2014-2015 Course Catalog with Course Descriptions
San Diego Jewish Academy, Maimonides Upper School
Humanities:
English, History, and
Social Science
Core Courses
Composition 6
English 6
History 6
English 7
History 7
English 8
History 8
Humanities 9
Humanities 10
US History
Topics in Humanities*
*denotes a semester-long Topics
class that may count for core or
elective credit, please see course
descriptions for detail.
Fall Semester English
American Literature: The American
Counterculture of 19451970(ish)*
The Minority Voice: Multicultural
Literature*
Spring Semester English
World Literature*
The Art of Persuasion*
Fall Semester History
American History: Scandal, Blunder or
Conspiracy? A look at 20th
century American History*
Election 2014: Government through a
Lens*
Spring Semester History
Cause and Effect: War in American
History*
NAIS Challenge 20/20*
Honors, AP Courses
MS Honors Literature Seminar
Honors Humanities 9 and 10
AP English Language
AP English Literature
AP Art History
AP US History
AP Psychology
Mathematics
Core Courses
Math A
Pre-algebra
Algebra I
Geometry
Algebra II
Precalculus
Electives, Honors, AP Courses
Pre-algebra Honors
Algebra I Honors
Geometry Honors
Algebra II/Trigonometry Honors
Precalculus Honors
Statistics
AP Statistics
AP Calculus AB
AP Calculus BC
AP Computer Science A
Laboratory Science
Core Courses
Science 6
Science 7
Science 8
Biology
Chemistry
Physics
Anatomy and Physiology
Electives, Honors, AP Courses
Topics in Biotechnology
High School Science Research
Program
Introduction to Engineering
Robotics and Bioengineering
Chemistry Honors
AP Biology
AP Chemistry
AP Physics I
World Languages
Hebrew
Hebrew 1-4
Hebrew 5-9+ Honors
Spanish
Spanish 1
Spanish 2
Spanish 3
Spanish 4
AP Spanish Language
Online World Languages
Chinese
French
German
Japanese
Latin
Sign Language
Judaic Studies
Core Courses
Judaic Studies 6
Judaic Studies 7
Judaic Studies 8
th
th
7 and 8 Grade Judaic Honors
Survey of Jewish History
Talmud
Jewish Thought
History of Modern Israel and the
Holocaust
Electives
Introduction to Midrash: More Than
Meets the Eye
Comparative Religions
A Survey of Jewish Literature from
Biblical to Modern Times
Modern European Jewish History
Songs of My People
Arts/Electives
Visual Arts
Art and Ceramics
Digital Photography
Exhibition
Visual Art
AP Studio Art
Practical Arts
Yearbook
Journalism
Performing Arts
Middle School Band
Guitar 1
Intermediate Music
Rock Ensemble
Advanced Ensemble
Other Electives
Child Development
Learning Center
Physical Education
th
6 Grade Physical Education
Middle School PE
Mind Body Fitness
The Art of Coaching
Team Sports
th
th
Middle School (7 and 8 grade)
Fall
Cross Country
Flag Football
Volleyball
Winter
Boys Soccer
Boys Basketball
Girls Soccer
Softball
Spring
Baseball
Girls Basketball
Tennis
High School
Fall
Cross Country (Men’s and Women’s)
Football
Women’s Tennis
Volleyball
Winter
Men’s Basketball
Women’s Basketball
Men’s Soccer
Women’s Soccer
Spring
Baseball
Golf
Men’s Tennis
Softball
Course Descriptions
Note: For descriptions and course outlines for any AP classes, please see the collegeboard
website, http://www.collegeboard.com/student/testing/ap/subjects.html
Note: When both a regular college-prep level and an honors level of the same class are offered,
the honors class is characterized by a faster pace, more depth content, and expectations of high
quality student work on challenging problems and projects.
Note: AP classes and honors classes are weighted by one grade point. For example, an “A”
counts as 5 grade points instead of 4 grade points, a “B” counts as 4 grade points instead of 3
grade points, and so on.
Humanities: English, History, and Social Science
Core Courses
Composition 6
The class will be devoted to making sure sixth graders have the writing skills they will need to be
successful in the upper school. We will examine the forms and purposes of composition, and the
language we use to describe them. Students will have the opportunity to write in persuasive,
narrative, descriptive and expository styles and learn the requirements of each.
English 6
The focus of this course is to give students the tools they need to be effective writers and
readers. In addition to improving the comprehension and decoding skills which students have
acquired in earlier grades, we will coach them in the habits of effective readers which include
questioning, making inferences, making connections with previous knowledge, using multisensory imaging, and summarizing. Silent sustained reading is also part of this course as
research illustrates that this not only creates better readers, but also better spellers and writers.
Writing and critical thinking skills are developed and practiced to prepare students for success.
Students write in many genres including journal, short story, book review, and literary analysis.
Texts include classic literature such as Julius Caesar and Tom Sawyer and also contemporary
coming of age novels and works that complement concurrent history units. Grammar, usage,
style, and vocabulary are practiced regularly.
History 6
Students experience a survey of the evolution of humans, ancient civilizations, and the
interrelationships between geography and history. In conjunction with English and Composition,
students will learn organizational and critical reading techniques and practice writing and group
work to engage with the material. Simulations via the History Alive text allow students to create
and stage cultural experiences such as mummy making.
English 7
This course is designed to develop students’ fluency as critical thinkers, readers, and writers. A
variety of genres will be used, including folktale, poetry, short story and the novel. Speaking and
listening skills will be emphasized as well, and the fundamentals of note-taking will be
introduced. Many of the texts, such as The Giver and City of Ember, complement the theme of
technological change and development explored in the History 7 course. Skills in grammar,
usage, style, and vocabulary are practiced regularly. Students compose expository, reflective,
and persuasive pieces.
History 7
In this survey course, students examine social, cultural, religious and technological change during
the period 500 C.E. to 1600 C.E. throughout the world, including Europe, Asia, Africa and the
Civilizations of the Americas. Students continue to engage through the use of relevant
simulations from the History Alive program, informational texts, and literature excerpts while
further developing critical reading, thinking, and writing skills.
English 8
This course focuses on American Literature with thematic emphasis on citizenship, and the
struggle for freedom and equality that correspond to the History 8 course. Texts include short
stories, poetry, and novels. Students are prepared for the rigors of high school level coursework
in the humanities, and are engaged in activities that encourage thinking about ideas and the
means by which they are communicated (reading, writing, listening, and speaking). Emphasis is
placed upon the building of vocabulary, analysis and application of grammatical structures, and
fluency in the reading and writing of varying written genres (narrative, expository, persuasive,
descriptive) and regular journal writing.
History 8
This course prepares students for responsible citizenship by developing their understanding of
the human struggle toward freedom and equality. The survey takes students from colonial times
to the present day with a focus on the Constitution and civil rights issues. Analytic and critical
thinking skills are heightened by student writing, literature, research, debate, film, and multi-media
presentations.
Humanities 9 (English and History)
This is year one of a two-year course which integrates history, culture, and the language arts to
explore the theme, “How are we to live?” The question is explored via literature including poetry,
short stories, novels, and nonfiction. Engaging and challenging literary texts refine students’
critical reading skills and provide rich material for conversation and writing. Central to the course
is practice in writing the analytical essay. Students will have the opportunity to demonstrate their
interpretations of the literature studied in a number of visual projects as well. An intensive review
of the parts of speech and sentence structure leads to development of personal style and fluency.
Students develop a deeper vocabulary base via a study of Greek roots and prefixes. The iPad is
an integral tool used throughout the humanities curriculum for enrichment and invention. Students
use critical reading, thinking, and writing techniques, often at the synthesis level, to apply the
theme to current events and challenges.
Humanities 10 (English and History)
This is year two of a two-year course which integrates history, culture, and the language arts to
explore the theme, “How are we to live?” Students read and write in multiple genres to practice
fluency of rhetoric and support opinions with credible, cogent evidence. Texts complement the
historical units and provide rich material for continuing conversations and writing about the human
condition. Students write critiques, analyses, persuasive essays, reflective essays, as well as a
number of journalism-themed synthesis pieces in the forms such as editorial, feature article, and
open letters. A focus on syntax and style as well as structure and content helps students develop
maturity as writers to prepare for experiences as juniors and seniors. The iPad is an integral tool
used throughout the humanities curriculum for enrichment and invention. Students use critical
reading, thinking, and writing techniques, often at the synthesis level, to apply the theme to
current events and challenges.
US History
An introduction to the evolution of American culture and its interaction with the rest of the world.
Students refine analysis skills by tracing the development of twentieth century American themes
in history from the colonial period forward, contrasting major themes, styles, and trends, and
evaluating philosophical, political, religious, ethical, and social influences.
Topics in Humanities
The humanities topics classes are a series of semester-long courses designed to provide indepth exploration of content and development of skill in reading, writing, thinking, and listening.
The Topics courses are each designated as fall or spring semester, and if applicable, the core
requirement they fulfill. Students must select one English Topics course for each semester and
one History or Social Science Topics course for each semester. These courses provide English
11-12 or History/Social Science 11-12 credit or academic elective credit as noted.
American Literature: The American Counterculture of 1945-1970(ish)
(fall semester; provides one semester credit for English 11 or 12 or academic elective)
Study the reactionary end of the pendulum swing as we explore the counterculture in America
through literature, visual arts and cinema. We will attempt to answer, or analyze, the following
questions and comments:
 What is the role of the individual in a “majority rules” system?
 “I like zombies being us. Zombies are the blue-collar monsters.” George A. Romero
(sociopolitical commentary)
 “I never think that people die. They just go to department stores.” Andy Warhol
(consumerism)
 “Wither goest thou America in thy shiny car in the night?” Jack Kerouac (social identity)
 Is it wrong to be a deviant?
The Minority Voice: Multicultural Literature
(fall semester; provides one semester credit for English 11 or 12 or academic elective)
"Being in a minority, even in a minority of one, did not make you mad. There was truth and there
was untruth, and if you clung to the truth even against the whole world, you were not mad.”
—George Orwell
We will explore literatures of diverse groups, defined by race, ethnicity, gender, religion, sexual
orientation, and/or physical condition. Poems, essays, novels, and excerpts of plays will all be
used to help better understand and better enhance our analytical and persuasive writing styles.
World Literature
(spring semester, provides one semester credit for English 11 or 12 or academic elective)
This course focuses on various unique novels and short stories from places like Japan, India,
Columbia, the Czech Republic and England. We will be exploring various cultures and histories in
our attempt to better understand the things we are reading as well the people who wrote them
and those they represent.
The Art of Persuasion
(spring semester, provides one semester credit for English 11 or 12 or academic elective)
Don’t slouch! You mumble when you speak! Mom is right—those nonverbal cues tell a lot about
you and your ability to successfully steer yourself through life’s obstacles.
This is a course of practice.
This course offers a structured process in which to create, organize and support ideas in oral
presentations; develop the ability to assess audience response; and listen critically and evaluate
others' messages while utilizing effective delivery techniques.
Students will practice elements of the research process, including outlining, note-taking,
organizing and curating information, and the exploration and verification of source reliability.
Students will practice the communication process, including verbal skills, nonverbal cues,
assessing audience feedback, and the critical art of listening. This includes extensive feedback
consisting of peer critiques, teacher critiques and comprehensive self-evaluations.
Students will also practice analysis of texts, focusing largely on argumentation and rhetoric while
learning how to assess source material.
Through the development of critical reading skills and writing techniques, students will learn to
take positions on current issues and speak about those issues in front of various audiences, both
inside and outside the classroom, while recognizing an appreciation for the ethical responsibilities
of a speaker and respect for the freedom of expression of all members of a community.
American History: Scandal, Blunder or Conspiracy? A look at 20th century American
History
(fall semester; provides one semester credit for history/social science or academic elective)
This course will approach modern American history by looking at some of the more infamous or
th
controversial happenings of the 20 century; the Bay of Pigs, Watergate, Iran Contra and the
Cold War to name a few. We will also be deconstructing theories revolving around JFK’s
assassination, the moon landing and Area 51 based on the political, economic and social weight
each one of those events has born not only for Americans, but for our international allies and
rivals. Sometimes taking a closer look at the darker side of history can shed new light on the
things we think we know.
Election 2014: Government through a Lens
(fall semester; provides one semester credit for history/social science or academic elective)
Are you ready to cast your ballot? As the 2014 Election heats up, students will prepare to assume
the responsibilities of citizenship. Why is that map blue and red? Why are there yard signs
everywhere? Will the 113th Congress solve the national debt puzzle? What will be the legacy of
President Obama’s second term?
Students will explore these questions, and others, to develop a firm understanding of the
principles of American Democracy and the electoral process. Through comparative analysis, they
consider the current state of the legislative, executive, and judiciary branches of government in
relation to the ideals that cemented their founding. Students will evaluate, take, and defend
positions on various issues facing American citizens today.
Cause and Effect: War in American History
(spring semester; provides one semester credit for history/social science or academic elective)
What starts a war? Politics, money, greed? Miscommunication? What minuscule things can
influence the outcome of war? What decisions, weather patterns, lucky mistakes lead to victory
or defeat? What happens after the war is fought? What political, social, economic or
environmental changes occur? Power shifts. Borders are rewritten. The world changes. In this
course we will look at American history through our involvement in a collection of pivotal
skirmishes and battles from the American Revolution through the war in Vietnam.
National Association of Independent Schools (NAIS) Challenge 20/20
(spring semester; provides one semester credit for history/social science or academic elective)
NAIS Challenge 20/20 is a program that pairs schools in the United States with a counterpart
school in another country; together the teams develop solutions to one of 20 global problems
outlined in Jean Francois Rischard’s book; High Noon: 20 Global Problems, 20 Years to Solve
Them. This is an excellent opportunity to learn about 21st century global challenges while taking
an active role as a global citizen. Examples of possible issues to be addressed are international
labor and migration, peacekeeping, conflict prevention, education for all, and the digital divide. By
working collaboratively through various technological platforms (video conferencing, document
sharing etc.) with our counterpart school, the team will identify and develop solutions that can be
implemented at a multitude of levels, from our local community to the global stage.
Honors and AP Courses
Middle School Honors Literature Seminar
The extracurricular middle school honors literature seminar is designed to create a rigorous
exchange of ideas in reading, writing, and seminar-style discussion led by English faculty. This
extracurricular seminar is open to students in grades 6 through 8. Students will be reading
challenging literature centered on a given theme. The calendar of five after-school seminar
meetings and text titles for each is distributed to all middle school students at the beginning of the
school year. After each seminar discussion, students will use the writing process to reflect on the
literary piece discussed. The reflective writing will require critical thinking, multiple drafts, and
polished, final pieces presented in a portfolio in May. If students successfully complete the
seminars, they will earn honors designation next to their final English grade in June.
Honors Humanities 9 and 10
This extracurricular honors seminar is designed to create a rigorous exchange of ideas centered
on our humanities theme for grades 9 and 10: “How are we to live?” Students will be reading
(challenging non-fiction and fiction); writing; listening; speaking; visiting local museums, theatres,
and events; and participating in a minimum of four out of five seminars throughout the school
year. Upon completion of requirements, students may earn honors credit for both literature and
history classes for grades 9 and 10. All ninth and tenth grade students receive a calendar of
seminars and invitation to participate during the first week of school each year.
AP English Language
AP English Literature
AP Art History
AP US History
AP Psychology
Mathematics
Core Courses
Math A
We focus on operations with whole numbers, fractions, and decimals as well as integers and
working with algebraic expressions and equations. The class also covers percents, probability,
graphing, and basic geometry. The material is presented in such a way that the student quickly
realizes the importance of mathematics.
Pre-algebra
We work with algebraic expressions and equations. There is an introduction to polynomials along
with the vocabulary and operations involved. An integration of geometry, probability, and statistics
is also covered. Upon completion of the course, the student should be adept in all concepts
relating to algebra and should be able to move into the more abstract concepts covered in
algebra classes.
Algebra I
In this first algebra course, topics include basic vocabulary, properties of real numbers,
polynomials, rational expressions, linear and quadratic equations, and types of variation.
Students also solve algebra problems from other strands of mathematics, such as geometry and
probability.
Geometry
Students learn properties of geometrical objects and develop their ability to construct formal,
logical arguments and proofs in geometric settings.
Algebra II
After a thorough review of Algebra I, students do work with sequences and series, complex
numbers, logarithmic functions and are introduced to trigonometry. Students are expected to
solve problems and interpret solutions verbally, symbolically, graphically, and with data sets.
Precalculus
This course reviews the fundamental concepts of Algebra I and explores in greater depth topics
introduced in Algebra II, particularly the graphical behavior of parent functions. New content
includes topics in trigonometry, sequences and series. Additionally, there is a strong emphasis
placed on using mathematical models to predict phenomena in everyday life.
Electives, Honors, and AP Courses
Pre-algebra Honors
Algebra I Honors
Geometry Honors
Algebra II / Trigonometry Honors
Precalculus Honors
This course reviews the trigonometric, geometric, and algebraic techniques needed in the study
of calculus, and strengthens students’ conceptual understanding of the mathematical reasoning
involved in solving problems. Analytic Trigonometry and Analytic Geometry in two and three
dimensions is introduced. The concepts of sequences, series and limits are studied as an
introduction to calculus.
Statistics
A practical introduction to statistics. Utilizing graphing calculators, the graphical display and
interpretation of data is introduced - including statistical significance and inference. Probability,
correlation, and regression are studied.
AP Statistics
AP Calculus AB
AP Calculus BC
AP Computer Science A
This course is recommended for students who have completed Algebra I and are interested in
learning how to program computers. This course is ideally suited for disciplined students who are
independent learners, critical thinkers and truly enjoy solving complex problems.
Laboratory Science
Core Courses
Science 6 and Science 7
Issues and Earth Science
In Earth Science, students will study the earth through an inquiry based approach. Issues and
case studies are presented and analyzed in the topics of studying soil scientifically, rocks and
minerals, erosion and deposition, plate tectonics, weather and atmosphere, the earth in space,
and exploring space. The emphasis is on processing as well as critical thinking skills. Several
strategies are used to integrate Earth Science with both the physical sciences and life sciences.
Science 8
Issues and Physical Science
In Physical Science, students will study the areas of chemistry and physics through an inquiry
based approach.
An introduction to chemistry includes the structure of atoms and how this relates to their
placement on the periodic table and their interactions with each other. This course encourages
exploration in areas of physics such as forces and motion, electricity, sound, light, and current
technology. In addition to content subject areas, emphasis is placed on individual and group
discovery within a laboratory environment which is designed to channel energy and enrich
learning. A thematic approach is taken to help students relate scientific concepts to their lives,
both in and out of the classroom. Students are guided through the process of creating a science
fair project. Current scientific topics are continuously included to provide the students with
exposure to new discoveries, innovations, and up-to-date issues in science and society.
Biology
This year-long, inquiry-based, introductory course in high school biology will focus on
understanding life on earth, from cells to the biosphere. We will cover topics in Cell Biology,
Genetics, Ecology, Evolution and (time permitting) Sustainability. Students will engage in
activities including hands-on laboratory investigation, data analysis, physical and computer
modeling, reading, and class discussion.
Chemistry
This year-long, laboratory based course in high school chemistry will focus on understanding how
and why reactions occur and experiencing some of those reactions in the laboratory. The aim of
the course is to have the students comprehend fundamental chemistry processes and have the
ability to integrate facts with concepts.
Physics
Our emphasis is on understanding observations with physical theories rather than calculations.
In physics, students learn essential concepts of physics through demonstrations, laboratory work,
and discussion. Some of the topics covered in this course are mechanics, electricity and
magnetism, and thermal physics.
Anatomy and Physiology
This second year biology course is for students interested in biology, medicine and its related
professions. Students will utilize lab exercises that will help them understand the structure and
function of the human body.
Electives, Honors, and AP Courses
Topics in Biotechnology
Topics in Biotechnology is a one year lab based science elective course designed to give
students an introduction to the scientific concepts and laboratory research techniques currently
used in the field of biotechnology. Students will develop laboratory skills, critical thinking, and
communication skills currently used in the biotechnology industry. The course will involve
extensive reading and laboratory work, and will also include case studies and guest speakers. It
is anticipated that the course will cover such areas as DNA, Protein, Plant, Agriculture and
Medical Biotechnology. Successful completion of Biology with a grade of B or above is a
prerequisite.
High School Science Research Program
The purpose of this rigorous program is to engage students in high level science, math and
engineering research opportunities beyond the more traditional high school science course
curriculum. The program operates as a two year course within the math and science department,
although students may opt to extend it to three years. Students in this program work in a variety
of STEM research fields that may include:
•
Science: biology, physics, chemistry and related disciplines.
•
Computer science
•
Math
•
Engineering
This program engages students in work outside of the confines of a traditional curriculum and
promotes the development of critical and scientific thinking. Students are also afforded a unique
opportunity to gain valuable insights into various fields of scientific research. They develop an
understanding of scientific methodology, gain a better appreciation for an assortment of scientific
disciplines within academic and industrial research, and interact with experts in a variety of fields.
This class will occur with the regular school class schedule.
Introduction to Engineering
This course is an introduction to engineering developed by The Centers for Initiatives in Jewish
Education (CIJE) and will be laboratory based. Students will use project-based learning to study
circuits and learn programming using Arduino boards and Lego NXT. Arduino is a single-board
microcontroller combined with a software suite for programming it. Lego Mindstorms NXT is a
programmable robotics kit. Both devices have extensive web-based tutorials. Students will learn
project design, budgeting, scheduling and implementation. CIJE STEM Video
http://www.youtube.com/watch?v=VIL6vMvuVtM
Robotics and Bioengineering
This course is an introduction to robotics and bioengineering developed by The Centers for
Initiatives in Jewish Education (CIJE) and will be laboratory based. During the first semester
students will have the option to join the FIRST Tech Robotics competitive program and build a
robot to meet the robot challenge announced for the year. The robotics component will be used to
model biomechanical movement. In the second semester students will learn the fundamentals of
bioengineering and be directed to solve a problem posed in this field. Throughout both semesters
they will continue to learn project design, budgeting, scheduling and implementation and continue
their study of biomechanics and bioelectronics, Arduino boards and Lego NXT. Additional
computer skills will be developed and other hardware components applied where needed. This
class will occur with the regular school class schedule.
To find out more information about FIRST Tech Robotics please check out the link:
http://www.usfirst.org/roboticsprograms/ftc
Chemistry Honors
AP Biology
AP Chemistry
AP Physics I
World Languages
Hebrew 1-4 and Hebrew 5-9+ Honors
The Hebrew program offers nine levels of instruction, to accommodate students ranging from
native speakers to those who do not know the alef-bet. Students are placed in a particular level
according to placement tests and teacher recommendations.
th
th
Spanish 1 (8 -12 grade)
Spanish 1 is a beginning Spanish course. In this course, students will begin to master the skills of
listening, reading, writing, and speaking. Students will gain an understanding and knowledge of
grammatical structures, build vocabulary, and begin writing as well as developing oral and
auditory proficiency. The course work incorporates cultural literacy and appreciation of Spanish
and Spanish-speaking cultures.
Spanish 2 (HS)
Spanish 2 reviews some skills from Spanish 1 and introduces new skills in the areas of grammar,
vocabulary, reading, writing, comprehension and culture. Students will expand upon their ability
to speak and write Spanish in class. The cultural components include Spanish speaking cultures
in the Americas and Spain.
Spanish 3 (HS)
Spanish 3 continues the development of all Spanish 1 and 2 skills and structures. In this level,
students review and learn new grammar, verb tenses, and continue to develop oral and written
communication skills. Considerable emphasis is placed upon an expanded Spanish vocabulary,
fluency of speech, and accuracy of writing. Students will continue to develop an understanding
and appreciation for the Hispanic culture by means of selected readings and authentic movies
and videos from throughout the Spanish-speaking world.
Spanish 4 (HS)
Spanish 4 is an upper-intermediate course which will further develop skills in grammar, writing,
speaking and listening through the continued study of the language, literature and culture of
Spain, Latin America and Hispanic communities in the United States. It also seeks to improve
students' ability to read and appreciate literary and non-literary texts in Spanish, deepening
students' awareness and understanding of the cultural diversity of the Spanish-speaking world.
AP Spanish Language
Online World Languages
Online learning programs have enabled expanded opportunities for World Language study in:
Chinese
French
German
Japanese
Latin
Sign Language
Full course descriptions are available at:
 Connections Academy
o

https://www.connectionsacademy.com/curriculum/high-school/high-schoolclasses.aspx
Middlebury Interactive Languages
o http://www.middleburyinteractive.com/curriculum-courses/high-school-9-12/
Students who are best positioned for success in online programs of study are confident in their
ability to work independently and to keep pace through a curriculum without extensive, daily,
outside monitoring of their progress. Additionally, this type of learning environment is most
appropriate for those who consider themselves adventurous learners, ready to take on
educational challenge in a way that's quite different from other ways they've encountered material
before.
Judaic Studies
Core Courses
Judaic Studies 6
Survey of the Torah: The Torah, comprised of the Five Books of Moses, represents the core of
Jewish values, ethics, narratives, and beliefs. It tells the story of our beginnings as a family and
how we evolved into a nation with a 'constitution' and a connection to God and the Land of Israel
.Our 6th graders will be revisiting some of the Biblical heroes with whom they are already familiar,
but now they will be looking at the text itself. They will be honing their critical thinking skills as
they examine the narratives of Biblical events as well as the messages behind. Some of these
messages and concepts will focus on who we are as a people, how we view the universe, how
we relate and interact with others, and how events shaped us. We will examine the text of the
Torah through three different, overlapping lenses: P'shat (literal or simple meaning), D’rash
(commentaries and rabbinic interpretations), and personal Midrash (giving the students a vehicle
to apply their own understandings and world views to the text). As students of Torah, they will be
asked to engage in the Jewish exhortation: hafochbav'hafochba, kuleiba - turn the Torah over
and over for everything is in it. As the title of the course indicates, we will spend the year looking
at the entirety of the Torah. We will begin with the book of B'resheit (Genesis) and examine
everything from the story of creation and the birth of the Jewish people until the book of D'varim
(Deutoronomy), which ends with the death of Moses and the passing of the leadership torch to
Joshua. While we will primarily examine the text in English, we will occasionally refer to the
Hebrew text to look at recurring Hebrew roots, words, and phrases. Through open-minded
discussions, presentations, enactments, and projects, we will explore the sea of Torah and its
richness.
Judaic Studies 7
Survey of Prophets and Writings: This course will survey the literature of the NACH
(Nevi’imVeKetuvim – Prophets and Writings), from Joshua to Psalms. Attention will be given to
the historical narratives of Joshua through II Kings, and the Writings. Thematically, the course will
stimulate study on leadership models, sacral role, tribal inter-relationships, and the role of
prophecy. The course recognizes the role of the cultural and literary context as well as rabbinic
interpretation. Part of the course will also attempt to personalize the texts so that the relevance of
the biblical passages can have added value.
Judaic Studies 8
Introduction to Rabbinic Literature: Text Messaging: Mishnah and More!: This course will serve as
an introduction into rabbinic literature, specifically, students will examine the teachings of our
ancient sages as found in the Mishnah, the first major written compilation of the Jewish oral
traditions (or "Oral Torah") and the first major work of Rabbinic Judaism. In this course, students
will be able to understand "Talmudic thinking" and the way our sages began to develop rabbinic
Judaism over the next two millennia.The course will be divided into eight units.The first unit is an
introduction to Mishnah while the subsequent seven units will examine seven themes found in the
Mishnah. Each of the themes follows one of the seven guiding values of the San Diego Jewish
Academy: Menschlichkeit - Acting in a fair and just manner and being compassionate towards
other people; Torah - Study, in the broadest sense of the word, that reflects Jewish values,
history, and beliefs which are considered the foundation of all learning; Klal Yisrael Connectedness to one another, our family and the Jewish people Israel;Ahavat Adonai - Love of
God;Avodah - Prayer and other ritual Mitzvot which connects us with our own spirituality and
God; Gemilut Hasadim/Tzedakah - Acts of kindness and righteousness towards our fellow human
beings and supporting those in need; Israel - The strong belief that Israel is both a homeland and
State for the Jewish people; At the end of each unit, students will be given an assignment
whereby they will be asked to apply the unit just completed to real life situations.
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7 and 8 Grade Judaic Honors
Year I – Prophets and Writings
This course will explore the teachings of Nakh - the Nevi’im (Prophets) and Ketuvim (Writings)
sections of the Tanakh, the Hebrew Bible. Students will gain an in-depth understanding of who
the prophets were, their place in our history and their messages. In addition, students will gain a
comprehensive understanding of the collection of writings (such as songs, poems, Megillat
Esther) that is Ketuvim. This course approaches the material in a way that will foster student
learning which goes beyond the classroom and will lead students to a deeper, more enduring
understanding, which promotes lifelong learning skills.
Please note that this class is an honors class. As such, our expectations are higher than they
would be for a regular class. The workload will be substantial, and a basic level of Hebrew
competency will be expected of all Honors students.
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Survey of Jewish History (9 grade)
This required course will explore major events in Jewish History from the Biblical period of
Abraham through the Holocaust and modern day Israel. We will explore explicitly the following
topics: "The Biblical Period - Origins and Exile," "Second Temple Period - Diaspora and
Diversity," "Talmudic Period - Rabbis and Revisioning Judaism," "Medieval Period – Rise of
Christianity and Islam," "Age of Reason - Enlightenment and Emancipation," "Modern Period Anti-Semitism and Zionism," and "Holocaust and Israel - Devastation and Rebirth." Students will
be challenged to weave together Jewish history as it was externally impacted by outside forces
and internally shaped as a result of these forces. This course is a survey course, which means
that we explicitly only cover a small portion of the numerous possible avenues for study and
learning. This class is designed to increase your historical literacy and your ability to make
meaning from historical events and the telling of those events. Class discussions, assignments
and assessments are designed to give you the tools necessary to become an independent and
aware critical reader.
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Talmud (10 grade)
The authoritative body of Jewish law and lore accumulated over a period of seven centuries
(c.200 BCE-c. 500 CE) in Erets Israel and Babylonia. The word Talmud derives from the Hebrew
root l-m-d ("study" or "teach"). The Talmud incorporates the Mishnah and the rabbinical
discussions of the Mishnah, known as the Gemara. There are two Talmuds, the Jerusalem (or
Palestinian) Talmud (Talmud Yerushalmi) and the Babylonian Talmud (Talmud Bavli). For many
centuries, the former was largely neglected and the term "Talmud" came to be applied exclusively
to the Babylonian Talmud, while the word "Gemara" was also used for this work in its entirety.Our
course, an introduction to the study of Talmud and the application of its wisdom and values to
contemporary life, is divided into foursections. Section one gives a general introduction to the
writing, style and mode of thinking. Part two presents the text in a novel setting; each section
starts with an aphorism and a new translation. Part three, which is called the Context section, is a
response to the different concepts, world view and values of the rabbis, which may, at first, be
difficult to understand. Lastly, we include a drash section, which is a modern application of the
text. This is a strong statement that suggests that we have much to learn from the rabbis, and
how they perceived their world, which allows us to find an approach for our own paths. Our class
will follow the order of the Mishnah.
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Jewish Thought (11 grade)
Jewish Thought ( ‫ –מחשבת ישראל‬Machshevet Yisrael) is a field of Jewish studies that deals with
the products of Jewish thought and culture throughout the ages, as well as their historical
development. In this course, students will survey some of the great Jewish thinkers throughout
Jewish history that have helped formulate and shape Jewish thought. Students will also discuss
the connections, parallels, and influences, between Jewish ways of thought and philosophy in
general.
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History of Modern Israel and the Holocaust (12 grade)
This course will move chronologically through the history of modern Israel and the history of the
Holocaust. The purpose of this course is to imbue you with the knowledge of this time period and
to focus on how the facts and skills you learn will enable you to succeed on college campuses
and beyond. As intelligent human beings we all know about the Holocaust, but do we know how
to identify and prevent future human rights violations that lead to genocide? This course will
empower you to identify dangerous policies that appear to be benign on the surface, but have a
much more sinister intent embedded within them – killing is never the first step. Furthermore,
think about how you might feel if on your first day of class in college a classmate goes on a rant
about how Israel only earned statehood because of the Holocaust and it’s time we stop feeling
sorry for them; after all, look at how they treat the Palestinians. This course will empower you to
respond intellectually rather than emotionally. Finally, this course will act as the preparation for
your trip to Poland and Israel this coming spring.
Electives (HS)
Introduction to Midrash: More Than Meets the Eye
Midrash is the body of homiletic stories told by Jewish rabbinic sages to explain passages in the
Tanach. Midrash is the method of interpreting biblical stories that goes beyond religious, legal, or
moral teachings. It fills in gaps regarding events and personalities that are only hinted at in the
Biblical narrative. In this course, students will discover the process of Midrash and how it uses
Rabbinic principles of hermeneutics (theory of text interpretation) and philology (the study of
language in written historical sources) to align them with the religious and ethical values of the
rabbis. Students will also learn modern and postmodern literary theories, as well as feminist and
gender readings. Finally, students will examine the wealth of literature and artwork has been
created in the 20th and 21st centuries by people aspiring to create "Contemporary Midrash".
Forms include poetry, prose, Bibliodrama (the acting out of Bible stories), murals, masks, and
music, among others.
Comparative Religions
This course surveys the three major Western religious traditions – Judaism, Christianity, and
Islam -- and the relationship between them and among them, covering such issues as
modernism, globalization, gender, religion, and politics.
A Survey of Jewish Literature from Biblical to Modern Times
This course provides a survey of Jewish Literature through English readings and covers
techniques and practice in reading and enjoying literature in its various forms: poetry, drama,
prose fiction, and short stories. It examines such features of literary meanings as imagery,
characterization, and narration. This course aims to help students develop interpretive and
critical thinking skills as well as appreciation of literature as art as well as a form of
cultural/historical expression.
Modern European Jewish History
In this course we will study Jewish history from the 18th century to the present day. We will learn
how Jewish history was influenced by the political, social, and technological advances that swept
through much of the western world during this period of time. The changes that took place,
particularly in Europe, greatly impacted Jewish life and religious practice. We will explore how
new forms of Judaism, including the Reform and Orthodox movements, developed as a result of
Jewish involvement with modernity. We will also consider the impact of anti-Semitism, the birth of
the Zionist movement and the establishment of the state of Israel.
Songs of My People
(prerequisite: Hebrew 1)
This course will explore different aspects of Israel’s history and culture by studying Israeli songs
in their original Hebrew. We will immerse ourselves in music to investigate a range of Judaic
topics:
 The Establishment of the Israeli state, including
o Songs of War
o Songs of Peace
o Songs about significant Israeli cities
o Songs about the significance of Israel’s geography
 Songs that celebrate historic Israeli personalities
 Songs that celebrate various national ceremonies
 Songs that celebrate childhood in Israel
While assessment will come primarily from full throated participation, students should also expect
to research historical and cultural events and figures that represents the subjects of the songs we
sing.
Arts/Electives
Visual Arts
Art and Ceramics (MS)
A year long, combined art and ceramics course serves as an introduction class for beginning
students and for students who want to develop a better understanding of seeing, thinking, and
producing art with an emphasis on technical skills and concept development. In other words, you
will learn how to: use a process to create successful projects; draw two and three dimensionally;
use color more powerfully; work with clay to make functional objects and creative sculptures. All
of the lessons and projects expose students to basic art literacy and skills’ development in
multiple media.
Digital Photography (MS)
In Digital Photography students are taught the terminologies and techniques of photography as
well as the use of Photoshop in image correction, enhancement and artistic expression. We will
touch on various types of photography (portraiture, still life, etc.), as well as basic lighting
techniques, and photography styles. Through this course students will gain an understanding of
the basics of digital photography, critiquing and maybe even how to look at the world differently.
Exhibition (HS)
An environment where self-directed, self-motivated students come to explore and pursue a
passion. Do you have a community service project, a business idea, an arts*project, or some
other idea that rocks your world? Do you want to take your dream to the next level? Exhibition is
the place for you. Projects may be the completed by an individual or with a team. The class
culminates with a presentation/exhibition of your project to the school community.
*Ceramics, dance, graphic design, music, photography, stained glass, theater, video production, voice, writing, etc.
Visual Art (HS)
This course serves as a foundation art class. All of the lessons and projects expose students to
basic art literacy and skills’ development. We work on projects that use the creative process, a
step-by-step method, to solve problems creatively and efficiently. We develop the ability to focus
on smaller elements in order to draw and sculpt what we see. We learn art history to think about
what others have done so we can discover ways to improve what we create. We learn to critique
and think about what we’ve done so we can learn from our successes and failures. We draw with
pencils, markers, and pastels. We use color as a form of communication, to show emotion, to
show dimension, to compare and contrast. We sculpt with wire, clay, and other media.
AP Studio Art
Practical Arts
Yearbook (The Roar) and Literary Magazine (Eighteen)(HS)
This course provides a workshop setting in which students communicate through team work,
writing, design, and technology. Students create two Maimonides Upper School publications: The
Roar (yearbook) and Eighteen (literary arts magazine). A primary goal of this course is to instill a
passion for clear communication and creative problem-solving. The adviser, editor-in-chief, and
section editors facilitate as-needed, on-demand requirements with customized instruction to a
staff member’s level of experience. All yearbook/magazine staff members apply for a position on
the staff during February each year and are notified of acceptance prior to registration. In addition
to staff meetings during class time, publication responsibilities often extend beyond school hours
to cover athletic, volunteer, and arts events in the afternoon and evenings.
Journalism (The Lions’ Den student newspaper) (HS)
This course provides a workshop setting in which students communicate through team work,
writing, design, and technology. Students create regular issues of The Lions’ Den student
newspaper. A primary goal of this course is to instill a passion for clear communication and
creative problem-solving. The teacher, editor-in-chief, and section editors facilitate as-needed,
on-demand requirements with customized instruction to a staff member’s level of experience.
Publication responsibilities often extend beyond school hours to cover athletic, volunteer, and arts
events in the afternoon and evenings.
Performing Arts
Middle School Band
This is a first year band class for students who play, or would like to learn to play, flute, clarinet,
saxophone, trombone, bass, and percussion. More experienced band students who would like to
mentor and lead groups within this class are also encouraged to enroll. Areas of focus will
include the learning of standard musical notation and theory related to the repertoire, participation
in historical/cultural lessons related to music, and group performance skills. Students taking this
class are expected to have a regular practice routine and participate in an end of year concert.
Guitar 1 (MS and HS)
Guitar 1 is a class designed for students who want to learn to play the guitar but have little or no
prior experience. This course is a “hands on” experience where students play the guitar in a
group setting. There is one required performance at the end of the year. Students will learn the
basics of how to play an acoustic guitar from a non-stylistic point of view. Areas of focus include
learning standard musical notation, tablature, chords, strumming patterns, and basic popular
melodies. Students must supply an acoustic guitar (with some exceptions) and will be required to
purchase the book.
Intermediate Music (MS and HS)
This course is a one or two year performing ensemble for instrumental music students in middle
school who have at least one year of experience playing an instrument and reading music.
Students improve their skills on a stringed instrument, wind instrument, guitar (must have the
ability to read music), or percussion instrument through the study of musical literature and
performance in at least two public concerts. Students also read music notation relevant to the
applied literature, listen to/analyze/describe music, learn the historical and cultural attributes of
music relevant to the course, and critically examine selections of music from various genre.
Students taking this class are expected to have a regular practice routine.
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Rock Ensemble (8-12 grade)
This exciting course will give students the opportunity to play in a rock band situation with their
peers while developing musical skills on their main instrument. Students do not have to know how
to read music but they must have moderate experience playing guitar, drums, bass, vocals, or
keyboard. During this year long course students will study rock and roll music from the 1950’s
through the present and will have the opportunity to perform at concerts and school sports
events. Students will learn to play together as a class but will also be divided into smaller “bands”
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according to their experience level. This course is open to middle school (8 grade) and high
school students with the appropriate musical experience.
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Advanced Ensemble (8-12 grade)
Advanced music is a one to three year performing ensemble for serious instrumental music
students with at least 3 years of experience playing an instrument and reading music. Students
improve their ensemble skills on a wind instrument, guitar, bass, stringed, or percussion
instrument through the study of musical literature and performance in at least two public concerts.
Small group ensembles formed from the larger group perform regularly at local community
events. Students also read music notation relevant to the applied literature, listen
to/analyze/describe music, learn the historical and cultural attributes of music relevant to the
course, and critically examine selections of music from jazz, blues, classical, and folk styles.
Students taking this class are expected to supply their own instrument and have a regular
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practice routine. This course is open to middle school (8 grade) and high school students with
the appropriate musical experience.
Other Electives
Child Development (HS)
Offering hands-on experience with young children ages 2-5. Under teachers’ supervision, high
school students will interact with the children in their daily classroom routine: circle time, snack,
playground, and project activities. High school students will conduct activities and observations to
learn more about children’s behavior, developmentally appropriate practice and behavioral
management. Students will also be required to complete two written assignments per semester.
Learning Center
The Learning Center elective at San Diego Jewish Academy provides educational assistance,
during school hours, for students in sixth through twelfth grade to increase their success in the
classroom. By combining educational and therapeutic techniques and a global approach to
learning, the Learning Center is directed by an Educational Therapist. Unlike tutoring, which is
often associated with one subject or content area, Educational Therapy is broader, emphasizing
strategies to help children learn more effectively. An integrative approach is taken; while
organizing and completing homework or studying for upcoming tests and quizzes, students
simultaneously learn the tools needed to become independent learners. Goals include restoring
self-esteem, improving the learning process, developing learning strategies and study skills, and
helping students feel more comfortable in the classroom. Please note: due to the low 2-1
student-teacher ratio, it is provided for an additional fee and spaces are limited.
Physical Education
6th Grade Physical Education
This course welcomes 6th graders to the world of Upper School Physical Education, where
students learn and exhibit core elements of physical fitness, including proper safety techniques
and proper movement preparation exercises. Students engage in a variety of individual and
cooperative activities while experiencing the movements that make these possible. Students
become familiar with strategies to improve their health and performance. They will also learn the
athletic skills, rules, and etiquette for to flag football, soccer, basketball, volleyball, rugby and
track and field, most of which are offered in 7th and 8th grade athletics. This helps the students
prepare for middle school athletic teams and their overall knowledge of team sports. Students
will be assessed in the areas of psychomotor(skill), cognitive(knowledge) and affective
(emotional) aspects of each unit.
This course also establishes an exciting link between Lions Varsity student-athletes and 6th
grade Physical Education students. Varsity athletes from various sports work alongside the
course instructors to design and implement lessons, mentor students and help aid in providing a
fun environment for 6th grade students to explore, practice and improve their locomotor skills and
movement patterns.
Middle School Physical Education
Middle School Physical Education provides students with opportunities to participate in nontraditional sporting activities that are not offered by the athletic department as organized sports
teams. A non-traditional activities curriculum not only provides students with the opportunity to try
and learn new sports/activities that they may develop a liking to, but also provides knowledge and
skills that help yield lifelong health and fitness awareness. Students also learn (and practice) the
importance of good sportsmanship and teamwork throughout the year.
The Physical Education Department seeks to provide students with opportunities to participate in
an active environment within sport and physical fitness. Of equal importance is developing
awareness for making good lifestyle choices, including regular exercise and balanced diets.
Students learn and exhibit core elements of physical fitness, proper safety techniques and proper
mechanics while training. Critical components of the program include team dynamics and
sportsmanship, within a group dynamic.
Students will be assessed in the areas of psychomotor (skill), cognitive (knowledge , and affective
(emotional) aspects of each unit.
Mind Body Fitness (HS)
This course emphasizes lifelong fitness and educates the students in pursuing an active, healthy
lifestyle. Students learn the different types of assessments, training concepts, program designs,
the fundamentals of human movement science, and will learn how to develop personal health and
fitness goals. Students apply this knowledge to create, implement, monitor, adjust and evaluate
their own individualized fitness programs. During this training portion of the course, students will
learn how to properly and safely use weight room equipment, while at the same time learn how to
properly execute different exercises using proper exercise mechanics.
This course is designed to allow students to explore not only the physical side of leading a
healthy lifestyle, but also provides students the opportunity to learn and discover the importance
of the intellectual/mental/emotional side of their wellbeing. Students will be engaged in both
classroom activities such as research projects, tests, article reviews and current events, as well
as in the weight room, engaging in fitness activities.
This course also offers the opportunity for students to explore the non-physical portion of leading
a healthy lifestyle. They will learn the fundamentals of proper nutrition, including the major
nutrients, the difference between processed and non-processed foods, organic vs inorganic,
hydration, reading and analyzing food labels, etc. Students will also study the anatomy/physiology
and biomechanics of human movement, the different stressors in life and how they can negatively
affect the body, as well as the importance of sleep and how that aids in the recovery process.
The overall goal of this course is to educate students so that they gain the knowledge and
understanding to establish lifelong healthy habits.
The Art of Coaching
This course establishes an exciting link between Lions Varsity student-athletes and 6th grade
Physical Education students. Varsity athletes from various sports will work with two course
instructors to design and implement lesson plans for Physical Education 6. The athletes will utilize
both their knowledge of various sports and mentoring skills to create a safe and fun environment
for 6th grade students. These sports/activities include: volleyball, basketball, soccer, flag football,
track and field and flag rugby. In addition, they will learn and experience all aspects of teaching
and coaching, including lesson planning, grading, administrative duties, and teaching techniques.
Athlete’s will work with the school’s Athletic Director, the Associate AD, the Physical Education
teachers and other varsity coaches, while exploring the importance and significance of what it
means to be a teacher/coach/leader. Within a classroom setting, the athletes discuss
pedagogical strategies and techniques when it comes to coaching middle school aged students.
Through observation and self-reflection, the varsity athletes will receive academic feedback from
course instructors, to further their leadership skills.
Team Sports
Seventh and eighth graders compete in the South Coast Middle School League against The
Bishops School, La Jolla Country Day, Francis Parker, Horizon, Christian, Tri-City Christian,
Coronado, Army and Navy Academy, Maranatha, Santa Fe Christian and Rancho Santa Fe
Middle School. Teams will be offered based on participation to accommodate all student athletes
interesting in team sports athletes. All sports are co-ed unless otherwise noted.
The high school athletic program is a member of the Coastal Conference. All sports will field a
Varsity program, however if registrations accommodate, then JV and freshman teams will be
formed.
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Middle School (7-8 grade):
Fall
Cross Country
Flag Football
Volleyball
Winter
Boys Soccer
Boys Basketball
Girls Soccer
Softball
Spring
Baseball
Girls Basketball
Tennis
High School
Fall
Cross Country (Men’s and Women’s)
Football
Women’s Tennis
Volleyball
Winter
Men’s Basketball
Women’s Basketball
Men’s Soccer
Women’s Soccer
Spring
Baseball
Golf
Men’s Tennis
Softball