The Prozdor curriculum is robust and includes a wide range of options; there is truly something for everyone in our classrooms.
We offer a spectacular variety of courses taught by professors, musicians, artists, dancers, scientists, lawyers, doctors, historians, writers, journalists, social activists, and rabbis, presenting our studetns with an unparalleled breadth of choices and depth of learning. Every semester Prozdor offers a catalog of incredible, diverse, and interesting courses to choose from. Students follow their own desires and interests and they find their way through the landscape of Jewish learning. In the spirit of pluralistic study, Prozdor's program is led by experienced teachers who continue their own learning and cultivate the art of teaching. Prozdor teachers are caring, thoughtful, talented human beings who guide students as they explore problems and questions together with friends. As the students enter 10th grade, they choose a nativ (pathway) that allows them to go deeper into the methods and knowlegde of the Arts, Sciences, Humanities, or Language.
This nativ emphasized the artistic discplines of visual and performing arts. Students explore (a) the history and vocabulary of arts, (b) artistic skills and performance, and (c) expression, creativity, and imagination. Arts students take one or two courses each semester in any of the following: visual arts, music, dance, theater, language arts (poetry and writing), and design. Content area requirements for this nativ can be met with courses such as Israeli folk dance, Klezmer, political cartooning, Biblical themes in music, theater, dramatic scene writing, metallurgy, gardening, and Kosher culinary arts.
This nativ emphasizes observation and experimentalism. Students will (a) understand foundational concepts, theories, and knowledge derived from systematic study, and (b) consider science in the context of Jewsh life. Sciences students take one or two courses each semester in any of the following: STEM, cosmology, psychology. Content area requirements for this nativ can be met with courses such as Science and Judaism, intergalactic Judaism, the science of Passover, molecular biochemistry, game theory, technological innovations in Israel.
This nativ concerns the academic disciplines of history, philosophy, social sciences, and includes traditional and modern ways of studying Judaism's primary sources and philosophical writings. Humanities students take one or two courses each semester in any of the following: history, Middle East civilizations, theology, philosophy, politics, law, identity studies, social studies, social studies, Bible, Jewish studies, Jewish thought, and social justice. Content area requirements for this nativ can be met with courses such as Jewish history, theology for skeptics, case studies in Israeli law, identity studies, social studies, Torah in film, Genesis, Book of Samuel, Judaism and social justice.
This nativ invites students to understand the role of language, language arts, and linguistics in Judaism, especially as Hebrew plays a central role in Jewish life. Language students take one or two courses each semester in any of the following content areas: Hebrew, Yiddish, Arabic, Russian, German, linguistics, language arts.
Prozdor's Hebrew curriculum is based on the proficiency approach to teaching Hebrew, a nationally recognized, cutting-edge system for teaching a foreign language.The proficiency approach emphasizes that each school create its own curriculum based on student needs and interests, and that student needs be consistently evaluated on how they function with the language — not what they know about the language.
Using this approach, we have developed various thematic units to maximize the learning in the class and achieve Hebrew-language fluency. The coordinator of the Hebrew program has worked closely with Professor Vardit Ringavld and Shlomit Lipton from Hebrew at the Center, a national training institution for the advancement of Hebrew studies, in the development of the new curriculum. HATC has brought this approach into the Jewish day-school world, including at both the Jewish Community Day School and the Solomon Schechter Day School of Greater Boston. All Prozdor and Makor Hebrew teachers are trained in this approach and involved in a variety of professional-development workshops.
To learn more about HATC and the proficiency approach, visit www.hebrewatthecenter.org. For more information about the program, contact Mira Angrist, Hebrew coordinator, at email@example.com or 617-559-8814.
Sofit: Twelfth Grade
Sofit is a 12th grade program for Prozdor students that will offer them the opportunity to earn three college credits by enrolling in a full-year course taught at Prozdor. Students will identify individual research projects, conduct literature reviews, and work on final projects to be submitted in late spring.
Daniel Parmer and Jennifer Stevens will serve as the Sofit lead teachers. Daniel will be the research coordinator and Jennifer will be the academic coordinator. Jason Happel will serve as the official Prozdor administrative liaison.
Each Sofit student will be paired with a faculty or administrative advisor.
In the Fall semester, there will be four meetings in between September-December, to be held on Sunday afternoons at Hebrew College.
Students will identify an essential question to research and have four in-person sessions as a cohort. Sessions will run 2:30-4:30 on Sundays. All students will complete a literature review summarizing between 8-12 scholarly papers or peer-reviewed articles on their topic of exploration. The literature review will be due by December 31.
In the Spring semester, there will be eight meetings in the spring semester, twice a month in January-April. Students must propose either original research, curriculum, inquiry, or artistic work by February vacation and have it approved by leadership. On April 1 all students must submit a 750-word summary of their work and a timeline for project completion by May 31. All students will make a 30-minute presentation to a panel of Prozdor and Hebrew College staff and submit a 5-page paper in early- to mid-June
Project and/or research proposal
Final presentation- slideshow and paper