extracurricular opportunities, including interscholastic athletics, drama, student newspaper, and student government.
Humanities Core
The middle school humanities program is an integrated sequence of studies that incorporate English language and literature and history and social studies in explorations of a single overarching theme each year. In the sixth grade, the year-long focus is on world cultures and the big ideas they gave rise to; the seventh grade studies the American political and legal system and its antecedents in other democracies; eighth graders spend the year examining American society and its ethnic and racial groupings.
The English program is designed to extend students’ reading and writing skills, focusing increasingly on skills of close reading, interpretation, and analysis and on the clarity and power of their written expression. Students’ literary tastes are broadened and deepened through their reading of novels, including both classics and contemporary adolescent literature; short stories, plays, poetry, fairy tales and myths, and essays.
In the history and social studies program, students grapple with abstract concepts that emerge from their study of such issues as the individual and society; multiculturalism; causality in history vs. the role of the hero; and rights and responsibilities. Extended research and preparations for dramatic simulations of complex historical events root their newly acquired abstractions in reality.
Sixth Grade
The theme of the sixth grade humanities core curriculum is “Big Ideas that Shaped Civilization.” The year begins with a study of democracy which focuses mainly on Ancient Greece. Prior to situating the study in the ancient world, however, the students briefly explore elements of contemporary American democracy to contextualize their study in a more familiar setting. The study of Ancient Greece is both literary and historical, with particular emphasis on Athens as a center of direct democracy and on Greek culture and mythology. Exploring both primary documents and secondary sources, the students culminate the trimester with a research project which synthesizes information from multiple sources on a topic of their choice relating to the emergence of Greece as a cradle of democracy.
The second big idea which students explore is narrative, and the context within which it is examined is African cultures. Students encounter the wealth of aesthetic forms that African narrative takes, including oral storytelling, pictorial representation, song, and written stories. Authentic examples of each are studied by the class as a whole, and students learn to identify the common features that all narrative forms share, as well as features unique to each of the forms. Complementing the main focus on narrative are cultural and geographical studies of several African communities. For the concluding project, each student selects one narrative form of his or her choice, studies it in depth, describes its characteristics, and either analyzes an exemplar of that form, or creates an original narrative exemplifying the features of that form.
In the spring, the focus shifts to a third big idea, religion. After briefly examining several contemporary world religions to gain an appreciation of similarities and differences among established faith systems, students undertake a more in-depth study of Europe in the Middle Ages, which is one of the prime examples in human history of a society in which religion served as a central organizing principle. Through reading, museum visits, and artistic study, students come to appreciate the pervasive role of Christianity in the medieval world.
Much of the reading and writing students do is connected with the main themes, for example, Greek mythology, and an extended African narrative entitled A Girl Named Desire. These readings and associated writing are complemented by many additional experiences with literature and language. Throughout the year, each student continues the habit of independent reading. In addition, the class as a whole reads poetry, short stories, newspaper and magazine articles, and a play, and students regularly respond in writing to their reading. All of these reading experiences take place within a supportive setting in which students and the teacher talk about, share, and learn from their own and each other’s reading experiences. As well as gaining practice in formal academic writing of varying lengths, students continue to write using the writing process and write personal narratives. The curriculum also incorporates regular, continuous, direct instruction in grammar, spelling, and vocabulary building.
Seventh Grade
“A Political and Legal Study of American Democracy” is the theme of the humanities core curriculum in seventh grade. Beginning with today’s events, students look at how democratic values and structures are reflected in the upcoming November elections. The branches of government in whichever level of government, federal, state, or city, is most prominently represented in the elections are examined, and students investigate the main issues in the election by identifying and comparing the positions taken by the major candidates. In some years, the students conclude the first unit by organizing and conducting mock elections and draw inferences from this experience about some of the enduring benefits and problems of democracy.
The focus of study next shifts to the eighteenth century. The Revolutionary War period is studied as a backdrop to the Declaration of Independence, which the students read and analyze closely. Students explore why the war was fought, compare what it was intended to achieve and actually achieved, and identify problems and potential conflicts that remained unresolved at the end of the war. Next, students read the Articles of Confederation, selected Federalist and Anti-Federalist Papers, and the Constitution. In connection with their study of these documents, they practice writing persuasive essays of their own. They then select a particular issue that was debated by the Federalists and Anti-Federalists and undertake independent research on the issue, its background, its resolution in the Constitution, and its legacy in subsequent American political and legal history. They discuss their analysis and conclusions about their chosen issue in an extended research paper written with endnotes and bibliography, present their findings in an oral exhibition to members of the wider school community, and defend their presentation in response to “warm” and “cool” questioning.
The enduring legacy of the Constitution and Bill of Rights to American politics and law form the basis of the final unit of study. The framework of study is provided by Constitution Works, an educational program of the Federal Hall National Museum in lower Manhattan. In it, students are given the facts of a First Amendment case, applicable Constitutional provisions, and information about relevant Supreme Court precedent. After weeks of preparation, in a culminating role play, students address the constitutional question they have researched by simulating oral arguments before the Supreme Court, taking on the roles of Supreme Court justices and attorneys. In the weeks leading up to the trial, the class also reads “Inherit the Wind.”
The curriculum incorporates other experiences with literature, as well: the students’ first exposure to a Shakespearean play; an American novel; each student’s independent reading; literature circles; units on short stories and essays; newspaper and magazine articles; and additional essays. The students’ writing experiences, both in connection with the theme and independent of it, take the form of a writing workshop, in which students write using the writing process, share their writing, and respond to each other in writers’ circles. Grammar, spelling, and varied word choice are taught directly and reinforced continuously.
Eighth Grade
In the eighth grade, the humanities core curriculum addresses “The American Dream and the American Reality: Political Ideals and Social Realities.” At the outset, students review the foundational documents that they studied in depth the previous year: the Declaration of Independence, the Constitution, and the Bill of Rights. These documents are analyzed from a new perspective, with an eye to deriving from them the ideals they set forth. Throughout the year, these ideals are revisited as criteria by which one may assess the social realities of American history and contemporary life: to what extent are the ideals realized? Where are there gaps between the ideals and the realities? What might be needed to achieve a closer fit between realities and ideals?
The focus shifts next to the African American experience. By reading and responding to primary documents, historical fiction, and film, students reconstruct the events that have shaped the experiences of African Americans, with special emphasis on slavery, emancipation, the Harlem Renaissance, and the Civil Rights Movement. In connection with their study, they write original slave narratives and research papers. This exploration culminates in an exhibition project in which they compare and contrast the African American experience with that of a different ethnic group of their choice. In addition to readings on these topics, the students interview representatives of each group to gain an in-depth appreciation of their personal histories and their self-understandings of the relationship between their experiences and the ideals of the American Dream. Students produce a written paper, a creative product, an oral presentation, and responses to “warm” and “cool” questions; these reflect their growing ability to relate the realities of American society to the ideals enshrined in ’s foundational documents.
As the students approach graduation, they work in committees to produce a school yearbook, with tasks including fundraising, writing copy, design and computer layout, organization, and printing of a full-color publication that reflects their years at Schechter Manhattan.
Other experiences with literature complement the thematic organization of the curriculum: an extended poetry unit, non-fiction, an American novel, biography and autobiography, each student’s own independent reading, literature circles, newspaper and magazine articles, and book projects. The students’ writing experiences, both in connection with the theme and independent of it, take the form of a writing workshop, in which students write using the writing process, share their writing, and complete multiple drafts of each assignment. Grammar, spelling, and varied word choice are taught directly and reinforced continuously in writing workshop. Among the research skills that students refine throughout the year are notetaking, paraphrasing, and MLA citation.
Sciences Core
In science, students are introduced to laboratory techniques through experiments and explorations. The middle school science program builds on earlier experiences with observing, measuring, and recording phenomena, making hypotheses, drawing conclusions, and writing up lab reports, to emphasize testing hypotheses under controlled conditions and marshaling evidence to support inferences. In each of the middle school years, one unit of study is devoted to each of the traditional branches of science: physical science, life science, and earth and environmental studies.
The math program reinforces and builds upon the students’ foundation of basic operations and understanding of simple concepts by applying these skills and insights to increasingly complex problems. The three central fields of study in the middle school are rational numbers, algebra, and geometry. In each, students explore foundational concepts by investigating relationships, solving equations and problems, and making use of these ideas and skills in meaningful real-world applications. The subject matter of all three fields is treated in an integrated way in each of the middle school years; in other words, algebra is studied in sixth, seventh, and eighth grade, as is geometry, as are rational numbers. Many middle school students complete the equivalent of Algebra I by the end of eighth grade, qualifying them to gain admission to and thrive in highly selective high school math programs.
Sixth Grade
The science component of the sixth grade sciences core curriculum consists of three units, one representing each of the physical, earth, and life sciences. In physical science, the sixth grade focuses on energy, force and motion. The biology unit has two major components: plant and animal taxonomy; and the physiology of the human body. In the Earth Sciences component of the curriculum we learn about the solar system, with a special emphasis on the scale of celestial bodies and their relative distances. In addition to the major units of study, there are several “mini-units” that focus on skills development. Each unit encourages active learning through observation, deductive reasoning based on observation, experiment, research, hypothesis formation and testing, and scientific writing. As students demonstrate proficiency in the use of mundane, basic materials, they graduate as a class to use more challenging and delicate ones that demand more of the learner. For example, in the unit on energy, force and motion, students attempt to use what they have learned to produce an engineering project from raw materials that will perform a specific function. Finally, at the conclusion of each unit students write a research paper demonstrating their mastery of the concepts and processes they have investigated.
The math program is integrated with the science program of sciences core in that the major projects undertaken are mathematical extensions of the various science units.
In math, sixth graders deepen their conceptual thinking and strengthen and extend their skill mastery. To reinforce their skills, they review numerical operations, apply them to fractions and decimals with rational numbers, and increase their computational speed and accuracy from frequent practice on “math workouts.” To support their understanding, they study game theory, analyze probability, make use of estimation, especially as a check of accuracy, and use tangible objects in geometrical calculations.
The program is responsive to student needs: students work in small groups that change frequently based on interest and ability. In addition to working in groups, students often work independently. A premium is placed on students’ ability to assess their own needs.
Key goals for the year include factoring and identifying prime numbers; recognizing patterns in data and analyzing probability; performing operations with fractions, decimals, and percents; measuring in English and metric; identifying shapes, calculating the area and perimeter of polygons and circles; and rapid and accurate calculation.
The following topics are studied in sixth grade:
• Numerical operations
• Factors and multiples
• Statistics – data analysis and probability
• Fractions, decimals, and percents with rational numbers
• Adding, subtracting, and multiplying fractions and decimals
• Solving percent problems
• Measurement
• Geometry
• Game theory
• Test preparation and test-taking skills
Seventh Grade
The science component of the seventh grade sciences core curriculum consists of several units drawn from the three major areas of scientific study. The physical sciences curriculum focuses on the structure and properties of matter, including density and electromagnetism. This unit includes several major projects, including “Spheroids of Various Densities,” an investigation into the effects of density on buoyancy in different fluids. In the biological sciences, we continue our sixth grade study of plant and animal taxonomy, and use the content and skills gained in this study to delve into evolution and ecology. The weather study in Earth Sciences draws heavily on new skills and information from our study of properties of matter. A highlight of the year is an exhibition which students prepare at the conclusion of the unit on ecology. Each student selects one aspect of Central Park’s vibrant pond system to study in depth, and presents his or her findings in an oral exhibition to members of the wider school community. Students then defend their presentations by responding to “warm” and “cool” questions from the learning community.
The math program is integrated with the science program of sciences core in that the major projects undertaken are mathematical extensions of the various science units. For example, students plot graphs of the densities of the spheroids they construct.
In math, the seventh grade program is an introduction to algebra. Beginning from an in-depth review of numerical operations and proceeding to properties of operations (commutative, associative, and distributive), variables, signed numbers, and linear geometry, students are prepared with all of the content components they will need to proceed to a fully elaborated Algebra I program in eighth grade.
With continuing frequent “math workouts,” students gain speed, efficiency, and accuracy in performing calculations and solving rote problems. Working alone and in groups on problem sets and projects, students are responsible for learning skills and assessing their own needs.
The following topics are studied in seventh grade:
• Numerical operations
• Variables
• Similar figures; scaling geometric figures
• Ratio, proportion, and percent
• Using the identity property
• Using the commutative, associative, and distributive properties
• Operations using positive and negative integers; graphing in four quadrants
• Plotting on coordinate graphs
• Linear relationships – graphing and equations
• Three-dimensional geometry – surface area and volume
• Probability, data analysis, and game theory
Eighth Grade
As was the case in the previous two years, the eighth grade science program incorporates three units, each drawn from one of the major areas of scientific study. The physical sciences curriculum focuses on cosmology, the origins of matter. Beginning with a review of the concepts of matter and energy and the electromagnetic and gravitational forces that exist between bodies, the class goes on to examine the Big Bang theory. This leads to an exploration of the solar system, of which students create a proportional model; atomic theory, in which students learn about subatomic particles and the forces that act upon them; elements and compounds; electron sharing within molecules; and differences between physical changes and chemical changes. In the life sciences, the unit begins with a review of systems within the human body, and the focus then shifts to genetics. Evolutionary theory is examined with particular emphasis on natural selection and the differences between properties shared by genotypes and by phenotypes. As cases in point of the ways in which genetics functions, students investigate the trait of human taste and the common fruit fly. Geology is the main focus of the earth sciences study. Students learn about plate tectonics and explore its implications for the geology of
Manhattan . A highlight of the year is a research project on the local tectonic history of the Northeast, in which students collect data about the time span of major climatic and tectonic events and then plot this information using graphs and deciding how to represent their findings pictorially.
In math, the main focus of the eighth grade program is algebra, which builds upon the fundamentals of linear algebraic relationships that were studied in seventh grade. Exponential relationships are introduced and the differences between them and linear relationships are explored. Students learn to write, graph, and solve exponential equations, as well as equations based on quadratic relationships. They apply their understanding of nonlinear relationships to patterns of exponential growth and decay in a variety of scientific contexts, representing them in equations, in graphs, and in tables, and solving problems. They also develop their symbolic reasoning by finding equivalent forms of many kinds of equations, including factoring simple quadratic equations; solving equations for variables and using the solution to find specific values of functions; and solving systems of equations by graphing, substitution, and combining equations. The geometry strand of the eighth grade math program equips students to recognize symmetries and make figures with specific symmetries; perform transformations, including symmetry transformations; understand and apply the Pythagorean Theorem; and represent geometric relationships algebraically, and vice versa. In data analysis, students distinguish between samples and populations and use information drawn from samples to draw conclusions about populations; they also make predictions about populations based on data drawn from proportional samples.
Math workouts in eighth grade focus on timed solving of multistage problems involving complex operations. This practice helps students prepare for the standardized tests they will take for high school entrance, as well as increasing the automaticity of their calculations and problem analysis in general. As in previous years, students continue to work both alone and in groups and take responsibility for their own skill learning and for assessing their own needs.
The following topics are studied in eighth grade:
- Exponential and quadratic relationships
- Writing and graphing linear, inverse, exponential, and quadratic equations
- Equivalent expressions
- Multiple equivalencies and systems of equations
- Symmetry transformations of shapes
- Similarity and congruence of geometric figures
- Discovery and application of the Pythagorean Theorem
- Representing geometric relationships algebraically
- Samples and populations
- Using samples to make predictions and to evaluate the quality of collected data
- Testing hypotheses through data analysis and drawing conclusions about populations
Jewish Studies Core
In the middle school years, Jewish Studies classes continue to deepen each student’s dramatic encounter with God and Torah, personally as well as collectively, through text study as well as experiential learning. As the students mature as learners, their facility and independence with the foundational texts of Jewish tradition markedly increase.
In Tanach (Bible), students complete their study of the epic narrative of Sh’mot (Exodus); in addition, they move beyond the narrative portions of Torah and study legal and poetic sections, often in connection with an overarching theme or concept which is integrated with their humanities or science studies. Other books of Tanach are excerpted in order to give students a broadly representative experience of the range and sweep of biblical literature. The method of study remains fundamentally unchanged from the upper elementary years: students continue to work in chevruta (study pairs) to develop their own basic comprehension of the text, pose questions, generate interpretations, and compare their own interpretations with those of classical and modern commentators.
In Torah Sheb’al Peh (rabbinic oral tradition), the focus shifts from Mishnah to Talmud. Students progress through a carefully graduated program of study, beginning with simpler texts – shorter, more Hebrew and less Aramaic, on familiar topics – and proceeding to lengthier, more complex Talmudic passages. Working in chevruta, they gain an in-depth understanding not only of the content of rabbinic discourse, but also its language, its structure, and its legal, spiritual, and conceptual implications. By the end of their middle school years, students are able to learn an unseen passage of Talmud of intermediate difficulty without their teacher’s frequent intervention or explanation.
The central rite of passage during the middle school years, becoming bar or bat mitzvah, provides multiple points of entry for students to connect with their spiritual selves and to find personal meaning: the personal mitzvah project, through which students choose their own individual mitzvah to explore and experiment with; the community mitzvah project, through which they study about community service, choose one service project to undertake, and engage in it in an ongoing, sustained way; and the Jewish life skills program, which includes, in particular, each student’s guided independent study of his/her parashah (Torah portion) and preparation of a d’var Torah.
The Hebrew program in the Middle School is based on the recently developed Neta curriculum. The Neta program is sequential and based on a structured linguistic progression. The curriculum consists of four levels, of which our school teaches the first three (the advanced level is intended for 11th and 12th grade students in Jewish day schools). Lessons are centered on themes of interest to young people, ranging from computers and sports to friendship and freedom. Each theme is presented from three perspectives: Jewish tradition, modern Israeli culture, and general world knowledge, including art, music, literature, poetry, news articles, and Jewish texts, in layers of language ranging from biblical Hebrew to current scientific Hebrew terminology and common colloquialisms.
The curriculum adheres to a steady pace that allows students to experience tangible progress in their Hebrew proficiency. The curriculum specifies clear goals and measures of achievement and is accompanied by standard assessments.
Prior to entering the program, each student’s level is determined by a placement test. Each of the three levels taught in the Middle School include students from each grade, so that students in every grade may study at the level best suited to their needs: m’chinah (preparatory program), beginners’, or intermediate.
Sixth Grade
The sixth grade Torah curriculum picks up the exodus narrative beginning with the ten plagues and carries halfway through the Israelites’ first year in the wilderness, finishing with the sin of the golden calf and the second giving of the Torah (Sh’mot 7-34). Students work in study pairs (chevruta) and small groups to study the text, analyze it, question it, write their own commentaries, and compare them with traditional commentaries that also address the class’s questions. They share their insights, questions, and interpretations with their classmates and progressively become more independent in their ability to comprehend and work with the biblical text as they become increasingly proficient in biblical vocabulary and grammar.
Sixth grade marks the start of students’ formal study of Talmud. Building on skills and concepts they learned in Mishnah in their upper elementary years, the passages that comprise the curriculum early in the sixth grade consist primarily of baraitot, texts that are similar to mishnayot in length, language, structure, and style of argumentation. The first several Talmud passages are written in Hebrew and incorporate only isolated words and brief phrases of Aramaic. They are selected from Tractate B’rachot, whose subject matter is already familiar to students from their general knowledge of t’filah and from their study of Mishnah; the specific content, however, is new to them.
Later in the year, the Talmud passages gradually lengthen and become somewhat more complex in structure and argument; Aramaic is sprinkled in more liberally, as well. These texts are chosen primarily from the tractates of Mo’ed that deal with the Jewish holidays and Jewish calendar, also familiar ground for students. By the end of the year, the passages are between half a side of a page and a full side, with corresponding complexity in other respects as well.
Students prepare the text in study pairs (chevruta) with the aid of worksheets, which help them to understand vocabulary and the meaning of each line and to analyze the passage into stages or steps. Pooling the insights of the class in a subsequent discussion helps bring the principles, the flow, and the thematic development of the Talmudic discussion into focus. Review activities and end-of-unit assessments help students solidify their understanding and gradually expand their text attack skills.
Sixth grade Jewish history consists of two units: in the fall, in the first of three years of study about the Holocaust, the curriculum covers the rise of Nazism, the imposition of anti-Jewish laws and restrictions on the Jews of Germany, and the responses of German Jewry, culminating in Kristallnacht. In the spring, students look at the biblical period leading up to and including the early monarchy; they focus on the leadership challenges exemplified by the period of the judges and the transition from Samuel’s leadership to Saul’s.
In t’filah, the sixth graders begin to pray twice daily, adding the minchah (afternoon) prayer to their routine. They continue to add new prayers to their daily liturgy, including a few additional chapters of psalms from p’sukei d’zimra. However, the main focus of the curriculum is on shacharit (the morning prayer) for Shabbat, which students learn to recite each Friday morning. Students’ inquiry into the meaning of new t’filot becomes more sophisticated as their text skills improve; they often trace the origins of new prayers in the Tanach (Hebrew Bible) and other sources. They take part in the Middle School minyan on Mondays and Thursdays and take turns reading Torah. As their bat or bar mitzvah approaches, they begin to put on t’filin daily.
In the spring of sixth grade, a new subject, B’nei Mitzvah, is introduced. In it, students explore their attitudes about becoming bar or bat mitzvah; look at classical texts that describe the reasons for a ceremony at age 12 or 13; investigate the concept of mitzvah in the Torah as understood by Maimonides, Sefer Hachinuch, and other authorities; learn the art and craft of preparing and delivering a d’var Torah; and research a chosen mitzvah, which they also incorporate in their personal practice and keep a journal to help them reflect on the experience.
The sixth grade chagim (Jewish holidays) curriculum focuses on Talmudic sources for all major holidays. In many cases, students study the classic sugyot (passages) out of which key concepts of the holiday first arise. For example, they discover the concept of itzumo shel yom m’chaper (the power of Yom Kippur to atone, with or without repentance), the classic dispute over the number of Chanukah candles to be lit each night, and the essence of the mitzvah of sipur y’tziat Mitzrayim (telling the exodus story) on seder night.
Hebrew is taught on three different levels to sixth graders. The m’chinah curriculum is designed for students with no or very little knowledge of Hebrew. In this program, students learn to speak in short dialogues about daily life; write paragraph-length personal narratives, memos, and assertions of opinion; and read stories, folk tales, and descriptive or informational non-fiction texts. The language structures that they learn to recognize and use include singular and plural forms; masculine and feminine forms; present tense, past tense, and infinitives; four of the seven verb patterns (binyanim); the basic possessive forms; prepositions; nominal clauses; and word order in sentences.
The beginners’ curriculum is a two-year sequence that is typically studied by students entering seventh and eighth grade in Jewish day schools. In this program, students learn to speak in longer dialogues about a wide range of subjects and in interviews; write letters; and read longer short stories, non-fiction texts, essays, and simple songs, poems, and biblical passages. The language structures that they learn to recognize and use include the basic future tense; all seven verb patterns (binyanim); declension of several prepositions; noun-adjective agreement in gender and number; nominal, verbal, and object clauses; parts of speech; and word order.
The intermediate curriculum is a two-year sequence that is typically studied by students entering ninth and tenth grade in Jewish day schools. In this program, students learn to speak freely in conversation on any topic; read news articles in easy Hebrew, full-length short stories partially adapted to easy Hebrew, and poetry, songs, biblical verses, and midrashim; write multi-paragraph narratives, reports, and essays; and understand TV or radio news items. The language structures that they learn to recognize and use include the future tense in four binyanim (verb patterns), declension of prepositions, gerunds, past participles, possessives, suffixes, and conditional clauses.
Seventh Grade
The seventh grade Torah curriculum covers selected chapters of Sh’mot (Exodus), B’midbar (Numbers), and D’varim (Deuteronomy) and commences with the crossing of the Red Sea and concludes with the death of Moses. In addition to the skills learned in previous years, seventh graders learn to work their way through the Hebrew text with limited vocabulary support, put themselves in the shoes of the biblical characters, ask larger philosophical questions about the text, and compare and contrast medieval and modern commentaries.
In the second year of Talmud study, seventh graders explore some classic sugyot of N’zikin (the Order of Civil and Criminal Law). The passages range from half a side of a page in the fall to up to a full page in the spring; students become increasingly familiar with Aramaic vocabulary and language patterns during the year, and the amount of Aramaic in each passage reflects this growth. The structure of the sugyah also grows in complexity, and the logical connections between parts of the text later in the year often need to be inferred; and the flow and style of argumentation between the rabbis becomes increasingly implicit and complex. Students become less reliant on vocabulary lists for common terms, learn to map out the flow of the argument by filling in and constructing charts and diagrams, grow in their ability to analyze and explain the various lines of argument, and develop question-posing skills.
In Jewish history, the fall mini-unit, the second of three years of studying the Holocaust, focuses on the concentration of the Jewish population, particularly in Poland, in ghettoes and Jewish resistance; in the spring, students look at several European communities during the Middle Ages.
The second half of the B’nei Mitzvah program is taught in the fall of seventh grade. Students refine the d’var Torah that they began to work on in sixth grade, and they undertake a second mitzvah project, this time relating to the mitzvah of chesed, or another interpersonal mitzvah. They again research the mitzvah of their choice and practice it over and extended period, keeping a reflective journal. The mitzvah project culminates with oral presentations.
The t’filah program continues to expand and diversify in seventh grade. Students learn two entirely new prayer services this year: minchah (the afternoon prayer) for Shabbat, and shacharit (the morning prayer) for shalosh r’galim (Pesach, Shavuot, and Sukkot). In addition, several new prayers are added for the conclusion of the daily morning service following the Amidah. Students who become bar or bat mitzvah this year, or during the summer preceding, have their first experiences of assuming full responsibility for the leadership of a minyan as chazanim.
In seventh grade, the focus of study prior to the chagim (Jewish holidays) shifts to Maimonides’ Code of Jewish Law. In many cases, his novel insights and approaches to understanding familiar practices and concepts provoke surprise, heated debate, and unexpected pleasure. For example, students encounter his analysis of differences between the second day of Rosh Hashanah and that of every other holiday; two different and apparently incompatible descriptions of the process of repentance; an account of the history of Chanukah and the nature of the miracle that differs from everything else students have learned in the past; and a surprising choice of how best to express the joyousness of the holiday on Purim and other chagim.
Hebrew is taught on three different levels to seventh graders. The m’chinah curriculum is designed for students with no or very little knowledge of Hebrew. In this program, students learn to speak in short dialogues about daily life; write paragraph-length personal narratives, memos, and assertions of opinion; and read stories, folk tales, and descriptive or informational non-fiction texts. The language structures that they learn to recognize and use include singular and plural forms; masculine and feminine forms; present tense, past tense, and infinitives; four of the seven verb patterns (binyanim); the basic possessive forms; prepositions; nominal clauses; and word order in sentences.
The beginners’ curriculum is a two-year sequence that is typically studied by students entering seventh and eighth grade in Jewish day schools. In this program, students learn to speak in longer dialogues about a wide range of subjects and in interviews; write letters; and read longer short stories, non-fiction texts, essays, and simple songs, poems, and biblical passages. The language structures that they learn to recognize and use include the basic future tense; all seven verb patterns (binyanim); declension of several prepositions; noun-adjective agreement in gender and number; nominal, verbal, and object clauses; parts of speech; and word order.
The intermediate curriculum is a two-year sequence that is typically studied by students entering ninth and tenth grade in Jewish day schools. In this program, students learn to speak freely in conversation on any topic; read news articles in easy Hebrew, full-length short stories partially adapted to easy Hebrew, and poetry, songs, biblical verses, and midrashim; write multi-paragraph narratives, reports, and essays; and understand TV or radio news items. The language structures that they learn to recognize and use include the future tense in four binyanim (verb patterns), declension of prepositions, gerunds, past participles, possessives, suffixes, and conditional clauses.
Eighth Grade
In eighth grade, the Tanach program completes the narrative sequence of the Torah that students began studying in first grade, concluding with the death of Moshe in the final chapter of D’varim (Deuteronomy). The students then embark on an interdisciplinary survey of two themes that encompass the entire range of biblical literature: Torah, Nevi’im (prophets), and Ketuvim (writings); narratives, legal codes, and poetry. The topics explored in these extended studies are “The Nature of Man” and “The Land of Israel.” In addition to the skills learned in previous years, eighth graders learn to analyze characteristics of biblical poetry, to situate biblical law within the scope of the Jewish (rabbinic) legal tradition, to use and interpret biblical maps and a biblical atlas, and to follow the threads of biblical thought through a variety of texts, genres, and styles.
In the third year of Talmud study, eighth graders explore some classic sugyot in N’zikin (the Order of Civil and Criminal Law). The passages range from a full side of a page in the fall to up to a full page in the spring; students continue to develop their familiarity with Aramaic vocabulary and language patterns, their ability to follow increasingly complex logical arguments and sugyah structures, and their skill in thinking along with the text, posing relevant questions, and suggesting novel solutions.
In Jewish history, the fall mini-unit, the third of three years of studying the Holocaust, focuses on the extermination of the Jews in concentration camps and death camps; this unit of study incorporates non-fiction reading, including survivor accounts such as Night by Elie Wiesel, historical fiction, and creative responses, such as songs, drawings, and original diaries.
Beginning in January, students study Zionist thought and history intensively in preparation for their study tour after Pesach. This extended study incorporates three emphases: rabbinic perspectives on the
land of
Israel ; nineteenth century Zionist thinkers; and a first-person documentary history of the Yishuv from 1882 through 1948.
The eighth grade t’filah program represents a culmination of nine years of study and practice. Several new prayers are added to the weekday prayer service: Shirat Hayam; the concluding meditation of the Amidah, Elokai N’tzor; and the full service for removing the Torah from the ark and returning it. Two additional features become more prominent this year than in the past. First, students are active in leadership roles in the service, not only as chazanim and ba’alei k’riah (Torah readers), but also as members of a student Va’ad T’filah and as gabaim. In these capacities, they ensure not only the smooth running of the services and the fair distribution of responsibilities and honors, but also work to enhance the spiritual dimension of the group prayer experience. Second, in an attempt to help students enrich their own approach and style as pray-ers, much of the time and emphasis on iyun t’filah (prayer inquiry) focuses on the prayer experience in its totality, exploring a variety of ways to enrich one’s personal spiritual experience and empowering students to give voice to their theological dilemmas and to work through them in a supportive setting.
In eighth grade, the focus of study prior to the chagim (Jewish holidays) shifts to the Shulchan Aruch, Rabbi Joseph Karo’s classic Code of Jewish Law, and the Mishnah B’rurah commentary on it. In some cases, the focus of the inquiry is primarily to resolve a practical dilemma, such as the characteristics of the candles to be used on Chanukah to prevent their being extinguished; and the b’rachot to be recited on the m’gilah at night and during the day that reflect the exact nature of the obligation each time. Other selections reveal theoretical or philosophical implications of certain practices, such as the reasons for sounding the shofar 100 times; the underlying purpose of sitting in the sukkah; and different aspects of guarding the matzah from fermentation.
As was the case in sixth and seventh grade, Hebrew is taught on three different levels to eighth graders. The AlphaNeta curriculum is designed for students with no or very little knowledge of Hebrew. In this program, students learn to speak in short dialogues about daily life; write paragraph-length personal narratives, memos, and assertions of opinion; and read stories, folk tales, and descriptive or informational non-fiction texts. The language structures that they learn to recognize and use include singular and plural forms; masculine and feminine forms; present tense and infinitives; four of the seven verb patterns (binyanim); the basic possessive forms; prepositions; nominal clauses; and word order in sentences.
The Matchilim (beginners’) curriculum is a two-year sequence that is typically studied by students entering seventh and eighth grade in Jewish day schools. In this program, students learn to speak in longer dialogues about a wide range of subjects and in interviews; write letters; and read longer short stories, non-fiction texts, essays, and simple songs, poems, and biblical passages. The language structures that they learn to recognize and use include the basic future tense; all seven verb patterns (binyanim); declension of several prepositions; noun-adjective agreement in gender and number; nominal, verbal, and object clauses; parts of speech; and word order.
The Beinayim (intermediate) curriculum is a two-year sequence that is typically studied by students entering ninth and tenth grade in Jewish day schools. In this program, students learn to speak freely in conversation on any topic; read news articles in easy Hebrew, full-length short stories partially adapted to easy Hebrew, and poetry, songs, biblical verses, and midrashim; write multi-paragraph narratives, reports, and essays; and understand TV or radio news items. The language structures that they learn to recognize and use include the future tense in four binyanim (verb patterns), declension of prepositions, gerunds, past participles, possessives, suffixes, and conditional clauses.
Advisory
The middle school provides a safe haven in which each student experiences and comes to terms with the physical, emotional, social, and intellectual changes that s/he is undergoing. The key means of providing this support is the advisory system. In each class, one of the teachers also serves as advisor. Advisory groups meet daily and foster a family feeling and a sense of community and friendship among the students in the class. As well, under the guidance of the advisor, the students as a group help to manage their own affairs, plan their own activities, and engage regularly in discussions, role-plays, and problem-solving activities about developmental issues, such as friendship, independence, responsibility, physical development and sexuality, and peer pressure. They also address interpersonal challenges and dilemmas when the need arises.
Sixth Grade
In sixth grade advisory, students take significant responsibility for governing their own affairs. In addition, the early part of the year is marked by many class discussions and individual check-ins concerning the students’ adjustment to Middle School life and expectations.
During the year, the class undertakes a project of its choosing as a follow-up to their four-day environmental education retreat at Teva; plans and manages its community service involvement in between site visits; participates in an award-winning program for young adolescent girls, “It’s a Girl Thing!”; discusses current events and stages political debates; and studies a health education unit on peer pressure, safe behavior, and substance abuse.
From time to time, the advisory class time is also used for students to update and refine their portfolios, to write entries in their reflective journal, and to work on research projects, such as the mitzvah project and the d’var Torah in B’nei Mitzvah.
Seventh Grade
The advisory program continues to focus on goal-setting and reflection, on the students’ management of their own affairs, and on building community. Special programs incorporated within the advisory rubric in seventh grade include a photography and Jewish identity clarification program, “The Jewish Lens;” an award-winning program for young adolescent girls, “It’s a Girl Thing!”; an exploration of Jewish values as a means of assessing and enhancing the class’s functioning as a community; planning and preparation for a four-day educational trip to Washington, D.C.; a health education unit on human sexuality and boy-girl relationships; and the first half of a year-long high school preparation program.
The advisory teacher conferences monthly, or more often, as needed, with each student to help monitor his or her academic and personal progress and to address any individual concerns.
Eighth Grade
In the eighth grade, much of the year’s advisory curriculum is devoted to three topics: preparing for high school, preparing for the study tour, and preparing for graduation.
The high school preparation program picks up where it left off at the end of seventh grade. Students are helped, in class and in individual sessions with their parents, to finalize their choices of which schools to apply to and then guided in completing applications and the other steps of the application process. In particular, students are coached in their interviewing skills and familiarized with the entrance exams they will be taking. As a group, they also go on school visits. Later in the year, they receive support in coping with waiting to hear, with rejection, and in deciding among schools to which they have been admitted.
Preparation for the trip is a yearlong process that includes planning and implementing fundraising activities, orientation to the trip for the students, and for the students and their parents, and a program of study topics on the history and geography of modern .
Preparing for graduation takes the form of a structured reflection on experiences students have had over their school years and beliefs and values they have developed as a result. Working closely with an individual advisor, they produce a reflective paper and a creative project examining who they were, who they are, and who they expect to be in high school and beyond. They then make an oral presentation to me |
