Volume 29 Issue 5

{charles e. smith jewish day school • 11710 hunter’s lane, rockville, maryland • vol. 29 issue 5 • monday, february 27, 2012}

DO Culture

YOU Versus

photo illustration by Jonathan Reem

TEBOW? Religion stukrantz and matthewfoldi copy editor and chadahot editor

Week after week, it happened. At first, it seemed illogical. Then, it turned to awe. After that, pure shock. Finally, came belief.

Tim Tebow, the polarizing Denver Broncos quarterback, dropped back in the pocket in overtime of the Broncos’ first-round playoff game against the Pittsburgh Steelers, and a feeling of anticipation gripped those who were watching. They could not help but feel that the outcome was inevitable.

As Tebow completed the strike down the middle to wide receiver Demaryius Thomas, who proceeded to sprint 50 yards for the game-winning touchdown, people everywhere started to believe.

It was as if the entire world had succumbed to Tebow’s charisma. Twitter, the popular social-networking website, temporarily broke down from the flood of people singing the praises of Tim Tebow.

“To some people, Tebow stands for everything that is good in the world: a religious man, a true believer, someone who never gives up,” junior Robert Shorr said.

“As an orthodox Jew, I personally wouldn’t feel comfortable Tebowing, but I do understand that it now has a secular connotation, in addition to a religious one,” sophomore Gabriel Hardgrave said.

Tebow’s comeback story was as remarkable as any in recent sports history.

When Tebow came out of college, many scouts discredited him, saying that he did

not have the skills necessary to be a quarterback in the NFL. They said his throwing motion was goofy. His running skills, although quite an asset, were not nearly as valuable in the NFL as they were in college, since quarterbacks do not run much in the NFL. In spite of all this, Tebow kept his faith.

He was drafted in the first round of the 2010 NFL Draft by the Broncos. He played sparingly as the backup in his first year, but after then-starter Kyle Orton’s play began to deteriorate, Tebow was handed the keys to the franchise in mid-October of last year.

Several weeks later, Denver head coach John Fox pointed at it and said, “That one right there was unbelievable. I don’t think that’s ever been done before.”

What has also never happened before is religion becoming as much a part of a football player’s persona as his play. Tebow is an evangelical Christian, and his faith is so deeply intertwined with his play in football games that his comeback victories are being attributed to his faith.

A recent poll indicated that 43 percent of Americans believe that God does help Tebow win his games.

At the post-game press conference that follows every game, Tebow, without fail, begins his remarks by thanking his “Lord and Savior Jesus Christ.”

“Tebow makes sure that you know his religion and is using his highly visible position as a celebrity to demonstrate the importance of faith in public life,” Hardgrave

said.

Tebowing became so widespread that students at Riverhead High School, a public school on Long Island, were suspended for Tebowing during school hours and filling the halls.

Director of Jewish Life Miriam Stein disagrees with the students’ suspension, saying the consequences would be different at JDS. If a student were to Tebow in her class, she “wouldn’t send them out. I’d take the opportunity to explain to them why it wasn’t appropriate.” As Jews, “it doesn’t mean that much to us,” Stein said.

Junior Robbie Shorr said that Tebowing is “definitely okay... and it spans all religions, not just Christianity, and that if you see TEBOW, page 6

2

news february 27, 2012

Students slow to join recycling efforts gefenkabik senior reporter

With the arrival of Tu B’Shvat and the recently implemented five cent bag tax, b the idea of being ‘green’ is as prominent as ever.

One of the most common signs of ‘being green’ at CESJDS are the recycling bins in the hallways and classrooms.

Some teachers such as Jewish Texts, Thoughts, and Practices teacher Paul Blank try to bring in Jewish values to recycling.

“I think that there are Jewish value concepts to the idea of recycling ... such as ba’al tashkhit (don’t waste), tikkun olam, dorrot, which means leaving things for future generations, hiddur mitzvah, which is beautifying a mitzvah,” Blank said.

Some students, such as freshman Daniel Waksman, recycle only when it is convenient.

“If there’s something nearby or in sight then I’ll throw it out there, but if I can’t find something then I’m not going to go out of my way to do it, I’ll just throw it out,” Waksman said.

Seventh grader Misha Lerner put it more simply.

“If I see a recycling bin, then I recycle,” he said.

Sophomore Leah Schwartz says that although she will go out of her way to recycle, she does not recycle only for environmental reasons.

“I [recycle] because I feel ashamed [if I don’t recycle],” Schwartz said.

Students, for the most part, choose to recycle, Martin Dempf, Upper School Facilities Administrator, said.

“Truthfully, I would say about 60 to 70 percent,” Dempf estimated. He adds that Advertisement

one of the main challenges limiting the amount being recycled is the students.

“We have no control over the students.

If they stick a hot dog in a paper bin, then the night crew is not going to sort through hundreds of bags of trash and pull out a hot dog. … And we can’t send it to Montgomery County unless we’re sure it’s recy-

waste. “[Having the trays next to the salad bar] is brilliant. This has dropped tray usage by about 40 percent.” Gilbert said.

Recycling is not the only thing being done at CESJDS to help the environment.

Dempf said that close attention is paid to the products being used at the school.

art by Annie Schtevie

clable,” Dempf said. “So it goes right in the trash can at that point.”

This general laxity about recycling, and the fact that one misplaced item of trash can void a whole recycling bag, limits what can be done.

Erick Gilbert, the Food Service Manager, though, cites students, specifically the Environmental Club as the source for one of the most successful measures in cutting

“We’re acutely aware of what we use so that we are very careful about our chemicals, anything we use in the shop, the cleaners we’re using,” Dempf said.

Furthermore, according the website of PMM Companies, the company contracted for janitorial work, all the products they use either meet or exceed the EPA’s published guidelines or have been certified as “environmentally preferable”

by leading independent organizations such as Green Seal.

The school kitchen staff also make an effort to use environmentally friendly cleaning products. Gilbert says that while “it’s hard for industrial cleaners to be vinegar and water, they really need to have some serious punch to them with acids,” he does use more environmentally friendly cleaning products, such as Kinzua brand products.

Gilbert thinks that many students are unaware of the things that the kitchen staff do to be more environmentally friendly.

“A lot of things that I’ve done are behind the scenes,” Gilbert said. Gilbert admits that he “doesn’t believe in being seen as green,” explaining that some companies will put solar panels in a less efficient but highly visible place so as to be percieved as environmentally friendly.

Many of the steps that are taken to be ‘green’ do more than save the planet. They often save money, even though some ‘eco’ or ‘green’ products may initially cost more.

PanSaver ECO Pan Liners, which are used in the kitchen, are made from derivatives of sustainable resources such as Canola oil, has other benefits as Gilbert explains “It keeps the pans clean, which means I need less water to wash them, I need less soap,” Gilbert said “They cost more but it’s a value that I think is important.”

Dempf pointed out that maintenance is limited in their resources, saying “you have to stay within the confines of your resources.”

Gilbert also puts a focus on reducing waste in the kitchen. One of the things he has done is reducing aluminium tray use “Whereas we used to go through a case a month, [now] we go through about five cases a year,” Gilbert said.

Why do you recycle?

School speaks up

“I don’t necessarily recycle because I want to save the environment. I do it because I feel ashamed about it.”

--Sophomore Leah Schwartz “[I recycle] because I don’t want to fill more landfills. We recycle clay.”

--Ceramics teacher Gretchen Gobin “[Moving the trays to the salad bar] has dropped tray usage by about 40 percent.”

--Food Service Manager Erick Gilbert photos provided by Blanton Studios

february 27, 2012 news

School introduces online classes aaronboxerman reporter

n!

Recently, CESJDS launched a pilot program to determine the role of online courses in the JDS curriculum. The administration is offering to a handful of students the chance to take a course which is taught and graded entirely online.

“Online learning is a form of study that is growing in popularity throughout the world. There are a large number of schools, including colleges and universities, who have begun to engage in it,” Principal Michael Kay said of the decision to offer new courses.

The courses being offered - Anthropology and 3-D modeling – are provided through an accredited online school, K12 Aventa.

Kay cited on a wish to expand students’ horizons beyond what is readily available at JDS. “[The administration wanted to] expand the types of courses to which students have access … by intentionally choosing courses with content which we don’t regularly offer,” Kay said.

Junior Nathan Poznerzon is enrolled in the 3-D modeling course. He is pleased with the course so far.

“I’ve only had a few classes, but so far it’s going really well,” he said. He sees the courses as an opportunity to prepare for further study in college.

“Based on what I want to do, automotive engineering, science stuff, I feel like it’s good practice for a lot of what I’m going to be doing in college classes,” he said. “I want to use it as a tool for practice and getting ready [for college]. Also, I feel it looks really good on a transcript.”

Online courses can be beneficial to the college applicant, Head of College Counseling Susan Rexford said.

“When we decided to consider offering online courses, I contacted colleges to see how they perceived them. … The general consensus was that they don’t mind as long as they come from an accredited source. … In many cases, [colleges] are very positive,” she said.

a

#

b

Junior Joshua Eisdorfer is taking the 3-D modeling class. The course, he said, allows him an opportunity for a degree of independence in his studies.

“It’s like the teacher is very far removed from the students. I am responsible, wholly responsible, for getting my work done,” Eisdorfer said.

“You’re managing all your own time and deadlines, so you just have to pace yourself and get it done,” Poznerzon said.

Sophomore Barak Bader supports future integration of these courses into the school, especially given the amount of material offered by K12 Aventa.

“There are a lot of benefits to this, and there are a ton of classes which they offer. … I would be interested in looking at the whole list of classes,” he said.

Sophomore Joshua Bloch, who is enrolled in 3-D modeling, disagreed.

“I feel like people would be distracted if they were being given the computers and told to just do work,” Bloch said. “I feel like most kids would need a little more guidance than is offered by this course,” Sophomore Jeffrey Blackman disagreed with the incorporation of online courses at all. Online courses, he said, have no place at JDS. “For a school that prides itself on academics shouldn’t spend its students’ time and their money on these courses,” Blackman said.

For now, the future of online courses at JDS is largely uncertain.

“I think right now with the introduction of a couple of courses, we want to see, ‘How does it go?’ We’re sticking our toe in the water,” Assistant Principal and Director of Studies Robert Snee said.

“There are a number of possibilities we have in mind,” Kay said. “The data we gather from this program … will help us to determine the correct course.”

f(x)

j

photo illustration by Jonathan Reem

Chaos in the Hallways stukrantz

Student-teacher conferences cause overcrowding

copy editor

CESJDS Principal Michael Kay strode through the hallways, questioning students.

“How many teachers have you met with?” he asked one student.

The student shook his head in frustration.

“Two,” he responded.

At the time, students in grades 8 through 11 were taking part in a new school-wide experiment: student-teacher conferences. Students were to supposed meet with every first semester teacher they had. Students were not required to meet with those who taught non-Judaic and non-foreign language electives.

For high school students, the first opportunity to meet with teachers came during the first two days of the second semester. Students and teachers met with one another in the Hammerman Exhibition Hall during what would have been their Judaic elective and Jewish History periods.

On Thursday, Jan. 26, and the following Monday, Jan. 30, the students were able to meet with all of their teachers during the same period. This resulted in a high number of students waiting for teachers and crowding the hallways.

Students complained about the lack of organization, long waits and general chaos while waiting to meet with teachers.

“I like the idea that I can meet with my teachers and find out what I’m doing right and wrong, find out what I need to work on. But

I think they could have planned it out a little better,” sophomore Joshua Bloch said. “The ratio of students to teachers is way too high for this, so there are always too many people in one line at any given time. So it gets kind of crowded and not everyone gets to meet with all of their teachers.”

Sophomore Benjamin Shemony said that the long waits detracted from the student-teacher conference experience.

“I think that when people are too worried about when they’re going to go or if they get to go next or if they’re going to make it in time, they think about that more than about what the teacher might have to say,” he said. “They think about what the teacher will say less than thinking about when they’re going to get to the next conference.”

Freshman Daniel Waksman used the time to do homework.

“It was fun to meet with my teachers, but having the free period was really nice,” Waksman said.

Director of Jewish Life Miriam Stein said that she thought the conferences were a huge success. However, she noted that she had fewer students waiting than other teachers.

“I thought [the conferences] were great,” Stein said. “Keep in mind, though, that I only teach two classes, about 30 students.

Some teachers have more than 100.”

photo illustration by Jonathan Reem

3

4

news february 27, 2012

Seniors conclude War and Civilization class with visit to the Pentagon

Student action minyan supports Congolese victims matthewfoldi chadashot editor

In the years since World War II, the world has seen many conflicts, civil wars, and massacres. Time and again, the world has spoken out against human rights violations.

However, there has also been violence that garners less attention, such as the Second Congo War, which involved nine countries and ultimately cost between 3.8 and 7.8 million lives.

In terms of casualties, this makes the Second Congo War the worst postWorld War II conflict the world has seen.

Maurice Carney, co-founder and executive of the Friends of the Congo, wants to help shift the world’s focus to the region. Friends of the Congo focuses on publicizing the Congo and empowering local institutions by supplying technology and humanitarian aid.

The social action minyan, led by math teacher Howard Weinstein, invited Carney to speak on behalf on this often-ignored issue..

Senior Emily Dworkin, a helper in the social action minyan, said this visit would inspire JDS students to “make a difference in the Congo by spreading awareness.”

Carney spoke to students about the crisis facing the Congo. Carney spent the first half of his time explaining the situation, before introducing Friends of the Congo.

Students in the social action minyan had spent the past few minyans learning about the Congo to fully

grasp the scope of the problems there.

Dworkin showed her minyan the documentary, “Crisis in the Congo: Uncovering the Truth,” made by Friends of the Congo. Dworkin also walked them through a timeline of Congolese history.

One issue Carney spoke about was conflict minerals and the extent that they permeate our society, from diamonds to materials used in cell phones. Conflict minerals are minerals mined in extremely dangerous conditions, such as those in the Congo. Students were shocked about how little they knew about where their technology comes from.

“I honestly never could have thought that the materials in my phone could have been mined in conditions that dangerous,” sophomore Andrew Siegal said.

“I was not surprised by the lack of information people had about the Congo because it’s not a story that is widely reported,” Dworkin said.

Dworkin hopes that students will take the information to heart, and take action by “donating technology resources to the youth who are trying to get organized.”

When it comes to U.S. government action, Carney says that it is important to “look at the symptoms and the core issues, and see what the solutions are addressing.”

Students appreciated the time that Carney put in to visit the school.

“I’m really glad that we were given the opportunity to learn so much about Congo, which is something that we don’t hear about every day,” Siegal said.

maddiedworkin and ninasimpkins reporters

To conclude the semester-long War and Civilization course, seniors in history teacher Michael Connell’s class took a trip to the Pentagon. On Tuesday, Feb. 7, the class members visited several parts of the Pentagon, including the Sept. 11 memorial and historical displays.

The War and Civilization course is a history of military and wars from ancient to present times, with a high focus on the American Civil War and World War II--two wars that heavily involved American forces. Connell chose to visit the Pentagon because of its status as the epicenter of the American military.

“I think it’s interesting for the students, after the course is over, to get a chance to visit the Pentagon and see how it’s organized and run. So that’s the purpose, to give them an appreciation for what the Pentagon is like and how it works,” Connell said.

The seniors visited the site where American Airlines Flight 77 crashed into the Pentagon on Sept. 11, a chapel that is at the location of the crash, the halls of the Pentagon and a small convenience mall inside the building.

“We talked about what happened during the attack and how the country responded and how they rebuilt everything, so that will be pretty moving,” Connell said.

Senior Jonathan Kader was among the 14 seniors on the trip. It was his first

time in the 6.6 million square foot building.

“I felt this would be one of my onlychances to see it on the inside and learn what happened there,” he said. He was also excited to talk to Secretary of Defense Leon Panetta’s Chief of Staff, Jeremy Bash, an alumnus of JDS. The students got to ask Bash questions for an hour about the defense of the United States.

The tour was led by a member of the honor guard from Fort Myer, VA. He was able to give the seniors his personal experiences of what it is like in the military right now.

After serving in the military and working in the Pentagon, the building is especially important to Connell. He first served there on the Joint Staff as an intelligence officer for the J-2 branch, and later worked on African Policy on the J-5.

According to senior Alex Tritell, “the entire trip and experience was great.” However, he was disappointed that many students did not go on the trip. Only 14 out of 27 students that took the course attended.

“I had a track meet later in the day that I missed because of this trip, there were others who also sacrificed attending various activities, and I am sure that none of us regretted it for a second. This was a rare, maybe once in a lifetime opportunity, and I feel bad for everyone who missed it,” Tritell said.

Class of 2015 puts on mock wedding to collect books for charity

photo by Joshua Lempert

Class of 2015 co-Presidents Sophie Kader and Madeline Dworkin pose for a photo with the bride, math teacher Victoria Ball, and the groom, math teacher William Kaplan, after the charity mock wedding on Feb. 14.

jessezweben and dorefeith

news editors

photo by David Kulp

For the wedding of fellow math teachers Victoria Noel Ball and William Jack Kaplan, Ball donned the wedding dress of English teacher Melissa Fisanich and Kaplan suited up in a tuxedo. The wedding was given by the Class of 2015 Grade Government and benefitted local non-profit Books for America.

The Class of 2015 hosted a mock wedding of math teachers William Kaplan and Victoria Ball on Tuesday, Feb. 14. The entry fee was gently used books and and movies to be donated to Books for America, a non-profit organization that builds and improves libraries in the Washington, D.C., area.

Grade government representatives stood at the door collecting the books in boxes. The Freshman class collected 150 in total.

“In lieu of gifts, please bring gently used books, audiobooks, DVDs and CDs,” read the “wedding” announcements posted around the building. The ceremony took place in the Feith Beit Midrash.

Kaplan, dressed in a tuxedo with red bow-tie and cummerbund, entered the Beit Midrash in front of freshman

R’ay Fodor, who played the role of the “flower girl.” Rounding out the procession was Ball, in a wedding dress, with Dean of Students Roslyn Landy at her side.

Science teacher Nick Miller “officiated,” all the while emphasizing that this was not an official wedding ceremony.

While giving the cherry-flavored ring pop to Ball, Kaplan did not recite the traditional Hebrew phrase, “Behold, you are consecrated to me with this ring according to the laws of Moses and Israel.” However, Ball did complete seven circles around Kaplan minutes before he concluded with the ceremonial breaking of the glass to represent the destruction of the Temple.

Ninth grade class co-president Sophie Kader was among the four girls holding up the chuppah, or wedding canopy.

“We wanted to do a charity event that would be fun for everyone. We had the idea from camp,” she said. “I think people enjoyed it and people had fun.”

february 27, 2012 chadashot

5

Be Kind. Step Up.

Freshman Presha minyan passes bracelets to recognize random acts of kindness haleylerner chadashot editor

The Presha minyan sees many acts of kindness in the hallways of JDS that go unrewarded. In order to recognize those doing the good deeds, Presha began the task of giving out “Be Kind, Step Up” bracelets, as part of a project created by the nonprofit organization Ben’s Bells.

According to the mission statement on its website, Ben’s Bells tries “to inspire, educate and motivate each other to realize the impact of intentional kindness and to empower individuals to act according to that awareness, thereby changing our world.”

Presha member freshmen Talia Gasko, suggested that her minyan participate in the p ro g r a m a f t e r doing a presentation

about the organization.

Gasko decided to become active in the project after hearing about it from a family member, the same one who founded the project.

“I thought it would be a cool idea, and one day we were talking about organizations that we knew,” Gasko said.

Students buy bracelets for $10 engraved with the words “Be Kind Step Up”. When a student sees another doing a random act of kindness, they can pass their bracelet on to that student. The recipient can then go to jdsbracelets.blogspot.com to record the act of kindness that he/ she performed to be rewarded with the bracelet. The act of kindness is recorded under the number on the back of the bracelet.

The goal is to increase “awareness that there is still good in the world,” freshman Eli Seeman said.

Even though the project has only been in place for the past few weeks, Presha minyan helper, junior Benjamin Steren is hopeful about its future. “I think it’s an awesome idea,” Steren said.

Sophomore Joshua Bloch does not like the concept of the bracelets. He feels that passing the bracelets gets rid of the virtue of doing a good deed.

“It stops being an act of kindness when the [reward] is tangible,” Bloch said.

Junior Jessica Kamjou disagrees.

“I think it will work if people will care enough to make it work,” Kamjou said.

Gasko hopes that the program will become more popular within the school.

“I thought it would be really cool to see where the bracelets went and if they ended up going out of school,” Gasko said.

Gasko believes that the program has not yet been presented to the school in a way that fully informs students about the program.

“It didn’t come out to the school in the right way and I don’t think that everyone was as into it as I was,” Gasko said.

She hopes to find ways to involve the whole school and get them excited about the program.

“Maybe during one of our assemblies [we can] just have a one-minute thing so people actually know what’s going on, since no one really knows what’s going on except for the people in my minyan,” Gasko said.

hoto by Hannah Becker

Balancing Shabbat and homework dinarabinovitz reporter

When teachers assign homework over the weekend, most CESJDS students have both Saturday and Sunday to work, in addition to Friday afternoon. However, students who are shomer Shabbat cannot do any work from sundown on Friday to an hour after sundown the following day.

Not being able to work on Shabbat does not significantly impact most students.

Freshman Isaac Dubrowksy, who is shomer Shabbat, is able to finish all his work, as long as “[he] spend[s] more time on Sunday.”

Some students find Shabbat beneficial for the relaxation it allows them to have.

“On Shabbat, I don’t have to worry about homework,” freshman Zoe Orenstein said.

Director of Jewish Life Miriam Stein agrees.

“It’s such a privilege to be able to take a break from work,” Stein said. “I don’t see it as missing a day of work, I see it as gaining a day of break and a day of rest.”

Orenstein added that many students do not work on Shabbat, regardless of whether they are shomer Shabbat.

Although they may not choose to take advantage of it, students who are not shomer Shabbat have more time to do the same amount of work as those who are shomer Shabbat. “[On Sunday] I don’t have much time to relax and just do nothing like I feel other people have,” Subin said.

Certain times during the year, students’ workloads increase significantly. When that happens, Shabbat has an even greater impact on the students who observe it.

“When I have a lot of work, I feel like Shabbat is a day wasted,” Orenstein said. “But so far, this has only happened once or twice.”

Teachers who are shomer Shabbat find themselves in similar situations. They do not have much time to grade papers because of Shabbat.

Shabbat prevents Jewish Texts, Thought and Practice teacher Paul Blank from doing work that he needs to do, but he does not view Shabbat as a day to rest.

“I don’t think it’s human nature to have a day to relax,” Blank said.

Math department chair Dina Levitt disagrees. Like many students, she believes Shabbat’s benefits outweigh its disadvantages.

“Shabbat is a time to ... really relax and let go of work,” Levitt said. “If I didn’t have a time to let go of work I’d be more stressed out and more tired. [On Shabbat] you’re forced to let go and it’s healthy.”

art by Ra’ay Fodor

6

chadashot february 27, 2012

Students question security in Israel haleylerner and stukrantz chadashot editor and copy editor

Tensions caused by renewed conflict between different religious groups in Israel have resulted in mixed feelings about traveling to the state as a Jew. Whether they have experienced first - hand in Israel or have just heard about it in the news, students at CESJDS are starting to see the distress rising in the Jewish state Sophomore Claire Mendelson, who went to Israel over winter break, felt some tension between Jewish sects, especially in the capital city, Jerusalem.

But like many tourists, she did not travel to the parts of Israel with the most religious strife.

“I did feel a little bit of tension between the religious and non-religious. However, I think there is more [tension] in the neighborhoods that I didn’t visit,” Mendelson said.

However, it is these types of neighborhoods that are causing people to feel unsafe traveling to Israel.

The ultra-religious Haredim sect’s recent incidents, one of which was the spitting on a young girl because her dress was considered immodest, are also causing some prospective visitors to feel apprehensive about making the trip to Israel. “[I wouldn’t feel safe] at all. I fear that I will be criticized for just being [not ultra-Orthodox] and that’s not okay with me,” freshman Micah Cowan said. “I think that I could be in certain parts of Israel but not in parts where I am scared to be made fun of.”

Jewish Text, Thought and Practice teacher Reuvane Slater acknowledged the tension in Israel but would continue advising people to travel there. “[Travelers should] put [their] faith in God and whatever is supposed to happen will happen. If something is supposed to happen to you, and it doesn’t happen in Israel, it’ll happen somewhere else,” Slater said.

Although certain students would not feel safe traveling to the state at this point in time, sophomore Sydney Greene, who recently traveled there, felt completely comfortable there. The religious tensions and acts of violence did not seem to take away from the

experience that she had there.

“I did not feel any tension at all,” Greene said.

Israel is struggling to find an identity with regard to religion. The country, which is home to over 7.5 million people, has historically had a hard time balancing the religious and secular aspects of life.

Seniors will soon be visiting Israel for a little less than three months, where they will likely see firsthand the conflict between religious and secular groups. Talia Byck, who will be going on the trip, trusts that the school will not let anything happen to students.

Finding Jewish identity through Youth Groups adinapollack reporter

Although CESJDS provides insight into Judaism through classes such as Life Cycles, Ethical Dilemmas and other Jewish text and thought classes, students see youth groups as a way to connect to their Judaism outside of school, while meeting new people at the same time.

Freshman Marli Abramowitz is a part of the non-affiliated youth group BBYO, and belongs to the Achsav chapter. Abramowitz says that her connection to Judaism comes through the people she meets in her youth group, not from what she learns in a classroom.

“Being part of a youth group makes me feel connected to Judaism because I get to meet other people who share the same religion as me,” Abramowitz said.

Abramowitz said that going to a Jewish school did not discourage her from joining a youth group because of the difference she noticed between the two.

“It’s different in school because it’s a classroom setting, and in BBYO there are activities and programs that connect me to Judaism. It makes me feel like part of a community,” she said.

Sophomore Shirel Altmann is a part of NCSY, which is associated with the orthodox movement. She agrees with Abramowitz that being part of a

youth group is a good way to to have fun and learn about Judaism at the same time.

“A youth group is a good way to connect to Judaism outside of school because it makes me have a wider view of Judaism. In a youth group you can choose what you learn about Judaism, and in school we have a set curriculum,” Altmann said.

Jewish Text, Thought and Practice teacher Paul Blank said that he regrets not joining a youth group despite having knowledge about Judaism.

“Speaking for myself, as a kid I was brought up observant and with a good Jewish education and never felt much of a need to join a youth group; however, in retrospect, I think I would have enjoyed having a better Jewish social life,” Blank said.

Jewish history teacher Sara Coxe agrees that youth groups are a great way for young Jews to expand their social lives, but also added that joining a youth group solely for social reasons can lead young Jews to better connect to Judaism.

“It gives them a taste of their heritage without shoving it down their throats and leaves the door open for involvement later in life,” Coxe said.

Coxe also believes that young Jews who join youth groups are more likely to be involved in the Jewish community later on in life.

“Developing Jewish leaders for our future has consistently been a

legacy maintained by Jewish youth groups no matter what motivated Jews to join,” Coxe said.

Freshman Harry Wandersman is a part of the youth group USY, which is affiliated with the conservative movement. Wandersman agrees with Abramowitz that being part of a youth group is more about getting a connection to Judaism through the people they meet than connecting through the type of information they have already learned in school.

“It helps me make new friends who are also Jewish. I meet Jews who go to public school and I get to share with them my experience of going to a Jewish day school,” Wandersman said.

Junior Francesca Salzberg is not a part of a youth group. Salzberg believes that people join youth groups for social reasons, not in order to connect to Judaism.

“A youth group is just hanging out with people, not really actually learning about Judaism,” Salzberg said.

Although both Abramowitz and Wandersman admit that they have not learned anything new about Judaism that they did not know before entering their respective youth groups, it does not necessarily mean that it has not furthered their connection to Judaism. Abramowitz and Wandersman see this connection as something not taught, but rather acquired through interactions with other young Jews.

“I think that the school would never bring us to a location where we’d be in danger,” Byck said.

Sophomore Jason Cohen said that he is more afraid of Islamic terrorism, but he admitted he’d stay away from Haredi neighbor-

evie

Scht

nb

atio

tr Illus

nie y An

hoods as well.

“If I were going to Israel now, I would fear the violence and terror by the [terrorists]. But I probably would not go into the Ultra-Orthodox cities, so I would not be worried by the Haredim,” Cohen said.

Senior Maya Lieber, who is also going on the Israel trip, thought that now was as good a time as ever to go to Israel. She would never go to a Haredi neighborhood like Beit Shemesh, but, like Slater, she believed that acts that the Haredim have committed should not deter the seniors from going to Israel.

“There is always some conflict going on in Israel, but that should not deter us from experiencing Israel as a class on this amazing trip,” Lieber said. with additional reporting by ninasimpkins

TEBOW, from page 1 really want to pray to God it’s a good way to concentrate and collect your thoughts.”

“I admire his devotion and faith as well as his lack of fear in proclaiming what he believes. Some people say that he is shoving religion down people’s throats, but I disagree... If I [were] a pro athlete, I would thank hashem after every game, just like we do when we pray,” Shorr said.

“Tebow the icon has taken on a life of its own, one that Tebow the person hasn’t created himself and is very humble about. ... Tebow the icon is larger than life and represents a lot of the constant philosophical debates in the world,” Shorr said.

“The reason that people dislike Tebow is because they really want him to be a fraud or hypocrite,” sophomore Ben Shemony said. “A lot of people see somebody religious like [Tebow] and they really want him to be a liar or somebody who doesn’t actually believe or doing something wrong behind closed doors.”

Stein believes that it is “amazing” that Tebow is as openly religious as he is, comparing it to the Jewish concept of kiddush hashem, the sanctification of God. “Good for him,” she said. “We’re all supposed to remember [our religion and God]. You shouldn’t say, ‘I’m the one that did this.’”

American fascination with Tebow continued after he was eliminated from his quest for the Super Bowl. Recent polling has shown that 25% of voters would vote for Tebow for president out of all the NFL quarterbacks, proving that this is a far from shortlived phenomenon.

When asked if he had plans to run for office, Tebow responded, saying “for me, it could be something in my future.” He said it “possibly” could happen.

Tebow added that “it’s something I’ll have to think about and pray about.”

february 27, 2012 chadashot

Getting to know the presidential candidates

Ron Paul and Israel: A closer lo k matthewfoldi chadashot editor

This is the first installment in a five-part series exploring major presidential candidates’ views on Israel and Jewish issues.

Although Republicans have yet to officially nominate a candidate to run for president against current president Barack Obama, political tension is in the air between the GOP candidates and President Obama.

Rep. Ron Paul (R-TX), a libertarian and one of the final four candidates in the race, has views on Israel and America’s role as a nation that have worried people all across the political spectrum. Earlier this year, every Republican Presidential candidate except for Paul was invited to a forum sponsored by the Republican Jewish Coalition. “[Paul is] just so far outside the mainstream of the Republican party and this organization,” RJC executive director Matt Brooks said, adding that inviting Ron Paul would be akin to inviting President Obama since neither meet the coalition’s .

Brooks also said that the RJC did not wish to provide a forum for someone with his “misguided and extreme” views on Israel.

Paul focuses extensively on reducing U.S. national debt, and its foreign aid budget is not exempt from his proposed budget cuts. He wants to cut $1 trillion from America’s national debt in his first years in office. One result of those cuts would be a minimal foreign aid budget.

According to the Congressional Research Service, the U.S. government currently gives Israel approximately $3 billion in aid every year. Israel currently receives more aid from the U.S. than any other country in the world.

Sophomore Noah Soumekhian objected to potential cuts in Israel.

“Israel has been targeted by its enemies since its establishment, and needs our help,” Soumekhian said.

Paul also said that “we should not be [Israel’s] master.”

Soumekhian also disagrees with limiting our aid to Israel.

“America needs to support Israel financially in order to maintain stability in the region,” he said.

Israel is not the only country that would receive greatly reduced aid from the US under Paul.

“We give $3 billion a year to Israel in loans and we give $12 billion or more in assistance to Israel’s selfdeclared enemies. Some of these are countries that say they will drive Israel into the sea,” Paul said.

Paul’s Republican opponents have repeatedly warned about Iran acquiring nuclear weapons. Paul’s policy of non-intervention does not allow for attacks on Iran’s nuclear facility, but he sees other options. When questioned about Iran’s nuclear ambitions, Paul is quick

to point out how the international community pressured Moammar Gadhafi, Libya’s former ruler, to give up his nuclear weapons programs, without acts of aggression.

Junior Robbie Shorr defended Paul’s views.

“I would never use the government to intervene in another country’s business,” Shorr said. “It violates the rights of the people for me to use their money to fight a war that they might not support. If someone wanted to stop it they could’ve intervened individually.”

Director of Jewish Life Miriam Stein disagreed with Paul’s approach to Middle East policy.

“Israel is an important ally of the United States, so if [Paul] wants to support Israel’s enemies, that scares me,” Stein said.

Paul has also said that he would not launch a preemptive strike against Iran because “they do not threaten our national security.” He said that there is no proof that Iran is building one. He also said that he would have no problem if Iran were to obtain one, saying that it is in their interests to acquire nuclear weapons because they are surrounded by countries vying for nuclear power.

Although Iran has yet to fully develop nuclear warheads, U.S. Defense Secretary Leon Panetta said Iran has “about a year, perhaps a little less,” before it will acquire the weapons.

Stein defended Paul’s right to hold whatever views he wants to.

“This is America. People are entitled to their own opinions,” Stein said. However, she added, she would not want Paul’s “opinions [to] run this country.”

Paul’s Middle East policy is unique, and it is up to the voters to see if this will be the path the U.S. will take under a Paul administration.

Isr el update box: tion

lusta

to il

Pho ira B

y Sh

by b r

ecke

- Recent attacks target Israeli diplomats in India and Georgia. Miraculously, there have been no fatalities.

- Olmert is a Former Israeli Prime Minister Ehud Olmert’s fraud trial will conclude soon. Defense and prosecution will present closing arguments in the coming weeks.

- Stephen Harper, Canada’s Prime Minister, expressed support for an attack on Iran’s nuclear facilities.

- Jack Teitel, a Jew accused of murdering two Palestinians, was deemed fit to stand trial for his actions. If convicted, Teitel can be sentenced to multiple life sentences.

- Phillip and Dorothy Grossman, the oldest couple to make Aliyah, arrived in Israel recently, where they were greeted by their great-great-grandchildren.

- Prime Minister Benjamin Netanyahu expressed his support for reducing violence in Israel’s Arab community.

- Montgomery County recently halted plans to become Beit Shemesh’s sister city, due to citizens concerned with the violence perpetrated against a young girl by some of Beith Shemesh’s Haredim.

- Israel’s Knesset now has a record number of non-Jewish members: 15.

7

8

in depth february 27, 2012

This t

s

Children of divorcees’’ lament and perservere colearonson and stevenreichel in-depth editors

When parents divorce, their children may feel sad, lonely and uncomfortable. Often, the one constant in a child’s life is not school, friends, a sport, or even siblings, but the union between his or her parents.

When that disintegrates, little can be taken for granted.

The feelings of students with divorced parents are like those of swimmers who dive into icy water, swim around, then pull their heads up. They then find that although their lives have changed in important ways, it usually has been for the better. The first stage in the swim, the plunge, is almost universally the most unpleasant.

“The idea of the two people you love most in the world separating is not a good one,” sophomore Eitan Armon said. “[I tried] to downplay it to my friends. ‘Oh, I’m gonna get two beds, I’m gonna have two houses, I’m gonna [get] two presents,’ but in reality you have one home, one bed, one set of clothes.”

Junior Penina Graubart also had difficulty accepting it.

“My first reaction was [feeling] very upset. It felt very surreal,” Graubart said. “I remember thinking ‘Okay, I’m going to wake up and know it was a bad dream.’”

“When they told me they were getting divorced, I was really upset,” senior Emily Dworkin said.

Senior Meryl Kravitz has bitter memories of when she found out.

“On the way home in the car, we all got in a huge fight. My dad and my mom were yelling at each other. … I looked at my mom and my dad and I said, ‘Dad, just tell her you love her and it’ll all be okay. ... And it wasn’t okay. ... I cried so much I gave myself strep throat.”

Kravitz said.

The plunge is the most chaotic part of the swim, when one’s surroundingthfdgddggdffgfsfsdsdfergfgcs are strangest.

Once under water, one notices others there who, if they are not experiencing the same thing, are at least also going through difficult times.

“When my parents were getting divorced, I became a lot closer with my friends who had divorced parents,” Emily Dworkin said. By contrast, some relationships, even very close ones, don’t change.

“I think [my relationship with my brother] is, for the most part, the same,” eighth-grader Eitan Cohen said.

Armon feels that his relationships with his siblings have been partially shaped by his parents’ divorce.

“I’ve definitely gotten closer with my siblings. Sometimes you almost feel as though it’s you and your siblings against everyone else, because they know what you’re feeling, and you can help them and they can help you,” Armon said.

The final, ongoing stage is that of pulling one’s head above

the water, looking around, and having to adapt to the new way things look.

“After your parents get divorced, things become more about them and less about you. You have to look out for yourself and make sure you’re happy, because a divorce takes a serious toll on you,” sophomore Jason Cohen said.

Dworkin thinks the divorce helped her relationships with her parents.

“I became much closer with each of my parents after the divorce, because when they were by themselves, I could build my relationship with them without having the other parent there … to get in the way,” Dworkin said.

Even years later, however, the effects of a divorce on the children can be felt in many small ways.

“It sucks when you forget something at your mom or your dad’s house, because then you’re without it for two days,” Kravitz said. “We bring everything we need, including clothes for the next two days.”

For some, the divorce, though initially upsetting, turned out to be better in the long run.

“I came to terms with it and I realized that maybe this is for the better,” Graubart said. “I think that everyone was a lot happier. … there was a lot of tension and fighting beforehand, so I think that it helped.”

“Of course it’s upsetting, but sometimes you think about what’s right for the parents … and what would make them happier,” Eitan Cohen said.

Sometimes, even years after the divorce, kids are put in difficult situations.

When asked if he had ever had to defend one parent to another, Armon said, “It’s a pretty crummy feeling. You don’t want to hear one parent attack another one.”

Armon believes that he has become more resilient as a result of a his parents’ divorce. “[Having divorced parents] has made me a stronger person. It has changed my perspective on quitting on something. ... You really have to try your hardest to make something work,” Armon said.

Although their parents’ marriages didn’t work, all of these kids have decided to keep swimming. The water around them, it seems, is not so cold anymore.

Photo illustration by Cole Aronson and Shira Becker

Help as needed: how administors, counselors and teachers matthewlitman reporter

With an issue like divorce, which takes a toll on the both student and his or her parents, CESJDS tries to help and support both parties. From the administration to the guidance counselors to the teachers, the message is clear: unless there are unusual circumstances, students with divorced parents are to be handled just like everyone else.

High-School guidance counselor Melissa Gartner feels that there is no need to treat a student differ-

ently just because of his or her parents’ marital status.

“I just think we handle [divorce] just as we would [with] any other family, unless there were various special extenuating circumstances,” Gartner said.

High School guidance counselor Rachel Soifer understands how students with divorced parents feel, and thinks that JDS does a really good job of handling kids with divorced parents as well.

“It’s really helpful for us to know, and sometimes it’s also really helpful for teachers to know that a student’s going through something, like a big change at home,” Soifer said. “It’s a big adjustment, and you

know, sometimes kids need a minute to kind of deal with the [stress] that [is] going on at school ... and I think our school does a really good job of being supportive to kids [going] through life changes.”

Even though each student at JDS is meant to be treated equally, sometimes teachers make an extra effort to help students with recently divorced parents. If a student is going through his or her parents’ divorce, the effects are sometimes evident in the classroom.

English teacher Melissa Fisanich tries to make her students more comfortable if they are going through a challenging situation.

february 27, 2012 in depth

9

shall pass Allison Winston on growing up with divorced parents The following interview was conducted by in-depth editor Cole Aronson with English teacher Allison Winston.

“I was ten years old … I didn’t really care, to be honest ... A lot of kids I knew, their parents were divorced. It was very common among kids in my generation, especially in the area I grew up. … my best friend’s parents had just gotten divorced, so it was kind of one of those things that happened frequently. No one wants their parents to get divorced, but I think probably I knew they weren’t happy. In my little childlike awareness, [I] had some sense that they weren’t happy. … Both of my parents were entrepreneurs, so growing up I had a nanny, and my parents [weren’t] around much. So one day, they both were there, we went to play baseball in the park, which was very odd, because they were never somewhere at the same time because they were both working professionals. So I already knew something was awry, and then they told me that they were going to be getting a divorce. [They gave] the traditional spiel, ‘Mommy and daddy love each other, they just don’t want to be married anymore. We still love you, you didn’t do anything to cause this.’

And I was like ‘I know,’ because I was a precocious child, and thought I knew everything.”

Photo illustration by Cole Aronson and Shira Becker

I don’t think that it was difficult, because they were both very mature about the whole thing, and recognized the importance of family despite a divorce. So I’m the only person that I know whose parents are divorced but still remain incredibly good friends. I’ll often call … my dad, and just say, you know, ‘What are you doing, what are you up to?’ And my dad will say … ‘Oh, I just went hiking with your mom, or we just went to see a play, or we went out to dinner.’ They actually hang out.

They’re not just cordial. They’re friends, because they were once in love and married for 15 years and had a child and recognize in each other a friend and partner who just because they weren’t in love with anymore, didn’t mean they didn’t want in their lives. And I think that that’s something really unique that people can learn from. And so they did their best to create a kind of cohesive family for me growing up even though they were divorced.”

“My parents were unique in the sense that they shared custody of me, from when I was ten until I was 17. And they remained close friends all the way through my childhood … and they are still close friends today.

[For] the seven years from when I was ten years old until I graduated from high school … I would spend two weeks at my mom’s house, two weeks at my dad’s house. We did all of our holidays together … my dad, his girlfriend who became his wife, and then his child later, as well as my mom and me, and whoever else was around.

So there was no … separation of the family, in the sense that most people get divorced, and they spend their time vying over their child’s attention or love, with gifts or trips or whatever. They compete with the other parent, they talk badly about the other parent. My parents made an agreement with me that they would never speak ill of each other in front of me. … And they kept that promise. And

“When I was a teenager … I sometimes used the fact that they were divorced to my advantage, even though they for the most part maintained a united front with regard to discipline.

My dad was less strict than my mom, and didn’t always agree with her. So if my mom gave me some kind of punishment or curfew that I didn’t like, I could always escape to my dad’s house, where it wouldn’t necessarily be enforced by his regime.”

“I think, if anything, it … improved the quality of my life, to have my parents divorced.

Because they both made a marked investment in being around and having a stronger relationship with me. I think before I was ten they both were working really hard, and when they got divorced they were so worried that it would mess me up that they worked much harder than they probably would have worked if they had stayed married to create and maintain a relationship with me, and to be a part of my life. So I think if they’d stayed married they would’ve been more likely to kind of glide through, and when they got divorced they tried to compensate and so they worked harder and became better parents because of it. … As an adult it [has taught me] to recognize human fallibility and the fragility of love and the importance of patience with our family members.”

Photo illustration by Cole Aronson and Shira Becker Artw by R’ay Fodor

handle students with divorced parents “If I’m aware that there’s a difficult divorce situation going on, sometimes I can see that the student is stressed, and then I just try to be as compassionate about that as I can be, just like I would for any situation,” Fisanich said.

Jewish Text, Thought, and Practice teacher Paul Blank says that he only learns of students’ parental statuses in certain situations.

“I think it’s on an as needs basis. If there’s some kind of extraordinary family situation, which includes a divorce, then we’re notified about it. We’re also notified before [parent-teacher conferences] to coordi-

nate conferences,” Blank said.

Principal Michael Kay thinks that experiences with divorce vary among students.

“I don’t think it’s possible to generalize, I think the situation is and the reactions are unique from family to family,” Kay said. “For some students the effect is minimal, for some it’s much more significant. It varies considerably.”

10 opinion february 27, 2012 • • • • ourvoice: staff columns • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

College perspectives: Finding a balance College perspectives: slowly losing a love This year, the school decided to place a greater focus on the college process. I drew this conclusion after sitting in on multiple meetings with Kaplan discussing shirabecker test taking strategies (aka managing editor hearing Kaplan advertise why I should pay them to help me prepare for the SAT) and participating in what seem like monthly meetings with the college guidance department. This may appear to be the case to me as a junior in the midst of my academic school year, but even the sophomore and freshman classes are being prematurely introduced to the stresses associated with the college process. At a school that is already so academically challenging, it becomes difficult to find a healthy balance between a social life and academic success.

If I were a parent, I would probably tell you that all the drama associated with highschool is meaningless in relation to the big picture of your future, and that what really matters is your school work. I would then probably tell you to stop moping around and go learn some SAT vocabulary. However, I am a student like you who knows all to well that sometimes the ‘drama’ adults pass off as nothing can seem more important then what I learned in history class during period 3, or the physics test I have coming up (which I should probably study for...). While parents tend to pass off high

school drama as petty, they fail to understand that the effects of a single social conflict is heightened by the rigorous course load we must face in school and the added stresses of all the other things we worry about as teenagers in the 21st century.

During my years in school here I have observed both sides of the spectrum. I have watched friends let their social lives dominate their time resulting in consequences such as bad grades, expulsion from school and disappointed parents. I have also observed students who let their academic lives define them and go on to suffer from frantic breakdowns. The lack of social support from friends leaves them miserable.

Although I urge you as a student to never let anything social related consume you to the point where it jeopardizes your future or academic success (for the most part, nothing ‘drama’-related will really be as significant to your life as it may seem to you at this age), the reality is that sometimes we must resolve our social conflicts in order to keep a clear and focused mind in school. Distractions are a reality we must learn to steer away from. Learning will only come through experience. Also you must realize that while your school work is important, a solid group of friends that care about you can make or break your sanity and confidence in school. If you do not make time for your friends, don’t expect them to be there for you in your time of need.

There is a certain beauty to learning--in the curve of a letter, the writing calluses on your finger, the sound of the brush of hair against elanaschrager a piece of paper. I ofeditor in chief ten saw it in the ripped translucency of a colored divider and in the gentle creases slowly forming in the soft skin between your eyes.

I’ve always been able to see the beauty of learning, and as with many things in life, my appreciation of that beauty has led to a deeper feeling: love.

Even when school was frustrating, even when the sums didn’t make sense, even when I didn’t understand the diagram-there was always something to love.

And eventually the sums would make sense and the diagram would straighten itself out, and the doubts in my heart would leave and I would continue to love.

Why do--why did-- I love learning?

It’s a question that had gotten harder and harder to answer over the course of the years. I used to love learning because it was beautiful, because it was satisfying, because it gave me a sense of joy and fulfillment that was often difficult to find anywhere else. But then I started doing other things, things I loved to do as much as learning: singing, running, writing.

And learning was the only fun anymore.

Then COLLEGE appeared on the horizon. Not college--COLLEGE, with its promising freedoms and opportunities to learn.

COLLEGE, with all of its pressure and stresses. Before, grades were simply a result of doing what I loved. Suddenly, it seemed, grades became the goal, the focus. It didn’t seem to matter if I disliked a class. I was taking it. And I needed to get a good grade.

I don’t know where the pressure comes from. Certainly not directly from my parents. Not from my teachers. Not from my guidance counselor. Not from my college counselor. Maybe it’s me. And I know I am not alone in feeling it. Whatever the source, it often simply is--filling up our alcove, erupting from our binders. It is in the bags under our eyes, in the chewed fingernails, in the scribble of homework done much too late at night.

It is hard to find the joy in learning anymore. At least this year. Work is there to be done. A means to a grade. Sometimes, early in the morning, I’ll write something that manages to penetrate my caffeine-soaked brain and the color of happiness fills my vision for a moment.

But then it’s gone, replaced by a much more sober image--a black and white letter. A whole line of them actually, each one a part of a path that leads to the door of some majestic, shadowy building that waits somewhere in the future.

But this is now. Time to go back to work.

guest column

Students must share their passion for Judaism with others

When I walk into school, I take out my wallet and show my ID to the security guard. It’s a routine motion for most of us and we don’t question it. The sequence repeats daily.

But what is the purpose of this ritual?

Why have the powers above decreed jonathanreem that every day we must bring our IDs design editor with us - or else?

The answer begins with security.

However, as a security measure, ID’s are not worth the drop in convenience.The original logic goes something like this: If we only give IDs to people we want in the building, nobody else will be able to get in. In a perfect world, this system works; only people we want in the building will be able to get in and everyone else stays out. However, we live in the real world, where this system has many flaws.

Chief among these is the necessity for flexibility in any security system. What happens when you have a guest? Currently, guests are allowed to sign in. What if a student forgets their ID? Students must be able to

“This was my first issue as a leader of the staff which was a really neat experience. We have big shoes to fill but I am confident we will suceed.“

EDITORS • • • • • • • • editor-in-chief elanaschrager

managing editors

abbybirnbaum stukrantz ass’t: aaronboxerman

s

chadashot editors

graphic editor r’ayfodor annieschtevie

features editors

web editor

alisonkraner yaelkrifcher

jacobdorn

news editors

eitansnyder

dorefeith jessezweben

sports editors

“Going over articles multiple times was pretty stressful. But obviously seeing the final paper makes it worth it.“

photo editor miriamisrael ass’t: rebeccapanitch

entertainment editor

aricharnoff jeremyetelson alexanderflum

a list, confirm I have the plan and mark that I forgot my ID. Here, the ID finds a use, it makes entrance go by much faster than if I had to do write down my name every day. However the punishment for forgetting my ID approximately 5 times is far too severe. Eventually, when I forget my ID too many times, I will only be able to take a sandwich and salad for my lunch. This, even though I paid for the plan, the person standing there knows my face and name, and they can confirm that I do indeed have the plan. This is unjustifiable. Me forgetting my ID is such a minor inconvenience for everyone involved that withholding food that I paid for and need to eat is outrageously too harsh of a consequence.

With the system we have in place, the inconvenience attached to always having an ID to get in the school in the morning is not worth the minimal security attached to it. The punishments for forgetting IDs at lunch is far too severe, no amount of blunders can justify witholding food from a student.

“It was amazing working with the new staff this issue! I can’t believe that the seniors are already leaving. I am so fourtunate to have worked with the best co-editor in the world!”

colearonson stevenreichel matthewfoldi haleylerner

shirabecker samanthawiener

copy editors

in depth editors

get in, so currently, if you forget your ID, just sign your initials on a piece of paper. You still have to confirm your identity so the system remains operational and valuable. Right?

Here’s the thing. Nobody knows if you sign your own initials, or if you even go to the school. The security guards don’t know my name by my face (if they do, why do I need an ID?), and even if they did, they don’t have the time to watch me as I sign my initials on the right box. There are another 596 students that have to get in every morning. Still, shouldn’t we have the security feature, even if it requires serious reform to be practical? No. When the fixtures put in place to make the system practical reduce the security value so much it is no longer worth the drop in convenience we have to remove it.

The problems are only exacerbated every day when we eat lunch. Every day, I, along with many other students, swipe my ID to get lunch. Every so often it rings, and every so often I forget it. When I forget it, I go to speak to the person waiting at the gate. They usually know me by recognition, look my name up on

design editor jonathanreem

business editor jongalitzer

STAFF • • • • • • • • • • photographers ariellefontheim symonginsburg maxgreenberg samhofman hannahjosovitz jessicakamjou davidkulp evansatinsky

senior reporters reubencohen matthalpern gefenkabik gabimendick emilyshoyer davidsolkowitz “Amidst all the stress and yelling it has been an excellent experience seeing the paper materialize before us.“

reporters dinarabinowitz hannahwexler mattlitman ninasimpkins maddiedworkin robbiebelson alliewiener adinapollack jeremykaplan evankravitz shiraungar alecschrager

staff adviser claireburke

adviser emerita susanzuckerman

The Lion’s Tale is a forum for student expression. Its purpose is to inform the CESJDS community and to express the views of its staff and readers. The staff has made every effort to ensure the accuracy and objectivity of its news.

Editorials reflect the opinion of a majority of the LT board. The Lion’s Tale encour­ages its readers to write letters to the editor and reserves the right to edit letters for length and clarity.

All letters must be typed and signed.

Letters may be emailed to lionstale@ cesjds.org.

The Lion’s Tale is made possible

by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Levenson Endowment for the Upper School Cultural Arts and Student Publications.

Charles E. Smith Jewish Day School 11710 Hunters Lane , Rockville, MD 20852 phone: 301.881.1404 www.lionstale.org

11 • • • • ourvoice: staff columns • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • february 27, 2012

opinion

Online courses enter classroom This semester, a select group of students are taking online classes. Students in tenth and eleventh grade were given the opportunity to take Anthropology and 3-D modeling classes online. The Lion’s Tale editorial board has mixed opinions about the benefits of taking online courses during school hours. One of the goals in offering the courses is to provide students the opportunity to take classes that are not offered at CESJDS. Students that are taking online classes have a period during the day designated for their online course. They are given school computers to watch a lecture during that class period. The students are given a designated teacher to stay in contact with for questions on the material and assignments.

JDS offers the online courses through a company called K12. The K12 online curriculum describes their beneficial relationship with private schools. “Our flexible online curriculum and comprehensive services and support is being used in many ways and places to make effective, differentiated learning happen for public and private school partners.”

(K12).

The school is helping students by providing a variety of courses. As a small private school, JDS is limited in the courses it can offer. Therefore, it is beneficial for students with very specific interests to take courses that allow them to explore those interests.

Another benefit of online classes is that students learn independence and responsibility. Without a teacher physically in the room, students in the program must push themselves to finish their assignments on time and pay attention to the classes. Beyond high school, students will have to motivate themselves and keep themselves on track. Online courses provide an opportunity to let students practice learning independently.

While there are benefits to offering online courses, classroom learning has advantages too. The JDS community values the relationship that stems from student-teacher interactions. Receiving help from a teacher through phone, email or Skype just isn’t the same as sitting and meeting with a teacher during lunch. Students without physicallypresent teachers miss learning how to function socially in formal settings. They miss out

• • yourvoice: letters to the editor • • Dear Editor, I am writing in response to a saddening experience that I have each Thursday morning. As a part of my duty on my grade government I took on the responsibility of selling shabbat-o-grams (notes to a friend to wish them a good weekend, that I personally deliver on the friends locker). Each Thursday I sell them

at the front of the school and send the money to a foundation that uses the it to pay for medication for people in need in Malawi. As part of my education at JDS I have learned the importance of Tikkun Olam, which literally translates to “repairing the world.” Each Thursday morning I stand behind the desk in the cardo and called out “Buy shabbat-ograms, only 50 cents each, help bring medicine to people in need in Africa.” I watch each student pass me by, some of whom I know personally and are my friends. I watch their eyes see me and

Dear Editor, Imagine for a moment that your favorite topic was physics. Imagine that you had, for a very long time, wanted to study physics. While for you, and probably for most of the school, this is just that, a figment of someone’s imagination, and not a very fun fantasy at that, for some, including myself, this is reality. As much as we would like to study physics, we must wait until eleventh grade to take the course. Our only option is to learn on our own, without a teacher, learning whatever we can from books and occasional physics seminars and exhibitions.

Meanwhile, we watch as people who enjoy English, or History, or even just working out, have a chance to study their favorite subject for at least three years.

Even when we do reach eleventh grade, and get a chance to learn our favorite subject, we are only able to learn physics, a class that our guidance counselors have told us is practically necessary to get into college, for a year and a half, before we are once more flung out to study on our own for a half a year. This leaves us with two

on conversations and social skills essential to later success, as well as the relationships formed with teachers after graduating.

Online classes also take away the ability to learn with peers. While students should be provided the opportunity to pursue their interests, even if those interests are not taught in a JDS course, the student body as a whole should not be encouraged to take online courses when it have the opportunity to learn in a classroom. Students should take advantage of interactions with teachers, in a classroom. The school should encourage students to pursue their interests whenever possible, but the school should not try to move toward a digitalized learning experience for everyone.

Another challenge posed by the online courses is that they are offered during school hours. Although there is a period designated for the course, students are unable to participate in live meetings and sessions that take place during other classes. For example, At 9 am there are “Class connect session” which are live sessions in which students can talk to their teachers, ask questions and get help. However, these sessions primarily take place during hours that JDS students have other classes. While students are able to watch a recording of the session, however, they are unable to benefit from actually being present in the sessions to ask questions and participate.

While technology has enhanced learning and teaching, it is no replacement for actual teaching. Learning in a classroom with a teacher is an invaluable experience that no computer can replace.

-The Lion’s Tale

Where was YOUR letter to the editor this issue?

Have an opinion? Share it!

Send us your letter at jdslionstale@gmail.com or lionstale@cesjds.org by March 16 to get your letter in Issue 6.

their ears hear me while they register for maybe a second my words and then continue to walk by muttering, “maybe next week” or sometimes not even bothering to mutter anything at all. I guess I understand, its morning, we have all had homework and maybe are excited for the weekend. It’s just that I am only asking for 50 cents and maybe a minute of their time. Fifty cents. Today you can’t really buy anything significant for 50 cents but for this cause it all adds up. Some people are not even privileged enough to have a minute of time

options: we can either learn physics in our free time, which takes away from other uses of our free time, such as our social lives, or we can ignore our interest, and carry on without being able to learn about our favorite subject.

But while I may be alone when I use the word physics, think about what the letter would look like if I had replaced the word physics, every time it appears in the paragraph above, with a set of ten underscores, like this __________.

If you were to go back to the top, and replace every instance of the word physics with that set of underscores, what would you read into the empty space? I’m sure the Editor, and everyone reading the letter can think of something. My interest in physics may set me apart, but I am sure that my belief that there are certain topics that are not being taught as much as they should does not.

Joshua Bloch Sophomore P.S. My use of English, History, and Exercise Science was intended only to provide examples, not to suggest in anyway that those classes are unimportant.

to give. There are people in this world that suffer each and every day while we worry about minuscule problems such as math quizzes and essays. All I ask is to think of those people and how lucky we are. In Breishit Cain asked, “Am I my Brothers Keeper?” I say yes, and 50 cents each Thursday morning should not be too much to ask. What happened to Tikkun Olam?

Dear Editor, I have been going to JDS since 7th grade. I have really enjoyed the art classes that I took.

I feel that there should be more of an emphasis on the arts at JDS. A required art credit would benefit everyone by reducing school stress. I find that there is structure in all the art classes, but freedom when you need it. Art class teaches you to think beyond what you see. In this way it’s like English class, finding the deeper meaning in the text. The school day offers few opportunities for creativity. I know people who think that they would hate taking an art class, because they think that they have no talent. No talent is required to enjoy an art class. Another great thing is that when you make a mistake in art, sometimes the project becomes better than it would have originally been. For example, in ceramics if you make a mistake you can smash the clay

Emily Shoyer Junior

and try again. Art teaches you, using visuals, that one “mistake” does not mean your life is over.

In math or history, one mistake could make you feel bad about your ability and lower your grade.

There are components of art that add to your life outside of school, such as learning Photoshop. In graphic design class, I learned how to write a resume on Microsoft Word and design advertisements on Photoshop. Both programs may help me get future jobs. Practicing my drawing improves my hand-eye coordination and makes my Lewis structures in science class neater. Overall, there is a lot to be gained from the arts.

Leah Schaperow Sophomore photos provided by Blanton Studios and Emily Shoyer

12 features

february 27, 2012 “Last semester was really

U N D I A E N L A V I D A D E tough

“This

because

junior year they pile a lot of

semester...

was

stressful because I had to

hard to balance adjust work on you which is

my

USY responsibilities, school work, and wrestling .”

to because you’re not used to having so much work.”

-Sophomore Samuel Felsen

-Junior Jessica Kamjou

“Being a senior was more

4:05 a.m.: My husband and my daughter wake up to go to her swim practice. The dogs keep sleeping ... Actually I can hear one of them snoring loudly and completely unperturbed by the fact that I only have another hour of sleep.

6:16 a.m.: Back home! Outside is freezing. The first good thing about this day is that the coffee is ready.

So, I have a HUGE cup of coffee and a crumpet with dulce de leche on it.

6:45 a.m.: Ready to go to work. The dogs are ready for a walk. (They win.)

7:10 a.m.: Out we go! I drop my daughter off at her school and I go to work. I listen to the news on the way.

7:40 a.m.: I arrive at JDS. I am thinking about coffee, emails, and writing a to-do list because I know I will forget something if I do not do it.

7:50 a.m.: After taking Minyan attendance with Dr. Cunningham, I pick up my mail and a make-up quiz. I keep planning the to-do list in my head. I will get to it at some point. I cannot forget anything.

8:15 a.m.: At the computer. Answering emails.

Reading the news for the day. Taking notes for the week. Organizing the schedule for today. Making sure I have all the copies I need for my classes ... I do! No need to go the photocopier machine. NO ... Maybe one more ... Just in case ... You never know ... AH! The to- do list. I need to complete the to- do list. Maybe later.

8:40 a.m.: Period 1. We work on the past tense.

They are using all the study sheets. And we are doing all the activities in the book. Good. So next time, I can give them something more challenging to do. They can handle it.

9:43 a.m.: Period 2. No class. Coffee! Yeah! There is a small pile of compositions waiting for me, so let´s get to it. I saw Mrs. Horwitz and Mrs. Graff in the hallway.

We might be able to have lunch together. We will see. I need to remember to write the to-list.

10:53 a.m.: Period 3. The little kiddies are here. We

are learning the first irregular verbs. They do not like it but they are doing very well. Quiz should be a breeze.

12 p.m.: Lunch. Everybody is busy. No company for lunch. And I need to finish a webpage for the older kids. And I also need to finish grading a quiz and posting the grades. If I have time, I will write the to-do list.

1:37 p.m.: Period 5. Working on Latin American literature. In Spanish. I can see all the little gears and cogs in their heads running at full speed. Good. And the discussion is also going great.

3:00 p.m.: Done for today! Just need to make some copies for tomorrow. And write the to-do list.

3:40 p.m.: In the parking lot, leaving the school.

I write the to-do list in the car. The to-do list indicates several errands before I can even think about going home.

4:45 p.m.: So, according to the list, I am done. So why do I feel I am forgetting something? I need to review this list. I am sure it is wrong. And I need another coffee.

5:00 p.m.: I come back home and feed and walk the dogs. The younger dog, Luna, wants to play. Unfortunately for her, I need to get to my emails.

6:00 p.m.: I did not answer all the emails, but I need to pick my daughter from swim practice. Out I go. What is it that I forgot?

7:30 p.m.: So, for starters I forgot that my daughter had a longer practice today, so I had a chance to talk with the other moms of the team. Husband is back home. Yeah! Let´s get dinner ready.

8:30 p.m.: Dinner. TV. Relax time. Conversation about the day.

10:00 p.m.: Finish emails. I finally remember the last thing in my to-list: I need to buy a couple of books for a paper. Maybe the books are at the UMCP library. I need to check on that.

11:00 p.m.: Watch the news. Go to bed.

challenging

in the sense of me

doing college applications... It was very

difficult

to manage both of them at the

same time but overall, the course load in senior year is a lot lighter.”

A semester intransition review -Senior Naomi Eyob

“The

between freshman year and

sophomore year was a big change ... when you’re a sophomore you’re not treated like a freshman anymore, you have more of a

responsibility to get good grades.”

-Sophomore Shirel Altmann “I took two music classes which were

awesome

, and I was also in

a band outside of school.”

-Freshman Caleb Matheson compiled by maddiedworkin and alliewiener

Wi-Fi: Searching for networks. . . evankravitz reporter

The CESJDS Upper School’s wireless network is often slow, creating problems for students and teachers when using technology. When many devices use the school network in the same area at the same time, the network slows down, making class time less productive for students and causing teachers to change their lesson plans.

In a recent survey of 62 JDS students, 52 said the network can be slow and, at times, unreliable.

“Sometimes the wireless network is really slow, but sometimes it’s fast,” seventh-grader Noah Green said.

The school’s technology department is aware of this issue.

“We had more computers than we could handle,” Director of Information Technology David Ritzmann said. He said that when too many devices connect to the network at the same time, it runs slowly for the devices using it.

The slow network can result from frequent overuse. Thirty-one of the students surveyed said they use the school network multiple times per day.

Fifty-six percent of the students surveyed bring electronic devices to school that continually access the school’s wireless network.

“If a student’s iPhone, or Blackberry, or just any smartphone is on and put in their

locker, it could be sending and receiving messages all day long, even if the student isn’t using it,” Ritzmann said. This slows down the network, which can waste class time.

“If you’re trying to do a lot of work [in class], it takes a while,” Green said.

Forty students that were surveyed said that the slow network makes it difficult to use the internet for class work.

The school network also affects teachers’ lessons and how they structure their classes. “Now I am a little bit wary of planning any lessons that do use the internet,” Jewish Thought, Text and Practice teacher Sarah Levy said. Levy said that in the past, the network had been detrimental to her class, but now she encourages her students to use their own technology at home to avoid wasted class time.

Ritzmann said that upgraded wireless points have been added throughout the school that can handle more network traffic, and that limiting usage could also improve network speed.

To maximize network speeds, Principal Michael Kay recommended that students turn off their Wi-Fi enabled electronic devices when not in use. Kay did not consider limiting legitimate network use in class, because limiting access to online resources would be harmful to the learning environment.

“The administration would not take any steps that we think would not be in the best educational interest of the students,” Kay said.

Sculpting your schedule davidsolkowitz senior reporter

Coming into the Upper School, Robert Shorr, now a junior, was hoping to take a study hall. His parents, however, had other plans.

“My parents made me take French,” Shorr said. At first, Shorr wanted to take French because it was a new opportunity. He was not disappointed by the class and has no regrets about not taking a study hall.

“I would have been really bored when I got home because I do my work really fast,” Shorr said.

Shorr is also one of many juniors taking a second science. “Obviously I was going to take physics, but Chem[istry] last year was such an amazing class and I knew it would be this year,” Shorr said.

While the second science means more homework and more tests and quizzes, Shorr does not care about the extra work, because he is able to get his work done quickly.

A second science also takes the place of one of students’ two possible semester electives.

Unlike Shorr, sophomore Hannah Iskow chose a semester elective. She decided to take graphic design for the first semester of the year, and said that she learned valuable skills in that class.

“I learned how to make my own portfolio on the com-

february 27, 2012

puter, as well as learning how to use Photoshop,” Iskow said.

Iskow said she did not know what graphic design would be like, but used that as motivation to take the class.

“It was something new, and something different, and that interested me,” Iskow said.

The possibility of putting the graphic design class on a college application was another incentive for her to take the course. “[Putting this experience on a college application] was not the main reason for taking the class but it was certainly a pro, not a con,” Iskow said.

Unlike both Iskow and Shorr, freshman Brian Schonfeld took a study hall his first semester, as well as a ceramics class. Schonfeld said his main motivation behind taking the art course was that it sounded interesting.

“I thought it was a fun activity to do since I have all these other classes,” Schonfeld said. Schonfeld added that ceramics and study hall provided the break he needed from his academic classes.

“It was super fun, and Ms. Gobin was really helpful with getting things done,” Schonfeld said.

Macs r PCs? The debate over competing software companies continues jeremykaplan and davidkulp reporters

In classes, hallways and alcoves, students can be found working on laptops they brought from home. However, students disagree over which company provides the better computer: Apple or Microsoft.

In an online survey, 75 percent of the 69 students who responded said they would rather use Apple’s Macs, while 22 percent of students said they would rather use Microsoft’s PCs. Three percent of students chose other.

Some students choose PCs because they are compatible with applications the school uses and therefore more convenient for school work.

“I like [PCs] because [they are] pretty easy to use and also all of the teachers have PCs and [Microsoft] Word, so it’s easier to send them documents,” freshman Rachel Silverman said.

Sophomore Joshua Bloch argues that Macs are better for school use because of their efficiency.

“I feel like Macs tend to be faster and more secure, so most people in the school get them,” Bloch wrote in the survey.

Unlike Bloch, seventh-grader Avital Krifcher chose her computer based on the design. “[I like] Macs because they are lighter and look cleaner,” Krifcher said.

Freshman Yosi Vogel agrees with Krifcher.

“I like the whole simplicity behind the Macs. I like

their appearance and I like their speed and precision,” Vogel wrote in the survey.

Although Vogel likes Macs, he uses a PC because he thinks it gives him more options for customization of hardware and software.

Personal preferences aside, students at JDS have found themselves surrounded by PCs starting three years ago when the school invested in tablet PCs and laptops for student use.

While some surveyed students stated that PCs work better with files used in school and are compatible with most software, others commented on the reliability and usefulness of the school tablets.

Forty-eight percent of the 69 students surveyed said they dislike the school computers, 38 percent were neutral about the issue, and 13 percent said they like the computers.

Krifcher agrees with the results of the survey, in that she dislikes the new tablets and laptops.

“The log-in takes a long time and by the time you get [the computer] working you don’t have a lot of time to actually work on what you have to do,” Krifcher said.

Like Krifchter, freshman Maxine Elovitz finds the school computers bothersome. However, she does not find them useless. “[School computers] are easy to use when they work properly. I can find what I am looking for fast,” Elovitz said.

features

13

14 entertainment

february 27, 2012

ENTERTAINMENT SECTION Your guide to the JDS arts scene presents...

Let the music pl y: Spotlight on bands and music programs It was quiet in the halls, with only the distant sounds of musicians practicing echoing from the theater. Some students lingered, in jeans and white reporter or red shirts, chatting quietly to conserve their voices. Honey, water and tea were distributed to each student to make sure their voices were in tip-top shape. Anticipation, worry and nervousness loomed on their faces. The same worried faces were reflected in the other students roaming the halls. The theater was empty, aside from a few instruments and microphones scattered across the stage.

As soon as night fell, the doors opened and a crowd of parents, students and teachers walked in.

The lights went down and music teacher Charles Ostle introduced the first band. The crowd went silent as a few students rushed on stage, got behind their instruments and began to play. The CESJDS Winter Concert had officially begun.

The Winter Concert on Jan. 26 is the first of three major annual music performances, with Arts Chai Lights and the Spring Concert coming in the spring. Each event displays the work of the various music classes taught by Ostle. The Winter Concert featured four or five songs played by each class of students, with two sets of songs sung by the JDS a cappella choir. The music room is hallowed ground for some students. However, many JDS students graduate without ever setting foot into the music room.

“I think that for some people, what goes on in here might be a mystery,” Ostle said.

Music is offered as an elective for all Upper School students, and is also offered as a Tuesday and Wednesday club. Music class usually consists of ear training, a technique Ostle uses to teach his students’ ears to recognize the differences between notes and how to stay on beat. Practicing an instrument individually is another major part of these music classes, as is bringing together all the different instruments and learning songs as a band.

The classes are focused on students taking as much away as possible. For freshman Caleb Matheson and seniors Brendan Pell, Jonathan Shair and Sam Matheson, JDS music classes have pushed them to take their music outside of the classroom.

Together these students formed The Wayside, a four man rock band. The band plays at various clubs in Virginia and is planning a small summer tour after the seniors get back from Israel.

“We aren’t thinking of it as leaving, we are just thinking of it as a little break,” Sam said.

The Wayside said they would encourage other JDS students to take music class and even to start their own band, but only if they are really dedicated. Freshman Josh Bernstein possesses such dedication.

Bernstein sings at many JDS functions, has started a rock band named Pulse, and was one of four top finalists in Kidz Star USA, a nationwide singing competition. He has been successful in the music business despite his age, and he does not plan on stopping.

Bernstein would like to take some music classes at JDS and plans to continue with Pulse. He hopes to pursue music after high school.

“My interest for music is gradually increasing,” Bernstein said. “Not just for singing but for music.”

Ostle’s hope is that his students learn about music and enjoy playing music with fellow students.

“The main goal I have for my students is to play up to their highest potential, to have fun, and to get everything they can out of every minute they spend in here,” Ostle said.

shiraungar

Junior Annie Schtevie opens Shir Madness’ rendition of Adele’s “Rolling In The Deep” at the Winter Concert. This was the farewell performance for the 11 graduating seniors in Shir Madness.

art by R’ay Fodor photo by Penina Graubart

february 27, 2012 matthalpern senior reporter

robbiebelson reporter

Boys Junior Varsity Basketball

With the end of the season, the boys junior varsity basketball team has seen its hard work come a long way. In January, the team went 2-3, with tough losses to St. Anselm’s, Covenant Life and Grace Brethren.

Head coach Brian Westerman cited the team’s inability to close out games with free throws and layups was a problem during January.

Nevertheless, sophomore Kobi Fodor was optimistic about the team’s tough January schedule.

“We made, I think, significant progress because the first game of the season we lost to Grace [Brethren] by 40, and I think more recently we lost [to them] by seven,” Fodor said.

In February, the team turned its season around with a five game win streak, ending the regular season with a record of 10-5 and earning the third seed in the playoffs.

However, the team struggled its quarterfinal match-up losing, to the Field School.

Even with a tough loss, the team has learned many lessons that will help it in the future.

evankravitz and robbiebelson reporters

emilyshoyer and evankravitz senior reporter and reporter

photo by Maya Goldstein

evankravitz reporter

Varsity Wrestling

Hard work has finally paid off for the CESJDS wrestling team, which defeated the Georgetown Day School Hoppers, 35-29, in a big win on Feb. 8 in its final match of the season.

“Last year Georgetown Day School came to JDS and shut us out,” coach Jordan Lipp said. “This entire year, we’ve been keeping the Georgetown Day School [match] in the back of our minds, and this was our goal, to beat this team. The fact that we went out there and executed and won just made it a really great and memorable experience.”

The Lions’ finished with a record of 5-4, improving by two wins from last year’s record. Coach Lipp said that the team’s discipline and positive attitude contributed to its success this year.

“We knew what we were doing [and] worked on technique, that allowed us to have a successful season,” freshman Adam Benaim said.

SPORTS BRIEFS photo illustration by annie schtevie

Boys Middle School Basketball

Despite an impressive regular season capped off by six consecutive wins, the CESJDS boys middle school basketball team suffered an early exit in the playoffs, losing to Washington International School in the first round.

Head coach David Fox explained that the team’s success in the regular season was attributed to their acting like a “team” and working together with the goal of success.

Although the team was successful during the regular season, it was not able to execute in the playoffs.

“Our shots just were not falling, and we were not aggressive enough,” eighth-grader Charlie Kanter said of the team’s performance against the Red Devils in the playoffs.

“I think our turnovers and rebounding hurt us the most in that game,” Fox added.

photo by jeremy etelson

Junior Alexa Benaim raises the spirits of the crowd with the dance team at the middle school pep rally. The team performs mostly at boys varsity basketball games. Despite not competing, this year’s dance team has made a serious effort to work hard and become better dancers. “Even though most of the girls on the team are people that you would joke around with, we are not a joke, we work really hard,” junior Danielle Masica said.

photo by jeremy etelson

Senior Daniel Neuburg raises his hand after defeating his opponent at Burke. Neuberg, one of the team’s senior captains, helped the team to a 5-4 record.

Opinion:

jeremyetelson sports editor

15

Junior Elana Handleman goes up for a shot on the road against Hebrew Academy. The girls varsity basketball team earned the second seed in the PVAC.

Boys Varsity Basketball

After a long season of games and practices, CESJDS boys varsity basketball finished the season with a league record of 12-6.

“We’re improving, which you want as a coach; you want to improve in January so that you hit the ball rolling for the conference playoffs. So I think we’re doing a good job,” head coach David McCloud said.

Senior Alex Halpern and sophomore Daniel Kravitz serve as team captains. Halpern averages nine points and five rebounds per game. Kravitz, despite being only a sophomore, is the leading scorer, averaging 13 points per game.

The team is very pleased with the improvement of its team chemistry.

“Our team chemistry is almost at its high point. At the beginning [of the season] we didn’t have so much chemistry together ... but now we’re all learning how to play together and we’re sharing the ball very nicely,” sophomore Jon Prigal said.

The team earned the fourth seed in the playoffs and a home game against St. Anselm’s in the quarterfinals on Feb. 21. Their impressive season ended with a 47-46 loss in the quarterfinals to St. Anselms’s.

sports

Girls Varsity Basketball

Following a successful season, the CESJDS girls varsity basketball team went on to earn the number two seed in the PVAC. Head coach Nicholas Rich believes that the team came together after defeating Hebrew Academy early in the year. The team motto is, “Become one, defeat all.’”

The team’s success can also be attributed to the younger players stepping up.

“The juniors are finally stepping up and my freshman players are stepping up too,” Rich said.

“We have worked hard on becoming a team,” freshman Yaira Kalender said. “[I think] we are ready for the playoffs.”

This season, the team was led by seniors Paige Siegel and Shaina Wasser. Siegel led the team in points while Wasser led the team in rebounds.

The team finished the regular season with a league record of 9-7. The team earned a number two seed and a home game in the playoffs against the the Field School on Feb. 20.

They defeated the Field School by a score of 39-28 in the quarterfinals. By winning, they earned a semifinal match up against Washington Waldorf. The results of the semi-final match-up were unavailable at press time.

alecschrager reporter

Girls Junior Varsity Basketball

The girls junior varsity basketball team finished the season with 6-3 record. Additionally they swept rival Hebrew Academy, winning both games by a favorable margin.

Although the team will not be in the PVAC playoffs this year, the players focused on improving their individual skills and cohesiveness as a team.

“Our goal was to become closer as a team, and we accomplished that,” freshman Emma Hofman said.

Besides coming together as a team, the team also worked hard in practice, to ensure that everyone was ready to play.

“We are really dedicated and we work extremely hard in practice” sophomore Shirel Altmann said.

“Our work ethic is, work hard, have fun. I think it is important that people know that basketball is fun and it’s not just business.” Head Coach Becky Silberman said.

robbiebelson reporter

Girls Middle School Basketball

The girls middle school basketball blue team finished the regular season with a record of 7-4.

In the PVAC quarterfinals, the team defeated Oakcrest School in a tight game with a final score of 14-13.

The team continued onto the semifinal game against Grace Brethren, but lost, 43-16.

“I’m disappointed that our season’s over because it was a lot of fun ... but I’m not disappointed in our loss to Grace Brethren because ... our girls played really hard,” head coach Abby Sondak said.

The team has recognized that their hard work has paid off and realized how far their team has come.

“At first we weren’t really good at communicating on defense but now we’ve got really good at it and we always talk to each other about it and communicate on the court ,” eighth-grader Ariela Diamond said.

Assistant Coach Carolyn Holmes had a positive outlook on the season.

“We’ve been having a lot of fun, working on our skills and learning a lot about basketball,” Holmes said.

Pep rallies need more pep to spark school spirit The goal of pep rallies is to get the student body excited and pumped up. In a sense, they exist in order to get students peppy. Yet, at every pep rally I have attended in my four years at the Upper School, there is an apparent lack of pep. The students do not cheer, the athletes are awkward, and, if not for the group of student musicians playing contemporary music in the corner, there would literally be nothing but introductions of individual members of every team at JDS. When I was in seventh grade, the school brought in one of the Washington Wizards’ professional mascots, G-Man. He used a trampoline and performed spectacular slam dunks while flipping. This made for an outstanding event. After this

performance, students were truly excited and, well, peppy. We, as a school, need to return to the excitement that actually gets students pumped up, and stop settling for a basketball shootout with Mr. Kugler every single time.

We should be preparing for pep rallies, or at least make them not appear as though they were planned mere hours before hand. An easy option is to simply have each team prepare their own demonstration, a schtick of some sort, that they believe will get the crowd going. Quite frankly, pep rallies significantly decrease pep among students before rivalry games.

We need to go all-in, or not at all. Since, as we all know, there is nothing to it but to do it.

photo by jeremy etelson

At the middle school pep rally, Barak Amige, Zev Marglis and Matan Rosenfeld are introduced by Athletic Director Mike Riley.

sp rts

page 16 • february 27, 2012

Riley brings passion, experience as athletic director Midway through second year, Riley enjoying his ‘dream job’ stukrantz copy editor

After graduating from The Citadel, Riley returned home to Montgomery County, where he started teaching and The boy was something of a prodigy. coaching at various public schools. Riley At the age of 12, he was managing multiple fields of a men’s softball tournament. described himself as a “jack of all trades” because he was teaching social studies at By 14, he was running an entire league. the same time as coaching a multitude of Although he is now grown, the boy is still doing today what he started as a child. teams, including football, basketball and track.

That child, Michael Riley, joined CESJDS “In Montgomery County, while I was as Athletic Director over a year and a half an athletic director, I taught every year ago, at the start of the 2010-11 school except two, so I was a teacher and athletic year. director for most of my years,” Riley said.

“I played sports in high school and “And now, even though I’m [only] the athcollege so I’ve devoted my career to athletic director here at JDS, it’s been great. letics and I’m passionate about them,” Riley It’s been wonderful. ” said. “I really like it and I still like coming Before coming to JDS, Riley worked to the job every day, even after all these at Richard Montgomery High School, years. I love being around the kids and the Poolesville High School and Clarksburg coaches every day. It’s just something that High School.

When the position of athletic I have a passion for.” director at JDS opened up, he applied for Riley has lived and worked in Montthe job.

He cited his experience as a reason gomery County his entire life, except for for his hiring. the four years that he studied at The Cita“I have a lot of experience. This is del, a military college in South Carolina. He my 20th year as an athletic director. I’ve majored in education, with a concentracoached for a long time. I was a head foottion in social studies. However, he chose ball coach, head basketball coach and I’ve not to enter the military upon graduation. been a head track and field coach,” he said.

“I respect the discipline, training and Riley has always loved coaching sports tradition given by the military and even and being an athletic director, especially though I did not enter the military after at JDS. college, the training I received at The Cita“This is a dream job. Your job that del has been beneficial to me,” Riley said. you’re in at the moment is a job that you wanted and so you should take that job and you should say, ‘I’m going to do the best that I can every single day while I’m here’’,” Riley said.

“If you’re not bringing a passion to your career, you’re probably in the wrong career.

You have to have a passion and I’ve always had that,” he said.

“It excites me to see these teams do well. When I was photo by Alexander Flum coaching, it excited me to see CESJDS athletic director Michael Riley answers the phone. Riley is in his my team execute the game plan. second year as athletic director.

Athletes of the winter As nominated by CESJDS coaches and selected by the Lion’s Tale staff. photos courtesy of Blanton Studio and by Alexander Flum

Alex Halpern, Boys Varsity Basketball “He’s our senior leader and he’s not scared of any opponent. He’s also our leading rebounder and one of the primary scorers on our team. We call him ‘the mauler’ because he goes strong to the hoop and is not afraid to go through anyone. That attitude carries on to the rest of the team and we all build confidence off of him.”

-Sophomore Jon Prigal (Halpern’s teammate)

Paige Siegel, Girls Varsity Basketball “Paige is a gunslinger, but she makes it work for her. She’s made some great plays for us this season, she’s stepped up big time as a leader. I’ve watched her develop as a player and a young lady the past few years. I’m very proud.”

-Head coach Nicholas Rich

Daniel Neuberg, Varsity Wrestling “Neuberg was the leader of the team, I don’t know what I would have done without him. His leadership skills were just tremendous. He was the number one or two hardest worker in the school at any sport. His work ethics trickled down to the rest of the team.”

-Head coach Jordan Lipp

And that’s the same thing that turning JDS into a more serious happens in athletic adminissports program,” junior Jacob Mintz tration.” said.

What most shocked “He has a lot of experience Riley about JDS was in what he does and you can the warmth of the really tell that when you reception he received talk to him.” upon his arrival.

Riley said he has Working at JDS, he given structure to said, is a comthe athletic program, pletely different no matter the sport, experience from level or gender. Every working at a pubmiddle school team lic school. practices the same “I remember way a high school the first day that I team would. Every was here and I had over 50 coach has a checklist kids come into my office of tasks they must and say hello to me. That complete by the end was very special and I’ll of the year. never forget that,” he said.

Riley feels he “I still have kids come in has hired very good every day, and I have parcoaches. He highlighted ents call every day. It’s so first-year boys varsity basnice that I’ve been acceptketball coach David McCloud in ed into the community.” particular.

But Riley was not left Players on the boys varsity satisfied by the kindness of basketball team agree that Mcpeople at JDS. Indeed, he set Cloud was a successful hire. about reforming the entire “I think Coach McCloud is a athletic program , trying to great coach. He really knows the make JDS more competitive game of basketball and how to teach in every sport. it to high schoolers,” junior Ethan “I’ve [changed] the athWalfish said. “[McCloud] connects well letic program here. Maybe the with all the players, and everyone athletes can’t see that, but the loves having him around as a coach coaches can see that. We have and a mentor.” some different policies in Along with making successful place and we’ve made hires and reforming the athletic things more structured. program, Riley is really enjoying I’ve tried to improve the working at JDS. schedules [of all teams], “[JDS] is one of the nicest and the coaching staff each places I’ve ever worked at,” Riley photo illustration by alexanand every year to try to get der flum and jeremy etelson said. “I’ve had a great experience better every single day,” here and it’s fun to come to work Riley said. every day. I have a great time every single “I think that he’s doing a great job in day.”

Spring Preview

teams

coaches

Tryouts

Boys Varsity Baseball

Steven Forestieri

Feb. 29, March 1, March 5, March 6

Varsity Tennis

TBD

Feb. 29, March 1, March 5, March 6

Girls Varsity Softball

Jay Matula

Feb. 29, March 1, March 5, March 6

Varsity Golf

Dominic Lee

Feb. 29, March 1, March 5, March 6

Boy Varsity Volleyball

Patrick Dudash

March 1, March 5, March 6

Track and Field

Jason Belinkie

Feb. 29, March 1, March 5, March 6

Boys M.S. Baseball

Brian Westerman

Girls M.S. Softball

Nicholas Rich

March 5, March 6, March 7 March 5, March 6, March 7