THE GUIDE TO RKYHS

RAE KUSHNER YESHIVA HIGH SCHOOL

R TABLE OF CONTENTS TABLE OF CONTENTS........................................................................................ I RKYHS ADMINISTRATION................................................................................ II RKYHS FACULTY............................................................................................... 1 MISSION STATEMENT AND CORE VALUES.................................................... 2 GUIDANCE DEPARTMENT................................................................................ 4 ACADEMIC OVERVIEW - JUDAIC STUDIES / K Y H S

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FOUNDATIONS OF JEWISH THOUGHT / ....................................6 IVRIT / ...............................................................................................................6 JUDAIC STUDIES ELECTIVES / ..........................................................7 MISHNA / ...........................................................................................................8 SEED / ........................................................................................8 TALMUD / .........................................................................................................9 TANACH / ......................................................................................................... 10 TEFILLA / ....................................................................................................... 11 TIKVAH / .......................................................................................................... 12 YU LEARNING INITIATIVE / ......................................... 12 ARIE AND EVA HALPERN HOLOCAUST STUDIES / ....................... 13

ACADEMIC OVERVIEW - GENERAL STUDIES.............................................. 14

ART............................................................................................................................. 14 COMPUTER SCIENCE............................................................................................... 15 ENGLISH.................................................................................................................... 16 HISTORY.................................................................................................................... 18 MATHEMATICS..........................................................................................................20 SCIENCE.................................................................................................................... 21 SOCIAL SCIENCES....................................................................................................23 WORLD LANGUAGES................................................................................................ 24 PHYSICAL EDUCATION............................................................................................. 25 DRIVER EDUCATION.................................................................................................. 25

CO-CURRICULAR ACTIVITIES........................................................................ 26 STUDENT ACTIVITIES...................................................................................... 30 CHUGIM............................................................................................................ 31 RKYHS TECHNOLOGICAL FACILITIES.......................................................... 34 RKYHS SOCIETIES........................................................................................... 35 TORAH LEARNING OPPORTUNITIES............................................................ 35 THE LEARNING LAB........................................................................................ 37 SAMPLE STUDENT SCHEDULE...................................................................... 38
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a message from our HEAD OF SCHOOL

Dear Prospective Students and Parents, I am honored to present to you The Guide to Rae Kushner Yeshiva High School. This guide includes details of all aspects of student life, including our school philosophy and core values, course offerings, learning opportunities, co-curricular activities, chugim, and RKYHS societies. We inspire our students to strive for excellence in all areas and invite you to explore the many facets of an RKYHS education. Our curriculum reflects the values of our school community and is enriched by a wide variety of subjects taught by content experts. Our instructional methods and flexible scheduling provide ample opportunity for students to learn on levels that best meet their needs. RKYHS is blessed with a talented administration and faculty members who demonstrate care and respect for all of our students, and are committed to fulfilling our educational goals. Consistent with our school mission, we set high standards for all students to enhance their commitment to Torah study, strive for educational excellence, and strengthen the foundation of their community. Our role as educators is to help students identify, embrace and appreciate the core values of Judaism, while simultaneously integrating the ideas of Western culture. We are confident that our nurturing environment, inspirational teachers, commitment to Torah principles and academic excellence will help our students reach their full potential. Best wishes, Rabbi Eliezer Rubin

RKYHS ADMINISTRATION
RABBI ELIEZER RUBIN, Head of School MR. HOWARD PLOTSKER Associate Principal RABBI MOTTI MILLER Assistant Principal/Mashgiach Ruchani/ Talmud Department Chair RABBI DAVID CHAMUDOT Sgan Rosh HaYeshiva, Tanach Department Chair MR. GARY BERGER Director of Guidance and Student Services DR. ROSEMARY STEINBAUM Dean of Instruction MS. SANDRA BLANK Director of Admissions

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MS. DAVIDA STADTMAUER Dean of Academic Affairs RABBI STEVEN HIRSCHEY Dean of Students

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R RAE KUSHNER YESHIVA HIGH SCHOOL FACULTY

Art Ms. Sandra Blank, Department Chair Ms. Debbie Buechler Computers Dr. Rosalyn Grad, Department Chair English Ms. Diane Bohs, Department Chair Ms. Glynis Corso Ms. Norma Mintz Ms. Sarah Williams Guidance Mr. Gary Berger, Director Ms. Gladys Graham Ms. Sarah Guttmann Rabbi Steven Hirschey, Boys Israel Advisor Rabbi Richard Kirsch Ms. Chana Baila Krupka, Girls Israel Advisor Ms. Hilary Levin, Registrar Ms. Michele Levine, College Guidance Mr. Logan Singman, Student Services Counselor Ms. Frada Stone Hebrew Ms. Edit Masuelli, Department Chair Ms. Michal Ben-Guy Ms. Pnina Kaplan Ms. Etti Langman Ms. Yaffa Malashock History Mr. Justin Bryant, Department Chair Rabbi Shimshon Jacob Rabbi Dr. Sacha Pecaric Mr. Jeffrey Reiss Learning Lab Ms. Davida Stadtmauer, Director Ms. Rachel Cole Rabbi Jamie Pearlberg Mr. Jeffrey Reiss Mr. Logan Singman Ms. Frada Stone Rabbi Dovid Sukenik Math Ms. Ellen Kirson, Department Chair Ms. Rachel Cole Ms. Amy Condo Ms. Deborah Hunter Ms. Frada Stone Physical Education Mr. Jason Neuhof Ms. Kacie Neurouter Science Rabbi Yaakov Mintz, Department Chair Ms. Henny Bochner Mr. Adam Klein Mr. Howard Malitz Ms. Tova Miller Dr. Steven Stein Mr. Jeffrey Tabachnick Spanish Ms. Edit Masuelli, Department Chair Ms. Gail Hausdorff Student Activities Mr. Josh Gottesman Support Services Ms. Franine Glajchen Ms. Alyson Greenstein Talmud Rabbi Motti Miller, Department Chair Rabbi David Chamudot Rabbi Yaacov Feit Rabbi Steven Hirschey Rabbi Shimshon Jacob Rabbi Richard Kirsch Rabbi Yaakov Mintz Rabbi Jamie Pearlberg Rabbi David Schlusselberg Rabbi Dovid Sukenik Tanach Rabbi David Chamudot, Department Chair Ms. Devora Dawidowicz Ms. Chana Baila Krupka Ms. Norma Mintz Rabbi Jamie Pearlberg Rabbi Eliezer Rubin Rabbi David Schlusselberg Ms. Sharon Weinstein YU Fellows Mr. Bryan Chustckie Mr. Efrayim Clair Ms. Tova Miller

K Y H S

MISSION STATEMENT

As a Modern Orthodox co-educational yeshiva, JKHA/RKYHS seeks to inspire students to live lives of Torah and mitzvot; to embrace secular knowledge and American democratic values; to love and serve the Jewish People; and to forge a lifelong bond with the Land and State of Israel. We aim to empower students to achieve personal excellence by teaching them how to learn, and by encouraging them to analyze, to create, and to pursue new intellectual challenges. We lead students to recognize that because we were all created in the image of God, we must treat everyone with respect and loving-kindness. We help students form strong, healthy identities, and we prepare them to take responsibility for themselves and their communities.

SCHOOL WIDE THEME 2013-2014

You shall comport with modesty before your God

The pasuk is a call for modesty and humility before God. It is an opportunity to embrace the presence of God in every aspect of our lives. This phrase reminds us to act with kedusha (holiness) through what Jewish theologian Michael Fishbane calls sacred attunements. It is the intention, that we heighten our consciousness and awareness of God in our lives, by comporting ourselves modestly in dress, language, in all daily activities, and acting with humility, as we pursue the vast knowledge contained in Hashems universe in general, and his Torah in particular. Students who attend Rae Kushner Yeshiva High School share and give life to our Mission Statement and core values. They and their families are dedicated to Torah and scholarship, they feel most fulfilled when practicing mitzvot and midot, and they actively embrace their obligations as citizens in a democracy and as vital members of Klal Yisrael. We encourage you to schedule a visit for your child to learn more about how Rae Kushner Yeshiva High School can change the way you envision your world, and inspire excellence in your future. 2

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R CORE VALUES
Modern Orthodox co-educational yeshiva Pirkei Avot describes Torah study in a way that best characterizes our yeshiva: Turn the Torah over, and over again, for everything is within. RKYHS seeks to imbue students with an abiding love of Hashem and a lifelong commitment to mitzvot and midot. Equally important, we are uncompromising in our pursuit of academic excellence because we believe that students thrive when they are challenged to fulfill their highest potential in both Judaic and General Studies. We aim to empower students to achieve personal excellence by teaching them how to learn Outstanding classroom, laboratory and library facilities offer students every opportunity to succeed. Our Guidance Department is dedicated to helping students acquire the skills they need to achieve their personal and educational goals. To live lives of Torah and mitzvot and forge a bond with the Land and State of Israel Our Judaic Studies curriculum is designed to nurture our students devotion to Torah learning, as well as to inspire their spiritual and religious growth. Ivrit is the primary language of instruction, as we believe that knowledge of modern Hebrew is integral to a full understanding of our heritage and history. Limudei Kodesh includes Tanach, Mishna, Talmud and Ivrit. All are taught by exceptional teachers who also serve as role models for lifelong learning. Throughout the year, formal learning is complemented by lectures, holiday programs and special events that reflect our commitment to Israel, Torah study and practice. Students are also actively encouraged to spend time and learn in Israel. To embrace secular knowledge The intense focus on scholarship, critical thinking and community that Torah study demands are also hallmarks of our General Studies curriculum. Courses in history, literature, mathematics, science, computer science, and world language comprise the core curriculum; Honors and Advanced Placement courses are available, as are a wide array of electives in the sciences, social sciences and fine arts. Encouraging them to analyze, to create, and to pursue new intellectual challenges Because RKYHS is a student-centered yeshiva, all students are encouraged to develop their analytical and creative capacities in every course, no matter which individualized programs of study they choose. Our teachers distinguish themselves by their concern for every student, as well as by their experience as educators and their breadth of knowledge. To love and serve the Jewish People RKYHS students take seriously their obligations to serve Hashem and society. Every student is regarded as a valued member of our community of learners, and each is expected to practice chesed both on campus and in the community. These values are reflected by the many extracurricular activities that enable students to develop their identity as Jews. Our chesed program, for example, matches enthusiastic student volunteers with Jewish and communal service agencies throughout New Jersey. We help students form strong, healthy identities RKYHS students actively participate in a wide range of clubs, teams and activities that offer opportunities to develop new interests and skills. Among the most popular are our Debate, Mock Trial and Model UN teams, as well as our Drama Club and Choir. Students interested in writing can report for our student newspaper, contribute poetry or prose to our literary magazine, or join the editing staff of our yearbook. Our three-season-long athletics program fields teams for boys and girls in sports including baseball, basketball, bowling, hockey, soccer, softball, swim, tennis, track, volleyball and wrestling. 3

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GUIDANCE DEPARTMENT
The goal of the RKYHS Guidance Department is to help students reach their full academic and social potential. We offer students a wealth of services including counseling, academic advisement, college and Israel guidance, and career counseling. The life of a high school student is continually changing. One way our Guidance Department helps students manage these challenges is by matching each student with a guidance professional who supports him/her throughout the four years of high school. This system ensures that counselors are available to meet with students whenever needs arise, and helps students feel comfortable sharing any concerns or issues they may have. The Guidance Department offers personalized, individual counseling, as well as small and large group programs focused on a wide range of issues of special interest to teenagers. These programs address social skills, the changing family, bereavement and other important topics reflecting the specific needs of our students. In addition, the Department creates special educational programs for the entire student body, assemblies aimed at particular grade levels, and interactive freshman programming. We recognize the importance of focusing attention on the freshman year. Within the first few weeks of school, every freshman meets with a guidance counselor who explains the role of the Guidance Department. More importantly, these initial meetings ensure that the transition to our school is smooth and that any additional support necessary can be implemented at that time. College guidance is a major focus of our Guidance Department. Our expert college counselors work individually with each senior to review his or her transcripts, discuss options, and assist with the college application and school selection process. Additionally, workshops for parents and students offer a wealth of information on topics such as the admissions process and financial aid. The college advisement program, including workshops and individual counseling, begins well before senior year, as counselors design programs and one-on-one sessions which are readily available to all underclassmen and their parents. Finally, our counselors monitor the college application process through the Naviance website, where students can research schools, begin the application process, and monitor the status of their applications from any computer. Gap Year in Israel The State of Israel and its creation is an important part of Jewish History and the RKYHS curriculum, and as such, we encourage our students to spend a gap year in Israel. Choosing the right yeshiva, seminary or program is critical. To assist each student in the process, our highly knowledgeable Israel guidance counselors meet with each senior individually to ensure that every student Reunion with our students in Israel is informed of their options and supported during the application process. A majority of our students spend a gap year in Israel, and they have been accepted to the top yeshivot and seminaries in Israel, where students are known for their commitment to learning, religious development and Israel advocacy leadership. 4

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R COLLEGE ACCEPTANCES
Our students are admitted to high-ranking colleges and universities as well as top yeshivot and seminaries in Israel. College acceptances over the past few years include:
Barnard College Bergen Community College Binghamton University Boston University Brandeis University Brooklyn College of the CUNY College of Staten Island Columbia University Cornell University County College of Morris CUNY Baruch College CUNY Borough of Manhattan Community College CUNY City College CUNY College of Staten Island CUNY Hunter College CUNY John Jay College of Criminal Justice CUNY Kingsborough Community College CUNY Lehman College CUNY Macaulay Honors Program CUNY New York City Technical College CUNY Queens College CUNY Queensborough Community College Drew University Drexel University Duke University Embry-Riddle Aeronautical University, FL Emory University Eugene Lang/New School for Liberal Arts Fairleigh Dickinson University Fashion Institute of Technology Florida State University Harvard University Hebrew University of Jerusalem Hofstra University IDC Herzliya, International School Indiana University at Bloomington Ithaca College Johnson and Wales University Kean University Lehigh University McGill University Michigan State University Middlesex County College Monmouth University Montclair State University Muhlenberg College New Jersey Institute of Technology New York University Northeastern University Ohio State University Parsons The New School for Design Pennsylvania State University Pratt Institute Princeton University Ramapo College Rensselaer Polytechnic Institute Rhode Island School of Design Richard Stockton College of New Jersey Rockland Community College Rutgers University Sarah Lawrence College Smith College Stern College for Women Stevens Institute of Technology SUNY Albany SUNY Binghamton SUNY Buffalo SUNY Purchase College SUNY Stony Brook Syracuse University Tel Aviv University Temple University The College of New Jersey The George Washington University Touro College Tufts University Tulane University Union College Union County College University of Arizona University of California at Los Angeles University of Chicago University of Cincinnati University of Connecticut University of Delaware University of Hartford University of Illinois at Urbana - Champaign University of Maryland University of Massachusetts Amherst University of Miami University of Michigan University of Pennsylvania University of Pittsburgh University of Vermont University of Wisconsin - Madison Virginia Commonwealth University Washington University in St. Louis West Chester University of Pennsylvania West Virginia University Yale University Yeshiva University

K Y H S

Over the past few years our students were accepted to the following yeshivot and seminaries in Israel: Aardvark Ashreinu Bar Ilan University Beer Miriam Birkat Moshe Eretz Hatzvi Hakotel Hebrew University Lev HaTorah Machon Maayan Mechinat Yeud Mevaseret Tzion Michlelet Mevaseret Yerushalayim (MMY) Midreshet Amit Midreshet Harovah Midreshet Lindenbaum Midreshet Moriah Midreshet Yeud Migdal Oz Netiv Aryeh Petach Tikvah Reishit Shaalvim Shaalvim for Women Shalem Tiferet Yeshivat Har Etzion (Gush) 5

ACADEMIC OVERVIEW

JUDAIC STUDIES / FOUNDATIONS OF JEWISH THOUGHT /

The goal of this class is to teach key concepts of Jewish thought that are important for our students as Orthodox Jewish teenagers. Our hope is that this learning will help better inform our students and inspire them toward a greater commitment to Torah and mitzvot. Texts from great Torah scholars, both ancient and modern, are studied weekly, with students answering introductory questions as well as preparing reflective papers every week. Topics ranging from the explanation of the Rambam as to the nature of good and evil in man (Shemona Perakim), to Rabbi Moshe Chaim Luzzatos view of mans obligation in this world (Mesillat Yesharim), to Rabbi Soloveitchiks explanation of the true nature of sin and repentance (On Repentance), and many more, are learned and analyzed. Students are asked to spend time considering themselves issues such as what their overriding values are, what the most important goals of their life are, and what it means to maintain a relationship with Hashem. In addition, students learn about the authors of each of these works and the context in which they were written in order to give them a better basis for understanding and appreciation of what they are learning.

IVRIT /

Hebrew is the shared language of the Jewish people. It is the language of the siddur and Tanach, as well as the living language of the people of the State of Israel. In our classes, which we have divided by skill and challenge levels, we use oral, written, and visual learning activities to encourage our students to speak Ivrit. We use SmartBoard technology and the Davka Dikduk computerized grammar program to reinforce the study of texts and help students achieve the confidence and fluency to communicate in Ivrit independently. Supplementary activities, such as Yom Ivrit, as well as exposure to Israeli culture via Israeli songs, movies and visits by Israeli shlichim, all contribute to making the language come alive for our students.

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Advanced students consistently earn high scores on the Jerusalem Hebrew Language Examination, and many earn advanced placement credit in college.

JUDAIC STUDIES ELECTIVES /

Students in grades eleven and twelve enroll in two semester-long Judaic studies elective courses for each academic year. Torah is dynamic, visionary and responsive. It shapes our world view and its study informs our daily activities and our perspectives on modernity. Whereas traditional texts link students to our rich and continuous tradition, Judaic studies electives provide the opportunity for students to engage modern challenges and examine ideas through the prism of Torah. By looking deeper into our vast Torah library, students will expand their understanding of and appreciation for the Torah as a life value. Each of the Judaic studies elective courses approach Torah study and its application from different vantage points. Students select Judaic studies elective courses based on their own proclivities and interest and may choose from the following list of electives. Guided, Independent Beit Midrash Learning Students in this independent study course choose a topic within the Torah to learn in depth. Each student works with an assigned faculty member who helps him or her design the project, including the choice of texts and the requirements of the project. Some appropriate topics for this project might include, among others, science and Torah, modern Jewish philosophy, contemporary halachic topics, womens issues in the Torah or Torah personalities. Jewish Thought Through Film In this course we will experience the work of brilliant artists who force us to question how we understand God, mankind, the world around us, and the relationships between them. We will discuss and struggle with some of the fundamental philosophical issues that have plague mankind for thousands of years and explore the thought and writings of major Jewish thinkers through-out the generations. From Tanach to Talmud, Rambam to Ramban, Rabbi Yosef Dov Soloveitchik to Rav Kook: We will explore all avenues of thought from many generations in an effort to comprehend foundational thinking. The goal of this course is to encourage students to engage, to question and struggle with concepts, dilemmas and scenarios presented in movies and music. We will explore various forms of media with the aid of guiding questions and assignments. For example a viewing of Steven Spielbergs Minority Report raises the challenge of Freewill Vs. Determinism, an issue struggled with by no less than the great minds of the Ralbag, Chasdai Crescas, and the Rambam. Disneys Wreck-it Ralph confronts the mental challenge of What purpose does Evil serve in the world? Upon returning to class, we will explicate the media studied by reading through Jewish source material on each unit. Memory, Representation and Our Responsibility In this class, students engage in an in-depth study of the Holocaust. Students study this unspeakable atrocity through three lenses: Memory: The historical context and importance of this event Representation: How the Holocaust was and is represented in the arts Responsibility: Issues of philosophy and ethics stemming from the Holocaust Open discussions, underlining the importance of how the memory of the Holocaust should be preserved and exemplified, are encouraged. Students walk away understanding their responsibility to carry on this memory. 7

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Ramban on the Torah Using the Chumash as a starting point for inquiry and investigation, this course examines the work of the Ramban (Nachmanides,) who uniquely combines textual analysis, mystical musings, and a crisp and sometimes critical look at our forefathers. By studying the Ramban on the Torah, students gain a profound understanding of exegesis and acquire a foundation for future biblical studies. In addition, in keeping with the philosophy of the Ramban, this course focuses on the centrality of the Land of Israel. What Does Halacha (Jewish law) Say About This? This course covers a wide range of intriguing and fascinating halachot that are applicable to our daily lives. Students delve into various sources, including the biblical, Talmudic, medieval, and contemporary origins of halachot. This class opens students eyes to the way Halacha is approached, and the way it tackles contemporary issues. Topics covered in the past include extreme sports, the kashrut of chewing gum, donating blood, various issues pertaining to sheimot (Torah printed on paper), and talking, texting and eating in a bathroom.

MISHNA /

In addition to the study of Mishna that is incorporated into the regular study of Talmud, some of our classes spend two periods a week studying Mshna as an independent text. The Mishna, written in a simpler and more concise style, is a foundational text of Torah SheBaal Peh, the Oral Law, and an entry point for understanding later and more complex levels of that tradition. Consequently, whenever possible the Mishna coursework complements the Talmud curriculum. Every year, our students complete an entire tractate of Mishna, which we celebrate in a year-end siyum.

SEED /

SEED (Student Enrichment, Education, and Development), offers an enhanced opportunity to engage students about ideas and themes, challenge them to think independently and develop their intellectual curiosity. In the past, scholars of theology, politicians, scientists, political analysts and representatives of Tzahal passionately and intelligently spoke with our students about many areas of modern life. Some of last years speakers include:
Dr. Gil Atzmon, a geneticist from Einstein College Mr. Avishai Don, speechwriter, UN Israeli ambassador Rabbi Jeffrey Salkin, head of the ADLs New Jersey office Dr. Jonathan Yonan, Christian theologian Captain Marc Liebman, retired U.S. Navy Captain Yosef Mendelovich, former Soviet Prisoner of Zion

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Mr. Daniel Fleshler, Peace Now, United States Dr. Shivi Greenfield, professor at NYU School of Law

This year SEED is designed primarily to tap into the reservoirs of human spirituality by focusing on speakers who have unique spiritual voices that can further the God awareness. 8

TALMUD /

K Y H S

The study of Talmud at RKYHS is aimed first and foremost at encouraging students to gain a lifelong appreciation of that venerable text, while immersing them into the shaklah vtarya, the vast, wide-ranging give and take of Talmudic discourse and debate. The students learn to read and translate the Hebrew and Aramaic text, to gain an appreciation for the complexity of the halachic (Jewish legal) process, and to think analytically. Collaborative learning is an important, time-honored educational component of Talmud study, and our students continue that tradition by working in pairs, or chavrutot, to independently prepare the material before coming together as a class. As students develop fluency in Talmudic language, terminology, and methodology, they begin to feel a genuine connection to what they are learning, and as they begin to delve into the thought processes of the Talmud, they gain new perspectives on its enduring importance to them and to Klal Yisrael, the Congregation of Israel. In a six year cycle, students explore portions of Masechtot Brachot, Shabbat, Sukkah, Kiddushin, Baba Metzia and Sanhedrin, using Talmudic dictionaries and other supplementary materials to help them deconstruct Talmudic reasoning. Under the guidance of faculty, students gain familiarity with the daf while studying Rashi, Tosafot and other commentaries; independent study and research in the beit midrash are encouraged. By learning Masechet Shabbat (and other masechtot from Zeraim and Moed ), students enhance their understanding of common but often under appreciated aspects of key mitzvot. The study of Masechet Kiddushin (and other masechtot from Nashim and Nezikin), on the other hand, revolves around serious societal, interpersonal and moral issues. As a result, students gain a clearer understanding of fundamental Jewish rituals, and wrestle with the same dilemmas which challenged Chazal. Seeing the perspectives of Chazal that arise from these studies is aimed at giving our students a taste of the breadth and depth of our mesorahh. Many of the underlying ideas and issues that arise in these masechtot are analyzed in depth, along with the commentaries of various Rishonim. Masechet Shabbat gives students a sense of the meaning and background of many practical aspects of Shabbat observance, and introduces halachot of Shabbat that are often misunderstood. Through Chazals analysis of marriage and other interpersonal obligations, Masechet Kiddushin invariably prompts lively discussions of the familial and communal responsibilities that graduates will soon undertake. Once again, both masechtot offer invaluable opportunities for gaining new insights into Talmudic reasoning, as well as a deeper understanding of Jews obligations to others within a Torah society. It is our hope that this experience will be just the beginning of a lifetime commitment to meaningful Torah learning. Halacha is studied alongside our Talmud program to provide our students with practical knowledge they need as practicing Jews. While at times Halacha may be learned in conjunction with Gemara (such as Masechet Shabbat), at other points it is explored on its own, to help students prepare for chagim and meet the important challenges of daily life. Finally, in many of our Talmud shiurim, time is set aside for the study of Mishna as well. Whenever possible, students learn every Mishna in the entire masechet, are tested regularly on them, and make a siyum at the end of the year. The study of Mishna provides a snapshot view of the masechet and allows students to learn the masechet holistically. 9

Deepening our God awareness is a primary goal in the study of Tanach and to that end much of our thematically devised curriculum revolves around this idea. God awareness is not achieved through mans triumphs alone, but through his failures as well. The Tanach is a book first and foremost about humans, the trials that great men of faith face and their personal journeys, the God encounters they experience and their reactions to such encounter. Our awareness is heightened through the study of particular texts that exemplify such awareness such as Tehilim (Psalms) but also through texts in which such ideas are more tacit such as Vayikra (Leviticus). The Tanach program is designed to instill a love and an understanding of the Jewish Bible, our most sacred of texts. To this end, we study Tanach both broadly (horizontally) and deeply (vertically). The study of each book is developed thematically and is enhanced and augmented by intertextual references, thus allowing our students to see not only the particular Chumash (one of the five books in the Pentateuch) as a unified literary corpus, but to realize how other sections of Tanach are both informed and illuminated by the study of our specific Chumash. In our vertical learning in the ninth and tenth grades, we focus on the narrative parts of the Tanach (specifically, the books of Shemot (Exodus) and BaMidbar (Numbers), as students are introduced to the initial skills of literary Tanach study by learning to identify structure and patterns within specific narratives as well as semantic connections among various texts. The horizontal component of the curriculum is comprised of guided independent study in which students learn the most famous and influential chapters of Neviim (the Prophets) and Ketuvim (the Writings.) This part of the Tanach program is designed to equip students with a solid understanding of the Tanach as a whole. In the eleventh and twelfth grades, the focus shifts to books that require greater analysis and scrutiny, as well as books that also require knowledge of ancient history. As such, students in these grades learn the books of Bereishit (Genesis) and Vayikra (Leviticus.) This learning is also geared toward life beyond high school, as these books serve as points of departure for theological and philosophical exploration. As was the case in the ninth and tenth grades, as a complement to our vertical curriculum, students engage in guided independent study of the most famous and influential chapters in Neviim and Ketuvim. This course of study is intended to provide students with basic literacy in these fundamental parts of our canon.

TANACH /

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Tefilla is one of the best methods by which to develop a personal relationship with Hashem. Accomplishing this goal is difficult and requires the right setting, the right frame of mind (), correct skills and a conducive atmosphere. At RKYHS, students take an active role in minyan and in leading the davening. TEFILLA GROUPS Davening can be a very personal experience, and a new program established in the High School offers students an opportunity to individualize their tefilla. Once a week, students have the option to choose a davening experience that is most appropriate for them. Offering students a different way to daven enhances their spiritual experiences and encourages active participation. Some of the groups include: Tefilla Through Music and Song, accompanied by guitar and singing Meditation and Tefilla for a more introspective davening experience Explanatory Minyan, which delves deeper into the meaning of the prayers All-Girls Tefilla, which enables girls to daven at their own pace without the tempo of a minyan and incorporates learning and discussion of certain midot from Mesillat Yesharim (The Path of the Just) Additional options include Prayer and Justice, Themes in Tefilla, Finding the Hidden Meaning in Prayers, and Sephardic and Ashkenazic minyanim. These new tefilla groups are extremely popular with the students, who feel the personalized approach to davening has provided more depth, meaning, and a stronger connection to their tefilla, in turn allowing them to enjoy an active and engaged role in their davening. SINAI DAVENING Sinai Schools are special education schools housed in mainstream yeshivot and day schools. The relationship that has been established between Sinai and Kushner students provides numerous opportunities for interaction between the two student communities. RKYHS students have the opportunity to volunteer in daily minyanim to assist Sinai elementary and middle school students in a variety of ways. They are instrumental in assisting Sinai children with putting on their tefillin and following in the siddur. The presence and ruach of the Sinai children enrich the davening experience for all.

TEFILLA /

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TIKVAH /

To be or not to bethat is the question.... Although the famous soliloquy that Shakespeare put in Hamlets mouth continues to resonate even today, the real question is What is it to be? What is it that we mean when we think of being? What are the fundamental qualities that constitute the human being? Our course explores the connections, influences, divergences and confluences between Jewish thought and Western philosophy and literature. We will explore the question of what it means to be human in both traditions, and explore the ethical, ontological, and metaphysical ramifications of this question. The course affords students the opportunity to familiarize themselves with some of the most influential writings of Western and Jewish traditions. Students prepare readings in philosophical texts such as Plato, Aristotle, Descartes, Kant, Kierkegaard, Spinoza, as well as writers such as Kafka and Camus. Some of the great thinkers from the Jewish tradition include haRav Kook, haRav Soloveitchik, Rambam, Rabbi Yehuda Halevi and E. Levinas. At the conclusion of each unit, students are required to write papers concerning issues under discussion as well as related topics. ABOUT THE PROGRAM The Tikvah program is about the spirited study of ideasfaith and reason, love and friendship, ethics and economics, freedom and virtue, human excellence and Jewish excellenceand the role they should play in constructing a deep and meaningful Jewish existence. It is rooted in the belief that the most intellectually ambitious high school students should consider the most serious Jewish and human questions. Jewish students are able to explore and understand the great contributions of Jewish thought to human self-understanding, and the great contributions of philosophy, literature, political thought and theology in charting the Jewish future. The Yeshiva University fellowship program brings young Rabbinical students and female scholars to our school to engage in supplementary learning opportunities with our students. Every Thursday morning, our YU fellows participate in tefilla with our students, help support our Judaic studies program by offering guidance and individual help in the beit midrash, learn with small groups of students, and run a very unique ninth grade experiential learning Halacha program. Most importantly, they serve as role models of young, energetic, committed Torah Jews for our student body. Our fellows participate in school trips and shabbatonim and become important parts of the culture of our Yeshiva. Halacha Program This year we launched a new Halacha program for ninth grade. This innovative program, designed by the Yeshiva University fellows under the guidance of our Judaic Studies faculty, is aimed at giving our students a broad, experiential appreciation of Halacha. The program will meet every Thursday during the SEED period and is intended to intrigue and excite our students about the underlying ideas behind the halachot. In addition to the in school program, the YU fellows have set up an interactive website for students to learn from, review materials, and post their own ideas throughout the week. Students are encouraged to visit the beit midrash website www.RKYHSBeitMidrash.com in order to gain as much as possible from this program. 12

YU LEARNING INITIATIVE /

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ARIE AND EVA HALPERN HOLOCAUST MEMORIAL LIBRARY AND CENTER FOR HOLOCAUST STUDIES
Our new state of the art Memorial Library offers RKYHS students an unprecedented opportunity for in-depth study of the Holocaust. The memorial library staff will be tasked with maintaining and augmenting a book collection together with an extensive audio and visual component. Periodic exhibitions will be part of our computer based multimedia archives for research and student use. The library, together with a devoted Holocaust study program, will serve as major stepping stones in the broadening of our schools Holocaust curriculum. It will imbue students with a critical understanding of this difficult, yet so important, chapter in Jewish history.

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Only guard yourself and guard your soul carefully, lest you forget the things your eyes saw, and lest these things depart your heart all the days of your life, and you shall make them known to your children, and to your childrens children. --Deuteronomy 4:9
Chevrat Lomdei Mishnayot As part of the Memorial Library visual installation we are initiating, together with our Jewish Studies department, a new project in which every high school and middle school student will be encouraged to learn a mishna lezecher nishmat (to the everlasting memory of) a person who perished during the Holocaust. These mini lessons will be recorded and uploaded onto our website together with the name of the student and the name of the person who perished in the Holocaust. The goal of this project is to learn the entire corpus of Shisha Sidrei Mishna dedicated to the memory of Holocaust victims, while creating a memorial of their names and the places where they perished.

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ACADEMIC OVERVIEW

GENERAL STUDIES ART

Introduction to Art This course is designed to offer all of our students the opportunity to develop a visual awareness of their surroundings and to sensitize them to their own individual creativity. The ninth grade course introduces the lesson of the line and the importance of illustration, contrast, and depth. Artists and art history are incorporated into many of the assignments to assist students in recognizing the relevance of our focus on line, contrast, and perspective and the specific role they play in art production. The course is made up of diverse projects, including pencil, charcoal and a pen and ink drawing, and it instills in each student a sense of confidence and an appreciation of art. While the tenth grade course focuses on color and color theory and creating a well balanced illustration, the ninth grade class experiments with a variety of mediums and techniques including: pastels, water colors, inks for printmaking, and tempras. Studio Art Studio Art is designed to give students a broad exposure to a variety of techniques and media used in applied art. The course begins with basic line drawing, adds shading and definition, introduces and develops the use of color, and culminates in perspective drawing. These skills are enhanced by exposing students to different materials such as pencil, charcoal, tempera paint, watercolor paint, pastel and colored pencil. The course integrates art history both as a tool to illustrate artists work in relation to the particular skill that is the focus of each project, and as a stand-alone topic that enables students to learn about the development of art history chronologically.

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Advanced Art This elective Advanced Art course is designed to build upon the skills mastered in Studio Art. Students are challenged to apply their skills by developing them through a variety of different techniques and materials. Their projects include a drawing of comparative fabrics, a hard edge painting, the study of portraiture through printmaking, sculpture and a self-portrait. In addition, this class explores art history with greater rigor and depth. Video Production Video Production, available to eleventh and twelfth graders, acquaints students with the technical and aesthetic concepts involved in successful studio and field production. Students develop skills through a series of in-class exercises, studio and field exercises, and critical evaluations of past and present production styles.

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COMPUTER SCIENCE

As technology is a major facet of daily life, this two-part course integrates computer science studies into a real-world business simulation. Students explore their own interests and capacities in a quest to create a proposal for a hypothetical start-up business. Once they decide on a business, students create the proposal using the Microsoft Office Suite: Word, Excel, Access, PowerPoint and Publisher. Students learn new skills as they write letters; make lists; and create logos, business cards, budgets, databases, presentations, fliers and other documents necessary for the start-up of their simulated business. Throughout this process, students learn business terminology, copyright and fair-use laws, research skills and desktop publishing skills. Game Design This on-line course introduces students to the basic skills necessary for game design. They study the various games in the industry and analyze approaches in terms, design, and development. Students explore the processes and art of making game elements like story, sound, user interfaces, and levels. Analysis includes an orientation to the gaming market and innovative techniques impact on it. Students final projects merge all these elements into a functional prototype, showing their understanding of the game design process.

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ENGLISH

Language is the basis of all learning and essential to the acquisition of knowledge in all content areas. The aim of the English Department is to enable students to use language accurately in an integrated way, via reading, writing, listening, viewing and speaking. The English curriculum provides a language-rich environment that helps students develop as readers, writers, and effective communicators. The ninth-grade curriculum puts at the forefront an emphasis on writing technique. Much of the year is spent on strengthening writing skills, specifically persuasive, expository, and creative writing. The literature curriculum focuses primarily on texts dealing with issues of identity, as the beginning of high school is a time of great change. Texts include The Catcher in the Rye, Romeo and Juliet, and The Contender. All readings are considered in literary and historical context so students gain an understanding of the historical, cultural, and philosophical influences that shape the texts and of how, in turn, these texts generate life. In the tenth grade, students further understand and comprehend the ideas and literary genres that define varying periods of British literature. Students examine works such as The Canterbury Tales, Macbeth, Lord of the Flies, and others, in order to better understand and appreciate important texts that have shaped the literary and cultural world today. In doing so, they also relate the messages of the different works to their own lives. Students then express their understanding through essays, poetry, oral presentations, debate, and dramatic presentations. The eleventh-grade curriculum focuses on American literature. Over the course of the year students examine varied works of American literature such as The Scarlet Letter, Death of a Salesman, Our Town, and The Things They Carried, in order to better understand and appreciate this country and in order to relate the messages of the different works to their own personal experiences. In doing so, students develop their skills in thinking, reading, speaking, and writing.
Reenacting a scene from Creative Writing Shakespeare In this course students read published material and produce material in multiple genres including but not limited to poetry, the short story, newspaper articles, and magazine articles. Students read and discuss published material in each genre in order to familiarize themselves with work of publishable merit and to practice workshop techniques in approaching this material as well as their own. Then, students individually produce material for each genre to submit to the workshop for discussion. Finally, each student submits a portfolio of revised material and an essay assigned by the instructor, at the end of the semester, for a final grade. Students sponsor a school-wide poetry reading in April, enjoy learning from guest speakers, and have the opportunity to use new technology to enhance their creativity.

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AP Language and Composition This course has been designed to help students read and write on a first-year college level. Students in this class are expected to read and explicate literature, addressing not only literary devices, rhetorical functions, logical fallacies, syntax, diction, and audience, but also, how these devices make up the tone, style, and purpose of a specific 16

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work. Through a series of activitiesessays (expository, analytical, and argumentative), informal writings, debates, and presentationsstudents are not only be able to identify these elements, but also are able to show their mastery of these elements by using them in their own writing. Students examine a broad range of literature, essays, letters, images, and speeches including works by (but not limited to) Maya Angelou, William Shakespeare, Virginia Woolf, Malcolm X, Mark Twain, Kurt Vonnegut, F. Scott Fitzgerald, Benjamin Franklin, Anne Sexton, Edgar Allen Poe, Alice Walker, Shirley Chrisholm, Ray Bradbury, Arthur Miller, Eavan Boland, and Margaret Atwood. AP Literature and Composition This course offers students the intellectual challenges of an undergraduate English course. Students read and analyze literature, focusing on the ways in which writers use language to provide meaning and how this meaning is embodied in literary form. The structure, style and themes of each work are explored, as are the writers use of imagery, symbolism, figurative language and tone. Students will also consider the social and historical values that are reflected in the works at hand. The diverse opportunities to create, write, and explore the world of English are limitless. RKYHS participates in myriad essay contests, of which the Kaplan Essay contest and the American Library of Poetry contests are two examples. Several of our students have published articles for the NJJN. Students who have a proclivity for writing, critical thinking and public speaking may participate in the Debate Club and Mock Trial. The Voice, our school newspaper, is written by a creative staff of students who have a pulse on the human interest stories that include school, community, and national issues that help keep our student body informed. Those students with a love of poetry can create material for a poetry contest. Each year, students create an online literary website that includes essays, short stories, poems, riddles, and an eclectic collection of photography. Students entering this course must have the initial expectation that they will read, contemplate, and write about literature extensively. They will write bi-monthly essays (in analytical, argumentative, and expositional forms), and participate in daily readings (novels, creative nonfiction, short stories, and poems). Readings will include American, British, and world authors selected from an Advanced Placement lists. Students enrolled must be willing to challenge and justify their understandings, attempt to see other perspectives, and support their findings in a mature manner utilizing the strategies of the Socratic Seminar technique.

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HISTORY

The RKYHS History curriculum is designed to enable students to understand the history of human interactions and their effects on cultures as well as individuals. Students are encouraged to think critically about the political, economic, cultural and social bases for historical events, as well as about the people who helped drive them. As part of the core curriculum, students take Jewish History in twelfth grade. In addition, each history course requires a multi-step research paper. Students choose their own topics in each relevant area of history. In the ninth grade world history course, students explore the early civilizations of Sumeria, Greece, Rome, and Egypt, building upon their previous study in the sixth grade. Students are introduced to units that survey early Europe, the Renaissance, and the Reformation, with an emphasis on these historical events relationship to modern history. Students are introduced to both Christianity and Islam, with an emphasis on the monotheistic tie that links these religions to Judaism. Subsequently, students explore the eras including the Enlightenment, the French Revolution, and the origins of Modern European nationalism in tandem with an explanation of the industrialization of the 1800s. Ninth grade history concludes with units examining imperialism, World War I, the Russian Revolution, and the resulting nationalism in African and Islamic nations. American History I begins with the exploration of the New World and discusses extensively the creation and expansion of colonial America, the events leading to the Revolutionary War, the American Revolution, and the development of the constitution. Additionally, the course explores the processes by which the new nation functioned, early American industrialization, as well as the Civil War, Reconstruction and the events leading up to them. Tenth grade American History concludes with an examination of the development of the West and the rise of the Gilded Age. American History II begins with post-Civil War industrialization, and then examines immigration, imperialism, Progressivism, World War I, and the Roaring 1920s. Students examine the causes of the Depression and the nations response to its effects, with focus on New Deal legislation. Students then explore the causes of World War II, the war itself, and the ways in which the war shaped American life and foreign policy. Upon completion of a chronological study leading through World War II, eleventh graders explore themed units on the Cold War, the Civil Rights era, and economics. The course concludes with a historical study of 9/11.

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Law, Economics, and Politics Law, Economics, and Politics (LEP) is a hands-on, project-based course that examines all three of these areas with the goal of helping students gain the basic knowledge needed to be productive, thoughtful, and inquisitive citizens in the modern American landscape. Law projects include case studies, a municipal court visit, and an in-depth look at case law stemming from the Bill of Rights. The electives examination of economic policy centers around two key projects: the Stock Market Challenge game, and a personal budgeting exercise. The courses focus on politics centers around the current events of the day and always includes personal and group values assessments, together with indepth projects that help each student identify the party or candidate that best coincides with his or her personal values. AP U.S. Government and Politics Advanced Placement U.S. Government is a comprehensive program of college-level instruction dealing primarily with the importance of the federal government and its bureaucracy. Topics covered include: democratic theory, party politics, interest groups, civil liberties and public policies, civil rights, the Congress, the Presidency, as well as the Federal Courts and the Judiciary. When appropriate, the course covers impending elections and the issues relevant to voters. The course focuses on providing students with a greater understanding of and appreciation for how our government, particularly the federal government, functions. By the courses end, students are prepared to be assessed and to thrive when taking the AP U.S. Government and Politics exam, which is comprised of multiple choice questions and four mandatory essays. AP United States History AP United States History provides students with a thorough survey of U.S. history from the year 1877, the historic end of Reconstruction. The course begins with an examination of new immigration patterns and urbanization, which is then followed by an analysis of the regulation of the Progressive Era. Upon completion of these units, students focus on American imperialism in the Western Hemisphere and Asia at the turn of the century, the emergence of the nation in World War I, the free-wheeling 1920s, the subsequent Great Depression, and the New Deal. The first semester concludes with a journey through the causes and resolutions of World War II. The second semester covers the post-war economic boom and the start of the Cold War. Topics covered include: the Korean War, Eisenhowers administration, the 1960s and the Civil Rights Movement, the Vietnam War, the Nixon presidency and Watergate Affair. Subsequently, students examine the economy and culture of the 1970s, the Reagan era, and the end of the Cold War. The course concludes with an analysis of the 1990s, September 11th, and the War on Terror. Modern Jewish History In this course, which is a senior year requirement, students examine the political, economic, social and religious developments that have affected Jews and Jewish life over the past 400 years. Topics include the massacres of 1648-49, false messianism, Hasidism, and the Yeshiva Movement in Eastern Europe as well as Moses Mendelssohn, Emancipation, and the Reform and counter-Reform movements in Western Europe. Students also study an intensive unit on the Holocaust. Later in the year, a particular emphasis is placed upon the rise of Zionism, the birth of the State of Israel, and its ability to overcome its adversaries over the years. In this course, students learn how to defend the State of Israel against the persistent denials of its legitimate right to exist.

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MATHEMATICS

The mathematics curriculum at RKYHS is designed to provide students with the fundamental concepts and skills needed to broaden their knowledge of algebra, geometry, and pre-calculus with trigonometry, and to prepare them for success in college. Encompassing a wide array of approaches to instruction, the curriculum enables students to develop and synthesize various problem-solving and critical thinking skills, and apply them to any field they choose to pursue. RKYHS participates in several mathematics competitions. The New Jersey Mathematics League contest is given throughout the year, and the American Mathematics competition is held in February. Both contests consist of tests given in school and the results are compared to students in other schools. RKYHS students also participate in the Lander College Yeshiva High School Math Competition. AP Calculus AB Students spend most of the year studying differential and integral calculus, focusing on the graphical, numerical and algebraic meaning of a definite integral and a derivative. Students utilize the knowledge they gain to find and explain solutions to many complex mathematical problems, while gaining proficiency in the use of the graphing calculator as a tool to enhance their understanding of many calculus concepts. The material studied in this class is equivalent to that covered in a one-semester college calculus course. AP Calculus BC Students spend most of the year studying differential and integral calculus, focusing on the graphical, numerical and algebraic meaning of a definite integral and a derivative. The course also includes integral applications series and functions in polar coordinates. Students utilize the knowledge they gain to find and explain solutions to many complex mathematical problems, while gaining proficiency in the use of the graphing calculator as a tool to enhance their understanding of many calculus concepts. The material studied in this class is equivalent to that which is covered in a two-semester college calculus course. AP Statistics The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: They examine patterns and departures from patterns through exploring data; they plan and conduct a study through sampling and experimentation; they analyze random phenomena using probability and simulation; and they estimate population parameters and test hypotheses using statistical inference. In this course, students also master many useful functions of the graphing calculator.

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R K

SCIENCE

Scientific literacy is critical to life in the 21st century. The mission of the science program is to provide students with an understanding of the world of science as citizens and possible future scientists. To that end, all RKYHS students take courses in biology, chemistry and physics that are designed to enable students to not only master these subject areas, but also to apply critical thinking and problem-solving skills in their daily lives. All courses are tracked to allow students to work at their own pace in order to fulfill their highest potential. Students participate in a variety of extracurricular science programs, including Science Olympiad, the DNA club, Jerusalem Science Contest and others. Our students also have initiated an RKYHS pre-med club, which meets weekly to hear from speakers and to discuss pressing medical issues of the day. Opportunities for hands-on science learning and skill building processes are manifold. Our science laboratories are exceptionally well appointed, inviting, and accessible. Under the direction of their instructors, all students regularly conduct experiments to enrich their classroom studies. Biology Ninth grade biology covers the essential aspects of the study of life and the interactions of organismsboth microand macroscopicwith the world around them. Emphasized studies include an examination on the cellular level, an exploration of inheritance and genetics, and an analysis of physiological systems and ecology. A weekly lab period provides hands-on learning opportunities. Chemistry The tenth grade chemistry course covers the physical and chemical properties of matter and their corresponding interactions. By the end of this course, students have a working knowledge of atomic structure, chemical bonding, molar quantities, kinetic molecular theory, solutions and colligative properties, and hydrocarbon compounds. Various multimedia and practical demonstrations are used in order to teach this material. A weekly lab period for this class provides hands-on learning opportunities for the subjects discussed. Physics Using the Active Physics curriculum, the eleventh grade physics course studies the properties of linear and rotational kinematics, Newtons Laws of Force and Motion, work and energy, momentum and collisions, sound, and electricity. Various multimedia and practical demonstrations are used and a weekly lab period provides hands-on learning opportunities for the subjects being discussed.

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SCIENCE ELECTIVES

Science and Technology & Advanced Engineering Top students at RKYHS are selected to participate in two years of science and technology programs. This innovative new curriculum directed by the Center for Initiatives in Jewish Education (CIJE) prepares students for careers in engineering and advanced technology. The goal of this program is to educate a generation of students in Jewish schools to compete in the global marketplace. CIJE provides RKYHS with a full curriculum, rigorous teacher training, and equips all classrooms with laptops, apparatuses and all necessary materials. The program helps participating students prepare for academic study in higher education, especially in engineering; be exposed to a diverse range of scientific and technological knowledge areas; develop multidisciplinary thinking; develop ability for abstract and interdisciplinary thinking; develop leadership and teamwork skills; and be introduced to STEM (Science, Technology, Engineering and Math) careers. Anatomy and Physiology Students are introduced to the human body from an anatomical and physiological point of view. The class is aimed to be a Pre-Med style class for students who wish to learn more about the human body systems covered in freshman biology courses. Students examine scientific and medical explanations of the orientation of the human body and review cells and cellular organization as they relate to tissues, organs, organ systems, the complete vascular system, the skeletal system, the muscular system and the nervous system. Students also explore, through the use of Forensic Anthropology, how this information is used in a non-medical but professional manner. AP Biology The AP Biology class is designed to closely follow the program set out by the College Board. The class focuses on the four big ideas of AP Biology: evolution, energy transfer, information storage, and interactions. While the course follows the traditional order of a college biology course, it emphasizes the four big ideas as they manifest over the course, as well as the seven science practices that are prescribed by the AP. The course has two lab periods a week, in which hands-on, inquiry-based labs are performed. AP Physics B AP Physics is a year-long introduction to the algebra-based areas of physics: mechanics, fluids, waves, optics, electricity, magnetism and modern physics (atomic and nuclear). Students learn to think like scientists: making predictions based on observations, writing hypotheses, designing and completing experiments, and reaching conclusions based on the analysis of data derived from these experiments. Students apply the concepts of physics to their everyday experiences, current events, and issues in science and engineering. The course provides opportunities for guided inquiry and student-centered learning to foster critical thinking skills.

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SOCIAL SCIENCES

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Sociology Sociology is the scientific study of human action and interaction. Sociologists suggest that our actions are shaped by the context in which they occur. Each person is born into a society that has its own culture, or ways of thinking and acting. This course introduces students to the sociological perspective as well as the research methods employed by sociologists to understand how society works. The course focuses on a variety of social issues including culture, socialization, deviance, religion, social structure, social class, government, inequality, social movements, work settings, social organizations, institutions and gender. Health and Nutrition The RKYHS Health curriculum is designed to teach students about the components of a healthy lifestyle, with an emphasis on thoughtful decision-making. Classroom lessons are enhanced by workshops and other programs that focus on topics such as nutrition, substance abuse, body awareness, family dynamics and peer pressure, as well as other issues of special concern to adolescents. Students are empowered to think critically about how to meet the personal challenges they confront and to seek support from appropriate resources. The importance of maintaining open, honest communication between students and parents is stressed. AP Economics Microeconomics emphasizes how individuals make choices with limited resources. Students examine concepts such as supply and demand, factors of production, roles of labor and management, the relationship between the environment and the economy, and the impact of the government on individual decision-making processes. They learn about the stock market as an investment option and trace various stocks through the semester using the Wall Street Journal and the Internet as resources. Macroeconomics emphasizes how the economic system works as a whole. Students learn how the economy is measured by using concepts such as gross domestic product (GDP). They examine concepts such as inflation, unemployment, world trade patterns, and the role of the Federal Reserve Bank. Students engage in decision-making processes to create an environment in which high employment and a higher standard of living are achievable by applying the economic tools of fiscal and monetary policy. This part of the course prepares students for the AP Exam in Macroeconomics offered in May. AP Psychology AP Psychology introduces students to psychology at the university level. It is the goal for every student to develop an understanding and appreciation of the key topics, principles, people, theories and terms in psychology, including: research methods, biological bases of behavior, developmental psychology, sensation and perception, states of consciousness, learning, cognition, testing, motivation, emotion, personality, abnormal and social psychology. Students are challenged to achieve their best possible score on the AP exam. 23

WORLD LANGUAGES

Spanish The Spanish program is based on the New Jersey Core Curriculum Content Standard, combining communication with cultural knowledge and understanding, and preparing students for an interdependent global environment. Our instruction is thematically designed, student-centered, technology-rich, performance-based and enriched through the use of authentic materials and experiences. The Realidades program provides a complete curriculum of instruction. The spiraling themes and extensive recycling of content allows for smooth articulation between the levels. Realidades.com presents an integrated online learning opportunity for students with a variety of activities to help review and prepare for quizzes, tests and presentations. In addition, our students participate in the annual Orlando Saa Foreign Language Poetry Recitation Contest organized by William Paterson University, competing with high school students from New Jersey and New York. A minimum of two years of World Languages is required; four years of Spanish are offered. RKYHS celebrates a World Language Day wherein interdisciplinary programs and other presentations are offered to further enhance students experience of the language and culture of the Spanish-speaking world. Spanish I introduces students to basic vocabulary through an introductory section followed by six thematic chapters. Grammar and idiomatic structures are taught in context through different topics, integrating communication, grammar and culture. Topics covered include numbers and telling time; Spanish alphabet; and the calendar. Spanish II is a continuation of the Spanish I curriculum. It is designed to expand the students vocabulary, grammar and communicative proficiency. Topics covered include school activities, recreation, holiday celebrations, television, and movies. Spanish III further develops students interpretive, interpersonal and presentational communication skills. The curriculum involves more complex grammar structures and intense conversational practices. Great emphasis is placed on Hispanic and Latin American cultures as evidenced by their history, literature and the arts. Students enrolled in this course are expected to communicate in Spanish in class. Aprender otra lengua es conocer otro mundo. Spanish IV requires students to prepare compositions, oral reports and discussions on personal and cultural topics. Students study excerpts from works of literature, music, art and movies to provide further insight into the life and culture of Spanish speakingcountries. Students use of grammar is strengthened to enhance their writing and oral skills. Students enrolled in this course are expected to communicate primarily in Spanish in class. Bienvenidos al fascinante idioma de Cervantes. AP Spanish This Advanced Placement Spanish online course is designed for students who wish to receive credit or advanced standing in college. The course prepared students to take the Advanced Placement exam in Spanish. Students enrolled in this course should have a strong communicative ability in Spanish in their interpersonal, interpretive and presentational modes of communication.

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PHYSICAL EDUCATION

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Physical Education is an active learning program that helps students develop lifelong tools and knowledge through activities that encourage recreation and physical fitness, personal health and wellness. Students learn skills to help them focus on the techniques and dexterity required for various games. The program incorporates character building and movement activities, affording students a safe environment in which they feel comfortable trying new activities and advancing their proficiency levels in activities with which they are already familiar. Sportsmanship and team-building are essential building blocks to the physical education program, which stresses basic technique and skills associated with individual and team sports. Students must be in good academic and disciplinary standing in order to be eligible for positions on our junior varsity and varsity teams. RKYHS fields teams for both boys and girls in soccer, track, swimming, volleyball, hockey, basketball, tennis, boys wrestling, boys bowling and baseball; and for girls only in softball. Skill levels and commitment weigh heavily during tryouts, and student athletes must earn the privilege of competing each year. In ninth and tenth grades students are engaged by grade level in the development of their psychomotor and affective domains through character building and movement activities. Throughout this course, sportsmanship and team building are emphasized, and skills from previous grade levels are reviewed. In tenth grade, skill development, safety, sportsmanship, and physical fitness are essential, in addition to the introduction of basic technique and skills associated with individual and team sports. In eleventh and twelfth grades, the physical education program continues to engage students in activities that enhance their psychomotor abilities while encouraging students to embrace the values of sportsmanship and cooperation. In eleventh grade, the skills and techniques associated with individual and team sports are reviewed, and physical wellness and personal fitness continue to be emphasized.

DRIVER EDUCATION

Driver education is offered to students in their sophomore year. Successful completion of the course allows New Jersey residents to take the written knowledge test at the school instead of the DMV and, upon passing, receive their blue cards. For non-New Jersey residents, a school letter stating that they have successfully completed a drivers education class is issued. The class allows each student the opportunity to understand the responsibilities and privileges of driving. Topics covered include: identifying requirements needed to obtain a drivers license; traffic laws; DUI laws; understanding the GDL process; identifying actions taken in the event of a traffic accident; and the understanding of how most accidents occur. Roadway signs, hand signals, traffic signals and pavement markings are analyzed and discussed. Students learn important safe driving techniques for defensive driving.
Virtual driving simulator

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CO-CURRICULAR ACTIVITIES
AIPAC AIPAC is a 100,000-member grassroots movement of activists committed to ensuring Israels security and protecting American interests in the Middle East and around the world. AIPACs priority is to ensure that both America and Israel remain strong and that they collaborate closely together. At RKYHS, students have the opportunity to participate in unique leadership opportunities such as High School Summit, AIPACs Policy Conference, and Saban Fellowship Program. AMERICAN RED CROSS BLOOD DRIVE Every minute of every day, someone needs blood. That blood can only come from a volunteer donor. There is no substitute for a blood donation. Currently only three out of every hundred people in America donate blood. For the past nine years, the RKYHS Blood Drive Committee has formed and organized a community of people bound by the belief that giving blood is a big mitzvah beyond themselves, resulting in the running of two successful blood drives per year.

Athletics

Athletics play a vital role in the development of our students, as they gain a strong sense of sportsmanship, integrity and responsibility. We participate in a variety of sports tournaments. Our athletic teams include:
Boys Varsity Baseball Boys Junior Varsity Basketball Girls Junior Varsity Basketball Boys Varsity Basketball Girls Varsity Basketball Boys Bowling Boys Junior Varsity Hockey Boys Varsity Hockey Girls Varsity Hockey Boys Varsity Soccer Girls Varsity Soccer Girls Varsity Softball Boys Varsity Swim Girls Varsity Swim Boys Varsity Tennis Boys Varsity Track Girls Varisty Track Girls Junior Varsity Volleyball Boys Varsity Volleyball Girls Varsity Volleyball Boys Varsity Wrestling

The RKYHS baseball team is regularly the Yeshiva League Champion. COLLEGE BOWL Students often think they know everything. The RKYHS College Bowl team asks them to prove it. During a series of meets and matches with other yeshivot in the area, students answer a series of lightning-fast trivia questions and compete for trophies and bragging rights. The teams varsity and junior varsity squad members pass rigorous exams to gain a spot on the team and then represent the school on the road to the championship. The team also competes in other trivia-related competitions such as the Rutgers Academic Challenge.

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DEBATE Debate is an activity that helps students master the art of public speaking. Students learn to present logical arguments and argue persuasively against competitors. This is accomplished in a series of debates held both at RKYHS and other yeshivot. As part of the competition, there is also an extemporaneous speaking contest in which students speak about a select topic with little time for preparation. Students gain more than debating skills and self-confidence; they mature and develop social skills as well. Our students have won individual and team awards at numerous competitions. DRAMA Stage presence, body language, articulation, vocal projection, and analysis of a piece of text for presentation are all explored in this club. Using creative dramatics and specific theatrical techniques, students learn the fundamentals of acting. The actors have opportunities to demonstrate their talents in school plays. HABITAT FOR HUMANITY Our students have established a volunteer partnership with Habitat for Humanity to build simple, attractive homes in some of of the most economically distressed neighborhoods of Newark, Morris County and Paterson. Students help in various capacities, ranging from building decks to clearing building sites and assisting in the initial phases of construction. ISRAEL ACTION COMMITTEE Every morning after Shacharit, the student leaders of the Israel Action Committee update the student body on the latest news from our homeland. Additionally, the committee discusses Israeli politics, organizes events to promote Israel awareness, and develops fundraising ideas for different Zionist causes. KUSHNER COMMENTS Every week, the students and faculty of RKYHS produce Kushner Comments, a publication that reviews the parashat hashavua. Kushner Comments gives our students and faculty the opportunity to publish their Torah thoughts and to share them with a larger audience, as it is distributed in various shuls and is also available online through the school website. MOCK TRIAL Our school participates in the Vincent J. Apruzzese Mock Trial Competition sponsored in cooperation with The New Jersey Bar Association. By working on cases, team members learn the fine points of the legal system and of jury trials. Students are divided into two teams, plaintiff and defense. Each team conducts a trial against another high school in Essex County. Trials are performed in the Essex County Courthouse before actual judges. Five students on each team compete in a trial: two as attorneys, three as witnesses. In addition, other team members serve as jury members in trials involving other schools. This program teaches students respect and appreciation for law and legal practices and instills in them the confidence to speak publicly. For five consecutive years, our teams have reached at least the quarter-final round. 27

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MODEL UNITED NATIONS Our team competes against other yeshivot in Yeshiva Universitys Model UN Tournament. The team represents a specific nation in a variety of committees. Our performance in these committees is measured against that of other schools by Yeshiva University students, who act as judges and mediators. Awards are given for overall performance and professionalism, including a mastery of procedures such as making resolutions and motions. In recent years, RKYHS has received several honorable mentions. NEWSPAPER The school newspaper, The Voice, speaks for students at RKYHS. The paper reports on school events and offers comments on issues important to students. Whether one is interested in writing, editing, art or layout, the newspaper is a wonderful opportunity to get involved and make your voice heard. PANIM EL PANIM Through Panim El Panim, RKYHS students are afforded the opportunity to participate in a four-day program in Washington, DC with other yeshiva high school students. The programs agenda allows students to explore issues of community service and political activism. Political meetings, tours of the nations capital and community service projects are conducted during our visit to Washington. PRE-MEDICAL HONORS PROGRAM Students at RKYHS are invited to participate in the prestigious Pre-Medical Honors Program offered at the University of Medicine and Dentistry of New Jersey. Lectures in lay language are offered by professors, and discussions are conducted by faculty members, residents and medical students. Additionally, students participate in a wide range of activities, including elective courses such as Basic Life Support, Medical Librarianship, and Cardiopulmonary Physiology. Students also tour the pathology laboratories and the Trauma Unit of University Hospital. Those who complete the program receive a diploma and, upon request, a letter for inclusion in their college portfolio. PRE-MED CLUB The medical club is a student-led extracurricular activity that meets every Friday during lunch. Every week, a presentation is made by either an outside speaker regarding the medical field or one of the students who has prepared a discussion regarding a specific disease or a relevant medical topic. In its inaugural year, our speakers included an acupuncturist, an ER doctor, an oncologist, and a neurosurgeon. In alternate weeks, students and faculty have made presentations on hemophilia, Alzheimers disease, diabetes, obesity and Talmudic references to the medical profession. The goal of this group is to educate its members about the significance of the medical profession and to give them further insight on how to expand their knowledge of modern medicine.

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Ramon SpaceLab RKYHS in conjunction with the Ramon Foundation offers the STEM Excellence Program. Students are taken through a set of curriculum modules and training in research to learn about humans in space, the space environment and future space travel. They are given the option to either conduct research on their own or to follow suggestions provided by the Ramon SpaceLab science team. The Ramon SpaceLab program demonstrates the 28

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science process in a meaningful and concrete way, providing students with opportunities to present their research ideas and get feedback. Problem solving, critical thinking and cooperative group work are skills that are developed. The program inspires personal and scientific excellence in the spirit of Ilan and Asaf Ramon and builds a bridge between students in Israel and the US. RKYHS Literary Journal RKYHS students are overflowing with creative expression and the literary journal gives them a medium in which they can showcase their talents. Published once per semester, this online publication highlights student work: poetry, fiction and prose writing, original artwork and photography. SADD (Students Against Destructive Decisions) The SADD Committee strives to teach all students and parents about the dangers of destructive decisions such as distracted driving, the use of illegal drugs, and the abuse of prescription drugs. The committee relies on student volunteers to promote a more selfaware lifestyle. By taking pride in Americas communities and youth, the program takes action against destructive decisions through education and inspiration. STUDENT COUNCIL The Student Council is a student-run organization that empowers its members to make decisions that impact student life at RKYHS. The Council consists of a President, Vice President, Treasurer and Secretary, as well as student representatives from each grade and track. During weekly meetings the Student Council discusses issues such as school rules and regulations, and plans events and activities to enhance ruach and raise funds. Members of the Student Council have the valuable opportunity to develop important life skills in leadership, organization, creativity and time management. TORAH BOWL The RKYHS Varsity Boys and Girls Torah Bowl teams compete in the New York Metro Area Torah Bowl League. The Bowl consists of questions on both Chumash and Navi with Rashi. Four scheduled meets each year lead up to the playoffs and then the championship. The captains prepare questions to drill the players in advance of the meets. Participants must study the material and be quick to answer questions. YEARBOOK The RKYHS Yearbook, Chadkoli, gives seniors a chance to learn all the ins and outs of publishing while allowing them to stroll down memory lane. Students relive the highlights of their four years at RKYHS and present a first-class work that serves as a permanent reminder of their friends, experiences and accomplishments during their time in school. Photographs, literature and personal recollections commemorate this growth process and help store these memories for future reflection. YESHIVA UNIVERSITYS SY SYMS STOCK MARKET CHALLENGE Students interested in pursuing a career in business participate in this exciting chug. Over the course of the year, participants learn the details of the business world, and more specifically, the art of stock selection, when to buy and when to sell. They compete annually in the Stock Market Challenge and the Stock Market Trivia competitions sponsored by Yeshiva Universitys Sy Syms School of Business. 29

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STUDENT ACTIVITIES

al ch students form d, not only to ea te ca di de e en ar . The Stud t At RK YHS we informal learning eir th to o als RK YHS curriculum, but all student life. e focal point of th is e fic ries: Of go te s Activitie ree main ca broken up into th be n ca s itie tiv student ac speakers Special events/ im ug s Ch School wide trip s tie ivi nt fu ly th Mon ities the student activ funtivity held in a is e er ive th sit th po on fun and Once a m create a more lp he s tie ivi nt fu th ograms at of fice. These are brand new pr ey Th . ol ho sc e ample, right atmosphere in th success. For ex of ra ho et pl a und lves have already fo express themse ents were able to ud st a, an re sh we Ha ls se af ter Rosh ere two ea nate Painting wh ra eg m Po d g an rin , s provided through ar t du s of fice, paint wa itie tiv ac t en to ud ed set up in the st ranates) were us fruit, and pomeg ar st , es pl (ap it old fru intings. make abstract pa shman retreat, a shabbaton, fre e lud inc ps tri r seminar. Our school wide oshava and a senio M to p tri r nio Ju in, s that sophomore sleep nships and bond and foster relatio te ea cr lp he ps These tri cherish forever. each student will

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R CHUGIM K Y H S

ARTISTIC AND AESTHETIC

Art This club is designed for students who are seriously interested in the practical experience of art. This club requires the student to show a fundamental competence and range of understanding in visual concerns (and methods). Students are asked to demonstrate a serious grounding in visual principles and material techniques, and explore advanced concepts and methods without losing focus on the beauty created before them. Cooking We will chopwe will dicewe will mixwe will create mouth-watering delicacies. Students are introduced to an array of flavors and basic cooking techniques that inspire a love for cooking. These skills are a great asset to any dinner, Shabbat, or Yom Tov tableand students get to eat whatever they make. Bteiavon! Chocolate Making Students learn the art of making their own chocolate creations. There is a new delicious project each week which students can bring home and enjoy. Choir Students learn great songs and have the opportunity to perform in front of a number of different audiences. Every year the choir performs at the schools dinner and steals the show. This chug is open to any student who really wants to work hard, sing well, and have fun while doing it. FreshInk What is on the minds of young people today? How is that expressed through various forms of media? The editor-in-chief of FreshInk For Teens, a nationally recognized Jewish teen publication (www.freshinkforteens.com), will be discussing different forms of journalism and will be exploring provocative issues from the perspective of Jewish individuals involved in the media. Improv Comedy/Drama Shows like Whose Line Is It Anyway? brought the fun and excitement of improvisation to the general masses. This chug will help you generate scenes on the spot and is guaranteed to improve your brains ability to make quick decisions. Using both comedy and drama, you will learn the skills for fast-paced creativity and fun! Music Musically talented or not, we are looking to have fun with music and with friends. Come join us as we relax and enjoy the wonderful tunes that music has to offer. Video Production This team of students produces exciting school videos. Using state-of-the-art equipment, students learn about every stage of video production, from videography through the editing process,. Students examine distinctive formal elements of each mode as well as the economic and cultural context of production and reception. 31

Ask the Rabbi Students explore how some of the major Gedolai Torah have dealt with the questions that they themselves struggle with on a daily basis. Relying on original sources from Jewish philosophy and law, students consider how these great thinkers responded to everything from the birth of new religions to the challenges of modernitymuch of what these young inquisitive minds might wonder about. Bananagrams Like Scrabble? Like word games? This new game creates a platform for hours of fun. Students learn how to play this fast-paced word game described as a cross between Scrabble and Boggle. Business The business chug will explore all components of starting and maintaining a business like a true professional. Members of the business chug will be part of a national organization and participate in business-related competitions. They will also explore the challenges of being Jewish in the business world. DNA With support from the Waksman Institute at Rutgers Club, members undertake a research project, characterizing and analyzing DNA clones from an important plant. The program offers students an opportunity to undertake authentic molecular biology research. The main goal of the project is to have each participating student analyze a DNA sequence of a clone from a DNA library and publish their sequence in the GenBank database at NCBI (National Center for Biotechnology Information). This program is supported by the NSF (National Science Foundation) and GE Healthcare. Law If you have any interest in becoming a lawyer or if youd like to know more about how law is practically applied to current-day issues, this is the chug for you. What does the law have to say about gun control, same-sex marriage, or illegal immigration? An experienced lawyer who will show you how law is interpreted and applied in the United States of America to make decisions that affect our everyday lives. NCSY Are you Jewish because your parents are? Why be Jewish? Why study in a yeshiva high school? Come to a club where your opinion will be heard. Students enjoy eating pizza while discussing the issues that high school students frequently discuss.

EDUCATIONAL

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SOCIAL AWARENESS CHUGIM

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Chesed The chesed chug is a great opportunity for students to fulfill their chesed requirement during the school day and make a difference at the same time. In this chug, students have a chance to participate in an activity of their choice and to build a real connection to people in need. Volunteer opportunities include knitting for the needy, tutoring elementary school students, working in Sinai as a Sinai buddy, and visiting Care One (the local nursing home). In addition, the group creates and oversees chesed opportunities for the entire school. Students need 18 hours of service to fulfill their annual chesed requirement, and they need at least 54 hours to be inducted into the Rabbi Abraham Wahrhaftig Chesed Society. Homelessness Awareness Committee Homelessness is an issue that unfortunately does not get the attention that it deserves. The good news is that there is much that we can do to improve the situation of the homeless. If youre interested in changing someones life for the better, here is the perfect chug to do so. Social Action The Social Action Committee is a student-run club that focuses on local, national and international social problems. It promotes awareness of critical issues and attempts to find solutions. The Social Action Committee also runs drives to raise student consciousness and inspire activism.

SPORTS AND RECREATION

Boys Basketball In the Ben Torah Basketball League students have fun playing ball with and against their friends. They form several teams, with 6-7 players per team, and play some serious basketball. Kickboxing Students will learn the basics of kickboxing while getting an incredible workout from the best martial artist in New Jersey, Sensei Rachamim. Personal Training (Boys) This chug gives students an opportunity to receive one-on-one fitness evaluations and work to design an exercise program that is ideal for their body type and/or fitness goals. Ping-Pong While learning the rules and regulations of ping-pong, students hold fun practice sessions, trial games, and tournaments. Playing ping-pong is a great way to relieve the stress of a long day! 33

RKYHS TECHNOLOGY FACILITIES

LEO AND IRENE KAPLOWITZ MEMORIAL LIBRARY It is the mission of the Leo and Irene Kaplowitz Memorial Library to support and complement the Judaic and General Studies curricula of the Joseph Kushner Hebrew Academy and Rae Kushner Yeshiva High School. To that end, the acquisition of materials is coordinated with our Yeshivas teachers and administrators. Our library holds nearly 30,000 items, including a general collection of Sefarim, Hebrew language books, a pedagogic center for teacher materials, and approximately 600 videos and DVDs. Our totally automated library subscribes to five daily newspapers, a number of Jewish weekly papers, and about 50 periodicals. The OPAC library catalog can be searched on any of our fifteen student computer stations, and via the RKYHS website. The library is a member of JerseyCat, a statewide Union Catalog that makes available interlibrary loan service to all faculty and students. RKYHS PC COMPUTER LAB The RKYHS PC Computer Lab is always busy. Computer classes, technology-rich lessons, online classes, students working on independent assignments and teachers preparing lessons keep the room bustling with activity. Twenty-one computers and a SmartBoard are used by students and staff from the time school opens until the building closes each day. MAC LAB RKYHS sports a state-of-the-art iMac lab/ Video Production Studio. The lab has 16 iMac computers loaded with top of the line software. We offer an elective course in video production which meets daily. The lab is used by teachers and students for research and general computer use, as well as by the video chug which creates the famous RKYHS Update and all other videos produced at RKYHS. iPAD LAB We are excited to introduce a new iPad lab which will be loaded with educational Apps intended to enhance instruction and learning. iPads are being used by teachers in all of the Apple TV classrooms. The iPads allow teachers to access educational apps that bring a greater understanding of their individual subjects to the classroom. For instance the Anatomy and Physiology class uses iPad apps to experience digital disections of the human heart as well as access TED Talks to be at the frontier of what is happening in the medical field.

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R RKYHS SOCIETIES
RABBI ALVIN M. MARCUS TORAH SOCIETY Dedicated in honor of one of the great rabbinic leaders of our school, the Rabbi Alvin M. Marcus Torah Society was endowed to encourage Torah lishma amongst our students. This is a unique way of inspiring Torah study outside of the classroom. Students who complete and document a minimum of forty hours of voluntary Torah learning during the course of the year are inducted into the Torah Society at the end of each year and their names are prominently displayed in the high school lobby. RABBI ABRAHAM WAHRHAFTIG CHESED SOCIETY Established in 2006, the Rabbi Abraham Wahrhaftig Chesed Society is dedicated to the memory of former RKYHS Principal, Rabbi Abraham Wahrhaftig, zl, a man who devoted his life to encouraging his students to grow in Torah and midot tovot through his kind and compassionate example. Students are inducted annually for completing 54, 72 or 108 hours of community service during the academic year. Members of the Chesed Society are acknowledged on a Wall of Honor that is displayed in the high school lobby. This past year, over 55 of our students were inducted into this Society. RAE KUSHNER YESHIVA HIGH SCHOOL SOCIETY OF SCHOLARS Students who have a cumulative GPA of 3.5 or better will be inducted into the Society of Scholars. Students who have a cumulative GPA of 3.5 or better and have completed two Honors or AP courses in their junior and senior years will be admitted into the Society of Scholars with Distinction.

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TORAH LEARNING OPPORTUNITIES

TORAH LISHMA At RKYHS we pride ourselves on the many opportunities available for our students to spend time out of the classroom learning Torah Lishma (Torah learning for its own sake, unconnected to regular classroom studies). Mishmar After school, numerous groups meet for Mishmar programs. Mishmar is an opportunity to learn in a relaxed open setting, with good food and many interesting discussions. Students are encouraged to develop their own learning programs as well, including forming chavrutot with other students or dividing up a text (such as Tanach, Mishna, etc.) to study on their own and make a joint siyum upon completion. Torah Leadership Network Throughout the year, we participate in Yeshiva Universitys Torah Leadership Network (TLN) in which high school students from around the tri-state area get together for an evening of Torah study. 35

Bronka Weintraub Bekiut Program A number of our students participate in the Bronka Weintraub Bekiut Program of Yeshiva University, learning Gemara along with other students at yeshivot throughout the country. Lunch-and-Learn Students have the opportunity to participate in weekly lunch-and-learn programs. Generally, students themselves are asked to prepare divrei Torah in advance and are given the opportunity to present their thoughts to a group of their peers while enjoying lunch. Guided by our faculty, students will often form their own groups to participate in their lunch-andlearn opportunity. Alumni Learning Approximately once a month, our alumni who live within traveling distance to RKYHS (or who are simply coming home for Shabbat) are invited to participate in our Friday Morning Learning Program. Alumni come and enjoy a shiur given by one of their former teachers on the RKYHS faculty with some light refreshments. The alumni are then set up with a small group of our current students and are given the chance to learn and talk with the students in a relaxed setting in our beit midrash. This serves as a wonderful opportunity for alumni to stay connected and give back to the school, as well as a chance for our students to connect with real role models as they themselves grow and develop and begin to make real life choices. Facilities Our beit midrash has recently been updated to include a collection of English seforim that are available for students to use in school and to take home as well. These seforim were chosen specifically as those that are of interest to teens in our student community, and many students have already begun taking advantage of this opportunity. In addition, our new computer in the beit midrash is set up to be used for Torah learning purposes only, and has various resources that students can access in order to increase their own learning in and out of the classroom.

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R THE LEARNING LAB

The Rae Kushner Yeshiva High School Learning Lab provides mainstream students who have documented learning disabilities with the tools and strategies they need to become successful independent learners within the rigorous setting of our yeshiva high school. Working in small groups with trained professionals, students enhance their understanding of both General and Judaic Studies subject areas, while mastering study skills. In addition, students learn how to prioritize and how to practice self-assessment and self-advocacyskills that are critical to success in school and the workplace. The Learning Lab is open to eligible freshmen, sophomores and select juniors; services are available as needed for upperclassmen. In addition, the Lab oversees extended time testing and other accommodations for students who meet College Board and ACT criteria, and provides students with access to dedicated computer workstations and SmartBoards. Learning Lab Goals for High School Students: Strengthen academic skills/develop learning, study, note-taking and testtaking strategies to be applied in other venues Recognize personal strengths, weaknesses, and learning styles; practice self-assessment and acceptance of academic responsibility Prioritize short and long-term assignments and goals/make good choices Manage time, workload, and co-curricular activities with other obligations Develop independence and self-advocacy skills Successfully complete assignments and test preparation Seek resources to help reinforce/clarify content areas While the Learning Lab provides educational support to students who qualify for services, all students can benefit from the unique ideas and strategies that are developed by our dedicated staff.

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SAMPLE STUDENT SCHEDULE

Shacharit begins at 8:03am, with classes concluding at 5:07pm on Monday through Thursday and at 1:30pm on Fridays. Variations are as follows:
Fridays A and B have alternating schedules of odd and even periods. Lunch is at the end of the day. Students attend their chosen chugim every Tuesday during Period 3. An additional Period 3 is built into each Friday. There is an additional period for SEED (Student Enrichment, Education and Development) every Thursday. Semesters One and Two have alternating courses of Mishna/Foundations of Prayer and Introduction to Computers/Introduction to Art.

RAE KUSHNER YESHIVA HIGH SCHOOL

NAME: TEDDY HERZL
PERIOD Tefillah Period 1 Period 2 Period 3 Period 4 Period 5 Special Period Lunch Period 6 Period 7 Tefilla Period 8
College Prep Algebra I Mishna/ Foundations of Jewish Thought Western Civilization College Prep Algebra I Mishna/ Foundations of Jewish Thought Western Civilization Lunch Honors Ivrit Biology Lab Lunch Honors Ivrit Physical Education Lunch Honors Ivrit Computers / Art College Prep Talmud College Prep Tanach College Prep English Honors Biology Spanish College Prep Talmud College Prep Tanach Chugim (Clubs) Honors Biology Spanish

GRADE: 9

YEAR: 2013-2014
FRIDAY A
College Prep Talmud

MONDAY

TUESDAY

WEDNESDAY THURSDAY
Shacharit, Beit Midrash College Prep Talmud College Prep Tanach College Prep English Honors Biology Spanish College Prep Talmud College Prep Tanach College Prep English Honors Biology Spanish YU Learning Initiative Lunch Honors Ivrit Physical Education

FRIDAY B
College Prep Tanach

College Prep College Prep English English College Prep English Spanish Health Honors Biology Honors Ivrit College Prep Algebra I

Mishna Lunch Dismissal at 1:30

Western Civilization Lunch Dismissal at 1:30

Mincha, Beit Midrash College Prep Algebra I Mishna/ Foundations of Jewish Thought Western Civilization College Prep Algebra I Mishna/ Foundations of Jewish Thought Western Civilization

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Period 9

Period 10

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