The Prozdor curriculum is robust and includes a wide range of options; there is truly something for everyone in our classrooms.
We offer a spectacular variety of courses taught by professors, musicians, artists, dancers, scientists, lawyers, doctors, historians, writers, journalists, social activists, and rabbis, presenting our studetns with an unparalleled breadth of choices and depth of learning. Every semester Prozdor offers a catalog of incredible, diverse, and interesting courses to choose from. Students follow their own desires and interests and they find their way through the landscape of Jewish learning. In the spirit of pluralistic study, Prozdor's program is led by experienced teachers who continue their own learning and cultivate the art of teaching. Prozdor teachers are caring, thoughtful, talented human beings who guide students as they explore problems and questions together with friends. As the students enter 10th grade, they choose a nativ (pathway) that allows them to go deeper into the methods and knowlegde of the Arts, Sciences, Humanities, or Language.
This nativ emphasized the artistic discplines of visual and performing arts. Students explore (a) the history and vocabulary of arts, (b) artistic skills and performance, and (c) expression, creativity, and imagination. Arts students take one or two courses each semester in any of the following: visual arts, music, dance, theater, language arts (poetry and writing), and design. Content area requirements for this nativ can be met with courses such as Israeli folk dance, Klezmer, political cartooning, Biblical themes in music, theater, dramatic scene writing, metallurgy, gardening, and Kosher culinary arts.
This nativ emphasizes observation and experimentalism. Students will (a) understand foundational concepts, theories, and knowledge derived from systematic study, and (b) consider science in the context of Jewsh life. Sciences students take one or two courses each semester in any of the following: STEM, cosmology, psychology. Content area requirements for this nativ can be met with courses such as Science and Judaism, intergalactic Judaism, the science of Passover, molecular biochemistry, game theory, technological innovations in Israel.
This nativ concerns the academic disciplines of history, philosophy, social sciences, and includes traditional and modern ways of studying Judaism's primary sources and philosophical writings. Humanities students take one or two courses each semester in any of the following: history, Middle East civilizations, theology, philosophy, politics, law, identity studies, social studies, social studies, Bible, Jewish studies, Jewish thought, and social justice. Content area requirements for this nativ can be met with courses such as Jewish history, theology for skeptics, case studies in Israeli law, identity studies, social studies, Torah in film, Genesis, Book of Samuel, Judaism and social justice.
This nativ invites students to understand the role of language, language arts, and linguistics in Judaism, especially as Hebrew plays a central role in Jewish life. Language students take one or two courses each semester in any of the following content areas: Hebrew, Yiddish, Arabic, Russian, German, linguistics, language arts.
Prozdor's Hebrew curriculum is based on the proficiency approach to teaching Hebrew, a nationally recognized, cutting-edge system for teaching a foreign language.The proficiency approach emphasizes that each school create its own curriculum based on student needs and interests, and that student needs be consistently evaluated on how they function with the language — not what they know about the language.
Using this approach, we have developed various thematic units to maximize the learning in the class and achieve Hebrew-language fluency. The coordinator of the Hebrew program has worked closely with Professor Vardit Ringavld and Shlomit Lipton from Hebrew at the Center, a national training institution for the advancement of Hebrew studies, in the development of the new curriculum. HATC has brought this approach into the Jewish day-school world, including at both the Jewish Community Day School and the Solomon Schechter Day School of Greater Boston. All Prozdor and Makor Hebrew teachers are trained in this approach and involved in a variety of professional-development workshops.
To learn more about HATC and the proficiency approach, visit www.hebrewatthecenter.org. For more information about the program, contact Mor-Li Hartman, Hebrew coordinator, at email@example.com.
Sofit: Twelfth Grade
graders at Prozdor may elect any of the following options to fulfill their 12th
grade requirement for graduation. The 2016-17 year will be the final
year that 12th grade will be optional.
Students may elect to enroll in the regular Sunday program
for 2 or 4 hours per week. Students may also elect to enroll in Gateways for credit through Prozdor. We also offer students the option of taking a college research course.
College Credit Research Course
This capstone experience for 12th graders is a year-long research project with monthly sessions on Sunday afternoons in the fall and independant work with an advisor in the spring. Upon successful completion of the research project, overseen by Daniel Parmer, students will receive three college credits. Research projects have included:
How is journalism and mass media from the Middle East received and analyzed by American Jews?
Student is taking parallel stories from news sources in Israel, the UK, and the US and asking subjects to read and interpret the news based on those three different sources.
How do parent attitudes influence going to Minyan and laying tefillin for Jewish Teens?
Student is interviewing teens from various area synagogues to understand how their parents relate to Jewish practice, and whether or not that influences the respective teens' religious practice.
What is the role of Holocaust survivors' stories in the understanding of Jewish identity for middle school students?
This student is teaching a class to middle schoolers in makor that incorporates the arts, stories of the Shoah, and identity to explore what it means to be a jew.
Why do Jewish teens come to Prozdor?
Student surveyed the entire student body and is following up with more in-depth interviews to understand the factors that impact participation in Prozdor.
Do people from different generations interpret "Jewish images" in different ways.
Student is using their own photography in interviews with Jews of different ages to try and understand how they relate images of different Jewish objects or moments to religion, culture, or politics.
Do parents' reasoning for sending their child to Hebrew school impact their child's feelings about attending?
Student is surveying families at their syangogues to see if there is a link between parental attitudes about Hebrew School and their child's attitudes.
Do Jewish values impact the way that young Jews see pre-natal genetic testing?
This student is doing a wide survey of Jews in their 20s and 30s to see if they are impacted by Jewish values in the way they view testing for genetic diseases common to their ethnic group.