Maimonides School: Curriculum

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The Upper School Curriculum Guide lists all departments and courses available in the Upper School. This information can be viewed by department or by grade. A Middle School Curriculum Guide is also available for viewing.

Judaic Studies

All classes study the same text on a four-year cycle. Two years is devoted to the study of Bereishit, with one year each for the study of Shemot and Bamidbar. Students hone their skills at reading and understanding the text, and then learn to analyze the commentaries of Rashi, Rambam, and other classical commentaries. Relevant source material is presented from Talmud and Midrash to round out the students' understanding of the topic.

This material is taught in increasing depth and sophistication in the upper grades. The degree of complexity with which it is presented and developed depends on the specific grade and section. As a general rule, ninth grade aims to consolidate the study skills developed in the Middle School grades. These include: mechanical reading, acquisition of a core vocabulary, and exposure to the commentary of Rashi and occasionally other meforshim. Tenth grade studies the commentary of Rambam and other meforshim. Students discover the textual and/or logical bases for the different viewpoints of meforshim. Eleventh grade deals with the role of Midrashic interpretation of the text, and analyzes the text in a more sophisticated manner. The twelfth grade consolidates these skills, with students expected to engage in independent Chumash study on a relevant topic.

Students review the basic rules of grammar that were covered in previous years. They are exposed to some more complicated works of literature, e.g., short stories by Amos Oz and Gershon Shofman, and songs by Leah Goldberg. Discussions of various current events take place on a more sophisticated level of Hebrew. Hebrew films are shown in class to further familiarize the students with the idiomatic expressions. The textbook exposes the students to life in Israel in varied venues. Conversational Hebrew skills are further developed.

Students are assigned more complicated works of classical Hebrew literature written by such authors as Chaim Nachman Bialik. Poems by actor and social critic Alexander Penn and by the heroine Hannah Szenes are analyzed. They learn about the author of these works, and the era in which the author lived. The textbook serves to solidify and reinforce Hebrew skills studied in the previous years. Dramatic presentations in Hebrew are performed by the students for their classmates.

Students study an anthology of classical Hebrew works. Included therein are satirical pieces by Aharon Megged and poems by Natan Zach and Erez Biton, who was blinded by a grenade as a youth. Inferential questions on the material studied are assigned as homework. The class functions as an Ulpan class, strengthening both conversational Hebrew and sophisticated writing. Independent writing assignments as well as oral presentations to the class round out the course of study. Students write their own articles as if they are to appear in an Israeli newspaper.

Readings are assigned from recent newspaper articles and students are asked to write a critical summary about the issues being addressed in these articles. Piyyutim (religious poems) from the liturgy are studied, and short stories written by such authors as Yehuda Amichai, Amnon Shamosh, and Yehuda Borla are discussed. Issues facing Israelis are researched and discussed in class. Students prepare presentations to their junior classmates on Yom HaShoah, Yom HaZikaron, and Yom HaAtzmaut.

Texts: Yona, Melachim Beit, select passages from Divrei HaYamim, Megillat Ruth and Megillat Esther. Students study the narrative of the events leading up to the destruction of the first Beit HaMikdash. The goal is to introduce the students to the text of nevi'im achronim (the later prophets), and to provide them with the historical foundation for such study. Students are assigned to translate and explain some of the comments of the meforshim.

Texts: Yishayahu, Hoshea, Micha and Amos. These four prophets represent the era that precedes the destruction of the Temple.

The students deepen their understanding and appreciation of the richness and complexity of biblical poetry. The role of prophet is further refined as social justice advocate and model for a more intimate relationship with G-d. Important religious themes explored are: divine providence, Messiah and the end of day's philosophies and the Suffering Servant. Through Hoshea we will explore (and hopefully better) our practical relationship with G-d. Proper marital relationships are also discussed.

Texts: Yirmiyahu, Tzefaniya, Eicha and Tehillim 137. The choice of texts will span from a few years before Yirmiyahu begins his career as a prophet, to the devastation of the Churban and the first glimpses of Bnei Yisrael arriving on the shores of their new home in Bavel.

The goal of this course is to continue to develop the students' exegetical and literary skills in Navi study. This is the first time our students will encounter one of the major Nevi'im Achronim which is a unique mix of prose and poetry. Some time is spent introducing our students formally to the beauty of biblical poetry. This is the basis for the next two years of study of Classical Prophets. The nature of prophecy is explored in a more sophisticated manner than they have studied until now. Yirmiyahu's very personal portrayal of the suffering and joys of prophecy engage the students to explore the complex role of classical Navi. The relevance of the prophetic message to our time is addressed in the courses in themes such as spiritual alienation, over emphasis of ritual. The students read Eicha with an eye to understanding the grieving process that the nation is going through and how through this sefer they emerge religiously intact and ultimately stronger. The genre of Kinnah is learned as well as an example of a more in depth look at biblical poetry.

Text: Shivat Tzion. The return of the Exiles picks up the story line where tenth grade had ended. Seventy years later we learn how the Jews who were building lives in Diaspora ready themselves to return to Jerusalem and rebuild the Temple. The course will show the span of this important era in Israel as seen in the last three prophets of Trei Assar and then move onto Ezra and Nehemiah in Ketubim.

Themes covered will deal with common Diaspora issues like intermarriage and the aliaya dilemma. A thorough exploration of the topography of Jerusalem will be studied. Students will continue refining their reading and exegetical skills using the Miqraot Gedollot while studying Trei Assar. For the last half of the year, for their studies in Ezra and Nehemiah, students will switch to the Da'at Miqra series. Students will benefit from the many exegetical, geographical, and archeological insights that this important sefer offers not to mention the extensive maps and pictures which bring alive the biblical texts in many exciting ways. This series is a fitting end to the last semester of study of Navi at Maimonides.

The Ezra and Nehemiah component will also be supplemented with traditional exegetical materials supplied by the teacher.

Added elements of the curiculum:

Bekiyut tests school-wide.
Reviewing Torah and Haftorah readings with Chumash and Navi teachers before each Chag, with a focus on a d'var Torah for the Yom Tov table.
Parshat Shavuah with a focus on d'var Torah for the shabbat table.
Electives in: Iyov, Tzadik v'ra lo, leadership in the Tanach.

This seminar, which meets once weekly over the course of the senior year, introduces the students to halakhic and aggadic (legal and philosophical) texts pertaining to the following themes: husband-wife relationships, generally; taharat ha-mishpacha, specifically; death and mourning; the quest for taamei mitzvot (seeking personal meaning and fulfillment in the observance of mitzvot). The sources serve as a springboard for discussion; questions are encouraged, and characteristically determine ad hoc modifications to the syllabus.

The senior year culminates with a week of intensive exposure, in a systematic way, to some of the major themes in the writings of Rabbi Soloveitchik, zt"l. Readings are assigned, and presentations by members of our faculty (and guest-lecturers when possible, including Rabbi Mayer Twersky and Dr. Atarah Twersky) stimulate discussion. Some of the topics are: Prayer; the Central Role of Talmud Study; Religious Zionism; the Complexity of our Religious Lives; Striving for Kedushah. One session is devoted to a few central motifs in the teachings of the Talner Rebbe, Rav Yitzchak Twersky, zt"l.

General Studies

The AP Biology course is designed to be the equivalent of an introductory biology course taken by biology majors during their first year of college. The topics covered are similar to those covered in ninth grade biology. AP biology differs significantly with respect to the range and depth of these topics, the kind of textbook used, and the kind of laboratory experiments that are done. As an example, both courses have a laboratory studying photosynthesis. Ninth grade biology assesses photosynthesis qualitatively, using the change of color of a pH indicator. AP biology assesses photosynthesis quantitatively, using a spectrophotometer to measure color changes of a reducing agent. Permission of the instructor is required for enrollment.

This course is designed to investigate advanced topics in chemistry. Students wishing to take this course must demonstrate honors-level work in biology and chemistry. Students who do honors-level work in the course may take the Advanced Placement examination in May. Specific topics include: classification of matter; chemical reactions; thermo-chemistry; atomic structure; periodic property of elements; chemical thermodynamics and others. Permission of the instructor is required for enrollment.

This course covers the last 500 years of European history, a great deal of time and territory. Students are expected to master factual material independently while class time facilitates the understanding of broad trends, and analyses of primary sources and the writing of major historians. Central to this inquiry is understanding the development of intellectual trends, noting foundation in and impact upon economic, political, cultural, and social institutions. Europe is not a monolithic place and within any given society, people experience events differently. What is the source of these variations is central to appreciating the complexity of the past. Similarly, history is not a linear process. All events have complex causes and effects, with a constellation of factors, both short and long term, resulting in an amalgam of both change and continuity. Central to the course is continuing an appreciation for the study of history. What is the job of the historian? To what extent do present issues and past scholarship affect the thinking and writing of those who endeavor to explain history? How does one get at those who left no written records and equally important, how does one decipher those who lived with an appreciation of their historical significance? Students are encouraged to formulate these questions independently and use them as the basis for class discussion. Enrollment is limited. Permission of the department chair is required for enrollment.

The course is designed to investigate advanced topics in physics. Students wishing to take this course must demonstrate honors-level work in the eleventh grade physics class. Students who do honors-level work in the course may take the Advanced Placement examination in May. This advanced course conveys the basic concepts of classical and modern physics. The student is made aware that there are unifying principles in mechanical and nuclear physics, electricity and magnetism, light, sound and thermodynamics. Other topics include: measurement, force, energy, motion, heat, wave motion Students will be prepared for the AP Physics C examination. Permission of the instructor is required for enrollment.

This course will provide an advanced understanding of how today’s American government functions. This will not only include its formal structure, but also the impact of political parties and interest groups on policy — both domestic and foreign.

Before beginning studying contemporary politics, students will read selections from the works of John Locke and other political philosophers who were major influences on the Founding Fathers. To understand the premises which guided the Framers of the Constitution, students will also read selections from the Federalist Papers.

Wherever possible, the class will have the opportunity to compare American politics with relevant aspects of Jewish law and history (as for example, Constitutional Law and the Halachic process). The second semester will provide opportunities to compare the American system of government with that of other countries including Israel.

Student projects during the year will include:
1) Analyzing data on the relative weights of the individual states in the Electoral College and developing a winning strategy for a hypothetical candidate
2) Developing a case for specific legislation on behalf of an interest group
3) Analyzing significantly differing accounts of the same public policy issue in two publications.

This course is a continuation of eighth grade Algebra I, for those who need it.

This course completes the study of Algebra I and starts the study of Algebra II.

The traditional course in Intermediate Algebra and Trigonometry begins with a review of Algebra I and extends the students' knowledge in such topics as properties of real numbers, polynomials, solutions of simultaneous equations, radicals, quadratic equations, complex numbers, inequalities, exponential equations, and a wide spectrum of algebraic word problems. In some classes, trigonometry, logarithms, conic sections, matrices, sequences and series, and solving higher order equations are also covered.

This is a college level mathematics course that is equivalent to the first course in calculus offered in colleges. This course is intended for students who have a thorough knowledge of college preparatory mathematics, including algebra, geometry, trigonometry and properties of functions as studied in a pre-calculus course. Topics include: properties of elementary functions—algebraic, trigonometric, exponential and logarithmic; limits; differential and integral calculus. All theorems are proven and many problems of a practical and theoretical nature are solved.

This college level course is equivalent to the first year of college calculus. All topics covered in Calculus AB are also covered here. Additional topics covered include: sequences and series, parametric equations, polar functions and differential equations. This course is considerably more rigorous and theoretical than the AB course. This course is given only when there are sufficient numbers of qualified students.

This course provides students with a working knowledge of biological processes and principles. Students learn the scientific method by doing hands-on experiments in the laboratory and by recreating with pen and paper major experiments that are too complex for an upper school laboratory. All major discoveries are presented in a historical context to show the elegant thinking and hard work leading to them. The material is divided into four units. The first unit is the study of the cell. It includes biochemistry, osmosis, photosynthesis, cellular respiration, cellular reproduction, and protein synthesis. The second unit is the study of genetics, evolution, and ecology. The third unit is the classification and biology of microorganisms, plants, and animals. The last unit covers human biology.

This course is designed for students who have completed Algebra II and Trigonometry and who want to continue traditional mathematics without taking an AP course. The course takes up the essentials of differential and integral calculus, with emphasis on techniques and applications rather than theory.

Through discussion and laboratory experiences, the course exposes students to concepts in matter and energy; bonding; molecular and atomic structure; the periodic tables; solids, liquids and gases; kinetics and equilibrium; electrochemistry; organic chemistry and the application of principles of reaction. The laboratory program is used to demonstrate physical properties and introduces students to quantitative chemical measurements and analyses. The course emphasizes scientific reasoning and its exploratory processes.

The Ecology course will incorporate and integrate different science disciplines, particularly biology, chemistry and geology in order to understand the complex interactions between living organisms and the environment. One goal of Ecology is to equip students with an understanding of the science behind current environmental debates of both science and policy. We will focus on understanding local ecosystem history, using Reading the Forested Landscape by Tom Wessels. Other units will cover soil/plant interactions, water ecology and atmospheric ecology. We will use current journal articles and book excerpts to explore current topics in Ecology. In addition, the class will have the opportunity to attend a professional conference on a current topic in Ecology.

(elective) This course will cover the basic principles of micro and macro-economics, focusing on market forces. Students will gain an understanding of economic concepts such as scarcity and its effect on society, the various laws of supply and demand, inflation and supply side economics, taxation and government spending, economic growth and interdependence. Topics also include labor unions and their effects on the economy; business development and the role of the stock market. Central to the curriculum will be the influence of economic developments on broader historical developments, acknowledging the strong link between economic and political systems.

This course is open to students who are not taking French or Spanish.

Building on the literary skills introduced in the Middle School, the ninth-grade English course develops and enhances the students' ability to read and analyze literature, and to express ideas with logic and clarity both verbally and in writing. Freshmen study mythology, the Greek epic poem, and contemporary literature, and chart the evolution of tragedy as genre through their study of Greek, Elizabethan, and modern drama. Emphasis is placed upon the stylistic and thematic influences of Homer, Sophocles, and Shakespeare, upon the far-reaching influences of mythology on both traditional and contemporary literature, and upon overarching themes—such as the hero's journey—from the classical to the modern period. In composition, priority is given to the formulation of the thesis paper in which students support a literary argument. Other assignments stress research skills. In-class, timed writing exercises help students learn to think and to write under pressure. Grammatical topics covered include verb tense, subject-verb agreement, pronoun-antecedent agreement, and phrases. (Various topics covered in the freshman English course are coordinated with those studied in social studies.)

Sophomore English is designed to introduce students to a wide variety of literature and to instill an intellectual appreciation of such major writers as William Shakespeare, Jonathan Swift, Aldous Huxley, and J.D. Salinger. Emphasis is placed upon the influences such authors have had on world literature via their thematic and stylistic methods. Tenth graders study many literary genres, including satire, poetry, comedy, and tragedy. They are exposed to an array of social, political, and thematic issues, and examine their evolution. Close attention is paid to the wide spectrum of literary devices employed by various writers, in addition to understanding the literary periods from the Elizabethan Age to the modern day. Students practice basic rules of oratory through public speaking exercises. Papers are designed to measure higher order analysis and synthesis of material, and require students to employ increasingly complex grammar. Therefore, the tenth-grade grammar program focuses on advanced work in phrases, clauses, and sentence structure.

The scope of the eleventh-grade course, with the exception of Shakespeare's Hamlet, is American literature. The study of American literature is coordinated with the students' study of American history. Students focus on a standard canon, including works by Hawthorne, Thoreau, Twain, James, and Fitzgerald, but they expand their perspective to include writings of minorities and women. Juniors examine the development of a new culture and the evolution of dominant themes and stylistic devices as shaped by various political, social, religious, and historical influences of the American landscape. Each piece of writing is viewed as a self-contained work and as one within a wider context. Students develop and refine research skills within and across disciplines and continue to write many analytical essays, though at this stage they are encouraged to formulate their own paper topics. The eleventh grade grammar curriculum concentrates on parallel structure and clauses.

The primary goal of the senior course is to prepare students for the demands of college level writing, reading, and analytical thinking. The syllabus includes works which are some of the major building blocks of Western literature: Kafka's Metamorphosis, Bronte's Jane Eyre, Shakespeare's King Lear, and many others. Particularly close attention is paid to analyzing texts in a sociopolitical and philosophical context. Moving beyond the confines of classroom analysis, students are exposed to literary criticism and to the works of contemporary essayists. By year's end, students will be expected to read with a broader critical understanding and to have furthered their abilities to write with clarity and economy. Qualified students are also prepared for the Advanced Placement Examination in English.

The second year French course, building on the first, is designed to help students express themselves more easily using basic vocabulary and grammar. The course includes a number of new grammatical constructions, including ir and re verbs, demonstrative adjectives, interrogative adjectives and adverbs, direct and indirect object pronouns. Students learn to use an additional tense: the passé compose. New vocabulary words are grouped around daily life experiences, such as meals, sports, and travel, for example. Classroom activities are enhanced by short stories, Internet articles, DVDs, videos, weather reports, maps and other artifacts of daily life in French-speaking countries.

The third year French course, is designed to complete the overview of grammar begun in previous courses, to build vocabulary, and to develop speaking, reading, and writing proficiency. New grammatical constructions that are covered include reflexive verbs, demonstrative pronouns, relative pronouns, and the imperfect tense. New vocabulary words are again grouped around daily life experiences, such as personal routines and shopping. The course also includes an introduction to French literature. Through reading and viewing DVDs and videos, students have the opportunity to begin discussing ideas in French. Once again, classroom activities are enhanced by short stories, Internet articles, short videos, classified advertisements, maps and other artifacts of daily life in French-speaking countries.

The fourth year French course marks the beginning of upper level studies in French. Students review the present and passé composé of the major verbs, and study the imparfait and the simple future tense. Students also examine other new tenses such as the conditional and the past conditional tenses, including their use in "si" clause sentences. DVDs and videos provide exposure to native speakers as well as insights into contemporary French culture.

This course is the culmination of five years of French language and culture study. Students are finally able to read a piece of serious French literature. The choice of the piece of literature varies from year to year according to the tastes and interests of each class. Recent choices have included L'Hôte by Camus, Les Précieuses Ridicules by Molière, and La Guerre de Troie n'aura pas lieu by Giraudoux. Students also may view films, DVDs, and videos, do literary analysis, and face the challenge of literary translation.

Students study geometric figures, geometric proofs, and the application of arithmetic and algebra to solve geometric problems. Topics covered include basic geometric vocabulary and notation, two column proofs, congruent triangles, parallelism, perpendicularity, polygons, similarity, the Pythagorean Theorem, circles, area and volume. Some classes also study loci and construction problems.

This course is designed as a seminar where students will gain an appreciation for the ways in which various art forms provide resource materials for the study of history and culture. The class will focus on understanding the artist as a representation of as well as a reaction to his or her society. Students will be exposed to a variety of creative media and use their knowledge and research skills from previous courses to create theories about specific artists and art forms. Students are expected to take an active role in the presentation of course material.

This course is a survey of Jewish history during the Rabbinic and Medieval periods. The central focus of the course is the experience of the Jews during the period in Christian Europe and in areas under Muslim domination. Major social, economic, intellectual, and political developments are examined as are the contributions of major personalities such as Saadiah Gaon, Rashi, Rambam, Maharam of Rothenberg. Students will complete a joint research project for these two courses and present their research in class.

This course is a survey of the history of the Jews during the modern period. After some preliminary discussion of major developments from 1492-1750, the course will be divided into two sections. The first section deals with the period from 1750 to the Balfour Declaration, including Emancipation and the Haskalah, movements for religious reform, the emergence of Hasidism, modern anti-Semitism, and Zionism. The second section deals with the Holocaust including European Jewry between the wars, the Jew in Nazi ideology, stages of Nazi anti-Jewish policy, emigration, ghettoization, extermination, the Judenrate, Jewish resistance, the Allied reaction to the Holocaust and Faith after the Holocaust. Students will complete a joint research project for these two courses and produce a term paper.

This advanced course conveys the basic concepts of classical and modern physics. The student is made aware that there are unifying principles in mechanical and nuclear physics, electricity and magnetism, light, sound and thermodynamics. Other topics include: measurement, force, energy, motion, heat and wave motion.

This course will provide an understanding of how today’s American government functions. This will not only include its formal structure, but also the impact of political parties and interest groups on policy— both domestic and foreign.

Before beginning studying contemporary politics, students will read selections from the works of John Locke and other political philosophers who were major influences on the Founding Fathers. To understand the premises which guided the Framers of the Constitution, students will also read selections from the Federalist Papers.

Wherever possible, the class will have the opportunity to compare American politics with relevant aspects of Jewish law and history (as for example, Constitutional Law and the Halachic process). The second semester will provide opportunities to compare the American system of government with that of other countries including Israel.

This course develops a thorough understanding of functions, sequences and series. The emphasis is on developing the concepts which form the foundations of calculus, such as the concepts of limits and continuity, with substantial practice in the development and understanding of ä - å proofs. There is a careful study of polynomials, with real as well as complex coefficients, supported by the use of graphing calculators. Probability, matrices, transformational geometry, and logarithmic functions are other topics dealt with during the course.

The ninth grade course builds on the skills learned in eighth grade. In addition to using DVDs and other activities from the first year course, students will produce art projects and write short essays. Conversation skills continue to be emphasized along with more formal writing. Grammar topics include past tense, stem changing, and more irregular verbs. By the end of the year students will be able to discuss pastimes, sports and leisure activities.

In the tenth grade course where more Spanish continues to be used exclusively in the classroom, students refine their conversational and writing skills. Students continue writing and perform more advanced dialogues, and narratives. DVDs in Spanish continue to be shown and discussed. The videos prompt more sophisticated conversation and an exchange of ideas. In lieu of some written tests, projects and oral presentations may be assigned.

The eleventh grade course brings more advanced grammar study—the subjunctive is an everyday necessity in the Spanish language! The emphasis is still on competent verbal expression; and our DVD, video program, oral reports, skits, and interviews help achieve this end.

The twelfth grade course curriculum includes, in addition to activities from prior years, more advanced readings, oral comprehension, and art and drama projects. In addition some students use their senior projects to volunteer in Spanish language settings.

Statistics acquaints students with the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will frequently work on projects involving the hands-on gathering and analysis of real world data. Ideas and computations presented in this course have immediate connections with actual events, and future applications for study in the social sciences, natural sciences, or business. Computers and calculators will allow students to focus deeply on the concepts involved in statistics. For seniors, this course is an appropriate college preparatory alternative to Pre-Calculus or Calculus.

In Grades 9 and 10 students may choose to take Studio Art. The art classes meet twice a week and offer a studio program that uses multiple media to introduce students to various techniques and genre. Also included in the curriculum are projects related to various Jewish holiday celebrations. Two and three-dimensional projects are included to encourage students to try out new methods and ideas.

The course covers the development of the United States from its beginnings during exploration and settlement to the present. The course proceeds in chronological order, although a major focus is the recognition that all members of American society did not always experience the same major events in the same way. The primary goal for the course is to have students see the connection between the past and present, how contemporary issues reflect long standing historical causes. Students study major current events to facilitate this understanding. Other goals include learning about the study of history. A recounting of the past is never a simple linear story. Explanations for historical events must account for a variety of factors and while the course separates these individual strands, it is important to see how forces worked together to produce this nation's story. Major political events form the basis for each unit but each includes relevant and crucial economic, social, and intellectual issues. Students examine the major 'myths' of American history, explore their persistence, and try to understand why these exaggerations, half-truths, and outright lies have secured their place in our national psyche. Finally, students will explore those themes that pervade American history. Students work to master the expository analytic essay and complete a major research paper, written jointly with their English course. Students read a variety of primary and secondary sources, including a brief introduction to the major historical scholarship of each era. Students in the honors section who take the AP exam and earn a 3 or higher will have that designation on their permanent transcript.

This survey course traces the rise and fall of the major civilizations of the ancient world through the European Renaissance. It is a chronological and conceptual course focusing on common concepts of history such as government, the individual versus the group, cultural exchange and the expulsion/dispersal of people. Skill development includes the use of primary source material, independent research, and analytical thesis writing. The text, supplementary sources and special projects deepen understanding of past and present events, and promote critical thinking. The course is coordinated with Jewish History I in terms of content, skills, and assignments to develop a more complete understanding of the place of Jewish history within Western Civilization.

This course is a continuation of the ninth grade course, beginning with the Reformation and continuing to the present. Essential to this study is the rise of Western Europe into a position of global dominance through trade as well as the exploration of the decline of the church and rise of the nation state as the coordinating power. Students study the major developments in Science, Religion, Economics, Politics, Philosophy, and International Relations to see how these forces worked together to bring historical change. Thematic issues of social change, the role of the individual, the rise of mass movements, and the link between past and present will inform the chronological progression of the course material. Students will read widely in secondary, primary and literary sources to enhance their understanding of the material. They will continue to work to refine research and writing skills. The course is coordinated with Jewish History II in terms of content, skills, and assignments to develop a more complete understanding of the place of Jewish history within Western Civilization.

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