Shira S. '18 receives the Hadassah 2017 Young Leaders of Tomorrow Award for Women
Shira earned the award based on her strong leadership in the Young Judaea and Los Angeles communities.
Shira S. '18 was recently awarded with the 2017 Young Leaders of Tomorrow Award for Women, a highly selective, merit based award given to two high school women from the United States for their proven leadership skills and potential to grow into a larger leadership role in Hadassah in the future.
Hadassah, the Women's Zionist Organization of America Inc. (HWZOA), is the largest Jewish women's organization in the United States, working to effect change and advocate on critical issues like medical care, research and women's empowerment.
Shira is the incoming regional President and former Vice President of the Los Angeles Young Judaea, the premiere Zionist youth movement worldwide which encourages involvement in social and educational opportunities. Demonstrating her leadership skills in the Los Angeles community, Shira has volunteered with The Painted Turtle, a summer camp for kids with chronic and severe illnesses, and the Irritable Bowel Disease Support Foundation, where she was honored at their Los Angeles gala.
As an award winner, Shira has received a full scholarship to the four week Young Judaea Teen Summer program in Israel. The program offers several tracks with focuses including science, social entrepreneurship, advocacy and entrepreneurship, a weekend of leadership training at Tel Yehudah, and a week of personal exploration with the goal to offer a fresh perspective of Israel and deepen the love for the country.Shira expects that the trip will allow her to become a stronger advocate for Israel and Zionism by strengthening her connection to her Jewish community.
English 7 introduces students from a wide representation of elementary schools to Marlborough's expectations. Students write frequently, learning to express themselves, both formally and informally, in expository and creative assignments. Personal experience and literature are springboards for writing assignments, oral presentations, and seminar-like discussions. Readings often include The Book Thief, To Kill a Mockingbird, Lord of the Flies, A Midsummer Night's Dream and an extended unit on poetry.
This course builds upon the reading and writing skills from English 7. Students are asked to write with increasing precision and sophistication as they explore various literary genres and archetypes, familiarize themselves with poetic devices, and analyze modes of characterization. Major texts often include The Absolutely True Diary of a Part-Time Indian, House on Mango Street, Their Eyes Were Watching God, Jane Eyre, Romeo and Juliet, and Genesis. More intensive grammar and vocabulary exercises support the enhanced demands placed on students' reading and writing.
English I is first and foremost a writing course, designed to prepare students for the type of writing they will do in the Upper School and beyond. The texts in the first semester are organized around the theme of "Finding One's Voice." Students are introduced to traditional components of rhetoric in crafting written and oral arguments. The year is spent practicing vivid and insightful ways to use these skills in literary analysis. Major texts often include The Joy Luck Club, Twelve Angry Men, Persepolis, The Catcher in the Rye, Macbeth, and a variety of short stories and poems.
Issues in American culture and society are introduced in this course and studied through the lens of our nation's literary tradition. Students are challenged to develop their critical thinking skills, their capacity to read and interpret literature, and their ability to express that understanding in conversation and writing. The course focuses on topics such as identity, race, class, resistance to change and change itself, conflict, and American ideas about land. Major texts often include The Scarlet Letter, The Awakening, The Great Gatsby, Thomas and Beulah, Streetcar Named Desire, and an anthology compiled by the instructors.