THE LION’S ROAR •
january 2014
by
solomon schechter school of westchester
Illus
e tration By Ben Fin
ca ssi e J and
ko Ja
INFLATION NATION
what is your “A” worth? (page 8-9)
editor’s desk
5
Top SONGS
of 2013 NOTABLE SCHECHTER MOMENTS 1 2
1 We Can’t Stop (Miley Cyrus) 2 Royals (Lorde) 3 Can’t Hold Us (Macklemore & Ryan Lewis) 4 Wake Me Up (Avicii) 5 Thrift Shop (Macklemore & Ryan Lewis)
Dr. Michael Kay became the new Head of School The lower school was renamed the Dr. Elliot Spiegel Lower School to honor the former Headmaster
3
Rabbi Adin Steinsaltz visited Schechter to deliver a
4
Schechter revised its phone policy to permit the
shiur use of cell phones during the school day, including lunch, free periods, and between the bells.
1 2 3 4 5
5
MOVIES
The Lion’s Roar launched its website, tlroar.com
Saving Mr. Banks Frozen We’re the Millers
NEWSWORTHY EVENTS
1 Death of Nelson Mandela 2 Thanksgivukkah 3 Boston Marathon Bombing 4 Birth of the Royal Baby 5 Miley Cyrus’ VMAs performance
Hunger Games: Catching Fire Gravity
Dear Rivki
Addressing Schechter’s Most “Oy-Vey” Problems Q:
I was with my friends hanging out on a Saturday night when they told me they were going to smoke marijuana. I did not want to participate and felt very uncomfortable the whole time. What should I have done?
A:
High school is all about growing experiences filled with different firsts, some of them not always so fun. Situations like these can happen in high school, when friends who you thought you knew so well are now doing things that are illegal and potentially harmful. I know that it is difficult because you don’t want to offend your friends and you know that they are still the same good kids you’ve known forever. But, nonetheless, you are still stuck in an uncomfortable situation, without an easy way out. “Honesty is always the best policy” may seem cliche’, but in this scenario it really is the best way to respond. In this situation it would have been The Lion’s Roar • January2014 • page 2
best to have honestly voiced your opinions, explaining to your friends that you don’t feel comfortable with what they are doing, and you’d rather they not do it. Also, never be afraid to seek guidance from your parents, siblings, or faculty, here at Schechter. And remember, if these are truly your good friends they will listen to your request simply out of consideration for you. If not, it just shows that they’re inconsiderate, and instead of writing to me about what to do in this situation, you would have written to me asking how to make new friends.
editor’s desk
From the Editor’s Desk
NEWSPAPER CREDITS E D ITO R - I N - C H I E F Jessica Jakoby
Welcome to the first edition of the 2014 Lion’s Roar. With the start of 2014, The Lion’s Roar not only has a brand new staff but we undertook a mission to transform the format of our “newspaper” to a “newsmagazine” and beef up our website, www.tlroar.com. We abandoned the old school newspaper format that has been used since the inaugural 2001 edition of The Lion’s Roar in order to give our paper a new, fresh, eye-popping look. Our sleek and modern newsmagazine will contain general articles of interest and late breaking news while, between issues of our newsmagazine, news articles of immediate interest will be posted in real time on our website. For example, within a few days of Rabbi Adin Steinsaltz’s visit to Schechter, we posted an article to our web site that discussed his shiur. Similarly, articles about local news affecting our kehilah such as the NJ mall shooting and Schechter students’ attendance at a rally in White Plains about legislation for funding for private school education were posted while the news was “hot” and “current.” And on our RoarBoard, found on the website homepage, you’ll find the scores to the latest Schechter sports games. So, add our website as a favorite and check it out frequently!
Our newsmagazine is loaded with color, graphics and illustrations. But there is much more than just cosmetic format changes and a splashy cover. We’re tackling controversial issues like the lack of a vibrant arts and theater program at Schechter and whether an “A” grade at Schechter has lost its luster amid grade inflation. While this topic certainly stirs student concern, it is The Lion’s Roar mission to report the truth to the school community and we believe that honest reporting ultimately makes the world a better place. We’ve got an incredibly talented, hardworking staff and I want to thank the entire Lion’s Roar staff for putting together this issue. And, if you like what you see, email me at jessicajakoby@gmail.com and we’ll find a position for you on The Lion’s Roar. We’re not only looking for writers but also students to help out on layout, photography, graphics and in other areas. Whatever your talent we’ll find you a spot! I hope you enjoy this edition of the 2014 Lion’s Roar!
Jessica Jakoby Editor-in-Chief
MANAGING EDITOR David Miller NEWS EDITOR Greg Robinov FEATURES EDITORS Philip Seidenwar Danielle Wolk OPINIONS EDITOR Sarah Fortinsky CULTURE EDITOR Emily Binstok SPORTS EDITOR Yuval Hadari LAYOUT EDITOR Kiki Weiss BUSINESS MANAGER Jacob Fortinsky FACULTY ADVISORS Fredric Katz Dorothy Weiss
www.TLROAR.com
CHECK US OUT ONLINE @ FOR FREQUENT UPDATES ON ALL SCHECHTER NEWS
Editorial Policy spaper, The Lion’s Roar is a student run newyear. Student the out ugh thro ly rter published qua the newspaeditors make content decisions and and for the by ten writ m foru a red side per is con the adminisstudents. It is, however, reviewed by rve the right tration prior to printing and they rese les they deem to withhold from publication any artic inappropriate. pted and Sug gestions and comments are acce nymously. encouraged, and can be made ano encouraged. Signed Letters to the Editor are alsoto edit letters The Lion’s Roar reserves the right ntain our for space or content in order to mai sidered for standards, and letters will not be con or if unsigned. publication if deemed inappropriate The Editorial Board
The Lion’s Roar • January2014 • page 3
features A Chess
Wizard
Amongst Us
“
Schechter Westchester Junior, Michael Bodek, Travels the World for Chess By Philip Seidenwar
The statement that a top international athlete goes to a small, private Jewish school might be hard to believe. But, the highest
The Lion’s Roar • January2014 • page 4
ranked American chess player in the sixteen and under category is Schechter Westchester junior, Michael Bodek. Michael has excelled at chess since he started playing in 2005. Michael has traveled around the world to compete from Brazil in 2011, to China this past summer, and most recently the United Arab Emirates. After years of proving himself as a player in both national and international competitions and as a member of the 2014 All-America Chess Team, Michael was selected to be the official United States representative in the World Youth Chess Championship held in the United Arab Emirates in December 2013. His passion for chess dates back several years to when he was eight years old. “I bruised my arm and as it was getting better, I couldn’t do much
so I started to play chess,” Michael said. As Michael got older and continued to play, he learned that chess was not just a fun hobby but was a unique talent. As such a high ranking player, it is difficult for Michael to get sufficient practice on a daily basis because of the lack of competition in Westchester County. So, Michael practices for about an hour each day on special websites and computer programs known for incredibly high levels of chess play. Once a tournament begins, Michael’s mindset shifts; chess is all that he thinks about. On a given day at a competition, Michael plays one or sometimes two games, each time facing a new opponent. At such a high level, chess is no longer a game that Michael merely sits down and plays lackadaisically. Finding out his opponent the night before, with little time to prepare, Michael, with the help of his coaches, studies his opponent’s strategies. Preparation is key; databases provide each player with each of the opponent’s moves on his past games. Because of the database, Michael explained that he has to use a different opening move for each game. “The games can be long and tiresome; a single move can take nearly twenty minutes and games can reach a lengthy six hours,” said Michael. While food and drinks
During a game, it’s as if nothing else exists except for the one game that I’m playing.
-Michael Bodek
are permitted, it’s very rare that anyone takes advantage of this privilege, as it’s not considered “proper” etiquette. This is just an example of the self-control and determination that helps chess players succeed at the highest levels. “During a game, it’s as if nothing else exists except for the one game that I’m playing,” Michael said. Victory is truly rewarding for Michael, who feels like he is “on top of the world” after each win. After a loss, Michael focuses on his next match-up. During Michael’s trip to the United Arab Emirates for his most recent tournament last month, Michael competed in the classic, slow game of chess, the game we would all be familiar with, as well as speed chess which is only three minutes long with two second additions per move. Out of roughly 160 competitors from around the world, Michael finished in 15th place for classic chess. For the speed chess, Michael came out with a bronze medal, out of around 100 competitors.
features
Students Turn to the Web for Online Homework Help By Jessica Jakoby with Sarah Fortinsky
In the competitive and sometimes stressful school environment, many students find themselves seeking help long after school hours. Packed with information that can guide students through homework and even tests, the Internet is quickly replacing the role of tutor. However, “abusing the Internet,” some say, is not always so helpful. Sal Khan, founder of the mega-popular online tutoring website Khan Academy, teaches over six million students each month through a disembodied voice and a virtual chalkboard. Khan has made over 3,400 videos, mainly focused on mathematics and sciences, since launching the nonprofit organization in 2004. Teaching with a virtual chalkboard and just a voice, Kahn said in an interview with “60 Minutes,” is more effective because it allows students to focus on the material that he teaches rather than his body. “Being a visual learner, for me, watching Khan Academy videos before tests is so helpful,” said junior Libby Rozbruch. “Although they only reinforce what I learn in class, I am able to learn at my own pace, rewinding when I don’t understand something and fast-forwarding when I do.” However, other students feel disconnected when learning from online videos.
“It is just easier for me to focus when I see the teacher in front of me because I am able to see his or her expressions and body language. Teachers also are able to directly answer my specific questions and, knowing my learning style, answer me in an efficient way,” said junior Ben Burton. Although both students and teachers claim that online tutoring sites like Khan Academy are simply learning tools and complements to class material, many argue that websites that give students more than basic help can lead to cheating and plagiarism. Similarly to Khan Academy, sites like Sparknotes and Shmoop provide summaries for many books that are read in schools, allowing students to gain a better understanding of the material they learn in class. However, “unlike Khan Academy, which just reteaches material we learned in class, Sparknotes and Shmoop give analyses of a book and therefore could be considered cheating,” said senior Mariel Bader. “Without knowing it, more likely than not, when students use Sparknotes, they’re cheating themselves out of their education,” said English teacher Maria Tallman. “I understand the usage [of Sparknotes]; I don’t
condone it,” added Tallman, noting the heavy workload present at Schechter with its dual curriculum. While cyberspace gives students instant access to extra help without expensive tutors, it can also tempt students to pass online material as their own, which is plagiarism. As new technologies develop and more opportunities for plagiarism arise, the administration tries to prevent such incidents from occurring. Albeit a relatively modern concept, online plagiarism is taken seriously at Schechter and schools nationwide. According to the Schechter Westchester Student and Parent Handbook, “each student at Schechter Westchester High School agrees to only submit work that is completely his/ her own, and to approach each academic assignment with honesty and integrity....Plagiarism, the use of another person’s material in a paper or presentation without giving proper credit to the author, is one example of academic dishonesty.” Living in a world where homework answers are just a few clicks away, academic integrity is a hotter topic than ever. But Schechter’s stringent policies ask students to distinguish using helpful resources from copying their ideas. The Lion’s Roar • January2014 • page 5
culture
Netflix or Nut- flix?
A Guide to Understanding Your Netflix Obsession
By Danielle Wolk You glance at the clock: 1:00 A.M.. You groan, knowing that you should have gone to bed hours ago. But then you see the countdown on the bottom right corner of your screen for the next “Mad Men” episode and figure, “one more can’t hurt, right?” A recent phenomenon has plagued teens across the globe: Netflix Streaming Syndrome. The most common of symptoms is insomnia induced by watching every single episode of a compelling series one after the other. “There have been times where I have watched an entire series in one night. I would say that Netflix definitely affects my ability to be productive,” said freshman Amber Zedeck. Another major symptom of Netflix Streaming Syndrome is anti-social behavior due to staying at home and making it a “Netflix night” rather than hanging with friends. When asked about how Netflix affects her social life, sophomore Taylor Salomon simply put it, “What social life? Netflix is my social life.” TV addicts find themselves unhappy with their compulsion, yet powerless to stop themselves. Compulsive viewers turn to television for solace when they feel distressed, rather than only watching favorite programs for pleasure. Although they get temporary emotional relief while watching, many end up feeling worse afterward. Shockingly, intensive scientific studies of people’s viewing habits are finding that for the most frequent viewers, watching television has many similarities to dependency like alcoholism or other addictions. A decade ago, two professors, Robert Kubey and Mihaly Csikszentmihalyi, wrote an article in “Scientific American” arguing that television addiction behaves similarly to substance abuse in that your brain’s chemicals react when you get hooked. As always, the first step to recovery is admitting The Lion’s Roar • January2014 • page 6
that you have a problem and recognizing what stage of Netflix Streaming Syndrome you suffer from. Stage One: The Classics Everyone always begins with the popular Netflix shows like “Arrested Development” and “Pretty Little Liars.” So you start watching in order to have something to discuss at the lunch table and understand the rave. Salomon explained, “[my friends and I] talk about our TV shows at least twice a day. Every lunch period turns into a reciting of the list of TV shows that I still have to watch.” The first stage is usually harmless, until suddenly you’re halfway through season two and all you want to do is live in a fictional television show. Stage Two: Becoming a Politician You can convince yourself that by watching “Scandal” you are increasing your knowledge of the US government and at the same time studying for your history exam, but in reality you’re not fooling anyone. Stage Three: Can’t Stop, Won’t Stop The dramas are the shows you wish you didn’t watch but just can’t stop. It’s understandable, though. How could anyone expect you to stop watching “One Tree Hill” halfway through the blanket-gripping nine seasons? And while you may deny having ever watched the “Vampire Diaries” in public, you have a strong opinion regarding team Stelena vs. team Delena. You can also strongly relate to Chuck Bass’ internal struggle over Blaire Waldorff from seasons one through six on “Gossip Girl.” You might even compare it to Liam and Annie’s relationship in the “90210” series. Stage Four: Owning Your Very Own White Lab Coat Watching “Breaking Bad,” winner of two and nominated for eight Emmy Awards this past year, is the epitome of a Netflix addiction. “Breaking Bad” is the usual breaking point for users. As Walter gets addicted to making money and making Meth, viewers get addicted
to “Breaking Bad.” One hundred percent of users’ time and energy is spent contemplating about the show: what Walt’s next move will be, which character will die next, and will Aaron Paul remain as cute as he plunges into the depths of depravity? Along with “Breaking Bad,” “Grey’s Anatomy” is a critical symptom of Stage Four Netflix addiction. Whether your dream is to be a surgeon like Christina Yang or long for a relationship like McDreamy and Meredith’s, this show will capture your heart and never let you go. Never let you go to sleep, that is. Netflix users, who typically watch their shows in bed on their laptops or iPads, are more vulnerable and therefore more susceptible to having a deeper connection with the characters on the show, as if they were real people. A recent New York Times article stated that actress Claire Danes’ portrayal of a bipolar woman on the show “Homeland” is so realistic that the producers have been receiving letters expressing concern for her safety and asking that she be allowed to take a break from portraying her character to receive treatment for her bipolar disorder. Users reveal different emotions following the completion of a series. Freshman Jamie Nanus said, “[After completing a series] I feel like I made it to the top of Mount Everest!” Others however, have the complete opposite reaction. “When you’ve finished [a series] you feel really depressed. You’ve made this profound connection with the show and with its characters. There’s this empty hole in your heart and it feels like you’ve lost all your friends,” said Salomon. So whether you are in Stage Two or in Stage Four of your Netflix addiction, know that some addictions are better than others, namely this one. Therefore, enjoy the occasional stress release while you can and try to execute some self-control when binge-watching your favorite show.
culture
RoarReviews
Your Most Trustworthy Movie & Book Reviews
Hunger Games: Catching Fire By Elizabeth Weissman Wondering why fellow students are still in awe over the nearly four-year-old action novel? Well, the long awaited premiere has come, “Hunger Games: Catching Fire.” This critically acclaimed sci-fi Premiered at 8:00 P.M., rather than midnight, on Thursday, November 21, due to the large younger following. “Catching Fire” picks up where “Hunger Games,” the first movie premiering in 2012, left off. By defying all odds, Katniss Everdeen, played by Jennifer Lawrence, and Peeta Mellark, played by Josh Hutcherson, won the 74 annual Hunger Games and managed to raise their status to the top of the Capitol’s radar. The two victors, installing a sense of “too much hope” in the Districts, generate a spark of rebellion, forcing the evil Capitol to handle the victors like chess pieces in their manipulative game. A twist in the games by President Snow throws them back into the bloodthirsty arena. The film’s teenage rebellious protagonist, Kat-
niss Everdeen, is said to be one of the greatest role models in young adult fiction. Any Lawrence fan would agree, that “Catching Fire” will make you raise your fingers (in the District sign of course) in respect for her incredible, and noteworthy performance. “Catching Fire” is a spectacular, mind-blowing sequel to the nearly four starred “Hunger Games.” Promising to keep you on the edge of your seat, this thriller will also have you reaching for tissues. This movie not only interests the obsessive readers of the original book series, but has also captured an entirely new following of moviegoers. This film serves as great entertainment with its colorful cast and numerous plot twists. Those who saw the first “Hunger Games” will be pleased to recognize the original cast, and the new cast as well. The strapping Finnick Odair, played by Sam Claflin, and cunning Johanna Mason, played by Jena Malone, reveal the genius casting done by director Francis Law-
rence. Unlike most sequels, Francis Lawrence ensures that this epic movie is not just a remake. While the original “Hunger Games” has a more violent edge to it, “Catching Fire” exudes a more political and strategic tone. The creatively written script ends with a cliffhanger to the third, two-part movie, “Mockingjay,” premiering in fall 2014.
A New Perspective of the Terrorist Organization ‘Son of Hamas’ by Mosad Hassan Yousef By Sarah Fortinsky Aside from the New York Times Sunday review, or various other Western sources, a recent New York Times bestseller, “Son of Hamas,” puts information regarding the Arab-Israeli conflict in a different and fresh new light. This groundbreaking book is told through the eyes of Mosad Hassan Yousef, the eldest son of one of the six founders of the Hamas terrorist organization. Reading from the perspective of a terrorist in Hamas provides a unique lens. Yousef presents us with the rare opportunity to delve into the minds of the Palestinian terrorists—to know what they’re thinking, to know the reasoning behind their cruel actions and how they justify them. I had heard rumors of how revolutionary this memoir is. So, to say the least, my expectations were set high. But after reading the first 100 pages or so, I was, admittedly, quite frustrated. What was rumored to be a book revealing the hidden secrets behind one of the world’s largest terrorist groups, seemed to be a book describing Israel’s immorality, barbarity and utter cruelty. After continuing reading, however, I realized what Yousef had done so brilliantly.
Hamas is one of the largest, most dangerous terrorist organizations today. Unwilling to stop at anything to conquer Israel, Hamas has become Israel’s greatest enemy. Yousef managed to convey, not only the hard facts, but also the genuine animosity he once felt toward the Israelis—so convincingly, I almost threw my Kindle on the ground out of frustration. Yousef writes, “We had all heard the stories of the IDF firing into unarmed crowds and beating with clubs. Some reports said that as many as thirty thousand Palestinian children were injured badly enough to require medical treatment.” There is no doubt Yousef hated Israel. He hated Israelis; he hated Jews; he hated everything and everyone affiliated with his former archenemy. Yousef was kidnapped, starved and tortured by the IDF. And when Loai, the Shin Bet captain of Yousef’s area, approached him offering a deal to shorten his time in prison in exchange for information, Yousef accepted planning to “make [Loai] think [he] was going to cooperate and then [Loai] would let [him] out of here.”
But once released from prison, Yousef knew he would need to follow through with their agreement. And the first time they met in the real world, Yousef was shocked. After being given a few hundred dollars in cash and a hug, he was told to “go enjoy life.” That was the moment hundreds of innocent lives were saved- when he realized his outlook on the Israelis might all be lies and the moment when Yousef became the most valuable source of information for the Shin Bet, Israel’s internal security service. When Yousef was in the midst of his departure from Islam and entering into Christianity, he remained a loyal son to his still-Muslim father. Because of his involvement with the Shin Bet, Yousef managed to convince the IDF to spare his father’s life on multiple occasions, and not once did he get anything in return. Despite the brave lengths he took for his father, the day after Son of Hamas was published, Yousef’s father disowned him. While some may choose to ignore the latter statement and focus on the former, Mosad Hassan Yousef, a true hero, chooses to embrace them both. The Lion’s Roar • January2014 • page 7
when
A
is
AVERAGE,
B
is
BAD
Examining Grade Inflation at Schechter Westchester by Jessica Jakoby
Jack sits in his seat staring at the pile of papers, which the entire class knows are the graded tests. With his palms sweating and foot tapping, his test is plopped upside down on his desk. Jack slowly rolls back the top right corner of his paper and sighs at the “86” circled in red ink, thinking, a “B,” I just failed. *name changed upon request
A cultural phenomenon of grade inflation has rocked top tier high schools nationwide, including Schechter Westchester. A’s, once reserved for top students, are now expected as the norm. The theory lies among Schechter Westchester students: A’s are average, B’s are bad, C’s are catastrophic, and D’s just don’t exist. The percentage of A’s given to students at Schechter Westchester has risen 44 percent over the past eight years, from 45 percent in the 2004-2005 school year to 65 percent in the 2012-2013 school year. In addition, the percent of C’s has dropped from 10 percent in 20042005 to a mere 3 percent in 2012-2013. According to the ACT, grade inflation is defined as “an increase in students’ grades without an accompanying increase in their academic achievement.” At Schechter Westchester, the average SAT score, on a 2400 scale, has remained relatively steady from 2006 until now, with an average of 1885/2400. However, even though the class of 2014 had the lowest average SAT, 1829/2400, it had the highest average GPA of 3.611, just shy of an A- average, indicating that the increase in students’ grades is not accompanied by an increase in their academic achievement, as measured by SAT scores. Therefore according to the ACT definition, grade inflation does exist at Schechter Westchester. There are numerous factors that perhaps
contribute to the increase in A’s and consequently, increase in average GPA. “One factor seems to be the cultural expectations of students and families that anything beneath an A- or B+ to them feels more like failure than a good achievement, which puts a lot of implicit and sometimes explicit pressure on teachers to give students higher grades,” said High School Principal Eric Bassin. “Another factor may be that there is a lot of documentation required to give a C-level grade or below, which puts a heavy burden on teachers to give a low grade.” Perhaps, the biggest issue, though, is the differing definitions of what constitutes A-level work. While some teachers say that an A represents work well above average, others say that an A represents work that simply meets the standards. According to Bassin, “An A-level grade means that a student has demonstrated a mastery of understanding and distinctive level of performance.” However, could it be that 61 percent of students in a science class or 82 percent of students in a foreign language class have demonstrated a “distinctive level of performance” that earned them A’s? If more than half or three-quarters of a particular class is demonstrating a “distinctive level of performance,” then is it really distinctive or just normal performance?
While across all subjects, Schechter Westchester grades appear to be high, Hebrew and Judaic Studies grades seem particularly inflated. Seventy-seven percent of Hebrew grades and 75 percent of Judaic Studies grades given to the class of 2014 in grades 9-11 were in the A-range. In fact, for the class of 2014, the Judaic subjects (including Hebrew), on average, awarded fifty percent more A’s than the core secular subjects did, contributing heavily to inflated GPAs. “Math teachers aren’t worried that if a student is unhappy with a grade, he will never study math again,” said Rabbi-in-Residence Harry Pell. “However, Judaic teachers are concerned that a bad grade could turn a kid off from studying Judaism.” While that may be true, math grades also are reported to be inflated. This past fall, in the 12th grade AB calculus class, the teacher reportedly gave every student in the class an A+ for his or her first quarter grade. Bassin did not confirm or deny this, saying that he would not comment on grades of individual classes. “That’s true [that every student was given an A+ for his or her first quarter grade]. You have to remember we were looking to give students the opportunity to not have their AT math [grade] lower their chance at admissions,” said the teacher. “We have done a test on every topic [since the first quarter ended]. I thought it was a fair way of doing business so that a poorer mark would not prevent certain college admissions.” Since the first quarter, the students’ grades reflect their test scores and there is reportedly a wide range of grades among students in the class. The students’ second quarter grades will be sent to colleges. Regardless of the reasons, the numbers
speak for themselves; the average GPA at Schechter Westchester is 3.611, just shy of an A- average. “When colleges evaluate a student’s transcript and they see an A, if they then see Schechter’s grade distribution, which they do, they say, ‘well, most students get A’s, I don’t know what to make of this student in front of me. I don’t know how to distinguish him,’” said Bassin. “Grade inflation is not helpful for that student because it diminishes the value of an A.” However, do colleges necessarily spend the time to analyze the grade distribution chart or do they merely look at a applicant’s GPA,
neglecting the fact that in context of his class, it might not be an accurate representation of that student’s achievements? “I think colleges do put some weight on the grade distribution chart [given to colleges as part of the school profile]. Is it a lot? It’s hard to say,” said Associate Director of College Counseling Nick Kourabas. “The profile does a couple of things. The profile explains about the school, our community, who we are and what our philosophy is and then it also puts our students into context, so what does it mean if you got an A, what does it mean if you got a B+? So yes, in that sense they do look at the overall grades. Do they look at the individual break-
PERCENTAGE OF GRADES IN THE ‘A’ RANGE DISTRIBUTED BY EACH DEPARTMENT TO THE CLASS OF 2014
downs here? I don’t think quite as much, so I think the weight of that is not quite as strong as some of the other parts of the profile.” With the average GPA rising each year over the past four years, Schechter is beginning to take steps to address the issue. “We’ve read articles about the issue with department chairs and we are working on developing a common scale of what different grades should mean for the school,” said Bassin. “We are also trying to address the cultural issue and work with students who feel disappointed with a B-level grade and talk to them about how B-level grades are fine levels of achievement and not bad levels of achievement.”
opinions
Facts Aren’t Everything W h a t i t Ta k e s t o R e a l l y B e S u c c e s s f u l By Sarah Fortinsky When you think of the people who made a difference in the world, you don’t think of whose parents paid thousands of dollars for the best tutors and most expensive pre-college summer programs. Rather, you think of those people who, instead of trying to maneuver their way into Harvard University, thought of ways to better the world in which we live. We live in a society that rewards correct answers, memorization of facts and suckups. Homework assignments don’t encourage curiosity; they encourage the ability to copy answers down verbatim from a textbook. The three things that almost guarantee admittance to top universities—a high GPA, perfect SAT scores and an abundance of extracurricular activities—all have one thing in common: with enough money and parent cooperation, they are far more easily attainable. But if your ultimate goal is to attend an Ivy League university and have the creden-
tials necessary to gloat at all future family gathers, then, by all means, disregard every notion introduced in this article and go watch Breaking Bad while your tutor writes your common-app essay. For some people, however, that just isn’t enough. And without those people who didn’t comply with society’s standards, we wouldn’t be where we are today. After two years attending Baruch College, Ralph Lauren decided it wasn’t for him. He wanted to do something greater with his life. He now owns one of the world’s largest fashion companies and multi-billion-dollar enterprises. Over the past couple of decades, the world has been revolutionized. After only a year, Bill Gates dropped out of Harvard University and founded the world’s largest personal-computer software company, Micro-
Jewelsbyjoanne13@aol.com
The Lion’s Roar • January2014 • page 10
soft. Abraham Lincoln. Even the name inspires reverence. He led our country through its greatest political, military and moral crisis it has ever seen, abolishing slavery, strengthening the national government and modernizing the economy. And all that never even having a single year of formal education. What do these three people have in common? With a combination of curiosity, talent and passion they were able to fulfill their ultimate plan of success. This is the kind of success we, as ambitious students, strive for. However, Ralph Lauren, Bill Gates and Abraham Lincoln achieved their goal using a different game plan. But one thing’s for sure, it wasn’t by working hard to get the best SAT scores.
opinions Cultivating Creativity: Where Schechter Goes Wrong By Aviva Abusch
Schechter’s makeshift auditorium, the black box theatre
Schechter is a vibrant community, bursting with educational and extracurricular excellence. Do you have a brain for science? There are three years of a Sci-Tech program, hundreds of technological devices including a 3D printer, and dozens of fascinating classes waiting for you. You want to play a sport? We have two gyms, a wide array of athletic teams, and an excellent record competing in a public school league. From newspaper and literary magazine to the Schechter Chefs elective and rocketry, Schechter stands out for so many reasons and seems to have something for every student. But there is something missing. For a school that does so many things well, Schechter’s arts programs are noticeably scarce. At Ramaz, not only is there a band as well as two choruses, but there are also four other instrumental groups and a music production course. There is a school musical, play, senior musical, and dance ensemble, and there are organized clubs for lighting design, stage crew, and video production. In terms of the fine arts, there is a project-oriented arts club and an experimental art class with opportunities in multimedia experiments. There is also a photography club and a graphic arts program. Their school is not much bigger than ours in terms of student population, yet at Schechter, the high school band is practically nonexistent and music programming, including music lessons, recreational a cappella, and chorus, is completely absent. The arts wing and two art studios are gorgeous, but rarely used by the high school. As a student director at the school, I feel at liberty to say that the actual theater space is not viable. It is difficult to stage a scene in the black box, es-
pecially one on the floor, since the action is only visible to those in the first row. You cannot fit more than a hundred people per audience, and there is no sound system whatsoever. Stage lighting is only available upon installment by the maintenance staff, and once installed it is limited and difficult to use. There is no costume storage, dressing room space, or set-building facility, and transporting every large show to the lower school is not a great permanent solution. There is no dance troupe, no photography club, and no organized stage crew of any kind. There are so many talented students at this school without sufficient opportunities to hone and discover their abilities. This time last year, I was hoping to consider a fine arts program for the summer. I did a good amount of research and discovered that all of the suitable programs required presenting a portfolio of my work. However, since there is no art included in the curriculum at Schechter or even readily available after school, I did not know where to begin in terms of a portfolio. I did not even have a collection of class work to include because I had not taken a serious art class since eighth grade. Schechter’s mission statement says “we inspire our students to achieve academic and personal excellence, preparing them for college and the ever-changing world beyond.” The school does just this in so many arenas, but the arts is not yet one of them. Arts are crucial to the intellectual development of every student, even the self-described jocks and techies. Just as Schechter’s core classes include math and Hebrew, tefilah and English, so too should the arts be incorporated into the schedule. Theatre specifically teaches
skills such as public speaking, collaboration, and responsibility, and it builds interpersonal skills as well as self esteem and confidence. These are all important abilities that go beyond the classroom and will better prepare us for college and the world beyond. In a school of our caliber, students who do not consider themselves artists should be able to try out an interesting arts program just to see what it’s like, and learn something brand new and exciting. And for students who do love the arts, they should have the opportunity to be challenged and inspired in any artistic arena within our very walls. It may take time for new clubs or programs to take shape, but it would be wonderful to see that steps are being made to benefit future Schechter students. Junior Nate Rosen is concerned that “all of the arts programs at Solomon Schechter are either gone or in the process of going. To me, that is scary.” There are two gyms, but no auditorium. There are dozens of specialized Sci-Tech laptops and a wealth of equipment, but not a well-lit stage in the black box. Athletics, sciences, newspaper and academic opportunities are flourishing at Schechter, yet the arts seem to be disappearing. If the arts fade away, incoming freshmen interested in artistic programming will quickly knock Schechter right off their list of potential high schools. If there are no opportunities to build an art portfolio or a dance, theatre, or tech crew resume, they will take their passion elsewhere. For the sake of the student body and the sake of prospective students, we must be able to honestly say that Schechter cares about the arts and has the proper programming to help every student rise to their fullest potential. The Lion’s Roar • January2014 • page 11
opinions It Is Time for Palestine to Say ‘Yes’ to Peace By Jacob Fortinsky
“All sides are to blame.” These five words always seem to come up when people discuss why there are not two states between the Jordan River and the Mediterranean Sea. For the Palestinians to achieve “liberation,” however, all they need to do is, for once, say, “yes” to peace. Israel has never walked away from a peace plan; the Palestinians have walked away every time. They claim it is in the best interest of “Palestine,” yet paradoxically, “Palestine” cannot and will not come into being until they fully commit to the effective, albeit tedious, peace process. Some might say that the failure of the peace process is just as much the Israelis’ fault, so let’s delve into what steps each side is being called on to take for the sake of peace. The Palestinians must put Israel on their maps, websites and textbooks; Israel must pull out of Palestinian populated disputed land. The Palestinians must recognize that Israel has a historical connection to the Land of Israel. The Palestinians must stop celebrating any terrorist who kills an Israeli as a “martyr”; Israel must stop monitoring active terrorist cells on the West Bank. Time and time again we see a double standard. All over the world, Israel’s commitment to peace is questioned. President Obama says he would like Israel to be more “serious” about achieving peace. The European Union has frozen relations with Israel until the European Union sees “movement [by Israel] in the peace process.” Turkish Prime Minister Erdogan has even said that Zionism is “a crime against humanity.” These comments that were once those of extremists have been accepted as main-
The Lion’s Roar • January2014 • page 12
stream today. So does Israel, and her people, really oppose peace? No. Israelis, in fact, are one of the most peace-loving people in the world. According to a Haaretz poll, 80 percent of Israelis support a twostate solution. Moreover, Israelis not only crave peace, they need it. Throughout Israel’s existence, peace has been the prime motivation for all of the country’s actions. Every war, every battle, has been in hope for peace. Likewise, at the climax of Israel’s Declaration of Independence, the Israelis chose to “extend a hand in peace to [the Palestinians] in an offer of peace and good neighborliness.” Every Israeli Prime Minister since has repeated that offer. But with all the criticism of Israel for not being “serious” about peace, why haven’t Israel’s neighbors across the Green Line been subject to the same criticism? How do they really feel about peace? Let’s look at their track record. The Arabs in what was then Palestine rejected the United Nations resolution in 1947 that partitioned Palestine into two autonomous states—one, with a Jewish majority, for the Jews, and one, with an Arab majority, for the Arabs. In 1948, when Israel declared her independence, the Arab countries immediately invaded. In 1967, after Israel routed the Arabs in a war of self-defense, the Arab nations passed a resolution enshrining the infamous “Three No’s”: “no peace . . . no recognition . . . no negotiations.” The list goes on and on, but their stance on peace never changes. Every war, every boycott, ev-
ery act of aggression and each of the 15,047 missile attacks reinforce their belief about the two-state solution and peace with Israel. Yasser Arafat, former President and founder of the Palestine Liberation Organization, summed it up best when he said, “Peace for us means the destruction of Israel.” Why are the Palestinians so pigheaded about peace, and what can they do to fix that? I’ll start with the former: why are the Palestinians ferociously blaming their misfortunes on Israel and the Jews? To fully understand this complex issue, one must look back at how the Palestinians became the Palestinians. Up until the creation of Israel there was no such thing as Palestinians, because there was no need for a “Palestinian people.” They were simply Arabs—the same way Syrians or Jordanians were. In fact, up until 50 years ago, what we now refer to as Palestinians vigorously opposed being called Palestinians, in fear of being thought of as lesser than their Arab brothers. However, their Arab brothers didn’t want to take them into their own countries, and because the Palestinians had too much pride to remain in Israel, they created refugee lands for themselves— what became Gaza and the West Bank. And because it was shameful for them to admit that their fellow Muslims rejected them, Israel was the easy scapegoat. Now, the latter: what can the Palestinians do now to achieve peace? In the words of Golda Meir, “Peace will come when the Palestinians love their children more than they hate [Israel].”
opinions No Sweatpants, Don’t Sweat It By Rachel Fortinsky
Ten years ago, in the wake of the dot-com revolution, workplaces across the country started allowing workers to dress in more casual clothes instead of the traditional suit and tie. These days, many students are advocating that Schechter Westchester, in similar fashion (no pun intended), change its dress code to permit kids to wear sweatpants. Supporting the school dress code prohibiting sweatpants might not be the most popular view, but it might be worth a little thought. The Schechter Westchester dress code, contained in the 2013-2014 high school handbook newly states this year that “sweatpants are not permitted.” Yet sweatpants remain very popular among students, both boys and girls, outside of school. Even in school, students wear sweatpants because they know that the dress code is not always enforced or, at least, that students who wear sweatpants do not always get caught. Students
prefer to wear sweatpants because they are more comfortable and don’t see a justification for prohibiting them. But comfort alone is not enough reason to change the dress code. Pajamas are comfortable, too, but no one would suggest that they are appropriate to wear to school. For many activities that we participate in, one and only one form of attire is appropriate. For example, every sports team has its own uniform. If you don’t wear it, you don’t play. At a bar or bat mitzvah, guests are expected to wear a suit or dress. And at a pool party, people wear bathing suits. In each of these examples, the attire defines the occasion. The same is true for a day at school. Although the average school day does not qualify as a special occasion requiring fancy clothes, it is nevertheless a more serious environment than a lazy day hanging out at home. Schech-
ter Westchester is not your living room! Some might say that Schechter Westchester has no business telling kids what to wear. Others say that kids can still learn just as well, or even better, when they are in sweatpants. But the school has the right, and the duty, to establish rules that maintain an appropriate learning environment. Besides, to challenge the school’s right to establish a dress code is to raise an issue that goes far beyond sweatpants. The school’s dress code already prohibits many style choices, including shorts and tank tops that, even those who advocate sweatpants would agree, are not appropriate for school. Nobody likes to be told what to do. We all prefer to be comfortable, and to make our own choices. But what we wear affects the environment in which we all learn. We all benefit from a dress code that enhances that environment, and creates a feeling of order and respect in the kehilah.
When it comes to doing well on the SAT/ACT...
Is Your Child
PERSPICACIOUS? WilsonPrep www.wilsonprep.com (914)861-2085
per-‐spuh-‐KAY-‐shyss / adj. “having clear insight or acute mental vision; keen.”
The Lion’s Roar • January2014 • page 13
opinions Being Jewish After the Final Bell By Cara Kupferman
Schechter Westchester seeks to foster Jewish connections in its students to produce individuals who will be active members of their Jewish communities as adults. However, is Schechter really doing its job? As Schechter students, we pray every morning at school and take three Jewish classes— Hebrew, Tanakh, and Rabbinics. These methods of Jewish connection are enough for some, but too many people still feel disconnected from their Jewish education. Students cannot be expected to learn to love Judaism when these classes give us the same stresses as any other academic class, like math or science. In today’s secular world, Schechter’s challenge is to help its students connect to Judaism in a personal and applicable way. When we leave Schechter after the four short years of high school, we are faced with the immense challenge of maintaining the values of our Schechter kehilah among a huge student body, on a religiously diverse campus. Even still, college has many opportunities for students to remain connected to Judaism, with organizations like Hillel and Chabad. However, after college, as Jewish adults, we are thrown into the “real world,” where we must finally make our Jewish decisions on our own. For many young adults, this is a very difficult period. This is when the values we have been given in our years at Schechter will really come into play. Fifty minutes is no longer etched out of daily routine to pray shachrit every morning, and we are longer granted time to learn Hebrew or study Torah, and unlike, on our college campuses, we are no longer given Shabbos dinner every Friday night. When it is time to decide what type of Jewish adults we will be, we must have a strong Jewish foundation, with knowledge and connection to Judaism, in order to choose, on our own, to remain true to our Jewish values. Schechter must find a way to ensure that we will have the tools to make Jewish decisions on our own, ten years from now. As Schechter students, we all have a responsibility to seek out Jewish connection. We often take our education for granted, but we must understand that we are incredibly blessed to have the opportunity Schechter gives us. Everyday in school, we are able to explore ourselves as Jews while still having a full high school experience. We cannot simply sit back. We must be active participants in this education. However, the other side of this solution must come from the school. As a Jewish school in today’s world, Schechter has an obligation to think outside the
The Lion’s Roar • January2014 • page 14
box to guarantee that students will leave high school equipped to make Jewish decisions on their own in the “real world.” The Conservative movement’s youth group, USY, has already made this a focus of the USY experience. At all major events, USYers are offered many options for creative shacharit services, like “Candy Minyan,” or “Improv Shacharit.” Also, our education is done in a discussion format. There are no notes, no tests, and no stress—only a Jewish conversation. Programs like these are made to foster positive Jewish connections for teens, in the context of a fantastic weekend with hundreds of Jewish teens. Schechter should employ programs like these. For example, students are not given any options for tefilah for the first year and a half of their high school
experience. We cannot wait until the second semester of sophomore year to be engaged in the Jewish experience that we want. Schechter should have student or faculty-run creative minyanim on Friday mornings that all students can choose from. Choice and fun services will give students a more personal connection to the Jewish values in our school. Today’s world pulls teenagers in a thousand different directions, and our obligations will only increase as we age. If Schechter wants to ensure that its students will remember their Jewish education as adults, it must take action. It is time that we think creatively, so that the lessons we learn at Schechter are not left behind when we graduate.
sports
Football Frenzy How Sports Influence the College Decision By Yuval Hadari Whether watching professional teams or playing in a school or intramural league, sports account for a significant portion of many students’ lives. Because sports are such an inherent portion of students’ lives, especially boys, their interest carries on with them well out of high school and therefore, for some, plays a significant role in the college process. When looking to apply for college, many factors are taken into account. Selecting the right school has a large list of components that include: the level of academics, school size, location, and Jewish life. While all factors are very important, a school’s sports program can make quite the difference. “I really wanted a college with school spirit,” said senior Sammi Feig, who will be attending Syracuse University next fall. Sporting events are filled with excitement, and the same enthusiasm is carried on even when you graduate. Applying to a school that has a lively sports program can be beneficial to students. Alumnus Geoff Weinstock, a freshman at the University of Wisconsin-Madison, said, “At Madison, during the football season, the weekends are centered around football. I’ve become friends with more people by going to the games.” Colleges with stronger and more robust sports programs have more sporting events on the school’s campus, creating more opportunities for students to meet new people and make more friends. Going to college to learn is obviously a top priority, but it is also crucial to balance academics
and social experiences, which together prepare students for life when they graduate. While sporting events do pose as a way to meet more individuals and become involved on campus, not all people are drawn to this atmosphere. “It really depends on the student. For some kids, if they are sports fans or players, it can be a big deal,” said Associate Director of College Counseling Nicholas Kourabas. “It’s really an individual thing.” One aspect of a school doesn’t constitute the be-all-end-all of applying to that specific college. What does appeal to one individual won’t necessary be at the top of the list for another. Not all students agree with Feig. Sometimes certain aspects of a school can trump others. “It’s definitely a factor, but if something else about the school lured me in, [sports] would become less important,” said senior Sam Eilbaum. At the end of the day not all students are the same, and choosing a college is within the eye of the applicant.
The Lion’s Roar • January2014 • page 15
sports Basketball Bonding
Three Schechters, One Kehilah By Yuval
Hadari and Greg Robinov
On Saturday January 4, Schechter Westchester hosted its first ever basketball double-header, featuring a girls’ game between Schechter Westchester and Schechter Long Island and a boys’ game between Schechter Westchester and Golda Och Academy. This event brought together students, faculty, and fans from the three schools from the greater New York area together to partake in the basketball experience. “It doesn’t matter if you are from Westchester, Long Island, or New Jersey,” said Rabbinics teacher Seth Pertain.
“Kids j u s t come together, have a good time, and stay in the Jewish community to create an environment and atmosphere which is a Kiddush Hashem in and of itself.” The night of fun was kicked off with a havdalah service led by seniors Jonah Kelly and Sarah Singer. After the service, the American national anthem and Ha’tikvah, the Israeli national anthem, were sung. The first game of the night be-
gan shortly after. Thus the battle between the two Schechter basketball teams, both named “Lions,” began. Taking on the Lions from the Schechter School of Long Island, the Westchester girls lost after four tough quarters. Tied 30-30 with one minute left in the fourth quarter, Schechter Long Island pulled head, scoring six unanswered points, resulting in a final score of 36-30. “It was great to have the majority of the school there, and knowing that we had a lot of supporters, the night was great,” said senior Jessie Espinet. “It was very disappointing that we lost, especially with the whole school there.” The second game of the double-header featured the Boys Varsity Basketball Lions of Schechter Westchester and Golda Och Academy’s Roadrunners. After an intense half of play, the Lions were in a fourpoint hole, heading into the third quarter down 25-21. Golda Och pulled away towards the end of the game, resulting in a 59-36 defeat for the Schechter boys. “I think it’s good that Jewish schools come together. We don’t usually play together and I think we should continue doing it in years to come,” said Schechter Westchester freshman, Noah Dunn. “Both teams have similar styles and that’s why, for the most part, it was a fun and close game.” The night didn’t only revolve around sports; it was also about unifying the three Jewish kehilot in the metropolitan area. Ben and Jerry’s ice cream, pizza, candy, and various sodas were served to help bring together those in attendance from the schools represented. Students and family from all schools were seen socializing in the middle school gym, where the concessions were served during the games. “[This event] means we are partner schools. A lot of the time we think of ourselves as independent schools, but we belong to a greater network of schools. It is great to come together for a great evening,” said High School Principal Eric Bassin. Students from the different schools came out
to support their respective teams, meet up with acquaintances, and unite together as one expansive community. “I think it’s great that our school took initiative in welcoming other Jewish high schools,” said junior Noah Feilbogen. “This gives students the opportunity to make new friends and hang out with old ones in a great setting.” “I, for one, was more excited to play other Jews and to see how good the Jewish community is at sports. Although at times the game got rough, in the end we all remember who we were and that we are all one team; the [Jewish] team,” said freshman Ari Esrig of Golda Och Academy. The final buzzer was sounded at approximately midnight, concluding the night’s excitement, with students, parents, and faculty saying goodnight to each other and beginning to head home. “It gives our kids an amazing opportunity to play against other Jewish private schools. I think [we saw] some great basketball,” said Athletic Director Scott D’Ottavio. “But it’s not just about great basketball, it’s also about the community. It’s about the other schools’ involvement and the friendships that can be made and formed here. Especially with technology, connections [can be] maintained, throughout high school, and even college.” “I think everyone had a good time, and this also enabled a huge fan base to support our Lions. I’d love to see this become an annual event, and I don’t see why it wouldn’t be,” said Bassin.
The Lion’s Roar • January2014 • page 16