Volume 36 Issue 2

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The Lion’s Tale

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Volume 36 Issue 2

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October 26, 2018

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CESJDS

the lion’s tale

New test policy, pg. 03

Arab-Israeli conflict, pg. 05

Sports budget breakdown, pg. 10

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the lion’s tale

News Briefs Oct. 31 Powderpuff The junior and senior girls will compete in a football game after school. The game will feature a halftime performance by the senior boys.

Reactions to upcoming Nov. 6 midterm elections "I am planning to vote in this upcoming election. I felt really powerless during the last election, and I just felt like I watched my country burn a little bit, so I’m glad that this time I’ll be able to take an active role in the outcome of this election."

- senior zoe reichbach

"I think it’s important for students to be knowledgeable enough to understand how to read and hear the news so that they know what is going on in the world around them. And politics is part of that world around them."

- jewish history teacher dr. sara coxe

Nov. 2 Short Fridays begin In conjunction with the end of daylight savings time, the school day will end at 2:18 p.m. on Fridays until the spring.

Nov. 5 Professional Day Students will be off from school on Monday, Nov. 5 for a faculty professional day.

"For this November, I’ve tried to organize a bunch of my friends to make canvassing calls for a couple of candidates .... Hopefully [new candidates] will be able to bring out some positive legislation and try to bring some measure of order back to Washington, D.C."

- senior ilan gasko

Nov. 8 Daniel Pearl World Music Day In commemoration of Daniel Pearl, a journalist killed in 2002, the school day will be dedicated to music. The day will feature performances by studentmusicians.

"While I can’t vote personally for candidates, I can encourage people that I know who are allowed to vote for people that I think are the best choice and give them information about the individuals that are the best possible people to represent America."

- sophomore annabelle enig

compiled by alex landy photos by alex landy and amelia davidson

Nov. 9 End of first quarter Nov. 9 is the last day that assignments count towards first quarter. First quarter grades will be finalized within the next week. compiled by amelia davidson

Corrections from 36n1 The editorial "As US turns away refugees, we must take a stand" incorrectly cited the year 1993, instead of 1939.

In the news article "Administration aims to make new textbook policy convienent, cost-effective," alumnus Caleb Gershengorn was a member of the Class of 2017, not 2016.

New art requirement draws controversy izzy may & matthew rabinowitz news and contributing editors A new graduation requirement mandates that students, starting with the current freshman class, obtain 10 arts credits.

These credits can be earned in different ways, including taking arts classes at CESJDS, taking out-ofschool music lessons, being a part of or attending a school production and visiting an art museum. Students can also get also fulfill part of the requirement by participating in an arts assembly, a Kabbalat Shabbat performance or the Zimriyah dance.

Different activities earn various numbers of credits, with five credits being the greatest from a single activity; five credits are awarded if a student takes an art class or completes an approved project.

“We’re not forcing any student to get up in front of the entire student

body and sing, but for students who want to do that, that helps to fulfill the requirement," Director of Arts Education David Solomon said. "And for students who want to visit and learn more about artwork that’s in museums, that is an option.”

Aside from the initial requirement, students who miss more than one arts field trip will be required to complete an additional credit for each absence, even if they already have completed their 10 credits.

According to Solomon, the arts are necessary for students to become well-rounded individuals, to foster the creativity essential in the workplace and to help “curate” communication, collaboration and understanding between cultures.

When debating the best way to implement the requirement, Solomon said the administration found that if the requirement was in place last year, “80 percent of students [se-

niors] would have fulfilled it.”

“So, most of our students are naturally fulfilling the arts requirement already,” Solomon said. "But the administration wanted to make sure that the entire class is exposed to the arts."

Although arts credits have not always been mandatory, sports credits have. Some students, like freshman Rochelle Berman, support the requirement because they believe that arts should be equally integrated into high school.

“I think that the arts are just as important as sports and just as integral to people’s lives, so I think that having an arts requirement is very important, because putting sports over arts isn’t the right thing to do,” Berman said.

Berman is planning to fulfill her arts credits by participating in the school play and singing in the school choir.

Not all students, however, are in favor of the new policy. Freshman Sophie Kaplan is giving up a study hall to take ceramics for five credits.

She finds it “inconvenient” to have to go to ten art museums, the possible alternative if she had not taken an arts class this year.

“I understand where [the administration is] coming from in trying to make it similar to the sports credit,” Kaplan said. “I just think the way they did it and the value you have to get and how you have to achieve [the credit], that is sort of unfair to the people who don’t take art.”

A full list of activities that fulfill the arts requirement and their point values are included in the student handbook.

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TEST P ? LICY GETS MAKEOVER shira godin contributing editor

A new high school test-taking policy prohibits teachers from answering content-based questions during assessments.

The administration crafted this policy after being approached by faculty members. Academic Dean Aileen Goldstein noticed an increasing trend in students getting hung up on asking questions instead of focusing on the test at hand, which in turn increased student anxiety.

The new policy looks to solve that problem. According to Goldstein, it was also created with the goal of helping students become more selfreliant in test-taking settings. “[Asking questions] is sometimes getting in the way of thinking and in the way of learning and in the way of trusting your own instincts,” Goldstein said.

Goldstein also noted that CESJDS has increasingly focused on mental health awareness recently.

Specific areas the school has pinpointed are anxiety management and the layout of the brain through a teaching lens.

“We want students to have the most access with the least impediments to learning as possible,” Gold-

stein said.

Though the new policy was designed to curb anxiety, after it was introduced, many students, teachers and parents expressed concerns and had questions, according to Goldstein. High School Principal and Associate Head of School Dr. Marc Lindner sent out a follow-up email explaining the policy’s rules in detail and its overall goal. In the email, Lindner specified that if a student does not understand directions after reading them carefully, they can ask the teacher for clarification assistance.

For the last 12 of her 17 years of teaching at JDS, chemistry teacher Daniela Munteanu has implemented a no-questions-during-tests policy and said she has seen great results and supports the school’s decision to extend the policy to all classes and departments.

She first created her rule due to a concern over some students getting unfair advantages over others by asking questions. Munteanu also doubted her ability to answer specific questions without giving away hints. Therefore, she decided to make question asking completely off-limits.

“Students got used to [the rule]

this are and I’m hopeful that most students, most of the time, can trust that their teachers have their best interest[s] in mind,” Ball said.

Prior to Lindner sending out the follow-up email, many language teachers were concerned that they would be unable to help students who get stuck on a word that they cannot understand. Hebrew teacher Yaffa Dagony brought up this concern during “We want students to have the most the faculty meeting where the access with the least impediments policy was first to learning as possible.” introduced to - academic dean aileen teachers.

Dagony was goldstein very pleased that her voice was In previous years, Ball has tried heard and that the administration to refrain from answering questions made a minor, but important change about content on her test. Now with to the policy that allowed language the new policy in effect, Ball is con- teachers to further clarify words.

“Nobody is at the same level,” tinuing that practice, but will not ignore a student if they raise their Dagony said. “Everybody has a difhand. Instead, she will always go up ferent retention of vocabulary.”

Freshman Emma Landy also to students to see if their question is answerable. Ball also assures her has concerns about the new policy. students that if she noticed a mis- Landy has taken assessments this take in a test question while grading, semester and feels that the new policy has negatives outcomes and she will take it into consideration.

“I get how stressful things like makes her more anxious. She said

and they really never complained,” Munteanu said. “It was leveling the playing field for everyone.”

Like Munteanu, math teacher Victoria Ball regards the new policy positively. In the past, she has seen students become overworked and anxious by asking many questions and not relying on themselves for the answers.

that she perceives the new policy as a disciplinary action against the students and wishes that it was introduced in a less assertive and strict manner; however, Landy does understand the goals of the policy.

“I think that [the policy] is helping me, but I don’t really like that I have to spend extra time worrying about not having any of my questions answered,” Landy said.

Although the no-questions policy has been implemented already, it is not set in stone or permanent.

According to Goldstein, JDS will be testing out other strategies in the future. The school will also be looking for feedback on the current policy from teachers and students throughout the year.

“Any change is hard at first,” Goldstein said. “I think everyone is managing that hump and then we’ll see what happens.”

Have you read the LTest? Take a look at some highlights from this past month: Peaceful puppies: Therapy dogs aim to comfort students

New cell phone policy takes a positive spin

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Lions' varsity teams go three for three at home

Check out www.lionstale.org for daily updates, articles and news briefs

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the

lion’s tale

editors-in-chief kate sosland, aliza rabinovitz managing editor, copy addie bard copy editor alex landy design editor jessie lehman news editors amelia davidson, izzy may opinion editor ben robinson, asst. matthew rabinowitz in-depth editor sara sporkin, asst. oren minsk features editors sabrina bramson, asst. daphne kaplan sports editor devira friedman, asst. sophia miller style editor shira godin, asst. irit skulnik multimedia editor lily daroff editorial cartoonist beyla bass reporters sally rogal, josie stein, corrine zlotnitzky, charli galkin staff adviser jessica nassau adviser emerita susan zuckerman Editorial and Ethics Policy As the student newspaper of the Charles E. Smith Jewish Day School, The Lion’s Tale is a public 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.

A smarter way to learn Hebrew

Five years ago, CESJDS invited the organization Hebrew at the Center to audit its Hebrew language program. After visiting teachers’ classrooms, reviewing the curriculum and interviewing faculty, Hebrew at the Center’s experts shared a report with recommendations for the school.

JDS considered the results and, in 2015, partnered with Hebrew at the Center to implement the Proficiency Approach, which prioritizes student simulation, to language instruction. The goal was to “elevate Hebrew language learning at the school,” Head of School Rabbi Mitchel Malkus said in an email, with a teaching approach that emphasizes student participation and discussion.

Now in its third year, the Proficiency Approach has reaped more than just competent Hebrew speakers, Malkus and other Hebrew teachers said. It has created a community where Hebrew is alive in every student and ingrained in our school’s cultural fabric.

Writing and speaking skills are widely regarded as the most difficult for language students to master. And while writing gives students time to organize their thoughts, conversations require that a broad understanding of grammar, vocabulary and pronunciation be at

Submissions may be emailed to jdslionstale@gmail.com, mailed to The Lion’s Tale or brought to room 320.

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.

cover design and photo by jessie lehman

cartoon by beyla bass

vocabulary. Speaking can effectively cement novel words into students’ minds, but only if they are revisited in the near future.

Often when teachers set aside time for speaking, discussions begin at individual table clusters and end with the entire class. Back-and-forth conversations between students simulate how they will likely use Hebrew outside of school, but speaking in front of a class is just as worthwhile. When a teacher listens to a student speak, they can identify and address gaps in the student’s vocabulary and grammar that writing assessments may not reveal.

Hebrew class allows students to use the language the way it was intended: as a tool for communi-

cation. A person learns their first language by listening to others and trying to imitate what they hear, so new languages should be learned using the same approach.

When JDS students graduate, the Hebrew language stays alive in them through conversation. By emphasizing speech, then, the Hebrew department gives students a gift that will stick with them long after they leave class.

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Time to rethink class discussions

All contents copyright of The Lion’s Tale. All rights reserved.

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

hand on a moment’s notice. For this knowledge to be readily accessible during a conversation, students must practice speaking. A lot.

Even though JDS students usually spend just three to four hours a week in the class, the best method is a complete Hebrew immersion.

During this time, it is tempting to revert to English among friends. It is only if teachers “arrange the class so that every part has discussion,” as Hebrew department chair Hannah Rothschild said, that students will practice.

The warmup, or chimum as it is called in Hebrew, is a particularly valuable exercise that puts students in the “speaking mode,” distinguishing the period as one dedicated solely to Hebrew speech. At the beginning of every class, the teacher might pose a question about Israeli current events, students’ personal lives or perhaps an interesting ethical dilemma.

The goal, according to Rothschild, is to get students comfortable speaking “about any kind of topic.” It does more than that, though. A proper warmup lets students discuss matters that are engaging or personally meaningful to them, which makes the study of the language itself more appealing.

It is also an opportunity to learn and immediately implement new

jacob sher guest columnist Elementary school, middle school, high school, college. What do they all have in common?

Lunchtime and class discussions.

Whether it’s discussing the solution to the bicycle chain problem in geometry or analyzing Jack’s character development in “Lord of the Flies,” every class takes on this critical exercise to a certain degree.

But with an hour or less for the entire class period, how do teachers ensure that every student

participates? There is value in listening to others, but there is also a tremendous benefit from each student being heard. The solution? Split classes into smaller discussion groups so that all students, especially more reserved ones, have more time to express and develop their own opinions.

Every class has students who raise their hands to answer each question, as well as students who need to be pushed by teachers to participate at all. Sometimes a student doesn’t speak up because they did not do the required reading or the homework problems. Other times, students feel uncomfortable speaking in front of larger groups or sharing opinions that they believe are in the minority.

Smaller group discussions take the intimidating factor out of speaking in front of the full class and, instead, turn them into con-

versations between a few students.

These conversations give shyer students the boost of confidence that they need to express themselves.

“When I'm in a small group, I have much more of a chance to voice my opinions and I can be slightly more myself and more confident when speaking,” senior Doron Polonetsky said.

Breaking into smaller groups also gives all students a greater opportunity to articulate their opinions meaningfully. The ability to develop one’s own ideas in an intellectual context is an essential life skill that all schools should aim to provide their students with.

But speaking aside, the skill is also developed through listening to others. A smaller class lets students understand each other’s ideas more thoroughly, widening their horizons.

More so in humanities classes, teachers assess student participation in select discussions. Since teachers are focused on trying to give everyone an opportunity to participate, the end result of a large-scale discussion is a rushed conversation that makes it difficult for students to share more than one opinion, if that, per topic or discussion point. That limited chance oftentimes cuts out valuable opinions and arguments, which smaller discussions would be able to include.

In a school our size, where classes are at most around 20 students, everyone needs to be able to participate. While class discussions may not be for everyone, splitting them into smaller groups forces us to break out of our comfort zone and try something new for a change.

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To solve the conflict, look across the security barrier

aaron bregman guest columnist There is a crisis of confidence today between the Israelis and Palestinians. Their societies are so polarized, so caught up with advancing their political and cultural interests, that it is nearly impossible to sit down and talk about the issues that matter most.

Israeli Prime Minister Benjamin Netanyahu once said, “Most of the approaches to peace between Israel and the Palestinians have been directed at trying to resolve the most complex problems, like refugees and Jerusalem, which is akin to building the pyramids from the top down.”

People often ask, "How do we photos courtesy of by aaron bregman

achieve peace in the Middle East?

What is a formula that both sides would agree to?" While everyone focuses on the “core issues” of the conflict, many forget its human side: the individuals and families that live in it every day.

As a student and teacher of the Arab-Israeli conflict, I was given a unique opportunity this past summer to travel to the West Bank with over two dozen North American Jewish leaders. The purpose was to sit and listen to Palestinians about their perspectives, narratives and beliefs regarding future advancements of Middle East peace.

The program was sponsored

by Encounter, an independent, non-partisan organization that cultivates informed and constructive North American Jewish leaders on the Israeli-Palestinian conflict.

It serves an important purpose. As members of the American Jewish community frequently visit Israel and hear about regional news from their Israeli family and friends, most have never met Palestinians face-toface, nor have they visited Palestin-

ian communities in the West Bank.

During our four-day expedition through Bethlehem, Ramallah, and East Jerusalem, we did just that. We went on a “listening tour” where Palestinian community leaders shared what they thought were the most critical issues facing their future, giving us a more holistic view of the conflict. Encounter introduced us to 15 guest speakers in total, all from various socioeconomic backgrounds.

There were people such as Abu Ibrahim, the head of the Village Council in Khalet Zakariya, a Palestinian village in the Gush Etzion region of the West Bank. There was Abdel-fattah, who was born and raised in the Aida refugee camp in Bethlehem. We met people like Sam Bahour from Ramallah, a Palestinian-American who moved with his family from the United States to the West Bank in 1995 to help build up the Palestinian telecommunications sector. We met Dr. Khalil Shikaki, a professor of Political Science who is Director of the Palestinian Center for Policy and Survey Research.

The trip was both an educational and emotional experience.

We heard presentations on a variety of related topics, ranging from the security barrier and the IDF to the future of Palestinian leadership. We also debated historical subjects such as the “failure” of the Oslo Accords, the outcome of the intifadas and the future of a two-state solution.

As I scribbled madly in my journal, trying to absorb a culture that I had approached mostly from an academic standpoint, the emotional side of the trip began to shape me.

The concept of empathy (the act of understanding, being aware of, being sensitive to and vicariously experiencing the actions of another) was inherent during our four days together. Talking to people and asking them how they feel, what they want, and what they think may seem simplistic, but I found it to be invaluable. Having this dialogue is far less challenging than studying the conflict because it involves hearing real stories instead of endlessly speculating about the future. It’s a smarter way to understand the

impact and gravity of the conflict.

Ultimately, Palestinians and Israelis both want their children to enjoy the kind of normalcy that can only be achieved through peace.

This is the direction leaders should take: leading them from conflict to tranquility, from despair to hope and from intolerance to reconciliation.

I am and always will be a Zionist. I love the Jewish State of Israel and want what is best for the people and the land, yet I still believe in the prospects of peace with the Palestinians. However, this program underscored that this isn’t a one-size fit all problem. Everyone believes their own narratives, and ultimately those must inform solutions.

I hope my Encounter trip will help me become a better educator, student and global citizen of the conflict moving forward. Without this knowledge, we will continue to think about that top-down pyramid Netanyahu notes, rather than a bottom-up approach that takes the people into account.

A diagram of a key inside found near the security barrier in Bethlehem. The image of a key is a symbol of the refugees’ aspiration to return home.

Graffiti on a cement wall inside the Aida Refugee Camp. The group took a tour of the refugee camp, speaking to representatives of the Women’s Empowerment Group and the head of the refugee camp.

After his trip, Bregman meets with JDS alumni Gabi Swagel ('16) and Uri Schwartz ('16) in Jaffa to hear about their adventures in Israel.

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Aida camp was established in 1950. It is located between the municipalities of Bethlehem, Beit Jala and Jerusalem. It is partially surrounded by the West Bank Security Barrier and is near to Har Homa and Gilo.

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High school employment rates are declining across the c CESJDS students manage to balance work and academic josie stein reporter

Junior Reilly Lowell’s typical responsibilities at a boutique Help customers find what they need Make sure clothes are neatly folded Advise customers about their purchases Clean the store by wiping mirrors and vacuuming Inspect dressing rooms to make sure they are empty Ring up customer purchases

On the weekends, junior Davida Goldman can count on one thing: arguing with the same skate coach who constantly complains about the ice on the rink. This is one of the many challenges she faces when working as a secretary at the Cabin John Ice Rink.

Goldman is one of an estimated 34 percent of U.S. teenagers who is employed during the school year, according to the Bureau of Labor Statistics. Teen employment rates

have dropped 20 percent over the past 70 years, which some attribute to harder high school classes and a greater emphasis on preparing for college.

Student experience CESJDS students hold a range of jobs from retail to food service.

Junior Reilly Lowell works as a cashier at the Potomac boutique On Cloud 9.

“I used to live in Potomac, and I’ve been shopping at On Cloud 9 for years,” Lowell said.

Lowell became friends with the manager of the store, who helped her get the job when it became available in September.

She typically works on Saturdays from 10 a.m. to 5 p.m. and on Sundays from 11 a.m. to 4 p.m. Getting to work can be a long process for Lowell, because she now lives in Washington, D.C. “I have to wake up early and account for traffic,” Lowell said. “But I think the fact that where I work is so close to school and I make that drive everyday

photo by jessie lehman

makes my commute feel more normal.”

Unlike franchise or retail jobs, government jobs have a very different application process. Goldman, who has worked at the Cabin John Ice Rink since August, technically works for the Montgomery County Parks Service, so her job application process was more extensive than Lowell's.

“You don’t apply for just one job, you apply to work for the parks service as a whole,” Goldman said.

To apply for a county job, one has to fill out an application online, come in for an interview and pass a background check. According to Goldman, the whole process can take weeks.

While applying for a job can be a tedious process, the financial gain is often worth it. Both Goldman and Lowell make more than minimum wage, which is $10.10 in the state of Maryland. Earning as much as possible, however, was not the top priority for either of them when searching for a position.

While both students sought out employment for financial gain, Goldman wanted to save for more than her spending budget.

“I wanted a job so I could save for college and get some job experience before entering the workforce,” Goldman said.

Working a part-time job can

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Junior Davida Goldman’s typical responsibilities at an ice rink Sell tickets and discount books Answer patrons’ questions about private events and group lessons

country, but these cs

Clean up the party room in preparation for events Answer phones Keep track of figure skaters during freestyle sessions Hand out skates

allow students to develop key life man receives a master schedule two skills. Goldman said she has learned weeks ahead; if she has a conflict, how to work with different types of she can let her supervisor know and people and diffuse difficult situa- with enough warning, the shift can tions. In addition, she has gained a usually be changed. This isn’t always the case, though. stronger work ethic.

“If it’s short notice, you have to to find something to be engaged in,” Though some patrons can be difficult, many interactions are pos- get someone to cover your shift or Rexford said. “It isn’t so much what you have to come in,” Goldman said. itive and even meaningful. you do, it’s that you do something, While many employers do not that you are taking time to grow as a “The other day a girl came in looking for her bat mitzvah dress allow students to do homework person, through whatever it is you’re and really didn’t want to [be there], while working, Goldman has doing beyond the school day.” but I was able to help her find one,” developed ways to organize her Despite the developmental homework load.

Lowell said. benefits of having a job, While having a job proGoldman still believes that vides teens with a range of new school comes first. experiences, the daily respon“I wanted a job so I could save “For students who have a sibilities of an employee can be lot going on, it’s probably not for college and get some job tedious. the best idea,” Goldman said. experience before entering the On a typical weekend, Lowell can expect to work the regisworkforce.”

College resume ter, clean the store, fold clothes, Another reason why - junior davida goldman assist customers and complete students may seek out other administrative tasks. As a employment is to add the secretary, Goldman sells tickets experience to a college “Sometimes it can get really resume. Binghamton University’s for free skate sessions, answers customer questions, manages inventory slow at work. We’re not really al- Assistant Director of Admissions and keeps track of skater attendance. lowed to do homework on the job, Theresa Figuerado believes that but I can sit down and plan for what holding down a steady job can be I have to do,” Goldman said.

Challenges of holding a job impressive on an application.

According to Director of College While there are many benefits “If a student has the time and from working a part-time job, stu- Counseling Sue Rexford, time man- resources to balance their academdents can struggle with balancing agement is key. Rexford believes it ics, manage their interests and also school life and work. Both Goldman is important for students to learn to work, I think it’s great,” Figuerado and Lowell work on weekends, so it balance school with outside respon- said. is harder for them to see friends or sibilities, which holding a job can As a recruiter and as someone help with. complete additional school work. who reads applications, Figuerado “I think it’s smart for a student wants to see students who show To help her plan ahead, Gold-

photo by josie stein

they can balance both responsibilities.

“When you’re in college, you’re not just going to be taking a class and that’s the end of it,” Figuerado said.

“We want you to either show you have time management skills, you can manage your homework, keep your grades up, but also have the responsibility of a job.”

Rexford noted that when colleges choose to admit students, they try to flesh out who the student is as an individual instead of just looking at grades. She also believes that showing one can handle a job indicates to colleges that a student could potentially find employment on campus, because, “most, if not all students receiving financial aid as part of their aid package have to

work a part-time job.”

While recruiters like Figuerado believe that having a job shows that one can handle adult responsibilities, it is by no means necessary to have one to get into college.

“I think jobs overall are good and healthy, but it’s definitely about the context of the student, and what that student can handle,” Figuerado said. “Having a job doesn’t necessarily make or break your ability to be admitted to a school. But I think if you aren’t working, then hopefully you are doing something also that adds to your resume, whether it be in the school with clubs, community service or otherwise.”

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PRAYER THROUGH PENCILS Creative options offered for Zman Kodesh sara sporkin contributing editor

STUDENTS EXPLORE DRISHA OFFERINGS

Every morning, senior Hadas Dubrawsky carries a black notebook into room 308. She is part of the Journaling Drisha Zman Kodesh.

According to Director of Jewish Life Stephanie Hoffman, Drisha Zman Kodesh options give students “an opportunity to take some creative form of expression and make it sacred.”

High school English teacher Nancy Wassner originally approached Hoffman two and a half years ago with the idea of a journaling Zman Kodesh group because she wanted students to have an independent time for spiritual and emotional growth. Hoffman and

Wassner worked together to figure out how to make the program align with the values of Zman Kodesh.

“Thinking about the idea of Tefilah, it’s a reflexive word,” Hoffman said. “L’hitpalel is reflexive.

What are we doing in our prayer — the idea of journaling being a reflective activity and a reflective process is actually something that spoke to me as a possibility.”

The journaling Drisha option is now in its third year and has 20 students in the group. Each day consists of 25 minutes of journaling on paper. Wassner often provides a prompt on the whiteboard, but students can write about any topic they choose.

Wassner said that journaling fits into the idea of Zman Kodesh

because it connects mental, emotional and spiritual health.

“For me personally, I think that they are all very, very, very related, and I think that journaling is a good way to access that for some people because it’s just sort of quiet time,” Wassner said.

Although journaling is a private activity, Wassner thinks it is important to build a sense of community. On days when Zman Kodesh is longer than 25 minutes, the group spends time talking and getting to know each other in a discussion Wassner coined as “10 Minutes O’ Chatter.”

Additionally, when there are much longer Zman Kodesh periods such as on Rosh Chodesh, the group will have a breakfast where members

can bring in food and play games.

Senior Hadas Dubrawsky joined the journaling Zman Kodesh at the beginning of the year. After participating in Mechitzah Sephardic Minyan throughout high school, Dubrawsky felt the need to change her Zman Kodesh selection. She switched into Wassner’s Zman Kodesh because she wanted a set time to take up journaling.

“I feel like journaling, not only is it a form of self-expression, but it’s almost in a way prayer because you really have time to really think,” Dubrawsky said. “It depends what you write about, but if you write about what you want to, you have time to think and you get time to process, and it’s very calming in the same way that prayer is.”

According to Hoffman, the Drisha options fit into the school’s value of pluralism because it gives students different ways to experience this sacred time. Hoffman said that an activity becomes sacred when individuals come together to do it together at a set time each day.

Dubrawsky also sees how having options for Zman Kodesh other than traditional liturgical prayer fulfills the goal of pluralism.

“There are people who choose to have a creative expression and see how Judaism doesn’t necessarily have to be religious,” Dubrawsky said. “It can be cultural. It can be communal. It can be all these kinds of things.”

photos by sabrina bramson and sara sporkin Clockwise from far left: Junior Olivia Plotnick illustrates a self reflective piece of art in 2-D art Zman Kodesh option; As a participant in the storytelling Zman Kodesh, sophomore Naama Ben-Dor reads “Olivia”; Writing in her individual journal, sophomore Arava Rose responds to the daily prompt in journaling Zman Kodesh; Students in music Zman Kodesh discuss the new Jimmy Hendrick song.

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Check OUT the New Cashier matthew rabinowitz contributing editor

photo by matthew rabinowitz

Erik Nieto stands next to the transportable food kiosk. During lunch, everyday, Nieto is stationed in the middle of the Cardo, and provides grab-and-go food options for student’s pleasure.

After accidentally getting shot in the gluteus maximus while hunting a pig for his cousin’s Catholic confirmation in Mexico, Erik Nieto’s first surgery resulted in infection, leading to three more surgeries and two years of recovery in America.

Nieto, in need of money to pay for medical bills and college tuition, seemed like a good fit to take a job as a cashier at CESJDS, which had recently switched to a new technologized lunch program.

According to Food Services Director Eric Gilbert, Nieto was able to easily figure out how to use the new point of the sales system that JDS had implemented, using his technological skills.

In addition to his job at JDS, Nieto is a science and engineering student at the nearby Montgomery College and works at Moti’s Market across the street from JDS during

weekday afternoons. His responsibilities make it easy for him to also work as a cashier at JDS for around two and a half hours each weekday.

In his free time, Nieto often studies, winds down by playing video games or spends time with his friends and family.

Nieto also enjoys the summer when his extended family visits him from around the United States and Mexico.

“We usually go to the beach, amusement parks … I like to explore D.C.," Nieto said. "It’s very nice; there’s a lot of cool things to do there, especially at night."

Although Nieto’s original plans of becoming an aerospace engineer came to an abrupt halt when he found out he had epilepsy, he still hopes to go to medical school and major in either the oncology or the hematology field.

Nieto also noted how he appreciates the kindness of the JDS community, and according to sophomore

Yarden Irlander, Nieto is friendly to students in return. “[He] always has a smile and is always trying to make students smile whenever they talk to him in general,” Irlander said. “I think [he’s more relatable to students] because he’s younger and kind of has the same kind of humor as some students here or some high schoolers here.”

According to Gilbert, Nieto’s personality embodies the type of person that he was looking for when searching for potential employees.

Gilbert said Nieto is time-oriented, rule-based and structured, three traits that are crucial to making sure that the lunch-line runs smoothly and ensuring that it is not held up.

“I really like just his easy going, positive attitude and his ‘go with the flow’ and ‘let’s start figuring things out’ [attitude],” Gilbert said.

Teachers take the student seat Faculty bring newly-learned techniques to the classroom daphne kaplan asst. features editor When a European girl first entered a Hebrew-teaching intensive located in Middlebury, Vt., she could not utter a single word in Hebrew, yet weeks later she could maintain a conversation. “How?” questioned Hebrew teacher Shelli Putterman-Kenett, astounded by the progress of this teenager in such a short period of time. Putterman-Kenett, along with other CESJDS teachers who participated in programs such as these, believes that the professional methods they learned during the intensive can be applied to their own classes.

Since this summer, Putterman-Kennet has participated in an intensive Hebrew-teaching course that strives to teach students of all backgrounds a second language. The Program of Advanced Pedagogy in Teaching the Hebrew Language and Culture is offered through Middlebury University over the course of two years.

To achieve the objective of the

course, students in the class were required to be immersed in an environment in which they could only speak their new language for the course of a six-week period.

Putterman-Kennet observed participating students at Middlebury University, which allowed her to experiment with different styles of teaching. She determined what worked best in the classroom in efforts to perfect her own teaching techniques for the school year, while mainly focusing on adequately teaching a second language to students in a brief six-week time frame.

While many students entered the program without any prior knowledge of the Hebrew language, after the immersive part of the program concluded, Putterman-Kennet was able to have conversations, exchange ideas and watch Israeli films with all of her students, and was “astonished” after seeing the results of the class.

“At first, I thought all of the students were going to know some Hebrew, or others were going to

Throughout the three-day intensive, from 8 a.m. to 5 p.m., Agzigian and Batson gained knowledge about operating and genetically engineering cells on a 3-D printer. Agzigian plans to apply the interactive information to her bioengineering class and mirror laboratory activities such as creating 3-D printed biodegrad“If you're placed in lab conditions able scaffolds and and [if you] are determined, you genetically engineering cells with fluocan be successful.” rescent green colors.

- hebrew teacher shelli High School Principal and Assoputterman-kenett ciate Head of School Marc Lindner believes that professional learning conSimilarly, Science Department tinues to be a “priority” at JDS and a Chair and teacher Kimberly Agzigian beneficial way for teachers to refine has participated in professional their educational skills.

“It means that [teachers] can development for over 20 years.

This past summer, she went to a bring that professional learning and conference with Upper School STEM growth to their classes, and share Coordinator Cassandra Batson about with students through their teaching 3-D printing at the Digital Harbor and through relationships with their students,” Lindner said. “What we Foundation in Baltimore. be American Jews. However, I was astounded when I found myself incorrect, as there were students from China, Saudi Arabia, Mexico, Europe, Egypt, Lebanon, and … were suddenly able to understand and learn Hebrew.”

want is for our programs to continue to grow and be as strong as [they] can be; that’s why professional learning is a priority, whether it be in the summer or during the school year.”

According to Lindner, when teachers return to the school, they are often able to apply the parts of the program that “resonate” with them to their classes. With this renewed professional growth and experience, teachers such as Putterman-Kennet are confident that their students can benefit from their teaching styles and succeed in their classes, particularly in a Hebrew-speaking environment.

“I know in my classes that I will now be able to continue this line of improvement and teach my students that success is possible if you’re placed in lab conditions and [if you] are determined, you can be successful,” Putterman-Kennet said.

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Sports Standings Girls Varsity Soccer Record: 7-3 Boys Varsity Soccer Record: 2-7 Girls Varsity Tennis Record: 3-2 Girls Varsity Volleyball Record: 7-5 Girls JV Volleyball Record: 7-0 Girls Middle School Soccer Record: 5-2 Boys Middle School Soccer Record: 8-0 Girls Varsity Tennis Record: 3-2 Girls Middle School Volleyball Record: 1-7

For more athletic updates check out @CESJDSathletics on Twitter

Budget Breakdown oren minsk contributing editor At the beginning of each school year, the CESJDS athletic department is given a combined annual budget that the athletic director allocates to such as team transportation, uniforms, officials, equipment and coaching salaries.

According to Chief Financial Officer Julie Hoover, the department’s budget is about $250,000 each year in addition to $30,000 in donations.

The athletic department’s budget is around one percent of the school’s overall annual budget.

Although teams do not receive their own set budgets, coaches are able to purchase equipment and request items from the athletic department. Over the summer, Interim Athletic Director Becky Silberman sent an email to all of the coaches and asked them if there was gear or equipment that they needed for their teams for the upcoming school year.

Cross country and track and field coach Jason Belinkie has coached at JDS for 11 years. In the past, he has asked the athletic department for resistance parachutes for sprinters, hurdles for hurdlers and new jerseys for the team. According to Belinkie, all of these requests have been fulfilled.

Some equipment requests are relatively easy to deal with and do not require planning. For example,

the volleyball coach asked Silberman for resistance bands. Since they were relatively inexpensive, Silberman was able to simply purchase them online. Not everything asked for is cheap, however.

Notably, JDS recently purchased a shooting machine for the basketball teams. Priced in the $4,000 to $6,000 range, the purchase was worked into the budget years in advance.

Similarly, the training room added new JDS-personalized taping tables this year, which were planned into the budget in advance.

“It is just switching it up and not giving all of the money towards one program,” Silberman said. “There are some programs that spend more money than others.”

Additionally, Belinkie requested that the school pay for memberships to PowerTrain, a fitness strengthening and conditioning facility located near JDS. In the past, a small number of track and field athletes had to pay individually to participate in strength training at PowerTrain on their own. Belinkie thought that it would be more beneficial to make the service available to everyone, so he requested at the end of last year that JDS pay for PowerTrain sessions for the whole team, which was ultimately a success.

“JDS, in general, has been great ... about supplying resources when they’re needed,” Belinkie said.

“There has rarely been a situation where I have asked JDS for some-

thing — I mean I haven’t asked for exorbitant things — and they have said, ‘no we can’t do that.’”

The amount of money that each team gets for equipment, jerseys and gear depends on various factors such as season length and participation.

For example, winter sports have a longer season than fall and spring sports, so they require a larger budget to cover transportation.

In the spring, the track and field team is larger, which means that the total price for jerseys is more expensive. On the other hand, the tennis team designs and purchases their own jerseys, and keeps them year to year rather than returning them to the athletic department at the end of the season, so the school does not pay for their jerseys.

While it is not guaranteed that each team will receive the same exact amount of money in equipment, coaching salaries, which are included in the sum of money that Athletic Department receives annually, are generally consistent, depending on season length and level of play.

Aside from jerseys, team apparel is not covered financially by the school. According to Silberman, usually team captains or coaches organize apparel for the team, and each athlete has the option to purchase it or not. However, not all athletes can afford or are permitted by their parents to purchase team apparel due to the possible high

expense.

“I think that there always is that risk with something like [team apparel] and that is very unfortunate,” varsity girls tennis team captain Samara Himmelfarb said. “As team captain, my co-captain, coach and I would do everything we can to make sure everyone is included and able to access team apparel.”

Silberman said that no schools pay for their team’s apparel, though other schools may organize apparel for their teams with online stores for athletes to buy this apparel, and at JDS that responsibility is up to the coaches or captains.

“I think that JDS has not [set up an online store in the past] just because it’s been difficult and kind of time-consuming,” Silberman said.

“Also, there are so many companies out there and we [were] still trying to find the right one.”

Silberman also said that a challenging aspect of paying for team apparel is that the Athletic Director needs to collect all of the money. She is working towards helping organize team apparel orders because she has specific companies that she likes to work with, such as Eastbay Team Sales and Time Out for Sports, and is trying to get all of the teams working with the same people. The athletic department opened an online team store on Oct. 10.

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11

TEAMS DRESS UP TO GET IN SPIRIT

Members of the girls varsity soccer team dress in comfortable attire for their game on Oct. 18. Sophomore Talia Kraner, who has been on the team for two years, thinks that dressing in spirit for games is a good way to foster team bonding. “I think that it shows the rest of the school that you are excited for your games and also hypes you up within your team,” Kraner said.

Freshmen Eva Bard and Mira Beinart sport cross country quarterzips on the day of a meet. Senior Jacob Sher, captain of the cross country team, is in charge of deciding his team’s spirit. Sher thinks that the tradition has a lot of benefits: “[It is] a great way to unite the team, and it shows everyone that playing the sport is more than just the athletic part," he said.

The girls varsity volleyball team, pictured above, takes a more creative approach to team spirit and spells out “Amy, got college?” on the day of a game to celebrate their team member's university acceptance. Health and exercise science teacher Steven Forestieri sees tremendous value in team spirit. “[It] builds comradery and keeps them focused and mentally prepared for the game,” Forestieri said.

photos courtesy of sally rogal, addie bard and jessie lehman

compiled by sally rogal

Athletes join teams outside of school sophia miller assistant sports editor Seventh-grader Nicole Rodney streaks down the lacrosse field cradling the ball. She darts past several defenders and launches the ball into the goal. As the goalie goes to retrieve the ball, Rodney’s teammates rush to congratulate her with high fives and pats on the back.

Rodney had been interested in playing lacrosse since her first summer at Camp Laurel in 2013. But since CESJDS did not have a team, Rodney had to search for opportunities outside of school.

Although JDS offers 12 different sports, many students, like Rodney, are interested in athletic teams that

are not included on that list such as football, field hockey and lacrosse.

Lacrosse, for example, is the official Maryland state sport and the fastest growing sport at the high school level, according to U.S. Lacrosse, but is not offered at JDS. Interim Athletic Director Becky Silberman said that the reason that these sports are not offered is because they require larger rosters, which poses a problem due to the small size of the school. With the limited number of students, the athletic department would not be able to add teams while keeping all the current ones.

At JDS, sports teams are not allowed to have practices or games on Fridays and Saturdays, which

makes it difficult to schedule games.

Almost all other schools in the PVAC play games on Fridays or Saturdays.

In addition to this, many sports such as football only play games on Fridays, which JDS is unable to accommodate because of Shabbat.

Students whose traditions are more religious are not always able to play on sports teams outside of JDS due to the conflict of observing Shabbat. This forces them to either play on a school sports team or not be able to play a sport of their choice.

Although there has never been a request for a football or field hockey team, many have advocated for the addition of a hockey team to the JDS athletic department.

While JDS currently does not

have a hockey team, from 2014 to 2016 a hockey team was created due to high demand. Many students at the time already played hockey outside of school and so it was eventually created and coached by a father of a former student who was knowledgeable about the game. The team was not in an official league, but scheduled games against various public schools in the area.

Senior Isaac Gelb was a member of this team during its two years of existence. He still plays on a team outside of school. Although Gelb is excited to be on a team outside of school because he gets to create new friendships, there are some aspects of playing on a school team that he misses.

“Playing in school was a lot of fun because you get to have the school spirit and pride that we don’t necessarily get to have with this other team because it’s not our JDS team, so I do wish I had that, but overall I really like getting to meet new people,” Gelb said.

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WHICH SILBERMAN ARE YOU? What is your favorite movie?

compiled by sabrina bramson design by jessie lehman, irit skulnik and shira godin

What is your favorite place

A. "10 Things I Hate About You" to visit?

B. "Out of Sight" A. Italy C. "The Lion King" B. Glacier National Park D. "The Writer" What is your favorite book? C. Israel A. "Red Rising" D. The Beach What is your favorite hobby?

B. "Catch 22" A. Basketball C. "East of Eden" B. Avoiding Horror Movies What is your favorite D. "The Fifth Season" C. Cooking

D. Reading

What is your favorite school subject?

A. History B. Math C. English D. Government

number?

A. 3 B. 142,857 C. 7 D. Pi

photos courtesy of irit skulnik and shira godin

If you got mostly "A"s...

You are Becky Silberman! Becky is the Interim Director of Athletics and the varsity girls basketball coach. She loves hanging out with her nieces and nephews.

If you got mostly "B"s...

You are Reuben Silberman! Reuben is a high school math teacher.

He graduated from CESJDS' lower school in 1989. In his free time, he likes to listen to music and read.

If you got mostly "C"s...

You are Davida Yitzhaky! Davida is a middle school English teacher.

She loves spending time with her kids and celebrating Shabbat.

If you got mostly "D"s...

You are George Silberman! George is a high school math teacher. He loves politics and all things sci-fi. To curb his addiction to Netflix, George watches Youtube videos about physics.