LT
CESJDS / March 2026 / Volume 43 Issue 4
THE LION’S TALE
AN ELUSIVE PEACE Understanding the local impact since the Israel-Hamas ceasefire
THE LION’S TALE STAFF taff
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Editors-in-Chief
:
Leora Blumenthal & Eliana Abrams
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Managing Editor Jordana Dauber
In-Depth Editor Lindsey Shapiro
Dalya Lurie: Building snowmen
News Editors
Kira Koplow: Sledding
Kira Koplow & Ephraim Blair
Features Editors Jackson Gill & Anna Polon
Opinion Editors Lena Lourenco & Zoe Cohen
Arts and Entertainment Editors
Eliana Abrams: Drinking hot chocolate
Ephraim Blair: Playing with his dog
Dalya Lurie & Liat Netter
Sports Editors David Federowicz & Eli Loeffler
Reporters Liat Netter: Binging TV
Sophia Leinwand, Isaiah Segal-Geetter, Aviv Stein, Ayla Hurwitz, Noam Serlin, Molly Elbaum, Shira Einhorn
Jackson Gill: Reading
Adviser Emerita Susan Zuckerman
Staff Adviser
Jessica Nassau Eli Loeffler: Making snow angels
Zoe Cohen: Doom scrolling
Photos by Leora Blumenthal and 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
2 March 2026
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.
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
04 06 Next steps 07 Board breakfast Senior sendoff
Class of 2026 celebrates graduating high school JDS community reacts to latest ceasefire Juniors share thoughts with Parent Council of Washington
OPINION
DEAR READERS,
We are so excited to share our first edition of The Lion’s Tale as Editors-in-Chief. We are thrilled to begin this year alongside our new staff and look forward to everything ahead. One aspect of being a student at JDS is that we have so many moments of new beginnings—the start of the school year, the Jewish New Year and for juniors, the moment when we become leaders of the school. This year, our beginning is even more emphasized as we experienced the largest staff turnover in recent history with eight outgoing senior editors and eight incoming sophomore editors. For over a month, this new staff has impressed us with their passion and talent, and that is especially evident through the quality of this edition. We are proud to say that during our brief time as Editors-in-Chief, our website has excelled, as no school day has gone by without an article posted to the website. We have also published many articles both online and in this edition from freshmen who took the journalism course this year. One of our goals this year is to become a SNO Distinguished site, given to scholastic and collegiate papers that excel in digital journalism. To do this, we are publishing consistently, improving the quality of articles uploaded, improving the aesthetic of the website and increasing our social media presence. For this reason we decided that a web article spotlight on the back cover would be fitting. If you have any corrections or suggestions, feel free to email anyone on staff. Thank you so much for reading, and we hope you enjoy reading this edition as much as we enjoyed making it.
Sincerely,
Snowed in?
08 09 A division through doors 10 Are the classics still classy?
Education must be prioritized despite emergency conditions
Discussion is key to overcoming polarization
PAGE
23
Students debate what should be included in English curriculum
12
IN-DEPTH
An elusive peace
Understanding the local impact since the Israel-Hamas ceasefire
FEATURES
PAGE
16 17 Backpack brilliance 18 Going global 19 Around the world Legacy of change
09
Anat Kimchi award highlighs alumni advancing Tikkun Olam
Student gadget gains attention at school Model UN club prepares for its first conference in Montreal, Canada
JDS family traded the classroom for travel
A&E
20 21 Movie night 22 Nice slice 23 Kosher cowboy
Syllabus to screen
PAGE
Movie adaptations of books read in English class
27
Our picks for the upcoming Academy Awards Nearby kosher pizza places ranked Jewish country singer’s new album and backstory
SPORTS
24 Millennium moment 25 Rough ground, rough games 26 Ice in their veins
Senior Cyrus Blumenthal surpasses 1,000 career points Logistical obstacles stand in the way of improvement for JDS’ outdoor facilities
PAGE
05 Photo credits from top to bottom: Zach Dalin, used with permission; Tara Hain; Brielle Bassin, Dimensions and Freed Photography.
Recap of the Lions’ winter sports season
Editors-in-Chief
The Lion’s Tale Magazine 3
- news -
SENIOR SENDOFF Class of 2026 celebrates end of high school
Liat Netter
A&E Editor
Prom & Siyyum Sports, games and dessert filled the Upper School building during after-prom, finishing off the prom festivities for the senior class. Prom was held on the night of Jan. 29 and the early morning of the following day at various locations across Maryland and D.C. For many, prom preparations began months in advance in the form of clothing shopping, deciding whom to go with and planning “promposals.” Some seniors chose to have their hair and makeup done by professionals and took personal pictures with friends. Official JDS photos with the entire class took place at Woodmont Country Club in Rockville. Following pictures, the prom festivities began with students boarding party buses to Temple Beth Ami in North Potomac, where they danced, sang and ate dinner together. Afterward, students took a nighttime bus tour of downtown D.C. and finished the night with an afterparty at school. “I knew that it would be a special time with some of my closest
MATCH THE CAPS 4 March 2026
friends that we would look back on and really remember because it was something super special,” senior Ella Longman said. A quote from Pirkei Avot, “It is not your duty to finish the work, but neither are you at liberty to neglect it,” served as the theme for the Siyyum for the graduating class and was incorporated into the student speeches. To commence graduation weekend, the Siyyum was held Feb. 6 from 7:30 to 9:45 a.m. at Congregation Har Shalom in Potomac. It began with a half-hour of Shacharit, the morning prayer service, in either a mechitzah or egalitarian setting, followed by a student-led D’var Torah. High School Principal Lisa Vardi then introduced the student-selected speaker, Science Department Chair and physics teacher Raymond Hodges. Hodges spoke about the utmost importance of gratitude toward parents and the importance of being fair and kind people. “As with most senior classes,
1
2
I’ve taught almost all the classes, and a lot of them I’ve taught for more than one year, so I know them pretty well,” Hodges said. “This class has been a lot of fun to work with.” This speech was followed by a student performance of Billy Joel’s “Vienna,” which reflected the idea of pausing to appreciate their journey. The Siyyum concluded with the awards ceremony, where 28 select students received awards for their academic, athletic and community service achievements.
3
Graduation
b
Tali Loeffler
c
Eitan Rattner Answers:
a
Ella Arking
1) c, 2) b, 3) a
Top Left: Senior girls line up by dress color for pre-prom photos at Woodmont Country Club. Photo by Sophia Leinwand, LT. Top Right: Class of 2026 applaud as senior Hadriel Dayanim wins the Rabbi Matthew Bellas Performing Arts Award during Siyyum. Dayanim was one out of 28 seniors recognized for their high school accomplishments. Photo by Freed Photography. Bottom: Seniors throw their caps in the air at the end of the graduation ceremony. Many seniors decorated and personalized their caps before the ceremony. Photo by Freed Photography.
Senior Maya Greenblum sang “Gibor Shel Ima” by Moshe Peretz, an emotional song that encapsulated the feelings of parents when their children graduate. The graduation ceremony took place on Feb. 8 at Washington Hebrew Congregation in D.C., closing out the celebrations for the class of 2026. The ceremony began with the procession accompanied by Jewish text teacher Paul Blank on the piano, followed by a speech from President of the Board of Directors Stacy Mensh Schlactus (‘87). Schlactus talked about how JDS taught the graduating class to know where they came from, and now they have the confidence to move forward. Additionally, alumna Orly May (‘06) delivered a speech where she advised the graduates to utilize the skills they learned at JDS in their lives moving forward. After the initial speeches, the students took over, which Dean of Students Roz Landy believes is an important aspect of graduation. “We decided long ago that our graduation and Siyyum scripts would be written by the students,” Landy said. “I oversee it in that I let them know what I’m looking for and help guide them along the way.” The seniors began by presenting their original, grade-written cantata, a reflection of their experiences since joining the school. In addition to the cantata, some seniors gave a speech thanking their teachers. Senior Julia Yoskowitz helped write the middle school section of the cantata, which allowed her to reflect on her time at JDS. “Actually being able to deliver the part that I wrote was really fun because I knew that I worked hard to make it a meaningful cantata,” Yoskowitz said. “It was really fun because the section that I wrote
had a lot of laughs in it because middle school was a very funny and ridiculous time, so hearing people laugh at those jokes was really fun to experience.” After student speeches, Head of School Rabbi Mitchel Malkus spoke about how he has grown with the grade, since he joined JDS when the senior grade began kindergarten and will be leaving at the end of this school year. Landy then gave a speech, where she revealed that every senior would be receiving a medal, representing the ambition and success shown by their grade. Landy also spoke about the class gifts, which were mezuzahs for Malkus and incoming Head of School Jonathan Levy, and artwork for Vardi. This was followed by the presentation of diplomas, which drew loud applause from families in the audience. The graduates then returned to their seats to throw their caps, officially ending the ceremony. Throughout the ceremony, students performed instrumental and vocal music. Greenblum and senior Bee Kotler organized the musical performances of the graduation weekend. During the graduation ceremony, students performed Abba’s “Slipping Through My Fingers” and Taylor Swift’s “Never Grow Up.” Students also perfomed “Gibor Shel Ima,” which, with its powerful Hebrew lyrics, felt the most important to Greenblum, though, and she was grateful to be ending the ceremony with it. “I do think it’s a little bit harder to connect with for some people because it is all in Hebrew, but I do think that if people took the time afterward to look at the lyrics, they’d really understand why we sang it,” Greenblum said.
FUTURE PLANS
Nolyn Ziman “I’ve never been to Israel, so I’m very excited. Going with my grade that I’ve now been with for 13 years is going to make it even more special and feels like a great end to this era of my life.”
Ian Liss “I’m excited to meet new friends from around the country in college and learn about their life experiences.”
Noah Lobel “During my gap year in Israel, I am excited to grow my Jewish learning, be among more religious guys and make new friends.” Photos from top to bottom by Freed Photography, Ian Liss and Noah Lobel.
The Lion’s Tale Magazine 5
- news -
NEXT STEPS
JDS community reacts to latest ceasefire
Molly Elbaum Reporter
Photo by senior Maya Greenblum ‘26 used with permission.
For the past two and a half years, the Israel-Hamas war has affected many members of the JDS community. Following the most recent ceasefire on Oct. 10 and the return of the remains of final Israeli hostage, Ran Gvili, the community is now entering a period of transition. Many Jews are trying to move forward under the new circumstances. The ceasefire ended two years of active fighting and included the return of all Israeli hostages, an Israeli military withdrawal to designated security lines and an increase in humanitarian aid to Gaza. It is being implemented in phases, with the current phase focused on reducing Hamas military capabilities and establishing an interim authority in Gaza. Many community members are overjoyed with the end of the war. Michael Koplow, a JDS parent and Chief Policy Officer at the Israel Policy Forum, feels a sense of calm during the end of fighting and hopes for a return to normalcy in the lives of both American Jews and Israelis. “I think that even though we’re, of course, far away from the situation, certainly American Jews are feeling the impacts of the ceasefire at the end of the war in a positive way,” Koplow said. “I think for Israelis, too, it’s really important that the war is over and that they can hopefully get back to some normal routine.”
6 March 2026
As conversations about ceasefire phases and political transitions continue, recent events have brought joy, such as the return of Gvili on Jan. 26. This is the first time in 12 years that there are no Israelis held hostage in Gaza. Gvili’s return was celebrated by many students and staff members within the JDS community through a change in typical Kabbalat Shabbat prayers and discussions in Hebrew classes. Freshman Ariel Mincha, an Israeli student who moved to the U.S. during the recent war, said the news brought feelings of joy and renewed strength during a difficult period. “It was a very happy moment that gave [me] hope again after everything that has happened in the last two years,” Mincha said. “I think the school community is really happy. I was really happy yesterday to take the picture of Ran off the board of the hostages.” As students and families process the many emotions following these recent events, the school has been finding ways to support the community both by fostering hope for lasting peace and safety and by helping everyone figure out how to move forward and continue with daily life, according to High School Assistant Principal Aileen Goldstein. One way this has been done is by adjusting visual remind-
ers of the war, such as removing hostage prayers and displays in communal spaces. Another way is continuing conversations about current events in Hebrew and Jewish History classes. Goldstein said the goal is to support students in building both academic and social-emotional skills while navigating this transition as individuals and as a community. “With everything that we do here at the school, we are trying to give students the foundations to lead successful, empowered Jewish-American global citizen lives,” Goldstein said. “...That means tending to one another when we need tending to one another, which is what much of the last two years have been about.” While the ceasefire has eased immediate tensions, the broader situation in Israel remains complex. As the process of stabilizing Gaza continues, questions about political leadership, security and the future of Israeli-Palestinian relations remain unresolved. As of March 2, these unresolved tensions are heightened by the aftermath of a 12-day conflict between Israel and Iran in 2025. This conflict, combined with ongoing protests inside Iran, has prompted U.S. law enforcement and Jewish security groups to keep synagogues and schools on high-alert. For community members observing from afar, learning about these developments provides context for how Israelis and diaspora Jews are navigating the next steps. As the country begins to plan for recovery and governance, leaders and citizens alike are considering safety, long-term stability and the ongoing engagement of the American Jewish community. “There are so many ways that our community is connecting to Israel and to the Jews around the world,” Mincha said. “I think a lot of students think about looking forward to what will happen in the future.”
Timeline of the Ceasefire: 2025-26 Oct. 10: Ceasefire begins
Oct. 13: 20 living hostages returned to Israel
Jan. 10: Board of Peace founded
Jan. 26: Final hostage remains returned to Israel
Information from Times of Israel
BOARD BREAKFAST
Jemma Wallace Guest Writer Every year, two JDS juniors are selected to attend the Parents Council of Washington (PCW) student leader breakfast. The breakfast provides time for high school students from independent schools across the Greater Washington area to discuss what it means to be a high school student today. The PCW is made up of more than 50 independent schools of varying sizes, including a mix of secular, religious, coeducational and single-sex schools. This year, it took place on Feb. 19 at Stone Ridge School of the Sacred Heart. At this year’s breakfast, topics included AI usage, the college process, heavy workloads, students’ influence on their school’s administration and how schools maintain civility during difficult political discussions. “It was really cool seeing all these different schools that we thought were different because they were Christian or they just weren’t the same religion as us, and how we had so many similarities,” junior Brielle Bassin said. Bassin was one of the students chosen to represent JDS at the breakfast this year. She felt that going to the breakfast was a great way to connect with other students from the area and learn about their experiences. Dean of Students Roz Landy has attended the PCW student leader breakfast for over a decade. After student discussion, the deans from each school receive information on the topics discussed in order to bring it back to their respective schools in hopes of learning how others are addressing shared issues. The notes they receive from PCW are completely
IMPORTANT TOPICS DISCUSSED: Photos by Kira Koplow, LT.
anonymous, so the deans of each school don’t know which school’s representatives shared any given piece of information. Landy said that she shares the information she brings back each year with the JDS leadership team. JDS values the information they receive because it enables them to tailor more to the students’ needs and concerns within the school, according to Landy. “We want to hear what is happening in the area, what teenagers are experiencing, worrying about and what they want their schools to hear,” Landy said. “Once we know that, we can work to address some of those issues.” The other student chosen to represent JDS was junior Shia Messler. Messler enjoyed representing his school at the breakfast and learning about prominent issues that other high school students are facing. “It showed me that I’m not alone, that there are other people who are experiencing very similar things to me, and I know that I’m not the only person in the world who’s dealing with a lot of work,” Messler said. Bassin and Messler both felt that some of the issues discussed were similar to those many students at JDS face, such as stress around college applications and heavy workloads. However, Bassin said that although most students face similar problems, some issues, such as heavy use of AI, are not so present at JDS. Landy has also noticed that many times, the students from JDS come back and share with her that the problems most apparent at other schools are not as relevant at JDS. “It was all very similar, which I was a little shocked about, but
JUNIOR SHIA MESSLER 1. School traditions 2. Out-of-school boundaries 3. AI as a tool
Juniors share thoughts with Parent Council of Washington
BY THE NUMBERS
4
Hours long
18
Breakfasts since 2009
5
Schools that attend
each year
2 Breakfasts
held each year Information from the Parents Council of Washington website
it was also cool to hear about the differences, because some schools had different outlooks on certain things,” Messler said. Something that both Bassin and Messler were also interested in was learning that a number of schools have student-led taskforces which address various issues within the school. When it came to the topic of how different schools handle complex political discussions, Bassin felt uncomfortable at first when a student from another school brought up the Hamas-Israel conflict as an example, describing the conflict as a “genocide.” Bassin said she was scared to engage in this type of conversation at first, but she was prepared and glad to have the ability to speak out. She shared how JDS provides an environment where students are taught to understand all sides of the conflict and engage in discussion despite differences. “It was definitely scary to say something like that, because I said it as a representative of a Jewish day school,” Bassin said. “I definitely felt like everyone’s eyes were on me because I was pretty much the odd one out.” The breakfast was a great leadership opportunity, according to both Bassin and Messler, and provided JDS with valuable information and insights to help the school continue to make neccessary adjustments. “One thing about JDS is that we are always trying to do better, to move forward and support the kids as best as we can,” Landy said.
JUNIOR BRIELLE BASSIN 1. Current events in school 2. College process 3. Out-of-school boundaries The Lion’s Tale Magazine 7
Illustration by Guest Illustrator Kody Silver.
- opinion -
SNOWED IN?
Education must be prioritized despite emergency conditions
The last week of January marked the largest snowstorm to hit the Greater Washington area in years, wreaking havoc in Montgomery County. For JDS, the storm meant one day off of school followed by two virtual learning days, and then a return to in-person learning. However, for Montgomery County Public Schools (MCPS), the same storm caused six missed days of school and multiple two-hour delays, with no virtual learning option. This contrast highlights a serious social equity issue: students in public schools face significant barriers to continuing their education during emergencies, while private school students can rely on continuity in learning. As high school students, we of course appreciate a snow day. But the MCPS’ slow response shows how little public education is prioritized in times of crisis. Why were shopping centers plowed before MCPS parking lots? How can schools be so disregarded in times of crisis? These decisions have real consequences for students’ education. While we are grateful for JDS’ ability to make independent decisions following the first day of the storm, we must also recognize the weaknesses in MCPS that resulted in the loss of an entire week’s worth of learning. Typically, this
number of snow days requires MCPS to add days to the end of the school year or adjust spring break to meet the 180-day school year minimum. Historically, however, the governor has often waived at least some of these additional days. This year, the MCPS school year has been extended by four days, although two of them are early release days. While it is good that the county did not entirely dismiss the snow days, there is still learning that will have to be made up. Beyond this specific storm, MCPS’ lack of emergency response highlights a larger problem: education during times of crisis. This was also the case during the COVID-19 pandemic, when MCPS schools returned to in-person learning much later than private schools. In these situations, JDS can ensure that students continue learning virtually. MCPS students are unable to rely on this steady response as not all students have at-home devices. The ability to maintain a consistent response for MCPS students depends largely on factors outside of the school system’s control. Snow removal is handled by the Maryland Department of Transportation, which prioritizes plowing routes based on effi-
ciency rather than school access, often leaving neighborhoods and sidewalks impassable for days. At one point, MCPS even asked families to shovel their communities’ sidewalks so schools could reopen, an appeal that reveals just how unsustainable the system is. JDS’ ability to quickly pivot allowed students to continue their education, demonstrating how access to resources can shape a school’s response during an emergency. However, this flexibility also reflects a position of privilege. With only two campuses to manage and a student body in which nearly every family has access to reliable technology and internet, JDS faces logistical challenges very different from those of MCPS, which serves over 200 schools and a far more economically diverse population. This contrast reveals that the core issue is not the dedication of any single school system, but the lack of resources in public education as a whole. True commitment to education is shown not just in programs or test scores, but in how the system and county protect students’ learning when it is most at risk.
- THE LION’S TALE
8 March 2026
A DIVISION THROUGH DOORS Discussion is key to overcoming polarization
Tara Hain Guest writer On Oct. 8, 2023, my family hung an Israeli flag outside our house on 16th Street in Washington, D.C. Ten times since then, someone has vandalized or ripped it down. Since Oct. 7, my neighborhood had been filled with pro-Palestinian protesters and I was wary about how our flag would be perceived. That first act of vandalism confirmed my suspicions, filling me with fear that my community might no longer be safe. I felt pride and fear in equal measure—pride in what the flag meant to me, fear of what it meant to my neighbors. The attacks escalated. Scissors to cut zip ties. Spray paint screaming “GENOCIDE” and “FREE GAZA” up our walkway to our front door. Each time, I thought about the person walking up in the dark, so certain of what our flag represented that they never considered knocking to ask. Then one Saturday afternoon, as my family sat down for Shabbat lunch, someone finally did. I opened the door to a man wearing a keffiyeh asking if my parents were home. My body tensed. But when my mother came to the door, something unexpected happened. He asked how she felt about the humanitarian crisis in Gaza, and she responded that it was probably the same way he felt about the Israeli babies murdered on Oct. 7. “War is terrible,” she said. “I think we both can agree.” And thus began my first real experience of civil discourse across deep disagreement. We invited him in. He told us about his family in Palestine.
We told him about our relatives serving in the Israeli army, about our great-grandparents who survived Auschwitz and dreamed of a place free from persecution. For half an hour, we sat at the table and learned why this conflict mattered so deeply to all of us. The conversation didn’t resolve anything. We didn’t change each other’s minds. But we understood each other in a way that felt almost revolutionary: as people with legitimate pain, fears and reasons for caring. Here’s what struck me most: I’ve lived in D.C. my entire life— supposedly the center of American political discourse—and this was my first experience with true dialogue across political differences. How is that possible? According to a 2024 study in the Review of Economics and Statistics, the U.S. has experienced the most rapid growth in affective polarization—the growing animosity partisans feel toward the opposing party—since 1980 among countries studied. Extreme positions force Americans to pick a side and march to the furthest end of the spectrum. My neighbor saw our flag and saw genocide. I saw his keffiyeh and saw someone who wanted to destroy Israel. Neither of us saw a person. The stakes of this emotional divide are real. When partisans view each other with such animosity, we lose the ability to solve actual problems together. When we assume the worst about each other—when someone can walk up to my house with spray paint but not knock on the door—we create a society where symbols matter more than people. Studies from the Civic Health Project show how brief conversations between people from opposing parties can produce large declines in affective polarization, even without changing policy views. The issue is these conversations aren’t happening. Americans shy away from political discussions, especially when they anticipate conflict.
When we encounter opposing views, they come through social media algorithms designed to inflame. The conversation that reduced my fear required my neighbor to knock on my door, but how many people are willing to do that? As a junior in high school, I’m watching my generation inherit a country that has forgotten how to talk to itself. We know how to identify enemies but not how to recognize the humanity in people who disagree with us. The man who knocked on our door didn’t solve the conflict. He didn’t change our minds, and we didn’t change his. But he did something more fundamental: he reminded us that behind every flag, every symbol, there’s a person with a story. Someone’s great-grandparents. Someone whose family is in danger. Someone worth listening to. National interventions start with individual actions, with someone deciding to knock rather than vandalize, with someone answering the door instead of assuming the worst—with someone saying, “Tell me why this matters to you,” and actually listening. Ten times, someone tore down or vandalized our flag. Once, someone knocked on our door in daylight. The difference between those two approaches is the difference between a country at war with itself and a democracy that might actually function. We desperately need more people willing to knock.
LOCAL INSTANCES OF ANTISEMITIC VANDALISM IN 2024
34%
of vandalism in Montgomery County was antisemitic
49
people reported antisemitic vandalism in MCPS schools
16
drawings in MCPS schools had references to Hitler or the Nazi salute
Information from Montgomery County Department of Police 2024 Annual Report on Bias Incidents
Photo by Tara Hain, used with permission.
The Lion’s Tale Magazine 9
- opinion -
PRO ARE THE CLASSICS
Students debate what should be included in English curriculum
Sophia Leinwand Reporter
CLASSICS TAUGHT AT JDS
T
hroughout our education, we all inevitably encounter “the classics.” From Shakespeare to Mary Shelley, classic works of literature are staples of English curriculums. Despite outdated language or seemingly irrelevant plots, these books reflect human nature and society, teaching today’s youth to think critically and understand perspectives that are different from their own. Classic literature sparks meaningful discussions and debates in class, partly because they contain complex symbolism and ambiguity. Moral dilemmas and unresolved issues encourage students to think analytically and form unique understandings of the text. What makes this especially applicable to classics is that their intricate themes have maintained significance throughout history, giving students centuries of perspectives to consider and
Photos by Lena Lourenco, LT.
WHAT THE LIONS THINK 10 March 2026
books that have been enjoyed across decades. Admittedly, the difficult nature of the language in classic literature can be discouraging. However, excluding a text because it is challenging is highly problematic. According to The Educator’s Room, tackling these obstacles strengthens students’ ability to use context clues, grow their vocabularies and become better writers. Furthermore, these books provide insights into historical events. Without learning from those who came before us, how will we ever improve? Beyond basic skills, students learn universal life lessons and timeless themes they can relate to. For example, “Frankenstein” highlights the tension between ambition and ethical responsibility, and “The Catcher in the Rye” explores the difficulty of maintaining authenticity in a “phony” world. While modern books offer meaningful lessons too, classics provide unique opportunities to engage with texts that have shaped generations of readers. However, modern ideals, such as inclusivity and equality, often clash with themes in older books.
According to the American Library Association, several books, including “To Kill a Mockingbird,” a staple of JDS’ eighth grade English curriculum, have been banned in certain schools for the presence of racism and bigotry. Yet, the presence of these topics makes these books all the more important to read. Learning about these issues in a literary context allows students to confront uncomfortable truths. Shielding students from these realities ultimately denies them the chance to learn from the past and apply these lessons to the present and future. Classic books are classic for a reason: they have withstood the test of time. This isn’t to say that older books are inherently better, as many are outdated. But, classics have been loved for decades, suggesting that they are more likely to connect with future readers than non-classics. They teach valuable lessons, strengthen skills and provide historical context. Challenging language or uncomfortable topics are no reason to shy away from books that have influenced generations of readers, writers and revolutionary thinkers.
“There’s a reason that books are still being written. We’re facing different problems. There are different things going on. And I think reading modern voices, is just as important if not more important.”
SOPHOMORE SADIE BROWN
CON STILL CLASSY?
Jordana Dauber Managing Editor Fitzgerald, Faulkner, Austen, Dickens, Orwell, Tolstoy; these names might sound familiar. They all belong to authors who have served as major contributors to the collection of books called “classics.” But, you’ve also likely heard the names Stephen King and J.K. Rowling, and while their books are not classics, you probably know those authors better than the previous ones. Should we not read their, and others’, incredible books because they haven’t yet stood the test of time? There’s no exact definition of what a classic book is, but it’s usually old and often written by a white man. A classic cannot be a modern book, and it must remain read and appreciated by a large audience over the period of time it has existed. According to Medium, classics fall short on multiple levels: the language is hard to understand and the outdated time frame can make it difficult to
understand context or references. Accordingly, reading a book 200 years after it was intended can lead to misunderstandings and possibly an overlooking of important information. While classics are an important sect of literature, they are only one type of book and therefore should only be a very minimal part of our literary education. For a book to even be considered a classic, it must be multiple generations old and the storyline must resonate with a large audience. Strictly reading classics would prevent students from gaining knowledge from writers who might be more niche or modern. The English curriculum at JDS currently includes books such as “Nervous Conditions” and “Balzac and the Little Chinese Seamstress.” These books are not classics, but offer valuable insight into time periods and settings that would not necessarily be covered in older books. These books allow students to learn about the Chinese Cultural Revolution or Rhodesia in an understandable format that is relevant today. Classics often feel very outdated. Reading a book where you
“I think that it’s really important for students to continue learning about the classics, because culturally they are referenced a lot, and the learning of old language and how to understand non-contemporary phrasing is very important.”
FRESHMAN SHOSHANA HALLISSEY
NON CLASSICS TAUGHT AT JDS
Photos by Penguin Random House.
can focus on the characters and plot instead of bizarre sentence structures and obscure words is important for fostering a genuine appreciation for literature. In my English classes, significantly more anaytical discussion was sparked by the book “The House on Mango Street” than “Romeo and Juliet,” likely because of the personable characters and understandable language. While reading classics is important, it should not come at the cost of losing student engagement and appreciation for novels. The complex symbolism, moral dilemmas and life lessons that characterize classics can be replicated and found in many newer books; the only difference is when the novel was written. If a non-classic book allows students to learn and grasp a new perspective, it is worth reading. We don’t only continue to watch old and outdated movies or TV shows, so why are we stuck in a cycle of reading old books that no longer resonate with the audience?
Photos by Lena Lourenco, LT.
“The classic books are kind of the foundations of a curriculum. You can see the evolution of writing style, and also what is important to authors as times go on, which has a lot of history behind it.”
JUNIOR MAX OLIN The Lion’s Tale Magazine 11
- in-depth -
AN ELUSIVE Understanding the local impact since the Israel-Hamas ceasefire
Eliana Abrams Editor-In-Chief
12 March 2026
Kira Koplow News Editor
Lindsey Shapiro In-Depth Editor
Photos Illustration by Lindsey Shapiro, LT.
F
or over two years, the Israel-Hamas war reshaped daily life for Jewish and Muslim communities across the DMV, spreading fear, grief and uncertainty across the area. The Oct. 7 Hamas attack on Israel and the ensuing conflict triggered a surge in antisemitic and Islamophobic incidents nationwide. The Anti-Defamation League recorded over 10,000 antisemitic incidents in the year following Oct. 7, and the Guardian recorded over 3,500 reports of Islamophobia in the last three months of 2023. With escalating tensions in the Middle East and the recent war in Iran, uncertainty continues to shape how communities understand the road ahead to peace. The recent ceasefire instated on Oct. 10, 2025 did not erase the difficult experiences that the war created, but it did mark a turning point. With the immediate Israeli-Palestinian crisis no longer dominating Jewish lives, and the war in Iran beginning to build, Jewish institutions across the Greater Washington area have begun asking a new question: what comes next?
RECENT EVENTS REGARDING RELIGIOUS VIOLENCE Dec. 3: Governor Wes Moore pledges $10 Million to increase security at faith-based organizations to prevent against hate crimes
Jan. 14: Alexandria, Virginia Police Department released a new policy aiming to protect against religious violence How the Greater Washington area has been affected Since the ceasefire, Jewish organizations across the Greater Washington area have shifted from emergency response toward attempts at rebuilding a sense of normalcy and strengthening community connection. For the over 25,000 Israeli residents in the Greater Washington area, according to the Times of Israel, the ceasefire also marked a transition from constant fear to cautious regaining of hope for the Middle East. Senior and Israeli Ori Ben-Nun said receiving daily news of casualties during the height of the war was emotionally taxing for him. “When it was at its peak, every day you’d wake up and see the name of another soldier who died,” Ben-Nun said. “Now, people are trying to rebuild, support one another and move forward.” In Montgomery County, incidents of religious hatred have continued despite the recent ceasefire. On Jan. 16, Islamophobic graffiti was discovered on the exterior wall of Walt Whitman High School in Bethesda, includ-
Jan. 16: Walt Whitman High School in Bethesda was vandalized Feb. 3: Virginia senator introduced a new bill criminalizing Islamophobia Feb. 10: Synagogue Shaarei Tefila in Olney, Maryland was vandalized Information from oag.dc.gov, virginia. gov and governor. maryland.gov
ing messages threatening Muslim and Palestinian students, according to a report from the Montgomery County Police Department. Less than a month later, antisemitic graffiti was spray-painted on signs outside Shaare Tefila Congregation in Olney, Maryland. The banners and sign outside the synagogue were defaced with images of a swastika, the acronym AZAB, “All Zionists are Bastards,” and the word “genocide.” “This was inevitable,” Head Rabbi of Shaare Tefila Jonah Layman said. “Antisemitic acts are on the rise in this country and around the world, and having these signs on the edge of the property is clearly visible to everybody who drives by. Georgia Avenue being a main road, [It’s] just inevitable.” Prior to the ceasefire, college campuses across the region became targets for hate crimes, especially in the weeks following the Oct. 7 attack. Data released in February 2026 by the American Jewish Committee and Hillel International shows that antisemitism has fundamentally changed how Jewish families approach higher education. Since the war broke out, eight in 10 parents of Jewish high school students say that reports of campus antisemitism are a somewhat or very important factor in deciding where their child will attend a particular college. At George Washington University, protests dominated daily life immediately after Oct. 7. Professor Ned Lazarus, who teaches courses on Israeli-Palestinian conflict and peace building, said the atmosphere was unlike anything he had seen before. “You take something that’s already sensitive and amplify it a thousand times,” Lazarus said. “That first year after Oct. 7 was definitely very different on our campus than any other year that I’ve experienced.” Lazarus said that the months following the ceasefire brought a noticeable shift on campus, marked by a calmer atmosphere and fewer protests. “It’s returned more to its natural proportions,” Lazarus said. “It’s a controversial issue that students can be involved in if they want to, but it’s no longer something where everyone feels forced to take a side.”
In addition to less conflict and fewer protests on college campuses post-ceasefire, peace of mind for Jews and Israelis in the Greater Washington area and around the world has increased, which, while abruptly disturbed by the Iranian air attacks, did create lessened fear nearby. How JDS approaches the broader Iraeli-Palestinian conflict Since the war, the conflict has affected how conversations take place in the classroom. At JDS, the Jewish history curriculum has adapted to reflect the shifting political climate. The goal is not only to teach historical context, but also to help students engage thoughtfully with information reflecting perspectives from both sides of the conflict. JDS has two classes that explore the Israeli-Palestinian conflict: History of Modern Israel, a required course for juniors, and Arab-Israeli Conflict, an elective. However, 74% of juniors opted into the latter this school year. While JDS is a Jewish school rooted in Zionist ideals, the Jewish history department tries to speak about the conflict with a “mature Zionist” approach, according to History of Modern Israel and Arab-Israeli Conflict teacher Jeremy Shine. “We want them to have that [learning] experience within the safety of JDS and within the safety of the classroom, and enable them to talk about it, reflect on it, see how that impacts their own Zionism,” Shine said. “How do they reconcile some of the things that they’re learning about in terms of their connection to Israel?” The goal of the “mature Zionist” approach is to encourage and foster a connection to Israel while making room for multiple narratives. Engaging in difficult topics that address the complexities and nuances of the situation in the Middle East is a key component of the learning that takes place in these classes. In Shine’s class, he presents information from both Israeli and Palestinian narratives as historical moments, such as Israel’s War of Independence and the Deir Yassin massacre. Shine acknowledges that in order to have a lasting relationship with someone or something, Israel in this case, it
The Lion’s Tale Magazine 13
4%
of people in the Greater Washington area identify as Jewish
14 March 2026
gives a space for students to develop their own ideas and opinions about both perspectives as they move out of JDS and into the world with people of more varying opinions regarding the conflict. “I think we have a great Jewish history department that’s passionate about this,” Shine said. “One that is passionate about providing the students with multiple understandings of the conflict, and empowering the students to organically develop their own connection to Israel.” The curriculum is not only beneficial to students in high school, but as they continue on to college and the rest of their lives, according to Catalina Werbin (‘25). Werbin, who is a freshman at the University of Maryland, said that she experiences difficult discussions in her classes every day. Werbin is a public policy major, so a lot of her learning consists of looking into national and global conflicts. On multiple occasions she has experienced antisemitism or anti-Zionism, and has had many opportunities to engage with people who have different perspectives about the conflict. “I think coming into college and having different interactions with people is definitely scary at first, but I feel like JDS really gave me a really good foundation for how to address these conversations,” Werbin said. Werbin’s limited experience of life outside the Jewish bubble was a serious worry for her going into college. However, the main thing that has helped her branch out has been her previous knowledge from the JDS curriculum about all sides of the conflict. In one instance, she was even able to convince a fellow student to take an offensive sticker off their computer, something which felt like a big win for Werbin. “I feel like because I was able to get such a good foundational education at JDS, I’ve been able to participate in really productive
68%
of Jews in the Greater Washington area have visited or lived in Israel
RELIGIOUS HATE CRIMES BY THE NUMBERS
136% increase in religious hate crimes since 2015
25% of hate
69%
of religious hate crimes in 2024 were targeted towards Jews
crimes in 2024 were religiously motivated
Information from usafacts.org
“ [The
conflict is an] issue that students can be involved in if they want to, but it’s no longer something where everyone feels forced to take a side.
- Ned Lazarus, professor of IsraeliPalestinian conflict and peacebuilding at George Washington Univesrsity
34%
of Jews in the Greater Washington area feel very connected to Israel
conversations,” Werbin said. Hopes for peace On Feb. 28, the United States and Israel launched a coordinated military campaign involving strikes against Iran’s nuclear infrastructure, ballistic missile sites and senior leadership. This included the death of Iran’s Supreme leader Ayatollah Ali Khamenei, according to the New York Times. Iran is responding to the U.S.-Israeli operation with missile and drone attacks targeting Israel, regional U.S. bases and Gulf nations, according to ABC News. Members of the community, such as junior Emunah Simkovich, who have family and friends in Israel are hopeful that these attacks on Israel cease, but are also optimistic about the potential demolition of the current Iranian regime. “I hope everyone in Israel will be okay, I’m praying for my friends and family,” Simkovich said.
JUDAISM ISLAM
Information from Brandeis University and Pew Research Center
is important to recognize that the thing is not perfect. Having a relationship with Israel and a sense of “mature Zionism” means having a true understanding of the conflict’s entire history, positives and negatives alike. This approach is appreciated by and reflected in the lives of students in the class. When junior Brielle Bassin was in an uncomfortable situation where someone referred to the conflict as a “genocide,” she said what she had learned in Arab-Israeli Conflict so far gave her the tools to approach the conversation in a mature way. “I think our school does a really good job at discussing that specific type of subject in school, because we learn not only just one side, but we learn all sides, and we have discussions where we stop and listen to people who might disagree with us, and understand their perspective,” Bassin said. Junior Noah Sacks also appreciates the knowledge and perspective that his classes at JDS have given him. Not only has he learned a lot from the Jewish history curriculum, but he also feels comfortable in the JDS environment to express his opinions. According to Sacks, his teachers have given him the context and information he needs to fully understand the conflict and be strong in his convictions. He also believes that these classes help him become more open to differing ideas. “I think it’s just really important overall, no matter what you necessarily believe in, to be able to acknowledge both sides and to come to a really accurate understanding,” Sacks said. “That doesn’t mean that you necessarily have to change what you believe in and what you stand for, but I think what you stand for has to be rooted in some truth.” One of the assignments in the Arab-Israeli Conflict course’s curriculum is for students to write about their own approaches to solve the conflict. This assignment
“
- in-depth -
Despite tensions surrounding the conflict within the Greater Washington area and the current geo-political situation in the Middle East, various groups and individuals are very open to creating peace, and hopeful for the future of both Israel and Palestine. In order to build this future in which both sides of the conflict gain, and harm in the Middle East is reduced, everyday citizens must learn how to discuss difficult topics, such as the war, in an open minded and respectful way, according to Lazarus. Lazarus believes that in order to have productive conversations about the conflict, one must approach the discussion without the need to win the argument, but rather to understand the opposite perspective and how it came to be. “If you’re in a conversation where you recognize that people have different opinions, say it’s legitimate to have different opinions,” Lazarus said. “I have mine, but I don’t think that I am 100% right, and I am willing to listen to what you think and also maybe why you think about it.” One group that focuses on creating positive and respectful dialogues between Jews and Muslims is the Sisterhood of Salaam Shalom (SOSS). SSOS is an organization in 32 states that aims to build a world in which Jews and Muslims can find common beliefs and learn how to productively advocate for ending hatred throughout the world. SSOS’ regional programs allow women who want to build a community and whose goal is to create peace and collaborate with others hold open discussions. They also hold a youth program, in which Jewish and Muslim teenagers can become involved in the group’s mission. One of the organization’s goals is to reduce religious polarization between Jews and Muslims. Avery Fragle, a sophomore at Georgetown Day School (GDS) in D.C.
3%
of people in the Greater Washington area identify as Muslim
notes that at GDS, conversations about the conflict tend to be very ideologically divided, making it hard to productively discuss the issue without critique. Despite her frustration about not being able to easily express her opinions regarding the conflict, she still hopes that the future will be better for both Israel and Palestine. “Politically, my hope is that … we can draw a border that both sides can be happy with, which is sort of like a utopian view in the situation, but that’s the ideal,” Fragale said. Similar to Fragale, Lazarus hopes that in the future both Israelis and Palestinians will be protected and there will be less violence and reduced pain on both sides of the conflict. He believes that it is important to acknowledge the hardships for both Israelis and Palestinians, and that strong opinions do not represent a majority of people’s perspectives. Polarization has formed extreme opinions regarding the conflict that have been created to escalate the truth, and create easier enemies, according to a Boston University report. According to the article, each side tends to view themself as the victim, and the fight about which side is more victimized causes competition that ruins the ability to engage in conversation about the conflict with an open mind. In order to stop this, people on both sides of the conflict must stop going into conversations hoping to convince the other side that they are correct, but rather build up similarities, like the hope for peace for both Israelis and Palestinians, rather than focusing on what sets people apart, Lazerus said. “You can’t solve this conflict perfectly,” Lazarus said “There’s no magic wand, but things don’t have to be this bad, right? They can be better, and it’s possible to take real steps that will do that.”
1%
of the U.S. population identifies as Muslim
89%
of Muslims in the U.S. are proud to be both Muslim and American
HOW THE LIONS HAVE PRODUCTIVE CONVERSATIONS Junior Caroline Salz “Be respectful, and go in with the mindset that you’re not trying to change their opinion, but express yours.”
Sophomore Emmanuel Sarantos “The trick to having a good conversation is not needing to lead or have any purpose.”
Freshman Maya Deutsch “Instead of trying to win, try to listen and understand the other person’s perspective.”
Junior Eitan Braun “Pick a sensitive environment with people you can trust who are well informed about the topic.” Photos by Lindsey Shapiro, LT.
The Lion’s Tale Magazine 15
- features -
LEGACY OF CHANGE Anat Kimchi award highlights alumni advancing Tikkun Olam worldwide through service Leora Blumenthal Editor-In-Chief mong the many awards given out at Siyyum every year, there is one that sticks out compared to the rest. While every other award is given to a student of the graduating class, the Dr. Anat Kimchi Award for Excellence in Tikkun Olam is given to an alumnus. Created in memory of Anat Kimchi (‘08), who was murdered in a sidewalk attack in 2021, this award recognizes alumni who embody the JDS value of Tikkun Olam, or in English, repairing the world. At the time of her death, Anat was about to complete her doctorate in the Department of Criminology and Criminal Justice at the University of Maryland under the Flagship Fellowship; she was awarded her posthumous PhD a few weeks after her death. “She saw the injustice that exists in the system,” Anat’s mother Chava Kimchi said. “How, especially minorities, are not treated equally. So I think that was a big motivation.” Anat focused on the quantitative aspect of criminal justice in her studies, which involves data sets and statistics. According to Anat’s father Avi Kimchi, one of the greatest challenges in criminal justice is gathering reliable data, which is far more difficult to measure and analyze in criminology than in many other scientific fields. According to Chava, Anat always wanted to pursue an academic career as a professor. She was well on that path before her death, as she excelled in her studies and even taught once a class on statistics. “She wanted to prove her point, not just to say ‘this is what we should do,’ but show the actual proof,” Avi said.
A
PAST to Avi, RECIPIENTS AnatAccording did not solely
want to do research passively. Instead, she wanted to use her studies to influence policy and create change in the world. This year, in that same spirit, the Anat Kimchi Award 2022 went to Rachel Lieber-Hoffman (‘06), Director of Aaron Shapiro Programs at the nonprofit D-tree (‘07) International, who has spent her career working to ensure that mothers and children in East Africa have access to the healthcare they need to thrive. “The values that JDS instilled in me, Tikkun Olam, and really 2023 being motivated to help make the Ilana Kaplan (‘19) world a better place, especially for people who may not have the same resources and privileges that we’ve been really lucky to have, that’s something that really drove me to do this work, and drives me today,” Lieber-Hoffman said. 2024 In Zanzibar, Lieber-Hoffman Ari Johnson (‘00) worked with the government, the United Nations Children’s Fund (UNICEF) and Save the Children to design Zanzibar’s first national community health program. A major part of this program included the development 2025 of digital tools such as apps for health workers to track Rachel Leibermaternal and child well-being, Hoffman (‘06) which provide real-time data for government decision-making. The program now serves over 1.8 million people and has been fully integrated into the Zanzibar health system for eight years. “It just entailed a lot of 2026 creativity, persistence, policylevel work and really thinking Photos from Dimensions Yearbook about what works today, but also Alexander Orenstein (‘10)
Anat Kimchi stands in front of Old Rag Mountain in Virgina. Photo used with permission from Avi Kimchi.
how can this be managed and owned by the government in the long term,” Lieber-Hoffman said. Lieber-Hoffman is one of five alumni who have won the Anat Kimchi award since its creation. According to Dean of Students Roz Landy, who worked with Avi and Chava to bring the award into existence, the award serves to show current students how JDS values like Tikkun Olam are carried into adulthood and professional careers. Beyond the award, Avi and Chava encourage JDS students to remember Anat as someone who was truly aiming to repair the world. According to Chava, to honor her is to actively practice Tikkun Olam and support those without a voice. “Continue to talk about her, continue to remember, continue to remember the values that were important for her, because these are the values that JDS is established on,” Chava said. “Really helping, supporting and looking at people that are underprivileged and trying to see how we can assist them. Remembering Anat; that’s the main thing for us.”
16 March 2026
BACKPACK BRILLIANCE Student gadget gains attention at school
Sadie Hosid Guest Writer Freshman Adam Nesher started high school with a brandnew backpack, only to watch it quickly become dirty from constant contact with classroom floors. In JDS classrooms, students often place their bags by their feet, which makes it difficult to access school supplies and maintain backpack cleanliness. Nesher identified this problem and came up with an idea for a creation to solve it: a backpack holder. Nesher began the innovation process around the start of the school year by measuring school tables and researching potential holder options. He produced six prototypes, fixing various design challenges, such as falling off or breaking from the weight of a backpack, in each one. Nesher said prototyping was the most challenging part of the project because each print presented new flaws in the design. “I set out to create a design for my 3D printer that would be mass producible and possibly even help others,” Nesher said. “There are a solid amount of unique aspects of my holder that I have not seen replicated in other 3D printed holders.” Nesher created an original design for the backpack holders that are shaped like the number five. The holders attach onto tables and are specifically designed to fit the dimensions of the JDS desks. Nesher incorporated a foam pad in the design that helps the holder stay in place on smaller-sized tables, combating an obstacle he faced while prototyping. The impressed reactions of peers made Nesher realize he could make a business out of his innovation. Now, he charges $4 per backpack holder. So far, he has had three customers including freshman AJ Salz, as well as other students and teachers interested in the product. Salz explained that the holder helps keep his backpack clean and saves him
time as it makes it easier to access
Prusa printers and 12 JellyBOX
said. “I think it definitely saves time in the sense that it’s easier to access things.” The plastic filament costs Nesher about $1.50 per product, and the foam sticker is around $0.10. He uses Fusion 360, a 3D printing software he learned how to use over the summer, to design the prototypes. He produces the holders on a printer at home, and they can be printed in either blue or black. “He’s innovated his own design,” STEM teacher Terrilyn Platt said. “I do occasionally have students who come in and they want to download something off the internet, print it here, and then sell it to people. That’s kind of a no-no.” Platt teaches five 3D printing courses in middle and high school, and said JDS has four
account. Tinkercard is a free web app for 3D design. Nesher has been 3D printing since he was in seventh grade, and is especially interested in mechanical and technical aspects of the process. Nesher has taken 3D Printing I, 3D Printing II - Design and 3D Printing II - Mechanics. His favorite past projects include snap clip joints, a retractable sword and snakes. For peers with an innovative idea for a 3D printing project, Nesher recommends learning how to use a software program and requesting the advice of teachers. “One thing I learned from this experience is that even if things don’t seem to be going your way, if you persist and keep at what you want to succeed in, eventually you will see progress and possibly succeed,” Nesher said.
materials. printers. JDS students interested STEP BY his class “Some people are amazed by in 3D printing can participate in and they say, ‘where’d you get an elective, visit the makerspace STEP it,that? I kind of want that,’” Salz or set up an educational Tinkercad
1
The product is designed digitally
2
A print is produced
3
Foam padding is added to enhance grip
4
The product is ready to be sold
Filament Structure
Foam Padding
Photo by Sadie Hosid, used with permission.
Backpack Loop
The Lion’s Tale Magazine 17
Model UN Club prepares for its first conference in Montreal, Canada
GOING GLOBAL Jordana Dauber Managing Editor JDS’s new Model United Nations (UN) club educates members about a wide array of topics ranging from world crises to women’s rights. From March 8-10, six members of the JDS Model UN club will get a chance to put all their work to the test with seven other Jewish schools at the Jewish Canadian Youth Model United Nations conference in Montreal. At the conference, teams will discuss 10 different topics spanning five levels of difficulty, and while the ultimate goal is to reach a resolution, the JDS team is also hoping to win some awards for their performance. “This is our first time competing in a conference, and this is also my first time going to a Model UN conference,” Dana Foster, Model UN Club Adviser and history teacher, said. “So I’m mostly excited just to see how it transpires and to see our students engage in the committee meetings. But we’re representing JDS, and we are also hoping to bring home some awards.” In preparation for the competition, club members had to research their topic, research the other countries in their group, begin planning who to ally with, write a position paper, practice public speaking and much more. During the conference itself, members will be taking notes, making alliances and proposing solutions until a 51% majority is reached for any given plan. In addition to the issue-based research that is necessary for the conference, students must also stay up to date with their assigned country’s news. For example, if a student’s country was recently attacked, they must take that into account when interacting with other countries. “I’m very proud of everyone, because it’s basically like taking on another class’ homework situ-
THE TOPICS Net neutrality regulations of AI in scientific research
Women’s participation in politics and violence in detention centers against women
Intellectual property rights for essential medical services and technologies AI content ownership and privacy
Ethics of peace keeping and Kashmir conflict
Trojan War
ation,” sophomore and Model UN Club President Stella Cutler said. “So it’s definitely a big deal.” The conference spans three days, and the days are filled with meetings, which can take several hours each. In the meetings, there is both moderated and unmoderated debate, meaning there is both time where delegates must be called on by the moderator to talk, and time that is free to talk to whomever delegates wish. Because they are acting as their country, delegates are able to both threaten and help countries, so figuring out how to approach a situation productively is crucial. For junior and Model UN Club Vice President Ma’ayan Horwitz, the best part of the club is getting to research interesting and current global topics that she would otherwise not have the opportunity to learn in so much depth. “In addition to the research and the actual conference, I’m excited to network and meet Jewish teens from many different countries,” Horwitz said. “It’s not only an opportunity for learning and growth academically, but also an opportunity to strengthen our connection as a Jewish community.” Foster believes that the members are what make Model UN club unique. She explained that because Model UN requires so much work, the students are very committed to the club. In the future, Foster wants to grow the Model UN Club and is hoping that success at the upcoming competition will lead to a broader recognition of the club. While this is also a new experience for Foster, she has enjoyed being the club adviser and is proud of the student members. “I’m looking forward to seeing the students show what they’ve learned,” Foster said. “They’ve been working really hard to prepare, and I’m eager to see them show off what they’ve done.”
Jackson Gill Features editor Seventh-grade student Amichai Kirby did not spend last year in a classroom. Instead, he spent the year circling the globe, traveling across Europe, Asia, Africa, South America and the Middle East with his family, combining homeschooling with hands-on experiences across the world. The journey was the fulfillment of a long-standing family goal. Kirby’s mother, former JDS Middle School Principal Eliana Lipksy, had dreamed of traveling the world ever since she was young, and the family eventually decided the right time was when their children were old enough to experience the trip together fully. “I met my husband Chaim, and I made him promise me that we would go around the world for a year,” Lipsky said. “So we waited until it was the right time, and last year was the right time for us and our family, and we went.” Leaving July 28, 2024, and returning home Aug. 1, 2025, the family spent over a year abroad and traveled to over 20 countries. When they departed, the children, Amichai, Eitan, Matanel and Shai, were 11, 9, 7 and 7, respectively. During the trip, the family created a daily routine that combined academics and exploration. They often spent several hours in the morning studying subjects like math, Hebrew and Judaics before heading out to explore a city, cultural site or natural landmark. “We had a week’s cruise around New Zealand and Australia,” Lipsky said. “So those gave us sort of touch points, let’s say, two months apart. Then we sort of planned the rest of the direction and trip around those points.” While the children continued formal studies using online tools and structured lessons to stay on track with their appropriate grade-levels, a significant portion of their education came through
18 March 2026
Athens, Greece
E
A
D N U T O H R
Rejkavik, Iceland
Edinburgh, Scotland
Arusha, Tanzania
WORLD
How one JDS family traded the classroom for over a year of travel exploration and observation. Visiting various cultural and historical sites allowed the family to connect subjects like geography and science to first-hand experiences. Lipsky attempted to combine traditional learning with elements of interactive participation. One of the ways this was accomplished was through research projects. The children each chose a country to analyze and selected several sites or attractions they were interested in seeing. “[The children] wanted to get to the largest indoor water park in central Europe, which is in Prague, and we spent three weeks in Prague, and it was amazing,” Lipsky said. “So, that worked out really nicely.” This approach gave the children more responsibility in shaping the trip itself. By researching destinations and presenting their ideas to their parents, the children were active participants in the planning process. Throughout their journey, the family stayed in apartments, hotels, cottages, private houses and houseboats. They traveled by car,
train, ferry, plane and even rode animals for short distances. For Kirby, some of the most memorable moments came from simply experiencing daily life in different parts of the world. Australia stood out as a favorite destination, where he spent time surfing, visiting various beaches and exploring the local culture. “The culture was cool; it was so chill there,” Kirby said. “We also got to climb a bridge, the Sydney Bridge near the opera house … it was really interesting.” While new destinations like Australia provided notable experiences, according to Kirby, the year of travel also came with some moments of homesickness. Kirby missed socializing with his friends while he was away, but found it easy to connect once he returned home. From Lipsky’s perspective, some of the most meaningful lessons from the trip came from unexpected moments along the journey. During a trek in Peru, a rockslide blocked the family’s path. This forced them to cross a river using a small, hand-pulled
BY THE
NUMBERS
239
Train rides
40
Museum visits
35
Meals as guests
67
Ice creams To see more of the trip, visit their blog:
cable platform commonly used by locals commuting to work or school. Lipsky stressed that the sense of mutual support and collaboration shaped many of their experiences overseas. “Everybody was just sort of helping each other get through if you couldn’t pull yourself across on your own,” Lipksy said. “That was, I think, one of the most important experiences for ourselves and our kids.” After returning home, the Kirbys reflected on what they learned during their year abroad. They created a website to track the trip details and to serve as a virtual scrapbook for the destinations they visited. For families considering long-term travel, they stress the importance of self-awareness and understanding. “Find your pace,” Kirby’s father Chaim said. “Another important thing is identifying where your comfort level is, in terms of what you are willing to pay for, things you want to do and what you are comfortable with… Really understanding yourselves can make all the difference.”
The Lion’s Tale Magazine 19
- arts & entertainment -
SYLLABUS TO SCREEN Lena Lourenco Opinion Editor
Movie adaptations of books in the English curriculum
T
he JDS English curriculum features an array of books, ranging from classic Shakespeare to contemporary coming-of-age stories. Seeing these stories in a different medium, such as the movie version, can help students gain new perspectives and deepen their understanding of the original works. Some, just like their literary counterparts, are timeless movies that are fun to watch regardless of whether or not one has read the book. Here is a guide to movie adaptations of books found in the English curriculum that range from extremely accurate portrayals to more modern retellings.
Pride and Prejudice Freshmen who take Honors English read Jane Austen’s “Pride and Prejudice.” The Regency era romance follows the journey of the witty Elizabeth Bennet as she navigates societal pressures in rural England while falling in love with the overly proud Darcy Esquire. Their slow-burning romance and banterful dynamic have inspired the creation of many screen adaptations. Some, particularly the older ones, stay true to the book’s every detail, while others, such as “Pride and Prejudice and Zombies,” have a much more interpretive retelling. The two most well-known adaptations are the 1995 BBC miniseries and the 2005 movie, both of which are viewed in class by students. The series, streaming on Hulu and Peacock, is considered the most accurate depiction of the book, as well as being historically realistic. The movie, available on Peacock, condenses the storyline and has a more emotional tone than the series. These two adaptations are definitely worth viewing and are timeless retellings of the classic Austen novel.
The Tempest
Honors English sophomores read Shakespeare’s last play, “The Tempest.” The fantastical, dramatic comedy is centered around Prospero, an exiled duke and magician who confronts his traitorous brother. The most recent movie adaptation of “The Tempest,” found on Prime Video, was made in 2010 and features some notable differences from the play. Firstly, the character Prospero is changed to “Prospera” and portrayed as a female lead, adding a theme of gender politics to the storyline. Some subplots are also taken out, as well as certain scenes. The movie’s dialogue is almost completely taken from the play, which is beneficial to students if they are uncertain about a particular scene. However, this does make the movie slow-moving and boring at times, as the dialogue made for a play does not always translate well on-screen. Additionally, some of the special effects are low quality, making the fantastical moments in the play anticlimactic. Nevertheless, the movie does a good job at accurately depicting the play, and is a worthwhile watch for understanding Shakespeare’s language on a deeper level.
The Great Gatsby
During junior year, all English students read F. Scott Fitzgerald’s “The Great Gatsby,” an American classic taking place in 1922. The book centers around Nick Carraway and his new life on Long Island, living next to the millionaire Jay Gatsby, who routinely throws extravagant parties to attract his past lover, Daisy Buchanan. The newest and most popular adaptation of the book, available on Netflix, was made in 2013, and parts of it are viewed by juniors in class. It stars Leonardo DiCaprio as Gatsby, and Carey Mulligan as Daisy. While known for its dramatic and flashy depiction of the parties, some criticize it for glamorizing the wealth that the novel intends to condemn. Yet, for me, it was actually those grand scenes that made the movie so entertaining. Its fast-paced style and interesting set design draws viewers in and gives a cartoonish feel to the movie. Watching “The Great Gatsby” can be beneficial to students, as it allows for the visualization of some of the more nuanced scenes in the book. It is also a great watch for those who haven’t read the book, and is overall an excellent movie.
20 March 2026 Book photos by Liat Netter, LT. Movie photos from top to bottom by StudioCanal, Prime Video and Apple TV.
MOVIE NIGHT
Favorites for the upcoming Academy Awards Zoe Cohen Opinion Editor On March 15, 10 deserving movies will all compete for the Best Picture of 2025 in the 98th Academy Awards. With a variety of genres, such as political thrillers and horror, this year’s decision will be a close call. The 98th Academy Awards will be one of the biggest yet, with recordbreaking nominations and a new category, Achievement in Casting, for the first time since 2001. The hit film “Sinners” broke the record for the most Academy Award nominations in history with 16 nominations. Featuring AfricanAmerican twin brothers who return home to the 1930s Deep South, “Sinners” is not only a unique blend of historical fiction and horror but also speaks to the deep roots of racism in American history. The complex plot serves as an underlying metaphor for white supremacy
in the 1930s, when African Americans were constantly under attack and threatened by white people. While complicated in theory, I believe the film executed the plot fantastically. The highly anticipated “Marty Supreme,” a film about a pingpong perfectionist, was not only hard to follow but also confusing and obscure. Although this movie is not, in my opinion, deserving of the Best Picture award, Timothée Chalamet acted incredibly in his star role. His work made up for the disappointing movie itself, so I believe he is worthy of the Best Actor award. “Hamnet,” the movie adaptation of a Shakespeare play about the death of his son, did an excellent job of portraying Shakespeare’s relationship with his wife, Agnes, and his son, Hamnet. The film was slow-paced but a beautiful tribute to grief over a lost child, intertwined with aspects of Shakespeare’s original play, “Hamlet.” Nominated for Best Actress, Jessie Buckley delivered a phenomenal performance as Shakespeare’s wife, Agnes, in “Hamnet,” flawlessly depicting motherly love and heartbreak over the loss of a child. Buckley already won Best Actress for this film at this year’s Golden Globes and the Critics’ Choice Awards, and her work in “Hamnet” is worthy of adding an Oscar to the list. Following the typical feel-good sports movie cliche, “F1” has a simple plot: a former, washedup F1 driver returns to partner
with a new hotshot driver. The action-packed movie had great cinematography and was very entertaining, easily making it deserving of the Best Visual Effects award. However, I was shocked to learn that the film was nominated for Best Picture, as its plot was extremely predictable and offered nothing new or groundbreaking cinematically. The political action thriller, “One Battle After Another,” was one of the most unique movies of the year and is nominated for 13 Oscars. The film follows a father’s journey to rescuing his kidnapped daughter, a former member of a far-left group. The movie shows the lengths family will go for one another while also rebelling against American authorities. Sean Penn, who played the film’s antagonist Colonel Steven J. Lockjaw, portrayed his character fabulously. Despite being a villain, his acting was so phenomenal that viewers could look past some of his character’s flaws. Penn was nominated for the Best Supporting Actor, and his work is definitely worthy of the award. Ultimately, I believe that “Sinners,” with a unique and complex plot, is deserving of taking home the 98th Academy Award for Best Picture, as it perfectly tied together history, horror and action in just over an hour. As this year’s ceremony is one of the most anticipated yet, I am eager to see which of the phenomenal films from 2025 will have the pleasure of taking home these awards. Photos by Liat Netter, LT.
LIONS’ PICKS FOR BEST PICTURE
SOPHOMORE JOCELYN FISHER
“Marty Supreme”
JUNIOR DAVID SCHANZER
“Sinners”
FRESHMAN ELLIE FRIEDRICH
“Sinners”
The Lion’s Tale Magazine 21
- arts & entertainment -
NICE SLICE Nearby kosher pizza places ranked
David Federowicz & Eli Loeffler Sports Editors In the Greater Washington area, there are many great options to grab a slice of kosher pizza. Despite being limited to certain toppings, these kosher restaurants rise to the challenge and offer high quality pizza.
Ben Yehuda $25
Located in Kemp Mill shopping center and near other kosher restaurants and stores, including Holy Chow and Shalom’s Kosher, Ben Yehuda Pizza is a popular option among kosher pizza places in the area. As a caterer to many kosher events in the area, this restaurant features multiple different styles of pizza, including cheese, margarita, Greek, Sicilian and more. The restaurant’s classic cheese pizza is $25 for a 18-inch large and had a sweeter taste, an objectively good cheese-sauce ratio and a crust that put both Siena’s and Nut House to shame. I thought the pizza was great. Yet, Ben Yehuda is sometimes inconsistent with its oiliness and overall pizza composition. So, this restaurant earns a satisfactory grade, but one that is conscious of shortcomings in terms of the actual pizza taste.
Nut House $25
Nut House Pizza, located in the Wheaton shopping center, serves kosher dairy Italian dishes, including its signature pizza. Established in 1983, the vintage restaurant does not have a notable ambiance, but focuses on its food quality and takeout orders. Its menu is mainly composed of various types of pizza, including Hawaiian, Barbecue and Greek-style pizzas, but the menu also offers pastas and salads. The 18-inch cheese pizza costs $25, but was completely worth it. The pizza came to the table steaming and looked extremely appealing. The dough had a very pleasant crunch on the bottom and a rich sauce that tasted very good. The cheese was also very pleasant and tasted fresh. With all of these components, the pie tasted delectable, prompting me to eat two more slices. As for service, the owner was extraordinarily kind and hospitable, adding to the amazing experience at Nut House. If someone told me that Nut House served authentic Italian pizza, I would definitely believe them.
Siena’s Restaurant $15
Photos by David Federowicz and Eli Loeffler, LT.
22 March 2026
Located across the street from the JDS Upper School and next to Moti’s Market, Siena’s Restaurant is known for its pizza and Italian fare. The completely vegetarian and kosher restaurant features Italian and Mexican cuisines in a sit-down and upscale atmosphere. Siena’s pizza is also served every Friday at the JDS upper school. The 12-inch cheese pizza cost $15 and came out of the oven very hot, but didn’t look very appetizing at first glance. The pizza is composed of a very soft dough that tasted pleasant. However, the sauce did not have the best flavor and dominated over the cheese and crust. The cheese also lacked strong flavor, along with a crunch-less crust. This pizza was filling and tasted somewhat savory. Siena’s is the most price-efficient option, and is great for a quick snack. I would recommend eating here for a quick bite close to school but would suggest the other restaurants more.
KOSHER COWBOY
Jewish country singer’s new album and backstory
Ephraim Blair News Editor At first listen, Joe Buchanan’s music sounds like any other classic country artist. However, when he begins singing Hebrew prayers, such as Mah Tovu and the Shema, it quickly becomes clear that he is unique. Clad in a cowboy hat and Star of David belt buckle, Buchanan masterfully blends traditional country and Americana with explicitly Jewish themes. In addition to several singles, Buchanan’s discography includes three albums: “Unbroken,” “Back from Babylon” and “Heaven & Earth,” released last year. His most popular songs on Spotify include “My Beloved,” “Hear (Sh’ma)” and “Shalom Aleichem.” Born in Texas and raised on country music, he began exploring Judaism after his wife of 13 years revealed she was Jewish during a visit to the U.S. Holocaust Memorial Museum. Moved by the experience, they began studying Judaism together with a rabbi, ultimately leading Buchanan to decide to convert. “It changed my life when [the rabbi] said, ‘There is one God, and there’s nothing wrong with you,’” Buchanan said. “He said, ‘You’re great just like this, and you’re loved by your Creator just like this. You’re part of creation.’ He said, ‘You do good things just because it puts more good in the world. It’s not for some reward later on or some fear of punishment.’” Buchanan has always loved country music and began playing guitar at 13, but he did not initially pursue music professionally, choosing a career in human resources instead. It was only after his conversion to Judaism that music took on a new purpose, leading him to leave his corporate job and become a professional country artist. Buchanan said he tries to use his music to explore religious themes about God’s love and forgiveness, as well as the uniqueness of American Jewry. Out of all his music, one song that particularly
Joe Buchanan performing in a synagogue. Photo by Zach Dalin, used with permission.
stuck with me was “Texas” from his most recent album, “Heaven & Earth.” The song describes his deep connection to his home state, incorporating traditional country chords and instrumentation with guitar, piano and fiddle music. The lyrics resonate with me and perfectly encapsulate his musical career and spiritual journey. Buchanan sings that he had been to Israel, but “Yeah now, Texas is like a holy land to me / It’s the place where the heavens feel close /…I’ll be glad I lived in Texas where I first found the reason to pray.” Buchanan also addresses contemporary issues in his songs. His recent album includes “You Ain’t Got the Stones,” which mocks online antisemitic trolls for their “constant lies.” Buchanan is also trying to disprove stereotypes about country music and people who say his music does not sound Jewish. “We don’t say someone looks Jewish or not,” Buchanan said. “Just because someone wears a western hat, pearl snap shirt or western boots, that doesn’t mean that they’re Christian. If you think that it does, that just means your experience is small enough that you probably shouldn’t be writing articles about it.” Many of Buchanan’s songs take their names and lyrics directly from traditional Hebrew prayers. Buchanan said he has a particularly special interest in Kabbalat Shabbat, the Friday night
Fast Facts 1
Loves dogs
2
Favorite service is Kabbalat Shabbat
3
Had a jukebox as a kid
4
Started playing guitar at 13 with no official lessons
5
Grew up on a ranch with horses, deer and birds Photos by Leora Blumenthal, LT.
service that welcomes the Sabbath, which he said was “the highlight of my week.” Using his new melodies of “Lecha Dodi” and “Hashkivenu,” Buchanan leads Friday night services across the country. Even his other songs with non-religious names incorporate Jewish themes and the occasional Hebrew lyric. In “My Beloved,” he talks about love and marriage and quotes the Song of Songs, singing “I am my beloved’s and my beloved is mine.” In his song “Goodnight My Love,” he strums soft chords and ends with reciting the Shema. Buchanan’s two favorite artists are fellow Texans George Strait and Robert Earl Keen. He has learned a lot from fellow Jewish country singers and groups, including Abbie Strauss and Jacob’s Ladder, both of whom he has collaborated with on music. Looking to the future, Buchanan said that, while he is currently focused on promoting his newest album and current tour across the U.S. and Israel, he plans on releasing new singles this year. Buchanan remains dedicated to spreading Jewish messages above all else. “I feel very mission-driven and very called to tell people about who we are and share who we are as much as possible with the world–a world that, I believe, doesn’t really understand what it means to be Jewish,” Buchanan said.
The Lion’s Tale Magazine 23
- sports -
MILLENNIUM MOMENT Isaiah Segal-Geetter Reporter n the third quarter of the Capital Jewish Hoops Invitational Championship game against Gann Academy, senior and captain Cyrus Blumenthal reached one of JDS’ most exclusive milestones: 1,000 high school career points. Blumenthal entered the game needing just eight points to reach the mark. While teammates, coaches and managers were tracking the total, Blumenthal insisted on approaching the game like any other and focusing on winning the tournament. “He didn’t really want to focus on himself,” senior and captain Micah Goldrich said. “He was being very humble about it. It was kind of an unspoken thing that we were all secretly tracking.” Midway through the game, Blumenthal hit the shot that put him over 1,000 points. Head coach Ryan Eskow called a timeout and Athletic Director Becky Silberman announced the milestone over the loudspeaker and played music. “It was definitely an adrenaline rush,” Blumenthal said. “They paused the game and did a little celebration, which was cool. I had a lot of family there. It’s definitely a super cool accomplishment for me. I’ve worked pretty hard for it.” The milestone was years in the making, as Blumenthal has played on the varsity team since freshman year. Blumenthal started tracking his points halfway through his sophomore year, putting the scores from each game into the notes app on his phone. He retrieved earlier num-
I
CYRUS’ STATS
4
Years on varsity basketball
Photo by Brielle Bassin, Dimensions.
bers from scorebooks and Hudl, an online service used by sports teams to watch game film and track player statistics. Being a starter on varsity as a sophomore and every year since helped Blumenthal reach this goal, as it gave him more playing time and opportunities to score. “I think it’s definitely a testament to having really good teammates,” Blumenthal said. “They’re always willing to share the ball. I’ve filled the role I’ve needed to, and it just happened naturally. I didn’t force it.” Despite the celebration, the Lions ultimately lost the tournament’s Championship game against Gann. Instead of returning to the locker room with a trophy, they regrouped as a team. “We did not go back to the locker room celebrating,” Goldrich said. “We went back trying to recap on our loss.” The team secured the regular season co-championship for the first time since 2017, but ended up losing to Sandy Spring Friends School in the PVAC Championship. “For the bigger picture, it’s another small thing in a really successful season,” Blumenthal said. “What really matters is winning the PVAC championship.” Goldrich, who has been playing with Blumenthal since sophomore year, emphasized his pride in the major accomplishment. Goldrich thinks that this achievement speaks to younger players on the varsity team. “It shows discipline and commitment,” Goldrich said. “You hear about
Senior Cyrus Blumenthal surpasses 1,000 career points
1,000-point scorers like it’s some legend from a few years ago. But when you see it happen, you realize it’s possible with hard work.” Head Varsity Basketball Coach Ryan Eskow was proud of Blumenthal’s accomplishment describing the milestone as “awesome.” “I think Cyrus’s presence on the team means everything,” Eskow said. “He’s such an important leader that we have. His accomplishment is in a way our accomplishment. His teammates have to pass him the ball, his teammates have to have faith in him. That’s how a team works.” Blumenthal overcame an injury during the championship tournament game, as he had broken a bone in his middle finger after scoring the 1,000th point, something that he feels emphasizes the perseverance in the milestone. As his basketball career wraps up, Blumenthal sees 1,000 points as both something of closure and a stepping stone. “[It’s] definitely a cool accomplishment for me,” Blumenthal said. “But really what matters is winning.”
Senior Cyrus Blumenthal hugs Assistant Coach Daraun Gray to mark his achievement of 1,000 total career points in his varsity basketball career. Photo by Adam Hirsh.
6 18 32 Most threepointers made in a game
Average points per game this season
Most points in a game this season
24 March 2026
A combination of logistical obstacles stand in the way of improvement for JDS’ outdoor facilities
ROUGH GROUND, ROUGH GAMES
Eden Segal-Geetter Reporter Nearly every day during the fall and spring sports seasons, JDS athletes practice and play outside on fields of worn grass, bare patches and uneven ground. These conditions have prompted students, parents and coaches to consider why JDS has not made visible improvements to its outdoor facilities. JDS does not own its athletic fields but instead leases them from Montgomery County, which limits the school’s control over long-term changes or renovations. Since JDS doesn’t have unconditional rights to the property, both locals and students use the fields daily. This shared use means that JDS cannot regulate how the fields are treated outside school hours, restricting their ability to make improvements. However, the Board of Trustees has recently been revisiting facility planning as they are weighing varying short-term solutions and different long-term lease negotiations. While the condition of the fields has been an issue for years, President of the JDS Booster Club and co-chair of the Board of Trustees’ Facilities Committee Geoff Chesman says it has only lately became a higher priority due to the recent formation of the school’s booster club. “Any investment that we would make, we have no control over the maintenance of them after hours and on weekends,” Ches-
man said. “It’s kind of like throwing money into a hole.” The effects of the field conditions impact student-athletes directly. Uneven fields increase the risk of injuries particularly in sports like soccer, baseball and softball which require quick changes in direction. Poor field quality can also disrupt practices and games, affecting athletes’ performances and making it difficult for teams to compete. “I think our field is a little bit injury prone,” junior and varsity soccer player Brielle Bassin said. “There’s a lot of bumps in the field and dirt patches, and sometimes when I’m playing, I twist my ankle because of it. … It’s a little bit scary.” Under the current lease agreement, responsibility for maintenance falls to JDS. The school employs a landscaper to mow the grass, fill holes and help with grass growth, but those efforts have limits, especially when financial and weather conditions are factors. Economic constraints restrict the extent and frequency of maintenance that can be performed, particularly more costly interventions such as full field resurfacing and irrigation upgrades. At the same time, weather conditions also affect the quality of repairs. Heavy rainfall can lead to flooding, while prolonged dry periods lead to scarcity of grass, revealing hard and dry dirt below. At the moment, to combat On a sunny September afternoon, senior Lucy Ginsburg jogs down the lower field during flag football practice. Photo by Ella Longman, Dimensions.
damaged fields, the board is exploring alternative locations for home games. This effort would include locating and renting fields for baseball, softball and soccer teams. There are financial constraints that accompany this plan, however, according to Director of Athletics Becky Silberman. “We currently shuttle students for the winter season to our lower school for practices,” Silberman said. “So it’d be a similar fee structure, which we just renegotiated. … It’s around $575 per shuttle.” In terms of a long term solution, the board is looking to renegotiate the lease with Montgomery County which could permit them to have more control over the state of the fields. Any plan must account for the interconnected nature of JDS facilities. Improvements to one field can affect others, as directing funds towards one field would limit the budget available for other sports. Moving forward, Chesman says that documenting concerns from students, parents and coaches through email will be crucial. “There are other parents who are similarly engaged that I’ve been talking with that are interested in affecting change, and that want to make a difference,” Chesman said. “And I think right now we’re gathering that support so that when the time is right, we’ll be able to do something that really helps to elevate the fields.” Sophomore Nathan Yoskowitz and senior Jakob Lipsky attack their opponents’ goal on a fast break. Photo by Brielle Bassin, Dimensions.
Seniors Eliana Wolf and Jennifer Kelner prepare for the next batter to step up to the plate. Photo by Brielle Bassin, Dimensions.
The Lion’s Tale Magazine 25
- sports -
ICE IN THEIR VEINS Recap of the Lions’ winter sports season Dayla Lurie Arts and Entertainment Editor
Boys Basketball This season, all three of the boys basketball teams made the playoffs, with two of them also advancing to the PVAC Championship game. The middle school boys gained valuable lessons and experiences throughout the season through their multiple games, according to eighth grader Zach Koplow. Although they lost in the first round of the playoffs, the team used this opportunity to learn and grow. “Each practice was super important because we got better at our plays and it helped our offense work better,” Koplow said. The JV boys basketball team remained undefeated in in-conference games and carried that all the way through to the PVAC championship, winning 61-39 against St. Anslems. Varsity focused heavily on preparation during practices, working to execute offensive sets and strengthen
26 March 2026
help defense principles. Senior and captain Leo Steindecker is proud of the team’s consistency and progress throughout the season. Over time, the team developed stronger chemistry. The varsity team were regular-season co-champions and advanced to the championship against Sandy Spring Friends School, where they fell short 5945. Throughout the season, they emphasized teamwork and trust, building close relationships off the court as well. By the end of the year, the group had not only Junior Dylan Shank became regular season co-chamdrives to the basket in pions, but also formed lasting a home game against Melvin J. Berman Hebrew memories together. Academy. Photo by Adam “Although we did not win the Hirsh. championship, we got past the semis, something we hadn’t done in a while, and won the regThis was the fourth season season,” Silberman said. ular season,” in a row where the varsity girls Silberman is excited for the S t e i n made it to the PVAC Champinext season and to see how the decker onship, which Athletic Director current juniors take on new resaid. and Head Coach Becky Silber- sponsibilities on the team. Juman is very proud of. Every nior varsity consisted of freshyear, going into the season, it is men and sophomores, many unknown what the competition of whom were first-time high will be like. The girls’ basketball school players. Throughout the season began in early Decem- season, the team faced expeber, with practices focused on rienced teams, but used each conditioning, drills and pre- game as a lesson to develop funparing for the season ahead. damentals. Silberman said the girls varsity Like the other teams, midseason went very well. dle school girls basketball had Despite the loss against Mel- a chance this season to grow vin J. Berman Hebrew Academy their skills, but lost to Berman Berman in the PVAC Champion- in the first round of the playoffs, ship game, Silberman is proud according to head coach Brett of the bonding and growth as Kugler. Senior Tali Loeffler a team that happened this sea“Once everybody understood dribbles down son. their role that was really the big the court to “How the season ended is not turnaround for us,” Kugler said. the basket. reflective of the team as a whole Photo by and the effort that went into the Adam Hirsh.
Girls Basketball
Wrestling
The wrestling team practice four days a week across the street from school at Pure Performance. At these practices, they participate in physical conditioning and training exercises. These train-
Winter Track
Unlike other sports during the winter season, winter track is primarily preparation for the spring season. The team consists of both high school and middle school students. This season was shorter than previous seasons due to severe snowstorms and abrupt schedule changes.
Swim This season, the swim team spent the winter training consistently and preparing for meets. The team practice twice a week, meeting on Tuesdays and Thursdays at the Bender Jewish Community Center. The team practices outside, where they focus on
ing exercises included practicing techniques and take-downs. The overall season consisted of matches against other schools and tournaments. The team went to the Mid-Atlantic Wrestling League tournament where they not only expanded their skills but also bonded. Junior Jonah Soffler placed gold for his weight class.
Despite the individual performances, Sophomore Emmanuel Sarantos loves the community that the wrestling team has given. “Wrestling is a sport which requires diligence, and surprisingly, more than just being the strongest person on the field. It takes strategy,” Sarantos said.
Despite these challenges, Head Coach Shayna Held found this season to be very important because the team completed the task they needed to, preparing themselves for the outdoor spring season. Held is proud that, despite the weather obstacles, they were still able to hold two meets at Berman, which were intrasquad, meaning only against themselves.
“Track is accessible; you don’t need any fancy equipment to do it,” Held said. “You don’t need any skill set going into it. And also, it accepts all different kinds of people. It accepts people who’ ve got good endurance and it also accepts people who don’t necessarily have good endurance.”
building endurance, refining technique and improving their times. Throughout the season, the team competed in multiple meets at both the middle school and high school levels. There were two high school meets and two middle school meets. While the team has not secured a win this season, each meet provides swimmers with the opportunity to gain expe-
rience and measure their progress. “I really love that although it’s a small team, at meets we all always hype each other up and cheer each other on,” freshman Shoshana Halissey said.
Dance
The dance team, led by senior and captains Vivi Ducker and Ella Arking, performed three times this past season. The first performance took place during Kabbalat Shabbat, the second was during the opening ceremony of the Capital Jewish Hoops Invitational Basketball Tournament and the third and final performance took place during senior night. Sophomore Eden Kotok said that her favor-
“
ite part of the season was having fun with her friends during practice. The dance team practiced three times a week, either in the dining hall or at the JCC. “I feel really connected to the team and practice always cheers me up,” Kotok said. “It was fun celebrating the seniors at senior night and sending them off.”
During this winter season I was able to create life long memories with my teammates.” - Sophomore Eden
Kotok
Junior Molly Rose Cloutier dances during a performance at Kabbalat Shabbat. Photo by Brielle Bassin, Dimensions.
The Lion’s Tale Magazine 27
LT
WHAT’S ON WEB Our top picks from Lion’s Tale online
EDITORS’ PICKS
Eliana Abrams Editor in Chief
BEST OF SCHOOL NEWSPAPERS ONLINE WINNER
LEADING THE MARCH
A TRIBE OF ATHLETES
What it is: JDS freshman Devin Stein is a Cadet Major in the Civil Air Patrol, a national youth program that teaches leadership, service and practical skills. Why we love it: This extracurricar is unlike anything we’ve ever heard of before. Stein’s experiences in the Civil Air Patrol are definitely worth a read.
LT
David Federowicz, Sports Editor
What it is: Tribe NIL is an initiative that helps provide financial and community support to Jewish college athletes, including several JDS alumni. Why we love it: This article is a great overview of how Tribe NIL functions and their goals for the future.
Photo by Lindsey Shapiro, LT.
Photo by Adam Hirsh.
Jack Spiegel, Guest Writer
LT
OPINION: BRAINROT HAS MEANING
Jonah Mellen, Former A&E Editor
What is it: While many people brush Brainrot off as low-value or pointless content, Mellon argues that brainrot connects people.
Photo courtesy of Devin Stein.
Why we love it: Mellon’s witty writing style and creative opinion make for a great read. Photo by Molly Elbaum, LT.
LT
GUIDE TO LOCAL SMALL BUSINESSES SHIFTING SIDES
Graphic designed by Anna Polon, LT.
Eliana Abrams, Editor-in-Chief and Maiya Blumenthal, Former Managing Editor, Copy
What it is: How global events impact JDS students’ political beliefs and perspectives. Why we love it: This story centers student voices in regaurd to the current political situation, especially post Oct. 7.
Molly Elbaum, Reporter
What it is: An exploration of various small businesses in the Greater Washington area. Why we love it: This piece captures the personality of each small store and celebrates great local businesses.
SCAN HERE FOR WEBSITE