ramaz
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The Ramaz School - The Ramaz School
2024-04-30
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<h2>SCHOOL DIVISIONS</h2>
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<h2>EARLY CHILDHOOD CENTER</h2>
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<p>Nursery, Pre-K, &amp; Kindergarten</p>
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<h2>LOWER SCHOOL</h2>
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<p>Grades 1-4</p>
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<h2>MIDDLE SCHOOL</h2>
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<p>Grades 5-8</p>
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<h2>UPPER SCHOOL</h2>
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<p>Grades 9-12</p>
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<a href="https://www.ramaz.org/ramaz-news/~board/us-news/post/eleventh-graders-participate-in-a-panel-a-field-trip-and-chesed-to-learn-about-food-production"><p></p></a>
<p><b>Eleventh graders truly took advantage of NYC as their classroom when they visited Hunts Point Produce Market in the Bronx with their teacher, Rabbi Josh Blaustein. This is the largest produce market in the world and supplies at least 60% of all the produce consumed in NYC. Students got to meet the market's CEO and hear about market operations, and then they walked...</b></p>
</article>
<article>
<a href="https://www.ramaz.org/ramaz-news/~board/us-news/post/environmental-science-class-travels-for-an-up-close-look-at-nyc-wastewater-treatment"><p></p></a>
<p><b>The Senior Environmental Science class visited the Newtown Creek Wastewater Treatment Plant (NCWWTP) with their teacher, </b><b>Dr. Ethan Rotenberg. They have been learning about the NYC water system, where our drinking water comes from, and where it...</b></p>
</article>
<article>
<a href="https://www.ramaz.org/ramaz-news/~board/ecc-news/post/ecc-students-collect-and-deliver-tzedakah-to-help-families-in-need-observe-pesach"><p></p></a>
<p><b>The ECC classes have been collecting <em>tzedakah</em> this year and now they have finally delivered it to Rabbi Haskel Lookstein '49 to be donated as <em>maot chitim</em>. These <em>maot chitim</em> (literal translation: wheat money) will be used to help provide Passover seder supplies and food to families in need. The students are so excited to know that their...</b></p>
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 The Ramaz School

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 SCHOOL DIVISIONS

 EARLY CHILDHOOD CENTER

 Nursery, Pre-K, & Kindergarten

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 LOWER SCHOOL

 Grades 1-4

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 MIDDLE SCHOOL

 Grades 5-8

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 UPPER SCHOOL

 Grades 9-12

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 Calendar

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 Sessions Resume
 Sun May 5
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 Mon May 6
 Yom Hashoah
 Tue May 7
 Grade 3 Poetry Celebration
 Wed May 8
 Grade 3 Poetry Celebration
 Wed May 8
 Rosh Chodesh Iyar
 all day
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 More Calendar Events

 Latest News

 Eleventh Graders Host a Panel, Take a Trip, and Engage in Chesed to Learn About Food Production

 Eleventh graders truly took advantage of NYC as their classroom when they visited Hunts Point Produce Market in the Bronx with their teacher, Rabbi Josh Blaustein. This is the largest produce market in the world and supplies at least 60% of all the produce consumed in NYC. Students got to meet the market's CEO and hear about market operations, and then they walked...

 Environmental Science Class Travels for an Up-Close Look at NYC Wastewater Treatment

 The Senior Environmental Science class visited the Newtown Creek Wastewater Treatment Plant (NCWWTP) with their teacher, Dr. Ethan Rotenberg. They have been learning about the NYC water system, where our drinking water comes from, and where it...

 ECC Students Collect and Deliver Tzedakah to Help Families in Need Observe Pesach

 The ECC classes have been collecting tzedakah this year and now they have finally delivered it to Rabbi Haskel Lookstein '49 to be donated as maot chitim. These maot chitim (literal translation: wheat money) will be used to help provide Passover seder supplies and food to families in need. The students are so excited to know that their...

 More News Headlines
 The Ramaz School Early Childhood Center and Lower School
 125 E 85th St.
 New York
 NY
 10028
 The Rabbi Haskel Lookstein Middle School of Ramaz
 114 East 85th Street
 New York
 NY
 10028
 The Rabbi Joseph H. Lookstein Upper School of Ramaz
 60 East 78th Street
 New York
 NY
 10075
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SCHOOL DIVISIONS
EARLY CHILDHOOD CENTER
Nursery, Pre-K, &amp; Kindergarten
LOWER SCHOOL
Grades 1-4
MIDDLE SCHOOL
Grades 5-8
UPPER SCHOOL
Grades 9-12
 
 
 
 
 
 
 
 
 
 
 
   
 Eleventh graders truly took advantage of NYC as their classroom when they visited Hunts Point Produce Market in the Bronx with their teacher, Rabbi Josh Blaustein. This is the largest produce market in the world and supplies at least 60% of all the produce consumed in NYC. Students got to meet the market's CEO and hear about market operations, and then they walked... 
   
 The Senior Environmental Science class visited the Newtown Creek Wastewater Treatment Plant (NCWWTP) with their teacher,  Dr. Ethan Rotenberg. They have been learning about the NYC water system, where our drinking water comes from, and where it... 
   
 The ECC classes have been collecting tzedakah this year and now they have finally delivered it to Rabbi Haskel Lookstein '49 to be donated as maot chitim. These maot chitim (literal translation: wheat money) will be used to help provide Passover seder supplies and food to families in need. The students are so excited to know that their...
The Ramaz School - The Ramaz School
https://www.ramaz.org/
https://en.wikipedia.org/wiki/Ramaz_School
Ramaz School - Wikipedia
2005-05-06
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	<p>From Wikipedia, the free encyclopedia</p>
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<table><tbody><tr><th>Ramaz School<p>ישיבת רמז</p></th></tr><tr><td><a href="/wiki/File:RamazNewLogo_BLUE_RGB_Large72dpi.jpg"></a></td></tr><tr><th>Address</th></tr><tr><td><a href="/wiki/Special:Map/13/a/a/en"></a></td></tr><tr><td><p>60 East 78th Street (Upper School)<br />114 East 85th Street (Middle School)<br />125 East 85th Street (Lower School)</p><br /><div><p><a href="/wiki/New_York_City">New York City</a></p></div>, <div><p><a href="/wiki/New_York_(state)">New York</a></p></div><p>United States</p></td></tr><tr><th>Information</th></tr><tr><th>Type</th><td>Private coeducational Jewish Day School</td></tr><tr><th>Religious affiliation(s)</th><td><a href="/wiki/Modern_Orthodox_Judaism">Modern Orthodox Judaism</a></td></tr><tr><th>Established</th><td>1937</td></tr><tr><th>Founder</th><td><a href="/wiki/Joseph_Lookstein">Joseph H. Lookstein</a></td></tr><tr><th>Head of school</th><td>Jonathan Cannon</td></tr><tr><th>Faculty</th><td>386</td></tr><tr><th>Grades</th><td>Nursery-12</td></tr><tr><th>Gender</th><td>Coeducational</td></tr><tr><th>Enrollment</th><td>1150</td></tr><tr><th>Schedule</th><td>Day</td></tr><tr><th>Campus type</th><td>Urban</td></tr><tr><th>Color(s)</th><td><a href="/wiki/Blue">Blue</a> and <a href="/wiki/Gold_(color)">Gold</a></td></tr><tr><th>Athletics conference</th><td>MYHSAL</td></tr><tr><th>Mascot</th><td>The Ramaz <a href="/wiki/Sheep">Ram</a></td></tr><tr><th>Team name</th><td>The Ramaz Rams</td></tr><tr><th>Accreditation</th><td><a href="/wiki/Middle_States_Association_of_Colleges_and_Schools">Middle States Association of Colleges and Schools</a>, <a href="/wiki/New_York_State_Association_of_Independent_Schools">New York State Association of Independent Schools</a></td></tr><tr><th>Newspaper</th><td><i>Rampage</i></td></tr><tr><th>Yearbook</th><td><i>Panorama</i></td></tr><tr><th>Website</th><td><a href="http://ramaz.org/">ramaz<wbr></wbr>.org</a></td></tr></tbody></table>
<p>The <b>Ramaz School</b> is an elite American <a href="/wiki/Coeducational">coeducational</a> <a href="/wiki/Judaism">Jewish</a> <a href="/wiki/Modern_Orthodox_Judaism">Modern Orthodox</a> day school which offers a dual curriculum of general studies taught in <a href="/wiki/English_language">English</a> and <a href="/wiki/Judaic_studies">Judaic studies</a> taught in <a href="/wiki/Hebrew_language">Hebrew</a>. The school is located on the <a href="/wiki/Upper_East_Side">Upper East Side</a> of <a href="/wiki/Manhattan">Manhattan</a> in <a href="/wiki/New_York_City">New York City</a>.<sup><a href="#cite_note-1">[1]</a></sup> It consists of an early childhood center (nursery-kindergarten), a lower school (1st-4th grade), a middle school (5th-8th grade), and an upper school (9th-12th grade).
</p><p>The Ramaz Upper School is a <a href="/wiki/University-preparatory_school">college preparatory program</a> designed to develop an appreciation for and understanding of the intellectual disciplines that are part of western civilization. The Judaic studies curriculum provides an equally rigorous program through which the religious and cultural tradition of Judaism is both taught and experienced. It is located on East 78th Street, seven city blocks (0.5 km) away from the other two school buildings located on East 85th Street. Approximately fifty percent of the upper school student body advances from the Middle School. Students commute from the Bronx, <a href="/wiki/Brooklyn">Brooklyn</a>, <a href="/wiki/Queens">Queens</a>, <a href="/wiki/Westchester_County,_New_York">Westchester</a>, and <a href="/wiki/Nassau_County,_New_York">Nassau</a> counties in <a href="/wiki/New_York_(state)">New York</a>; <a href="/wiki/Stamford,_Connecticut">Stamford</a> and <a href="/wiki/New_Haven,_Connecticut">New Haven</a> in <a href="/wiki/Connecticut">Connecticut</a>; and metropolitan <a href="/wiki/New_Jersey">New Jersey</a>. Some students attend on a weekly or less frequent basis, coming from more distant communities.
</p><p>Ramaz was founded in 1937 and is affiliated with <a href="/wiki/Congregation_Kehilath_Jeshurun">Congregation Kehilath Jeshurun</a> ("KJ"), a <a href="/wiki/Synagogue">synagogue</a> located on East 85th Street which shares a building with the lower school and is across the street from the middle school. The congregation and its rabbi, <a href="/wiki/Joseph_Lookstein">Joseph Lookstein</a>, helped to found and finance the school.
</p><p>Architect <a href="/wiki/James_Rossant">James Rossant</a> designed the modernist upper school building, completed in 1981.<sup><a href="#cite_note-2">[2]</a></sup>
</p><p>The school has been featured in the <i>Wall Street Journal</i> for its exceptional acceptance rates into elite universities.<sup><a href="#cite_note-3">[3]</a></sup>
</p>
<h2>History[<a href="/w/index.php?title=Ramaz_School&amp;action=edit&amp;section=1">edit</a>]</h2>
<p>Founded in 1937 by Rabbi <a href="/wiki/Joseph_Lookstein">Joseph H. Lookstein</a> through the generosity of New York lawyer and philanthropist Max J. Etra,<sup><a href="#cite_note-4">[4]</a></sup> Ramaz takes its name from the initials of Rabbi <a href="/wiki/Moses_S._Margolies">Moses Zevulun Margolies</a>, the grandfather-in-law of Lookstein.<sup><a href="#cite_note-5">[5]</a></sup> The former principal, Rabbi <a href="/wiki/Haskel_Lookstein">Haskel Lookstein</a>, is the son of Joseph Lookstein and was a member of the first class of six students.<sup><a href="#cite_note-first-class-6">[6]</a></sup>
</p><p>Classes were held in many locations over the years, including the vestry rooms of Congregation Kehilath Jeshurun. After the closing of <a href="/wiki/Finch_College">Finch College</a>, Ramaz bought the college's campus and renovated the buildings.<sup><a href="#cite_note-7">[7]</a></sup>
</p><p>In 2007, Joyce Villarin, a former nurse at the school, treated a child for an injury that he claimed his father caused. Villarin contacted the father who admitted to injuring his son. The Ramaz administration told Villarin not to report the incident to the police. Villarin did report this and was fired in 2008 because the school thought that she was "not a team player." Villarin sued the school in Manhattan Supreme Court in 2009, arguing that the state's Social Services Law obligated her to report the potential abuse. Under the law, school faculty are required to report to state authorities a suspicion that a child is being abused or mistreated.<sup><a href="#cite_note-8">[8]</a></sup>
</p><p>On November 30, 2007, <i><a href="/wiki/The_Wall_Street_Journal">The Wall Street Journal</a></i> listed Ramaz as one of the top schools for graduates entering the top eight universities in the country, with 10 out of a class of 100 (class of 2007) going to these schools.<sup><a href="#cite_note-9">[9]</a></sup>
</p><p>In January 2009, the <a href="/wiki/Wall_Street_Journal">Wall Street Journal</a> reported that Ramaz lost $6 million in the collapse of the <a href="/wiki/Bernard_Madoff">Bernard Madoff</a> investment scheme.<sup><a href="#cite_note-10">[10]</a></sup><sup><a href="#cite_note-11">[11]</a></sup>
</p><p>The Ramaz School had proposed a 28-story project to be built in place of the Lower School during 2008–2010. The building would have replaced the current school with a new building split into ten floors used by the school and topped by 18 floors of condominiums. Air rights of the adjoining synagogue would be transferred for use by the adjoining school/condo structure. The project may have had to be scaled back following a review by the City's Board of Standards &amp; Appeals because the height is more than what is permitted at this site.<sup><a href="#cite_note-12">[12]</a></sup> The plans were withdrawn by the school in July 2008.<sup><a href="#cite_note-13">[13]</a></sup> However, due to a fire in the adjacent <a href="/wiki/Congregation_Kehilath_Jeshurun">Congregation Kehilath Jeshurun</a> building in July 2011, the Lower school began to undergo repairs and refurbishments for water damage. Since the building was not ready to welcome students that September, the <a href="/wiki/Temple_Emanu-El_of_New_York">Temple Emanu-El of New York</a> and <a href="/wiki/Park_Avenue_Synagogue">Park Avenue Synagogue</a> volunteered their facilities for students until November 2011. On November 8, 2011, the Lower school reopened its doors.<sup><a href="#cite_note-14">[14]</a></sup>
</p>
<h2>Co-curricular activities and athletics[<a href="/w/index.php?title=Ramaz_School&amp;action=edit&amp;section=2">edit</a>]</h2>
<p>The Ramaz School's team name is the Ramaz Rams, and their logo is a Ram's head. Ramaz fields a number of competitive and recreational athletic teams throughout the school year. In the Upper School, there are varsity teams for both boys and girls in <a href="/wiki/Basketball">basketball</a>, <a href="/wiki/Tennis">tennis</a>, <a href="/wiki/Volleyball">volleyball</a>, and <a href="/wiki/Floor_hockey">floor hockey</a>; these teams compete in both the Yeshiva High School Athletic League and local independent school leagues. Ramaz also fields <a href="/wiki/Association_football">soccer</a>, <a href="/wiki/Baseball">baseball</a>, <a href="/wiki/Swimming_(sport)">swim</a>, <a href="/wiki/Table_tennis">table tennis</a>, and <a href="/wiki/Track_and_field">track</a> teams.<sup><a href="#cite_note-15">[15]</a></sup>
</p><p>Ramaz's academic teams include their <a href="/wiki/Mock_trial">Mock Trial</a> team, which competes in the <a href="/wiki/New_York_State_Bar_Association">New York State Bar Association</a>'s statewide competition and won the New York State competition in 2002 and the New York City competition four times.<sup>[<i><a href="/wiki/Wikipedia:Citation_needed">citation needed</a></i>]</sup> Ramaz's <a href="/wiki/Model_Congress">Model Congress</a> team participates in the <a href="/wiki/University_of_Pennsylvania">University of Pennsylvania</a> and <a href="/wiki/Princeton_University">Princeton University</a> Model Congress tournaments, and their <a href="/wiki/Model_United_Nations">Model UN</a> team competes in the annual <a href="/wiki/Yeshiva_University">Yeshiva University</a> National Model United Nations event. Additionally, Ramaz's <a href="/wiki/College_Bowl">College Bowl</a> team participates in independent tournaments, their Math Team competes in the New York Math League and the Mandelbrot Competition, the <a href="/wiki/Chess">Chess</a> Club competes in the Yeshiva Chess League, the <a href="/wiki/Science_Olympiad">Science Olympiad</a> team competes against 15 other New York and New Jersey schools in a competition administered by the Board of Jewish Education, and their <a href="/wiki/International_Bible_Contest">Hidon HaTanakh</a> and Torah Bowl teams compete against local Jewish Day Schools.<sup><a href="#cite_note-16">[16]</a></sup> Ramaz Upper School students have also succeeded in numerous academic competitions in both the arts and sciences, including the 2004–2005 <a href="/wiki/Siemens_Westinghouse_Competition">Siemens Westinghouse Competition</a>,<sup><a href="#cite_note-17">[17]</a></sup> the 2007 <a href="/wiki/National_Council_of_Teachers_of_English">NCTE</a> Achievement Awards in Writing,<sup><a href="#cite_note-18">[18]</a></sup> the Intel Science Competition, and the <a href="/wiki/American_Mathematics_Competitions">American Mathematics Competition</a>.<sup>[<i><a href="/wiki/Wikipedia:Citation_needed">citation needed</a></i>]</sup> Ramaz's creative writing magazine, Parallax, has also consistently been awarded the gold medal from the Columbia Scholastic Press Association.<sup><a href="#cite_note-19">[19]</a></sup>
</p><p>The Ramaz Upper School also has special interest clubs, including an <a href="/wiki/Arabic">Arabic</a> Club, <a href="/wiki/Coalition_for_the_Homeless">Coalition for the Homeless</a>, an <a href="/wiki/Israel_advocacy">Israel Advocacy</a> Club, and <a href="/wiki/Fine_art">fine</a> and <a href="/wiki/Performing_arts">performing arts</a> clubs. Ramaz's business investment club (BIC) has produced some hedge fund managers.<sup>[<i><a href="/wiki/Wikipedia:Citation_needed">citation needed</a></i>]</sup> The Ramaz <a href="/wiki/Chamber_choir">Chamber Choir</a> has competed in national choral competitions, performed on <i>CBS Sunday Morning News</i>,<sup><a href="#cite_note-20">[20]</a></sup> and at the White House<sup><a href="#cite_note-21">[21]</a></sup> and is featured on the <i>Best of Jewish A Cappella, Volume 3</i>.<sup><a href="#cite_note-22">[22]</a></sup>
</p>
<h2>Notable alumni[<a href="/w/index.php?title=Ramaz_School&amp;action=edit&amp;section=3">edit</a>]</h2>
<ul><li><a href="/wiki/Adam_Ferziger">Adam Ferziger</a> (born 1964), historian<sup><a href="#cite_note-23">[23]</a></sup></li>
<li><a href="/wiki/Ari_Gold_(musician)">Ari Gold</a> (1974-2021), pop singer and songwriter<sup><a href="#cite_note-24">[24]</a></sup></li>
<li><a href="/wiki/Shai_Held">Shai Held</a> (born 1971), rosh yeshiva of <a href="/w/index.php?title=Mechon_Hadar&amp;action=edit&amp;redlink=1">Mechon Hadar</a><sup><a href="#cite_note-25">[25]</a></sup></li>
<li><a href="/wiki/Isaac_Herzog">Isaac Herzog</a> (born 1960), <a href="/wiki/President_of_Israel">President of Israel</a>, former Israeli Tourism Minister, Chairman of the Labor party, head of the opposition, and son of former Israeli President <a href="/wiki/Chaim_Herzog">Chaim Herzog</a><sup><a href="#cite_note-26">[26]</a></sup></li>
<li><a href="/wiki/Matthew_Hiltzik">Matthew Hiltzik</a> (born 1972), CEO and President of Hiltzik Strategies, a consulting and communications firm<sup><a href="#cite_note-27">[27]</a></sup></li>
<li><a href="/wiki/Prince_Fox">Sam Lassner</a> (born 1992), also known as Prince Fox, DJ and producer<sup><a href="#cite_note-28">[28]</a></sup></li>
<li><a href="/wiki/Nathan_Lewin">Nathan Lewin</a>, attorney<sup><a href="#cite_note-29">[29]</a></sup></li>
<li><a href="/wiki/Natasha_Lyonne">Natasha Lyonne</a> (born 1979), actress in <i><a href="/wiki/Orange_Is_the_New_Black">Orange Is the New Black</a></i> and creator of <i><a href="/wiki/Russian_Doll_(TV_series)">Russian Doll.</a></i><sup><a href="#cite_note-30">[30]</a></sup></li>
<li><a href="/wiki/Leandra_Medine">Leandra Medine</a> (born 1988), fashion blogger/designer<sup><a href="#cite_note-31">[31]</a></sup></li>
<li><a href="/wiki/Daphne_Merkin">Daphne Merkin</a> (born 1954), author and journalist<sup><a href="#cite_note-32">[32]</a></sup></li>
<li><a href="/wiki/J._Ezra_Merkin">J. Ezra Merkin</a> (born 1953), former money manager and <a href="/wiki/Bernie_Madoff">Bernie Madoff</a> affiliate<sup><a href="#cite_note-33">[33]</a></sup></li>
<li><a href="/wiki/Peter_N._Miller">Peter N. Miller</a> (born 1964), historian and academic<sup><a href="#cite_note-34">[34]</a></sup></li>
<li><a href="/wiki/Michael_Mukasey">Michael Mukasey</a> (born 1941), the 81st United States Attorney General<sup><a href="#cite_note-35">[35]</a></sup></li>
<li><a href="/wiki/Haviva_Ner-David">Haviva Ner-David</a><sup><a href="#cite_note-36">[36]</a></sup></li>
<li><a href="/wiki/Achinoam_Nini">Achinoam Nini</a> (born 1969), Israeli rock singer<sup><a href="#cite_note-37">[37]</a></sup></li>
<li><a href="/wiki/Sam_Nunberg">Sam Nunberg</a> (born 1981), Former advisor to <a href="/wiki/Donald_Trump">Donald Trump</a></li>
<li><a href="/wiki/Joshua_Prager_(writer)">Joshua Prager</a> (1971), author and journalist<sup><a href="#cite_note-38">[38]</a></sup></li>
<li><a href="/wiki/Michael_Recanati">Michael Recanati</a> (1957–2015), businessman and philanthropist</li>
<li><a href="/wiki/Philippe_Reines">Philippe Reines</a> (born 1969), Deputy Assistant Secretary of State,<sup><a href="#cite_note-39">[39]</a></sup> and spokesman for Secretary of State Hillary Clinton<sup><a href="#cite_note-40">[40]</a></sup></li>
<li><a href="/wiki/Baruch_Shemtov">Baruch Shemtov</a> (born 1987), fashion designer<sup><a href="#cite_note-41">[41]</a></sup></li>
<li><a href="/wiki/Adam_Szubin">Adam Szubin</a>, held various posts at the Treasury Department including <a href="/wiki/United_States_Secretary_of_the_Treasury">Secretary of the Treasury</a> of the United States<sup><a href="#cite_note-42">[42]</a></sup></li>
<li><a href="/wiki/Larry_Tanz">Larry Tanz</a> (born 1970), VP at <a href="/wiki/Netflix">Netflix</a><sup><a href="#cite_note-43">[43]</a></sup></li>
<li><a href="/wiki/Merryl_Tisch">Merryl Tisch</a>, New York State Schools Chancellor (through 2015)<sup><a href="#cite_note-44">[44]</a></sup></li>
<li><a href="/wiki/Tevi_Troy">Tevi Troy</a>, Deputy Secretary of the <a href="/wiki/United_States_Department_of_Health_and_Human_Services">United States Department of Health and Human Services</a><sup><a href="#cite_note-45">[45]</a></sup></li>
<li><a href="/wiki/David_Twersky_(journalist)">David Twersky (journalist)</a> (1950–2010), journalist, Zionist activist, and peace advocate</li>
<li><a href="/wiki/Elisha_Wiesel">Elisha Wiesel</a> (born 1972), American businessman; <a href="/wiki/Chief_information_officer">chief information officer</a> of <a href="/wiki/Goldman_Sachs">Goldman Sachs</a></li>
<li><a href="/wiki/Elizabeth_Wurtzel">Elizabeth Wurtzel</a> (1967–2020), author of <i><a href="/wiki/Prozac_Nation">Prozac Nation</a></i><sup><a href="#cite_note-46">[46]</a></sup></li></ul>
<h2>References[<a href="/w/index.php?title=Ramaz_School&amp;action=edit&amp;section=4">edit</a>]</h2>
<div>
<ol>
<li><b><a href="#cite_ref-1">^</a></b> <cite><a href="https://web.archive.org/web/20120317152904/http://ramaz.org/public/mission_s.cfm">"Ramaz Mission and Legacy"</a>. Archived from <a href="http://www.ramaz.org/public/mission_s.cfm">the original</a> on March 17, 2012.</cite>
</li>
<li><b><a href="#cite_ref-2">^</a></b> Goldberger, Paul. <a href="https://www.nytimes.com/1981/06/04/arts/architecture-a-bridge-known-as-ramaz-school.html?pagewanted=all">"Architecture: A Bridge known as Ramaz School"</a>, <i>The New York Times</i>, June 4, 1981. Retrieved March 14, 2012.
</li>
<li><b><a href="#cite_ref-3">^</a></b> <cite> <a href="https://online.wsj.com/public/resources/documents/info-COLLEGE0711-sort.html">https://online.wsj.com/public/resources/documents/info-COLLEGE0711-sort.html</a>.</cite> 
</li>
<li><b><a href="#cite_ref-4">^</a></b> <cite><a href="https://web.archive.org/web/20080925170145/http://www.ramaz.org/public/mission2.cfm">"Mission &amp; Legacy"</a>. Archived from <a href="http://www.ramaz.org/public/mission2.cfm">the original</a> on September 25, 2008.</cite>
</li>
<li><b><a href="#cite_ref-5">^</a></b> <cite><a href="https://web.archive.org/web/20070814083949/http://ramaz.org/public/mission.cfm">"Ramaz School Legacy"</a>. Ramaz School. Archived from <a href="http://www.ramaz.org/public/mission.cfm">the original</a> on August 14, 2007. Retrieved August 8, 2007.</cite>
</li>
<li><b><a href="#cite_ref-first-class_6-0">^</a></b> <cite>Gurock, Jeffrey S. (1989). <i>Ramaz: School, Community, Scholarship, &amp; Orthodoxy</i>. Ktav. <a href="/wiki/ISBN_(identifier)">ISBN</a> <a href="/wiki/Special:BookSources/0-88125-323-5"><bdi>0-88125-323-5</bdi></a>.</cite>
</li>
<li><b><a href="#cite_ref-7">^</a></b> Goldberger, Paul. <a href="https://query.nytimes.com/gst/fullpage.html?res=9F07E3DC1238F937A35755C0A967948260">"A Bridge Known as Ramaz School."</a>, <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>, June 4, 1981. Retrieved July 16, 2008.
</li>
<li><b><a href="#cite_ref-8">^</a></b> Marcy Oster, <a href="http://www.jta.org/2012/04/15/news-opinion/united-states/ex-ramaz-school-nurse-can-sue-under-whistleblower-law#ixzz3O74cNBUf">Ex-Ramaz school nurse can sue under whistleblower law</a> April 15, 2012. Retrieved January 8, 2015.
</li>
<li><b><a href="#cite_ref-9">^</a></b> <cite><a href="https://online.wsj.com/public/resources/documents/info-COLLEGE0711-sort.html">"How the Schools Stack Up"</a>. <i>The Wall Street Journal</i>. December 28, 2007.</cite>
</li>
<li><b><a href="#cite_ref-10">^</a></b> Mary Pilon, <a href="https://www.wsj.com/articles/SB123301904801417967">Private Schools Feel the Pinch Amid Recession</a>, <i>Wall Street Journal</i>, January 26, 2009.
</li>
<li><b><a href="#cite_ref-11">^</a></b> Stephanie Strom, <a href="https://www.nytimes.com/2008/12/16/business/16charity.html?_r=1&amp;hp">Wall St. Fraud Leaves Charities Reeling</a>, <i>The New York Times</i>, December 15, 2008.
</li>
<li><b><a href="#cite_ref-12">^</a></b> Beyer, Gregory. <a href="https://www.nytimes.com/2007/11/11/nyregion/thecity/11rama.html">"Condos Above Classrooms Strike Some as an Odd Mix"</a>, <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>, November 11, 2007. Retrieved January 8, 2008.
</li>
<li><b><a href="#cite_ref-13">^</a></b> Snyder, Tamar. <a href="https://web.archive.org/web/20121105101107/http://www.highbeam.com/doc/1P3-1513953881.html">"Ramaz Pulls Plug On Condo Tower"</a>, <a href="/wiki/HighBeam_Research">HighBeam Research</a>, <i><a href="/wiki/New_York_Jewish_Week">New York Jewish Week</a></i>, July 4, 2008. Retrieved October 17, 2008.
</li>
<li><b><a href="#cite_ref-14">^</a></b> <a href="http://ramazschool.wordpress.com/2011/11/04/lower-school-building-reopening-after-kj-fire/">"Lower School Building Reopening After KJ Fire"</a>, <i>News from Ramaz</i>, November 4, 2011. Retrieved July 17, 2012.
</li>
<li><b><a href="#cite_ref-15">^</a></b> <cite><a href="http://www.ramaz.org/upper/sports/index.aspx">"The Ramaz School"</a>. <i>The Ramaz School</i>. Retrieved June 3, 2016.</cite>
</li>
<li><b><a href="#cite_ref-16">^</a></b> <cite><a href="http://ramaz.org/">"The Ramaz School"</a>. <i>The Ramaz School</i>. Retrieved June 3, 2016.</cite>
</li>
<li><b><a href="#cite_ref-17">^</a></b> <cite><a href="https://web.archive.org/web/20071015142438/http://siemens-foundation.org/en/competition/2004_winners.htm">"Siemens Foundation 2004–2005 Winners"</a>. <a href="/wiki/Siemens_Foundation">Siemens Foundation</a>. Archived from <a href="http://www.siemens-foundation.org/en/competition/2004_winners.htm">the original</a> on October 15, 2007. Retrieved October 8, 2007.</cite>
</li>
<li><b><a href="#cite_ref-18">^</a></b> <cite><a href="https://web.archive.org/web/20070528135422/http://www.ncte.org/about/awards/student/128192.htm">"NCTE Achievement Awards in Writing 2007-New York"</a>. Archived from <a href="http://www.ncte.org/about/awards/student/128192.htm">the original</a> on May 28, 2007. Retrieved October 8, 2007.</cite>
</li>
<li><b><a href="#cite_ref-19">^</a></b> <cite><a href="https://www.ramaz.org/page.cfm?p=680">"The Ramaz School"</a>.</cite>
</li>
<li><b><a href="#cite_ref-20">^</a></b> <cite><a href="https://vimeo.com/80843698">"Ramaz Chamber Choir - Al HaNisim"</a>. <i>Vimeo</i>. December 2, 2013. Retrieved June 3, 2016.</cite>
</li>
<li><b><a href="#cite_ref-21">^</a></b> <cite><a href="http://www.ramaz.org/page.cfm?p=673">"Ramaz: SPOTLIGHT: CREATIVE ARTS"</a>. Retrieved January 22, 2017.</cite>
</li>
<li><b><a href="#cite_ref-22">^</a></b> <cite><a href="http://www.bojac.org/">"BOJAC: The Best of Jewish A Cappella"</a>. <i>www.bojac.org</i>. Retrieved June 3, 2016.</cite>
</li>
<li><b><a href="#cite_ref-23">^</a></b> <a href="https://www.torahinmotion.org/users/rabbi-dr-adam-s-ferziger">Rabbi Dr. Adam Ferziger</a>, Torah In Motion. Accessed January 28, 2016. "A native of Riverdale, New York, he attended the SAR Academy and the Ramaz Upper School. After graduation from Ramaz, he studied Torah at Beit Midrash l'Torah (BMT) in Jerusalem and Yeshivat Har-Etzion (Gush)."
</li>
<li><b><a href="#cite_ref-24">^</a></b> Merwin, Ted. <a href="http://jewishweek.timesofisrael.com/bashert-ari-gold-style/">"'Bashert,’ Ari Gold StyleThe gay pop star and provocateur reclaims the Jewish concept in a new show."</a>, <i><a href="/wiki/The_Jewish_Week">The Jewish Week</a></i>, July 12, 2012. Accessed January 28, 2016. "Reared in an Orthodox family in the Pelham Parkway section of the Bronx, Gold was discovered at the age of 5, when he was heard singing at his brother’s bar mitzvah. At the age of 6, he recorded a children’s album for CBS and went on to perform children’s voices on more than 400 television jingles. He attended Ramaz on the Upper East Side, and then went on to Yale and NYU. "
</li>
<li><b><a href="#cite_ref-25">^</a></b> Palmer, Joanne. <a href="http://jewishstandard.timesofisrael.com/deeply-held/">"Deeply HeldRabbi’s Shabbat talks to focus on joining theology to responsibility"</a>, <i><a href="/wiki/Jewish_Standard">Jewish Standard</a></i>, April 19, 2013. Accessed January 28, 2016. "Held grew up in Monsey and was ordained at the Jewish Theological Seminary. He was educated at the Ramaz School and then at Harvard, where he earned both a bachelor’s degree and a doctorate."
</li>
<li><b><a href="#cite_ref-26">^</a></b> <a href="https://archive.today/20120802121111/http://www.jewishtoronto.net/content_display.html?ArticleID=200649">Damage to Diaspora ties</a>, <i>Jewish Living (Toronto)</i>, November 15, 2006. "Herzog calls his years at the prestigious Ramaz school 'the formative period of my life.'"
</li>
<li><b><a href="#cite_ref-27">^</a></b> Lipman, Steve. <a href="http://jewishweek.timesofisrael.com/ramaz-israel-row-points-to-larger-trends/">"Ramaz Israel Row Points To Larger TrendsIn extending invitation to Khalidi, Modern Orthodox students seen seeking wider view on Israeli-Palestinian conflict."</a>, <i><a href="/wiki/The_Jewish_Week">The Jewish Week</a></i>, February 25, 2014. Accessed January 28, 2017. "Matthew Hiltzik, a Ramaz alumnus and father of three current students at the school, said he supports both the students’ initial invitation to Khalidi and the administration’s cancellation of the invitation."
</li>
<li><b><a href="#cite_ref-28">^</a></b> <cite><a href="https://s3.amazonaws.com/images.shulcloud.com/727/uploads/bulletins/2007/Summer%202007%20Bulletin.pdf">"Summer Bulletin"</a> (PDF).</cite>
</li>
<li><b><a href="#cite_ref-29">^</a></b> <a href="http://legacy.touro.edu/media/pr/releases/PR-nathan_lewin_esq.pdf">Nathan Lewin, Esq. to Deliver Lecture at Touro Law</a>, <a href="/wiki/Touro_College">Touro College</a>, February 29, 2012. Accessed January 28, 2016. "Mr. Lewin attended Ramaz School and Yeshiva University High School and College."
</li>
<li><b><a href="#cite_ref-30">^</a></b> Heyman, Marshall. <a href="https://www.wsj.com/articles/SB10001424052702304915104575572570007985714">"An Actress Turns a Page"</a>, <i><a href="/wiki/The_Wall_Street_Journal">The Wall Street Journal</a></i>, October 25, 2010. Accessed January 28, 2016. "Further browsing encouraged Ms. Lyonne to reminisce about the authors she loved as a high school student at Ramaz Yeshiva on the Upper East Side: Camus, Gide, Gogol, Hemingway, and, perhaps most randomly, the Comte de Lautréamont and his book, <i>Les Chants de Maldoror.</i>"
</li>
<li><b><a href="#cite_ref-31">^</a></b> Wallace, Benjamin. <a href="http://nymag.com/thecut/2014/02/man-repeller-leandra-medine-profile.html">"What's So Alluring About a Woman Known As Man Repeller?"</a>, <i><a href="/wiki/New_York_(magazine)">New York</a></i>, February 8, 2014. Accessed January 28, 2017. "Leaving aside the eighth-year pronouncement regarding her indifference to others’ sartorial opinions, it would have been hard to foresee Medine’s modish future based on the black and gray maxi-skirts she was required to wear through her high-school years at the Ramaz School, a yeshiva on East 78th Street."
</li>
<li><b><a href="#cite_ref-32">^</a></b> <a href="http://www.yivoinstitute.org/index.php?tid=130&amp;aid=332">Biographies for "SELF-CONCEPTIONS: WOMEN, CREATIVITY AND JEWISH IDENTITY"</a>, <a href="/wiki/YIVO">YIVO</a>, Retrieved January 2, 2007. <a href="https://web.archive.org/web/20061003215810/http://www.yivoinstitute.org/index.php?tid=130&amp;aid=332">Archived</a> October 3, 2006, at the <a href="/wiki/Wayback_Machine">Wayback Machine</a>
</li>
<li><b><a href="#cite_ref-33">^</a></b> <a href="http://www.ckj.org/docs/Sept%206,%202006%20(kj-0906).pdf">Kehilath Jeshurun Bulletin</a>, Online, September 6, 2006. Retrieved May 19, 2011. "Ursula Merkin...All of her children are alumni of Ramaz. Many of her grandchildren are either alumnae or current students in our school in which her son, Ezra, serves as Vice Chairman of the Board.."
</li>
<li><b><a href="#cite_ref-34">^</a></b> <cite><a href="https://web.archive.org/web/20111112184807/http://www.bgc.bard.edu/programs/faculty/peter-n-miller.html">"Degree Programs - Faculty - Peter N. Miller"</a>. Archived from <a href="http://www.bgc.bard.edu/programs/faculty/peter-n-miller.html">the original</a> on November 12, 2011. Retrieved November 27, 2011.</cite>
</li>
<li><b><a href="#cite_ref-35">^</a></b> Heller, Jamie. <a href="https://blogs.wsj.com/law/2007/09/17/mukaseys-pedigree/">"Mukasey’s Pedigree"</a>, <i><a href="/wiki/The_Wall_Street_Journal">The Wall Street Journal</a></i> Online, Law Blog, September 17, 2007. Retrieved September 17, 2007. "Mukasey graduated from Ramaz in 1959 and went on to Columbia College and Yale Law School."
</li>
<li><b><a href="#cite_ref-36">^</a></b> <a href="http://pages.ramaz.org/publicdocs/Alumni%20in%20Israel/alumni%20in%20israel%20-%20as%2092611.pdf">Ramaz Alumni Living in Israel</a> <a href="https://web.archive.org/web/20140306170545/http://pages.ramaz.org/publicdocs/Alumni%20in%20Israel/alumni%20in%20israel%20-%20as%2092611.pdf">Archived</a> 2014-03-06 at the <a href="/wiki/Wayback_Machine">Wayback Machine</a>, Ramaz Website, (<a href="/wiki/Portable_Document_Format">PDF</a>) Retrieved May 3, 2012.
</li>
<li><b><a href="#cite_ref-37">^</a></b> Century, Douglas <a href="https://web.archive.org/web/20121105101115/http://www.highbeam.com/doc/1P1-2300798.html">"The Yemenite Madonna: Bronx-Raised Nini Becomes Pop Star Noa"</a>, HighBeam Research, <i><a href="/wiki/The_Forward">The Forward</a></i>, January 13, 1995. Retrieved October 17, 2008.
</li>
<li><b><a href="#cite_ref-38">^</a></b> Cohen, Irwin. <a href="http://www.jewishpress.com/displayContent_new.cfm?contentid=20624&amp;mode=a&amp;sectionid=15&amp;contentname=Baseball_Is_Dull_Only_To_Those_With_Dull_Minds&amp;recnum=9&amp;subid=20729">"Baseball Is Dull Only To Those With Dull Minds"</a>, <i><a href="/wiki/The_Jewish_Press">The Jewish Press</a></i>, February 7, 2007. "The best book you can get about Thomson’s homer, the 1951 season, the players, sign-stealing and more is Joshua Prager’s The Echoing Green. Prager, who grew up in New Jersey, went to Moriah Day School, Ramaz High School and spent a year in yeshiva after high school before going on to college and a writing career with The Wall Street Journal." Retrieved December 2, 2007.
</li>
<li><b><a href="#cite_ref-39">^</a></b> <cite><a href="http://amoreconservativeunionadcampaign.blogspot.com/2009_10_01_archive.html">"A More Conservative Union"</a>.</cite>
</li>
<li><b><a href="#cite_ref-40">^</a></b> <cite>Cooper, Helene; Landler, Mark; Sanger, David E. (February 12, 2011). <a href="https://www.nytimes.com/2011/02/13/world/middleeast/13diplomacy.html">"In U.S. Signals to Egypt, Obama Straddled a Rift"</a>. <i><a href="/wiki/The_New_York_Times">The New York Times</a></i>.</cite>
</li>
<li><b><a href="#cite_ref-41">^</a></b> Penny, Denise. <a href="http://nymag.com/nymetro/news/people/columns/intelligencer/n_9595/">"Isn't He Just To Tie For? If you thought Zac Posen was young..."</a>, <i><a href="/wiki/New_York_(magazine)">New York (magazine)</a></i>. Accessed January 28, 2017. "Following in the footsteps of Esteban Cortazar and Alex P. Keaton comes Baruch Shemtov, a Ramaz student–cum–tie designer whose first collection sold out at Takashimaya."
</li>
<li><b><a href="#cite_ref-42">^</a></b> Palmer, Joanne. <a href="http://jewishstandard.timesofisrael.com/who-was-that-with-cory-booker/">"Who was that with Cory Booker? Adam Szubin, Iran deal defender, on loving Israel and growing up in Teaneck"</a>, <i><a href="/wiki/Jewish_Standard">Jewish Standard</a></i>, October 15, 2015. Accessed January 28, 2017. "Mr. Szubin (the initial S in his name is irrationally silent, so when it's said aloud it begins with the Z) is Teaneck born and bred; he went to Yavneh Academy until high school, when he commuted across the river to Ramaz, the modern Orthodox day school on Manhattan’s Upper East Side."
</li>
<li><b><a href="#cite_ref-43">^</a></b> <cite><a href="https://issuu.com/ramaz/docs/ramaz_annual_magazine_20115572forissuu/17">"Regional Events"</a>. <i>Ramaz Today</i>. 2011. p. 14 – via <a href="/wiki/ISSUU">ISSUU</a>.</cite>
</li>
<li><b><a href="#cite_ref-44">^</a></b> <a href="http://www.regents.nysed.gov/members/bios/tisch.html">Members of the Board of Regents</a>
</li>
<li><b><a href="#cite_ref-45">^</a></b> <a href="http://osce.usmission.gov/bios/Tevi_Troy.pdf">The United States Mission to the OSCE: Office of Public Affairs - Tevi Troy</a>, Retrieved December 25, 2006 <a href="https://web.archive.org/web/20060923011209/http://osce.usmission.gov/bios/Tevi_Troy.pdf">Archived</a> September 23, 2006, at the <a href="/wiki/Wayback_Machine">Wayback Machine</a>
</li>
<li><b><a href="#cite_ref-46">^</a></b> <a href="/wiki/Prozac_Nation">Prozac Nation</a>, <i><a href="/wiki/The_Jewish_Journal_(Boston_North)">The Jewish Journal (Boston North)</a></i>, July 2, 2004.
</li>
</ol></div>
<h2>External links[<a href="/w/index.php?title=Ramaz_School&amp;action=edit&amp;section=5">edit</a>]</h2>
<ul><li><a href="http://www.ramaz.org/">Official website</a></li>
<li><a href="https://web.archive.org/web/20050519155654/http://www.ckj.org/nn_splash.html">Kehilath Jeshurun</a></li>
<li><a href="http://nces.ed.gov/surveys/pss/privateschoolsearch/school_detail.asp?Search=1&amp;SchoolID=A0107837&amp;NumOfStudentsRange=more&amp;IncGrade=-1&amp;LoGrade=-1&amp;HiGrade=-1&amp;ID=A0107837">Data for Ramaz School</a>, <a href="/wiki/National_Center_for_Education_Statistics">National Center for Education Statistics</a></li>
<li>The Ramaz Upper School is located along East 78th Street: <a href="//geohack.toolforge.org/geohack.php?pagename=Ramaz_School&amp;params=40.775_N_73.9617_W_region:US-NY_type:edu&amp;title=Ramaz+Upper+School">40°46′30″N 73°57′42″W﻿ / ﻿40.7750°N 73.9617°W</a>. The Lower and Middle School buildings are located further uptown, on East 85th Street: <a href="//geohack.toolforge.org/geohack.php?pagename=Ramaz_School&amp;params=40.779_N_73.9564_W_region:US-NY_type:edu&amp;title=Ramaz+Lower+School">40°46′44″N 73°57′23″W﻿ / ﻿40.7790°N 73.9564°W</a><a href="/wiki/Geographic_coordinate_system">Coordinates</a>: <a href="//geohack.toolforge.org/geohack.php?pagename=Ramaz_School&amp;params=40.779_N_73.9564_W_region:US-NY_type:edu&amp;title=Ramaz+Lower+School">40°46′44″N 73°57′23″W﻿ / ﻿40.7790°N 73.9564°W</a></li></ul>
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 * 1 History
 * 2 Co-curricular activities and athletics
 * 3 Notable alumni
 * 4 References
 * 5 External links
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 Ramaz School

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 From Wikipedia, the free encyclopedia

 Ramaz School 
 ישיבת רמז 
 
 Address 
 
 60 East 78th Street (Upper School) 
 114 East 85th Street (Middle School)
 125 East 85th Street (Lower School) 
 New York City, New York 
 United States 
 Information 
 Type Private coeducational Jewish Day School 
 Religious affiliation(s) Modern Orthodox Judaism  
 Established 1937  
 Founder Joseph H. Lookstein  
 Head of school Jonathan Cannon  
 Faculty 386  
 Grades Nursery-12  
 Gender Coeducational  
 Enrollment 1150  
 Schedule Day  
 Campus type Urban  
 Color(s) Blue and Gold  
 Athletics conference MYHSAL  
 Mascot The Ramaz Ram  
 Team name The Ramaz Rams  
 Accreditation Middle States Association of Colleges and Schools, New York State Association of Independent Schools
 Newspaper Rampage  
 Yearbook Panorama  
 Website ramaz.org  
 

 The Ramaz School is an elite American coeducational Jewish Modern Orthodox day school which offers a dual curriculum of general studies taught in English and Judaic studies taught in Hebrew. The school is located on the Upper East Side of Manhattan in New York City.[1] It consists of an early childhood center (nursery-kindergarten), a lower school (1st-4th grade), a middle school (5th-8th grade), and an upper school (9th-12th grade).

 The Ramaz Upper School is a college preparatory program designed to develop an appreciation for and understanding of the intellectual disciplines that are part of western civilization. The Judaic studies curriculum provides an equally rigorous program through which the religious and cultural tradition of Judaism is both taught and experienced. It is located on East 78th Street, seven city blocks (0.5 km) away from the other two school buildings located on East 85th Street. Approximately fifty percent of the upper school student body advances from the Middle School. Students commute from the Bronx, Brooklyn, Queens, Westchester, and Nassau counties in New York; Stamford and New Haven in Connecticut; and metropolitan New Jersey. Some students attend on a weekly or less frequent basis, coming from more distant communities.

 Ramaz was founded in 1937 and is affiliated with Congregation Kehilath Jeshurun ("KJ"), a synagogue located on East 85th Street which shares a building with the lower school and is across the street from the middle school. The congregation and its rabbi, Joseph Lookstein, helped to found and finance the school.

 Architect James Rossant designed the modernist upper school building, completed in 1981.[2]

 The school has been featured in the Wall Street Journal for its exceptional acceptance rates into elite universities.[3]

 History [ edit ]

 Founded in 1937 by Rabbi Joseph H. Lookstein through the generosity of New York lawyer and philanthropist Max J. Etra,[4] Ramaz takes its name from the initials of Rabbi Moses Zevulun Margolies, the grandfather-in-law of Lookstein.[5] The former principal, Rabbi Haskel Lookstein, is the son of Joseph Lookstein and was a member of the first class of six students.[6]

 Classes were held in many locations over the years, including the vestry rooms of Congregation Kehilath Jeshurun. After the closing of Finch College, Ramaz bought the college's campus and renovated the buildings.[7]

 In 2007, Joyce Villarin, a former nurse at the school, treated a child for an injury that he claimed his father caused. Villarin contacted the father who admitted to injuring his son. The Ramaz administration told Villarin not to report the incident to the police. Villarin did report this and was fired in 2008 because the school thought that she was "not a team player." Villarin sued the school in Manhattan Supreme Court in 2009, arguing that the state's Social Services Law obligated her to report the potential abuse. Under the law, school faculty are required to report to state authorities a suspicion that a child is being abused or mistreated.[8]

 On November 30, 2007, The Wall Street Journal listed Ramaz as one of the top schools for graduates entering the top eight universities in the country, with 10 out of a class of 100 (class of 2007) going to these schools.[9]

 In January 2009, the Wall Street Journal reported that Ramaz lost $6 million in the collapse of the Bernard Madoff investment scheme.[10][11]

 The Ramaz School had proposed a 28-story project to be built in place of the Lower School during 2008–2010. The building would have replaced the current school with a new building split into ten floors used by the school and topped by 18 floors of condominiums. Air rights of the adjoining synagogue would be transferred for use by the adjoining school/condo structure. The project may have had to be scaled back following a review by the City's Board of Standards & Appeals because the height is more than what is permitted at this site.[12] The plans were withdrawn by the school in July 2008.[13] However, due to a fire in the adjacent Congregation Kehilath Jeshurun building in July 2011, the Lower school began to undergo repairs and refurbishments for water damage. Since the building was not ready to welcome students that September, the Temple Emanu-El of New York and Park Avenue Synagogue volunteered their facilities for students until November 2011. On November 8, 2011, the Lower school reopened its doors.[14]

 Co-curricular activities and athletics [ edit ]

 The Ramaz School's team name is the Ramaz Rams, and their logo is a Ram's head. Ramaz fields a number of competitive and recreational athletic teams throughout the school year. In the Upper School, there are varsity teams for both boys and girls in basketball, tennis, volleyball, and floor hockey; these teams compete in both the Yeshiva High School Athletic League and local independent school leagues. Ramaz also fields soccer, baseball, swim, table tennis, and track teams.[15]

 Ramaz's academic teams include their Mock Trial team, which competes in the New York State Bar Association's statewide competition and won the New York State competition in 2002 and the New York City competition four times.[ citation needed ] Ramaz's Model Congress team participates in the University of Pennsylvania and Princeton University Model Congress tournaments, and their Model UN team competes in the annual Yeshiva University National Model United Nations event. Additionally, Ramaz's College Bowl team participates in independent tournaments, their Math Team competes in the New York Math League and the Mandelbrot Competition, the Chess Club competes in the Yeshiva Chess League, the Science Olympiad team competes against 15 other New York and New Jersey schools in a competition administered by the Board of Jewish Education, and their Hidon HaTanakh and Torah Bowl teams compete against local Jewish Day Schools.[16] Ramaz Upper School students have also succeeded in numerous academic competitions in both the arts and sciences, including the 2004–2005 Siemens Westinghouse Competition,[17] the 2007 NCTE Achievement Awards in Writing,[18] the Intel Science Competition, and the American Mathematics Competition.[ citation needed ] Ramaz's creative writing magazine, Parallax, has also consistently been awarded the gold medal from the Columbia Scholastic Press Association.[19]

 The Ramaz Upper School also has special interest clubs, including an Arabic Club, Coalition for the Homeless, an Israel Advocacy Club, and fine and performing arts clubs. Ramaz's business investment club (BIC) has produced some hedge fund managers.[ citation needed ] The Ramaz Chamber Choir has competed in national choral competitions, performed on CBS Sunday Morning News,[20] and at the White House[21] and is featured on the Best of Jewish A Cappella, Volume 3.[22]

 Notable alumni [ edit ]

 See also: Category:Ramaz School alumni
 * Adam Ferziger (born 1964), historian[23]
 * Ari Gold (1974-2021), pop singer and songwriter[24]
 * Shai Held (born 1971), rosh yeshiva of Mechon Hadar[25]
 * Isaac Herzog (born 1960), President of Israel, former Israeli Tourism Minister, Chairman of the Labor party, head of the opposition, and son of former Israeli President Chaim Herzog[26]
 * Matthew Hiltzik (born 1972), CEO and President of Hiltzik Strategies, a consulting and communications firm[27]
 * Sam Lassner (born 1992), also known as Prince Fox, DJ and producer[28]
 * Nathan Lewin, attorney[29]
 * Natasha Lyonne (born 1979), actress in Orange Is the New Black and creator of Russian Doll.[30]
 * Leandra Medine (born 1988), fashion blogger/designer[31]
 * Daphne Merkin (born 1954), author and journalist[32]
 * J. Ezra Merkin (born 1953), former money manager and Bernie Madoff affiliate[33]
 * Peter N. Miller (born 1964), historian and academic[34]
 * Michael Mukasey (born 1941), the 81st United States Attorney General[35]
 * Haviva Ner-David[36]
 * Achinoam Nini (born 1969), Israeli rock singer[37]
 * Sam Nunberg (born 1981), Former advisor to Donald Trump
 * Joshua Prager (1971), author and journalist[38]
 * Michael Recanati (1957–2015), businessman and philanthropist
 * Philippe Reines (born 1969), Deputy Assistant Secretary of State,[39] and spokesman for Secretary of State Hillary Clinton[40]
 * Baruch Shemtov (born 1987), fashion designer[41]
 * Adam Szubin, held various posts at the Treasury Department including Secretary of the Treasury of the United States[42]
 * Larry Tanz (born 1970), VP at Netflix[43]
 * Merryl Tisch, New York State Schools Chancellor (through 2015)[44]
 * Tevi Troy, Deputy Secretary of the United States Department of Health and Human Services[45]
 * David Twersky (journalist) (1950–2010), journalist, Zionist activist, and peace advocate
 * Elisha Wiesel (born 1972), American businessman; chief information officer of Goldman Sachs
 * Elizabeth Wurtzel (1967–2020), author of Prozac Nation[46]

 References [ edit ]

 1. ^ "Ramaz Mission and Legacy". Archived from the original on March 17, 2012.
 2. ^ Goldberger, Paul. "Architecture: A Bridge known as Ramaz School" , The New York Times , June 4, 1981. Retrieved March 14, 2012.
 3. ^ https://online.wsj.com/public/resources/documents/info-COLLEGE0711-sort.html. {{cite web}} : Missing or empty |title= ( help )
 4. ^ "Mission & Legacy". Archived from the original on September 25, 2008.
 5. ^ "Ramaz School Legacy". Ramaz School. Archived from the original on August 14, 2007 . Retrieved August 8, 2007 .
 6. ^ Gurock, Jeffrey S. (1989). Ramaz: School, Community, Scholarship, & Orthodoxy. Ktav. ISBN 0-88125-323-5.
 7. ^ Goldberger, Paul. "A Bridge Known as Ramaz School." , The New York Times , June 4, 1981. Retrieved July 16, 2008.
 8. ^ Marcy Oster, Ex-Ramaz school nurse can sue under whistleblower law April 15, 2012. Retrieved January 8, 2015.
 9. ^ "How the Schools Stack Up". The Wall Street Journal. December 28, 2007.
 10. ^ Mary Pilon, Private Schools Feel the Pinch Amid Recession , Wall Street Journal , January 26, 2009.
 11. ^ Stephanie Strom, Wall St. Fraud Leaves Charities Reeling , The New York Times , December 15, 2008.
 12. ^ Beyer, Gregory. "Condos Above Classrooms Strike Some as an Odd Mix" , The New York Times , November 11, 2007. Retrieved January 8, 2008.
 13. ^ Snyder, Tamar. "Ramaz Pulls Plug On Condo Tower" , HighBeam Research , New York Jewish Week , July 4, 2008. Retrieved October 17, 2008.
 14. ^ "Lower School Building Reopening After KJ Fire" , News from Ramaz , November 4, 2011. Retrieved July 17, 2012.
 15. ^ "The Ramaz School". The Ramaz School . Retrieved June 3, 2016 .
 16. ^ "The Ramaz School". The Ramaz School . Retrieved June 3, 2016 .
 17. ^ "Siemens Foundation 2004–2005 Winners". Siemens Foundation. Archived from the original on October 15, 2007 . Retrieved October 8, 2007 .
 18. ^ "NCTE Achievement Awards in Writing 2007-New York". Archived from the original on May 28, 2007 . Retrieved October 8, 2007 .
 19. ^ "The Ramaz School".
 20. ^ "Ramaz Chamber Choir - Al HaNisim". Vimeo. December 2, 2013 . Retrieved June 3, 2016 .
 21. ^ "Ramaz: SPOTLIGHT: CREATIVE ARTS" . Retrieved January 22, 2017 .
 22. ^ "BOJAC: The Best of Jewish A Cappella". www.bojac.org . Retrieved June 3, 2016 .
 23. ^ Rabbi Dr. Adam Ferziger , Torah In Motion. Accessed January 28, 2016. "A native of Riverdale, New York, he attended the SAR Academy and the Ramaz Upper School. After graduation from Ramaz, he studied Torah at Beit Midrash l'Torah (BMT) in Jerusalem and Yeshivat Har-Etzion (Gush)."
 24. ^ Merwin, Ted. "'Bashert,’ Ari Gold StyleThe gay pop star and provocateur reclaims the Jewish concept in a new show." , The Jewish Week , July 12, 2012. Accessed January 28, 2016. "Reared in an Orthodox family in the Pelham Parkway section of the Bronx, Gold was discovered at the age of 5, when he was heard singing at his brother’s bar mitzvah. At the age of 6, he recorded a children’s album for CBS and went on to perform children’s voices on more than 400 television jingles. He attended Ramaz on the Upper East Side, and then went on to Yale and NYU. "
 25. ^ Palmer, Joanne. "Deeply HeldRabbi’s Shabbat talks to focus on joining theology to responsibility" , Jewish Standard , April 19, 2013. Accessed January 28, 2016. "Held grew up in Monsey and was ordained at the Jewish Theological Seminary. He was educated at the Ramaz School and then at Harvard, where he earned both a bachelor’s degree and a doctorate."
 26. ^ Damage to Diaspora ties , Jewish Living (Toronto) , November 15, 2006. "Herzog calls his years at the prestigious Ramaz school 'the formative period of my life.'"
 27. ^ Lipman, Steve. "Ramaz Israel Row Points To Larger TrendsIn extending invitation to Khalidi, Modern Orthodox students seen seeking wider view on Israeli-Palestinian conflict." , The Jewish Week , February 25, 2014. Accessed January 28, 2017. "Matthew Hiltzik, a Ramaz alumnus and father of three current students at the school, said he supports both the students’ initial invitation to Khalidi and the administration’s cancellation of the invitation."
 28. ^ "Summer Bulletin" (PDF) .
 29. ^ Nathan Lewin, Esq. to Deliver Lecture at Touro Law , Touro College , February 29, 2012. Accessed January 28, 2016. "Mr. Lewin attended Ramaz School and Yeshiva University High School and College."
 30. ^ Heyman, Marshall. "An Actress Turns a Page" , The Wall Street Journal , October 25, 2010. Accessed January 28, 2016. "Further browsing encouraged Ms. Lyonne to reminisce about the authors she loved as a high school student at Ramaz Yeshiva on the Upper East Side: Camus, Gide, Gogol, Hemingway, and, perhaps most randomly, the Comte de Lautréamont and his book, Les Chants de Maldoror. "
 31. ^ Wallace, Benjamin. "What's So Alluring About a Woman Known As Man Repeller?" , New York , February 8, 2014. Accessed January 28, 2017. "Leaving aside the eighth-year pronouncement regarding her indifference to others’ sartorial opinions, it would have been hard to foresee Medine’s modish future based on the black and gray maxi-skirts she was required to wear through her high-school years at the Ramaz School, a yeshiva on East 78th Street."
 32. ^ Biographies for "SELF-CONCEPTIONS: WOMEN, CREATIVITY AND JEWISH IDENTITY" , YIVO , Retrieved January 2, 2007. Archived October 3, 2006, at the Wayback Machine
 33. ^ Kehilath Jeshurun Bulletin , Online, September 6, 2006. Retrieved May 19, 2011. "Ursula Merkin...All of her children are alumni of Ramaz. Many of her grandchildren are either alumnae or current students in our school in which her son, Ezra, serves as Vice Chairman of the Board.."
 34. ^ "Degree Programs - Faculty - Peter N. Miller". Archived from the original on November 12, 2011 . Retrieved November 27, 2011 .
 35. ^ Heller, Jamie. "Mukasey’s Pedigree" , The Wall Street Journal Online, Law Blog, September 17, 2007. Retrieved September 17, 2007. "Mukasey graduated from Ramaz in 1959 and went on to Columbia College and Yale Law School."
 36. ^ Ramaz Alumni Living in Israel Archived 2014-03-06 at the Wayback Machine , Ramaz Website, ( PDF ) Retrieved May 3, 2012.
 37. ^ Century, Douglas "The Yemenite Madonna: Bronx-Raised Nini Becomes Pop Star Noa" , HighBeam Research, The Forward , January 13, 1995. Retrieved October 17, 2008.
 38. ^ Cohen, Irwin. "Baseball Is Dull Only To Those With Dull Minds" , The Jewish Press , February 7, 2007. "The best book you can get about Thomson’s homer, the 1951 season, the players, sign-stealing and more is Joshua Prager’s The Echoing Green. Prager, who grew up in New Jersey, went to Moriah Day School, Ramaz High School and spent a year in yeshiva after high school before going on to college and a writing career with The Wall Street Journal." Retrieved December 2, 2007.
 39. ^ "A More Conservative Union".
 40. ^ Cooper, Helene; Landler, Mark; Sanger, David E. (February 12, 2011). "In U.S. Signals to Egypt, Obama Straddled a Rift". The New York Times.
 41. ^ Penny, Denise. "Isn't He Just To Tie For? If you thought Zac Posen was young..." , New York (magazine) . Accessed January 28, 2017. "Following in the footsteps of Esteban Cortazar and Alex P. Keaton comes Baruch Shemtov, a Ramaz student–cum–tie designer whose first collection sold out at Takashimaya."
 42. ^ Palmer, Joanne. "Who was that with Cory Booker? Adam Szubin, Iran deal defender, on loving Israel and growing up in Teaneck" , Jewish Standard , October 15, 2015. Accessed January 28, 2017. "Mr. Szubin (the initial S in his name is irrationally silent, so when it's said aloud it begins with the Z) is Teaneck born and bred; he went to Yavneh Academy until high school, when he commuted across the river to Ramaz, the modern Orthodox day school on Manhattan’s Upper East Side."
 43. ^ "Regional Events". Ramaz Today. 2011. p. 14 – via ISSUU.
 44. ^ Members of the Board of Regents
 45. ^ The United States Mission to the OSCE: Office of Public Affairs - Tevi Troy , Retrieved December 25, 2006 Archived September 23, 2006, at the Wayback Machine
 46. ^ Prozac Nation , The Jewish Journal (Boston North) , July 2, 2004.

 External links [ edit ]

 * Official website
 * Kehilath Jeshurun
 * Data for Ramaz School, National Center for Education Statistics
 * The Ramaz Upper School is located along East 78th Street: 40°46′30″N 73°57′42″W ﻿ / ﻿ 40.7750°N 73.9617°W . The Lower and Middle School buildings are located further uptown, on East 85th Street: 40°46′44″N 73°57′23″W ﻿ / ﻿ 40.7790°N 73.9564°W Coordinates : 40°46′44″N 73°57′23″W ﻿ / ﻿ 40.7790°N 73.9564°W
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From Wikipedia, the free encyclopedia
	 
   Ramaz Schoolישיבת רמז          Address          60 East 78th Street (Upper School)114 East 85th Street (Middle School)125 East 85th Street (Lower School)    New York City  ,   New York   United States    Information   Type Private coeducational Jewish Day School   Religious affiliation(s)  Modern Orthodox Judaism    Established 1937   Founder  Joseph H. Lookstein    Head of school Jonathan Cannon   Faculty 386   Grades Nursery-12   Gender Coeducational   Enrollment 1150   Schedule Day   Campus type Urban   Color(s)  Blue and Gold    Athletics conference MYHSAL   Mascot The Ramaz Ram    Team name The Ramaz Rams   Accreditation  Middle States Association of Colleges and Schools, New York State Association of Independent Schools    Newspaper  Rampage    Yearbook  Panorama    Website  ramaz .org    
The Ramaz School is an elite American coeducational Jewish Modern Orthodox day school which offers a dual curriculum of general studies taught in English and Judaic studies taught in Hebrew. The school is located on the Upper East Side of Manhattan in New York City. [1]  It consists of an early childhood center (nursery-kindergarten), a lower school (1st-4th grade), a middle school (5th-8th grade), and an upper school (9th-12th grade).
 The Ramaz Upper School is a college preparatory program designed to develop an appreciation for and understanding of the intellectual disciplines that are part of western civilization. The Judaic studies curriculum provides an equally rigorous program through which the religious and cultural tradition of Judaism is both taught and experienced. It is located on East 78th Street, seven city blocks (0.5 km) away from the other two school buildings located on East 85th Street. Approximately fifty percent of the upper school student body advances from the Middle School. Students commute from the Bronx, Brooklyn, Queens, Westchester, and Nassau counties in New York; Stamford and New Haven in Connecticut; and metropolitan New Jersey. Some students attend on a weekly or less frequent basis, coming from more distant communities.
 Ramaz was founded in 1937 and is affiliated with Congregation Kehilath Jeshurun ("KJ"), a synagogue located on East 85th Street which shares a building with the lower school and is across the street from the middle school. The congregation and its rabbi, Joseph Lookstein, helped to found and finance the school.
 Architect James Rossant designed the modernist upper school building, completed in 1981. [2] 
 The school has been featured in the Wall Street Journal for its exceptional acceptance rates into elite universities. [3] 
History[edit]
Founded in 1937 by Rabbi Joseph H. Lookstein through the generosity of New York lawyer and philanthropist Max J. Etra, [4]  Ramaz takes its name from the initials of Rabbi Moses Zevulun Margolies, the grandfather-in-law of Lookstein. [5]  The former principal, Rabbi Haskel Lookstein, is the son of Joseph Lookstein and was a member of the first class of six students. [6] 
 Classes were held in many locations over the years, including the vestry rooms of Congregation Kehilath Jeshurun. After the closing of Finch College, Ramaz bought the college's campus and renovated the buildings. [7] 
 In 2007, Joyce Villarin, a former nurse at the school, treated a child for an injury that he claimed his father caused. Villarin contacted the father who admitted to injuring his son. The Ramaz administration told Villarin not to report the incident to the police. Villarin did report this and was fired in 2008 because the school thought that she was "not a team player." Villarin sued the school in Manhattan Supreme Court in 2009, arguing that the state's Social Services Law obligated her to report the potential abuse. Under the law, school faculty are required to report to state authorities a suspicion that a child is being abused or mistreated. [8] 
 On November 30, 2007,  The Wall Street Journal  listed Ramaz as one of the top schools for graduates entering the top eight universities in the country, with 10 out of a class of 100 (class of 2007) going to these schools. [9] 
 In January 2009, the Wall Street Journal reported that Ramaz lost $6 million in the collapse of the Bernard Madoff investment scheme. [10]   [11] 
 The Ramaz School had proposed a 28-story project to be built in place of the Lower School during 2008–2010. The building would have replaced the current school with a new building split into ten floors used by the school and topped by 18 floors of condominiums. Air rights of the adjoining synagogue would be transferred for use by the adjoining school/condo structure. The project may have had to be scaled back following a review by the City's Board of Standards &amp; Appeals because the height is more than what is permitted at this site. [12]  The plans were withdrawn by the school in July 2008. [13]  However, due to a fire in the adjacent Congregation Kehilath Jeshurun building in July 2011, the Lower school began to undergo repairs and refurbishments for water damage. Since the building was not ready to welcome students that September, the Temple Emanu-El of New York and Park Avenue Synagogue volunteered their facilities for students until November 2011. On November 8, 2011, the Lower school reopened its doors. [14] 
Co-curricular activities and athletics[edit]
The Ramaz School's team name is the Ramaz Rams, and their logo is a Ram's head. Ramaz fields a number of competitive and recreational athletic teams throughout the school year. In the Upper School, there are varsity teams for both boys and girls in basketball, tennis, volleyball, and floor hockey; these teams compete in both the Yeshiva High School Athletic League and local independent school leagues. Ramaz also fields soccer, baseball, swim, table tennis, and track teams. [15] 
 Ramaz's academic teams include their Mock Trial team, which competes in the New York State Bar Association's statewide competition and won the New York State competition in 2002 and the New York City competition four times.[ citation needed ] Ramaz's Model Congress team participates in the University of Pennsylvania and Princeton University Model Congress tournaments, and their Model UN team competes in the annual Yeshiva University National Model United Nations event. Additionally, Ramaz's College Bowl team participates in independent tournaments, their Math Team competes in the New York Math League and the Mandelbrot Competition, the Chess Club competes in the Yeshiva Chess League, the Science Olympiad team competes against 15 other New York and New Jersey schools in a competition administered by the Board of Jewish Education, and their Hidon HaTanakh and Torah Bowl teams compete against local Jewish Day Schools. [16]  Ramaz Upper School students have also succeeded in numerous academic competitions in both the arts and sciences, including the 2004–2005 Siemens Westinghouse Competition, [17]  the 2007 NCTE Achievement Awards in Writing, [18]  the Intel Science Competition, and the American Mathematics Competition.[ citation needed ] Ramaz's creative writing magazine, Parallax, has also consistently been awarded the gold medal from the Columbia Scholastic Press Association. [19] 
 The Ramaz Upper School also has special interest clubs, including an Arabic Club, Coalition for the Homeless, an Israel Advocacy Club, and fine and performing arts clubs. Ramaz's business investment club (BIC) has produced some hedge fund managers.[ citation needed ] The Ramaz Chamber Choir has competed in national choral competitions, performed on CBS Sunday Morning News, [20]  and at the White House [21]  and is featured on the Best of Jewish A Cappella, Volume 3. [22] 
Notable alumni[edit]
  Adam Ferziger (born 1964), historian [23]  
 Ari Gold (1974-2021), pop singer and songwriter [24]  
 Shai Held (born 1971), rosh yeshiva of Mechon Hadar  [25]  
 Isaac Herzog (born 1960), President of Israel, former Israeli Tourism Minister, Chairman of the Labor party, head of the opposition, and son of former Israeli President Chaim Herzog  [26]  
 Matthew Hiltzik (born 1972), CEO and President of Hiltzik Strategies, a consulting and communications firm [27]  
 Sam Lassner (born 1992), also known as Prince Fox, DJ and producer [28]  
 Nathan Lewin, attorney [29]  
 Natasha Lyonne (born 1979), actress in  Orange Is the New Black  and creator of  Russian Doll.   [30]  
 Leandra Medine (born 1988), fashion blogger/designer [31]  
 Daphne Merkin (born 1954), author and journalist [32]  
 J. Ezra Merkin (born 1953), former money manager and Bernie Madoff affiliate [33]  
 Peter N. Miller (born 1964), historian and academic [34]  
 Michael Mukasey (born 1941), the 81st United States Attorney General [35]  
 Haviva Ner-David  [36]  
 Achinoam Nini (born 1969), Israeli rock singer [37]  
 Sam Nunberg (born 1981), Former advisor to Donald Trump 
 Joshua Prager (1971), author and journalist [38]  
 Michael Recanati (1957–2015), businessman and philanthropist
 Philippe Reines (born 1969), Deputy Assistant Secretary of State, [39]  and spokesman for Secretary of State Hillary Clinton [40]  
 Baruch Shemtov (born 1987), fashion designer [41]  
 Adam Szubin, held various posts at the Treasury Department including Secretary of the Treasury of the United States [42]  
 Larry Tanz (born 1970), VP at Netflix  [43]  
 Merryl Tisch, New York State Schools Chancellor (through 2015) [44]  
 Tevi Troy, Deputy Secretary of the United States Department of Health and Human Services  [45]  
 David Twersky (journalist) (1950–2010), journalist, Zionist activist, and peace advocate
 Elisha Wiesel (born 1972), American businessman; chief information officer of Goldman Sachs 
 Elizabeth Wurtzel (1967–2020), author of  Prozac Nation   [46]   
References[edit]
  ^   "Ramaz Mission and Legacy". Archived from the original on March 17, 2012.
  ^  Goldberger, Paul. "Architecture: A Bridge known as Ramaz School", The New York Times, June 4, 1981. Retrieved March 14, 2012.
  ^   https://online.wsj.com/public/resources/documents/info-COLLEGE0711-sort.html. 
  ^   "Mission &amp; Legacy". Archived from the original on September 25, 2008.
  ^   "Ramaz School Legacy". Ramaz School. Archived from the original on August 14, 2007. Retrieved August 8, 2007.
  ^  Gurock, Jeffrey S. (1989). Ramaz: School, Community, Scholarship, &amp; Orthodoxy. Ktav. ISBN  0-88125-323-5 .
  ^  Goldberger, Paul. "A Bridge Known as Ramaz School.",  The New York Times , June 4, 1981. Retrieved July 16, 2008.
  ^  Marcy Oster, Ex-Ramaz school nurse can sue under whistleblower law April 15, 2012. Retrieved January 8, 2015.
  ^   "How the Schools Stack Up". The Wall Street Journal. December 28, 2007.
  ^  Mary Pilon, Private Schools Feel the Pinch Amid Recession, Wall Street Journal, January 26, 2009.
  ^  Stephanie Strom, Wall St. Fraud Leaves Charities Reeling, The New York Times, December 15, 2008.
  ^  Beyer, Gregory. "Condos Above Classrooms Strike Some as an Odd Mix",  The New York Times , November 11, 2007. Retrieved January 8, 2008.
  ^  Snyder, Tamar. "Ramaz Pulls Plug On Condo Tower", HighBeam Research,  New York Jewish Week , July 4, 2008. Retrieved October 17, 2008.
  ^  "Lower School Building Reopening After KJ Fire", News from Ramaz, November 4, 2011. Retrieved July 17, 2012.
  ^   "The Ramaz School". The Ramaz School. Retrieved June 3, 2016.
  ^   "The Ramaz School". The Ramaz School. Retrieved June 3, 2016.
  ^   "Siemens Foundation 2004–2005 Winners". Siemens Foundation. Archived from the original on October 15, 2007. Retrieved October 8, 2007.
  ^   "NCTE Achievement Awards in Writing 2007-New York". Archived from the original on May 28, 2007. Retrieved October 8, 2007.
  ^   "The Ramaz School".
  ^   "Ramaz Chamber Choir - Al HaNisim". Vimeo. December 2, 2013. Retrieved June 3, 2016.
  ^   "Ramaz: SPOTLIGHT: CREATIVE ARTS". Retrieved January 22, 2017.
  ^   "BOJAC: The Best of Jewish A Cappella". www.bojac.org. Retrieved June 3, 2016.
  ^  Rabbi Dr. Adam Ferziger, Torah In Motion. Accessed January 28, 2016. "A native of Riverdale, New York, he attended the SAR Academy and the Ramaz Upper School. After graduation from Ramaz, he studied Torah at Beit Midrash l'Torah (BMT) in Jerusalem and Yeshivat Har-Etzion (Gush)."
  ^  Merwin, Ted. "'Bashert,’ Ari Gold StyleThe gay pop star and provocateur reclaims the Jewish concept in a new show.",  The Jewish Week , July 12, 2012. Accessed January 28, 2016. "Reared in an Orthodox family in the Pelham Parkway section of the Bronx, Gold was discovered at the age of 5, when he was heard singing at his brother’s bar mitzvah. At the age of 6, he recorded a children’s album for CBS and went on to perform children’s voices on more than 400 television jingles. He attended Ramaz on the Upper East Side, and then went on to Yale and NYU. "
  ^  Palmer, Joanne. "Deeply HeldRabbi’s Shabbat talks to focus on joining theology to responsibility",  Jewish Standard , April 19, 2013. Accessed January 28, 2016. "Held grew up in Monsey and was ordained at the Jewish Theological Seminary. He was educated at the Ramaz School and then at Harvard, where he earned both a bachelor’s degree and a doctorate."
  ^  Damage to Diaspora ties, Jewish Living (Toronto), November 15, 2006. "Herzog calls his years at the prestigious Ramaz school 'the formative period of my life.'"
  ^  Lipman, Steve. "Ramaz Israel Row Points To Larger TrendsIn extending invitation to Khalidi, Modern Orthodox students seen seeking wider view on Israeli-Palestinian conflict.",  The Jewish Week , February 25, 2014. Accessed January 28, 2017. "Matthew Hiltzik, a Ramaz alumnus and father of three current students at the school, said he supports both the students’ initial invitation to Khalidi and the administration’s cancellation of the invitation."
  ^   "Summer Bulletin" (PDF).
  ^  Nathan Lewin, Esq. to Deliver Lecture at Touro Law, Touro College, February 29, 2012. Accessed January 28, 2016. "Mr. Lewin attended Ramaz School and Yeshiva University High School and College."
  ^  Heyman, Marshall. "An Actress Turns a Page",  The Wall Street Journal , October 25, 2010. Accessed January 28, 2016. "Further browsing encouraged Ms. Lyonne to reminisce about the authors she loved as a high school student at Ramaz Yeshiva on the Upper East Side: Camus, Gide, Gogol, Hemingway, and, perhaps most randomly, the Comte de Lautréamont and his book, Les Chants de Maldoror."
  ^  Wallace, Benjamin. "What's So Alluring About a Woman Known As Man Repeller?",  New York , February 8, 2014. Accessed January 28, 2017. "Leaving aside the eighth-year pronouncement regarding her indifference to others’ sartorial opinions, it would have been hard to foresee Medine’s modish future based on the black and gray maxi-skirts she was required to wear through her high-school years at the Ramaz School, a yeshiva on East 78th Street."
  ^  Biographies for "SELF-CONCEPTIONS: WOMEN, CREATIVITY AND JEWISH IDENTITY", YIVO, Retrieved January 2, 2007. Archived October 3, 2006, at the Wayback Machine
  ^  Kehilath Jeshurun Bulletin, Online, September 6, 2006. Retrieved May 19, 2011. "Ursula Merkin...All of her children are alumni of Ramaz. Many of her grandchildren are either alumnae or current students in our school in which her son, Ezra, serves as Vice Chairman of the Board.."
  ^   "Degree Programs - Faculty - Peter N. Miller". Archived from the original on November 12, 2011. Retrieved November 27, 2011.
  ^  Heller, Jamie. "Mukasey’s Pedigree",  The Wall Street Journal  Online, Law Blog, September 17, 2007. Retrieved September 17, 2007. "Mukasey graduated from Ramaz in 1959 and went on to Columbia College and Yale Law School."
  ^  Ramaz Alumni Living in Israel Archived 2014-03-06 at the Wayback Machine, Ramaz Website, (PDF) Retrieved May 3, 2012.
  ^  Century, Douglas "The Yemenite Madonna: Bronx-Raised Nini Becomes Pop Star Noa", HighBeam Research,  The Forward , January 13, 1995. Retrieved October 17, 2008.
  ^  Cohen, Irwin. "Baseball Is Dull Only To Those With Dull Minds",  The Jewish Press , February 7, 2007. "The best book you can get about Thomson’s homer, the 1951 season, the players, sign-stealing and more is Joshua Prager’s The Echoing Green. Prager, who grew up in New Jersey, went to Moriah Day School, Ramaz High School and spent a year in yeshiva after high school before going on to college and a writing career with The Wall Street Journal." Retrieved December 2, 2007.
  ^   "A More Conservative Union".
  ^  Cooper, Helene; Landler, Mark; Sanger, David E. (February 12, 2011). "In U.S. Signals to Egypt, Obama Straddled a Rift".  The New York Times .
  ^  Penny, Denise. "Isn't He Just To Tie For? If you thought Zac Posen was young...",  New York (magazine) . Accessed January 28, 2017. "Following in the footsteps of Esteban Cortazar and Alex P. Keaton comes Baruch Shemtov, a Ramaz student–cum–tie designer whose first collection sold out at Takashimaya."
  ^  Palmer, Joanne. "Who was that with Cory Booker? Adam Szubin, Iran deal defender, on loving Israel and growing up in Teaneck",  Jewish Standard , October 15, 2015. Accessed January 28, 2017. "Mr. Szubin (the initial S in his name is irrationally silent, so when it's said aloud it begins with the Z) is Teaneck born and bred; he went to Yavneh Academy until high school, when he commuted across the river to Ramaz, the modern Orthodox day school on Manhattan’s Upper East Side."
  ^   "Regional Events". Ramaz Today. 2011. p. 14 – via ISSUU.
  ^  Members of the Board of Regents
  ^  The United States Mission to the OSCE: Office of Public Affairs - Tevi Troy, Retrieved December 25, 2006 Archived September 23, 2006, at the Wayback Machine
  ^  Prozac Nation,  The Jewish Journal (Boston North) , July 2, 2004.
 
External links[edit]
  Official website 
 Kehilath Jeshurun 
 Data for Ramaz School, National Center for Education Statistics 
The Ramaz Upper School is located along East 78th Street: 40°46′30″N 73°57′42″W﻿ / ﻿40.7750°N 73.9617°W. The Lower and Middle School buildings are located further uptown, on East 85th Street: 40°46′44″N 73°57′23″W﻿ / ﻿40.7790°N 73.9564°W Coordinates: 40°46′44″N 73°57′23″W﻿ / ﻿40.7790°N 73.9564°W
Ramaz School - Wikipedia
https://en.wikipedia.org/wiki/Ramaz_School
https://www.the-rampage.org/
The Rampage
2023-02-25
Daniel Kalimi ’
<div><div><div><ul><li><p><a href="https://www.the-rampage.org/6673/features/the-final-to-end-all-finals-junior-aps/"></a></p><div><p>Features</p><div><p><a href="https://www.the-rampage.org/6673/features/the-final-to-end-all-finals-junior-aps/">The Final To End All Finals: Junior APs!</a></p></div><p> February 25, 2023<br /> <a href="https://www.the-rampage.org/staff_name/romi-chaovat-24/">Romi Chaovat ’24</a></p></div></li><li><p><a href="https://www.the-rampage.org/6670/opinions/calm-down-with-the-schoology-updates/"></a></p><div><p>Opinions</p><div><p><a href="https://www.the-rampage.org/6670/opinions/calm-down-with-the-schoology-updates/">Calm Down With The Schoology Updates</a></p></div><p> February 25, 2023<br /> <a href="https://www.the-rampage.org/staff_name/orli-rabbani-25/">Orli Rabbani '25</a></p></div></li><li><p><a href="https://www.the-rampage.org/6663/features/to-require-or-not-to-require-the-relationship-between-ramaz-students-and-live-theater/"></a></p><div><p>Features</p><div><p><a href="https://www.the-rampage.org/6663/features/to-require-or-not-to-require-the-relationship-between-ramaz-students-and-live-theater/">To Require Or Not to Require- The Relationship Between Ramaz Students and Live Theater</a></p></div><p> February 25, 2023<br /> <a href="https://www.the-rampage.org/staff_name/sarah-silverman/">Sarah Silverman </a></p></div></li><li><p><a href="https://www.the-rampage.org/6658/news/antisemitism-rally-shining-a-light-on-antisemitism/"></a></p><div><p>News</p><div><p><a href="https://www.the-rampage.org/6658/news/antisemitism-rally-shining-a-light-on-antisemitism/">Antisemitism Rally: Shining a Light on Antisemitism</a></p></div><p> February 25, 2023<br /> <a href="https://www.the-rampage.org/staff_name/sarah-silverman-24-ashley-behm-24-aviva-schilowitz-24/">Sarah Silverman '24 Ashley Behm '24 Aviva Schilowitz '24 </a></p></div></li><li><p><a href="https://www.the-rampage.org/6655/news/ramazs-award-winning-trip-to-yale-model-congress/"></a></p><div><p>News</p><div><p><a href="https://www.the-rampage.org/6655/news/ramazs-award-winning-trip-to-yale-model-congress/">Ramaz’s Award-Winning Trip to Yale Model Congress</a></p></div><p> February 25, 2023<br /> <a href="https://www.the-rampage.org/staff_name/leo-eigen-25/">Leo Eigen '25</a></p></div></li></ul></div>
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<div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6651/news/first-dance-but-not-the-last/">First Dance but Not the Last</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/tamar-romano-26/">Tamar Romano ’26</a> • February 1, 2023</p></div></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6646/news/ramaz-isnt-involved-in-the-sat-act-prep/">Ramaz Isn’t Involved in the SAT/ACT Prep</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/moriel-weitzner-24/">Moriel Weitzner ’24</a> • February 1, 2023</p></div></div></div></div>
	</div><div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6643/news/sophomore-shabbaton-2/">Sophomore Shabbaton</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/rachel-buller-25/">Rachel Buller ’25</a> • February 1, 2023</p></div></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6640/news/the-algemeiner-50th-anniversary-gala/">The Algemeiner 50th Anniversary Gala</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/grace-kollander-25/">Grace Kollander ’25</a> • February 1, 2023</p></div></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6635/news/letters-to-sala/">Letters to Sala</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/keren-teichner-26/">Keren Teichner ’26</a> • February 1, 2023</p></div></div></div></div><div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6632/news/a-spirited-week/">A Spirited Week</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/haim-heilborn-nigri-26/">Haim Heilborn Nigri ’26</a> • February 1, 2023</p></div></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6625/news/drama-in-reaction-to-fall-drama/">Drama in Reaction to Fall Drama</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/sarah-silverman-24/">Sarah Silverman ’24</a> • February 1, 2023</p></div></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6595/features/meet-the-editors-2022-2023/">Meet the Editors! 2022-2023</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/andrew-spielfogel-23/">Andrew Spielfogel ’23</a> • December 11, 2022</p></div></div></div></div></div><div><div>
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<div><a href="https://www.the-rampage.org/6207/opinions/is-judaism-sexist/"><div><p>1</p><p></p><p>Is Judaism Sexist?</p></div></a></div><div><a href="https://www.the-rampage.org/5954/features/qa-getting-to-know-dr-aaron-tugendhaft-history/"><div><p>2</p><p></p><p>Q&amp;A: Getting to Know Dr. Aaron Tugendhaft, History</p></div></a></div><div><a href="https://www.the-rampage.org/6155/features/jordan-mittler-22-a-young-wonder/"><div><p>3</p><p></p><p>Jordan Mittler ‘22: A Young Wonder</p></div></a></div>	
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 	<div>
 	<p>Ramaz Upper School</p>
 	<p>2</p>
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 	<div>
 	<p>Frisch</p>
 	<p>1</p>
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 	<p>Jan 5 / Boy's V Hockey</p>
 	
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	 	<div>
 	<div>
 	<p>Ramaz Upper School</p>
 	<p>6</p>
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 	<div>
 	<p>Flatbush</p>
 	<p>1</p>
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 	<p>Dec 8 / Boy's V Hockey</p>
 	
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	 	<div>
 	<div>
 	<p>Ramaz Upper School</p>
 	<p>53</p>
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 	<p>48</p>
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 	<p>5</p>
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 	<p>Ohr Yisroel</p>
 	<p>4</p>
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 	<p>Dec 6 / Boy's V Hockey</p>
 	
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 	<p>Ramaz Upper School</p>
 	<p>28</p>
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 	<p>40</p>
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 	<p>Ramaz Upper School</p>
 	<p>37</p>
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 	<p>29</p>
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 	<p>Ramaz Upper School</p>
 	<p>47</p>
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 	<p>70</p>
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 	<p>43</p>
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 	<p>11</p>
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 	<p>35</p>
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 	<p>Central</p>
 	<p>29</p>
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 	<p>Dec 1 / Girl's JV Basketball</p>
 	
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	 	<div>
 	<div>
 	<p>Ramaz Upper School</p>
 	<p>49</p>
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 	<p>TABC</p>
 	<p>43</p>
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 	<p>Nov 30 / Boy's V Basketball</p>
 	
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<div><div><div><p><a href="https://www.the-rampage.org/6661/features/ramjammin-into-finals/">Ramjammin Into Finals</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/ashley-behm/">Ashley Behm </a></p></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6618/features/a-new-yorkers-guide-of-things-to-do-over-winter-break/">A New Yorker’s Guide Of Things To Do Over Winter Break</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/yakira-weinstock-26/">Yakira Weinstock ‘26</a></p></div></div></div><div><div><p><a href="https://www.the-rampage.org/6607/features/the-silverman-report-homeroom-an-introverts-worst-nightmare/">The Silverman Report: Homeroom- An Introvert's Worst Nightmare</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/sarah-silverman-24/">Sarah Silverman ’24</a></p></div></div><div><div><p><a href="https://www.the-rampage.org/6598/features/a-summer-of-change/">A Summer of Change</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/charlotte-kleeger-24/">Charlotte Kleeger '24</a></p></div></div><div><p></p><div><div><p><a href="https://www.the-rampage.org/6595/features/meet-the-editors-2022-2023/">Meet the Editors! 2022-2023</a></p></div><div> <p><a href="https://www.the-rampage.org/staff_name/andrew-spielfogel-23/">Andrew Spielfogel ’23</a></p></div></div></div></div>
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 Tamar Romano ’26 • February 1, 2023


 Ramaz Isn’t Involved in the SAT/ACT Prep


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 Sophomore Shabbaton

 Rachel Buller ’25 • February 1, 2023


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 Haim Heilborn Nigri ’26 • February 1, 2023


 Drama in Reaction to Fall Drama

 Sarah Silverman ’24 • February 1, 2023


 Meet the Editors! 2022-2023

 Andrew Spielfogel ’23 • December 11, 2022


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 It has been such a pleasure serving as your editor
 Happy Thanksgiving🍁🦃! We feel very thankful
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 Is Judaism Sexist?

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 Q&A: Getting to Know Dr. Aaron Tugendhaft, History

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 A Summer of Change


 Charlotte Kleeger '24


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 Romi Chaovat ’24 , Orli Rabbani ’25, Stella Hiltzik ‘25 , and Lindsay Chubak ’25


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 Celia Feldman '26


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Features   The Final To End All Finals: Junior APs!    February 25, 2023 Romi Chaovat ’24          Opinions   Calm Down With The Schoology Updates    February 25, 2023 Orli Rabbani '25          Features   To Require Or Not to Require- The Relationship Between Ramaz Students and Live Theater    February 25, 2023 Sarah Silverman           News   Antisemitism Rally: Shining a Light on Antisemitism    February 25, 2023 Sarah Silverman '24 Ashley Behm '24 Aviva Schilowitz '24           News   Ramaz’s Award-Winning Trip to Yale Model Congress    February 25, 2023 Leo Eigen '25     
 
	
	 News
	 
       First Dance but Not the Last     Tamar Romano ’26 • February 1, 2023          Ramaz Isn’t Involved in the SAT/ACT Prep     Moriel Weitzner ’24 • February 1, 2023    
	        Sophomore Shabbaton     Rachel Buller ’25 • February 1, 2023          The Algemeiner 50th Anniversary Gala     Grace Kollander ’25 • February 1, 2023          Letters to Sala     Keren Teichner ’26 • February 1, 2023            A Spirited Week     Haim Heilborn Nigri ’26 • February 1, 2023          Drama in Reaction to Fall Drama     Sarah Silverman ’24 • February 1, 2023          Meet the Editors! 2022-2023     Andrew Spielfogel ’23 • December 11, 2022       
	
	
	
	 ramazrampage
	 
	
 
	
 
 It has been such a pleasure serving as your editor
 	 
 
  
  
 Happy Thanksgiving🍁🦃! We feel very thankful 
 	 
 
   
 
 
 	 
 
  
	
	
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	Trending Stories	
	
   1   Is Judaism Sexist?       2   Q&amp;A: Getting to Know Dr. Aaron Tugendhaft, History       3   Jordan Mittler ‘22: A Young Wonder   	
	
	
	  Streaming!   https://www.ramaz.org/page.cfm?p=10769  	
	
 
	
 
 	 
	 	
 	
 	Ramaz Upper School
 	2
 	
 	
 	
 	Frisch
 	1
 	
 	
 	Jan 5 / Boy's V Hockey
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	6
 	
 	
 	
 	Flatbush
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 	Dec 8 / Boy's V Hockey
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	53
 	
 	
 	
 	Flatbush
 	48
 	
 	
 	Dec 6 / Girls V Basketball
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	5
 	
 	
 	
 	Ohr Yisroel
 	4
 	
 	
 	Dec 6 / Boy's V Hockey
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	28
 	
 	
 	
 	North Shore
 	40
 	
 	
 	Dec 4 / Girl's JV Basketball
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	37
 	
 	
 	
 	Heschel
 	29
 	
 	
 	Dec 2 / Boy's V Basketball
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	47
 	
 	
 	
 	SAR
 	70
 	
 	
 	Dec 2 / Boy's JV Basketball
 	
 	
		
	 
	 	
 	
 	Ramaz Upper School
 	43
 	
 	
 	
 	Heschel
 	11
 	
 	
 	Dec 2 / Girls V Basketball
 	
 	
		
	 
	 	
 	
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 	35
 	
 	
 	
 	Central
 	29
 	
 	
 	Dec 1 / Girl's JV Basketball
 	
 	
		
	 
	 	
 	
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 	49
 	
 	
 	
 	TABC
 	43
 	
 	
 	Nov 30 / Boy's V Basketball
 	
 	
		
	
	
	 
	
	 Features
	 
    Ramjammin Into Finals     Ashley Behm           A New Yorker’s Guide Of Things To Do Over Winter Break     Yakira Weinstock ‘26        The Silverman Report: Homeroom- An Introvert's Worst Nightmare     Sarah Silverman ’24       A Summer of Change     Charlotte Kleeger '24          Meet the Editors! 2022-2023     Andrew Spielfogel ’23     
	
	
	 Ramaz Round Table
	 
      RAMAZ ROUND TABLE: Should Underclassmen Have Privileges?     Romi Chaovat ’24 , Orli Rabbani ’25, Stella Hiltzik ‘25 , and Lindsay Chubak ’25    
	 
	
	 Opinions
	 
    Student Teacher Conferences and Quarter Grades     Celia Feldman '26       The Library-A State of Disaster!     Ashley Behm           Daven or Study?     Aviva Schilowitz ’24           Summer Homework: Is it Necessary?     Moriel Weitzner ’24     
	 
	
	 For the Wordsmith
The Rampage
https://www.the-rampage.org/
https://www.glassdoor.com/Overview/Working-at-Ramaz-School-EI_IE269598.11,23.htm
Working at Ramaz School
2023-02-06
None
<div><div><h2>People Also Ask about Ramaz School</h2><section><div><p>Employees <a href="https://www.glassdoor.com/Reviews/Ramaz-School-Reviews-E269598.htm">rate Ramaz School 3.2 out of 5 stars</a> based on 34 anonymous reviews on Glassdoor. </p></div><div><p></p></div><div><p></p></div><div><p></p></div><div><p></p></div></section></div></div>||||I|||| Skip to contentSkip to footer
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 * www.ramaz.org
 * New York, NY
 * 201 to 500 Employees
 * 1 Location
 * Type: Company - Private
 * Founded in 1937
 * Revenue: $5 to $25 million (USD)
 * Preschools & Child Care Services
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 Ramaz School Reviews

 Ramaz School 34
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People Also Ask about Ramaz School   Employees rate Ramaz School 3.2 out of 5 stars based on 34 anonymous reviews on Glassdoor.
Working at Ramaz School
https://www.glassdoor.com/Overview/Working-at-Ramaz-School-EI_IE269598.11,23.htm
https://ramaz-dinner.squarespace.com/
Ramaz Annual Dinner
2006-01-01
None
<div><div><div>
<h2>Contact</h2><p><strong>The Ramaz School <br />Office of Institutional Advancement</strong> <br />60 East 78th Street <br />New York, NY 10075 <br />212-774-8055 <br />fax 212-774-8034 <br /><a href="mailto:dinner@ramaz.org">dinner@ramaz.org</a></p>
</div><div>
<p>For more information about the Annual Campaign or naming opportunities,<br />or to make a donation, please contact: </p><p><strong>Kenneth F. Rochlin '86 <br /></strong>Head of Institutional Advancement <br />212-774-8041 <br /><a href="mailto:kroch@ramaz.org">kroch@ramaz.org</a><br /><a href="mailto: development@ramaz.org%C2%A0">development@ramaz.org </a></p>
</div></div>||||I|||| Home Register and Make Your Gift Dinner Supporters
 Back Register and Make Your Gift
 Back Ramaz Annual Campaign Supporters 22/23 Ramaz Journal 2021
 Home Register and Make Your Gift Register and Make Your Gift Dinner Supporters Ramaz Annual Campaign Supporters 22/23 Ramaz Journal 2021
 Scroll

 Contact

 The Ramaz School 
 Office of Institutional Advancement 
 60 East 78th Street 
 New York, NY 10075 
 212-774-8055 
 fax 212-774-8034 
 dinner@ramaz.org

 For more information about the Annual Campaign or naming opportunities,
 or to make a donation, please contact: 

 Kenneth F. Rochlin '86 
 Head of Institutional Advancement 
 212-774-8041 
 kroch@ramaz.org
 development@ramaz.org 

 Home Top
 Annual Dinner
 Contact

 The Ramaz School

 60 East 78th Street

 New York, NY 10075

 www.ramaz.org

Contact  The Ramaz School Office of Institutional Advancement 60 East 78th Street New York, NY 10075 212-774-8055 fax 212-774-8034  dinner@ramaz.org 
 
For more information about the Annual Campaign or naming opportunities,or to make a donation, please contact:   Kenneth F. Rochlin '86  Head of Institutional Advancement 212-774-8041  kroch@ramaz.org  development@ramaz.org
Ramaz Annual Dinner
https://ramaz-dinner.squarespace.com/
https://myhsal.com/Teams/basketball-boys-v/ramaz
Teams - MYHSAL
2023-10-26
None
<div><div>
<h2>Boys Varsity Basketball Teams</h2>
<h2>RAMAZ</h2>
<div>
<ul>
<li>
<p>
</p>
<p><h5>Home Games:</h5>
<h6>60 East 78th Street</h6>
<h6>New York, NY 10075</h6>
</p>
<p> <h4>Record:10-4</h4><h5><a href=""></a></h5>
</p>
</li>
</ul>
<div><ul><div>
<ul><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li><li> | | </li></ul>
</div></ul>
</div>
</div>
<div>
<h3>Schedule</h3>
<ul><li>No Games Scheduled</li></ul>
<h3>Past Games</h3>
<ul><li>
	Tuesday February 27, 2024<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/haftr">HAFTR</a> | Loss: 52-65 </li><li>
	Tuesday February 6, 2024<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/tabc">TABC</a> | Loss: 48-53 </li><li>
	Wednesday January 31, 2024<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/tabc">TABC</a> | Loss: 48-50 </li><li>
	Tuesday January 16, 2024<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/ohr%20yisroel">OHR YISROEL</a> | Win: 65-57 </li><li>
	Sunday January 14, 2024<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/mta">MTA</a> | Win - Large Margin </li><li>
	Monday December 18, 2023<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/flatbush">FLATBUSH</a> | Loss: 44-64 </li><li>
	Saturday December 9, 2023<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/haftr">HAFTR</a> | Win: 65-59 </li><li>
	Monday December 4, 2023<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/sar">SAR</a> | Win: 48-41 </li><li>
	Thursday November 30, 2023<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/kushner">KUSHNER</a> | Win: 49-30 </li><li>
	Wednesday November 29, 2023<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/frisch">FRISCH</a> | Win: 39-32 </li><li>
	Tuesday November 21, 2023<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/jec">JEC</a> | Win - Large Margin </li><li>
	Thursday November 16, 2023<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/heschel">HESCHEL</a> | Win: 41-26 </li><li>
	Sunday November 12, 2023<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/ohr%20yisroel">OHR YISROEL</a> | Loss: 62-63 </li><li>
	Wednesday November 8, 2023<br/> VS. <a href="https://myhsal.com/Teams/basketball-boys-v/mta">MTA</a> | Win: 59-36 </li><li>
	Thursday October 26, 2023<br/> @ <a href="https://myhsal.com/Teams/basketball-boys-v/hillel">HILLEL</a> | Win: 58-37 </li></ul>
</div></div></div>||||I|||| * Scores Coming Soon!
 * Scores Coming Soon!
 * Scores Coming Soon!
 * Scores Coming Soon!

 Metropolitan Yeshiva High School Athletic League

 MYHSAL

 * Basketball
 * Hockey
 + Girls
 + Boys Varsity
 + Boys JV
 * Volleyball
 + Boys
 + Girls Varsity A
 + Girls Varsity B
 + Girls JV
 * Soccer
 + Boys Varsity
 + Boys JV
 + Girls Varsity
 + Girls JV
 * Tennis
 + Girls
 + Boys
 * Softball
 + Boys V
 + Boys JV
 + Rabbi I Poleyeff Girls
 * Baseball
 + Boys
 * Boys Varsity
 * Boys JV
 * Girls Varsity A
 * Girls Varsity B
 * Girls JV A
 * Girls JV B
 * Boys Varsity Basketball
 * Playoffs
 * Schedule
 * Scores
 * Standings
 * Teams
 * Rosters
 * Banners
 * Last Year
 * Playoffs
 * Schedule
 * Results
 * Standings
 * Teams
 * Champion Banners
 * Last Year

 Boys Varsity Basketball Teams

 RAMAZ

 * Home Games:

 60 East 78th Street

 New York, NY 10075

 Map it!

 Record:10-4

 + Ness Ades | 12th | #4
 + Sashah Aminzadeh | 12th | #22
 + Evan Bourkoff | 11th | #2
 + Eden Bracha | 12th | #12
 + Mervin Dayan | 12th | #44
 + Evan Glasberg | 12th | #3
 + Elijah Goldstein | 12th | #13
 + Zachary Kochin | 11th | #0
 + Milan Kushner | 12th | #5
 + Nathan Nussbaum | 12th | #1
 + Isaac Ohayon | 11th | #34
 + Ezra Sholes | 12th | #21
 + Bobby Sigoura | 11th | #11
 + Nate Sugar | 11th | #10
 + JoJo Toussie | 11th | #14

 Schedule

 * No Games Scheduled

 Past Games

 * Tuesday February 27, 2024
 VS. HAFTR | Loss: 52-65
 * Tuesday February 6, 2024
 @ TABC | Loss: 48-53
 * Wednesday January 31, 2024
 VS. TABC | Loss: 48-50
 * Tuesday January 16, 2024
 VS. OHR YISROEL | Win: 65-57
 * Sunday January 14, 2024
 @ MTA | Win - Large Margin
 * Monday December 18, 2023
 VS. FLATBUSH | Loss: 44-64
 * Saturday December 9, 2023
 @ HAFTR | Win: 65-59
 * Monday December 4, 2023
 VS. SAR | Win: 48-41
 * Thursday November 30, 2023
 @ KUSHNER | Win: 49-30
 * Wednesday November 29, 2023
 VS. FRISCH | Win: 39-32
 * Tuesday November 21, 2023
 VS. JEC | Win - Large Margin
 * Thursday November 16, 2023
 @ HESCHEL | Win: 41-26
 * Sunday November 12, 2023
 @ OHR YISROEL | Loss: 62-63
 * Wednesday November 8, 2023
 VS. MTA | Win: 59-36
 * Thursday October 26, 2023
 @ HILLEL | Win: 58-37

 Schools

 * BARKAI
 * BRURIAH
 * CENTRAL
 * DARCHEI
 * DRS
 * FLATBUSH
 * FRISCH
 * HAFTR
 * HANC
 * HEICHAL HATORAH
 * HESCHEL
 * HILLEL
 * ILAN
 * JEC
 * KUSHNER
 * MAAYANOT
 * MAGEN DAVID
 * MAY
 * MTA
 * NAALEH
 * NETZACH HATORAH
 * NORTH SHORE
 * OHR YISROEL
 * RAMAZ
 * RAMBAM
 * SAR
 * SHAARE T.
 * SHULAMITH-LI
 * SKA
 * SSLI
 * TABC
 * WATERBURY
 * WESTCHESTER
 * YDE
 * YDE Girls

 site by A THING DESIGN

Boys Varsity Basketball Teams
RAMAZ
 Home Games:
60 East 78th Street
New York, NY 10075
 Record:10-4    
  
  | |   | |   | |   | |   | |   | |   | |   | |   | |   | |   | |   | |   | |   | |   | |  
 
Schedule
 No Games Scheduled 
Past Games
 
	Tuesday February 27, 2024 VS. HAFTR | Loss: 52-65  
	Tuesday February 6, 2024 @ TABC | Loss: 48-53  
	Wednesday January 31, 2024 VS. TABC | Loss: 48-50  
	Tuesday January 16, 2024 VS. OHR YISROEL | Win: 65-57  
	Sunday January 14, 2024 @ MTA | Win - Large Margin  
	Monday December 18, 2023 VS. FLATBUSH | Loss: 44-64  
	Saturday December 9, 2023 @ HAFTR | Win: 65-59  
	Monday December 4, 2023 VS. SAR | Win: 48-41  
	Thursday November 30, 2023 @ KUSHNER | Win: 49-30  
	Wednesday November 29, 2023 VS. FRISCH | Win: 39-32  
	Tuesday November 21, 2023 VS. JEC | Win - Large Margin  
	Thursday November 16, 2023 @ HESCHEL | Win: 41-26  
	Sunday November 12, 2023 @ OHR YISROEL | Loss: 62-63  
	Wednesday November 8, 2023 VS. MTA | Win: 59-36  
	Thursday October 26, 2023 @ HILLEL | Win: 58-37
Teams - MYHSAL
https://myhsal.com/Teams/basketball-boys-v/ramaz
https://www.newyorker.com/magazine/1953/11/21/daughter-of-the-ramaz
Daughter of the Ramaz
2024-04-15
Condé Nast; S N Behrman
<div><div><article><div><p><em>The New Yorker</em>, November 21, 1953 P. 45</p><p>Story about Ida, the daughter of a prominent rabbi of Boston. The writer's family on Providence Street in Worcester, considered it a great honor when Ida married the writer's Uncle Harry. Ida loved to see lonely people get together and was forever making matches, even on her death bed. She said her father may prepare people to live in Heaven, but she liked to prepare them to be happy on earth. Tells about her own romances after Harry died.</p><p><a href="https://archives.newyorker.com/?i=1953-11-21#folio=044">View Article</a></p></div></article><div><h3>Books &amp; Fiction</h3><p>Short stories and poems, plus author interviews, profiles, and tales from the world of literature.</p></div></div></div>||||I|||| Skip to main content
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 Fiction

 Daughter of the Ramaz

 By S. N. Behrman

 November 13, 1953
 Save this story
 Save this story

 The New Yorker, November 21, 1953 P. 45

 Story about Ida, the daughter of a prominent rabbi of Boston. The writer's family on Providence Street in Worcester, considered it a great honor when Ida married the writer's Uncle Harry. Ida loved to see lonely people get together and was forever making matches, even on her death bed. She said her father may prepare people to live in Heaven, but she liked to prepare them to be happy on earth. Tells about her own romances after Harry died.

 View Article

 Published in the print edition of the November 21, 1953, issue.
 More: Jews Worcester, Mass.

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The New Yorker, November 21, 1953 P. 45 Story about Ida, the daughter of a prominent rabbi of Boston. The writer's family on Providence Street in Worcester, considered it a great honor when Ida married the writer's Uncle Harry. Ida loved to see lonely people get together and was forever making matches, even on her death bed. She said her father may prepare people to live in Heaven, but she liked to prepare them to be happy on earth. Tells about her own romances after Harry died.  View Article     Books &amp; Fiction Short stories and poems, plus author interviews, profiles, and tales from the world of literature.
Daughter of the Ramaz
https://www.newyorker.com/magazine/1953/11/21/daughter-of-the-ramaz
https://networks.h-net.org/node/28655/discussions/9984382/featured-job-history-and-humanities-teacher-ramaz-upper-school
FEATURED JOB: History and Humanities teacher, Ramaz Upper School
2022-03-22
None
<div><div>
<article>
<div><h3>Ramaz Upper School, History</h3><h3>History and Humanities teacher</h3><p>The Ramaz Upper School, a Modern Orthodox Jewish day school on the Upper East Side of Manhattan, seeks a full-time History and Humanities teacher to teach in our core history sequence as well as contribute elective courses that encompass history, literature, and/or philosophy. The core sequence consists of three years of world history (including American history) with special attention paid to Jewish history. Electives in recent years have included courses on the modern Middle East, political economy, and Plato’s <em>Republic</em>. Our ideal candidate would be a dynamic pedagogue committed to discussion-based learning, who seeks to guide the intellectual growth of young people and is interested in collaboratively designing interdisciplinary courses, including ones with a Judaic Studies component. Candidates with expertise in Asian history, economic history, art history, history of science, history of religion, or the history of philosophy are especially attractive. </p><p>Responsibilities:</p><ul><li>Teach five yearlong courses (three preps)</li><li>Collaborate on curriculum design, assessments, and teaching methods</li><li>Attend meetings and required community events during and after the school day</li><li>Organize and chaperone after school outings to cultural venues in the city</li><li>Serve as a student advisor</li></ul><p>Qualifications:</p><ul><li>Enjoys working with young adults</li><li>Approaches work with positivity, energy, empathy, and a sense of humor</li><li>Demonstrates pedagogical skill</li><li>Possesses a broad knowledge of history and the humanities and curiosity for learning more</li><li>Values collaboration and works well with others</li><li>Contributes beyond the classroom</li><li>Possesses an advanced degree in history or a related field (PhD preferred)</li><li>Has experience teaching high school or college students</li></ul><p>To apply, please send a CV and cover letter outlining your interest teaching high school history and humanities to Aaron Tugendhaft at tugendhafta@ramaz.org</p><p><strong>Contact:</strong></p><p>Annbc@ramaz.org</p><p>tugendhafta@ramaz.org</p><p><strong>Website:</strong><a href="http://www.ramaz.org/">http://www.ramaz.org</a></p></div>
</article>
</div></div>||||I||||Skip to main content

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 FEATURED JOB: History and Humanities teacher, Ramaz Upper School

 Martina Mampieri • 03/22/2022 Discussion

 Ramaz Upper School, History

 History and Humanities teacher

 The Ramaz Upper School, a Modern Orthodox Jewish day school on the Upper East Side of Manhattan, seeks a full-time History and Humanities teacher to teach in our core history sequence as well as contribute elective courses that encompass history, literature, and/or philosophy. The core sequence consists of three years of world history (including American history) with special attention paid to Jewish history. Electives in recent years have included courses on the modern Middle East, political economy, and Plato’s Republic. Our ideal candidate would be a dynamic pedagogue committed to discussion-based learning, who seeks to guide the intellectual growth of young people and is interested in collaboratively designing interdisciplinary courses, including ones with a Judaic Studies component. Candidates with expertise in Asian history, economic history, art history, history of science, history of religion, or the history of philosophy are especially attractive.

 Responsibilities:

 * Teach five yearlong courses (three preps)
 * Collaborate on curriculum design, assessments, and teaching methods
 * Attend meetings and required community events during and after the school day
 * Organize and chaperone after school outings to cultural venues in the city
 * Serve as a student advisor

 Qualifications:

 * Enjoys working with young adults
 * Approaches work with positivity, energy, empathy, and a sense of humor
 * Demonstrates pedagogical skill
 * Possesses a broad knowledge of history and the humanities and curiosity for learning more
 * Values collaboration and works well with others
 * Contributes beyond the classroom
 * Possesses an advanced degree in history or a related field (PhD preferred)
 * Has experience teaching high school or college students

 To apply, please send a CV and cover letter outlining your interest teaching high school history and humanities to Aaron Tugendhaft at tugendhafta@ramaz.org

 Contact:

 Annbc@ramaz.org

 tugendhafta@ramaz.org

 Website:http://www.ramaz.org

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Ramaz Upper School, History History and Humanities teacher The Ramaz Upper School, a Modern Orthodox Jewish day school on the Upper East Side of Manhattan, seeks a full-time History and Humanities teacher to teach in our core history sequence as well as contribute elective courses that encompass history, literature, and/or philosophy. The core sequence consists of three years of world history (including American history) with special attention paid to Jewish history. Electives in recent years have included courses on the modern Middle East, political economy, and Plato’s Republic. Our ideal candidate would be a dynamic pedagogue committed to discussion-based learning, who seeks to guide the intellectual growth of young people and is interested in collaboratively designing interdisciplinary courses, including ones with a Judaic Studies component. Candidates with expertise in Asian history, economic history, art history, history of science, history of religion, or the history of philosophy are especially attractive.  Responsibilities:  Teach five yearlong courses (three preps) Collaborate on curriculum design, assessments, and teaching methods Attend meetings and required community events during and after the school day Organize and chaperone after school outings to cultural venues in the city Serve as a student advisor  Qualifications:  Enjoys working with young adults Approaches work with positivity, energy, empathy, and a sense of humor Demonstrates pedagogical skill Possesses a broad knowledge of history and the humanities and curiosity for learning more Values collaboration and works well with others Contributes beyond the classroom Possesses an advanced degree in history or a related field (PhD preferred) Has experience teaching high school or college students  To apply, please send a CV and cover letter outlining your interest teaching high school history and humanities to Aaron Tugendhaft at tugendhafta@ramaz.org  Contact:  Annbc@ramaz.org tugendhafta@ramaz.org  Website: http://www.ramaz.org
FEATURED JOB: History and Humanities teacher, Ramaz Upper School
https://networks.h-net.org/node/28655/discussions/9984382/featured-job-history-and-humanities-teacher-ramaz-upper-school
https://www.lookstein.org/professional-dev/school-programming-and-policy/course-instruction-ramaz-upper-school/
Course of Instruction – Ramaz Upper School
2000-02-20
Lookstein Staff
<div><div>
<p><strong>Ramaz</strong></p>
<p><strong>The Rabbi Joseph H. Lookstein Upper School of Ramaz in the Morris and Ida Newman Educational Center</strong></p>
<p><strong>Course of Instruction 1996-97</strong></p>
<h3>Table of Contents</h3>
<p><strong><a href="#1">Course of Instruction in Judaic Studies</a></strong><br/>
<a href="#11">I Department of Talmud</a><br/>
<a href="#12">II Department of TaNaKH</a><br/>
<a href="#13">III Department of Judaism</a><br/>
<a href="#14">IV Department of Hebrew Language and Literature</a><br/>
<strong><a href="#2">Course of Instruction in General Studies</a></strong><br/>
<a href="#21">I Department of English</a><br/>
<a href="#22">II Department of History</a><br/>
<a href="#23">III Department of Math and Computer Science</a><br/>
<a href="#24">IV Department of Science</a><br/>
<a href="#25">V Department of Foreign Language</a><br/>
<a href="#26">VI Department of Art</a><br/>
<a href="#27">VII Department of Music</a><br/>
<a href="#28">VIII Department of Health Education</a><br/>
<a href="#29">IX Physical Education</a><br/>
<strong>Tefillah</strong><br/>
The day of instruction for all students in the Upper School begins at 8:00 A.M with <em>Tefillat Shacharit</em>.<br/>
<em>Mincha</em> services are held at a specifically designated time every afternoon.<br/>
<strong><em>G’milut Chasadim</em></strong><br/>
Beginning with the fall semester of Form IV, the Ramaz <em>G’milut Chasadim</em> program requires each sophomore student to contribute twenty hours of community service per semester; the program continues through the spring semester, totalling forty hours. It is our belief that each of our students has a unique way to make a difference. We believe that this program will help develop each individual’s potential and that our students will find that their special strength greatly enriches the lives of others.<br/>
Students choose from numerous placements in their home or school community. There is a wide range of possible assignments, including nursing homes, senior citizens centers, hospitals, orphanages, shut-in programs, centers for new Americans, etc. The school is actively involved in verifying the effectiveness of each program and in monitoring each student’s participation and progress. Students are not permitted to receive remuneration for their <em>chesed</em> work.</p>
<h3><a href=""></a>Course of Instruction in Judaic Studies</h3>
<p><strong>Forms III, IV, and V</strong><br/>
<strong> For all courses in Judaic Studies, Hebrew is the primary language of instruction and conversation. Students must submit all written work in Hebrew.</strong><br/>
<strong><a href=""></a>I. Department of Talmud</strong><br/>
<strong>The high school student body is divided into three groups –a regular track, an accelerated track, and an honors track. Primary in all tracks is the establishment of an atmosphere conducive to the internalization of the ethics and commitment embodied in the texts.</strong><br/>
<strong>A. Regular Talmud</strong><br/>
<strong>Students enrolled in “regular Talmud” focus on selected Talmudic discussions, or <em>sugyot</em>. <em>Sugyot</em> are chosen based on their relevance to the students’ lives and which allow for the development of the skills and background necessary for “Talmudic literacy.” This includes primarily a familiarity with the language (its key words and idioms) and the thought process.</strong><br/>
<strong>Form III</strong><br/>
<strong> Sugyot are chosen from the <em>Tractate Berakhot</em> and include topics such as <em>Keri’at</em> <em>Shema</em>, <em>tefillot</em>, and <em>berakhot</em>. Classic structures of a <em>sugya</em> are found in these selections, giving the student a framework and standard by which to compare structures seen later on that are a variation on this classic theme.</strong><br/>
<strong>Form IV</strong><br/>
<strong> <em>Sugyot</em> are chosen from the <em>Tractate Shabbat</em>. As in the previous year, <em>sugyot</em> are chosen for their relevance and standardized structure. The relationship of the <em>sugyot</em> to the actual laws and ideas of Shabbat is developed.</strong><br/>
<strong>Form V</strong><br/>
<strong> <em>Sugyot</em> are chosen from the <em>Tractate Sanhedrin</em> and include such topics as court procedures, validity of witnesses, martyrdom, self-defense, degrees of criminal responsibility, parent-child relations, and abortion.</strong><br/>
<strong>B. Accelerated and Honors Talmud</strong><br/>
<strong>The Honors Talmud program provides the qualified student with an opportunity to devote approximately twice the classroom time regularly allotted to the study of Talmud. Time commitment and demands inside and outside of class are considerably greater than in “regular Talmud.” As a result of this quantitative change, and of the high caliber of student admitted into this program, the depth and breadth of the material studied are considerably enhanced.</strong><br/>
<strong>As a result of the broad range of abilities among students interested in expanding the number of hours devoted to Talmud, two homogeneously divided sections have been created on each grade level, accommodating the most talented as well as the most highly motivated individuals. Each grade level and each section adopt different methodological goals –from concentrating on the correct reading of Gemara and Rashi, to the exploration of Rishonim and more recent responsa literature. In this manner, during his/her high school career, each student will be able to refine and develop skills even as s/he is broadening his/her basic knowledge of Talmudic and halakhic subject matter. The intensive study in the accelerated and honors track is geared to training the student to master a Talmudic text with Rishonim on his/her own, as well as interesting the student in continuing Talmud study far beyond the high school level.</strong><br/>
<strong>Form III</strong><br/>
<strong> There are two parallel sections, both considered “accelerated,” and students in both study “<em>Kol Habasar</em>,” the eighth chapter of the <em>Tractate Hullin</em>. During the first semester, the focus is on five classic sugyot in the first chapter, notable for both their internal structure as well as their “universality” in the world of Talmud study (i.e.<em> rov</em>, <em>chazakah</em>, <em>mummar</em>, and <em>bishul b’shabbat</em>). In the second semester, students study selections from the eighth chapter, concentrating on the basic principles and laws of <em>kashrut</em>. There is no “honors” section in this form; the groundwork is laid to create one honors and one accelerated section in Form IV.</strong><br/>
<strong>Form IV</strong><br/>
<strong>In the first semester, both the accelerated and honors sections study, at their relative levels, the first several pages of the first chapter of <em>Bava Metzia</em> – “<em>Shnayim ‘Ohazin.</em>” In the second semester, selections of the second chapter, “<em>Eilu Metziot</em>, ” are studied. The definition(s) of ownership and the stages of civil and monetary conflict resolution are the primary issues studied throughout the year. Primary focus is on developing skills that enable the student to become more sensitive to premises and nuances and implications (e.g., the systematic study of Rashi).</strong><br/>
<strong>Form V Beit Midrash Program</strong><br/>
<strong>As in the regular sections, <em>Tractate Sanhedrin</em> is the course of study, albeit in greater breadth and depth. A four-pronged approach to Talmud study <em>(Iyun</em>, <em>Beki’ut</em>, <em>Shiur Klali</em>, and <em>Chavruta</em>) are blended together enabling the student to refine his/her skills as well as develop his/her independence in the study of Talmud. Special emphasis is placed both on the proper utilization of various commentaries, as well as on the covering of a much greater quantity of Talmud. Joint programs between the two sections, guest lecturers, and independent study all add to rounding out a comprehensive learning experience.</strong><br/>
<strong>In addition to the regular and Beit Midrash sections there is also one accelerated section, in between the two others both in terms of amount of time devoted to Talmud study (nine periods instead of five or thirteen) as well as the demands and challenges laid out in this course. This class, like others in Form V, studies selections from <em>Masekhet Sanhedrin</em>.</strong><br/>
<strong><a href=""></a>II. Department of TaNaKH</strong><br/>
<strong>Form III</strong><br/>
<strong>A. Torah</strong><br/>
<strong>The ninth grade Torah curriculum focuses on the theme of sibling rivalry, and interpersonal relationships between parents and their children. Equal emphasis is placed upon the role of Divine Providence in an individual’s life and in history and the literary structures of the biblical narrative. Students are encouraged to identify with the characters in <em>Bereishit</em> and to use them as positive role models. The course strives to teach the methods as well as the different commentaries for independent study of Torah, along with sensitivity to the biblical text and its interpretations. A <em>beki’ut</em> exam ensures familiarity with the whole of <em>Bereishit</em>.</strong><br/>
<strong>B. Prophets</strong><br/>
<strong> The course focuses on two books of the <em>Terei Asar–Amos</em> and <em>Yonah</em>. Students learn about the lives of the prophets and the periods in which they lived. Review of sections in <em>Melakhim Bet</em> acquaints them with the lives and times of the kings during whose reigns Amos and Yonah prophesied. Students study the role of the prophet as preacher and the literary style of the individual prophet, while developing the ability to read the Later Prophets independently and to quote famous passages. A major objective is to develop an understanding of the reasons for the dispersion of the Jews and the destruction of the Temple, in order to inform contemporary national and individual existence, and to understand the striving for <em>geulah</em>.</strong><br/>
<strong>Form IV</strong><br/>
<strong> A. Torah</strong><br/>
<strong>The focus of the tenth grade Torah curriculum is the study of <em>Sefer Shemot: Me’avdut l’cherut</em>. Building upon the textual and analytical objectives of the ninth grade curriculum, the course delves into the stages of Israelite experience: slavery, redemption, and the birth of a nation; the development and character of Moses as leader and redeemer of the Jews; the Ten Plagues and the miracles of emancipation; the trials in the desert and the people’s struggle with their “newly- acquired” freedom. Students are encouraged to seek parallels between the behavior of the Jewish people in the desert and its behavior today, as a guide to their own religious development. The course relies heavily upon the approach of Nechama Leibowitz as reflected in her book <em>Ivunim B’Sefer Shemot</em> and stresses the commentators <em>Rashi</em>, <em>Siftei Hakhamim</em>, and <em>Ramban</em>. A <em>beki’ut</em> exam ensures familiarity with the whole of <em>Shemot</em>.</strong><br/>
<strong>B. Prophets</strong><br/>
<strong> Building upon the methodologies of the previous year’s curriculum, this course focuses on selections from the book of <em>Yeshayahu</em>. Students engage in a comprehensive study of the language structure of the book, along with a concentration on chapters found in the <em>haftarot</em>. Topics covered include the following: Yeshayahu’s war against social injustice, his ideas on acharit ha-yamim )the Messianic Age), his concepts of <em>shivat tziyon</em> and <em>teshuvah</em>. Review of readings in Melakhim Bet acquaint the students with the lives and times of the kings during whose reigns Yeshayahu prophesied. The subject of <em>acharit ha-yamim</em> is further studied from sources including <em>Ramban</em>, <em>Rav Saadia</em> and the <em>Book of Yechezkel</em>. Students are expected to be able to quote well-known passages such as that on the Isaiah Wall near the U.N. An attempt is made to view destiny through Yeshayahu’s prophecies, and to see that the moral law, values, and beliefs in those prophecies sustain Jewish life today. His struggle to refine the world continues to be relevant.</strong><br/>
<strong>Students study verses that are quoted in Christian scripture and learn to derive their meanings within the context of <em>Yeshayahu</em> and <em>Tanakh</em>. In this way they learn to respond to missionaries such as Jews for Jesus. One or two small papers are assigned which develop the students’ comparative skills and reinforce their ability to learn independently.</strong><br/>
<strong>Form V</strong><br/>
<strong> A. Torah</strong><br/>
<strong> The theme of the course is the saying from<em> Pirkei Avot</em>: “Jealousy, lust and glory remove a person from the world.” Each one of these human traits is studied in depth through the following selections from the text: the <em>mit’onenim</em>, the<em> mita’vim</em>, the <em>lashon hara</em> of Miriam and Aaron, the <em>lashon hara</em> of the <em>meraglim</em>, the rebellion of Korach, <em>Mei Meriva</em>, Bilaam and the sin of <em>Baal Pe’or</em>. Students are directed to compare biblical texts (specifically the parallels in <em>Shemot</em>, <em>Bamidbar</em> and <em>Devarim</em>) in order to understand the reasons for repetition in the Bible in general. The course relies heavily on the work of Nechama Leibowitz on <em>Bamidbar</em>, and stresses the study of <em>Midrash</em> and its moral imperatives. A <em>beki’ut</em> exam ensures familiarity with the whole of <em>Bamidbar</em>. Some independent work is required using different commentaries, analyzing as well as comparing methodologies.</strong><br/>
<strong>B. Prophets</strong><br/>
<strong> Building upon the objectives of the previous two years’ curricula, this course focuses on selections from the book of Yirmiyahu with particular attention to chapters in the <em>haftarot</em>. While always stressing language and style, students learn about the prophet and the historical background to his period, as well as about his role as the prophet of doom. Verses of his personal sufferings and travails as well as his cries of anguish are studied in depth. The theme of <em>emet v’sheker</em> (truth and falsehood) is developed as seen through the false prophets of this period, the “false” sacrifices of the Jews in the Temple, from the “false” behavior between man and man. The relatively obscure suffering and trial of Yirmiyahu are contrasted with the trials of Jesus and Socrates, using passages from the Christian scripture and from Plato’s Apology. Comparative study of <em>Yishayahu</em>, <em>Yirmiyahu</em>, and <em>Terei Asar</em>, is emphasized. Readings in <em>Melakhim Bet</em> are again required in order to understand the lives and times of the kings during whose reigns Yirmiyahu prophesied .</strong><br/>
<strong>Students are encouraged to perfect their skills in reading text and commentaries while broadening their knowledge of Tanakh and learning to quote famous passages. Papers that stress independent learning skills are assigned.</strong><br/>
<strong><a href=""></a>III. Department of Judaism</strong><br/>
<strong> The Judaism curriculum attempts to help the student come to terms with his/her Jewish identity within the framework of halakhah. A combination of traditional and contemporary texts serve as the focal point for class discussions that are geared to help foster an understanding, appreciation and increased commitment to the role of halakhah in Jewish life.</strong><br/>
<strong>With the approach of the <em>yamim tovim</em>, the regular curriculum is set aside so that time may be spent reviewing the relevant halakhot as well as exploring the religious and philosophical significance of the holy day.</strong><br/>
<strong>Regardless of the topic under discussion, there is an emphasis on text, especially the <em>Shulchan Arukh</em>, with a particular eye to encouraging a certain amount of independent learning.</strong><br/>
<strong>Form III</strong><br/>
<strong> The theme of the ninth grade curriculum is <em>bein adam lamakom</em>–between man and God. Much of the year is spent on a close examination of the daily morning (Shacharit) service. There is a careful analysis of the major prayers including their development, meaning and purpose, as well as a study of their attendant halakhot. Other topics include <em>birkhot hanehenin</em> and Shabbat.</strong><br/>
<strong>Form III also marks the students’ introduction to the use of the Mishnah Berurah, a text that they will continue to use as part of a sequenced curriculum in the teaching of chagim.</strong><br/>
<strong>Form IV</strong><br/>
<strong> The theme of the tenth grade curriculum is<em> bein adam l’chaveiro</em>–between man and his fellow man. Students are divorced from the notion that Judaism is a religion in the narrow sense restricted to the realm of ritual. Instead, Judaism is presented as part of a total way of life which has particular ramifications for a Jew living in a modern culture. Discussions of the similarities and differences between absolute and relative ethical systems are highlighted against the background of current attitudes toward such subjects as talebearing, cheating, business ethics and the pursuit of material wealth.</strong><br/>
<strong>Form V</strong><br/>
<strong> This third course in the Judaism sequence analyzes the situation of world Jewry, with a particular focus on the American Jewish community. A conscious effort is made to raise issues that might become crucial to the student’s eventual adjustment to life as a Jew in an open society, first in the context of college and later as an adult participant in communal life. Topics for discussion and analysis include assimilation, intermarriage, the modern family unit, the problem of dual loyalty, and faith in the face of secularism.</strong><br/>
<strong><a href=""></a>IV. Department of Hebrew Language and Literature</strong><br/>
<strong>Hebrew language and literature classes are divided into two levels: regular and honors.</strong><br/>
<strong>This division is made in order to accommodate the individual needs, background and ability of each student. Upon admission to Form III, students are given a proficiency test in order to ensure proper placement. In subsequent years, placement is carefully determined by the department’s faculty who base their evaluations upon their acquaintance with the individual student and his/her records.</strong><br/>
<strong>In all levels, students study literature, grammar, conversational Hebrew and are required to present oral and written reports. Literary selections are chosen with an eye to increasing awareness of Jewish issues and to intensifying the student’s commitment to Judaism and Israel. A sequential grammar curriculum is taught in Forms III through V.</strong><br/>
<strong>Form III</strong><br/>
<strong> The grammar units of both levels focus on syntax, sentence structure and a review of the conjugation of regular verbs. The literature units for the regular classes provide a general introduction to Hebrew prose and poetry through the writings of Aharon Megged, Rachel and Bialik. The honors classes study the works of S. Tchernichovsky, C. Guri and N. Alterman, poets whose works reflect the<em> Shoah</em>, the struggle for statehood and the establishment of the <em>medinah</em>.</strong><br/>
<strong>All students learn to appreciate the differences between those writers who lived in the Diaspora and those who emigrated or were born in Israel. Readings are presented in versions that maintain the integrity and authentic quality of the original. In all cases, emphasis is placed on the appreciation of themes, style and technique.</strong><br/>
<strong>Form IV</strong><br/>
<strong> In all classes, grammar units focus on the verb in all its forms, conversational Hebrew and writing style. Literature units concentrate on three different literary genres: drama, the short story and the ballad. These narrative and dramatic aspects of literature are explored through the works of Shaham, Bialik, Tchernichovsky, and G. Shofman. Whereas regular classes will be introduced to representative abridgements of these works, honors classes take a more comprehensive approach, studying complete works in the original. Honors classes will also be required to do more independent work outside of class in terms of reading, critical analysis and creative writing.</strong><br/>
<strong>Form V</strong><br/>
<strong> Form V introduces three different groups:</strong><br/>
<strong>For the regular level classes, literature from the anthology <em>Reut</em> is studied. Different styles of prose and poetry are learned in depth with a specific focus on the wars and strife that followed independence.</strong><br/>
<strong>In the honors classes, students are exposed to a variety of literary styles, genres and themes. Essays from Buber, journals, and diaries from the Six Day War, and the lyrical poetry of Pagis and Yonatan are all presented. These students are also the ones usually primarily responsible for the writing, editing and publishing of the school’s Hebrew newspaper, <em>Toses</em>. Other classes contributed articles both to this newspaper as well as to the yearbook.</strong><br/>
<strong>There is also an Ulpan class that focuses on conversational Hebrew and written language. This section meets for one semester for non-Bet Midrash students.</strong></p>
<h3><strong><a href=""></a>Course of Instruction in General Studies</strong></h3>
<p><strong>Forms III, IV, and V</strong><br/>
<strong><a href=""></a>I. Department of English</strong><br/>
<strong> Form III</strong><br/>
<strong>This course focuses on the composition process. In small classes, students work through the prewriting, writing, and post-writing phases of composition. Prewriting includes observing, making plans, examining models, limiting topics, and developing thesis statements. All phases from prewriting to final copy emphasize the concept of “drafting.” Ideas are recorded and organized at least twice, while students revise, proofread, and ready a final draft for evaluation or “publication.” Small group work enhances the effectiveness of this program by allowing time for many teacher-student conferences, by enabling students to solve their own problems, and by giving students an opportunity to learn from their peers in a cooperative setting. Types of writing include description, narration, process, comparison/contrast, persuasion, and definition.</strong><br/>
<strong>In addition to the formal composition curriculum, a writing portfolio component affords students the opportunity to write for personal expression as well as for expository purposes.</strong><br/>
<strong>During the first semester, there is an intensive review of all parts of speech (<em>Heath Grammar and Composition</em> Chapters 1-6). A uniform, grade-wide grammar test is administered in November. The course then moves on to more advanced work in subject/verb agreement, pronoun case, consistency of tense, parallelism, and mechanics, including a complete unit on quotations and textual citation.</strong><br/>
<strong>Freshman English also covers at least two novels, short stories from our anthology, a wide selection of model essays, and Shakespeare’s <em>The Merchant of Venice</em>. Students will read four books from a supplementary reading list, in addition to the regular curriculum. Independent reading is assigned during winter and spring vacations.</strong><br/>
<strong>All students use <em>Vocabulary from Classical Roots</em>, a vocabulary workbook that emphasizes using roots, suffixes, and prefixes to find word meaning.</strong><br/>
<strong>Texts:</strong><br/>
<strong><em> The Chosen</em>, Potok (Summer)</strong><br/>
<strong><em> I Know Why the Caged Bird Sings</em>, Angelou (Summer)</strong><br/>
<strong><em> Catcher in the Rye</em>, Salinger (Summer)</strong><br/>
<strong><em> Adventures of Huckleberry Finn</em>, Twain</strong><br/>
<strong><em> Night</em>, Wiesel</strong><br/>
<strong><em> The Odyssey of Homer</em>, Mandelbaum translation</strong><br/>
<strong><em> The Merchant of Venice</em>, Shakespeare</strong><br/>
<strong><em> Writing Clear Essays</em>, Prentice Hall</strong><br/>
<strong><em> Elements of Literature</em>–Fourth Course, Holt</strong><br/>
<strong><em> Grammar and Composition: Third Course</em>, Heath</strong><br/>
<strong><em> Vocabulary from Classical Roots–Book C</em>, Educators Publishing Service</strong><br/>
<strong>Form IV</strong><br/>
<strong> The tenth grade English course surveys works of British Literature from the time of Chaucer through modern times. Works are not studied chronologically, but by genre. Nonetheless, relevant historical background is given to help students appreciate the context of certain works. Through analysis of the literature, students learn to recognize formal aesthetic principles, as well as the social and moral implications of the works.</strong><br/>
<strong>Because tenth grade English classes are kept small, students now get closer attention paid to their writing. Students keep a portfolio of their work, writing informal pieces each week. Each semester, students develop four of these portfolio pieces into polished essays. As well, some class time is devoted to discussion of the writing process. Instruction in grammar continues along the graduated sequence begun in ninth grade, and vocabulary is taught according to a logical system (as opposed to rote memorization) that makes use of common Greek and Latin radicals.</strong><br/>
<strong>Texts:</strong><br/>
<strong><em> Great Expectations</em>, Dickens</strong><br/>
<strong><em> Macbeth</em>, Shakespeare</strong><br/>
<strong><em> Gulliver’s Travels</em>, Swift</strong><br/>
<strong><em> Frankenstein</em>, Shelley</strong><br/>
<strong><em> Dubliners</em>, Joyce</strong><br/>
<strong><em> Brave New World</em>, Huxley</strong><br/>
<strong><em> Adventures in English Literature</em>, Harcourt Brace</strong><br/>
<strong><em> Sound and Sense</em>, ed. Perrine</strong><br/>
<strong><em> Heath Grammar and Composition</em>: Fifth Course</strong><br/>
<strong><em> Vocabulary from Classical Roots: Book D</em>, Fifer, Flowers</strong><br/>
<strong>Form V</strong><br/>
<strong> This course provides a chronological study of American literature in conjunction with the Form V study of American history. While the historical sweep of the American literary heritage is outlined, there is considerable emphasis on in-depth analysis of literature. In addition to their study of American essays, short stories, poems, novels, and plays, Form V students study Shakespeare’s Hamlet. Students also read four supplementary books that broaden their exposure to American literature in general and complement the major works taught in the course. Clear and effective writing, as well as the development of an individual voice, is emphasized through biweekly portfolio writing assignments and the drafting of full-length essays. Vocabulary building is integrated into the curriculum, and grammar is studied on a diagnostic basis.</strong><br/>
<strong>Texts:</strong><br/>
<strong><em> American Literature: A Chronological Approach</em>, McGraw Hill</strong><br/>
<strong><em> The Scarlet Letter</em>, Hawthorne</strong><br/>
<strong><em> The House of Mirth</em>, Wharton</strong><br/>
<strong><em> The Great Gatsby</em>, Fitzgerald</strong><br/>
<strong><em> Hamlet</em>, Shakespeare</strong><br/>
<em><strong> Selected American Short Stories</strong></em><br/>
<strong><em> Sound and Sense</em>, ed. Perrine</strong><br/>
<strong><em> Heath Grammar and Composition</em>: The Complete Course</strong><br/>
<strong><em> Vocabulary from Classical Roots</em>–Book E, Educators Publishing Service</strong><br/>
<strong>Supplementary Reading:</strong><br/>
<strong><em> Invisible Man</em>, Ellison</strong><br/>
<strong><em> The American</em>, James</strong><br/>
<strong><em> Death of a Salesman</em>, Miller</strong><br/>
<strong><em> Song Of Solomon</em>, Morrison</strong><br/>
<strong><a href=""></a>II. Department of History</strong><br/>
<strong> All history courses have a current events component and emphasize the skills necessary to read a newspaper.</strong><br/>
<strong>Forms III and IV</strong><br/>
<strong> World/Jewish History</strong><br/>
<strong>This course of study is taught for four semesters, beginning with incoming Form III students. The World/Jewish History course makes students aware of the emergence and development of modern civilization from its ancient roots into the twentieth century. At the heart of the school’s educational mission, World/Jewish History provides our students with an integrated curriculum geared to understanding the unique relationship between the Jews and the modern world, with modern Orthodoxy as its paradigm. The course emphasizes the impact of the Western world on the Jewish people, as well as the Jewish role in Western civilization. Non-western civilizations are also studied, particularly the Muslim world. Through classroom discussions, lectures, analysis of primary sources, and the assignment of research papers, the course imparts an appreciation of political, economic, social, and intellectual history. Primary sources are selected from various books, and are presented in Hebrew whenever possible. Pioneered at Ramaz (by former teacher David Bernstein) this curriculum has been adopted by the Board of Jewish Education for use in other Jewish day schools. The course of study is continually being revised and updated by the Ramaz faculty.</strong><br/>
<strong>Texts:</strong><br/>
<strong><em> A History of World Societies</em>, McKay, Hill and Buckler</strong><br/>
<strong><em> Western Civilization</em>, Perry</strong><br/>
<strong><em> The Course of Modern Jewish History</em>, Sachar</strong><br/>
<strong><em> Heritage: Civilization and the Jews</em>, Hallo</strong><br/>
<strong><em> Sources of Western Civilization</em>, Perry</strong><br/>
<strong><em> Western Civilization: Sources, Images, &amp; Interpretations</em>, vol. 1: to 1700, Sherman</strong><br/>
<strong><em> History of the Jews</em>, Grayzel</strong><br/>
<strong><em> The Jew in the Medieval World</em>, Marcus</strong><br/>
<strong>Form V</strong><br/>
<strong> American History</strong><br/>
<strong>The American history course concentrates on the political history of the United States from the colonial period to the present. This focus is designed to uncover the origins of American democratic institutions and ideas, while stressing that these have been challenged by a rapidly evolving domestic economy and social structures, and an increasingly complex global order. These themes are taught through the use of documentary sources, textbook readings, inquiry based on discussions, lectures, films, and individual research assignments.</strong><br/>
<strong>Texts:</strong><br/>
<strong><em> America, Past and Present,</em> Divine, Green, et al.</strong><br/>
<strong><em> A Documentary History of the U.S.</em>, Heffner</strong><br/>
<strong><em> Columbian Voyage</em>, Crosby</strong><br/>
<strong> Atlases and maps</strong><br/>
<strong><a href=""></a>III. Department of Mathematics and Computer Science</strong><br/>
<strong> A. Mathematics</strong><br/>
<strong>The Upper School mathematics program is designed to meet the needs of each student. This goal is accomplished through offering a wide variety of courses on each grade level, by keeping classes small enough to allow for individual attention, and by making available opportunities for remediation and enrichment. Standards are higher than those required by the New York State Regents curriculum. Every student is required to take math for a minimum of three years so that she/he is prepared to do advanced work in mathematics and to succeed on nationwide achievement tests and competitions. Calculators and computers are integrated with traditional topics in all courses.</strong><br/>
<strong>Beginning in Form III, at least three levels of courses are offered for each grade–an honors course, an accelerated course, and a grade level course.</strong><br/>
<strong>The Honors Program</strong><br/>
<strong> Students selected for this program have exhibited exceptional talent in mathematics, have achieved high scores on standardized exams and have been recommended by their teachers. The courses that they take present the traditional courses in an enriched, rigorous and sophisticated way. Their course of study includes Math 10 (Geometry) in ninth grade, Math 11 (Algebra 2 and Trigonometry) in tenth grade and Pre-Calculus in Grade 11. These students are eligible for AP Calculus, either AB or BC, during their senior year.</strong><br/>
<strong>The Accelerated Program I</strong><br/>
<strong> Students who are one year ahead of the traditional program, but do not qualify for the honors program or choose not to make the commitment to do the extra work that being in the honors program entails, are offered a course of study that includes Math 10 (Geometry) in ninth grade, Math 11 (Algebra 2 and Trig.) in tenth grade and Pre-Calculus in grade 11. They are eligible to take Calculus or AP Calculus AB in their senior year.</strong><br/>
<strong>Grade Level Program</strong><br/>
<strong> Students in this program take Math 9 (Elementary Algebra) in ninth grade, Math 10 (Geometry) in tenth grade and Math 11 (Algebra 2 and Trig.) in eleventh grade. Students in this program can elect Pre-Calculus in their senior year. Any student completing Math II or higher is eligible to take AP Statistics in their senior year.</strong><br/>
<strong>Math 9</strong><br/>
<strong> The traditional course in Elementary Algebra encompasses a study of the real number system, solution of linear and quadratic equations in one variable and associated verbal problems, solutions of systems of equations in two variables, linear functions, and operations with algebraic expressions. Emphasis is placed on problem solving.</strong><br/>
<strong>Math 10</strong><br/>
<strong> A unit in symbolic logic introduces the students to the structure of a deductive proof. We then proceed with the traditional course in geometry that teaches the nature of a postulational system, how to write a formal proof, and how to solve numerical problems based on applications of theorems. Trigonometry of the right triangle is introduced.</strong><br/>
<strong>Math 11</strong><br/>
<strong> The traditional course in Intermediate Algebra and Trigonometry begins with a review of Algebra I and extends the student’s knowledge to complex numbers. Logarithmic, exponential and trigonometric functions are studied. Graphs of these functions and the conic sections are introduced. Calculators are used extensively to allow students to focus on concepts rather than computation.</strong><br/>
<strong>Pre-Calculus / Math 12</strong><br/>
<strong> This course develops a thorough understanding of functions, their properties and their graphs. Particular attention is paid to natural number, polynomial, trignonometric, exponential and logarithmic functions. Graphing calculators are used extensively in the explorations of these functions and their applications. Probability, matrices, statistics and mathematical modeling are other topics dealt with during the year.</strong><br/>
<strong>B. Computer Science</strong><br/>
<strong>Form III</strong><br/>
<strong> All students take a computer literacy course in ninth grade. This is a requirement for graduation from Ramaz. Topics include history of computers, computer terminology, DOS Operating Systems, and exploration of hardware and software. Students learn how to use a word processor, data base and spread sheet</strong><br/>
<strong><a href=""></a>IV. Department of Science</strong><br/>
<strong> The Upper School science program is designed to provide each student with the full scope of the basic three science disciplines: biology, chemistry, and physics. We are also committed to meeting the learning needs of the individual student. These goals are accomplished through offering a variety of course tracks on each grade level and by making different program options available. Beginning in the ninth grade three levels of courses are offered in each of the three science disciplines: an honors level, a major program level course, as well as a basic level course.</strong><br/>
<strong>The Honors Program</strong><br/>
<strong> Students selected for this program have exhibited outstanding talent in science, have achieved high scores on standardized tests and have been recommended by their teachers. The courses that they will take present the traditional courses in an enriched, rigorous and sophisticated way, with great emphasis on laboratory work and on data analysis.</strong><br/>
<strong>The Major Program</strong><br/>
<strong> Students who are strong in science, but do not qualify for the Honors program or choose not to make the commitment to do the extra work that is generated by the honors program, are offered a rigorous and enriched course of study that will present the material in a challenging way through classroom instruction and laboratory work.</strong><br/>
<strong>The Basic Program</strong><br/>
<strong> Students in this program take a “softer” version of each of the three science courses. The pace of instruction in these courses will be such that there will be ample time for reviewing and drilling. Emphasis will be put on basic concepts through classroom instruction and laboratory work.</strong><br/>
<strong>Form III</strong><br/>
<strong> Biology</strong><br/>
<strong> The course develops logically, first establishing basic concepts and then proceeding through the study of life processes from the simplest to the most complex levels. The following topics are included: the scientific method, the chemical aspects of living systems, cell structure and function, cell division, classical and modern genetics, evolution and classification, structure and physiology of monera, protista and fungi, structure and function of tissues, organs and systems in plants and animals, hormonal regulation and reproduction in plants and animals, human anatomy and physiology, and ecology.</strong><br/>
<strong>Form IV</strong><br/>
<strong> Chemistry</strong><br/>
<strong> The objective of this course is to provide the students with an understanding of the nature of matter and the concepts that govern its behavior. The main topics of this course include Matter and Energy, endothermic and exothermic reactions, simple atomic theory, bonding, modern atomic theory and the periodic table, the gas laws and kinetic molecular theory, the Mole method, Solutions, Acids and Bases, kinetics and equilibrium, redox and electrochemistry, organic chemistry, nuclear chemistry, and industrial chemistry.</strong><br/>
<strong>Form V</strong><br/>
<strong> Physics</strong><br/>
<strong> The objective of the course is to provide students with an understanding of natural phenomena and to increa.se their awareness of their surroundings. Students develop analytical skills for problem-solving through the application of mathematical concepts to assigned problems. Main topics include vectors, mechanics, dynamics and static, wave motion and light, electricity and magnetism, thermodynamics, atomic energy and quantum theory.</strong><br/>
<strong><a href=""></a>V. Department of Foreign Languages</strong><br/>
<strong> The foreign languages offered at Ramaz are French and Spanish. From the very first day of school, only the target language is spoken in the classroom.</strong><br/>
<strong>A. French</strong><br/>
<strong> Form III</strong><br/>
<strong> First Year French</strong><br/>
<strong> The aim of this course is to develop enthusiasm for learning a new language and appreciation of its culture. Students study the present tense of regular, as well as frequently used irregular verbs. Lessons cover the introduction of personal pronouns, possessive adjectives, the numbers and the calendar. The aim of the course is to enable students to express themselves both in writing and orally about the world around them. Students acquire vocabulary, structures, and necessary idiomatic expressions to describe the weather, the human body, the family, occupations, food, clothing, colors, leisure activities and cultural pursuits. The <em>passe compose</em> and future are introduced at the end of the year. Audio-visual materials are used to reinforce the learning process. Story selections are studied.</strong><br/>
<strong>Second Year French</strong><br/>
<strong> This course is a continuation of the first year of French and assumes completion of a full year of French either at Ramaz or elsewhere. Listening, speaking, reading and communication skills are incorporated in a graded curriculum, using a variety of educational materials. The topics presented include shopping, food, the home and the restaurant, travel, directions, leisure activities and cultural pursuits.</strong><br/>
<strong>These topics are used in activities such as dictation, conversation, dialogues and original compositions. Reading selections and films further reinforce the language experience. Grammar includes the <em>passe compose</em> with <em>avoir</em> and <em>etre</em>, the future tense, reflexive verbs, negatives, personal pronouns, <em>y</em> and <em>en</em>, the imperfect tense, relative and interrogative pronouns, adverbs, prepositions and numerous idioms. Passages on the civilization, geography and history of France are studied. (Provinces, products, local customs and holidays are discussed.)</strong><br/>
<strong>Form IV</strong><br/>
<strong> Second Year French</strong><br/>
<strong> This course is a continuation of the Form III First Year French curriculum. The goal is a further development of skills, including writing and dialogues based on every day situations, such as shopping, setting the table, etc. The aim is to incorporate a broad base of vocabulary into speaking and writing skills. Grammatical and linguistic structures include a variety of irregular verbs, the past tense, the present subjunctive tense, use of direct and indirect object pronouns and reflexive verbs and adverbs. Writing assignments reflect the grammar structures (e.g., descriptions of the events of the past week as a reinforcement of the past tense.) Compositions begin to reflect personal attitudes, tastes and goals. Students listen to standardized passages of various lengths and difficulty and answer questions orally or in writing to build up both oral comprehension and writing skills. Prose and poetry selections are introduced as well.</strong><br/>
<strong>Third Year French</strong><br/>
<strong> This course is for tenth graders who are now in their third year of French studies. In the first part of the year, concentration is on mastery of grammatical usage including all simple and compound forms of regular verbs, subjunctive and <em>passe simple</em> (for meaning only), verbal structures such as infinitives and participles with prepositions and relative, demonstrative, interrogative pronouns, etc. The grammar is studied in the context of poems, short stories and songs. Emphasis is placed on comprehension at near native pace as well as on verbal communication skills. Conversations and oral reports are presented by students. Vocabulary and structures range from concrete to abstract use of the language. Reading selections include poetry, short stories from literary texts as well as some magazine articles. Compositions based on current events, personal experiences and reactions to the literature are written on a regular basis to form an individual student portfolio.</strong><br/>
<strong>Form V</strong><br/>
<strong> Third Year French</strong><br/>
<strong> The goal of this course is to enable students to communicate about themselves and their environment and, in addition, to understand and elicit information of a similar nature about the French and their society. Wherever necessary, the following linguistic elements will be either presented or reviewed: the simple past, the continuous past, and the future tense of regular verbs of the three conjugations, as well as basic irregular verbs. Compound tenses are mastered. Written assignments become more complex, stylistically as well as intellectually.</strong><br/>
<strong>French culture is an integral part of the curriculum. Idiomatic expressions and vocabulary are broad-based and deal with a variety of realistic situations including health, transportation, birthday celebrations, schoolroom, leisure activities such as the cinema and the seashore, apartment rental and the preparation of recipes. To familiarize students with the literary heritage of France, poems of various periods and styles are studied and memorized.</strong><br/>
<strong>Fourth Year French</strong><br/>
<strong> This course emphasizes reading comprehension and the perfecting of oral skills, while de-emphasizing formal grammar lessons. Grammar is taught as it arises from the readings and as it is illustrated in texts. French civilization and its artistic, literary and musical contributions are presented in individual reports by students. Texts that illustrate contributions of particular figures are discussed in these reports.</strong><br/>
<strong>Presentations with slides, tapes and records are encouraged. Discussions are held on subjects that arise from the readings (e.g., would you like to know the future?). The students’ compositions are either resumes of the stories or, once again, discussions of issues raised from the reading. The oral exercises begun in the second year are expanded in length and complexity to perfect skills. An effort is made to expose students to various literary genres. Works or excerpts from works by Moliere, Camus, de Maupassant and Merimee are studied. Students are introduced to methods of literary criticism and explication of texts which they can apply to their own efforts at literary criticism, both oral and written.</strong><br/>
<strong>B. Spanish</strong><br/>
<strong> Form III</strong><br/>
<strong>First Year Spanish</strong><br/>
<strong> The first year of the Spanish language curriculum seeks to develop excitement for learning a new language and an appreciation of the culture of that language. Students are taught the fundamentals of the spoken language. Reading and writing skills are also stressed. Grammatical concepts include present tense (-ar, -er, -ir verbs and some often used irregular verbs(, introduction of the past and future tenses, commands and introduction to the subjunctive. Lessons cover the use of personal pronouns, adjectives and idiomatic expressions.</strong><br/>
<strong>Second Year Spanish</strong><br/>
<strong> This intermediate course is designed for students who have previously studied the equivalent of a full year of Spanish. It seeks to develop proficiency in all of the language skills and further knowledge of Spanish-speaking cultures. There is a concise grammar review followed by a discussion of various points of Spanish grammar including the compound tenses and the subjunctive. Conversation is stressed as are reading and composition skills. Prose and poetry selections are studied as well.</strong><br/>
<strong>Form IV</strong><br/>
<strong> Second Year Spanish</strong><br/>
<strong> This course is a continuation of the Form III First Year Spanish curriculum. Students are expected to master more complex concepts of the spoken and written language and increase appreciation of Spanish-speaking cultures. The majority of grammatical forms including the subjunctive mood are studied.</strong><br/>
<strong>There are formal exercises of listening to passages of various lengths and answering questions in writing and speaking. Prose and poetry selections are introduced. There are two levels of this course. One is geared toward those who have displayed a facility in the target language and is a more comprehensive study of the language.</strong><br/>
<strong>Third Year Spanish</strong><br/>
<strong> This advanced level course is for students who have successfully completed Form III Second Year Spanish. Students complete the study of Spanish grammar. Communicative proficiency is stressed.</strong><br/>
<strong>Form V</strong><br/>
<strong> Third Year Spanish</strong><br/>
<strong> Students are expected to master more advanced concepts of the spoken language. Third year Spanish is an introduction to the study of Spanish and Latin American culture. Newspapers and magazines are used to augment the scope of vocabulary.</strong><br/>
<strong>There are two levels of third year Spanish. Vocabulary is broad-based and comes from a variety of realistic situations encountered in day-to-day living (transportation, hospital/doctor visits, restaurant, etc.). Literary selections as well as contemporary selections enhance discussions and appreciation of the Hispanic heritage.</strong><br/>
<strong>Fourth Year Spanish</strong><br/>
<strong> This is an intensive course for students who have successfully completed Third Year Spanish. Oral proficiency and grammar are stressed. Presentations with slides, tapes and records are encouraged. Discussions and compositions are either resumes of stories or arise from readings. Oral exercises are expanded in length and complexity to perfect skills. Students are exposed to various literary genres.</strong><br/>
<strong><a href=""></a>VI. Department of Art</strong><br/>
<strong> The Art curriculum aims to teach students to see and to use their maximum creative potential. The approach is sequential and conceptual; it builds from project to project and from year to year as time permits and according to the abilities of individual students.</strong><br/>
<strong>Form III</strong><br/>
<strong> a. Contour drawing–learning to coordinate eye and hand;</strong><br/>
<strong> b. Negative space–collage; manipulation of pure form;</strong><br/>
<strong> c. Color wheel–science of color</strong><br/>
<strong> d. Painting from still-life–color project</strong><br/>
<strong>Form IV</strong><br/>
<strong> a. Principles of design–planning design with geometric shapes;</strong><br/>
<strong> b. Color schemes–painting the designs;</strong><br/>
<strong> c. Contour drawing: hands, faces</strong><br/>
<strong>Form V (Elective)</strong><br/>
<strong> a. Still life drawing in detail–shading;</strong><br/>
<strong> b. Negative space from reality–collage, neutrals;</strong><br/>
<strong> c. Landscape painting from photographs;</strong><br/>
<strong> d. Abstract painting -collage abstraction, grid painting on own work</strong><br/>
<strong> e. Quarterly museum reports</strong><br/>
<strong><a href=""></a>VII. Department of Music</strong><br/>
<strong> Form III</strong><br/>
<strong>Introduction to the Elements of Music:</strong><br/>
<strong> a. melody, rhythm, harmony, tempo, dynamics;</strong><br/>
<strong> b. the orchestra;</strong><br/>
<strong> c. musical form;</strong><br/>
<strong> d. rudimentary notation</strong><br/>
<strong>Form IV</strong><br/>
<strong> a. The elements of music (continued);</strong><br/>
<strong> b. Analysis of music from a historical perspective;</strong><br/>
<strong> c. Term report on concert</strong><br/>
<strong>Form V (Elective)</strong><br/>
<strong> 1. Basic materials in music theory;</strong><br/>
<strong> 2. Music history continued–ancient modes, baroque, and introduction to 20th century</strong><br/>
<strong>VIII. Department of Health Education</strong><br/>
<strong> The objective of the Health Education program in the Upper School is to provide information and skills which render the students able to make responsible decisions concerning their well-being.</strong><br/>
<strong>The program was designed to offer up-to-date facts regarding health issues common to adolescents, incorporated with a commitment to Jewish values.</strong><br/>
<strong>Age and grade appropriate topics include: drug, alcohol, and tobacco education, gender issues, human sexuality and physical fitness -underlying these modules is the paradigm of mental and emotional health as they relate to a positive sense of self. All Form III students are given a course of instruction in CPR and receive full certification.</strong><br/>
<strong><a href=""></a>IX. Department of Physical Education</strong><br/>
<strong> Physical Education is required of all students in all forms.</strong><br/>
<strong>Co-Curricular Programs</strong><br/>
<strong> A. <em>Mishmar</em></strong><br/>
<strong> A group of self-selected students meets voluntarily for an hour and a half per week after school hours in order to acquire a broader and deeper knowledge of Talmud. The group is taught and supervised by one of our rebbeim.</strong><br/>
<strong>B. <em>Y’mei Iyun</em> (Seminars)</strong><br/>
<strong> Several times during the year the entire school community stops its normal schedule for a day and concentrates on one topic. The following is the typical structure of a <em>yom iyun</em>:</strong><br/>
<strong> 1. A keynote speaker introduces the topic and acquaints the students with its various aspects in an opening assembly for the entire school.</strong><br/>
<strong> 2. The student body divides into small groups to discuss various aspects of the topic.</strong><br/>
<strong> 3. Films and other media aids are used to highlight the topic.</strong><br/>
<strong> 4. At a closing assembly, a speaker summarizes the day and conducts a question-and-answer period. <em>Y’mei Iyun</em> held at Ramaz in the recent past have dealt with <em>aliyah</em>, the energy crisis and the environment, <em>Kristallnacht</em> and <em>Yom Hashoa</em>, oppressed Jewry, <em>Hilkhot Pesach</em>, <em>Chesed</em>, <em>Klal Yisrael</em>, <em>Yamim Noraim</em>, and <em>Avoda Zarah</em>.</strong></p>
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 Course of Instruction – Ramaz Upper School

 Ramaz

 The Rabbi Joseph H. Lookstein Upper School of Ramaz in the Morris and Ida Newman Educational Center

 Course of Instruction 1996-97

 Table of Contents

 Course of Instruction in Judaic Studies
 I Department of Talmud
 II Department of TaNaKH
 III Department of Judaism
 IV Department of Hebrew Language and Literature
 Course of Instruction in General Studies
 I Department of English
 II Department of History
 III Department of Math and Computer Science
 IV Department of Science
 V Department of Foreign Language
 VI Department of Art
 VII Department of Music
 VIII Department of Health Education
 IX Physical Education
 Tefillah
 The day of instruction for all students in the Upper School begins at 8:00 A.M with Tefillat Shacharit.
 Mincha services are held at a specifically designated time every afternoon.
 G’milut Chasadim
 Beginning with the fall semester of Form IV, the Ramaz G’milut Chasadim program requires each sophomore student to contribute twenty hours of community service per semester; the program continues through the spring semester, totalling forty hours. It is our belief that each of our students has a unique way to make a difference. We believe that this program will help develop each individual’s potential and that our students will find that their special strength greatly enriches the lives of others.
 Students choose from numerous placements in their home or school community. There is a wide range of possible assignments, including nursing homes, senior citizens centers, hospitals, orphanages, shut-in programs, centers for new Americans, etc. The school is actively involved in verifying the effectiveness of each program and in monitoring each student’s participation and progress. Students are not permitted to receive remuneration for their chesed work.

 Course of Instruction in Judaic Studies

 Forms III, IV, and V
 For all courses in Judaic Studies, Hebrew is the primary language of instruction and conversation. Students must submit all written work in Hebrew.
 I. Department of Talmud
 The high school student body is divided into three groups –a regular track, an accelerated track, and an honors track. Primary in all tracks is the establishment of an atmosphere conducive to the internalization of the ethics and commitment embodied in the texts.
 A. Regular Talmud
 Students enrolled in “regular Talmud” focus on selected Talmudic discussions, or sugyot. Sugyot are chosen based on their relevance to the students’ lives and which allow for the development of the skills and background necessary for “Talmudic literacy.” This includes primarily a familiarity with the language (its key words and idioms) and the thought process.
 Form III
 Sugyot are chosen from the Tractate Berakhot and include topics such as Keri’at Shema, tefillot, and berakhot. Classic structures of a sugya are found in these selections, giving the student a framework and standard by which to compare structures seen later on that are a variation on this classic theme.
 Form IV
 Sugyot are chosen from the Tractate Shabbat. As in the previous year, sugyot are chosen for their relevance and standardized structure. The relationship of the sugyot to the actual laws and ideas of Shabbat is developed.
 Form V
 Sugyot are chosen from the Tractate Sanhedrin and include such topics as court procedures, validity of witnesses, martyrdom, self-defense, degrees of criminal responsibility, parent-child relations, and abortion.
 B. Accelerated and Honors Talmud
 The Honors Talmud program provides the qualified student with an opportunity to devote approximately twice the classroom time regularly allotted to the study of Talmud. Time commitment and demands inside and outside of class are considerably greater than in “regular Talmud.” As a result of this quantitative change, and of the high caliber of student admitted into this program, the depth and breadth of the material studied are considerably enhanced.
 As a result of the broad range of abilities among students interested in expanding the number of hours devoted to Talmud, two homogeneously divided sections have been created on each grade level, accommodating the most talented as well as the most highly motivated individuals. Each grade level and each section adopt different methodological goals –from concentrating on the correct reading of Gemara and Rashi, to the exploration of Rishonim and more recent responsa literature. In this manner, during his/her high school career, each student will be able to refine and develop skills even as s/he is broadening his/her basic knowledge of Talmudic and halakhic subject matter. The intensive study in the accelerated and honors track is geared to training the student to master a Talmudic text with Rishonim on his/her own, as well as interesting the student in continuing Talmud study far beyond the high school level.
 Form III
 There are two parallel sections, both considered “accelerated,” and students in both study “Kol Habasar,” the eighth chapter of the Tractate Hullin. During the first semester, the focus is on five classic sugyot in the first chapter, notable for both their internal structure as well as their “universality” in the world of Talmud study (i.e. rov, chazakah, mummar, and bishul b’shabbat). In the second semester, students study selections from the eighth chapter, concentrating on the basic principles and laws of kashrut. There is no “honors” section in this form; the groundwork is laid to create one honors and one accelerated section in Form IV.
 Form IV
 In the first semester, both the accelerated and honors sections study, at their relative levels, the first several pages of the first chapter of Bava Metzia – “Shnayim ‘Ohazin.” In the second semester, selections of the second chapter, “Eilu Metziot, ” are studied. The definition(s) of ownership and the stages of civil and monetary conflict resolution are the primary issues studied throughout the year. Primary focus is on developing skills that enable the student to become more sensitive to premises and nuances and implications (e.g., the systematic study of Rashi).
 Form V Beit Midrash Program
 As in the regular sections, Tractate Sanhedrin is the course of study, albeit in greater breadth and depth. A four-pronged approach to Talmud study (Iyun, Beki’ut, Shiur Klali, and Chavruta) are blended together enabling the student to refine his/her skills as well as develop his/her independence in the study of Talmud. Special emphasis is placed both on the proper utilization of various commentaries, as well as on the covering of a much greater quantity of Talmud. Joint programs between the two sections, guest lecturers, and independent study all add to rounding out a comprehensive learning experience.
 In addition to the regular and Beit Midrash sections there is also one accelerated section, in between the two others both in terms of amount of time devoted to Talmud study (nine periods instead of five or thirteen) as well as the demands and challenges laid out in this course. This class, like others in Form V, studies selections from Masekhet Sanhedrin.
 II. Department of TaNaKH
 Form III
 A. Torah
 The ninth grade Torah curriculum focuses on the theme of sibling rivalry, and interpersonal relationships between parents and their children. Equal emphasis is placed upon the role of Divine Providence in an individual’s life and in history and the literary structures of the biblical narrative. Students are encouraged to identify with the characters in Bereishit and to use them as positive role models. The course strives to teach the methods as well as the different commentaries for independent study of Torah, along with sensitivity to the biblical text and its interpretations. A beki’ut exam ensures familiarity with the whole of Bereishit.
 B. Prophets
 The course focuses on two books of the Terei Asar–Amos and Yonah. Students learn about the lives of the prophets and the periods in which they lived. Review of sections in Melakhim Bet acquaints them with the lives and times of the kings during whose reigns Amos and Yonah prophesied. Students study the role of the prophet as preacher and the literary style of the individual prophet, while developing the ability to read the Later Prophets independently and to quote famous passages. A major objective is to develop an understanding of the reasons for the dispersion of the Jews and the destruction of the Temple, in order to inform contemporary national and individual existence, and to understand the striving for geulah.
 Form IV
 A. Torah
 The focus of the tenth grade Torah curriculum is the study of Sefer Shemot: Me’avdut l’cherut. Building upon the textual and analytical objectives of the ninth grade curriculum, the course delves into the stages of Israelite experience: slavery, redemption, and the birth of a nation; the development and character of Moses as leader and redeemer of the Jews; the Ten Plagues and the miracles of emancipation; the trials in the desert and the people’s struggle with their “newly- acquired” freedom. Students are encouraged to seek parallels between the behavior of the Jewish people in the desert and its behavior today, as a guide to their own religious development. The course relies heavily upon the approach of Nechama Leibowitz as reflected in her book Ivunim B’Sefer Shemot and stresses the commentators Rashi, Siftei Hakhamim, and Ramban. A beki’ut exam ensures familiarity with the whole of Shemot.
 B. Prophets
 Building upon the methodologies of the previous year’s curriculum, this course focuses on selections from the book of Yeshayahu. Students engage in a comprehensive study of the language structure of the book, along with a concentration on chapters found in the haftarot. Topics covered include the following: Yeshayahu’s war against social injustice, his ideas on acharit ha-yamim )the Messianic Age), his concepts of shivat tziyon and teshuvah. Review of readings in Melakhim Bet acquaint the students with the lives and times of the kings during whose reigns Yeshayahu prophesied. The subject of acharit ha-yamim is further studied from sources including Ramban, Rav Saadia and the Book of Yechezkel. Students are expected to be able to quote well-known passages such as that on the Isaiah Wall near the U.N. An attempt is made to view destiny through Yeshayahu’s prophecies, and to see that the moral law, values, and beliefs in those prophecies sustain Jewish life today. His struggle to refine the world continues to be relevant.
 Students study verses that are quoted in Christian scripture and learn to derive their meanings within the context of Yeshayahu and Tanakh. In this way they learn to respond to missionaries such as Jews for Jesus. One or two small papers are assigned which develop the students’ comparative skills and reinforce their ability to learn independently.
 Form V
 A. Torah
 The theme of the course is the saying from Pirkei Avot: “Jealousy, lust and glory remove a person from the world.” Each one of these human traits is studied in depth through the following selections from the text: the mit’onenim, the mita’vim, the lashon hara of Miriam and Aaron, the lashon hara of the meraglim, the rebellion of Korach, Mei Meriva, Bilaam and the sin of Baal Pe’or. Students are directed to compare biblical texts (specifically the parallels in Shemot, Bamidbar and Devarim) in order to understand the reasons for repetition in the Bible in general. The course relies heavily on the work of Nechama Leibowitz on Bamidbar, and stresses the study of Midrash and its moral imperatives. A beki’ut exam ensures familiarity with the whole of Bamidbar. Some independent work is required using different commentaries, analyzing as well as comparing methodologies.
 B. Prophets
 Building upon the objectives of the previous two years’ curricula, this course focuses on selections from the book of Yirmiyahu with particular attention to chapters in the haftarot. While always stressing language and style, students learn about the prophet and the historical background to his period, as well as about his role as the prophet of doom. Verses of his personal sufferings and travails as well as his cries of anguish are studied in depth. The theme of emet v’sheker (truth and falsehood) is developed as seen through the false prophets of this period, the “false” sacrifices of the Jews in the Temple, from the “false” behavior between man and man. The relatively obscure suffering and trial of Yirmiyahu are contrasted with the trials of Jesus and Socrates, using passages from the Christian scripture and from Plato’s Apology. Comparative study of Yishayahu, Yirmiyahu, and Terei Asar, is emphasized. Readings in Melakhim Bet are again required in order to understand the lives and times of the kings during whose reigns Yirmiyahu prophesied .
 Students are encouraged to perfect their skills in reading text and commentaries while broadening their knowledge of Tanakh and learning to quote famous passages. Papers that stress independent learning skills are assigned.
 III. Department of Judaism
 The Judaism curriculum attempts to help the student come to terms with his/her Jewish identity within the framework of halakhah. A combination of traditional and contemporary texts serve as the focal point for class discussions that are geared to help foster an understanding, appreciation and increased commitment to the role of halakhah in Jewish life.
 With the approach of the yamim tovim, the regular curriculum is set aside so that time may be spent reviewing the relevant halakhot as well as exploring the religious and philosophical significance of the holy day.
 Regardless of the topic under discussion, there is an emphasis on text, especially the Shulchan Arukh, with a particular eye to encouraging a certain amount of independent learning.
 Form III
 The theme of the ninth grade curriculum is bein adam lamakom–between man and God. Much of the year is spent on a close examination of the daily morning (Shacharit) service. There is a careful analysis of the major prayers including their development, meaning and purpose, as well as a study of their attendant halakhot. Other topics include birkhot hanehenin and Shabbat.
 Form III also marks the students’ introduction to the use of the Mishnah Berurah, a text that they will continue to use as part of a sequenced curriculum in the teaching of chagim.
 Form IV
 The theme of the tenth grade curriculum is bein adam l’chaveiro–between man and his fellow man. Students are divorced from the notion that Judaism is a religion in the narrow sense restricted to the realm of ritual. Instead, Judaism is presented as part of a total way of life which has particular ramifications for a Jew living in a modern culture. Discussions of the similarities and differences between absolute and relative ethical systems are highlighted against the background of current attitudes toward such subjects as talebearing, cheating, business ethics and the pursuit of material wealth.
 Form V
 This third course in the Judaism sequence analyzes the situation of world Jewry, with a particular focus on the American Jewish community. A conscious effort is made to raise issues that might become crucial to the student’s eventual adjustment to life as a Jew in an open society, first in the context of college and later as an adult participant in communal life. Topics for discussion and analysis include assimilation, intermarriage, the modern family unit, the problem of dual loyalty, and faith in the face of secularism.
 IV. Department of Hebrew Language and Literature
 Hebrew language and literature classes are divided into two levels: regular and honors.
 This division is made in order to accommodate the individual needs, background and ability of each student. Upon admission to Form III, students are given a proficiency test in order to ensure proper placement. In subsequent years, placement is carefully determined by the department’s faculty who base their evaluations upon their acquaintance with the individual student and his/her records.
 In all levels, students study literature, grammar, conversational Hebrew and are required to present oral and written reports. Literary selections are chosen with an eye to increasing awareness of Jewish issues and to intensifying the student’s commitment to Judaism and Israel. A sequential grammar curriculum is taught in Forms III through V.
 Form III
 The grammar units of both levels focus on syntax, sentence structure and a review of the conjugation of regular verbs. The literature units for the regular classes provide a general introduction to Hebrew prose and poetry through the writings of Aharon Megged, Rachel and Bialik. The honors classes study the works of S. Tchernichovsky, C. Guri and N. Alterman, poets whose works reflect the Shoah, the struggle for statehood and the establishment of the medinah.
 All students learn to appreciate the differences between those writers who lived in the Diaspora and those who emigrated or were born in Israel. Readings are presented in versions that maintain the integrity and authentic quality of the original. In all cases, emphasis is placed on the appreciation of themes, style and technique.
 Form IV
 In all classes, grammar units focus on the verb in all its forms, conversational Hebrew and writing style. Literature units concentrate on three different literary genres: drama, the short story and the ballad. These narrative and dramatic aspects of literature are explored through the works of Shaham, Bialik, Tchernichovsky, and G. Shofman. Whereas regular classes will be introduced to representative abridgements of these works, honors classes take a more comprehensive approach, studying complete works in the original. Honors classes will also be required to do more independent work outside of class in terms of reading, critical analysis and creative writing.
 Form V
 Form V introduces three different groups:
 For the regular level classes, literature from the anthology Reut is studied. Different styles of prose and poetry are learned in depth with a specific focus on the wars and strife that followed independence.
 In the honors classes, students are exposed to a variety of literary styles, genres and themes. Essays from Buber, journals, and diaries from the Six Day War, and the lyrical poetry of Pagis and Yonatan are all presented. These students are also the ones usually primarily responsible for the writing, editing and publishing of the school’s Hebrew newspaper, Toses. Other classes contributed articles both to this newspaper as well as to the yearbook.
 There is also an Ulpan class that focuses on conversational Hebrew and written language. This section meets for one semester for non-Bet Midrash students.

 Course of Instruction in General Studies

 Forms III, IV, and V
 I. Department of English
 Form III
 This course focuses on the composition process. In small classes, students work through the prewriting, writing, and post-writing phases of composition. Prewriting includes observing, making plans, examining models, limiting topics, and developing thesis statements. All phases from prewriting to final copy emphasize the concept of “drafting.” Ideas are recorded and organized at least twice, while students revise, proofread, and ready a final draft for evaluation or “publication.” Small group work enhances the effectiveness of this program by allowing time for many teacher-student conferences, by enabling students to solve their own problems, and by giving students an opportunity to learn from their peers in a cooperative setting. Types of writing include description, narration, process, comparison/contrast, persuasion, and definition.
 In addition to the formal composition curriculum, a writing portfolio component affords students the opportunity to write for personal expression as well as for expository purposes.
 During the first semester, there is an intensive review of all parts of speech (Heath Grammar and Composition Chapters 1-6). A uniform, grade-wide grammar test is administered in November. The course then moves on to more advanced work in subject/verb agreement, pronoun case, consistency of tense, parallelism, and mechanics, including a complete unit on quotations and textual citation.
 Freshman English also covers at least two novels, short stories from our anthology, a wide selection of model essays, and Shakespeare’s The Merchant of Venice. Students will read four books from a supplementary reading list, in addition to the regular curriculum. Independent reading is assigned during winter and spring vacations.
 All students use Vocabulary from Classical Roots, a vocabulary workbook that emphasizes using roots, suffixes, and prefixes to find word meaning.
 Texts:
 The Chosen, Potok (Summer)
 I Know Why the Caged Bird Sings, Angelou (Summer)
 Catcher in the Rye, Salinger (Summer)
 Adventures of Huckleberry Finn, Twain
 Night, Wiesel
 The Odyssey of Homer, Mandelbaum translation
 The Merchant of Venice, Shakespeare
 Writing Clear Essays, Prentice Hall
 Elements of Literature–Fourth Course, Holt
 Grammar and Composition: Third Course, Heath
 Vocabulary from Classical Roots–Book C, Educators Publishing Service
 Form IV
 The tenth grade English course surveys works of British Literature from the time of Chaucer through modern times. Works are not studied chronologically, but by genre. Nonetheless, relevant historical background is given to help students appreciate the context of certain works. Through analysis of the literature, students learn to recognize formal aesthetic principles, as well as the social and moral implications of the works.
 Because tenth grade English classes are kept small, students now get closer attention paid to their writing. Students keep a portfolio of their work, writing informal pieces each week. Each semester, students develop four of these portfolio pieces into polished essays. As well, some class time is devoted to discussion of the writing process. Instruction in grammar continues along the graduated sequence begun in ninth grade, and vocabulary is taught according to a logical system (as opposed to rote memorization) that makes use of common Greek and Latin radicals.
 Texts:
 Great Expectations, Dickens
 Macbeth, Shakespeare
 Gulliver’s Travels, Swift
 Frankenstein, Shelley
 Dubliners, Joyce
 Brave New World, Huxley
 Adventures in English Literature, Harcourt Brace
 Sound and Sense, ed. Perrine
 Heath Grammar and Composition: Fifth Course
 Vocabulary from Classical Roots: Book D, Fifer, Flowers
 Form V
 This course provides a chronological study of American literature in conjunction with the Form V study of American history. While the historical sweep of the American literary heritage is outlined, there is considerable emphasis on in-depth analysis of literature. In addition to their study of American essays, short stories, poems, novels, and plays, Form V students study Shakespeare’s Hamlet. Students also read four supplementary books that broaden their exposure to American literature in general and complement the major works taught in the course. Clear and effective writing, as well as the development of an individual voice, is emphasized through biweekly portfolio writing assignments and the drafting of full-length essays. Vocabulary building is integrated into the curriculum, and grammar is studied on a diagnostic basis.
 Texts:
 American Literature: A Chronological Approach, McGraw Hill
 The Scarlet Letter, Hawthorne
 The House of Mirth, Wharton
 The Great Gatsby, Fitzgerald
 Hamlet, Shakespeare
 Selected American Short Stories
 Sound and Sense, ed. Perrine
 Heath Grammar and Composition: The Complete Course
 Vocabulary from Classical Roots–Book E, Educators Publishing Service
 Supplementary Reading:
 Invisible Man, Ellison
 The American, James
 Death of a Salesman, Miller
 Song Of Solomon, Morrison
 II. Department of History
 All history courses have a current events component and emphasize the skills necessary to read a newspaper.
 Forms III and IV
 World/Jewish History
 This course of study is taught for four semesters, beginning with incoming Form III students. The World/Jewish History course makes students aware of the emergence and development of modern civilization from its ancient roots into the twentieth century. At the heart of the school’s educational mission, World/Jewish History provides our students with an integrated curriculum geared to understanding the unique relationship between the Jews and the modern world, with modern Orthodoxy as its paradigm. The course emphasizes the impact of the Western world on the Jewish people, as well as the Jewish role in Western civilization. Non-western civilizations are also studied, particularly the Muslim world. Through classroom discussions, lectures, analysis of primary sources, and the assignment of research papers, the course imparts an appreciation of political, economic, social, and intellectual history. Primary sources are selected from various books, and are presented in Hebrew whenever possible. Pioneered at Ramaz (by former teacher David Bernstein) this curriculum has been adopted by the Board of Jewish Education for use in other Jewish day schools. The course of study is continually being revised and updated by the Ramaz faculty.
 Texts:
 A History of World Societies, McKay, Hill and Buckler
 Western Civilization, Perry
 The Course of Modern Jewish History, Sachar
 Heritage: Civilization and the Jews, Hallo
 Sources of Western Civilization, Perry
 Western Civilization: Sources, Images, & Interpretations, vol. 1: to 1700, Sherman
 History of the Jews, Grayzel
 The Jew in the Medieval World, Marcus
 Form V
 American History
 The American history course concentrates on the political history of the United States from the colonial period to the present. This focus is designed to uncover the origins of American democratic institutions and ideas, while stressing that these have been challenged by a rapidly evolving domestic economy and social structures, and an increasingly complex global order. These themes are taught through the use of documentary sources, textbook readings, inquiry based on discussions, lectures, films, and individual research assignments.
 Texts:
 America, Past and Present, Divine, Green, et al.
 A Documentary History of the U.S., Heffner
 Columbian Voyage, Crosby
 Atlases and maps
 III. Department of Mathematics and Computer Science
 A. Mathematics
 The Upper School mathematics program is designed to meet the needs of each student. This goal is accomplished through offering a wide variety of courses on each grade level, by keeping classes small enough to allow for individual attention, and by making available opportunities for remediation and enrichment. Standards are higher than those required by the New York State Regents curriculum. Every student is required to take math for a minimum of three years so that she/he is prepared to do advanced work in mathematics and to succeed on nationwide achievement tests and competitions. Calculators and computers are integrated with traditional topics in all courses.
 Beginning in Form III, at least three levels of courses are offered for each grade–an honors course, an accelerated course, and a grade level course.
 The Honors Program
 Students selected for this program have exhibited exceptional talent in mathematics, have achieved high scores on standardized exams and have been recommended by their teachers. The courses that they take present the traditional courses in an enriched, rigorous and sophisticated way. Their course of study includes Math 10 (Geometry) in ninth grade, Math 11 (Algebra 2 and Trigonometry) in tenth grade and Pre-Calculus in Grade 11. These students are eligible for AP Calculus, either AB or BC, during their senior year.
 The Accelerated Program I
 Students who are one year ahead of the traditional program, but do not qualify for the honors program or choose not to make the commitment to do the extra work that being in the honors program entails, are offered a course of study that includes Math 10 (Geometry) in ninth grade, Math 11 (Algebra 2 and Trig.) in tenth grade and Pre-Calculus in grade 11. They are eligible to take Calculus or AP Calculus AB in their senior year.
 Grade Level Program
 Students in this program take Math 9 (Elementary Algebra) in ninth grade, Math 10 (Geometry) in tenth grade and Math 11 (Algebra 2 and Trig.) in eleventh grade. Students in this program can elect Pre-Calculus in their senior year. Any student completing Math II or higher is eligible to take AP Statistics in their senior year.
 Math 9
 The traditional course in Elementary Algebra encompasses a study of the real number system, solution of linear and quadratic equations in one variable and associated verbal problems, solutions of systems of equations in two variables, linear functions, and operations with algebraic expressions. Emphasis is placed on problem solving.
 Math 10
 A unit in symbolic logic introduces the students to the structure of a deductive proof. We then proceed with the traditional course in geometry that teaches the nature of a postulational system, how to write a formal proof, and how to solve numerical problems based on applications of theorems. Trigonometry of the right triangle is introduced.
 Math 11
 The traditional course in Intermediate Algebra and Trigonometry begins with a review of Algebra I and extends the student’s knowledge to complex numbers. Logarithmic, exponential and trigonometric functions are studied. Graphs of these functions and the conic sections are introduced. Calculators are used extensively to allow students to focus on concepts rather than computation.
 Pre-Calculus / Math 12
 This course develops a thorough understanding of functions, their properties and their graphs. Particular attention is paid to natural number, polynomial, trignonometric, exponential and logarithmic functions. Graphing calculators are used extensively in the explorations of these functions and their applications. Probability, matrices, statistics and mathematical modeling are other topics dealt with during the year.
 B. Computer Science
 Form III
 All students take a computer literacy course in ninth grade. This is a requirement for graduation from Ramaz. Topics include history of computers, computer terminology, DOS Operating Systems, and exploration of hardware and software. Students learn how to use a word processor, data base and spread sheet
 IV. Department of Science
 The Upper School science program is designed to provide each student with the full scope of the basic three science disciplines: biology, chemistry, and physics. We are also committed to meeting the learning needs of the individual student. These goals are accomplished through offering a variety of course tracks on each grade level and by making different program options available. Beginning in the ninth grade three levels of courses are offered in each of the three science disciplines: an honors level, a major program level course, as well as a basic level course.
 The Honors Program
 Students selected for this program have exhibited outstanding talent in science, have achieved high scores on standardized tests and have been recommended by their teachers. The courses that they will take present the traditional courses in an enriched, rigorous and sophisticated way, with great emphasis on laboratory work and on data analysis.
 The Major Program
 Students who are strong in science, but do not qualify for the Honors program or choose not to make the commitment to do the extra work that is generated by the honors program, are offered a rigorous and enriched course of study that will present the material in a challenging way through classroom instruction and laboratory work.
 The Basic Program
 Students in this program take a “softer” version of each of the three science courses. The pace of instruction in these courses will be such that there will be ample time for reviewing and drilling. Emphasis will be put on basic concepts through classroom instruction and laboratory work.
 Form III
 Biology
 The course develops logically, first establishing basic concepts and then proceeding through the study of life processes from the simplest to the most complex levels. The following topics are included: the scientific method, the chemical aspects of living systems, cell structure and function, cell division, classical and modern genetics, evolution and classification, structure and physiology of monera, protista and fungi, structure and function of tissues, organs and systems in plants and animals, hormonal regulation and reproduction in plants and animals, human anatomy and physiology, and ecology.
 Form IV
 Chemistry
 The objective of this course is to provide the students with an understanding of the nature of matter and the concepts that govern its behavior. The main topics of this course include Matter and Energy, endothermic and exothermic reactions, simple atomic theory, bonding, modern atomic theory and the periodic table, the gas laws and kinetic molecular theory, the Mole method, Solutions, Acids and Bases, kinetics and equilibrium, redox and electrochemistry, organic chemistry, nuclear chemistry, and industrial chemistry.
 Form V
 Physics
 The objective of the course is to provide students with an understanding of natural phenomena and to increa.se their awareness of their surroundings. Students develop analytical skills for problem-solving through the application of mathematical concepts to assigned problems. Main topics include vectors, mechanics, dynamics and static, wave motion and light, electricity and magnetism, thermodynamics, atomic energy and quantum theory.
 V. Department of Foreign Languages
 The foreign languages offered at Ramaz are French and Spanish. From the very first day of school, only the target language is spoken in the classroom.
 A. French
 Form III
 First Year French
 The aim of this course is to develop enthusiasm for learning a new language and appreciation of its culture. Students study the present tense of regular, as well as frequently used irregular verbs. Lessons cover the introduction of personal pronouns, possessive adjectives, the numbers and the calendar. The aim of the course is to enable students to express themselves both in writing and orally about the world around them. Students acquire vocabulary, structures, and necessary idiomatic expressions to describe the weather, the human body, the family, occupations, food, clothing, colors, leisure activities and cultural pursuits. The passe compose and future are introduced at the end of the year. Audio-visual materials are used to reinforce the learning process. Story selections are studied.
 Second Year French
 This course is a continuation of the first year of French and assumes completion of a full year of French either at Ramaz or elsewhere. Listening, speaking, reading and communication skills are incorporated in a graded curriculum, using a variety of educational materials. The topics presented include shopping, food, the home and the restaurant, travel, directions, leisure activities and cultural pursuits.
 These topics are used in activities such as dictation, conversation, dialogues and original compositions. Reading selections and films further reinforce the language experience. Grammar includes the passe compose with avoir and etre, the future tense, reflexive verbs, negatives, personal pronouns, y and en, the imperfect tense, relative and interrogative pronouns, adverbs, prepositions and numerous idioms. Passages on the civilization, geography and history of France are studied. (Provinces, products, local customs and holidays are discussed.)
 Form IV
 Second Year French
 This course is a continuation of the Form III First Year French curriculum. The goal is a further development of skills, including writing and dialogues based on every day situations, such as shopping, setting the table, etc. The aim is to incorporate a broad base of vocabulary into speaking and writing skills. Grammatical and linguistic structures include a variety of irregular verbs, the past tense, the present subjunctive tense, use of direct and indirect object pronouns and reflexive verbs and adverbs. Writing assignments reflect the grammar structures (e.g., descriptions of the events of the past week as a reinforcement of the past tense.) Compositions begin to reflect personal attitudes, tastes and goals. Students listen to standardized passages of various lengths and difficulty and answer questions orally or in writing to build up both oral comprehension and writing skills. Prose and poetry selections are introduced as well.
 Third Year French
 This course is for tenth graders who are now in their third year of French studies. In the first part of the year, concentration is on mastery of grammatical usage including all simple and compound forms of regular verbs, subjunctive and passe simple (for meaning only), verbal structures such as infinitives and participles with prepositions and relative, demonstrative, interrogative pronouns, etc. The grammar is studied in the context of poems, short stories and songs. Emphasis is placed on comprehension at near native pace as well as on verbal communication skills. Conversations and oral reports are presented by students. Vocabulary and structures range from concrete to abstract use of the language. Reading selections include poetry, short stories from literary texts as well as some magazine articles. Compositions based on current events, personal experiences and reactions to the literature are written on a regular basis to form an individual student portfolio.
 Form V
 Third Year French
 The goal of this course is to enable students to communicate about themselves and their environment and, in addition, to understand and elicit information of a similar nature about the French and their society. Wherever necessary, the following linguistic elements will be either presented or reviewed: the simple past, the continuous past, and the future tense of regular verbs of the three conjugations, as well as basic irregular verbs. Compound tenses are mastered. Written assignments become more complex, stylistically as well as intellectually.
 French culture is an integral part of the curriculum. Idiomatic expressions and vocabulary are broad-based and deal with a variety of realistic situations including health, transportation, birthday celebrations, schoolroom, leisure activities such as the cinema and the seashore, apartment rental and the preparation of recipes. To familiarize students with the literary heritage of France, poems of various periods and styles are studied and memorized.
 Fourth Year French
 This course emphasizes reading comprehension and the perfecting of oral skills, while de-emphasizing formal grammar lessons. Grammar is taught as it arises from the readings and as it is illustrated in texts. French civilization and its artistic, literary and musical contributions are presented in individual reports by students. Texts that illustrate contributions of particular figures are discussed in these reports.
 Presentations with slides, tapes and records are encouraged. Discussions are held on subjects that arise from the readings (e.g., would you like to know the future?). The students’ compositions are either resumes of the stories or, once again, discussions of issues raised from the reading. The oral exercises begun in the second year are expanded in length and complexity to perfect skills. An effort is made to expose students to various literary genres. Works or excerpts from works by Moliere, Camus, de Maupassant and Merimee are studied. Students are introduced to methods of literary criticism and explication of texts which they can apply to their own efforts at literary criticism, both oral and written.
 B. Spanish
 Form III
 First Year Spanish
 The first year of the Spanish language curriculum seeks to develop excitement for learning a new language and an appreciation of the culture of that language. Students are taught the fundamentals of the spoken language. Reading and writing skills are also stressed. Grammatical concepts include present tense (-ar, -er, -ir verbs and some often used irregular verbs(, introduction of the past and future tenses, commands and introduction to the subjunctive. Lessons cover the use of personal pronouns, adjectives and idiomatic expressions.
 Second Year Spanish
 This intermediate course is designed for students who have previously studied the equivalent of a full year of Spanish. It seeks to develop proficiency in all of the language skills and further knowledge of Spanish-speaking cultures. There is a concise grammar review followed by a discussion of various points of Spanish grammar including the compound tenses and the subjunctive. Conversation is stressed as are reading and composition skills. Prose and poetry selections are studied as well.
 Form IV
 Second Year Spanish
 This course is a continuation of the Form III First Year Spanish curriculum. Students are expected to master more complex concepts of the spoken and written language and increase appreciation of Spanish-speaking cultures. The majority of grammatical forms including the subjunctive mood are studied.
 There are formal exercises of listening to passages of various lengths and answering questions in writing and speaking. Prose and poetry selections are introduced. There are two levels of this course. One is geared toward those who have displayed a facility in the target language and is a more comprehensive study of the language.
 Third Year Spanish
 This advanced level course is for students who have successfully completed Form III Second Year Spanish. Students complete the study of Spanish grammar. Communicative proficiency is stressed.
 Form V
 Third Year Spanish
 Students are expected to master more advanced concepts of the spoken language. Third year Spanish is an introduction to the study of Spanish and Latin American culture. Newspapers and magazines are used to augment the scope of vocabulary.
 There are two levels of third year Spanish. Vocabulary is broad-based and comes from a variety of realistic situations encountered in day-to-day living (transportation, hospital/doctor visits, restaurant, etc.). Literary selections as well as contemporary selections enhance discussions and appreciation of the Hispanic heritage.
 Fourth Year Spanish
 This is an intensive course for students who have successfully completed Third Year Spanish. Oral proficiency and grammar are stressed. Presentations with slides, tapes and records are encouraged. Discussions and compositions are either resumes of stories or arise from readings. Oral exercises are expanded in length and complexity to perfect skills. Students are exposed to various literary genres.
 VI. Department of Art
 The Art curriculum aims to teach students to see and to use their maximum creative potential. The approach is sequential and conceptual; it builds from project to project and from year to year as time permits and according to the abilities of individual students.
 Form III
 a. Contour drawing–learning to coordinate eye and hand;
 b. Negative space–collage; manipulation of pure form;
 c. Color wheel–science of color
 d. Painting from still-life–color project
 Form IV
 a. Principles of design–planning design with geometric shapes;
 b. Color schemes–painting the designs;
 c. Contour drawing: hands, faces
 Form V (Elective)
 a. Still life drawing in detail–shading;
 b. Negative space from reality–collage, neutrals;
 c. Landscape painting from photographs;
 d. Abstract painting -collage abstraction, grid painting on own work
 e. Quarterly museum reports
 VII. Department of Music
 Form III
 Introduction to the Elements of Music:
 a. melody, rhythm, harmony, tempo, dynamics;
 b. the orchestra;
 c. musical form;
 d. rudimentary notation
 Form IV
 a. The elements of music (continued);
 b. Analysis of music from a historical perspective;
 c. Term report on concert
 Form V (Elective)
 1. Basic materials in music theory;
 2. Music history continued–ancient modes, baroque, and introduction to 20th century
 VIII. Department of Health Education
 The objective of the Health Education program in the Upper School is to provide information and skills which render the students able to make responsible decisions concerning their well-being.
 The program was designed to offer up-to-date facts regarding health issues common to adolescents, incorporated with a commitment to Jewish values.
 Age and grade appropriate topics include: drug, alcohol, and tobacco education, gender issues, human sexuality and physical fitness -underlying these modules is the paradigm of mental and emotional health as they relate to a positive sense of self. All Form III students are given a course of instruction in CPR and receive full certification.
 IX. Department of Physical Education
 Physical Education is required of all students in all forms.
 Co-Curricular Programs
 A. Mishmar
 A group of self-selected students meets voluntarily for an hour and a half per week after school hours in order to acquire a broader and deeper knowledge of Talmud. The group is taught and supervised by one of our rebbeim.
 B. Y’mei Iyun (Seminars)
 Several times during the year the entire school community stops its normal schedule for a day and concentrates on one topic. The following is the typical structure of a yom iyun:
 1. A keynote speaker introduces the topic and acquaints the students with its various aspects in an opening assembly for the entire school.
 2. The student body divides into small groups to discuss various aspects of the topic.
 3. Films and other media aids are used to highlight the topic.
 4. At a closing assembly, a speaker summarizes the day and conducts a question-and-answer period. Y’mei Iyun held at Ramaz in the recent past have dealt with aliyah, the energy crisis and the environment, Kristallnacht and Yom Hashoa, oppressed Jewry, Hilkhot Pesach, Chesed, Klal Yisrael, Yamim Noraim, and Avoda Zarah.

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Ramaz 
 The Rabbi Joseph H. Lookstein Upper School of Ramaz in the Morris and Ida Newman Educational Center 
 Course of Instruction 1996-97 
Table of Contents
  Course of Instruction in Judaic Studies  
I Department of Talmud 
II Department of TaNaKH 
III Department of Judaism 
IV Department of Hebrew Language and Literature 
 Course of Instruction in General Studies  
I Department of English 
II Department of History 
III Department of Math and Computer Science 
IV Department of Science 
V Department of Foreign Language 
VI Department of Art 
VII Department of Music 
VIII Department of Health Education 
IX Physical Education 
Tefillah 
The day of instruction for all students in the Upper School begins at 8:00 A.M with Tefillat Shacharit.
Mincha services are held at a specifically designated time every afternoon.
 G’milut Chasadim  
Beginning with the fall semester of Form IV, the Ramaz G’milut Chasadim program requires each sophomore student to contribute twenty hours of community service per semester; the program continues through the spring semester, totalling forty hours. It is our belief that each of our students has a unique way to make a difference. We believe that this program will help develop each individual’s potential and that our students will find that their special strength greatly enriches the lives of others.
Students choose from numerous placements in their home or school community. There is a wide range of possible assignments, including nursing homes, senior citizens centers, hospitals, orphanages, shut-in programs, centers for new Americans, etc. The school is actively involved in verifying the effectiveness of each program and in monitoring each student’s participation and progress. Students are not permitted to receive remuneration for their chesed work.
  Course of Instruction in Judaic Studies
 Forms III, IV, and V 
 For all courses in Judaic Studies, Hebrew is the primary language of instruction and conversation. Students must submit all written work in Hebrew. 
  I. Department of Talmud 
The high school student body is divided into three groups –a regular track, an accelerated track, and an honors track. Primary in all tracks is the establishment of an atmosphere conducive to the internalization of the ethics and commitment embodied in the texts. 
A. Regular Talmud 
Students enrolled in “regular Talmud” focus on selected Talmudic discussions, or sugyot. Sugyot are chosen based on their relevance to the students’ lives and which allow for the development of the skills and background necessary for “Talmudic literacy.” This includes primarily a familiarity with the language (its key words and idioms) and the thought process. 
Form III 
 Sugyot are chosen from the Tractate Berakhot and include topics such as Keri’at Shema, tefillot, and berakhot. Classic structures of a sugya are found in these selections, giving the student a framework and standard by which to compare structures seen later on that are a variation on this classic theme. 
Form IV 
 Sugyot are chosen from the Tractate Shabbat. As in the previous year, sugyot are chosen for their relevance and standardized structure. The relationship of the sugyot to the actual laws and ideas of Shabbat is developed. 
Form V 
 Sugyot are chosen from the Tractate Sanhedrin and include such topics as court procedures, validity of witnesses, martyrdom, self-defense, degrees of criminal responsibility, parent-child relations, and abortion. 
B. Accelerated and Honors Talmud 
The Honors Talmud program provides the qualified student with an opportunity to devote approximately twice the classroom time regularly allotted to the study of Talmud. Time commitment and demands inside and outside of class are considerably greater than in “regular Talmud.” As a result of this quantitative change, and of the high caliber of student admitted into this program, the depth and breadth of the material studied are considerably enhanced. 
As a result of the broad range of abilities among students interested in expanding the number of hours devoted to Talmud, two homogeneously divided sections have been created on each grade level, accommodating the most talented as well as the most highly motivated individuals. Each grade level and each section adopt different methodological goals –from concentrating on the correct reading of Gemara and Rashi, to the exploration of Rishonim and more recent responsa literature. In this manner, during his/her high school career, each student will be able to refine and develop skills even as s/he is broadening his/her basic knowledge of Talmudic and halakhic subject matter. The intensive study in the accelerated and honors track is geared to training the student to master a Talmudic text with Rishonim on his/her own, as well as interesting the student in continuing Talmud study far beyond the high school level. 
Form III 
 There are two parallel sections, both considered “accelerated,” and students in both study “Kol Habasar,” the eighth chapter of the Tractate Hullin. During the first semester, the focus is on five classic sugyot in the first chapter, notable for both their internal structure as well as their “universality” in the world of Talmud study (i.e. rov, chazakah, mummar, and bishul b’shabbat). In the second semester, students study selections from the eighth chapter, concentrating on the basic principles and laws of kashrut. There is no “honors” section in this form; the groundwork is laid to create one honors and one accelerated section in Form IV. 
Form IV 
In the first semester, both the accelerated and honors sections study, at their relative levels, the first several pages of the first chapter of Bava Metzia – “Shnayim ‘Ohazin.” In the second semester, selections of the second chapter, “Eilu Metziot, ” are studied. The definition(s) of ownership and the stages of civil and monetary conflict resolution are the primary issues studied throughout the year. Primary focus is on developing skills that enable the student to become more sensitive to premises and nuances and implications (e.g., the systematic study of Rashi). 
Form V Beit Midrash Program 
As in the regular sections, Tractate Sanhedrin is the course of study, albeit in greater breadth and depth. A four-pronged approach to Talmud study (Iyun, Beki’ut, Shiur Klali, and Chavruta) are blended together enabling the student to refine his/her skills as well as develop his/her independence in the study of Talmud. Special emphasis is placed both on the proper utilization of various commentaries, as well as on the covering of a much greater quantity of Talmud. Joint programs between the two sections, guest lecturers, and independent study all add to rounding out a comprehensive learning experience. 
In addition to the regular and Beit Midrash sections there is also one accelerated section, in between the two others both in terms of amount of time devoted to Talmud study (nine periods instead of five or thirteen) as well as the demands and challenges laid out in this course. This class, like others in Form V, studies selections from Masekhet Sanhedrin. 
  II. Department of TaNaKH 
Form III 
A. Torah 
The ninth grade Torah curriculum focuses on the theme of sibling rivalry, and interpersonal relationships between parents and their children. Equal emphasis is placed upon the role of Divine Providence in an individual’s life and in history and the literary structures of the biblical narrative. Students are encouraged to identify with the characters in Bereishit and to use them as positive role models. The course strives to teach the methods as well as the different commentaries for independent study of Torah, along with sensitivity to the biblical text and its interpretations. A beki’ut exam ensures familiarity with the whole of Bereishit. 
B. Prophets 
 The course focuses on two books of the Terei Asar–Amos and Yonah. Students learn about the lives of the prophets and the periods in which they lived. Review of sections in Melakhim Bet acquaints them with the lives and times of the kings during whose reigns Amos and Yonah prophesied. Students study the role of the prophet as preacher and the literary style of the individual prophet, while developing the ability to read the Later Prophets independently and to quote famous passages. A major objective is to develop an understanding of the reasons for the dispersion of the Jews and the destruction of the Temple, in order to inform contemporary national and individual existence, and to understand the striving for geulah. 
Form IV 
 A. Torah 
The focus of the tenth grade Torah curriculum is the study of Sefer Shemot: Me’avdut l’cherut. Building upon the textual and analytical objectives of the ninth grade curriculum, the course delves into the stages of Israelite experience: slavery, redemption, and the birth of a nation; the development and character of Moses as leader and redeemer of the Jews; the Ten Plagues and the miracles of emancipation; the trials in the desert and the people’s struggle with their “newly- acquired” freedom. Students are encouraged to seek parallels between the behavior of the Jewish people in the desert and its behavior today, as a guide to their own religious development. The course relies heavily upon the approach of Nechama Leibowitz as reflected in her book Ivunim B’Sefer Shemot and stresses the commentators Rashi, Siftei Hakhamim, and Ramban. A beki’ut exam ensures familiarity with the whole of Shemot. 
B. Prophets 
 Building upon the methodologies of the previous year’s curriculum, this course focuses on selections from the book of Yeshayahu. Students engage in a comprehensive study of the language structure of the book, along with a concentration on chapters found in the haftarot. Topics covered include the following: Yeshayahu’s war against social injustice, his ideas on acharit ha-yamim )the Messianic Age), his concepts of shivat tziyon and teshuvah. Review of readings in Melakhim Bet acquaint the students with the lives and times of the kings during whose reigns Yeshayahu prophesied. The subject of acharit ha-yamim is further studied from sources including Ramban, Rav Saadia and the Book of Yechezkel. Students are expected to be able to quote well-known passages such as that on the Isaiah Wall near the U.N. An attempt is made to view destiny through Yeshayahu’s prophecies, and to see that the moral law, values, and beliefs in those prophecies sustain Jewish life today. His struggle to refine the world continues to be relevant. 
Students study verses that are quoted in Christian scripture and learn to derive their meanings within the context of Yeshayahu and Tanakh. In this way they learn to respond to missionaries such as Jews for Jesus. One or two small papers are assigned which develop the students’ comparative skills and reinforce their ability to learn independently. 
Form V 
 A. Torah 
 The theme of the course is the saying from Pirkei Avot: “Jealousy, lust and glory remove a person from the world.” Each one of these human traits is studied in depth through the following selections from the text: the mit’onenim, the mita’vim, the lashon hara of Miriam and Aaron, the lashon hara of the meraglim, the rebellion of Korach, Mei Meriva, Bilaam and the sin of Baal Pe’or. Students are directed to compare biblical texts (specifically the parallels in Shemot, Bamidbar and Devarim) in order to understand the reasons for repetition in the Bible in general. The course relies heavily on the work of Nechama Leibowitz on Bamidbar, and stresses the study of Midrash and its moral imperatives. A beki’ut exam ensures familiarity with the whole of Bamidbar. Some independent work is required using different commentaries, analyzing as well as comparing methodologies. 
B. Prophets 
 Building upon the objectives of the previous two years’ curricula, this course focuses on selections from the book of Yirmiyahu with particular attention to chapters in the haftarot. While always stressing language and style, students learn about the prophet and the historical background to his period, as well as about his role as the prophet of doom. Verses of his personal sufferings and travails as well as his cries of anguish are studied in depth. The theme of emet v’sheker (truth and falsehood) is developed as seen through the false prophets of this period, the “false” sacrifices of the Jews in the Temple, from the “false” behavior between man and man. The relatively obscure suffering and trial of Yirmiyahu are contrasted with the trials of Jesus and Socrates, using passages from the Christian scripture and from Plato’s Apology. Comparative study of Yishayahu, Yirmiyahu, and Terei Asar, is emphasized. Readings in Melakhim Bet are again required in order to understand the lives and times of the kings during whose reigns Yirmiyahu prophesied . 
Students are encouraged to perfect their skills in reading text and commentaries while broadening their knowledge of Tanakh and learning to quote famous passages. Papers that stress independent learning skills are assigned. 
  III. Department of Judaism 
 The Judaism curriculum attempts to help the student come to terms with his/her Jewish identity within the framework of halakhah. A combination of traditional and contemporary texts serve as the focal point for class discussions that are geared to help foster an understanding, appreciation and increased commitment to the role of halakhah in Jewish life. 
With the approach of the yamim tovim, the regular curriculum is set aside so that time may be spent reviewing the relevant halakhot as well as exploring the religious and philosophical significance of the holy day. 
Regardless of the topic under discussion, there is an emphasis on text, especially the Shulchan Arukh, with a particular eye to encouraging a certain amount of independent learning. 
Form III 
 The theme of the ninth grade curriculum is bein adam lamakom–between man and God. Much of the year is spent on a close examination of the daily morning (Shacharit) service. There is a careful analysis of the major prayers including their development, meaning and purpose, as well as a study of their attendant halakhot. Other topics include birkhot hanehenin and Shabbat. 
Form III also marks the students’ introduction to the use of the Mishnah Berurah, a text that they will continue to use as part of a sequenced curriculum in the teaching of chagim. 
Form IV 
 The theme of the tenth grade curriculum is bein adam l’chaveiro–between man and his fellow man. Students are divorced from the notion that Judaism is a religion in the narrow sense restricted to the realm of ritual. Instead, Judaism is presented as part of a total way of life which has particular ramifications for a Jew living in a modern culture. Discussions of the similarities and differences between absolute and relative ethical systems are highlighted against the background of current attitudes toward such subjects as talebearing, cheating, business ethics and the pursuit of material wealth. 
Form V 
 This third course in the Judaism sequence analyzes the situation of world Jewry, with a particular focus on the American Jewish community. A conscious effort is made to raise issues that might become crucial to the student’s eventual adjustment to life as a Jew in an open society, first in the context of college and later as an adult participant in communal life. Topics for discussion and analysis include assimilation, intermarriage, the modern family unit, the problem of dual loyalty, and faith in the face of secularism. 
  IV. Department of Hebrew Language and Literature 
Hebrew language and literature classes are divided into two levels: regular and honors. 
This division is made in order to accommodate the individual needs, background and ability of each student. Upon admission to Form III, students are given a proficiency test in order to ensure proper placement. In subsequent years, placement is carefully determined by the department’s faculty who base their evaluations upon their acquaintance with the individual student and his/her records. 
In all levels, students study literature, grammar, conversational Hebrew and are required to present oral and written reports. Literary selections are chosen with an eye to increasing awareness of Jewish issues and to intensifying the student’s commitment to Judaism and Israel. A sequential grammar curriculum is taught in Forms III through V. 
Form III 
 The grammar units of both levels focus on syntax, sentence structure and a review of the conjugation of regular verbs. The literature units for the regular classes provide a general introduction to Hebrew prose and poetry through the writings of Aharon Megged, Rachel and Bialik. The honors classes study the works of S. Tchernichovsky, C. Guri and N. Alterman, poets whose works reflect the Shoah, the struggle for statehood and the establishment of the medinah. 
All students learn to appreciate the differences between those writers who lived in the Diaspora and those who emigrated or were born in Israel. Readings are presented in versions that maintain the integrity and authentic quality of the original. In all cases, emphasis is placed on the appreciation of themes, style and technique. 
Form IV 
 In all classes, grammar units focus on the verb in all its forms, conversational Hebrew and writing style. Literature units concentrate on three different literary genres: drama, the short story and the ballad. These narrative and dramatic aspects of literature are explored through the works of Shaham, Bialik, Tchernichovsky, and G. Shofman. Whereas regular classes will be introduced to representative abridgements of these works, honors classes take a more comprehensive approach, studying complete works in the original. Honors classes will also be required to do more independent work outside of class in terms of reading, critical analysis and creative writing. 
Form V 
 Form V introduces three different groups: 
For the regular level classes, literature from the anthology Reut is studied. Different styles of prose and poetry are learned in depth with a specific focus on the wars and strife that followed independence. 
In the honors classes, students are exposed to a variety of literary styles, genres and themes. Essays from Buber, journals, and diaries from the Six Day War, and the lyrical poetry of Pagis and Yonatan are all presented. These students are also the ones usually primarily responsible for the writing, editing and publishing of the school’s Hebrew newspaper, Toses. Other classes contributed articles both to this newspaper as well as to the yearbook. 
There is also an Ulpan class that focuses on conversational Hebrew and written language. This section meets for one semester for non-Bet Midrash students. 
   Course of Instruction in General Studies 
 Forms III, IV, and V 
  I. Department of English 
 Form III 
This course focuses on the composition process. In small classes, students work through the prewriting, writing, and post-writing phases of composition. Prewriting includes observing, making plans, examining models, limiting topics, and developing thesis statements. All phases from prewriting to final copy emphasize the concept of “drafting.” Ideas are recorded and organized at least twice, while students revise, proofread, and ready a final draft for evaluation or “publication.” Small group work enhances the effectiveness of this program by allowing time for many teacher-student conferences, by enabling students to solve their own problems, and by giving students an opportunity to learn from their peers in a cooperative setting. Types of writing include description, narration, process, comparison/contrast, persuasion, and definition. 
In addition to the formal composition curriculum, a writing portfolio component affords students the opportunity to write for personal expression as well as for expository purposes. 
During the first semester, there is an intensive review of all parts of speech (Heath Grammar and Composition Chapters 1-6). A uniform, grade-wide grammar test is administered in November. The course then moves on to more advanced work in subject/verb agreement, pronoun case, consistency of tense, parallelism, and mechanics, including a complete unit on quotations and textual citation. 
Freshman English also covers at least two novels, short stories from our anthology, a wide selection of model essays, and Shakespeare’s The Merchant of Venice. Students will read four books from a supplementary reading list, in addition to the regular curriculum. Independent reading is assigned during winter and spring vacations. 
All students use Vocabulary from Classical Roots, a vocabulary workbook that emphasizes using roots, suffixes, and prefixes to find word meaning. 
Texts: 
  The Chosen, Potok (Summer) 
  I Know Why the Caged Bird Sings, Angelou (Summer) 
  Catcher in the Rye, Salinger (Summer) 
  Adventures of Huckleberry Finn, Twain 
  Night, Wiesel 
  The Odyssey of Homer, Mandelbaum translation 
  The Merchant of Venice, Shakespeare 
  Writing Clear Essays, Prentice Hall 
  Elements of Literature–Fourth Course, Holt 
  Grammar and Composition: Third Course, Heath 
  Vocabulary from Classical Roots–Book C, Educators Publishing Service 
Form IV 
 The tenth grade English course surveys works of British Literature from the time of Chaucer through modern times. Works are not studied chronologically, but by genre. Nonetheless, relevant historical background is given to help students appreciate the context of certain works. Through analysis of the literature, students learn to recognize formal aesthetic principles, as well as the social and moral implications of the works. 
Because tenth grade English classes are kept small, students now get closer attention paid to their writing. Students keep a portfolio of their work, writing informal pieces each week. Each semester, students develop four of these portfolio pieces into polished essays. As well, some class time is devoted to discussion of the writing process. Instruction in grammar continues along the graduated sequence begun in ninth grade, and vocabulary is taught according to a logical system (as opposed to rote memorization) that makes use of common Greek and Latin radicals. 
Texts: 
  Great Expectations, Dickens 
  Macbeth, Shakespeare 
  Gulliver’s Travels, Swift 
  Frankenstein, Shelley 
  Dubliners, Joyce 
  Brave New World, Huxley 
  Adventures in English Literature, Harcourt Brace 
  Sound and Sense, ed. Perrine 
  Heath Grammar and Composition: Fifth Course 
  Vocabulary from Classical Roots: Book D, Fifer, Flowers 
Form V 
 This course provides a chronological study of American literature in conjunction with the Form V study of American history. While the historical sweep of the American literary heritage is outlined, there is considerable emphasis on in-depth analysis of literature. In addition to their study of American essays, short stories, poems, novels, and plays, Form V students study Shakespeare’s Hamlet. Students also read four supplementary books that broaden their exposure to American literature in general and complement the major works taught in the course. Clear and effective writing, as well as the development of an individual voice, is emphasized through biweekly portfolio writing assignments and the drafting of full-length essays. Vocabulary building is integrated into the curriculum, and grammar is studied on a diagnostic basis. 
Texts: 
  American Literature: A Chronological Approach, McGraw Hill 
  The Scarlet Letter, Hawthorne 
  The House of Mirth, Wharton 
  The Great Gatsby, Fitzgerald 
  Hamlet, Shakespeare 
  Selected American Short Stories  
  Sound and Sense, ed. Perrine 
  Heath Grammar and Composition: The Complete Course 
  Vocabulary from Classical Roots–Book E, Educators Publishing Service 
Supplementary Reading: 
  Invisible Man, Ellison 
  The American, James 
  Death of a Salesman, Miller 
  Song Of Solomon, Morrison 
  II. Department of History 
 All history courses have a current events component and emphasize the skills necessary to read a newspaper. 
Forms III and IV 
 World/Jewish History 
This course of study is taught for four semesters, beginning with incoming Form III students. The World/Jewish History course makes students aware of the emergence and development of modern civilization from its ancient roots into the twentieth century. At the heart of the school’s educational mission, World/Jewish History provides our students with an integrated curriculum geared to understanding the unique relationship between the Jews and the modern world, with modern Orthodoxy as its paradigm. The course emphasizes the impact of the Western world on the Jewish people, as well as the Jewish role in Western civilization. Non-western civilizations are also studied, particularly the Muslim world. Through classroom discussions, lectures, analysis of primary sources, and the assignment of research papers, the course imparts an appreciation of political, economic, social, and intellectual history. Primary sources are selected from various books, and are presented in Hebrew whenever possible. Pioneered at Ramaz (by former teacher David Bernstein) this curriculum has been adopted by the Board of Jewish Education for use in other Jewish day schools. The course of study is continually being revised and updated by the Ramaz faculty. 
Texts: 
  A History of World Societies, McKay, Hill and Buckler 
  Western Civilization, Perry 
  The Course of Modern Jewish History, Sachar 
  Heritage: Civilization and the Jews, Hallo 
  Sources of Western Civilization, Perry 
  Western Civilization: Sources, Images, &amp; Interpretations, vol. 1: to 1700, Sherman 
  History of the Jews, Grayzel 
  The Jew in the Medieval World, Marcus 
Form V 
 American History 
The American history course concentrates on the political history of the United States from the colonial period to the present. This focus is designed to uncover the origins of American democratic institutions and ideas, while stressing that these have been challenged by a rapidly evolving domestic economy and social structures, and an increasingly complex global order. These themes are taught through the use of documentary sources, textbook readings, inquiry based on discussions, lectures, films, and individual research assignments. 
Texts: 
  America, Past and Present, Divine, Green, et al. 
  A Documentary History of the U.S., Heffner 
  Columbian Voyage, Crosby 
 Atlases and maps 
  III. Department of Mathematics and Computer Science 
 A. Mathematics 
The Upper School mathematics program is designed to meet the needs of each student. This goal is accomplished through offering a wide variety of courses on each grade level, by keeping classes small enough to allow for individual attention, and by making available opportunities for remediation and enrichment. Standards are higher than those required by the New York State Regents curriculum. Every student is required to take math for a minimum of three years so that she/he is prepared to do advanced work in mathematics and to succeed on nationwide achievement tests and competitions. Calculators and computers are integrated with traditional topics in all courses. 
Beginning in Form III, at least three levels of courses are offered for each grade–an honors course, an accelerated course, and a grade level course. 
The Honors Program 
 Students selected for this program have exhibited exceptional talent in mathematics, have achieved high scores on standardized exams and have been recommended by their teachers. The courses that they take present the traditional courses in an enriched, rigorous and sophisticated way. Their course of study includes Math 10 (Geometry) in ninth grade, Math 11 (Algebra 2 and Trigonometry) in tenth grade and Pre-Calculus in Grade 11. These students are eligible for AP Calculus, either AB or BC, during their senior year. 
The Accelerated Program I 
 Students who are one year ahead of the traditional program, but do not qualify for the honors program or choose not to make the commitment to do the extra work that being in the honors program entails, are offered a course of study that includes Math 10 (Geometry) in ninth grade, Math 11 (Algebra 2 and Trig.) in tenth grade and Pre-Calculus in grade 11. They are eligible to take Calculus or AP Calculus AB in their senior year. 
Grade Level Program 
 Students in this program take Math 9 (Elementary Algebra) in ninth grade, Math 10 (Geometry) in tenth grade and Math 11 (Algebra 2 and Trig.) in eleventh grade. Students in this program can elect Pre-Calculus in their senior year. Any student completing Math II or higher is eligible to take AP Statistics in their senior year. 
Math 9 
 The traditional course in Elementary Algebra encompasses a study of the real number system, solution of linear and quadratic equations in one variable and associated verbal problems, solutions of systems of equations in two variables, linear functions, and operations with algebraic expressions. Emphasis is placed on problem solving. 
Math 10 
 A unit in symbolic logic introduces the students to the structure of a deductive proof. We then proceed with the traditional course in geometry that teaches the nature of a postulational system, how to write a formal proof, and how to solve numerical problems based on applications of theorems. Trigonometry of the right triangle is introduced. 
Math 11 
 The traditional course in Intermediate Algebra and Trigonometry begins with a review of Algebra I and extends the student’s knowledge to complex numbers. Logarithmic, exponential and trigonometric functions are studied. Graphs of these functions and the conic sections are introduced. Calculators are used extensively to allow students to focus on concepts rather than computation. 
Pre-Calculus / Math 12 
 This course develops a thorough understanding of functions, their properties and their graphs. Particular attention is paid to natural number, polynomial, trignonometric, exponential and logarithmic functions. Graphing calculators are used extensively in the explorations of these functions and their applications. Probability, matrices, statistics and mathematical modeling are other topics dealt with during the year. 
B. Computer Science 
Form III 
 All students take a computer literacy course in ninth grade. This is a requirement for graduation from Ramaz. Topics include history of computers, computer terminology, DOS Operating Systems, and exploration of hardware and software. Students learn how to use a word processor, data base and spread sheet 
  IV. Department of Science 
 The Upper School science program is designed to provide each student with the full scope of the basic three science disciplines: biology, chemistry, and physics. We are also committed to meeting the learning needs of the individual student. These goals are accomplished through offering a variety of course tracks on each grade level and by making different program options available. Beginning in the ninth grade three levels of courses are offered in each of the three science disciplines: an honors level, a major program level course, as well as a basic level course. 
The Honors Program 
 Students selected for this program have exhibited outstanding talent in science, have achieved high scores on standardized tests and have been recommended by their teachers. The courses that they will take present the traditional courses in an enriched, rigorous and sophisticated way, with great emphasis on laboratory work and on data analysis. 
The Major Program 
 Students who are strong in science, but do not qualify for the Honors program or choose not to make the commitment to do the extra work that is generated by the honors program, are offered a rigorous and enriched course of study that will present the material in a challenging way through classroom instruction and laboratory work. 
The Basic Program 
 Students in this program take a “softer” version of each of the three science courses. The pace of instruction in these courses will be such that there will be ample time for reviewing and drilling. Emphasis will be put on basic concepts through classroom instruction and laboratory work. 
Form III 
 Biology 
 The course develops logically, first establishing basic concepts and then proceeding through the study of life processes from the simplest to the most complex levels. The following topics are included: the scientific method, the chemical aspects of living systems, cell structure and function, cell division, classical and modern genetics, evolution and classification, structure and physiology of monera, protista and fungi, structure and function of tissues, organs and systems in plants and animals, hormonal regulation and reproduction in plants and animals, human anatomy and physiology, and ecology. 
Form IV 
 Chemistry 
 The objective of this course is to provide the students with an understanding of the nature of matter and the concepts that govern its behavior. The main topics of this course include Matter and Energy, endothermic and exothermic reactions, simple atomic theory, bonding, modern atomic theory and the periodic table, the gas laws and kinetic molecular theory, the Mole method, Solutions, Acids and Bases, kinetics and equilibrium, redox and electrochemistry, organic chemistry, nuclear chemistry, and industrial chemistry. 
Form V 
 Physics 
 The objective of the course is to provide students with an understanding of natural phenomena and to increa.se their awareness of their surroundings. Students develop analytical skills for problem-solving through the application of mathematical concepts to assigned problems. Main topics include vectors, mechanics, dynamics and static, wave motion and light, electricity and magnetism, thermodynamics, atomic energy and quantum theory. 
  V. Department of Foreign Languages 
 The foreign languages offered at Ramaz are French and Spanish. From the very first day of school, only the target language is spoken in the classroom. 
A. French 
 Form III 
 First Year French 
 The aim of this course is to develop enthusiasm for learning a new language and appreciation of its culture. Students study the present tense of regular, as well as frequently used irregular verbs. Lessons cover the introduction of personal pronouns, possessive adjectives, the numbers and the calendar. The aim of the course is to enable students to express themselves both in writing and orally about the world around them. Students acquire vocabulary, structures, and necessary idiomatic expressions to describe the weather, the human body, the family, occupations, food, clothing, colors, leisure activities and cultural pursuits. The passe compose and future are introduced at the end of the year. Audio-visual materials are used to reinforce the learning process. Story selections are studied. 
Second Year French 
 This course is a continuation of the first year of French and assumes completion of a full year of French either at Ramaz or elsewhere. Listening, speaking, reading and communication skills are incorporated in a graded curriculum, using a variety of educational materials. The topics presented include shopping, food, the home and the restaurant, travel, directions, leisure activities and cultural pursuits. 
These topics are used in activities such as dictation, conversation, dialogues and original compositions. Reading selections and films further reinforce the language experience. Grammar includes the passe compose with avoir and etre, the future tense, reflexive verbs, negatives, personal pronouns, y and en, the imperfect tense, relative and interrogative pronouns, adverbs, prepositions and numerous idioms. Passages on the civilization, geography and history of France are studied. (Provinces, products, local customs and holidays are discussed.) 
Form IV 
 Second Year French 
 This course is a continuation of the Form III First Year French curriculum. The goal is a further development of skills, including writing and dialogues based on every day situations, such as shopping, setting the table, etc. The aim is to incorporate a broad base of vocabulary into speaking and writing skills. Grammatical and linguistic structures include a variety of irregular verbs, the past tense, the present subjunctive tense, use of direct and indirect object pronouns and reflexive verbs and adverbs. Writing assignments reflect the grammar structures (e.g., descriptions of the events of the past week as a reinforcement of the past tense.) Compositions begin to reflect personal attitudes, tastes and goals. Students listen to standardized passages of various lengths and difficulty and answer questions orally or in writing to build up both oral comprehension and writing skills. Prose and poetry selections are introduced as well. 
Third Year French 
 This course is for tenth graders who are now in their third year of French studies. In the first part of the year, concentration is on mastery of grammatical usage including all simple and compound forms of regular verbs, subjunctive and passe simple (for meaning only), verbal structures such as infinitives and participles with prepositions and relative, demonstrative, interrogative pronouns, etc. The grammar is studied in the context of poems, short stories and songs. Emphasis is placed on comprehension at near native pace as well as on verbal communication skills. Conversations and oral reports are presented by students. Vocabulary and structures range from concrete to abstract use of the language. Reading selections include poetry, short stories from literary texts as well as some magazine articles. Compositions based on current events, personal experiences and reactions to the literature are written on a regular basis to form an individual student portfolio. 
Form V 
 Third Year French 
 The goal of this course is to enable students to communicate about themselves and their environment and, in addition, to understand and elicit information of a similar nature about the French and their society. Wherever necessary, the following linguistic elements will be either presented or reviewed: the simple past, the continuous past, and the future tense of regular verbs of the three conjugations, as well as basic irregular verbs. Compound tenses are mastered. Written assignments become more complex, stylistically as well as intellectually. 
French culture is an integral part of the curriculum. Idiomatic expressions and vocabulary are broad-based and deal with a variety of realistic situations including health, transportation, birthday celebrations, schoolroom, leisure activities such as the cinema and the seashore, apartment rental and the preparation of recipes. To familiarize students with the literary heritage of France, poems of various periods and styles are studied and memorized. 
Fourth Year French 
 This course emphasizes reading comprehension and the perfecting of oral skills, while de-emphasizing formal grammar lessons. Grammar is taught as it arises from the readings and as it is illustrated in texts. French civilization and its artistic, literary and musical contributions are presented in individual reports by students. Texts that illustrate contributions of particular figures are discussed in these reports. 
Presentations with slides, tapes and records are encouraged. Discussions are held on subjects that arise from the readings (e.g., would you like to know the future?). The students’ compositions are either resumes of the stories or, once again, discussions of issues raised from the reading. The oral exercises begun in the second year are expanded in length and complexity to perfect skills. An effort is made to expose students to various literary genres. Works or excerpts from works by Moliere, Camus, de Maupassant and Merimee are studied. Students are introduced to methods of literary criticism and explication of texts which they can apply to their own efforts at literary criticism, both oral and written. 
B. Spanish 
 Form III 
First Year Spanish 
 The first year of the Spanish language curriculum seeks to develop excitement for learning a new language and an appreciation of the culture of that language. Students are taught the fundamentals of the spoken language. Reading and writing skills are also stressed. Grammatical concepts include present tense (-ar, -er, -ir verbs and some often used irregular verbs(, introduction of the past and future tenses, commands and introduction to the subjunctive. Lessons cover the use of personal pronouns, adjectives and idiomatic expressions. 
Second Year Spanish 
 This intermediate course is designed for students who have previously studied the equivalent of a full year of Spanish. It seeks to develop proficiency in all of the language skills and further knowledge of Spanish-speaking cultures. There is a concise grammar review followed by a discussion of various points of Spanish grammar including the compound tenses and the subjunctive. Conversation is stressed as are reading and composition skills. Prose and poetry selections are studied as well. 
Form IV 
 Second Year Spanish 
 This course is a continuation of the Form III First Year Spanish curriculum. Students are expected to master more complex concepts of the spoken and written language and increase appreciation of Spanish-speaking cultures. The majority of grammatical forms including the subjunctive mood are studied. 
There are formal exercises of listening to passages of various lengths and answering questions in writing and speaking. Prose and poetry selections are introduced. There are two levels of this course. One is geared toward those who have displayed a facility in the target language and is a more comprehensive study of the language. 
Third Year Spanish 
 This advanced level course is for students who have successfully completed Form III Second Year Spanish. Students complete the study of Spanish grammar. Communicative proficiency is stressed. 
Form V 
 Third Year Spanish 
 Students are expected to master more advanced concepts of the spoken language. Third year Spanish is an introduction to the study of Spanish and Latin American culture. Newspapers and magazines are used to augment the scope of vocabulary. 
There are two levels of third year Spanish. Vocabulary is broad-based and comes from a variety of realistic situations encountered in day-to-day living (transportation, hospital/doctor visits, restaurant, etc.). Literary selections as well as contemporary selections enhance discussions and appreciation of the Hispanic heritage. 
Fourth Year Spanish 
 This is an intensive course for students who have successfully completed Third Year Spanish. Oral proficiency and grammar are stressed. Presentations with slides, tapes and records are encouraged. Discussions and compositions are either resumes of stories or arise from readings. Oral exercises are expanded in length and complexity to perfect skills. Students are exposed to various literary genres. 
  VI. Department of Art 
 The Art curriculum aims to teach students to see and to use their maximum creative potential. The approach is sequential and conceptual; it builds from project to project and from year to year as time permits and according to the abilities of individual students. 
Form III 
 a. Contour drawing–learning to coordinate eye and hand; 
 b. Negative space–collage; manipulation of pure form; 
 c. Color wheel–science of color 
 d. Painting from still-life–color project 
Form IV 
 a. Principles of design–planning design with geometric shapes; 
 b. Color schemes–painting the designs; 
 c. Contour drawing: hands, faces 
Form V (Elective) 
 a. Still life drawing in detail–shading; 
 b. Negative space from reality–collage, neutrals; 
 c. Landscape painting from photographs; 
 d. Abstract painting -collage abstraction, grid painting on own work 
 e. Quarterly museum reports 
  VII. Department of Music 
 Form III 
Introduction to the Elements of Music: 
 a. melody, rhythm, harmony, tempo, dynamics; 
 b. the orchestra; 
 c. musical form; 
 d. rudimentary notation 
Form IV 
 a. The elements of music (continued); 
 b. Analysis of music from a historical perspective; 
 c. Term report on concert 
Form V (Elective) 
 1. Basic materials in music theory; 
 2. Music history continued–ancient modes, baroque, and introduction to 20th century 
VIII. Department of Health Education 
 The objective of the Health Education program in the Upper School is to provide information and skills which render the students able to make responsible decisions concerning their well-being. 
The program was designed to offer up-to-date facts regarding health issues common to adolescents, incorporated with a commitment to Jewish values. 
Age and grade appropriate topics include: drug, alcohol, and tobacco education, gender issues, human sexuality and physical fitness -underlying these modules is the paradigm of mental and emotional health as they relate to a positive sense of self. All Form III students are given a course of instruction in CPR and receive full certification. 
  IX. Department of Physical Education 
 Physical Education is required of all students in all forms. 
Co-Curricular Programs 
 A. Mishmar  
 A group of self-selected students meets voluntarily for an hour and a half per week after school hours in order to acquire a broader and deeper knowledge of Talmud. The group is taught and supervised by one of our rebbeim. 
B. Y’mei Iyun (Seminars) 
 Several times during the year the entire school community stops its normal schedule for a day and concentrates on one topic. The following is the typical structure of a yom iyun: 
 1. A keynote speaker introduces the topic and acquaints the students with its various aspects in an opening assembly for the entire school. 
 2. The student body divides into small groups to discuss various aspects of the topic. 
 3. Films and other media aids are used to highlight the topic. 
 4. At a closing assembly, a speaker summarizes the day and conducts a question-and-answer period. Y’mei Iyun held at Ramaz in the recent past have dealt with aliyah, the energy crisis and the environment, Kristallnacht and Yom Hashoa, oppressed Jewry, Hilkhot Pesach, Chesed, Klal Yisrael, Yamim Noraim, and Avoda Zarah.
Course of Instruction – Ramaz Upper School
https://www.lookstein.org/professional-dev/school-programming-and-policy/course-instruction-ramaz-upper-school/