44n1 by The Lion's Tale

American youth, then to now

THE LION’S TALE

CESJDS / September 2026 / Volume 44 Issue 1

THE LION’S TALE STAFF aff:

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Editors-in-Chief Eliana Abrams & Leora Blumenthal

Managing Editor Jordana Dauber

In-Depth Editor

Worked as a lifeguard Eliana Abrams

Went to Israel Kira Koplow

Lindsey Shapiro

Cover Designer Anna Polon

Worked at Ramah Day Camp Lena Lourenco

News Editors Ephraim Blair & Kira Koplow

Features Editors

Traveled to Israel and Alaska Zoe Cohen

Jackson Gill & Anna Polon

Opinion Editors Zoe Cohen & Lena Lourenco

Arts and Entertainment Editors Dalya Lurie & Liat Netter Traveled to Paris and Wyoming Jackson Gill

Went on Seminar to Israel Leora Blumenthal

Sports Editors David Federowicz & Eli Loeffler

Reporters Sophia Leinwand, Isaiah Segal-Geetter, Eden Segal-Geetter, Aviv Stein, Ayla Hurwitz, Noam Serlin, Molly Elbaum, Shira SkolnickEinhorn, Ren Baronofsky, Jemma Wallace, Liya Saratovsky Spent a month in Tokyo Eli Loeffler

Staff Adviser Adviser Emerita

Jessica Nassau Susan Zuckerman

Hiked the Inca Trail in Peru Jessica Nassau

Photos by Jordana Dauber, LT.

EDITORIAL AND ETHICS POLICY As the student newspaper of the Charles E. Smith Jewish Day School, The Lion’s Tale (LT) 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 LT editorial board. The LT staff welcomes letters to the editor and

guest columns, 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. All other contents copyright of LT. All rights reserved. Submissions may be emailed to jdslionstale@gmail.com, mailed to LT or brought to room 320. LT magazine and website 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.

2 September 2026

AI is not permitted for any generation of content or brainstorming, including but not limited to the following: writing articles or headlines, spread designs, photography, letter to the editor, audio or video. The only AI usage permitted by LT is for the purpose of transcribing interviews. The staff will adhere to the ethics of The Society of Professional Journalists and National Scholastic Press Association. The adviser will be held to the Journalism Education Association’s Adviser Code of Ethics.

NEWS

Federal program could make JDS more affordable Maryland considers new tax credit scholarship

06 Get to know Jonathan Levy 07 New year, new changes

Introduction to new Head of School 2026-2027 school year brings graduation requirement shifts, updated databases

DEAR READERS,

As a new school year begins, it can be easy to feel like the world beyond our classrooms is far away. National politics, elections, protests, legislation and debates about America can seem like issues reserved for adults. Adults are old enough to vote, hold office and make decisions that affect millions. It can seem that young people are simply waiting for our turn. America’s 250th birthday gave us a reason to stop and ask what the country means to the generation growing up in it now. After 250 years of history, it can be easy to see America as something fixed and beyond our reach. But that is not the whole story. Young Americans have always had ideas about what their country should look like, and throughout history, they have used their voices to push those ideas forward. Their willingness to question the world around them has helped move conversations forward and shape the direction of the country. There is power in simply paying attention, asking questions and refusing to accept that the world has to remain exactly as it is. So, as we begin another school year and America enters its 250th year, we hope this issue creates a little more room to think about where young people fit into the country’s story. Our voices matter beyond the walls of JDS. America is not only something we inherit. It is something each generation has the opportunity to shape.

OPINION

Watching our work

Schools need to monitor student work more closely to protect genuine learning in age of AI

09 Schoolday to payday 10 Is college worth the cost?

PAGE

Why students should have summer jobs

Debating if pursuit of a university education is valuable after high school

IN-DEPTH

12 250 years young

American youth, then to now

FEATURES

PAGE

16 Going Greek 17 Back to school 18 Sky gallery 19 Beyond the classroom

Jewish college students explore fraternities and sororities

Parents of freshmen participate in Jewish Text class Students leave personal touches to the art room by painting ceiling tiles

Teachers work at camps over the summer

A&E

20 21 Showbiz quiz 22 Capital cuisine

PAGE

Fresh on Film

Two new summer hits reviewed Answer questions to decide which iconic musical you should see this fall A guide to recently opened eateries in Georgetown

SPORTS

Sincerely,

24 26 Connection through competition Power of the pregame 27

PAGE

Fall Frenzy

Preview of upcoming varsity sports season

Editors-in-Chief

Greater Washington athletes play in Toronto Maccabi Games Student-athletes use traditions and superstitions to prepare to play

Photo credits from top to bottom: Dalya Lurie, LT, Adam Hirsh, Yaron Eini, used with permission, Gilah EvansDredze, used with permission.

The Lion’s Tale Magazine 3

- news -

FEDERAL PROGRAM COULD Maryland considers new tax credit scholarship

Editor-in-Chief

new federal scholarship program could give financial assistance to students at public schools as well as private schools like JDS, however Governor Wes Moore has signaled a reluctance to pass the legislation in Maryland. The governor’s concern is that it could encourage students to abandon public education, reducing funding for public schools. According to the International Revenue Service, as of July 6, 29 states have opted into the program, Maryland not among them. Passed as part of the One Big Beautiful Bill Act, the program allows individuals to make contributions to nonprofit Scholarship Granting Organizations (SGOs) and receive a dollar-for-dollar federal tax credit (up to $1,700 annually). SGOs use those funds to provide scholarships to eligible elementary and middle school students whose household income is no more than three times the area’s median gross income. The money given by SGOs could be used for tuition, transportation, special needs services and extended-day programs. If Maryland opts in, members of the JDS community could donate to an SGO associated with JDS and designate JDS as their school of choice, leading their donation to go directly to eligible JDS students. All the money donated would be deducted from the donor’s taxes, meaning it wouldn’t cost the individuals any of their personal money. “We are all taxpayers,” Becky Simkovich, parent to senior Emunah Simkovich and Tani Simkovich (‘26), said. “We all pay money

towards public education and we are all believers in public education because that’s our community, and those are our neighbors and those are the citizens we live with. And even though we are sending our kids to private school, this is a fantastic solution where we’re not taking money away from the public school, but finding a way that the money that we’re already paying could be rec-

“

Buried inside that bill is a tax scheme that takes public funding and steers it towards private schools. So, there is a real and a justified anxiety in this country, and there’s a real and a justified anger in this country.

- Maryland Governor Wes Moore on Fox News

ognized differently.” Simkovich is a highly involved volunteer in Teach Coalition Maryland (Teach MD), a program that works primarily with Jewish day schools and other private schools to identify ways they can access available funding. Simkovich sees no significant drawbacks and considers the program a positive step. She views it as a creative solution that other states have already signed onto and believes there is no reason why Maryland should not be next in line. According to the non-profit Education Reform Now, an estimated $275 million in scholar-

WHERE STATES STAND 4 September 2026

“

Leora Blumenthal

ship funds would flow to Maryland if the state opts in. Mickey Rubin, a former JDS teacher and Director of Teach MD, works to advocate for Jewish day schools across Maryland. His goal is to ensure that non-public schools are represented and supported in the state legislature. He believes this program is extremely signif-

Opted In

Undecided

MAKE JDS MORE AFFORDABLE Kathy Hochul

Information from Capital News Illinois.

NORTH CAROLINA

“Families across the state want to have a choice in where to send their children to school.”

“

This is a fantastic solution where we’re not taking money away from the public school, but finding a way that the money that we’re already paying could be recognized differently.

“

NEW YORK

“[The Governor] is supportive of the federal tax credit scholarship and its potential to help New York students and schools” - Spokesperson of Governor

- JDS parent Becky Simkovich

- Senator Phil Berger

Information from The Center Square.

WISCONSIN

“Public funds should go to public school. Period.” - Governor Tony Evers

Information from the Wisconsin Public Education Network.

icant for JDS and all Jewish Day schools in America. “The fact that it’s a tax credit is really the appealing piece here, on top of whatever financial aid programs exist at each school,” Rubin said. “So that’s what makes this particularly a pretty lightning in a bottle moment, a game changing moment for our community.”

Governor Vetoed Opt-In Legislation

Opponents to this program believe it takes resources away from public schools, hurts teachers’ unions and violates the separation of church and state, especially as the vast majority of vouchers in existing state programs go to religious schools. Simkovich believes that people may also oppose the program simply because they associate it with the Republican Party. According to the EdChoice, 21 states, most of which have Republican leadership, currently have tax credit scholarship programs. People also see an issue with giving the federal government more control over private school education, and in some cases, private schools have raised their tuition in response to increased access to funding, according to an article by Laura Meckler in the Washington Post. Elanit Jakabovics, JDS Chief Financial and Operating Officer, said that JDS is currently working to figure out how this program fits into the school and how it would interact with the current tuition-assistance programs. “The question that all educational institutions are facing is,

how can you utilize [the program] to best further admission and the goals of your school,” Jakabovics said. In response to opposition, Rubin said that the majority of the funds will very likely go towards public school students anyway. He said that Teach MD conducted a study based in Arizona, which has a similar program. The study showed that more public school students received the funding rather than private school students. Despite this, Rubin said that private schools like JDS will still benefit tremendously. According to Teach MD’s data, if 75% of JDS families donated and selected JDS as the school they want to donate to, approximately $350,000 in scholarship funds would be brought into JDS. Overall, this would significantly aid many members of the JDS community through financial assistance, according to Rubin. “I think everybody who has any sort of investment or passion, or is involved whatsoever in Jewish education across Maryland and all 50 states, should do what they can to advocate for the governor to opt in,” Rubin said.

Formally opted out

Information from whitehouse.gov and The Center Square.

The Lion’s Tale Magazine 5

- news -

GET TO KNOW

JONATHAN LEVY

Introduction to the new Head of School Ren Baronofsky Reporter With the new school year underway, Jonathan Levy officially begins his tenure as head of school. Levy spent the last 17 years at the Tanenbaum Community Hebrew Academy of Toronto (CHAT), the largest Jewish community high school in North America, with over 1,200 students. Levy graduated from Concordia University in Montreal with a bachelor’s degree in history and initially worked as a guidance counselor. He later earned a master’s degree in social work from Yeshiva University in New York City. As he became interested in Jewish school leadership, Levy transitioned into administration, serving as the elementary school vice principal at the Hebrew Academy of Montreal before moving to CHAT. “My parents were both in Jewish education … so the Jewish part [of leadership] was always around my house, and I was always part of that,” Levy said. “I started off as a school counselor, working with students in that way, but kept

FACTS & FAVORITES Favorite Food: Ice Cream Favorite Sports: Hockey & Basketball Favorite Class: Tanakh Favorite Season: BBQ season

getting invited to work [in leadership], and finally, I started to do that. I found great comfort and real fulfillment in it.” After 17 years of working at CHAT, Levy is ready to try something new, and was particularly eager to work at a pre-kindergarten-to-12 school. As a fourth-generation American born in Rhode Island, Levy said that the opportunity to return to living in the U.S. after spending most of his life in Canada was an added benefit. As head of school, Levy’s dedication was clear to 2023 CHAT graduate Brooke Braverman. During the COVID-19 pandemic, his leadership created an environment where students continued learning despite setbacks with virtual learning, according to Braverman. In addition to his many responsibilities as head of school, Levy made the time to connect with students, attending shabbatons and student-led events. “He was in his own place, doing so much other work … But he definitely did show up for all student events that were happening at CHAT,” Braverman said. Levy’s appointment as JDS’ head of school was announced on Nov. 24, 2025 via email and social media, emphasizing his

“deep experience, visionary leadership and a passion for Jewish education” that brought Levy and the school’s visions together. Levy’s appointment as head of school came after former Head of School Rabbi Mitchel Malkus announced he was stepping down after 13 years of leadership at JDS. Malkus, JDS’ longest-serving head of school, said that he would miss his time at JDS, but is excited to see what ideas and changes Levy will bring. “He’s someone who cares really deeply about Jewish education and the future of the Jewish people, and he has a lot of experience in Jewish day schools,” Malkus said. “I wouldn’t want to tell him how to lead the school or where he should take the school … but what I hope is that the school continues to thrive and grow.” Levy officially transitioned into his role as new head of school on July 1 and has already begun meeting with community members to learn more about JDS. He has engaged with students and parents to set goals of hiring permanent principals for the lower and high schools, enhancing connection to Israel and upgrading the security systems, all of which he outlined in an email sent out to students and parents on Aug. 10. Throughout the transition process, Levy has emphasized his desire to foster a lifelong connection to Judaism in all of JDS’ students. In his multiple visits to JDS last year, he took time to speak with parents and attend school events, emphasizing his anticipation of starting his new role. “It’s an exciting time for me, and it’s an exciting time for my family, and I think it’s an exciting time for the school and I can’t wait to hit the ground,” Levy said.

Photo by Daniel Malen, used with permission.

Best hot take: Appetizers > mains Number of kids: Four Surprising hobby: Listening to ‘80s rock music Levy and his four sons: Ezra, Judah, Elisha and Noam. Photo from Jonathan Levy, used with permission.

6 September 2026

NEW YEAR, NEW CHANGES Ephraim Blair and Kira Koplow News Editors This year, students at JDS will return to several significant changes, including new leadership, revamped graduation requirements and a new system for managing grades and schedules. Head of School Dr. Jonathan Levy began his official tenure at JDS on July 1, marking a new era in the administration. With the departure of Head of Upper School Campus and High School Principal Dr. Lisa Vardi, former assistant principal Aileen Goldstein will become the interim principal, and former High School English chair Melissa Fisanich will become the interim assistant principal. Middle School Principal Cassandra Batson will be taking over the role of Head of Upper School Campus. Besides the administrative changes, another shift is new graduation requirements for the incoming freshmen and every grade following. “The graduation requirements had not been revisited since the early 2000s, when we revamped our entire Judaic curriculum,” Goldstein said. “...I believe that was the last time we really took a deep look at our graduation requirements, and so it was overdue to take that look, and so this is all part of that process.” In the past, students have had to take five and a half credits of history in three and a half years, including Jewish history classes. In order to decrease the required amount and include more space for elective history classes, the history graduation requirements have shifted. In past years, freshmen took both Ancient Jewish History and World History I. Starting this year, however, freshmen will only have to take Modern World History, which was formerly the World History II class taken by sopho-

mores, and sophomores will only be required to take Modern Jewish History and will have no mandatory non-Jewish history course. “We are looking for ways to reduce some of the overlap between the history and Jewish history courses, to streamline the skill development of scope and sequence and to ensure that students are required to take content that is relevant and meaningful for the world that we live in, while also walking back some of those requirements so that students have greater flexibility in building out their schedules,” History Department Chair Carl Atwood said. In changing the course requirements, the class curriculums are also being updated to encompass more material. A mini-unit on ancient China will be added to the freshman history course, as well as skill-building assignments in preparation for future high school history courses. “Some of the areas of the world were featured heavily in ninth grade and not so heavily in the tenth grade course,” Atwood said. “We want to have a more balanced perspective over world history.” These changes come as a result of a more general push to give students more flexibility in their schedule and to make room for a new required semester-long health course for freshmen. According to school counselor Elise Resnick, who will be teaching a section of the class, the new health class will cover a variety of important topics, including addiction, sexual safety, nutrition supplements, health, diet, exercise, online safety and sexuality. “We have students coming in who haven’t all had the same background [in health education],” Resnick said. “So a lot of this information needs to be reiterated and taught at different lev-

2026-2027 school year brings graduation requirement shifts, updated database OUT OF THE DEN

Jewish history teacher Anna Band visited Delaware with her family.

Jewish history teacher Sara Coxe trained her dog, Fiona.

History teacher Dana Foster swam with otters. Photos by Anna Band, Sara Cox and Jacob Foster, used with permission.

els over time.” Like the History Department, the Jewish Text Department is also making changes to their curriculum to make room for the health course. Now, students will only be required to take two semesters of Jewish text classes freshman year instead of the previously mandated three. That could either be two semesters of Talmud or one semester of Politics in the Age of Kings and one of Ethical Dilemmas. “I hope that students will take advantage of the flexibility in their schedule to take more Jewish Text classes, rather than seeing it as a reduction in Jewish text options,” Jewish Text Department Chair Grace McMillan said. Additionally, the school will be instituting a new database system, Veracross in order to simplify schedules, attendance and grades. Veracross will slowly be replacing various websites and resources, including PowerSchool over the course of the school year. In an email to the JDS community on Aug. 10, Levy introduced Veracross and outlined the new system, stating, “Our goal is simple: fewer logins, fewer places to search and a much smoother digital experience for families over time.” According to Goldstein, with the introduction of a new leadership team, new graduation requirements and a new school database, this school year will be full of exciting transitions and developments. “It’s going to be a year of a lot of change and transition in terms of leadership positions, but the excellence and outstanding nature that is our high school is going to continue,” Goldstein said.

The Lion’s Tale Magazine 7

- opinion -

WATCHING OUR WORK A

I has changed schoolwork so fundamentally that we have arrived at a conclusion that would have seemed absurd a few years ago: we think our school should monitor us more. This is not because every kid with a laptop is a cheater waiting to be caught. It is needed for a more uncomfortable reason: artificial intelligence has become so advanced and so fast that the only way to guarantee students are learning is to make the learning process visible again. The truth about AI in education is that the skills students are being asked to learn are often skills AI can now perform, and sometimes perform even better. Students are supposed to learn how to construct arguments, synthesize sources and work through difficult problems; all of which AI can now complete seconds. That efficiency, however, does not make these skills obsolete. They are fundamental to learning how to think critically and function as an educated member of society. The danger is AI can now do all three in seconds, making the process of practicing these skills feel unnecessary to students who can simply ask a chatbot to do the work for them. Since AI can do these tasks so quickly, students may

FAST FACTS

84% of students in the U.S. use AI for school work

54%

of students use AI weekly

65%

of students think that the way they’re assessed is changing due to generative AI

30%

of students use AI tools at least once per day

82%

of students think knowing how to use AI properly is important for their future Information from College Board and Cambell Academic Technology Services Programs.

Schools need to monitor student work more closely to protect genuine learning in age of AI begin to see practicing them themselves as a waste of time. That is what makes AI different and far superior to a calculator or a search engine. The problem is not simply that AI can provide information, but that it can increasingly perform the intellectual thinking that schools exist to teach us to do ourselves. The College Board reported last year that 84% of high school students surveyed had used generative AI for schoolwork. That does not mean 84% of students are cheating; rather, AI has become so convenient that expecting students to voluntarily ignore it when an assignment is difficult is increasingly unrealistic. The purpose of more AI monitoring is not simply to catch students. It is to make outsourcing thinking less tempting. Consider the self-checkout line at a grocery store. Store owners don’t install cameras and weight sensors over the bagging area because they’ve decided all customers are thieves. They install them because unsupervised access to something valuable, combined with almost no friction, predictably changes behavior, even for people who would never normally consider stealing. The camera isn’t there to prosecute; it’s there so temptation never wins. Doing schoolwork with AI sitting one click away is the self-checkout line of education. Pretending otherwise, and hoping honor codes alone will hold, is naive. So yes, students should accept a bit more monitoring. But how exactly should schools implement this surveillance? As of now, JDS implements Respondus LockDown Browser, software that blocks students from opening another tab, for finals and inclass assessments. It works, but should not be reserved only for

major assessments. Most writing should take place in LockDown Browser, including ungraded athome assignments. The harder problem is the take-home essay or research paper. Our school should require students to submit work through a platform that preserves and analyzes revision history as well as the flow of writing. A free tool JDS could implement is Process Feedback, a Chrome extension that turns the version history into a replay of the writing process. Teachers can see whether an essay naturally developed through drafting and revision or was simply pasted in large chunks. This is not to villainize AI. Students should absolutely learn how to use it. Students can use AI to receive feedback, clarify difficult concepts and practice skills without outsourcing the thinking itself. High schoolers entering college and the workforce will need to understand these systems. They should know how to prompt them, evaluate them, fact-check them and recognize when they are wrong. But there is a difference between using a tool to improve a skill and using the tool in place of developing the skill altogether. Surveillance is not comfortable. But neither is a school system where students are not truly learning the skills they are supposed to learn. If preserving independent thought requires a little more accountability, then maybe the uncomfortable answer is also the obvious one: let the school monitor us more.

- THE LION’S TALE

Vote of 14 members of the editorial board

8 September 2026

AGREE

DISAGREE

Photo illustration by Zoe Cohen, LT.

SCHOOLDAY

Junior Nava Silverman with her campers at Ramah Day camp. Ramah is a popular job for JDS students. Photo from Zach Krausman, used with permission.

PAYDAY

Why students should have summer jobs

Ayla Hurwitz Reporter While some teens may view the summer as a great time to wind down and relax, spending those months in the workforce offers far greater value. Taking on a summer job allows high schoolers to step out of their comfort zone and gain a really meaningful experience during their summer break. Unlike school, where responsibilities are often guided by teachers and parents, jobs require students to solve problems on their own. Teens gain real-world experience and learn how to handle pressure independently. Sophomore Maya Deutsch saw this idea firsthand when she started her first job at Gan Izzy Day Camp at Berman Hebrew Academy. After years as a camper, her time there inspired her to take her first job at the camp. Deutsch supervised campers, helped younger children participate in activities and supported kids who were struggling emotionally. “I’ve never had a lesson on how to work and have a good work ethic,” Deutsch said. “Before you go into the real world, this is the

only way you’re going to learn [the skills].” Summer jobs also give teens a healthier routine during the break. A study by the Social Media and Youth Mental Health Association found that, in the summer of 2021, the average teen spent eight hours per day on their phone. A summer job helps students avoid excessive phone time by giving them something productive to fill

“

Working for part of the summer can help students gain confidence, independence and valuable real-world skills.

”

- Sophomore Ayla Hurwitz

their days. Additionally, summer is the ideal time for teens to have a job, because balancing a job and classes can be difficult. A University of Washington study found that working over 20 hours a week during the school year leads to lower grades. Shifting to a summer job solves this issue. This summer, senior Lilah Sacks worked at Berries and Bowls in downtown Bethesda, where she helped prepare food, serve customers and assist with opening and closing responsibilities. She said one of the main

reasons she wanted a summer job was to gain experience outside of school activities and to step into the workforce before college. “I think it’s a different type of experience to work in the job industry, to deal with customers, to clean up, to manage a restaurant, to be really involved with things that people really deal with in the real world,” Sacks said. Of course, balance still matters. Teenagers should still make time for rest, friends and family during summer break. However, even working for part of the summer can help students gain confidence, independence and valuable real-world skills. From her job at camp, Deutsch said she learned team building through her daily interactions with campers and staff. “Working together with the other counselors was really crucial,” Deutsch said. “It also helped me learn compassion because I’ve been in the kids’ place before.” As summer comes to an end, students should consider whether they made valuable use of their time. If not, they should think about searching for jobs for next summer. The experience and maturity gained can be far more valuable than a few extra hours spent scrolling on a phone.

BY THE NUMBERS

53%

of teens aged 16-19 in the U.S. have jobs over the summer

25% of employed teens work in leisure and hospitality

17%

of employed teens work in retail

14%

of employed teens work in health and education Information from The Society for Human Resources.

The Lion’s Tale Magazine 9

- opinion -

IS COLLEGE WORTH Debating if pursuit of university education is valuable after high school Ph us oto ed b wi y so th p pe hom rm o iss re io Ya n. el J

Shira Skolnick Einhorn Reporter Every year, millions of high school students wonder whether the cost of college will ultimately pay off. Luckily, it usually does. College may come with a high price tag, but the education, career opportunities and experiences gained make the investment worthwhile. Higher education gives students a chance to discover their true passions. Many high school students are unsure of what exactly they want to do with their lives, and college gives them the opportunity to expand their horizons. Director of College Counseling Victoria Garner believes the pursuit of higher education is important because the college environment allows students to focus their learning while their brains continue to grow in areas such as critical thinking, accepting criticism and defending their beliefs. “[College allows for] personal growth and the opportunity to pursue learning and education in a way that sets you up for a successful life, a happy life and one that hopefully you feel like you never have to work a day in your life,” Garner said. A college education is also extremely valuable because of the opportunities it creates after graduation. According to a study by the Association of Public and Land-Grant Universities, college graduates are half as likely to be unemployed than those who only have a high school diploma. Furthermore, there is a significant income difference between high school and college graduates. The National Center for Education Statistics reported that a 25 to 34-yearold with a bachelor’s degree’s salary is 59% higher than that of peers who only completed high school. They also report that bachelor’s degree holders earn a median of $66,600 yearly, whereas those with only high school diplomas earn, on average, $41,800. A college degree opens up networking opportunities, specifically through the alumni network, an organized group of graduates from the same college or university. This helps students recieve interviews, referrals and mentorships. These opportunities ultimately help pay off the cost of college by giving college graduates high-income job opportunities. Although college tuition is rising, students from low-income backgrounds can receive substantial financial aid. Federal programs awarded nearly $115 billion in student grants and loans in the 2023-24 academic year to over 10 million college students, according to the Education Data Initiative. Additionally, college life is something that everyone should experience. College students are able to make new friends, try new things and experience independence without

ac ob

YES

the full responsibilities of adult life. Students are able to experience what it’s like to live in a dorm, manage their own work and even cook their own meals, while learning the skills that co-living provides, such as communication and compromise. “I feel like college has a lot to offer outside of academics; I’d say mainly when it comes to extracurriculars and clubs, but also just experiencing life in college,” Eitan Malkus (‘23) said. According to Malkus, the college experience allows students to live away from their parents and get a sneak peek at adult life without having to be totally independent. They don’t have to go straight from being a carefree teenager to a full-on adult in the span of one year. College serves as the perfect transition from childhood to adulthood. In the long haul, college is worth the price tag. It opens up a world of opportunities for students, and ultimately pays itself off. College graduates are less likely to be unemployed, and they have higher earning potential. The value of a college education goes beyond the quantitative benefits; the ability to try new things and the freedom to be independent make college completely worth it.

BY THE NUMBERS

10 September 2026

THE CO$ T? Eden Segal-Geetter Reporter “Go to college or risk failure” is a trope heard by many high school students. Degrees are seen as necessities and students are pushed to apply because society treats college as the only viable path to a respectable future. For many students across America, that promise doesn’t always match their reality. A prominent issue with college is the financial burden many students face, which has only increased over time with inflation. According to the Education Data Initiative, around 60% of students with a bachelor’s degree borrowed student loans, and those borrowers amassed an average of over $36,000 in debt. For many young adults, that debt can take decades to pay off, infringing on the ability to buy a home, start a family or save for retirement. College also comes with major opportunity costs. While attending college, most students spend four years outside the workforce. During that time they lose potential income, work experience and compound savings. Liberty Street Economics estimates this loss to be worth around $150,000, which, for some students, is a major financial sacrifice. Another problem is that college degrees no longer guarantee strong employment opportunities. According to the Federal Reserve Bank of

Education

Liberal Arts

Fine Arts

Criminal Justice and public affairs

Natural Sciences

Communications

Health Sciences

Business and Economics

Math and Computers

8 10 12 14 16 18 20 4 6 0 2

Percentage of financial return

St. Louis, 52% of graduates work in jobs that do not require college degrees within one year of graduating. Even after 10 years, nearly half remain in roles that do not require degrees, despite having aspirations for a different career. The opportunity of having a degree is also not made financially equal. According to CBS News, while degrees in STEM or healthcare often lead to stable jobs and strong salaries, in humanities or arts face lower pay, fewer opportunities and a higher risk of negative financial return. Additionally, employers have been increasingly focused on skill-based hiring, with 72% of firms saying they prioritize candidates’ abilities and real-world experience over the diplomas they hold, according to CBS News. This shift has made alternatives to college, such as higher-paying trade jobs that don’t require degrees, much more appealing. According to Forbes, trade careers can provide high salaries frequently exceeding six figures, and trade workers are almost twice as likely to be self-employed as corporate workers, seeing the highest income increase over time. Many healthcare careers that, according to the US Bureau of Labor Statistics, only require certifications or associate degrees, can also be high-paying, such as occupations in patient care, therapy occupations and laboratory positions. Those who believe that college is the best option may argue that graduates generally earn more over their lifetimes and are less likely to be unemployed than those who did not attend a university. Those benefits are true and college remains essential for careers such as medicine, engineering and law. They require degrees and make up 40% of the workforce according to Higher Education Dive. However, to claim that those advantages are universally applicable is a misconception. The value of college depends on career choice, life goals, cost of attendance and available alternatives. We should stop treating college as a requirement for success. Instead, it should be viewed as a personal investment, carefully evaluated by whether the student’s desired career path requires a degree and whether the financial cost is worth it. College can be a great opportunity, but it can no longer be treated as the only viable path to a successful future.

Median college financial returns difference by major Graph by U.S. Census Bureau

52%

of graduates remain in roles that do not require degrees 10 years after graduation

59%

more earnings for people with a bachelor’s degree compared to those with a high school diploma

Data from the National Center for Education Statistics and the Federal Reserve Bank of St. Louis.

The Lion’s Tale Magazine 11

YOUNG

250 YEARS - in-depth -

American youth, then to now

Eliana Abrams Editor-in-Chief

Ephraim Blair News Editor

David Federowicz Sports Editor

Lindsey Shapiro In-Depth Editor

Photo from Creative Commons.

Every generation grows up with a different version of America. The country that young people inherit is never quite the country their parents knew. Music changes. Technology changes. Language changes. The way young people see themselves, and the world around them, changes too. From teenagers who rallied around the Civil Rights Movement in the 1960s to those who grew up online in the 2000s, youth culture has continually reflected, and sometimes challenged, the world around it. At 250 years old America carries centuries of history behind it, but its future still belongs to those who are still young enough to shape it.

12 September 2026

TEENS ON AMERICA What is the best thing about being American?

“The freedoms that we have in this country. Sometimes you take it for granted.”

Senior Michael Rubenstein

“Being surrounded by people of different backgrounds is so amazing.” “The principles of life, liberty and the pursuit of happiness that Americans are able to live by.”

Senior Tara Hain

“The ideals and beliefs that the country originated in, and that represent our nation.” “I think it is beautiful that people have ability to speak up for what they believe is right.”

Junior Megan Poretsky

Sophomore Jack Spiegel

Freshman Kayla Juda

What would you change about America?

“I would like for Americans across different political beliefs to be able to get along with each other ... When political extremism becomes more popular, that’s when danger starts to arise.” “I would hope for more unity. I think in recent years, there’s been more of a division between people of different political beliefs and more polarization.” “I think one way we could improve is in how we run elections and how we educate people about how our government works and [the] systems that the country needs to run properly.”

Photos from Michael Rubenstein, Tara Hain, Megan Poretsky, Jack Spiegel and Kayla Juda, used with permission.

What is one thing What is America’s Where do you about America greatest strength? see America 250 today that makes years from now? “It’s so diversified. “Obviously in the you hopeful? Anyone can come to

“We still have, after 250 years, the basic freedoms that the founding fathers gave to us, and we can use those freedoms and take advantage of them to build our own lives with our own self will.” “Looking through history and realizing that there’s been so many ups and downs in American history makes me hopeful for the present because I know that even though there are things going on that are far less than ideal, ... at the end of the day, America is a country for its people, and people can really make great change.” “Younger generations are looking into politics and fighting for what they believe in. Seeing people who are my age now fighting for what they believe in and campaigning makes me really hopeful.” “The fact that it is designed to allow the people to affect their government. The government was designed with the thought in mind that there would be rough patches in American democracy, and America should be able to adapt and stay democratically strong even through times of hardship.”

America and become an American.” “It’s definitely a very powerful country ... It’s a decisive country that gets things done.”

“Because we are such a diverse group of people, we’re able to get such a mixed view of opinions.” “The fact that the Constitution is a living document, as is the law. There can be amendments.” “The American dream gives the opportunity to everyone ... The world is your oyster.”

What is a moment in American history that resonates with you?

“Living in D.C. and getting to see a lot of people come together to protest things that they’re passionate about, whether it be during the BLM movement back in 2020, or the Me Too Movement.” “The election of Obama in 2008 ... was a huge step up and change for the people of America.”

“George Washington choosing to stop going for re-election “What gives me hope as president, because I is all of the innovafeel like that shows how tion going on in America the actions of individuand all of the good that als can help to promote can come of it.” democracy.“

past 250 years there have been a lot of challenges, but hopefully the country will still be able to navigate whatever challenges come up in the future, and that it stays a strong united republic.”

“As time goes on and the world evolves I definitely see America maintaining its power, but I hope it uses that power to continue contributing positively to the global stage and upholding democracy worldwide.” “I hope to see America as a huge power-house of the world. I think in another 250 years if we continue on the path that we’re on now where we are gaining more independence as a nation, I think we can be more self-sustaining and less reliant on other countries.” “I think that really depends on the state of the world in 250 years, but I think fundamentally America will still be a free capitalist democracy, and I think it will still be a really important world power. I think ... it will still share the same core values.” “I see America continuing to strengthen its place in the world, especially in terms of advancement in technology, including AI.”

The Lion’s Tale Magazine 13

- in-depth -

PROUD TO BE AN AMERICAN

Eden Segal-Geetter Watching the U.S. host the World Cup over the summer, I saw American fans cheer alongside one another, hugging and celebrating as complete strangers, simply because they supported the same team. Being surrounded by people from different backgrounds, coming together through a shared love of soccer, reminded me of the diversity, inclusion and sense of community that I associate so strongly with America. Photo by Eden Segal-Geetter, LT.

Ephraim Blair Watching my father graduate from Navy flight surgery and aerospace medicine training in Pensacola, Florida, made me proud as both a son and an American. Soon after, he was reassigned as the Senior Medical Officer aboard the USS Abraham Lincoln. Seeing my father carry on this tradition of service and sacrifice connected me to the generations who served before him. Photo from Jeffrey Blair, used with permission.

THEN AND NOW

Q&A with high school history teacher Mark Buckley: What was life like in the early days of America for youth?

Q What was being a teenager like in the colonies? 1776 or around the founding of the American Republic, there A “In really wasn’t a defined sense as we think of it now of teenager as a

Photo by Eliana Abrams, LT.

distinctive growth and developmental time ... You would be a child up until a certain point where you’re deemed useful enough to work, be it whatever it is, family trade, farm, things along those [lines], and then you just morphed into young adulthood very quickly.”

Q What was education like in 1776? wasn’t public education in the New England colonies, and A “There because of Puritanism and a heavy emphasis on the individual’s ability to read and understand the Bible, there was a very high literacy rate, so they taught boys and girls to read and write at that time. It probably was a little bit different elsewhere, although the American colonies typically had very high literacy rates relative to the rest of the world.”

Q What was the role of young people serving in the military? colonies were operating off of a militia model where ... individA “The ual colonies would recruit people, and yes, that would be any young

male who was capable of firing a gun, and on weekends they would drill, and then they’d be pressed into service when needed. It wasn’t particularly well regimented until after the war breaks out, and then you get mostly French people coming in teaching the Americans how to actually fight in a war.”

14 September 2026

Ayla Hurwitz Going on the Senator Ben Cardin Jewish Scholars Program’s Capitol Hill trip was definitely not my first time in Washington, D.C., but it was my first time really participating in politics firsthand. Other Jewish teens and I lobbied senators on bills that addressed important issues to the Jewish community. Seeing and experiencing the government up close made me realize how special American democracy is. Photo by Gabi Stone, used with permission.

TEST YOUR KNOWLEDGE:

IS IT AMERICAN? 1. Hamburgers 2. Blue Jeans 3. Decaffeinated Coffee 4. Jazz Music 5. Baseball 6. Apple Pie 7. Television 8. Spaghetti and Meatballs 9. Cars 10. Fortune Cookies 11. Cowboys 12. Comic Books 1. N, 2. Y, 3. N, 4. Y, 5. Y, 6. N, 7. Y, 8. Y, 9. N, 10. Y, 11. N, 12. Y

Jordana Dauber Holding a “KIDNAPPED” sign above my head and being surrounded by thousands of others doing the same at the March for Israel rally on Nov. 14, 2023 made me proud to be an American. Seeing Jews and non-Jews from across the country come together, regardless of their background was truly incredible. The freedom of assembly and speech on display reminded me that I live in a country where I can make my voice heard, even as a minority. Photo by Jordana Dauber, LT.

Lion’s Tale staff shares their moments of patriotism

Lena Lourenco When visiting the art museums in Washington, D.C., I have always been in awe of the diversity of American experience and culture. Recently I was in the Portrait Museum, and it was so cool seeing wildly different depictions of American history, from paintings of former presidents to artistic representations of growing up in immigrant communities. It makes me proud that I’m able to live in a country where we value uplifting all voices. Photo by Lena Lourenco, LT.

Eliana Abrams From my spot on a crowded Delaware beach, America looked beautiful: everyone together, yet free to be themselves. Families laughed, strangers relaxed and hundreds of people shared the same stretch of beach while minding their own business. Decades ago, this beach was segregated. Today, it belongs to everyone. Its transformation reminds me that America is never finished. We can change, grow and become better. Photo by Eliana Abrams, LT.

YOUTH IN POWER At just 16, Sybil Ludington rode through the night to warn American militia that British troops were approaching, rallying hundreds of soldiers to prepare for battle.

Future President James Monroe, then an 18-year-old lieutenant in the Continental Army, was shot while charging to cut off Hessian artillery, saving Washington’s Army during the Battle of Trenton.

1775

A timeline of influential adolescents American History

Sacagawea, a teenage member of the Lemhi Shoshone tribe, guided Meriwether Lewis and William Clark on their expedition through the Louisiana Territory while carrying her baby on her back.

1776

1804-6

Nine months before Rosa Parks, 15-year-old Claudette Colvin refused to move on a segregated Montgomery bus and became a plaintiff in the case that ended bus segregation.

At 19, Louis Zamperini ran the 5,000 meter race at the Berlin Olympics, later becoming a symbol of resilience after his WWII survival story.

1955

1936

Nine Black teenagers bravely entered Little Rock Central High School despite violent opposition, becoming national symbols of the fight for school integration.

Four college freshmen, ages 17–19, sat down at a whites-only lunch counter, sparking a wave of sit-ins across the South.

1957

Leora Blumenthal There is nothing that signifies American pride more to me than a march, fighting for rights and practicing democracy. At the March for our Lives in 2018, my family held up a sign reading “Enough is Enough,” with the names of schools where shootings occurred written behind it. Walking with thousands of other Americans in Washington, D.C., I felt the unity of the American people fighting together for justice. Photo by Leora Blumenthal, LT.

1960

Fifteen-year-old William Phillip King died manning the canons at the Alamo, making him the youngest defender of the famous Texas fort.

1836

The Department of Commerce released the Uniform Vehicle Code, recommending that the driving age be set at 16, making driving an important milestone for teenagers.

1899

1926 College students protesting the Vietnam War at Kent State University were confronted by the National Guard, resulting in four deaths and intensifying opposition to the war.

1970

Thousands of New York City teenage newsboys went on strike against higher newspaper prices, showing the power of organized young workers.

Following years of protests with the slogan “Old Enough to Fight, Old Enough to Vote,” the 26th Amendment is ratified, giving 18-yearolds the right to vote.

1971

Information from the Brittanica, Texas State Historical Association, National Park Service, the United States Census Bureau, Kent State University and the National Archives Foundation, the U.S. Department of War, the Center for Youth Political Participation and the U.S. Department of Transportation.

Photos from Creative Commons.

David Federowicz Sitting on the edge of my chair, I watched American hockey player Jack Hughes score the game-winning goal for the U.S. during the 2026 Winter Olympic Games. In general, watching a team win in the final moments of a game is exhilarating, however Hughes’ shot had a greater significance. Since the U.S. was not favored to win that game, I felt proud to represent the underdog team. Photo from Creative Commons.

The Lion’s Tale Magazine 15

- features -

G ING GREEK Molly Elbaum Reporter

ince its founding in the late 1800s, Jewish Greek life has grown to play a significant role in student life and campus culture across America. The movement began with the founding of Zeta Beta Tau (ZBT) in 1898, and today includes six active Jewish sororities and fraternities nationwide offering social events, philanthropy and leadership opportunities. Many JDS alumni have choosen to join these organizations, including Matan Silverberg (‘23), a ZBT member and Hillel Community Engagement Fellow at the University of Michigan who works to keep his fraternity brothers engaged in campus Jewish life. Silverberg values the geographic diversity his house brings together. “What’s different about being in the frat is that not only are you meeting Jews from different areas of religiosity, but also getting to meet Jews from different areas of the country,” Silverberg said. “It’s cool to see how all these cities have their own practices and their own schools and just their own general approaches, and so getting that different exposure has been awesome.” In addition to hosting multiple social events each week, many chapters collaborate with Jewish campus organizations like Hillel and Chabad for holidays and Shabbat dinners. For incoming freshmen, this network begins during the university’s formal recruitment week, where chapters look for potential new members who share their cultural values. Dalia Greenblum (‘24), member of Jewish sorority Sigma Delta Tau (SDT) at Emory University, used this process when deciding to join a sorority. “After JDS, I was trying to decide what my relationship with Judaism socially would be, and I was pretty involved in Chabad, but I wasn’t really sure where my place was going to be,” Greenblum

16 September 2026

THE RECRUITMENT PROCESS RUSH Students meet campus chapters

SELECTION

Both sides choose mutual fits

BID DAY Chapters extend official invitations

PLEDGE

New members learn chapter history

INITIATION Formal ritual inducting lifelong members

Jewish college students explore fraternities and sororities

said. “I decided that I wanted to really put myself in a place where I could be friends with a bigger group of Jewish girls, and in the end that was just SDT for me.” Once members join, a large focus shifts to philanthropy and student-led traditions. At Emory, Greenblum hosts many of these events, including a “Sister Seder” she recently planned at her house for Passover. She found that the built-in social network helped her navigate the transition from high school to a much larger college campus environment. “I think when you’re in high school, you underestimate how lonely you can feel in college, when the student body is so much larger,” Greenblum said. “I really thought it was important to make sure I got grounded socially with a bunch of other Jewish peers so I would feel supported, especially right now, when there’s a lot of antisemitism and other reasons to feel unsafe on campus.” While these houses remain rooted in Jewish values, membership is open to all backgrounds, and campus Hillels are actively deepening structural ties with Jewish infrastructure . At Binghamton U n i ve r s i t y, for example, Hillel add-

ed a dedicated Greek Life Liaison to its student leadership board to keep chapters aligned with Jewish life. Office Manager at Binghamton Hillel Mia Jones believes that the Jewish Greek life environment gives students a secure platform to share their cultural traditions openly with the wider university community, ultimately helping to educate the campus and combat antisemitic misconceptions. “After you graduate, you develop a strong identity, and you’re able to share that among so many people,” Jones said, “College is a tight-knit bubble, so you’re able to bring these people to your Israel celebrations, to the holidays you celebrate, and you can really explain things, and I think that’s one of the biggest ways that you know people are able to combat antisemitism.” Left: Dalia Greenblum (‘24) outside of her sorority house, Sigma Delta Tau, at recruitment. Photo from Dalia Greenblum, used with permission. Right: Matan Silverberg (‘23) with some of his fraternity brothers at one of Zeta Beta Tau’s parties. Photo from Matan Silverberg, used with permission.

BACKTO SCHOOL Parents of freshmen participate in Jewish Text class

Jemma Wallace Reporter For six Wednesday nights of the first semester of the school year, parents of freshmen gather at the Upper School to become students again. Those parents have chosen to take a Jewish Text class that is also offered to their freshman children: Politics in the Age of Kings. The course for parents is called Shiv’im Panim, and it is designed to reflect the pluralistic values of JDS. The name Shiv’im Panim means 70 faces [of the Torah,] which refers to the idea that the Torah can be understood from many different perspectives. Shiv’im Panim has now been running for four years. It is co-run by Jewish Text teacher Maharat Ruth Balinsky Friedman and Jewish Text Department Chair Grace McMillan. McMillan has been teaching at JDS for 15 years and is teaching this parent course for the third year. The course that parents take is similar to the class that freshmen take in that it covers the same three approaches to studying the Tanakh: historical, literary and rabbinic. “It is similar in that we want people to both engage in reading the text and then discussing and having conversations with each other to get the different perspectives on how to approach the text,” McMillan said. The parent version of the course is slightly different from

WAYS TO STUDY THE TEXT

HISTORICAL PERSPECTIVE Is the text an accurate historical account of what happened in ancient Israel and Judah?

LITERARY PERSPECTIVE How does the book of Kings work as a crafted narrative?

3 RABBINIC PERSPECTIVE

What Jewish lessons can be drawn from the text?

the student version, as there aren’t as many classes, so it moves faster and focuses solely on the main ideas. The course costs $150 per person, including the cost of the food provided. Each class is one hour and 30 minutes long. Shiv’im Panim was created by former Jewish Text Department Chair Benjamin Barer in 2022. He wanted to make a course that works for both freshmen and adults. The course is meant to engage parents but also form ways to let them connect with their children. “This is the opportunity for them to come in and really dig into what their children are learning, and then be able to have those conversations with their kids when they go home,” McMillan said. The course had very positive reviews from last year’s participants. JDS parent Jamie Resnick, father to sophomores Emmet and Finn Resnick, was a new JDS parent last year. He took the course because he thought it would be nice to be learning this material at the same time his two sons were, so they could discuss it together. Additionally, Resnick felt it was a great way to meet new parents and socialize. Resnick was unfamiliar with the Tanakh, but it was a subject area he was interested in and wanted to learn more about. Resnick said he grew up as a

Conservative Jew and had not learned about this topic before, and by taking this course, he hoped to gain new understandings of the subject matter. “They’re very good teachers, and the class has been very intellectually stimulating and interesting,” Resnick said. “Maybe down the line, I will be less intimidated to sit down with the Tanakh and just read it myself.” JDS parent Kathrine Hatwell, parent of sophomore Eli Hatwell, said was also motivated to take the class. She was glad that JDS had made this course and that she was able to take a similar class to her son. Kathrine has been engaged with the JDS community since her son Eli was in kindergarten and was glad to be able to take this class alongside her son. “I really appreciate JDS and their efforts to engage not just the students, but their families as well,” Kathrine said “I welcome this class and any other initiatives that they might want to put forward.”

To get more information on Shiv’im Panim, scan this QR code and visit the webpage.

The Lion’s Tale Magazine 17

Students leave personal touches to the art room by painting ceiling tiles Isaiah Segal-Geetter Reporter

Photos by Gilah Evans-Dredze, used with permission.

Gilah Evans-Dredze Guest Designer

Worm’s-Eye City View (above) Art room ceiling tile by seniors Dvir Sacho-Tanzer and Zeke Jaffe

Sky

The ceiling tiles in the art room began as a small experiment in 2018, but they have now grown into one of the most recognizable parts of JDS’ art and design curriculum. What started with one high school art and design class trying to paint on a ceiling tile became a full community art project. Now the painted tiles cover most of the art room ceiling. For Upper School Visual Arts teacher Dr. Benjamin Tellie, the project is not just about making the room colorful. It is also about giving his students the chance to create something permanent in the school. Students can work in groups or individually. They have to brainstorm ideas and make sketches before finally getting approval to paint. Once approved, the students then prepare the tile with gesso primer and use acrylic to create the final product. “It gave students a chance to leave their mark on the art classroom,” Tellie said. “When they graduate, they can always come back and check out their ceiling tiles. I saw it as a way for them to leave their mark on the school and also have agency and empowerment to design things that mean something to them.” For junior Ben Cashon, painting ceiling tiles was a way to add something personal and fun to the room. He created two tiles, one based on evolutions from “Pokemon” and one based on “Space Invaders.” Both designs originated from his love of video games and from noticing what was missing from the existing tiles.

“I think it was something that wasn’t really there before,” Cashon said. “There were already a couple arcade game-themed tiles, but there weren’t really other video game ones like that. Also, I just like ‘Pokemon.’ I think the evolutions are cute, so it was a combination of something that wasn’t on the ceiling before and something I thought was cute.” Painting on tiles took more work than painting on a canvas, according to Cashon. He first had to prepare the ceiling tile because the surface was not smooth; it had small holes and bumps. He then added base coats of paint before using a grid to help copy in his sketch. Next, he sketched the Pokemon characters in pencil, outlined them in black, filled them in with color and added shading. His “Space Invaders” tile required a different process because it was pixel art. “Having my art up there is really cool because I get to leave work at school,” Cashon said. “All these ceiling tiles coming together make the art room one of my favorite places in the school. At this point, the ceiling is almost covered, and it is just so pretty seeing all of them come together. I’m glad I got to contribute to that.” Seniors Dvir Sacho-Tanzer and Zeke Jaffe made a ceiling tile that was different from the tiles of many other students. Instead of treating it like a normal painting, they designed it specifically for the ceiling. They painted a worm’s eye view of a city, as if the viewer is on the ground and looking up at

Make Art not War (right) Art room ceiling tile by Rachel Fagin (‘26), Leah Fagin (‘26), Alma Medvedofsky (‘26), Penelope Space Invaders (left) Art room ceiling tile by Terl (‘26) and Shoshana junior Ben Cashon Tinsley (‘26) Pokemon Eve Evolutions (middle) Tile by junior Ben Cashon

buildings in the sky. “We noticed that there was one ceiling tile in the room that showed the bottom view of a whale, as though you were lying on the bottom of the ocean,” Sacho-Tanzer said. “We kind of took inspiration from that. We painted it as though you were standing on the floor of the art room, looking up at buildings.” Jaffe feels that their idea was special because most tiles were painted as if they were just normal canvases. Their design utilized the fact that the viewers would be looking up to see it. The tile took a year to complete because of its size and detail. Sacho-Tanzer started the project with Jaffe in the 2024-2025 school year and then continued working on it last year when he took the class again. “The whole process was immensely satisfying,” Jaffe said. “I think it is pretty cool because it beautifies the space around you rather than just putting all your effort into designated pieces … When you walk into the art room, there are things on the walls and stuff on the ceiling, and it makes the room feel much more cool.”

18 September 2026

BEYOND THE CLASSROOM Teachers work at day camps over the summer

Noam Serlin Reporter On the first morning of summer break, most JDS faculty members are enjoying a few extra hours of sleep or exploring new places on vacation. But for Rachel Meytin, middle school math teacher and Chair of Experiential and Service Learning, the school year’s end marks the beginning of her summer job at Ramah Day Camp of Greater Washington (Ramah D.C.) Meytin’s job as a math teacher involves problem solving and figuring out how to explain things clearly. She feels her job with Ramah D.C. as swim coordinator requires similar skills. “I think in both places you have to really be able to react and respond to what’s happening,” Meytin said. “[If] a kid has a problem in a class [or] doesn’t understand something, you have to figure out in that moment how to respond to them … and it’s the same at camp.” The majority of JDS faculty and staff that have summer jobs work at camps, but many have different reasons as to why they choose to work throughout the summer. Besides earning an extra paycheck, Meytin said that work-

ing at a camp adds structure to her summer which would otherwise feel disorganized. Upper School Nurse Jillian Pedone works at summer camp for a different reason. Pedone is currently the full-time nurse for Ramah D.C. and previously was a nurse at Capital Camps, a Jewish sleepaway camp in Pennsylvania. “For me, it’s that opportunity to work with just a different age group,” Pedone said. “I love working with all demographics, whether it’s children or adults. It’s almost the comparison of being a parent versus an aunt or an uncle, where I get this time with smaller children, but it’s not all year … and it’s nice that I have this whole other work family of people I really enjoy working with, just like I do [at JDS].” The camp experience differs from teaching at a school in that most of the day is spent outside rather than in air-conditioned classrooms, and camp is centered around physical activities and games rather than lectures and assignments.

DID YOU

KNOW?

16%

of U.S. teachers worked a nonschool job over the summer

22%

of educators at Jewish schools cited camp experience as being most influential in their decision to enter the field Information from Pew Research Center and the Foundation for Jewish Camp.

Middle school Jewish Text teacher Marc Silberstein works at camp for similar reasons to Pedone. Silberstein first worked as a camp counselor in his teens, and returned to working at summer camps later in life, most recently at Ramah D.C. as a camper care specialist. He feels that working at camp is a unique experience that allows personal fulfillment in different ways than in school. “When I’m at the day camp … I’m focusing on their peopleness, instead of their grades,” Silberstein said. “When I’m teaching, I teach things that I’m intellectually curious about, and so that side of me gets engaged, and I feel fulfilled through that. But at camp, I can drop the intellectual component of what I do … and so I enjoy the change of pace.” Meytin also enjoys working in the carefree environment of camp. “The kids and the counselors aren’t worried about grades, they’re not worried about a test coming up, they’re not thinking ahead about college,” Meytin said. “It’s very much in the moment, with the goal of enjoying and creating memories.” Middle school Jewish Text teacher Marc Silberstein holds up the Torah for his campers at Ramah Day Camp of Greater Washington. Photo from Zach Krausman, used with permission.

- arts & entertainment -

FRESH ON FILM

Jackson Gill Features Editor Eli Loeffler Sports Editor

Two new summer hits reviewed

Image from marvel.com.

‘THE ODYSSEY’

“T

he Odyssey,” written and directed by Christopher Nolan, was a visually stunning and dramatic experience that succeeded in capturing the grandeur of the original epic. The film follows the classic of the lost Odysseus (Matt Damon) as he spends a decade making his way home to Ithaca following his victory in the Trojan War. The movie shows Odysseus as he recalls his perilous journey to Calypso (Charlize Theron), a sea nymph who entraps him on her island for many years. Simultaneously, the film depicts Telemachus’s (Tom Holland) struggle with maintaining order in Odysseus’s absence in Ithaca. The film features an expansive cast of characters with household names such as John Bernthal, Zendaya and Robert Pattinson. However, the star-studded cast delivered mixed performances. For example, the way Nolan depicts and directs Anne Hathaway’s performance as Queen Penelope was weaker and seemed to gloss over key aspects of her character. Nolan did the original epic justice as the first-ever film to be shot completely on IMAX cameras. The IMAX experience is incredibly immersive as the film is displayed on an enormous screen with rattling audio. The scenes of the Aegean sea and the massacre at Troy are spectacular displays of practical effects and CGI-less technology. Despite the incredible performance that is shown on IMAX, not all theaters offer IMAX so most of the population can not watch the movie in its intended form. Yet, as Richard Brody writes in his The New Yorker review of the movie, the film’s absence of Greek gods, other than Athena’s (Zendaya) limited role, serves as the major distinction between the film and the source text. Because the gods have nearly an entire plot in the original epic. It is frustrating to those who hoped to see a more accurate interpretation of the story. Overall, the film is an 8 out of 10; it is a visually breathtaking depiction of the epic, but one absent of some important nuances of the original story and lacking compelling acting performances from key members of the cast.

Image from odysseymovie.com.

20 September 2026

“Spider-Man: Brand New Day” proved to be yet another great entry into the Marvel Cinematic Universe’s (MCU) Spider-Man saga. The film broke box office records and grossed a staggering $2.2 billion at the box office, earning its spot as the summer’s biggest blockbuster. The plot follows a posthigh-school Peter Parker (Tom Holland) as he balances vigilante life with being in a world where his closest friends no longer remember him. He is forced to wrestle with his own identity as he faces off against a mysterious new adversary. Holland delivers a humorous yet surprisingly poignant performance. Zendaya, who plays Michelle Jones (MJ), has a smaller presence than she did in past films, but her shortened screen time is all the more impactful. The film also features “Stranger Things” star Sadie Sink, who works well as the film’s antagonist because of her strong emotional drive. “Spider-Man: Brand New Day” expands the MCU’s set of characters by incorporating John Bernthal’s portrayal of “The Punisher” from the Fox series. Bernthal’s chemistry with Holland is both charming and heartfelt. The film stands out for its special effects and production quality. Marvel rarely disappoints with their Visual Effects department, and this movie is no exception. Whether it’s swinging through the streets of New York City or a group of acrobatic assassin ninjas, the visuals live up to the expectations. The soundtrack of the movie was superb. With songs like “oh yeah?” by Steve Lacy, “Loser” by Tame Impala and “EoO” by Bad Bunny, the film’s soundtrack was inspired by the typical music taste of New York teenagers, according to Director Destin Daniel Cretton. Overall, “Spider-Man: Brand New Day” made for an exciting and profound summer blockbuster that somehow surpassed many viewers’ incredibly high expectations, 9 out of 10.

‘SPIDER-MAN: BRAND NEW DAY’

SHOWBIZ QUIZ

Ari Rein Guest Writer and Designer

Answer questions to decide which iconic musical you should see this fall

t r a

Do you want to see an epic adventure?

Are you in the mood for a story about deep friendship?

Yes

Laugh

Yes

Are you in the mood for a big spectacle?

Are you in the mood for a modern-day story?

Olney Theater Oct. 30 - Jan. 31

Uplifting

Are you in the mood for a show that is…

Would you rather see an indie or blockbuster show?

Melancholy

Yes

Based on Victor Hugo’s sweeping 19th-century French novel, “Les Misérables” is a modern classic. The show follows Jean-Valjean’s journey from convict to protector and his tension with Inspector Javert, while shedding light on issues of justice, sacrifice and the enduring power of love.

Blockbuster

Would you rather the music to be in the style of… Jazz

Folk-rock

Ford’s Theater Sep. 10 - Oct. 18

The Tony Award-winning “Come From Away” is a heart-warming musical that navigates hope, humanity and unexpected friendship in the wake of 9/11. This musical explores the true story of the Canadian town of Gander, where 38 planes must make an unexpected diversion.

Indie

Are you in the mood for a romance?

Yes

National Theater Oct. 6 - 11

Set in a retro-futuristic Seoul, the award-winning “Maybe Happy Ending” is a touching musical that navigates love and human connection. The story follows Helper Bots Oliver and Claire as they decide to leave their retirement complex, discovering a myriad of feelings they were never meant to have.

The Lion’s Tale Magazine 21

Photos from left to right from Playbill, TodayTix, IMDb and Playbill.

Progressing in reverse chronological order, Stephen Sondheim’s “Merrily We Roll Along” tracks a successful Hollywood producer as he looks back on his life. This musical follows three lifelong friends charting how fame, resentment and fractured ideals slowly tore apart their friendship.

Soulful

Yes

Would you rather…

What style of music best fits your vibe?

Do you want to see a story unfold in reverse?

Signature Theater Aug. 25 - Nov. 1

Do you like to root for the underdog?

Yes

Cry

Upbeat

- arts & entertainment -

CAPITAL

Zoe Cohen Opinion Editor

A guide to recently opened eateries in Georgetown Despite being Washington, D.C.’s oldest neighborhood, Georgetown remains a hot spot for shopping and dining, with many new food options continually opening throughout the neighborhood. Many of the recently opened spots have gone viral on

THE SALTY

The Salty, a cafe originating in Miami, opened its second location in the Greater Washington area in May, with its first in Fairfax, Virginia. Famous for its donuts, The Salty offers nine flavors and two donut hole options, some of which are seasonal. They are on the pricier side of pastries compared to other major chains, With donuts ranging from $4 to $5. My two favorite donuts are the strawberry and vanilla crumble donut, which was very flavorful, and the brown butter and salt donut, which had a perfect sweetsalty balance.

social media for their unique concepts and delicious bites. Ranging from viral desserts to new takes on classic dishes, these four spots offer something different for Georgetown visitors looking to try something new.

The donuts were not extraordinary compared to typical donuts, especially given their higher price. However, I was blown away by their drinks, which I did not have high expectations for. Both their banana bread latte for $7.50 and their cinnamon cereal milk latte for $6.50 were delicious. Although I did not find The Salty’s donuts exceptional, I would still strongly recommend visiting for their specialty coffees, which are the perfect pick-meup after a long day wandering around Georgetown.

Photos by Dalya Lurie, LT.

22 September 2026

Prospect

M St.

LIL SWEET TREAT

In the past year, the social media trend of Swedish candy has finally reached Georgetown. Swedish-style candy is known for its soft and airy textures, with unique flavor mixes of sweet, sour and salty. Lil Sweet Treat is known for its wide variety of candies, with locations in Manhattan, Los Angeles, Boston and others around the country. Lil Sweet Treat hosts a globally sourced selection of candies; its pick-and-mix style makes it easy to try gummy candies from many different countries. The store offers a wide variety of sweet and sour flavors, and

customizing a bag enhances the experience. My personal favorites were the “baby blue flutters,” marshmallow butterflies with a sour hint, and the “yogurt explosion,” sweet gummies with a jelly filling. The candy is delicious and lived up to my expectations. Since pricing is based on weight, the cost is about $4.75 per quarter pound, and individual candies can be purchased in bulk. The Georgetown location is small, but the perfect size for their products. If you are interested in trying viral sweets featured on social media or are a candy connoisseur, Lil Sweet Treat is worth a visit.

Photos by Denis Abrams, used with permission.

CUISINE

YALA GREEK ICE CREAM

t St.

Wisconsin Ave.

Yala Greek Ice Cream, which opened in Georgetown in July 2025, has been a delicious addition to the neighborhood. Yala has 16 Greek-inspired flavors, making their ice cream unique and tasty. My favorite flavors are their Yia Mas Greek yogurt ice cream, which includes tart wild cherries, and the “Americanaki cookie,”

a better take on the traditional cookies-and-cream flavor. Their prices range from $7.95 to $12.50, with pints available for purchase for $14.75. For a sweet, unique and summery treat, Yala Greek Ice Cream is the perfect stop for a hot day.

Photos by Denis Abrams, used with permission.

LOCATIONS AND HOURS

POP UP BAGELS The “not famous but known” PopUp Bagels has finally arrived in the Greater Washington Area with its first location on Wisconsin Avenue. The Georgetown location opened in April, and the Bethesda one opened last month. Despite still being crowded a month after opening, the company’s “rip-and-dip” approach made the line move quickly, as bagels come uncut with containers of cream cheese or butter. PopUp Bagels is known for its rotating weekly flavored schmears, which are typically one cream cheese and one butter. Beyond the rotating options, PopUp has five bagel options and four permanent schmears: plain and scallion cream cheeses and salted and brown sugar cinnamon butters. Their weekly dips often feature collaborations with other brands, unique flavors or adaptations of online food trends. The rotating menu makes each experience different, with new flavors

to look forward to each week. I tried every bagel flavor, and for schmears I tried the plain cream cheese, the scallion cream cheese and the hot pickle butter. The bagels themselves are light and airy, and the simple flavors pair nicely with the tasty schmears. The one downside is the pricing, with three options: three bagels and one schmear for $15, six bagels and one schmear for $24, or a dozen bagels and two schmears for $46. Despite the high price tag, PopUp Bagels is a great, tasty and quick experience, and I highly recommend going during a week with intriguing schmear flavors.

Pop Up Bagels: 1078 Wisconsin Ave. 7 a.m.-4 p.m. Lil Sweet Treat: 3285 M St. 11 a.m.-10 p.m. Yala Greek Ice Cream: 3143 N St. 1 p.m.-10 p.m. Monday through Thursday, 12-11 p.m. Friday through Sunday. The Salty: 3299 M St. 7 a.m.-7 p.m.

Photos by Zoe Cohen, LT.

The Lion’s Tale Magazine 23

- sports -

FALL FRENZY Preview of upcoming varsity sports season Jackson Gill Features Editor

Girls Soccer

ollowing a season of rebuilding after losing many seniors, senior Caroline Salz is enthusiastic about this year’s varsity girls soccer season. According to Salz, the team, coached by Paul Simonetti, “really bonded last year and kind of clicked.” Salz hopes that they will be able to pick up right where they left off, and build on last year’s progress. Players to watch include seniors Emunah Simkovich, Brielle Bassin and Caroline Salz, according to coach Paul Simonetti. Last year’s season ended with a loss to the Washington International School in the semifinals, and Salz believes that if the team focuses on their communication and teamwork they will be able to make it far in the postseason again. Salz is especially excited to take on a larger leadership role this year and hopes to foster a welcoming environment for new players. “I remember being a freshman and being really nervous to try out and just play soccer on the team, but now I’m just so excited,” Salz said. “And I think it will be a good last season.”

Jordana Dauber Managing Editor

Cross Country

Coming off both state and PVAC Championship wins, sophomore Jake Forseter expects the boys cross country team to have another successful season. Despite the departure of four seniors, Forseter says the incoming freshman class and returning athletes will help the team grow and improve from last year. According to head coach Jason Belinkie, top runners include seniors Isaiah Segal-Geetter and Eve Sharp and Forseter. Each year the cross country team has a motto for the season, and this year’s is “the pack rises together.” Pack running is the concept of running as a group, and according to Forseter, this cohesiveness is a strength of the Lions that is especially helpful when it comes to races. The team’s pack running was on display at last year’s State Championship, when the boys’ top five runners finished within a minute of one another. Forseter also enjoys the cross country team’s culture. “My favorite part about being on the team is that it’s a really great environment,” Forseter said. “Everyone’s gonna cheer for each other, and that’s really nice because it’s very supportive, and everyone just wants their teammates to succeed.”

Sophomore Eden SegalGeetter dribbles past opposing players in a regular season game against Sandy Spring Friend School on Sep. 9, 2025. Photo by Brielle Bassin, Dimensions.

First Games

Members of the cross-country team begin the Maryland Private School State Championship on Nov. 6, 2025. Photo by Adam Hirsh.

Girls Soccer

Cross Country

Boys Soccer

Girls Volleyball

Girls Tennis

Vs. Burke Sep. 16 3:45 p.m.

At St. Anselms Sep. 8 4:30 p.m.

At Spencerville Sep. 17 4 p.m.

Vs. Field Sep. 10 6:30 p.m.

Vs. Holy Cross Sep. 8 4 p.m.

24 September 2026

Boys Soccer

Junior Nathan Yoskowitz runs past defenders in a match against the Field School on Sep. 4, 2025. Photo by Brielle Bassin, Dimensions.

After beating Spencerville to make it to the semi finals last season, junior and captain Nathan Yoskowitz is looking forward to getting back on the pitch for another varsity boys soccer season. Yoskowitz is particularly excited to play with new teammates moving up from JV while also continuing to play alongside players he’s known for years. According to Yoskowitz, the team could face several obstacles this season, including the loss of experienced senior players. Yoskowitz acknowledges that this could lead to a struggle early in the season, but as a captain, he hopes to use his experience to help new and younger players acclimate. Despite the potential gap in the upcoming roster, Yoskowitz intends to improve teamwork and chemistry throughout the season. He believes these skills will translate to success on the field. “I’m hoping to use my position well as captain, lead practices … lend my expertise and help [the team] any way I can,” Yoskowitz said.

Girls Volleyball

After winning a point, junior Sarah Charapp and her teammates celebrate together during the PVAC Championship game. Photo by Adam Hirsh.

Armed with new players moving up from JV, junior Sarah Charapp anticipates a competitive varsity volleyball season, after losing in the championship last year. Charapp said that up-and-coming varsity players already have quality coaching backgrounds from club teams, so the transition from JV to varsity will not be too jarring. According to junior Megan Poretsky, Head Coach Juan Alcivar’s concern for each player’s unique style and his flexible training approach bodes well for the season to come. However, Charapp mentioned the team has lost several valuable senior players, which could prove to be a challenge for them. Despite this loss, Charapp is optimistic about the team’s potential. “[I’m] excited just to have a good season,” Charapp said. “I miss my girls, and it’s really fun competing with them. I think we’re going to be really competitive again, and it’s always fun to compete with good teams.”

Girls Tennis

Senior Lyla Silberg believes that this year’s varsity girls tennis season will primarily focus on rebuilding and developing, since there are only two returning players to varsity: Silberg and sophomore Mae Stein. While Silberg said it will be challenging to find new starters, she is eager to build the team up for the future. The Lions placed second overall after the championship last year against Washington International School, and Silberg and her doubles partner, Maiya Blumenthal (‘26), were the only team members to win their championship match. Both Silberg and Blumenthal were awarded first team all PVAC. Silberg is excited about the prospect of playing singles this year and further developing her skills. “I think throughout the years I’ve been on [the team], there’s been such a good camaraderie and strong spirit throughout the team that hopefully can carry on throughout this year,” Silberg said. “I think everybody that’s involved is really passionate and excited about playing tennis, so spirit is really good throughout the team.”

Senior Lyla Silberg prepares to serve during the PVAC Championship on Oct. 29, 2025. Photo by Adam Hirsh.

The Lion’s Tale Magazine 25

- sports -

CONNECTION THROUGH COMPETITION Greater Washington athletes play in Toronto Maccabi Games Lindsey Shapiro In-Depth Editor

Seniors Shia Messler and Dylan Shank receive silver medals for the U17 boys basketball division at the Maccabi Games. Photo by Yaron Eini, used with permission.

Sophomore Ellie Friedrich (second from right) poses with her teamates after winning bronze in the U15 girls basketball division. Photo by Leah Noon, used with permission.

26 September 2026

After singing the national anthem, senior Shia Messler along with parents, host families and American Jewish student-athletes began to cheer “USA” during the opening ceremonies of this year’s annual international Maccabi Games in Toronto, which took place from Aug. 2-7. As part of the 103-student delegation from Greater Washington, including 14 students from JDS, Messler sat at the opening ceremony along with over 2000 other athletes in anticipation of the next four days of competition to come. The Maccabi Games are an annual Jewish youth athletics tournament which takes place in different host cities each summer. This year, Maccabi took place at the Miles Nadal Jewish Community Center (JCC), with competition events occurring at various venues throughout the city. Opening ceremonies took place at the TD Coliseum in Hamilton, Ontario. “Once we got to our seats, we got to see how big the other delegations were and all the other delegations walking out, which was really cool,” Messler said. After arriving in Toronto, all athletes met up with their host families who they would be staying with during their four days at Maccabi. As soon as they were settled in, the tournaments began. Messler’s U17 boys basketball team’s first game was the following morning. The team did not get the chance to practice all together before the game, so this was their first time playing with each other. Despite this, they managed to break Toronto’s original 20-point lead, ending the game trailing by three points. Messler said that despite the team’s lack of experience playing with each other, their ability to come back from a major disadvantage in the first half of the game was a sign that they would eventually make an effective team. “We ended up losing, but we did take the final shot, so it was a really close game, and it was a really good game at the end,” Messler said. “ ... It really showed to us that we are able to play with each other, and that we’re able to win with each other, and now we know what to do.” The U17 boys team finished second in the consolation brack

et, competing against the bottom nine teams in the tournament after the regular season. They received a bye in the first round of the tournament and lost to Toronto in the finals. Jeremy Schlafstein, coach of the U17 boys team, Greater Washington Delegation Head and Sports Program Manager at the Bender JCC, said that despite the team’s difficulty to collaborate in their first game, they eventually became very communicative with one another. “We had a couple players that were a little bit more shy or reserved [and] kept to themselves early on in the week,” Schlafstein said. “But then by the end of the week, you can see how well they bonded, not just on the court but off the court as well.” The U15 girls basketball team felt accomplished when they beat Montreal’s team who they had previously lost against twice, according to sophomore Ellie Friedrich. This win led Friedrich’s team to receive the bronze medal in their bracket. Since Friedrich participated in Maccabi last year, she had friends that she could reconnect with this summer. Friedrich looks forward to seeing them again in her third Maccabi Games when she returns next summer. Friedrich enjoyed spending time with other Jewish athletes from across the globe during both games and evening activities. “[My favorite part was] meeting new people,” Friedrich said. “And Canada’s Wonderland was really fun, which is like an amusement park … The entire Maccabi went.” While Messler knew students from JDS and a few others who were at Maccabi, he said he also built new connections with his team members and other athletes. This year was Messler’s first year playing at the Maccabi Games, however he said he wishes he started sooner. Although he is aging out of the competition, he hopes to participate in Maccabi in other ways in the future, as he enjoyed the experience. “I think that it would be a really fun experience to be a coach [to] connect with a group of kids and then also just enjoy Maccabi,” Messler said.

POWER OF THE PREGAME Student-athletes use traditions and superstitions to prepare to play Senior Judah Trauben’s pre-game traditions are of the superstitious kind. He ties his shoes twice because two is his lucky number, it is his baseball jersey number. He also always wears a specific pair of socks for races. Though the socks hold no other significance, “sometimes little things like this help me ground myself,” Trauben said. For Trauben, pre-game traditions and superstitions are an important part of preparing mentally and physically for competition. Trauben takes a “mindfulness minute” before each race, using deep breaths

Dalya Lurie A&E Editor Sophia Leiwand Reporter

Photo by

Eve Kess ou

to calm any nerves and focus his mind, envisioning how the race will go mile by mile. Photo by Adam Hirsh. His routine shows how preparation is not limited to physical warmups. While stretching, running and other exercises prepare an athlete’s body, mental preparation can be just as important. Taking a moment to slow down and picture the race allows Trauben to focus on the competition instead of the nerves that may come with it. “Being an athlete can be stressful,” Trauben said. “But I think having unique routines helps calm us down.”

JUDAH TRA UBEN

s, Dimen

sions.

In anticipation of his upcoming soccer game, senior Micah Brickman turns off his phone to focus on warming up and preparing for the match, rather than getting distracted on social media. Staying off his phone before games allows Brickman to concentrate solely on the game and mentally prepare himself, which prevents him from losing focus. While the girls soccer team uses group traditions to prepare for games, Brickman’s routine is more individualized. In past years, the boys varsity soccer team has never had a consistent pregame

tradition. However, Brickman hopes to change that this upcoming season by creating an environment that can get the team focused and ready to play. For Brickman, creating a team tradition could provide the boys with some of the same benefits that the girls soccer team already gets from its routines, such as being brought together and attaining a sense of comfort. “I do think that if we were to do a team tradition, it would definitely help us,” Brickman said. “So I’m actually thinking about implementing that.”

MICAH BRI

One important game day tradition for many JDS sports teams is dressing up in a specific theme on game day. The varsity girls soccer team is no exception. Before the Washington International School game each year, the varsity girls soccer team dresses up in America-themed costumes, including wearing hats with American flags and red, white and blue. This tradition gives the team an opportunity to have fun together before shifting their focus to the game. The team also listens to “Teamwork” by Maddie Ziegler before games, a longstanding tradition that gets them fired up for the game, according to senior Emunah Simkovich. Although the song may seem like a small

CKMAN EMUNAH S IMKOVICH Photo by Brielle Bassin, Dimensions.

part of the team’s preparation, traditions like this can help create a sense of familiarity before a potentially stressful game, according to Simkovich. A tradition that Simkovich remembers from her freshman year is a joint senior-freshman tradition of listening to this song. During her upcoming senior season, Simkovich is excited to reimplement this tradition with the freshmen and hopefully give them an unforgettable experience. “It’s really important to make sure everyone is excited and feeling good before any big game,” Simkovich said. “I like talking to all of my teammates and assuring them that the game is going to be fun and there’s no need to be nervous.”

The Lion’s Tale Magazine 27

NEW ON THE BLOCK Get to know incoming faculty

MS Hebrew teacher Noam Wilczynski

Upper School STEM teacher Shir Halevy

MS Science teacher Andy Knusten

Q: What is your favorite ice cream flavor? A: “Vanilla.” Q: How long have you been teaching Hebrew? A: “I was an assistant teacher for two years.”

Q: What is your favorite type of music? A: “Rock, country and pop.” Q: What is the best thing about teaching STEM? A: “The ‘oh’ moment. When kids finally get something cool.”

Q: Do you prefer books or TV? A: “Books.” Q: What is the craziest science project you have done? A: “I ran experiments using cadaver heads, looking at how they respond to what happens when your brain gets hit.”

MS Math teacher Jerry Harris

HS Hebrew teacher Shiry Nebe

Q: Are you an early bird or a night owl? A: “Night owl.” Q: What made you want to teach math? A: “I love ... helping kids learn things that they have anxiety about.”

Q: If you could have a superpower, what would it be? A: “To spread joy.” Q: What is your favorite word in Hebrew? A: “Inspiration”

Hebrew Teacher Yovel Amir not pictured. Photos Lena Lourenco LT.