Volume 30 Issue 3

the

lion’s tale

charles e. smith jewish day school 11710 hunters lane, rockville, maryland monday, december 10, 2012 vol. 30 issue 3

Are you cut out for this?

Students and alums in the U.S. military see page 5

art by Ra’ay Fodor

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• the lion’s tale • opinion the

lion’s tale editors elana schrager

editor-in-chief •

News

04 Profile on Argentinian student visitor

features

10

Moving up from the Lower School

Chadashot

06 Israel’s influence on Jewish identity

entertainment

13

Gender roles and Powderpuff

Indepth

08 Relationships and Jewish values

sports

14

Boys and girls varsity basketball preview

shira becker, samantha wiener

managing •

abby birnbaum, aaron boxerman & stu krantz copy •

jacob dorn, ass’t: jeremy kaplan web •

jonathan reem design •

r’ay fodor, annie schtevie graphic •

miriam israel, ass’t: rebecca panitch

photo •

jon galitzer

business •

david kulp

social media •

dore feith, jesse zweben news •

matthew foldi, haley lerner

chadashot •

alison kraner, yael krifcher features •

eitan snyder

entertainment •

steven reichel, ass’t: dina rabinovitz in depth •

ari charnoff, jeremy etelson & alexander flum sports •

senior reporters cole aronson • reuben cohen gefen kabik • matthew halpern david solkowitz

reporters robbie belson • isaac dubrowsky maddie dworkin • rachel evans kobi fodor • malka himelhoch emma hofman • evan kravitz matt litman • adina pollak brian schonfeld • alec schrager nina simpkins • shira ungar joseph vogel • danny waksman hannah wexler • allie wiener

photographers ari fontheim • symon ginsburg max greenberg • sam hofman hannah josovitz • jessica kamjou evan satinsky

staff adviser claire burke

adviser emerita susan zuckerman

Integrate Israel into day to day learning A few weeks ago, it seemed as though the exchange of rockets and airstrikes between Israel and Gaza was truly never-ending. With each rocket, each strike, students’ Facebook walls filled with posts regarding every element of the conflict. “Free Gaza.” “Support Israel.”

“Watch for propaganda.” “Seek the truth.”

If there is a truth to the comlicated Arab-Israeli conflict, it is that there is no one truth. This was evident in the ensuing Facebook ‘comment wars.’ Students from seventh to 12th grade found themselves forced to defend their opinions in a public forum. As The Lion’s Tale staff scoured Twitter and Facebook in search of news, we also watched our fellow students attempt to defend their opinions. As we watched, we wondered whether CESJDS has prepared us to talk in depth about the Arab-Israeli conflict and whether we are equipped with the knowledge we need for the intensive debates that will inevitably arise when the subject of Israel is broached beyond school walls. We found that a majority of our staffers do not feel adequately prepared by their classes to speak confidently about the conflict.

The school’s mission statement includes teaching ahavat yisrael: “to form an inextricable bond with the Jewish people – past, present and future – to foster a sense of commitment to the State of Israel, and to appreciate and master the Hebrew language as the language of the Jewish people.” In order to create an “inextricable bond to the Jewish people” and to “foster a sense of com-

mitment,” we, the students, must at least be knowledgeable about current events in Israel, and how those events affect Jewish people around the world.

Regardless of individuals’ opinions, all students should feel that their education has prepared them to defend their opinion in an educated manner. Some of our peers who participated in the social media wars succeeded in knowledgeably defending their opinions, while others struggled to do the same. The Lion’s Tale staff has observed that students who feel ready to defend opinions have often taken the initiative to study the conflict on their own time. While the school offers classes about Israel to juniors and seniors, many students find it difficult to fit them into already packed schedules. This also means that younger students are incapable of engaging the conflict within school walls until they reach their junior year. From our staff members’ experiences, those who do take these classes often conclude the semester without a strong foundation that provides them with the knowledge and confidence to speak educatedly about Israel when confronted in public.

The Hebrew department has realized its responsibility to keep students informed regarding Israeli news and politics outside of Jewish History classes dedicated to the subject. Since the Hebrew department has stopped using the Neta program, we have noticed that some Hebrew classes have begun to incorporate contemporary issues into their curriculum. We applaud the teachers

Correction: On page 16 of the Oct. 26, 2012 edition of The Lion’s Tale, we published the following sentence: “Lipp believes the school ought to re-examine the balance between athletics and Jewish values at JDS." That statement is incorrect, and it should have read: "Lipp thinks that there might be some value in opening a discussion about Jewish values and athletics at JDS. However, he still believes that Jewish values should always be given primary importance." The Lion's Tale regrets the unclarity of the original statement, and apologizes for any misunderstanding the statement caused.

The Lion’s Tale Editorial and Ethics Policy As the student newspaper of the Charles E. Smith Jewish Day School, The Lion’s Tale is a forum for student opinion and expression. All content is determined by students. 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.

Signed columns reflect the opinion of the writer; staff editorials reflect the opinion of the majority of The Lion’s Tale editorial board. The Lion’s Tale staff welcomes letters to the editor and guest columns, all of which must be signed.

The staff reserves the right to refuse any material and may edit letters or columns for length, clarity, libel, obscenity and/or disruptiveness.

Submissions may be emailed to lionstale@cesjds.org, mailed to The Lion’s Tale at 11710 Hunter’s Lane, Rockville, MD, 20852, or brought to room 328.

The Lion’s Tale is funded by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Levenson Endowment for the Upper School Cultural Arts and Student Publications, and community advertisement.

The Lion’s Tale reserves the right to refuse advertisement for any reason.

The staff will adhere to the ethics policies of The Society of Professional Journalists and the National Scholastic Press Association. The adviser will be held to the Journalism Education Association’s Adviser Code of Ethics.

who have taken the initiative to make sure that through their classes, students are well informed about Israeli political and cultural events. We think that Hebrew class is the perfect place to learn about what is going on in Israel.

While the school does a good job of creating a bond between students and Israeli culture, it has a responsibility to educate every student about Israeli politics and the Arab-Israeli Conflict, regardless of whether or not they have taken classes about Israel.

We therefore encourage the school to start education about Israeli history, politics and issues sooner. Perhaps administering short education workshops about Israel throughout the year to students of all ages would be a good starting point. The classroom is the safest place for students to develop their own opinions. Additionally, we encourage the school to offer a greater variety of classes to all Upper School students.

But we, the students, must also take responsibility. Sign up for the Israel classes.

Pay attention. Do your homework. Look up facts. Take ownership of your opinions, keep an open mind, and take advantage of the opportunities we are provided with that allow us gain insight into the conflict.

For more tales from the lion’s den visit:

lion’s tale .org the

opinion • the lion’s tale •

Catching up with the digital age

by samantha wiener managing editor

As a student hoping to study engineering in college next year, I am ecstatic to have been given the opportunity to take Computer Science, a math elective that is being offered for the first time this year. The class is taught by math teacher Samuel Smedinghoff.

While I do hope to pursue engineering, a field that is heavily math and science based, I feel that Computer Science has helped me to realize the overlap between the liberal arts,

English and history, and technical subjects, math and science.

Programming involves language.

There are certain commands that perform specific commands, such as ‘list’, ‘append’ and ‘raw_input’ among many others. I have learned to think of these words in terms of what they instruct the computer to perform.

I have learned that through the understanding of the basic principles of programming language, it is possible to apply programming logic to more complex

principles. Computer Science is an excellent class for students who enjoy the logic of math and writing. I have been introduced to a new way of thinking. In some ways I have learned that computer science is not only similar to a geometric proof, but also it is similar to the logic used in making a formal court argument in mock trial or in a classroom debate.

This class exemplifies the ideal learning environment. An environment where the material

is so exciting that the programming is the focus, not the grades.

It is great to see classes that attract students who are enthusiastic about a particular subject.

The administration should be applauded for recognizing the importance of this subject and offering its study at our school.

It should be a our goal as a school community to continue to offer new and interesting classes that attract motivated students and inspire students to learn this new material.

When lunch lines become a hassle Every day, at the end of fourth period, I rush to my locker, quickly scavenge through my locker for my ID, and speed-walk towards to cafeteria in the hopes that maybe, just maybe, I will beat the lunch lines. I have yet to do this.

In fact, it seems that no matter what I do I never have more than 10 minutes to scarf down my lunch, in a manner that is quite unladylike, I might add. I

have identified two reasons that this is the case.

Problem one: the lines. I am one of many students who have identified the conveniences that follow getting school lunch. However, due to the limited number of available lunch lines for reasons of kashrut, the few lines offered extend to an unbearable length. Two weeks ago, on a day in which burgers and fries were served, a very popular meal for

us hungry teens, the lunch lines were so long that an announcement had to be made to excuse students from being late to their next class. Clearly, something needs to change.

Problem two: the ‘cutters.’ I have had it with students, usually overly confident boys, who think it’s okay to cut to the front of the line. Even my ‘senior sass’ isn’t enough to stop them these days. I find that even if I get to lunch at a

reasonable time, at a comfortable distance from the food, ‘cutters’ find their way in front of me and greatly protract my line-waiting time.

Lunch is supposed to be a time for students to meet with teachers, get college essays edited, go to meetings, and maybe even have some time to catch up with friends. Instead, we spend it waiting for our food.

by shira becker managing editor

Learning about the meaning of home

by elana schrager editor-in-chief

Perched on an outcropping of rock on the summit of Little Round Top, cracked hands shoved deep into the pockets of my jacket, I looked the to the blue line of hills in front of me, and I realized I was home.

I spend my summers in California, following countour lines to the tops of mountain passes, always searching for the highest piece of ground. I cannot imagine

a year without time spent in the clean granite slopes of the Eastern Sierra.

But at Gettysburg, I understood that I cannot imagine an existence without the knobby, wooded hills of the East Coast.

I cannot claim to have always felt an affinity for them. Walking up the mostly paved path to the summit, kicking at piles of dead leaves, I remembered walks with

my family through similar woods, up similar hills. And as I reached the summit, I knew that wherever I go, I will always be able to find home in this Eastern landscape.

In the tumble of school and sports and friends that is life, it is easy to forget the simple beauty of having a home. A home is a place to belong, a place to return.

A home is a place that holds your history.

Sometimes, especially for those us approaching the end of high school, home can feel frustrating and annoying. We are ready to leave. But even as we plan our futures, we should all take a moment to identify and appreciate our own homes. No matter where we go, or who we meet, or who we choose to be, home will always be waiting.

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• the lion’s tale • profile

Continental connections: Getting to know Maia Czarny by elana schrager editor-in-chief

Maia and six other Argentinian students from Colegio Tarbut in Buenos Aires visited JDS and Washington, D.C., from Nov. 26 until Nov. 30. During that time, each lived with families of freshmen.

Here, Maia Czarny is that Argentinian girl with the hipster glasses.

In Buenos Aires, she is a talker. A tennis player. An actress.

She is Maia.

She studies at Colegio Tarbut, a Jewish day school in Buenos Aires, and takes the normal course load of 15 classes. When summer break ends in March she will choose to study social anthropology, one of three tracks Advertisement:

of study offered at her high school.

On Monday evenings, she takes improv acting classes, where she temporarily lets go of all that she is and revels in the opportunity to be someone else.

She has a distinct style, though she claims that everyone in her school dresses similarly. She shops for her clothes in America and loves Forever 21.

She loves soccer, though she says it is not socially acceptable for girls to play in Argentina. Instead, she supports Newell’s (Old Boys) from Rosario and watches all their matches.

Every Friday, she welcomes Shabbat with her grandmother and many cousins.

After high school, she wants to attend Buenos Aires University, where she will study

to be a lawyer. Eventually, she would like to work for Delegación Asociaciones Israelitas Argentinas, an Argentinian organization that combats anti-Semitism.

She was nervous about coming on this trip. She was nervous to live with an unfamiliar family. She was nervous about shadowing a JDS student for a week. But her excitement overwhelmed her nervousness.

She says that students at JDS are more religious, more diverse and more open-minded than those at her school. She loves the chance to practice her English, to learn the idioms and expressions of colloquial English from speakers her age.

She is so much more than a pair of black, plastic hipster glasses.

photo by Elana Schrager

Scan the QR code with your smartphone or enter the URL to view more photos and a story about the visiting students from Argentina at lionstale.org.

PBI Bragging Rights Alumni pose following the 15th Annual Paul Blank Invitational (PBI) Thanksgiving Football Classic in memory of Aron Sobel. The upstart Gold team (classes of ‘03-’12) defeated the older, veteran Blue team (classes of ‘96-’02) in a thrilling, last minute come-from-behind grudge match, 21-20. This year the PBI raised $2,000 which was split between two charities, the Hope Connection cancer support network and ASIRT, the Association for Safe International Road Travel. Congratulations to all of the players, fans and organizers who participated in the game. To see more pictures, stats and recaps visit www.paulblankinvitational.com or join our Facebook group.

Top row: Asaf Nagler ‘99, Oren Oxman ’96, Yaron Cohen ‘99, David Ochs ‘02, Eric Horowitz ‘02, Daniel Minerbi ‘02, Micha Weinblatt ‘01, Yossi May ‘02, Ilan Fulop ‘02.

Bottom row: Noah Zimmerman ’99, Dan Fulop ‘99, Liav Dahan ’02, Ariel Oxman ‘99.

Top row: David Dabrow ‘12, Yoni Farber ‘06, Michael Feldman ‘06, Ezra Marcus ’06, Jonathan Sachs ‘06, Jon Leener ‘06, Jared Sichel ‘08, Ben Charlton ’06, David May ‘05. Bottom row: Ben Block ‘10, Ben Hamburger ‘04, Henry Baron ‘12, Aaron Schooler ’06 (MVP).

news • the lion’s tale •

by evan kravitz reporter

While most students only prepare for battle when heading to their school’s big game, a few members of the CESJDS community are readying themselves — physically, mentally and morally — to go to war to defend the United States.

Joshua Dalva (‘11) is in his second year of the Naval Reserve Officers’ Training Corps (ROTC) program at Boston University.

Dalva applied for ROTC in order to receive a traditional four-year college experience paid for by the United States Navy.

“ROTC is a way to do something really great,” Dalva said. “[I can] become an officer and go to a private institution.”

Dalva trains during the week and takes extra classes during the summer. Once he graduates, he will be commissioned as an officer and go on active duty.

Another option for those interested in joining the military and getting a four-year college education — free of tuition — is attending a service academy.

Senior Max Smith applied to the U.S. Naval Academy in Annapolis. If admitted (no easy feat at a school whose acceptance rate is 7.5 percent), Smith will become a commissioned officer upon graduation.

“I had to write a lot of essays and fill out an application for my congressman in Virginia,” Smith said. “I also applied for a nomination from the vice president.”

Like the Naval Academy, the U.S. Air Force Academy is competitive, accepting only five percent of

applicants, who must first undergo rigorous review. In addition to high school grades and standardized test scores, they must also submit a nomination from their senator, congressman or the vice president, pass a fitness test and show “high moral character.”

Henry Baron (‘12) is a cadet at the Air Force Academy in Colorado Springs, Colo. Over the next four years, he will receive a college education while being trained to fulfill the duties of an Air Force officer. “[The acceptance process] was really tough,” Baron said. “I had a lot going for me but a lot going against me, too.”

All students applying to or enrolled in military programs have a similar primary goal: to serve and protect the United States.

“I want to serve my country and give back,” Baron said.

In addition to serving his country, Dalva is excited for the opportunity to experience new cultures and new lands.

“When I graduate [from Boston University], I get to be an officer, do some really cool stuff, see the world and serve the country,” Dalva explained. *** Joining the U.S. Armed Forces requires a good deal of work and discipline.

“I learned a lot about commitment, the importance of being organized, being efficient and being responsible in terms of your relationships with people,” Dalva said.

Smith, an all-American wrestler, is used to discipline and thinks

that he is mentally and physically prepared for both the Naval Academy and active duty.

“Wrestling requires [more] unmatched discipline than any other sport,” Smith said. “It definitely [requires] a strong work ethic, and I feel like a lot of the values in wrestling are translated over into real life, which will definitely benefit me when I’m in the military.”

All three consider military service to be a tremendous honor that requires immense amounts of responsibility and discipline. Smith explained how his respect for these qualities made former CIA Director David Petraeus’s recently uncovered extramarital affair all the more shocking.

“He just made a big mistake and, especially being in a position like he was, he didn’t exactly honor his stature or his role in the United States,” Smith said. “He definitely messed up.”

Baron believes that Petraeus’s behavior was an embarrassment, but that the affair should not overshadow the enormous contributions he made to the security and well-being of the U.S. “I don’t think this defines a person,” Baron said. “Everyone makes mistakes and even the mightiest people and the greatest leaders have … made mistakes. We have to look at everything great he’s done. … He was a great leader in the military and he did a lot for the military and he did a lot in his job in the CIA. A good thing to take away from this is that [Petraeus] came forward with [his affair] … and owned up to his mistakes.”

art by Shira Becker

BUILDING CHARACTER: SERVING COUNTRY, NOT SELF

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• the lion’s tale • chadashot

What to celebrate? by evan kravitz and maddie dworkin

reporters

For most, Oct. 31 and Feb. 14 conjure fond memories of Halloween trick-or-treating and Valentine’s Day chocolates, but for some these are just normal calendar days.

Because these days have Pagan and Christian origins, it is controversial for Jews to celebrate them. CESJDS does not openly endorse celebrating them.

“Our school does not celebrate Halloween as a community: we do not post decorations, don costumes, or distribute treats,” principal Michael Kay wrote in an email to the faculty before Halloween. “Additionally, we do not actively encourage the observance of Halloween by our students outside of school.”

However, in a poll of 86 JDS students, 76.5 percent of respondents indicated that they celebrate Halloween.

“I have so many great memories from [celebrating] Halloween,” sophomore Leah Fogel said.

“When I was younger, it was a chance for me to find a group of girls and bond with them.”

Other students want to celebrate Halloween in order to feel like they are part of a larger community. “[Halloween] is a national holiday that children all over the world celebrate, so I want to join in and follow the crowd,” freshman Samantha Goldstein said.

Some students have their own reasons for not celebrating the holiday. Sophomore Yaira Kalender’s parents do not want her celebrating Halloween.

“I don’t celebrate [Halloween] because it didn’t originate as a Jewish holiday,” Kalender said.

Kalender does not agree with her parents’ decision but she understands and respects their

opinion.

Junior Sani Nabatkhorian has a different perspective due to her parents’ background.

“Both my parents are foreigners, so in their home countries they didn’t have Halloween so I think its really cool that I celebrate it,” Nabatkhorian said. “When they first came to America, they had never seen anything like this before because they are from Iran and Morocco.”

Halloween originated in Ireland as a festive day that symbolized the end of harvest and the start of winter. During the 19th century mass immigration of Irish to America, the day, officially named “Halloween,” disseminated into American culture and eventually became the widely celebrated holiday that it is today.

Goldstein thinks that Halloween should not be classified as a religious holiday anymore.

“I think that Halloween shouldn’t be labeled as Christian. … I identify Halloween as a secular holiday and I think that it is just a fun time to dress up,” Goldstein said.

Study hall teacher Jay Matula has similar feelings toward the holiday. He tries to make the holiday more family focused, rather than emphasize religion.

“We make it a family event, with two kids who like to dress up, with our 2 and 4 year old who go trick or treating and we make sure to show our manners and make a family event out of it,” Matula said.

The holiday of Valentine’s Day, which occurs on the anniversary of the feast day of St. Valentine, is celebrated by about 66 percent of survey respondents.

Like Halloween, most of its religious significance has declined and it is now associated with romance and love.

Since JDS does not explicitly endorse the celebration of these

Mixed feelings about celebration of Halloween and Valentine’s Day holidays, there is no official policy for assigning work on the days themselves.

Some faculty members, like history teacher Steven Manley, do not formally recognize that students celebrate Valentine’s Day or Halloween, and do not change their patterns of assigning work.

“It doesn’t process to me that

on Valentine’s Day my students from JDS would be going out, or on Halloween that they would be going out late at night,” Manley said. “Generally, I don’t alter my assignment-giving or test-giving for [those holidays].”

Celebrating secular holidays was never an issue for senior Jessica Kamjou. Instead, she views

them as a time to enjoy and have fun.

“I don’t really think about [Valentines Day and Halloween] as Pagan holidays,” Kamjou said.

“They are more of a time to go out and be with friends.”

photos provided by Leah Fogel, Jessica Kamjou, and Sani Nabatkhorian

Top: Seniors Noa Levin, Hannah Becker, Penina Graubart, Sydney Exler, Jessica Kamjou, and a friend Bottom left: Sophomores Anna Katz and Leah Fogel Bottom right: Juniors Sani Nabatkhorian and Shahar Balva

chadashot • the lion’s tale •

07

Forming Jewish identity through Israel by stu krantz copy editor

“To form an inextricable bond with the Jewish people — past, present and future — to foster a sense a commitment to the State of Israel, and to appreciate and master the Hebrew language as the

language of the Jewish people.”

That is how CESJDS defines ahavat yisrael in the Student/ Parent Handbook. But, according to Principal Michael Kay, it is challenging to find a balance between being pro-Israel and respecting JDS’ pluralistic community, with its wide variety of opinions and degrees of connection to Israel.

“I think that part of the philosophy of our school is that strong individual identity is forged through exposure to a diversity of perspectives,” Kay said. “It is our goal to promote ahavat yisrael in all its forms and manifestations.

But we believe that that’s best done through broad exposure and open conversations.”

photos courtesy of Daniel Lilach and Josh Envin via Creative Commons

Want to learn even more about the 2012 Election?

Scan this QR code with your smartphone or enter the URL to learn more about the Jewish Vote at lionstale.org

Jewish History Department Chair Aileen Goldstein explained that the curriculum for Israel-related classes focuses on analyzing Israel from a historical perspective in the hopes that it will help students find where it fits into their Jewish identity.

“One of our goals is to expose and educate all of our students to the complexities of the history of Israel,” Goldstein said. “When did Israel develop within the history of the Jewish people, as well as [in the] arc and flow of the history of the world? What does the culture of Israel look like and why does it look like the way it does?

Goldstein emphasized that ahavat yisrael cannot be achieved purely through inundation of students with Zionist ideas and sources. Ahavat yisrael is a personal value, and each student must determine for him or herself which viewpoint they most agree with.

“I think that the way we teach [Israel] and the variety of angles we take on the courses give almost everybody a touch point,” Goldstein said. “There’s an access point for them through which they can say, ‘I engage with Israel. I can find somewhere Israel speaks to me.’ For some, it’s political. For some, it’s cultural. It’s ok to ask questions and challenge. It’s no longer a black and white issue.”

Junior Jason Cohen said that while JDS should not require students to be pro-Israel, it does have an obligation to educate and to ensure that students are up-todate on news from Israel. He criticized the school for not sufficiently fulfilling this responsibility.

“JDS shouldn’t force students to support a nation or a political party or politician,” Cohen said.

“They could do a better job of informing the students of what is going on [in Israel] in greater detail and depth than just short announcements.”

Jewish History teacher Aaron Bregman’s solution to this problem

is to tie in current events to history in his Modern Israel classes. For instance, Bregman frequently emails his students recent news articles or columns that reference an issue discussed during class.

“I hope students have the mindset that they can speak openly and critically about Israel, or passionately in support of it,” Bregman said. “I think the classes create a lot of dialogue and people really trying to understand what happens. [The dialogue] gets people to really support Israel in a way that makes them curious, yet allows for an understanding of the big picture.”

Bregman previously worked at the David Project, an institute that designs curricula about the Arab-Israeli conflict and, according to the website, “positively shapes campus opinion on Israel by educating, training, and empowering student leaders to be thoughtful, strategic and persuasive advocates.” At the David Project, Bregman became familiar with JDS and its pro-Zionist credentials. He said his expectations for the school have been met, “and then some.”

“The school offers Club Israel, it offers Q&A sessions,” Bregman said, “and Ms. Goldstein and I are there if students have any questions, whether it’s in the political spectrum or whatever.”

Kay thinks that the more viewpoints contained within the school, the better.

“We’re very proud of our pluralistic environment,” Kay said. “We want to nurture an atmosphere in which a variety of opinions is nurtured, provided interactions and conversations are characterized by derech eretz and respect.”

08

• the lion’s tale • in–depth

A unique environment Building relationships in a small Jewish school by aaron boxerman copy editor

Asterisks indicate that a name has been changed to protect the student’s privacy.

Middle and high school set the stage for a series of singular experiences: first crushes, first kisses and first relationships. CESJDS is no different. Many of the stories at JDS are not radically unique.

However, as a small Jewish private school, JDS provides a unique environment for these teenage dramas to play out.

The JDS community is close-knit. One of the core values, alongside responsibility and respect, is kehillah, or community.

Some students believe that this tight community is conducive to healthy, close-knit relationships.

“You really get to know people

… when you go to school with them for 12 years,” female junior Mary* said. “Since JDS has not that many people, you really know the people you date.”

While good in many other respects, others see the small JDS community as threatening to their relationships. Cody*, a male senior, thinks that while the school atmosphere can nurture some things, it can endanger others.

“It changes the dynamics…

Everybody knows everybody else’s stuff, Cody said. “I like the small school atmosphere, but it can hurt people’s relationships.”

For Dustin*, a male junior, the community can interfere with, and even stifle, a budding relationship.

“I would definitely say that there are times when I decided not to go after someone because of things my friends who knew her told me,” Dustin said. “You never meet someone new without

preconceptions.”

However, Dustin was quick to note that such problems are not unique to JDS. “It happens everywhere that you’ve got teenagers, but even more so at JDS because of the size,” he said.

In the end, some opt to pursue serious relationships outside of school. Junior Sara Bender-Bier is currently in a relationship with someone outside the JDS community.

Bender-Bier agreed with Dustin, adding that the dangers of dating within a small community do not only apply to those under peer pressure.

“I feel like a lot of relationships turn bad because people get sick of seeing each other all the time. … I don’t see [my boyfriend] every day, so I’m always excited to [see] him,” Bender-Bier said.

For teenagers entering rela-

tionships, unsure of what to do or who to be, it can be uncertain and awkward.

“It’s about being with someone who you like, I guess,” Bender-Bier said.

“You know, you see someone, you have an emotional connection, you hit on them,” Cody said.

There is a final defining feature of JDS relationships. It is, for some, the reason why they attend the school : the Jewish essence of the school. According to Jewish Text, Thought and Practice teacher Reuvane Slater, relationships should always be conducted with marriage in mind.

“All relationships, even [relationships] to something else, not only to someone else, is hopefully in the context of serving Hashem,” Slater said. “In a traditional sense, [Judaism] would not be accepting of a boy-girl relationship in high school time, because it’s not some-

thing that necessarily leads directly to marriage.”

According to Jewish halacha, sexual and romantic morality ought to be strictly regulated.

However, as a pluralistic school, JDS is, and always has been, set against making any prohibitions or regulations on observance for its students.

Yet, JDS is a Jewish school, with several classes, such as Mussar, Norms and Practices and Life Cycles, intended to instruct students on the Jewish approach to relationships.

For most of the students interviewed by The Lion’s Tale, though, Jewish values do not play a role in their relationships.

“I never think of Jewish values in a relationship,” Cody said.

“I behave according to my own values, but I don’t think of them as Jewish, even if [Jewish values] intersect with my universal values.”

Dustin agrees.

“While I obviously think about how to do the right thing, I don’t think about what I learn in school,” he said.

In fact, Dustin argued, his health classes, rather than Jewish religious instruction, has had a far greater influence on his conduct.

“If I had to pick someone who’d influenced me, I would have to say Mr. [Steven] Forestieri,” Dustin said. “You learn really useful and important things in a class like Human Development, while in something like Life Cycles, you just learn about Judaism.”

One of the central questions for anyone in a relationship is the standard of intimacy that the relationship ought to be. Here,

in–depth • the lion’s tale •

disagreements over Jewish values can play an important role.

Senior Joshua Eisdorfer thinks that students ought to follow Jewish law, which is firmly against sex outside of marriage.

“Normally Jews ought to conduct themselves within Torah-set parameters,” Eisdorfer said. “The line to be drawn is a tough line, because not everybody will accept what I have to say .… I think the line to be drawn should probably be at kissing. I agree with the Torah: only married couples should have sex.”

“It’s not the most healthy thing for people as young as us to be doing stuff like that,” he added.

Others, however, disagreed.

Dustin did not see having sex as an issue.

“It’s not a big deal,” he said.

“If you’re ready for it, then it should be up to you.”

Cody agrees with Dustin, contending that sex is not immoral.

“I’ve had sex,” Cody said. “And there’s absolutely no problem with that. There’s nothing wrong with people ... having safe, consensual sex.”

In the end, there are few easy choices to make. However, junior Jason Cohen had some wise advice for those in relationships.

“If you’re looking to know what you’re doing is the right choice, just ask yourself what your savta [grandmother] would think,” Cohen said.

09

photo illustration by Hannah Becker

Picking battles with PDA in hallways by alexander schrager and dina rabinovitz

reporter and asst. in-depth editor

W

alking through the hallways, students can see evidence of budding relationships: couples holding hands, gazing lovingly into each other’s eyes. While these public displays of affection, or PDA, may seem in-

nocent, many students have been forced to bear witness to more extreme displays.

“The love [students have] for each other should be expressed in private because people are roaming the hallways and going to class,” junior Noah Soumekhian said. “I just don’t think that people should be [publicly] expressing this love that they have for each other.”

Senior Aliza Layman also thinks that couples need to be considerate of passing teachers and students. However, when no one else is present, Layman thinks couples should be able to do whatever they want.

Eighth-grader Nadav Kalender says PDA is, “fine up to a certain extent.” According to Kalender, anything beyond kissing in the hallways is inappropriate.

Dean of Students Roslyn Landy believes that the time and place of these displays determine their appropriateness. PDA during school hours, Landy said, is not okay.

“I don’t believe that it is comfortable for students and teachers to see students display inappropriate affection,” Landy said.

Wonder if your PDA is socially permissible?* *Note: These are not school rules. They are just a bit of advice from your fellow students for your entertainment and future reference.

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art by R’ay Fodor

10

• the lion’s tale • features

The

Winter

Scene

The morning began just like any other.

An obnoxious alarm went off at 7 a.m. The dreary chill and darkness made getting out of bed almost unbearable.

But when sophomore Maya Bornstein’s mother entered her room, Maya couldn’t stop herself from shooting out of bed and look out the window.

“I was so happy when she told

me school was canceled,” Bornstein said. “I just really love being lazy during winter.”

Although students haven’t experienced a snow day in years, the memory of the excitement is lasting. The new season is about more than weather. Students find that, with the chill, the world grows quieter and more serene.

“Everything is peaceful with the snow and the cold,” freshman

Yonah Hyman said. “It brings people closer together.”

Yet, within the warmth of a building, the silent reality of the world outside seems to disappear.

“I feel like when you’re inside, you are in a separate world,”sophomore Tessa Silverman said.

“When you are inside, by the fire, with your family, you don’t really think about problems and challenges of daily life.”

by hannah wexler and shira ungar reporters

Seasonal style The January air is frigid, the windows frosty. Summer shorts and fall sweaters are packed away while the winter jackets wait on hangers, ready to be worn.

For some, winter attire provides comfort to counter the cold.

“I like the cosiness of winter,” sophomore Tessa Silverman said.

“I like the dress in the winter, I like wearing big sweaters and that kind of thing.”

Choosing winter attire is also a matter of practicality.

“When it’s cold out, you can’t do much outside,” seventh-grader Sophie Handloff said. “All sports are indoors. The classroom temperature gets very warm.”

Against the outside chill, many welcome the indoor warmth.

“I like the feeling when you walk into the building in the winter and its super super cold outside, and then you get inside and it’s warm all of the sudden, and you can take off your jacket,” Silverman said.

This sense of warmth is not only found in clothing choices.

Certain hot foods, ranging from festive drinks to traditional chicken soup, create a similar atmosphere of comfort.

Cafés like Starbucks dedicate drinks and flavors to the season.

The [Starbucks] pumpkin spice latte and the peppermint mocha are my favorites,” junior Hannah Halpern said. “Whey they break out those red Starbucks cups, you know the season cheer is going around.”

When all is said and done, winter is an opportunity to spend time with friends.

“It’s fun to play with friends... and [to] drink hot chocolate because it’s so cold,” Handloff said.

photo by Yael Krifcher

features • the lion’s tale •

11

The campus contrast

What does the Lower School value? balanced curriculum caring citizens experiential learning cultivate middot sense of wonder and delight in the world academic foundation life-long learning Source: Description of Lower School, CESJDS Website

by rachel fredman

reporter

CESJDS’ mission statement begins with a verse from the Shema, saying, “You shall teach them diligently to your children.” While the Lower School and the Upper School reside on separate campuses and have vastly different student communities, they are united by a core teaching philosophy.

An important element of JDS’ philosophy is its focus on teaching practical skills to help students succeed in their goals.

“We put an important emphasis across the curriculum on skills that are going to be important for students to master in order for them to have success in the future,” Upper School Principal Michael Kay said. “That includes analytical skills, critical skills, the ability to develop and articulate independent opinions.”

Kay believes that the unity of the overall JDS community extends beyond the classroom.

“I’m very proud of the Jewish life program we have and of the community we have built,” Kay said. “Our school is not just about academics, it’s about community.

And its about Jewish community.”

Deborah Feigenson, a sixthgrade English teacher, highlighted instruction in Jewish identity and values as a central mission for both schools. “...We [the Upper School and the Lower School administrators and teachers] both care a lot about

Jewish values,” Feigenson said.

“It’s really important to us that kids feel connected to their Judaism, both at the Lower School and at the Upper School.”

This combination of Judaism and academics connects the Lower School to the Upper School.

According to Kay, the shared dual curriculum allows for a smooth transition between the two campuses. “[T]he same important skills and ideas are emphasized across the curriculum,” Kay said. “So what it takes to analyze a rabbinic text or passage from tanakh or a historical document is not necessarily different, skills-wise, from what’s required to analyze English literature or a document from American history or a scientific treatise.”

However, these similar philosophies may not always translate to student experiences. Senior Benjamin Steren remembers the sixth-graders’ misconceptions of the Upper School and their past anxiety over the changes they would have to overcome. “[My sixth-grade math teacher] told us one day in class that we’d have quizzes on comments people made in class [in the Upper School], so if someone [raised] their hand and was like ‘You know pie is best when it’s the color yellow’ you’d have to write that down because you’d have a quiz on that,” Steren said.

While Steren has long since let go of those worries, Upper School

students understand that classes are more diverse than when they were younger.

“The curriculum and subject matter in the Upper School is more interesting,” senior David Kessler said. “And the choice, being able to choose classes [in an improvement]. In the Lower School you could never choose anything. It was just you have Hebrew and you have English.”

Despite these differences, Upper and Lower School teachers collaborate to ensure that the Lower School prepares students for the transition.

“So [the sixth grade math teachers are] coming here to visit in a month maybe, to sit in on classes and get a feel for what their classes are like and we do the same,” Upper School math department chair Dina Levitt said.

“We do try to work a lot with the Lower School teachers so we’re sending similar messages. Even like language, like simplify versus evaluate, those kind of stuff.”

The shared philosophy allows the Upper School and Lower School to promote different goals while maintaining a smooth transition between the schools.

“The Lower School is more focused on providing that foundation and that basic knowledge because it’s an elementary school,” Kessler said. “The Upper School is middle and high school, so it’s focused on teaching how to really instill [that basic knowledge] and apply those values.”

What does the Upper School value? academic excellence rigorous study hands-on engagement inclusive community individual identity tikkun olam highly prepared crucial for success

Source: Description of Upper School, CESJDS Website

10

• the lion’s tale • features

The Lower School: past to future The Lower School evolves Lower School Reading and Writing Coordinator Alanna Kotler describes by email the constants and changes of the school today.

“Sixth grade is currently breaking out into smaller Minyanim such as philosophy, Judaism through art and trope— creating a more intimate atmosphere, while allowing students to focus on what interests them.

“I think the change to having advisory (like homeroom) for our 5th and 6th graders has allowed

by maddie dworkin and matt litman reporters

After seven comfortable years in the Lower School, middle-schoolers face the challenge of transitioning to the Upper School.

Once familiar with all the nooks and crannies of the Lower School, middle-schoolers wander the halls, asking nameless faces where classroom 305 is.

Though Lower School teachers prepared students for what to expect in the Upper School, Seventh-grader Danielle Bernstein

students to connect with one another better and have a point-person (adviser) who they can go to if need be.

“This year [fifth and sixth graders] have gone one-to-

one with computers

... Much of their work is done through a GoogleDoc. “Students use computers to do research, gain Internet literacy skills, practice math facts and create innovative and interesting projects.”

“Students are asked to use

quiet voices in the hall-

ways when transitioning etc.,

and to be respectful in the cafeteria and ready to learn in the classroom.”

“It has been such a positive change in the hallways. Our first graders feel safer because the noise level is less when they are walking with their teachers, students feel they can work in the hallways and not be disturbed by a loud class walking through and teachers can leave their doors open because the hallways are quieter.

“One thing I love about JDS is

compiled by yael krifcher and alison kraner features editors

that it will always be a place where the community matters, students come first and teachers strive everyday to make learning interesting and challenging ... We continue to examine and refine our curriculum.

I think the ideological/academic view of JDS has always been –let’s teach children to be joy-

ous in life, hard workers, critical thinkers and mensches.”

Spending time in transition explained that the new information given to her by Lower School teachers initially overwhelmed her. “[They] told us how the classes would be spread out and [that] all the rooms are going to be far apart so you [would] have to know where to go,” Bernstein said. “I was scared I was going to get lost.”

Along with the confusion of navigating the new building, Bernstein began the year nervous that “all the older kids [were going] to make fun of us,” but was relieved to find that to not be the case.

Now, a quarter of the way into the school year, Bernstein is adjusting and starting to appreciate the numerous opportunities offered at the Upper School. Bernstein plays on the middle school basketball and soccer teams, and takes Ceramics, a class not offered at the Lower School.

Middle school students not only enjoy the new variety of options in the Upper School, but also the newfound independence and responsibilities that come with them.

“I remember in sixth grade it

was really [frustrating] because we were a lot older than the kindergartners and we still wouldn’t get as much freedom [as older students would],” eighth-grader Dahlia Lehman said. “But when we came here, we got more freedom.”

Despite initial apprehension, Bernstein is starting to feel more comfortable in her new surroundings.

“I was nervous at the beginning,” Bernstein said. “And then I adjusted and found it easier than I expected.”

Moments we remember by brian schonfeld reporter

“Back then, I knew so much. I knew almost the whole chapter by heart,” senior Yaly Levy said, reminiscing about her time in Carmella Kedem’s fifth grade Hebrew class in the Lower School.

In Kedem’s class, Levy found that playing games was the most memorable part of the class.

“She taught us Bible, so she would go around asking questions and then if you got it right you kept

going but if you got it wrong you got put in the box [in the corner of the room],” Levy said.

Sophomore Leah Fogel thinks that personal memories are just as meaningful as academic ones.

Fogel remembers how, on the day after she got her braces, she fell from the top of the steps in the playground and landed on her face.

“It was really monumental because even though I had a fat lip and everyone thought that I was

really seriously injured, it was cool because ... all my friends came and it showed how much they supported me, even at a young age,” Fogel said.

Senior Ethan Walfish also shared a Lower School memory that wasn’t quite picture perfect.

“I got the lucky role of being Macbeth [in the scene where] he dies,” Walfish said. “I was so happy about that and I worked so hard every day. I was so dramatic about it in practice, but I have this stage

fright that by the time I got to the performance, I forgot everything that I learned and I was very non-dramatic ... it was the most blandest performance ever.”

Despite the embarrassment, Walfish remembers this experience fondly, as the beginning of many lasting friendships.

“I got to build a bond throughout the play with the people in the play,” Walfish said.

Man Up

entertainment • the lion’s tale •

11

Powderpuff puts gender norms and inequality under a microscope

by eitan snyder entertainment editor

The sound of “hut-hut-hike!” is music to the ears of any football fan. However, the familiar sound of the chant was juxtaposed with the unusual, higher-pitched voices of the female players. This was Powderpuff football, where the junior girls played against the senior girls while the boys of each grade cheered them on from the sidelines.

Junior Samantha Gruhin traded in her dancing shoes for sneakers when she played in the game. Gruhin revels in the spirit of the game and the relationship between both grades. “[Powderpuff] is something to be spirited about and it’s a way to unite the juniors and the seniors in a friendly and safe competition,” Gruhin said.

As fun and unifying as the game may be, Gruhin acknowledges the underlying questions that arise in regards to the switching of gender norms that occurs in the game. Girls are often excited to play, while boys tend to be less so in regards to dancing.

As a current member of the all-girl varsity dance team, Gruhin believes that there is a stigma against male dancers.

“I just don’t think guys think it’s socially acceptable for them to be on the dance team,” Gruhin said.

While Gruhin may believe that guys are uncomfortable breaking their gender boundaries, senior Avichai Ozur Bass has participated in CESJDS theater productions for five years and is a member of the a cappella choir, and has never faced

any kind of lesser treatment for his participation in artistic endeavors.

“I am an unapologetically heterosexual male and I never have been labeled as anything other than what I am,” Ozur Bass said.

“I think that really speaks to the quality of the school.”

However, Ozur Bass considers himself lucky for feeling so comfortable.

“Admittedly, there are people who have had experiences different from me,” Ozur Bass said.

“But I think that I have been really lucky in terms of the people that I’ve acted with and been participating in the arts with.”

Girls tend to be more comfortable than boys in participating in an activity that is not traditionally expected of their gender.

Sophomore Leah Fogel did just that when she joined the varsity wrestling team, which had previously been all boys.

Fogel explained that she tried out for the wrestling team not to defy gender norms, but because she saw new personal opportunities in it.

“I saw it as an opportunity to change my way of exercising and my environment,” Fogel said. “It was a new opportunity to meet people that I don’t talk to, even in a school as small as JDS.” Though her reasons for joining the team had nothing to do with her gender, Fogel often found herself at the receiving end of sexism in the sport.

“Sometimes, I wouldn’t be able to get matches because I was a girl,” Fogel said. “It really was an eye-opening experience as to what

it is like to be a woman in a man’s world.”

Fogel said that there were boys who did not want to wrestle with her, either because they did not want to hit a girl, or because they were worried about losing to one. However, she is quick to add that JDS’ wrestlers were very supportive of her, and did not look down on her because of her gender.

“The team was actually amazing,” Fogel said. “They were so nice to me and were so inclusive.”

Fogel’s experience on the varsity wrestling team, alongside the flipped gender roles in the Powderpuff football game, raises questions about gender norms in the JDS community.

Junior Diana Bender-Bier is a member of CityDance conser-

photos by Miriam Israel and Elana Schrager

vatory with Gruhin. Through her experiences at CityDance, Bender-Bier has found that, like Powderpuff, dance constantly pushes the normative limits of gender.

“In ballet, guys are always going to partner with girls, but recently I took a partnering class and we had girls partnering with girls and guys partnering with guys, and that happened all the time,” Bender-Bier said. “It was eye-opening because it emphasized the idea that we could push the limits of the set couple, the set partnering of a man and woman, and how society has evolved to acknowledge the idea that women can partner and men can partner with each other.”

Like Bender-Bier, Gruhin’s experience with dance has affected

her understanding of gender norms.

“I think it’s perfectly acceptable for men to be feminine and women to be masculine and either way around,” Gruhin said. “I don’t think there should be any social norms about it.”

Ultimately, while discussions about gender norms are valid, Bender-Bier believes that Powderpuff is not the place for them.

“I don’t think [Powderpuff] has to be something serious where people argue over gender roles,” Bender-Bier said. “I think people should recognize it as a fun activity for kids to enjoy.”

14

• the lion’s tale • sports

Wrestler

D E D I C AT I O N JDS varsity wrestler’s grueling offseason workouts pay off with improved performance

“Some of the members of the team and I wake up [at 5] in the morning before school to work out at the JCC.” - Adam Benaim, sophomore “It’s all about the work ethic. We have practice for about two hours every night, but it never ends there. Wrestling is a 24/7 sport. That includes fitness, nutrition and state of mind.”

- Daniel Zuckerman, sophomore

“Most Sundays some of us go to American University or elsewhere to get in some lifting, wrestling and training.”

- Benjamin Gaskill, captain, junior “We’ve won all three of our matches so far this season. I know it’s because of the dedication each wrestler shows on and off the mat everyday.”

- Alex Ingber, senior Compiled by Jeremy Etelson

Senior recruited to D-1 equestrian teams by sarah rubin and malka himelhoch reporters

The rider and her horse become one. They jump together clearing the obstacle with ease.

Senior Sahara Reiz lands safely, completing her hour-long practice

Senior Sahara Reiz jumps her horse over an obstacle during competition. Reiz rides horses most days after school.

photo provided by Sahara Reiz

with a perfect jump.

Reiz has been recruited by Division I equestrian teams from Baylor University in Waco, Tx. and South Dakota State University. Reiz has decided to attend Baylor.

Reiz has had a passion for horseback riding for nine years—

and counting.

“When I get off my horse and I take her to her stall, I can just walk in front of her and she will follow me,” Reiz said.

Reiz’s connection with her horse makes the long hours that she puts in easier. Reiz explained that she and her horse practice difficult tricks all the time, so the horse shows seem easy.

“I definitely put more time into horseback riding than anything else,” Reiz said. “Horseback riding always goes before my social life, and sometimes even before school.”

Reiz does not see a long-term future in horseriding, but she does hope that the sport in which she invests so much time and effort will continue to be a part of her life.

“This is most likely not something I want to pursue as a job, but I definitely see it in my future as a fun hobby,” Reiz said.

sports • the lion’s tale •

Girls varsity basketball team roster #4 Danielle Katz Guard Eighth-Grader

#5 Daphne Lerner Guard Freshmen

#10 Ariel Lanes Guard/Forward Senior

#11 Jill Griminger Forward Senior

#12 Emma Hofman Forward Sophomore

#13 Talia Gasko Guard Sophomore

#14 Arielle Fontheim Forward Senior

#15 Rina Bardin Guard/Forward Junior

#20 Nichole Goodman Guard Senior

#21 Jessica Kamjou Forward/Center Senior

15

photo by Tamar Eisen

#22 Alison Kraner Center Junior

#24 Natalie Eyob Center Senior

#23 Elana Handelman Guard Senior

#25 Yaira Kalendar Forward Sophomore

Mr. Smolin’s workout tips

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Freshman Daphne Lerner shoots a free throw in a game against the McLean School on Nov. 29. The Lions defeated the Mustangs, 52-22.

The Lady Lions won their first two games of the season.

sports • the lion’s tale •

16

Boys varsity basketball season preview Roster Players # Name Position Year 2 Ari Charnoff G Junior 5 Jesse Zweben G/F Junior 10 Ethan Walfish G/F Senior 12 Joel Halpern G Sophomore 13 Jon Galitzer G/F Senior 14 Kobi Fodor G Junior 20 Matthew Halpern G/F Junior 21 Jonathan Prigal C Junior 23 Daniel Kravitz G/F Junior 30 Adir Hakakian F/C Junior 35 Noah Soumekhian G/F Junior 42 Matan Meloul F/C Junior

Coaching Staff Head Coach: David McCloud Associate Head Coach: Bob Marshall Assistant Coach: David Yancey JV Head Coach and Varsity Assistant Coach: Brian Westerman

Optimism abounds throughout team by stu krantz and alexander flum

copy editor and sports editor

The culmination of the boys varsity basketball team’s season last year resulted in a loss in the quarterfinals to St. Anselm’s Abbey School. Since then, the team has worked towards their goal: winning this year’s PVAC championship.

With nine of its 12 players returning, many players expect the team to continue well past the quarterfinals of this year’s PVAC tournament.

“We’re trying to win the PVAC,” junior Jonathan Prigal said. “We work really hard. We might not be as tall [as other teams], but we work a lot harder than the other teams. We’re going to be a very challenging team [to play against] because we work very hard.”

Prigal and other team members have expressed concern over the team’s lack of height. The tallest player on the team is senior Ethan Walfish, who stands at a relatively-short 6-foot-1, but plays mostly shooting guard and small forward.

While many team members think that their height deficiency will make it difficult for them to get rebounds, Head Coach David McCloud explained why this pessimism is misguided.

“The misconception about rebounding is you have to be tall to be a good [and] effective rebounder. You really don’t,” McCloud said. “It’s all about [your] desire and your willingness to go get the ball.”

What the athletes lack in height, they make up for in skill and work ethic.

“We worked really hard in the offseason,” Prigal said.

“Coach told us that every time we get on the basketball court, we have to be hungry and that really carried through in the

offseason. Whether it’s actually playing basketball or going to the gym, we’re always hungry.”

Prigal knows that overconfidence will not get the team anywhere, and with their goal of winning a championship, players must remain as level-headed as possible.

“We have to realize that in the regular season, we might have a winning record, we might be playing better than any other team, but in the playoffs, it’s all a new game and we have to play better,” Prigal said. “Last year, our heads were down right after we lost [in the quarterfinals].

Coach [McCloud] made sure, since we have a lot of returning players, that we still have that

positive attitude. He said we’ll always have next year and next year will be our year.”

The team has three new players, all juniors, who are looking forward to playing on the varsity team after refining their skills on the junior varsity team last year.

“It’s an honor to be on varsity basketball because I’ve always wanted to be on the varsity team since I was in sixth-grade,” junior Adir Hakakian, one of the new players, said. “I just want to get some minutes, help my team get some rebounds and maybe make some open shots.”

McCloud praised the talent and experience of the other two newcomers, juniors Matthew Halpern and Kobi Fodor.

“A guy like Halpern... he’s

a well-schooled young man,” McCloud said. “He’s been in the system for a year with the JV coach, Coach [Brian] Westerman. He knows a lot about basketball and the program in itself. Kobi [is a] great defensive player. He’s got great athleticism. He’s also been in the program for a year, so he’s got a year of knowledge.”

Prigal noted that not only are some of the previous varsity players sharing knowledge with the new varsity players, but the two seniors, who are going into their fourth season of high school basketball at JDS, are sharing the wisdom of past JDS varsity basketball players. “[The seniors] worked with some of the other really good players that graduated from JDS,” Prigal said. “They tell us some of the stuff that they used to do and they give us advice.”

Although boys varsity basketball made 98 3-pointers over the course of its season last year, McCloud identified shooting as an area of weakness for last year’s team.

“This year, we shoot a lot better, we rebound a lot better, we don’t turn the ball over as much,” McCloud said, describing potential areas of improvement for this year’s team. “[The players] are a lot more sure in my system of what they need to do.

I’m expecting us to be a lot more successful as a result of that.”

The boys varsity basketball team started its season 2-1. In its opener on Nov. 27, the lions defeated Covenant Life by a score of 52-42.

On Nov. 29, in its second game, they lost to the McLean School by a score of 59-39.

In its third game, they defeated the defending champions Grace Brethren Eagles 63-52.

The results of the Dec. 5 Sandy Spring game were not available at press time.

Schedule W 52-42 vs. Covenant Life L 59-39 vs. McLean W 63-52 @ Grace Brethren N/A vs Sandy Spring Friends 12/12 6 p.m. vs. St. Anselm’s Abbey 12/13 6 p.m. vs. Washington International 12/18 7:30 p.m. vs. Hebrew Academy 12/20 6 p.m. @ St. Andrew’s 1/03 5:30 p.m. @ McLean 1/08 6 p.m. vs. Field 1/10 6 p.m. @ Covenant Life 1/16 5:30 p.m. @ Edmund Burke 1/22 6 p.m. vs. Grace Brethren 1/24 4 p.m. @ Sandy Spring 1/30 5:30 p.m. @ Washington International 2/2 8:45 p.m. @ Hebrew Academy 2/7 5:25 P.M. @ St. Anselm’s Abbey 2/11 4:30 p.m. vs. Edmund Burke 2/14 6 p.m. @ Field 2/19 PVAC Quarterfinals* 2/19 PVAC Semifinals* 2/19 PVAC Finals* N/A - Game results not available at press time *If necessary