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Academics
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Language Arts
Language Arts is at the heart of the General Studies program at JKHA Middle School, as we believe that reading and writing offer a lifetime as pleasure, as well as one of life’s great journeys. Students learn to write to be understood and to speak to be heard—skills necessary not just for future academic success, but for every aspect of life.
The English curriculum for grades six, seven, and eight is a literature-based program designed to encourage fluency in reading comprehension and mastery of the writing process. Students read works of growing complexity in a variety of genres, including prize-winning fiction and non-fiction, newspaper and magazine articles, poems, essays, and plays. Teachers use project-based learning activities, computer technology, movies, journal projects, and creative writing projects to spark a love of reading and enhance student engagement with both reading and writing. In addition, newspaper and magazine articles are used to promote and improve the reading comprehension skills necessary for success on standardized tests.
“Sustained Silent Reading,” or SSR, is one of several new initiatives launched by the Middle School recently to help students improve reading and writing across the curriculum. Every Friday for fifteen minutes students, teachers, secretaries, and administrators read simultaneously throughout the building; students are encouraged to bring in their favorite books or make selections from our impressive library collection. In the second half of the year, students write bi-monthly book reports, creating book jackets of their own design meant to pique the interest of peers. The SSR program enables adults to model sound reading practices and to actively encourage students to read, read, and read some more. Parents are urged to support our efforts at home.
Hand in hand with reading and writing is the promotion and participation in activities which encourage effective communication skills such as spelling bees, writing contests, and creative writing opportunities
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Mathematics
Because it is both an eternal language and a universal language, Mathematcis provides a unique foundation for critical thinking and logical interpretation. Mathematics enhances skills in art when applied to color and shape; to music when applied to sound; and to Gemara when applied to textual analysis.
JKHA Middle School teachers seek to foster students’ appreciation for the beauty of mathematics, building on previous concepts to ensure in-depth understanding. We expect student to master each topic as it is completed, enabling them to model real-world applications, and to problem-solve by incorporating all previously acquired knowledge and skills.
Upon graduation from MS, students will have developed a strong foundation for algebra, as well as competency in using a variety of problem-solving techniques; determining the best strategies for solving word problems; estimating the reasonableness and effectiveness of solutions; and taking standardized exams and other kinds of tests. We are proud of our students’ active participation in many national math contests, include Mathematical Olympiads, Continental Math League Contest, New Jersey Math League Contest, and the New Jersey Math League Algebra Contest.
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Science
The Science curriculum at the Middle School focuses on exposing students to the scientific principles of the world we live in. In sixth grade, for example, students study the Earth, examining the ways in which our planet changes over time. The theory of plate tectonics helps to explain many phenomena, including the shape and position of continents, earthquakes and volcanoes, and the location of mountain ranges.
In seventh grade the study of life sciences leads our students to discover the impact our environment has on their everyday lives. Students examine all forms of life--from cellular to multi-cellular, from bacteria to humans—to determine the relationship of each organism to its ecosystem.
Our Science program for eighth graders focuses on exploring the basic scientific principles that underly the physical world. The role of science in society is emphasized, as is the importance of critical thinking and experimentation to all branches of knowledge. Engaged by a rich variety of science experiments and projects, students also develop critical social and communication skills.
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Social Studies
Middle Schoolers are endlessly fascinated by every aspect of their identity. Our Social Studies program is designed to illuminate the connections between personal identity and the history of humankind, focusing on the developments have shaped and continue to influence people and nations.
In sixth grade, students explore the ancient cultures of Mesopotamia, Egypt, Greece, and Rome, comparing and contrasting these civilizations and the literature and other social artifacts they produced. The role of the Jewish people during this era is emphasized, beginning with the Babylonian exile and the roots of Zionism.
Seventh graders explore United States history from the pre-Columbian era to the culmination of the Civil War. Major topics include Native Civilizations, Colonial Expansion, the American Revolution and the birth of Constitution, Westward Expansion and the changing roles of African-Americans and women in American society.
In the eighth grade, students investigate United States history from post-Civil War era to the period after World War II. A thematic approach to the history of that century includes the study of industrialization, the Progressive Era, World War I and the Roaring Twenties, the Great Depression and the New Deal, World War ll, and the Cold War and post-Cold War eras.
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Technology
At JKHA Middle School, we believe that every student must understand technology and be prepared to utilize it properly. To that end, teachers in both General and Judaic Studies incorporate technology into at least one project each semester, encouraging students to master and utilize important computer skills in real-life situations. Students working on papers for Language Arts or Social Studies, for example, must master Microsoft Word; assignments in math call for competency in Microsoft Excel; projects in science require a keen understanding of PowerPoint; and keyboarding skills are essential to the composition of a Hebrew text for the 8th grade yearbook. Students graduate from eighth grade knowing how to use—and when to use—appropriate technology, as well as how to evaluate Internet sources and safely surf the Internet.
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Chumash
The JKHAMS Chumash curriculum targets Chumashim Bamidbar and Devarim. Bamidbar is divided in half and is studied over the course of two years. In their first year, our students study the beginning of Bamidbar, pashiyot Bamidbar through Korach, which discusses the first of the 40 years in the Midbar (Wilderness). Within that year, the students learn the important topics of the division of the camps, the holiness of the Mishkan, the priestly blessings, the offering of the tribal leaders, as well as the preparation to travel from the Midbar to Eretz Yisrael. The curriculum continues with the downfall of that generation at the hands of the Meraglim (Spies) and their evil report. Bnei Yisrael’s inability to change their rebellious ways leads to the unfortunate story of Korach and his congregation.
In the subsequent year, our students study the second half of Sefer Bamidbar, starting with Parshat Chukat, which highlights the events of the 40th year in the Midbar. The death of Miriam, in Chapter 20, leads to the unfortunate story of Mei Meriva where Moshe and Aharon are punished for how they handled the lack of water in the Midbar. Our students see the startling difference towards the end of the chumash regarding the second generation of Bnei Yisrael as they continue their journey towards Eretz Yisrael. Under Moshe’s leadership, Bnei Yisrael defeats the mighty Sichon and Og. Our students study the lengthy story of Bilaam and Balak, the “blessings” of Bilaam and HaShem’s refusal to let him curse Bnei Yisrael. The story of Pinchas paves the way for the revenge Bnei Yisrael took against Midyan as they finally reach the eastern side of the Jordan River. The students see that, as Moshe prepares for his final days in this world, he still prioritizes the needs of the daughters of Tzelafchad and the territorial desires of the tribes of Reuven and Gad. He is their leader throughout despite the hardships.
Finally, our students study Chumash Devarim. During their studies they begin to study the difference between Chumash Devarim and the other Chumashim. They learn to identify Moshe as the prominent speaker who relays most of the information in first person as opposed to the third person in the other Chumash. Our students come to understand why the Sages refer to Chumash Devarim as “Mishnah Torah”-“Repetition of the Torah”. They spend time analyzing which parts are repeated and which parts are not, to the point where they can articulate the meaning of this alternate title. In Chumash Devarim, our students read many of the exciting elements from Moshe’s farewell speech including his recital of the Aseret HaDibrot and the first two paragraph of our Shema. Towards the end of the year, the students delve into the many mitzvot ben adam le’chavero (between man and man) expressed by Moshe in Parashat Ki Tetzei. It is imperative that they understand the structure of Chumash Devarim and comprehend why Moshe chose to express what he did in the final Chumash.
During the course of study, our teachers guide the students to build and develop a stronger Chumash vocabulary. In addition to increasing their vocabulary, reading fluency and expressing oneself in Hebrew are stressed in our Chumash classes. Our students learn to anticipate the questions of the Mefarshim (i.e. Rashi, Ramban, Ibn Ezra, etc). They are guided to ask questions and think critically as the Mefarshim did. They learn to correctly categorize the approaches of these commentaries as peshat (basic meaning) or derash.
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| Ivrit
One of the goals of the JKHAMS is to create a community of Hebrew speakers who are able to converse in Ivrit, read Ivrit books, understand articles written in Israeli newspapers, develop a better understanding of Tanach and learn the culture of Israel. The NETA program, a curriculum initiative in Hebrew language and culture is helping students to attain these goals.
JKHAMS has been working with the NETA program; established at the Hebrew University of Jerusalem to implement this innovative whole-language approach to instruction. The program enables students to enhance their reading, writing and conversational skills. Unlike more traditional programs that require memorizing grammar or “tachbier” rules, NETA focuses on conversational Hebrew as well as Hebrew literature and grammar.
The NETA program is driven by the belief that the mastery of Hebrew will promote students’ understanding of their history, culture and tradition. Every book in the scope of sequence is about a different theme of interest to middle school students. Topics range from computers and sports to friendship and dreams. Each theme is presented from the perspective of modern Israeli culture, Jewish tradition and general world knowledge. The curriculum includes art, science, mathematics, literature, midrash and philosophy. NETA is always intellectually challenging, engaging the students’ thought processes.
NETA provides intensive on-going professional development, program assessment and teacher mentoring. Teachers participate in different seminars and workshops throughout the school year and every summer. The NETA program is very carefully monitored and assessed.
Assignments, tests and class work indicate that the program is working, and that our students are learning and retaining more Ivrit language skills than ever before. Student evaluations show that they feel more confident replying to teachers in Ivrit and are able to converse with others. Students of NETA retain vocabulary words more readily and comprehend and respond appropriately to instructions given to them in Ivrit. And, test student writing skills have shown their improvement in mastering the language.
The evidence of improvement is reflected in student scores on NETA tests. As we continue our work with the NETA program, we expect continued progress and success.
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Navi The Navi curriculum at JKHAMS is designed to expose students to the timeless words and deeds of some of the greatest Nevi’im (prophets) in Jewish history. The unique lessons that can be learned from the books of Shmuel Alef, Shmuel Bet and Melachim Alef are emphasized at all grade levels, through close study of the explicit and implicit messages within each text. Students are encouraged to live the words of these great leaders, and to learn both from their example and their challenges.
Sixth graders study Shmuel Alef and learn from Chana about the power of sincere prayer. They consider her son’s Shmuel’s dedication to the Jewish community as he travels all over the land inspiring others with his teachings and serving as judge. Additionally, they scrutinize the request of Bnei Yisrael “to be like the other nations” and have a king.
At the conclusion of Shmuel Alef students are introduced to Dovid HaMelech (King David) as a young man. In Shmuel Bet they learn to appreciate his faith in G-d and admire his ability to learn from his mistakes. David’s humility, heroism and leadership are central elements of classroom discussions, as students come to recognize Dovid as a model of teshuva (repentance) with whom any Jew can identify.
In their final year of Middle School, students explore the first half of Sefer Melachimwhich depicts Bnei Yisrael reaping the benefits of Dovid’sintroduces his young son Shlomo, the new king intent on building the first Beit HaMikdash. With the downfall of Shlomo, students gain insight into even the wisest of men can fail to identify and address the challenges he faces. kingdom and ,
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Torah SheB'al Peh
Mishna
A new era has dawned at JKHA. The Judaics department has implemented a Mishnah program in the 5th and 6th grades, V’shinantam developed by Bonayich Educational Services, LTD. It is the first fully integrated program for the study of the Torah SheB'al Peh (Oral Tradition). Based on a fully designed spiral of learning skills the three year program gradually advances the child to independence in Mishnah study. Jewish identity, according to our Rabbis is primarily defined by our Oral Traditions, which is housed in Mishnah, Talmud, and Midrash. By implementation of the V’shinantam Mishnah Program, JKHA is clearly stating that mastery of the Oral Tradition is a high priority, and development of passionate Jewish identity is its goal.
JKHA chose this approach to Oral Torah study because the program recognizes that the study of Torah SheB’al Peh, like all areas of learning, has specific skills and concepts that must be methodically acquired to promote future success. It is built to lead to success when the student is ready to learn Gemara. For example, in order to transition from Mishnah to Gemara, the program also teaches examples from the Tosefta and Beraita, the other Tanaaitic texts important when one studies Gemara. All JKHA Rabbeim are trained in extensive workshops in this method and receive ongoing support and training from the curriculum developers. The program emphasizes singing of the Mishnayot. Each student receives a CD with the Mishnayot sung for them, and they sing the Mishnayot in class. This not only helps students who learn musically; it helps in both retention and in creating a dynamic classroom environment.
The program has multi-media aspects to it that engage the learner. On their CD’s, students listen to Mishnah songs, upbeat tunes that teach about Torah SheB’al Peh. There are colorful posters in the classroom and a remarkable web site that helps students to practice skills.
In the first year, students will develop an understanding of the special role and function of the Oral Tradition while recognizing the relationship of Mishnah and Mikra in any topic under examination. They will also understand the structure and organizational methods of Mishnah to enable “navigation”. In order to place each phrase of Mishnah in its appropriate historical and cultural context, they will become familiar with the dozens of Tannaim who worked with them to create and promote Mishnah. In sixth grade the students will build upon the skills developed in year one and recognize the generational layers in the Mishnah, and their importance following the evolution of the Halacha during the period of the Tannaim. They will also be able to compare parallel sources in Mishnah and Tosefta, Mishnah and Beraitot, and Mishnah and Midreshei Halacha.
Over the three years of the program, a student studies over 130 Mishnayot, preparing him/her for study of Talmud in the next stage, which is called V’Dibarta Bam - studied in 7th and 8th grades.
Gemara
In 7th and 8th grade, the students begin the study of Gemara under the guidance of the V’Dibarta Bam curriculum developed by Bonayich Educational Services, LTD. V’Dibarta Bam bridges the study of Mishnah to the study of Talmud/Gemara.
In the first year, 7th grade, the students are introduced to the Amoraim, Rabbis of the Talmudic period, of Israel and Bavel (Babylonia), according to their Batei Midrash and generations.
An integral part of the first year curriculum is the Memrot. Memrot refer to the statements made by the Amoraim in the Gemara. The students learn all of their forms and permutations as well as the ability to identify each type of Memra within a sugyah (section of the Gemara).
Finally, the students study the Sugyot (sections) as designed by the Amoraim. They develop the skill to scan the sugyot in the Vilna Talmud in order to identify the fixed types of Sugyot.
After reviewing the skills acquired in 7th grade, the 8th graders begin the second year of V’Dibarta Bam with the fundamentals of Babylonian Aramaic. They study the functions of “Shakla V’Tarya” (“Give and Take” = discussions) in the sugyot of the Amoraim as well as the patterns of argumentation in the “Shakla V’Tarya”.
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