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Source: donaldjtrump.com
Source: kamalaharris.com Former President Trump and Vice President Harris each at their respective raly’s.
Electoral college: Students Cast Ballots for Trump/Harris Election
Ilan Lennon (’27) & Avigdor Zweihorn (’27)
This year CYHSB sophomores, juniors, and seniors have the opportunity to participate in AP Government as their elective.
In the AP Government class, students learn how the United States government works, the ideas that sparked democracy, and the timeless debates over what a proper government should look like. One aspect of the United States government, especially relevant this coming week, is the election process.
The Electoral College is the system used to elect the President of the United States. Each state is given a number of electors proportional to their population. Usually, the state will designate all of the electors to the candidate who gained the most votes in the popular vote within the state. This coming week, the elections will take place, and the CYHSB Weekly staff conducted polls to predict the results based on our school population
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To create the Electoral College district maps, we first divided the student body into districts across the community, assigning each district a corresponding number of electoral voters to represent the school. Next, the students were polled to see who they would vote for, giving us enough data to compile the results into a district map with the electoral votes in their corresponding sectors. A total of 12 students opted to not disclose their preferences of whom they would vote for; 16 students voting Republican for the Trump/Vance campaign; and five students voting Democrat for the Harris/Walz campaign. These results were distributed among six districts. In the Dorm District, which voted Republican, there were two votes for Trump/Vance, one for Harris/Walz, and three who preferred not to disclose their choice. The Laurie and Brantford Districts also voted Republican, with three votes
for Trump/Vance, one for Harris/Walz, and two who preferred not to disclose. The Shady Grove District leaned Republican as well, with two votes for Trump/Vance, zero for Harris/Walz, and three who
opted out of voting. In North Kings Arms, the district voted Republican, with four votes for Trump/Vance, two for Harris/ Walz, and two who chose not to disclose. Finally, in Ashley Square South, the district also voted Republican, with five votes for Trump/Vance, one for Harris/Walz, and two who preferred not to say.
Based on these results, it became evident that, if the election were decided by the
school, Republican nominees Donald Trump and J.D. Vance would have triumphed over Democratic nominees Kamala Harris and Tim Walz. The CYHSB mock election offered the students a hands -on opportunity to involve themselves in the complexities of the United States government, and the election process. Through district mapping and polling, students were able to experience the inner workings of representative democracy and the impact of each and every vote. The results showed a 50% preference for the Trump/Vance campaign within the school but still indicated interest in other voting options, (with a split between Harris/Walz and abstention). This highlights how Electoral College simulations can reflect a diversity of opinions within a population. This project not only allowed the students to understand the electoral process, but also the impact that it has on the larger population and the impact the population has on the election. This project demonstrated the fundamental principles on which our representative democracy operates and emphasized the importance of each individual's impact on the country as a whole.
Cooper Clicks
Top Right: Ethan VanderWalde speaks in front of the school, commemorating October 7th.
Middle: CYHSBers, arm in arm, singing Acheinu.
Bottom Left: Rabbi Gersten speaking to the boys about sukkot.
Bottom Right: Raanan VanderWalde studying hard or hardly studying.
As election day approaches, it is only fitting that we take a deep dive into this year’s presidential election and what it means in our school. Our student body has many opinions about the two candidates. In order to determine the election atmosphere in our school, we conducted a survey of the student body in which we interviewed many students about who they would vote for in the upcoming election and why. Our study gave us a wide range of opinions and viewpoints.
Of the eleven people we surveyed, ten said they would vote for Donald Trump, the other saying they would vote for Kamala Harris. The most common reason why they would vote for Trump is that they believe he’s better for Israel and the Jews. As sophomore Benny Frieden
commented, “I think the most important thing in the election is the ongoing situation in Israel. I think Trump is better for the state of Israel and the Jews as a whole.” Some people also told us they would vote for Trump because of their family’s political views, sticking true to the beliefs of their households. Lastly, many answered with the reasoning that Trump, although he has many flaws, is still the better candidate of the two.
The one person in our study who voted for Kamala said it was because he “couldn’t approve of having his country
run by a criminal who publicly voices racist hate comments.”
Many students also declined to answer, favoring choosing neither candidate in this upcoming election under the logic that they would both negatively affect the future of the country.
The elections are to be held on November 5, and millions of Americans are getting ready to cast their votes. Although few students are old enough to vote in the upcoming elections, it is important that our voices be heard. The graphs on this page should help illustrate the results of our study.
Disclaimer: Since we only had a very small sample size of people to survey, these results do not reflect the major opinion in the U.S.. Our polls may also be somewhat inconclusive because many students chose not to respond to our public survey. The personal opinions stated in this article do not reflect the opinions of the school in any way.
Mishmar Reimagined: Exciting New Learning Program
Tzvi Steiner ('26)
When students returned to school just over two months ago after summer break, we were surprised to find several changes not only to our classes but also to school programming. One of the most signi fi cant programs for student life, the Mishmar program, has undergone more changes since last year than any other program our school offers.
Mishmar is a program that occurs once a week, for around an hour each session. It gives students who want to grow in their Torah Learning an opportunity to do so in times when they normally would be otherwise occupied. Avigdor Zweihorn (’27) put it well when he said “Mishmar is a lot of fun and it forms a great out-of- school environment for learning.” In previous years, Mishmar happened on Thursday nights after Maariv and would feature a speaker from the community, who would share a Dvar Torah for the evening. The event also featured food (usually latkes, cholent, or salami) available for students in attendance.
of Thursday. In addition, The food has been changed from Latkes and Salami, to now varying from week to week. The most significant changes involve a complete restructuring of the Mishmar program. Students now learn in
types of Torah learning that are most beneficial.
Ethan VanderWalde and Yakir Rovner eating and learning.
Source: JJ Stein
This year, however, Mishmar was changed in many different ways, the least of which is that it is now on Wednesday instead
small groups rather than as one large class, with each group containing a designated student-leader. Additionally, instead of learning something different each week as they did before, students will now learn parts of the Kitzur Shulchan Orech every week. So far, we have learned up to Siman Seven of the Kitzur Shulchan Aruch. Our studies have included topics such as recognizing that Hashem is always before you, what to do when you wake up in the morning, the traits of animals that Rabbi Yehuda ben Taima advised us to emulate, resisting the Yetzer Hara when it tries to deceive you, and the
In addition to the changes to the learning itself, the school has also added a new incentive for students to learn and stay focused during Mishmar. Mishmar now operates on a four-week schedule, and after the four week cycle, a Kahoot game will be held, which covers the material that was learned, with prizes for the top three students respectively. This past September 25th marked the conclusion of the first Mishmar cycle, and the winners of the Kahoot game were Ethan Vanderwalde in first place, Raanan Vanderwalde (‘25) in second, and freshman Yakir Rovner (‘28) in third. Ethan Vanderwalde (‘25), the team leader and first Kahoot winner, said, “Mishmar is an amazing experience; the combination of good food and learning with friends cannot be bested.”
Overall, as students settle back into Mishmar after the summer break, it is clear that this program plays a vital role in our school’s student life. It offers students an important opportunity to grow in their Torah learning, and the changes made this year provide a new and exciting way for them to do so.
Dina Demalchusa and its Modern Practicality
Rafi Goldkin (’25)
The Gemara, Tractate Gittin (10B) tells us that Shmuel established a rule known as Dina Demalchusa Dina: the laws of the kingdom are laws. Meaning that if a Jew happens to find himself in a foreign land, whatever the rules are in that land, he has to follow them. For us, in America, we have to follow the American law, disregarding a few exceptions.
The Rambam applies a similar rule in the Mishneh Torah that Din Hamelech Din: the laws of a king are binding. The Rambam elaborates, saying that this rule only applies when the people of the land accept the king's special coin, meaning that they have accepted him as well. But, if he is not accepted as king, and his coins are disregarded as the coin of the land, then his laws are not binding.
The Rashbam, similarly, writes in regard to the rule of Dina Demalchusa Dina that all the people of the land must accept the king's rules and laws of their own free will in order for them to be acceptable laws. Implying that if the people don’t accept the laws of the king, then they would not be binding.
In Thomas Hobbes' book, Leviathan (1651), he discusses the idea known as a social contract. His social contract theory starts with a “state of nature” in which humans are inhumane. People live for
Source: ustr.gov
themselves, killing, stealing, and doing whatever satisfies them. However, after a while, humanity realizes that in order to improve, they must come to an agreement. They draw up a contract and submit some of their rights to a central government that will rule over them. The contract aspect is that while the citizens relinquish some of their rights, the government has an obligation to the people to perform their duties effectively. These mafarshim are explaining Dina Demalchusa in a similar light as a social contract.
Alternatively, the Ran explains that Dina Demalchusa is the idea that the king owns all the land and, therefore, one is obligated to follow the laws of the king because he owns the land.
Dina Demalchusa - Do I have to pay taxes?
Rambam in Hilchos Gezeilah writes that a Jew living in a nonJewish nation has an obligation to pay a standard tax to the government. The Meiri in Bava Kama writes that this rule even applies to a progressive tax system, meaning that U.S. citizens would have to pay taxes to the government based on their income. Furthermore, the Rambam in Hilchos Melachim writes that if somebody violates a legal tax system, then he is obligated to pay any fines and endure any punishments.
The Shulchan Aruch interpreted by the Rishonim states that if the taxes are unfair or discriminatory, then this would not be included in Dina Demalchusa and one would not have to pay them. However,
Dina Demalchusa sheds light on Judaism's relationship to government.
Letorah Velemoadim states that a graduated income tax also known as a progressive tax is a reasonable tax and one would be obligated to pay that.
According to the Ran’s theory of Dina Demalchusa, taxes are just a form of rent; a payment to the owner of the land for living on it. Therefore, everyone living in a country has to pay taxes.
This made sense in Talmudic times when there was a king that ruled over the Jews. But
what if there is no king? What if the king/president doesn’t own the physical land we live on. Does Dina Demalchusa still apply nowadays when we are paying taxes for a totally different reason?
According to Rav Herschel Schechter, people who live in the same area are considered partners. The tax dollars that we pay are going to the betterment of the area and society such as new roads, law enforcement, and public
services. He therefore says that if somebody doesn’t pay taxes he is not stealing from the king but rather stealing from his partners and neighbors.
Following this logic, the Choshen Mishpat writes that the rest of the neighborhood would then have the ability to force you to pay taxes.
So in practical applications, according to the principle of Dina Demalchusa one is obligated to pay taxes in America.
A Political Issue. It’s often unusual for teenagers to be asked to share their political opinions. Taking a step back, it’s rare for teenagers to think critically about politics, let alone develop an opinion or be asked to comment on one. When the proposal was brought to the administration, an underlying question arose: Can we publish this?
Looking back, I wonder why this was even an issue. What is it about this topic that makes it so taboo and controversial that, when polling the student body, almost half didn’t even want to vote or comment? Is it due to concerns about college admissions? Or are some students influenced by community opinions?
Regardless, we have reached a point where the simple sharing of opinions has limited even the inconsequential vote of a mock high school election.
It is, at best, an interesting scenario and, at worst, a deeply disturbing one. It’s must be found worth considering the importance of open dialogue and the role of student voices in shaping the school community.
