The Rampage The Newspaper of the Ramaz Upper School
New York • Volume 51 • Issue 7 • March 2018 • Adar/Nissan 5778
The National Walkout Comes to Ramaz
David Grinberg '19
The Stoneman Douglas massacre of February 14 marked one of the deadliest school shootings and the beginning of a nationwide movement, dedicated to the prevention of any sort of horror like the one these students experienced. Many
The first event that was organized specifically to give students the ability to speak out was the national school walkout, which was planned for March 14, the one month anniversary of the shooting. The walkout’s stated goals were both commem-
quire background checks before all gun purchases, and allow for the confiscation of guns belonging to unstable people. Due to the political nature of the walkout, the school as an institution neither supported nor opposed it, but rather
of the terrorized students chose to become more than just “victims” and “survivors” and to emerge instead as activists and leaders in the struggle to ensure school safety. The struggle to make schools “safe havens” is one that has gained the support of students across the country, including many from the Ramaz Upper School.
orative and political. Participating students were expected to leave their classes for 17 minutes at 10:00 AM on the morning of the walkout, in order to honor the 17 people killed in the shooting, as well as to rally for more gun control and to push lawmakers to outlaw the sale of assault weapons, re-
left it up to the students to decide whether or not to participate. The GO sent out an email informing the students about the walkout and its importance, saying, “At Ramaz, we are blessed to be able to focus on our academics as people like Mr. Dwight Johnson watch over us and keep us safe. Unfortunate-
Goodbye to Starbucks
Becky Tauber '19
One of the great things that many Ramaz students and teachers take advantage of everyday is the proximity of a Starbucks to the upper school. Just under two avenues away, the Starbucks on 78th Street and Lexington Avenue is considered a staple to the average Ramaz student. It has become a part of many people’s daily school routines, whether it be stopping at there in the morning, running there during a homeroom break or lunch period, begging Ms. Cohen to take the class there instead of having gym, or stopping by with a friend before going home or catching a bus, its location on Lexington has always conveniently been there to our advantage. However, this is all about to change, as the Starbucks on Lexington has announced its closing, effective on March 25th, 2018. The news was first heard by a group of students who saw a sign on the door announcing this shocking development. The information spread like wildfire, with
students and teachers alike expressing shock and dismay at the loss of this crucial component of Ramaz life. A Starbucks representative explained that the lease to the space is up, but, to the relief of many, a new Starbucks location will be opening in July on Lexington Avenue between 75th and 76th street in place of the closing one. Although still relatively close, this three block difference has a huge impact on some of the regular Starbucks customers of the school. For some city kids, stopping at Starbucks before school might become out of the way. For those students and teachers who are able to leave school, pick up their drink, and be back in the building within fifteen minutes, they will no longer be able to do so. “What makes Starbucks so great in general is how easy and consistent it is with the app and rewards system, as well as the efficient service,” said Natalie Kahn ’19. “But specific to Ramaz, what made it so great was its
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A Special Show: The Shalva Band
Zach Buller '20
Four-hundred students watched, mesmerized, as they witnessed eight gifted musicians take full command of the auditorium stage, displaying their talents and genuine love of music to the audience. This was the Shalva Band, a professional-level group comprised of Israelis who also have disabilities. The Shalva Band consists of two blind singers, a vocalist with Pervasive Development Disorder, a drummer with Down Syndrome and a drummer with William’s Syndrome, a visually impaired keyboardist, a disabled rapper, and a musical director with Cerebral Palsy. Through Shalva’s music therapy program, these individuals are able to discover their passion for mu-
sic and share their talents with others. Shalva, the Israel Association for the Care and Inclusion of Persons
the father and mother of Yossi Samuels. Yossi had been rendered blind, deaf, and acutely hyperactive as a result of a
“Shalva does not see the disabilities. They see the abilities of every child.” -Fran Cohen, Team Shalva Marathon Director with Disabilities, is, according to the organization’s website, “dedicated to providing transformative care for individuals with disabilities, empowering their families and promoting social inclusion.” In an interview with Fran Cohen, the Team Shalva Marathon Director, Cohen explained that Shalva was created by Kalman and Malki Samuels,
faulty vaccination that he had received when he was eleven months old, and Malki had promised that if G-d were to help her establish a connection with her son, she would dedicate her own life to helping children with disabilities. One day, as Kalman and Malki referred to it, Yossi’s “Helen Keller breakthrough” arrived. Through a series of touch gestures
and simulations, Yossi was able to learn the Hebrew alphabet, allowing him to communicate with his family and those around him. Yossi’s achievements inspired the Samuels family to start an afternoon program, wherein they took care of eight children with disabilities in a small Jerusalem apartment. However, this organization grew faster than anyone expected: within a few years, eight children became ten children, which became the 2,000 children that Shalva now assists on a daily basis. Shalva grew into an national organization, providing a multitude of programs for people with all types of disabilities, stressing the inclusion of these individuals into society and ensuring maximum ease for Continued "Shalva Band" page 2
Inside this issue... Advocacy at Ramaz...Ramaz students advocate in DC and Albany, for Israel and for private schools pages 3/5 Spring Excursions...The city is once again Ramaz's classroom and backyard page 9 The Gun Debate Continues...Arming teachers and the Ramaz walkout discussed pages 12/13 Crossword...Solve the Rampage crossword puzzle! page 16
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The Walkout
continued from cover ly, not everyone in our country is afforded such a profound feeling of safety.” Students would be able to participate in the walkout, but with one small caveat: students needed written parental permission in order to leave the building. For students whose parents did not email their statements of permission, or for students who did not want to be outside, a separate walkout would be taking place on the third-floor terrace. The administration had initially been reluctant to allow students to leave the building, due to security concerns, and had instead been planning to allow students to congregate only on the terrace. However, Jonah Scherl ’19 composed an email to the administration and Phil Wilner, the chairman of the board of trustees, in which he explained why walking outside on the city streets was so essential. According to the email, the terrace is “hidden from the world’s view,” causing “the voice of the Upper School to be both stifled and hidden.” As Scherl wrote, “A gathering on the terrace takes the form of an assembly—not a walkout. This is not the time to memorialize victims, rather it’s the time to demonstrate that their deaths will spark change.” The email, signed by Scherl as well as other members of the GO and leaders of the student body, asserted that the walkout would up-
hold Ramaz’s mission of “hineini,” “here we are,” by putting the students at the forefront of the political arena. Scherl’s email was received positively, and the time and effort he put into organizing the Ramaz walkout was essential to its realization.“My two cousins go to Stoneman Douglas High School,” said Scherl. “On February 14, my cousin Ava hid in a classroom and her brother, Sam, was already outside the building. A camp counselor of mine, Scott Beigel, died as he heroically saved a dozen of his students. I have seen, firsthand, how devastating and tragic this school shooting has been for my cousins and their community—mentally and physically. So, I walked out to show my support for their cause and demonstrate that our generation would no longer accept inaction by Congress.” Jonah did not stand alone in organizing the rally, with support from the GO, the class presidents, and the Chesed Club. The day of the walkout, students who were given permission re-
ceived red wristbands, which they later showed to the security guards in order to be cleared to leave the building. Both students and teachers walked around the block for the 17 minutes, many holding up signs with the names of the victims or with the movement’s slogan: #ENOUGH. They were part over the tens of thousands of demonstrators across the nation. Meanwhile, Isabelle Kahan ’19 led a program on the terrace, where she and those in attendance read the biographies of the seventeen victims for one minute each. C o m bined, more than half of the Ramaz student body took part in the walkout. “I think the walkout resonated with a lot of the Ramaz students because they felt a connection to the cause,” said Scherl. When asked if he thought the walkout had achieved its desired political goal, he responded that “Time will tell. I walked out to ask for Congress to do something, but I don’t care what it is. For some people the walkout might
have been for gun control or more security, but I walked out for a much more apolitical cause: I want Congress to do something. I don’t care what it is, but before the country shrugs at the idea of something, I believe that we should experiment and see what works and what doesn't. I do not believe that there is one solution, but we can’t find the solution by doing nothing. Already we have seen some action from Congress, and I hope we will see more soon.” These walkouts held all over the country have reignited the gun control debate in Washington. Scherl believes that the decision is now in the hands of the government, and if the students need to remind them again that the people have a voice, then so be it. Students of Ramaz, prepare yourselves, because we may have more demonstrations to come. Said Scherl, “It is up to the student body to decide if they want to continue demonstrations like this...I do think that one of the biggest takeaways from the walkout was that Ramaz students have proven to themselves that they can organize and participate in stuff like this. It is not impossible to accomplish. The fact that one half of Ramaz students successfully participated in the walkout proves that Ramaz can participate in events like this.”
Shalva Band
continued from cover the families of the children with disabilities. The Shalva Band is just one of many programs that Shalva offers to ensure that no child’s disabilities are allowed to limit his or her potential. In Cohen’s words, “Shalva does not see the disabilities. They see the abilities of every child.” The members of the Shalva Band are extremely talented musicians who work hard on perfecting their abilities. Cohen described how the members of the band “practice every day for at least an hour. They work so hard on perfecting what they work for.” Each band member feels a special connection to music, using it as his or her own way to connect with the world. The or-
ganization’s website, shalva.org, contains the stories of some of these musicians, including Anael Khalifa, one of the band’s lead vocalists, who is blind. “Music is everything,” she said. “It’s my home. It’s a hug. I connect to myself and others through music. It’s me!” Similarly, Guy Maman, the band’s visually impaired keyboardist, said, “Music is the vehicle through which I connect worlds.” The Shalva Band is a musical group that not only wows audiences with its incredible musical talent but also inspires them. According to Cohen, “we can all learn from the kids from Shalva what the word ‘perseverance’ means. If you put your mind to something, you can do it.”
Starbucks Closing
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proximity to school. It was just down the street, and the baristas all knew my specific order. I could run there during lunch and come back with plenty of time to relax or do work. Also for specialty drinks, Starbucks is relatively cheap. Now, I’ll either have to pay more for my cappuccino or go farther away and use more, if not all, of my lunch period just getting a cup of coffee.” Not only have students relied on this Starbucks location, but teachers as well have turned to it. “I pick up my first coffee on the way to school every day before 7am, usually followed by two or three more,” said Dr. Aharon, one of the biggest coffee drinkers in the school. “If there is a faculty meeting later in the day, then I’ll get another booster coffee in the late afternoon… I’m very sad, this is a game changer.” With the new location not opening for business until July, the Starbucks frequent-
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ers must figure out another plan for coffee for the remainder of this school year. Yet even after this new location opens, just in time for the 2018-2019 school year, the consistent Starbucks customers must adjust to a new reality. Whether they switch to Serafina or run to a farther location, there is no doubt that the Ramaz community will miss the Starbucks on 78th and Lex, with some realizing only now how lucky they have been to have this Starbucks so close to school.
Shai Ben Shushan, the musical director of the Shalva Band, has worked with the band members for 12 years. In the IDF, Shai suffered a nearly fatal wound, which required a serious rehabilitation process. Through this process, Shai grew to appreciate the people around him and the blessings that life had given him, inspiring him to help others. Shai’s love of music, in conjunction with his empathetic attitude, allowed him to lead the Shalva band and elevate it to the worldwide popularity that it boasts today. The Shalva Band performed at Ramaz following the participation of a group of 10 upperclassmen in Team Shalva’s run in the Jerusalem Marathon this past March. According to Cohen, there were over 1,000 people running with Team Shalva this year around the world, making it the organization with the largest number of people running to support it. The Shalva Band had the opportunity to experience New York City and was greeted at Ramaz with the warm welcome of the Upper School students. The students clapped their hands and danced around the room as they listened to heartfelt renditions of songs including “One Day” by Matisyahu and “Titanium” by David Guetta. They watched as Dina Samteh, a blind lead vocalist, read a speech written in Braille about what the words “thank you” mean to her. Rebecca Massel ’21 said, “I loved the performance. I truly thought that it was inspiring. It really made me so grateful for everything that I have in my life.” The members of the band were able to experience Ramaz on a personal level, beyond their performance for the students. Ms. Benel described how, after the performance, the Shalva Band members went down to the gym. As the band members began dribbling basketballs and using jump ropes, Mr. Dulny and Ms. Cohen came out with a box of Ramaz apparel. The band members excitedly put on the Ramaz jerseys and sweatshirts and continued playing with each other, feeling like they were high school sport superstars. After that, the band members went up to the art room. Ms. Rabhan and Ms. Abramson provided the band members with clay, with which they created works of art. In the words of Fran Cohen, “The Shalva band got real hachnasat orchim at Ramaz.” The Upper School students truly benefited from the presence of the talented and lovely Shalva musicians, as they enjoyed the concert and had a great time singing and dancing along with the band.
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New Panini Press William Kremer ’21 The Ramaz Upper School lunchroom is experiencing one upgrade after another—first with the arrival of a brand new toaster, and now with the introduction of its very own sandwich maker. Students now have something new to look forward to when they run down to the lunchroom, hungry after a morning of classes. Five Star’s mission is to make sure all students find something appealing in the lunchroom, regardless of their tastes and preferences; this is essentially the reason behind the release of the brand new panini maker. The machine has mostly been used to create grilled cheese sandwiches, which some students are enhancing with the use of toppings like tomatoes. Aside from being an attraction on its own, the machine has caused Five Star Caterers to up its game in the cheese department. Now there are two kinds of American cheese (yellow and white, although who can tell difference?), mozzarella cheese and even string cheese. “The new cheese selection alone is an improvement and adds more options for everyone,” said Hannah Doft ’20. The new contraption makes around four to five sandwiches at a time, taking about 3 minutes each. Many students are very excited about this new option. “This literally revolutionizes the school. It’s such a good addition!” said Jacob Missry ’20. “I’m learning from the girls in my grade to put the mozzarella cheese in it, which is insanely good. Not everyone wants school lunch, so now they can have a nice panini and be full for the rest of the day.” Now that the panini press is so popular, the lunchroom staff may be considering relocating the machine in an effort to control the lines that are crowding the area, which also includes the drink machines and the salad bar. And the best part of all? Now the endless wait for the toaster is not so terrible. .
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Columbia Press Conference Josephine Schizer ’20 During the Columbia Scholastic Press Association’s 94th Annual Spring Convention, high school students from around the country gathered to attend sessions about journalism and learn how to improve their schools’ publications. Ramaz students from Rampage, Parallax, and the yearbook had the opportunity to attend two days of the conference, accompanied by Ms. Hia and Dr. Honig. The three-day convention offered tracks for students working on their schools’ newspapers, yearbooks, magazines, online media, and video/broadcasting. Additionally, sessions were offered focusing on law and ethics in journalism, including a track specifically geared towards faculty advisers for these publications. “The sessions at the conference communicated that high school students are capable of so much creatively,” said Ms. Hia. “The presenters took the students seriously and urged them to tap into the unique aspects of their respective schools to showcase in their various school publications.” Students were able to choose what interested them from an array of sessions teaching interviewing skills, lede-writing, layout tips, and technology integration into publications, among other useful skills. Session highlights included a session conducted by Marjory
Stoneman Douglas's journalism adviser, who spoke about how student journalists are covering the tragedy at their school, and a session about fake news. The conference was a valuable learning opportunity for student journalists and writers. “The different types of courses available [were] incredible and really let me discover things I never would have thought of learning,” said Suzi Dweck ’19. At the conference, the Columbia Scholastic Press Association distributes annual Crown Awards to exemplary student publications. This year, students from Parallax, Ramaz’s literary magazine, attended the convention in order to accept the Silver Crown Award that the magazine received. The convention provided an interesting and educational experience to its attendees and an exciting moment to Parallax.
American-Israeli Relationship Gabrielle Ostad ’21 Every year, the American Israel Public Affairs Committee, AIPAC, takes place in Washington DC. AIPAC prides itself on being a bipartisan organization committed to strengthening the relationship between the US and Israel. This year’s conference took place on the first weekend of March, from Sunday, March 4, to Tuesday, March 6. The conference center was packed to its max with a crowd of eighteen thousand, the highest attendance ever. This crowd included a delegation from Ramaz, whose AIPAC club is headed by Darbie Sokolow ’18 and Jonny Beretz ’18. Notable attendees at AIPAC this year included Vice President of the US Mike Pence; the US ambassador to the UN, Nikki Haley; and Israeli Prime Minister, Benjamin Netanyahu. Each day, the conference held two general sessions, in which everyone gathered together to hear about different factors influencing the American-Israeli relationship. Many people, all knowledgeable about the topic and with different leadership positions, came to share their thoughts and opinions. For example, Amy Klobuchar, a Democratic Senator from Minnesota and a strong supporter of the State of Israel, spoke about Israel's relationship with the US. The President of Guatemala, Nana Akufo Addo, also spoke, stating that Guatemala stands behind and supports Israel. Guatemala (the first country to originally have an embassy in Jerusalem) will be the second country to move their embassy from Tel Aviv to Jerusalem (after the United States). The conference included break out sessions, in which attendees had the chance to choose the sessions that most interested them. Some of these sessions included discussions about women in politics, analyses of the Middle East peace process, and dialogues about students’ roles in fighting BDS—Boycott Divestment Sanctions— on college campuses. “For me, the conference was a great opportunity to learn from many perspectives in order to
become more educated on an increasingly complex issue,” said Marcus Lerner ’18, a student in the Ramaz delegation. The conference explored the Israeli political landscape as well as its technological one, and it presented Israeli innovations that are currently benefiting Israel, America, and the world as a whole. For example, one
product introduced was Crop X, whose goal is to save water in the world. Crop X is used in farming and uses advanced technology to indicate to the farmers that the plants have been watered sufficiently. This piece of technology allows farmers to turn their hoses off, thus helping to save billions of gallons of water. Another featured Israeli invention was Edgy Bees, a software used by drone pilots to find first responders. Previously, drone pilots were unable to navigate the locations of first responders during incidents. Now, using the maps and locations on Edgy Bees, it is possible to easily locate them in times of chaos. Israeli creativity is also evident in the charita-
ble efforts and nonprofit organizations that Israelis have founded. Before the creation of the Israeli Guide Dog Center for the Blind, there was no seeing eye dog company in all of the Middle East. If a blind person wanted to have a guide dog, they had to go overseas to get one. This Israeli organization now provides guide dogs to those in need in Israel and the entire Middle East, regardless of religion and beliefs. The idea of helping others also extends to places where kids need help and hope the most: hospitals. Israel has been using “Dream Doctors,” people who dress up as funny characters and go around hospitals, to cheer up children who are going through a difficult time. Medical clowning is a new innovation, and it is yet another contribution that Israel has made to the world. Speakers at AIPAC also discussed Israeli developments in the military and in counterterrorism, describing how they have helped in saving the lives of Israeli citizens. Major Itay, the head of the IDF’s Underground Warfare Department, spoke about how his group used advanced technology to create a sensor that locates underground terrorist tunnels, helping to save Israeli lives threatened by terrorism. At the conference, he proudly announced that this sensor has been working. Another Israeli described what living on the Israel-Syria border is like. She discussed how Israel’s priorities are to keep its borders safe from hostile neighbors and to maintain a strong and powerful army. Change was the primary focus of the final day of the conference. Members of AIPAC met with the members of Congress, educated them, and discussed the issues that are most important to Israel. The goal of this meeting was to create relationships with these members Continued "AIPAC" page 10
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STEM Speaker Yasmine Sokol ’19
Jumping into College Prep Esti Beck ’19 As college is just looming on the horizon for members of the junior class, the College Guidance Office has begun to facilitate their college search and application process. On Thursday, March 15, before embarking on their spring excursion to the Museum of the Moving Image, the juniors participated in a gradewide program organized by their college advisers. Instead of organizing a classic college meeting— some speeches, a presentation, and some tips on trying to manage the application process—the College Office continued the annual tradition of hosting a mock admissions committee formed entirely of students, allowing the juniors to get a feel for what, exactly, would happen to their applications once submitted. The junior class was divided into groups of eight and given some background information about a fictional New England school, Devonshire College. Based on a lengthy description of the school’s priorities, academics, and history, the students were expected to decide whether or not to accept each of the three fake students to the college. The College Office had assembled full applications for the fake applicants, whose profiles were based off of those of three prominent literary characters: Gone With the Wind’s Katie Scarlett O’Hara, Jay Gatsby from The Great Gatsby, and Romeo Montague from Romeo and Juliet. With each student came a transcript, standardized testing scores, information about familial situations, and
other important details. For a half hour, the groups debated whom to accept, whom to reject, and whom to defer. After all of the groups reached a decision, they shared their reasons with the rest of the grade, and the juniors departed for their trip to Queens. The combination of the college activity (which took up two periods) and midday traffic meant that the juniors didn’t return from their excursion until well into tenth period, leaving juniors to attend only one full class. This arrangement led some students to skip school for the entire day altogether. “The activity was very interactive, and I had a lot of fun debating who to admit,” Natalie Kahn ’17 said. “However, I think it would’ve been better to not have it on a trip day, because some people decided it wasn’t worth coming for only a few classes. It would have been nice to have it on a regular school day as a break instead.” Not only have the junior students started to prepare for the application component of the college process, but they have also begun their searches for the perfect school. Juniors have met individually with their college advisers to compile lists of potential schools, and on March 19 they were given a day off in order to start looking at colleges. The College Office will soon bring parents into this process by hosting its annual college night and giving parents and students the opportunity to meet with representatives of different schools.
A few weeks ago, STEM Club hosted Amanda Katz, a scientist in cancer research, for the second time since 2016. She uses mice in her experiments, giving them tumors to then see which treatments will help them. While seemingly a cruel method for the mice, Katz finds it to be an effective method in cancer research. When asked if she faced any challenges as a woman in the field of STEM, she told the students that it was never really a problem for her. She always knew she wanted to become a scientist, and she was g o i n g to stop at nothing in her efforts to accomplish that goal. “Science was always my passion,” Katz said. “I always knew I was going to work in the field of science.” Along with science, one of Katz’s passions is helping people. That is why she went into cancer research: she felt that with this job, she could accomplish both of her goals at once. Katz served as a role model for the group of girls who were at the meeting. Danya Jacobs ’19 said, “It was really inspiring to see a woman with such ambition and determination. It gave me a lot of hope for my future and made me feel like I can accomplish goals of my own as well.”
IVDU School Visits Ramaz
Sophia Kremer ’20
As a pre-Purim treat for the sophomores of Ramaz and students of the IVDU school, both groups were given the opportunity to interact for a few periods, as the IVDU students visited Ramaz. The Individualized Vocational Development Unit (IVDU), located in Brooklyn, New York, offers students with special needs a comprehensive and nurturing educational environment, with a mission to provide them with the core academic, social, and life skills needed in order to achieve their highest potential and develop into productive citizens in their communities. The Ramaz students accompanied the IVDU students in baking hamantaschen in honor of the upcoming holiday, playing sports that were set up in the gym, and designing tzedakah boxes at a crafts table. Towards the end of
the visit, students joined together in a circle and sang and danced to festive songs. Many saw the visit as an overall heartwarming experience that gave students a chance to make new friends. Beth Kahn ’20, who is very involved with special needs children, said, “It was so nice to take some time out of my day to do chesed. In doing so, I put a smile on another student’s face and [my own].” As Avi Levi ’20 added, “I was so happy to have such a great opportunity to spend time with disabled children that were my own age. I hope that the administration will bring them in again to celebrate another holiday.” JV basketball star, Sammy Ifra ’20, said, “ I played basketball with a few of the kids, and it got super competitive! It was a great time!” Ms. Benel felt that the interaction really exemplified the
spirit of Purim and its mitzvot. “While we are having chagigot, masks, and parades, which is a lot of personal fun, there are also mitzvot that we have to fulfill, including matanot l'evyonim,” she said. “You can define an evyon as a poor person, but if you want to stretch it a drop, you can define an evyon as someone who is not quite as fully enabled as you are. The matana you can give him is the gift of time, and the IVDU students realize that the matana we were trying to give them was our time and care.” The students generally recognized the importance of the programming, especially in light of the upcoming holiday. “Taking some time and doing a mitzvah, especially when it is a requirement of a holiday approaching, made it even more spiritual and meaningful,” said Gabby Schwartz ’20.
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Sophia Kremer ’20
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News 5
NCSY Albany Trip
The large amount of snow covering the ground on Tuesday, March 13, did not stop Ramaz students from contributing their thoughts and opinions to the political debate in the state legislature. A group of selected Ramaz students traveled to spend the day in Albany, NY, learning about the power that young people have to influence New York State legislators with regards to school funding by the government. The students showed their care and concern about the non-public school tuition crisis by attending the Albany conference, which was run by NCSY, a division of the Orthodox Union. A few days prior to the conference, Ms. Annie Watman, from Teach New York State, spoke to the sophomore grade, addressing the issue of non-public schools that need and deserve state funds to improve certain aspects of the school’s operations. Increased funds could improve STEM education, provide for teachers with the correct education who want to pursue advanced degrees and enhance teaching abilities, and provide for the expensive security that schools require. The lack of any sort of government funding for these initiatives needed to be addressed, because most of them do not even involve religion. Watman also explained that the future in education is technology, and funding is vital for schools to incorporate technology into their educational curricula.
The Albany trip was an opportunity that does not often present itself—a chance for Ramaz students to step out of their cloistered environment and make their voices heard for a cause that could greatly affect them and their families. “After being inspired by all of the powerful students and activists in Florida, I felt very
"If our children took away anything, it is that they are really not children. They are bright, educated, young people who have certain religious beliefs, but as such should not be denied funds for an equivalent general studies education.” -Ms. Benel
comfortable with making my voice heard, especially because I knew that these congressmen listen to us and take our ideas into consideration.” said Jacob Missry ’20. “This program empowered young people to ‘walk the walk,’” said Ms. Benel. “If our children took away anything, it is that they are really not children.
They are bright, educated, young people who have certain religious beliefs, but as such should not be denied funds for an equivalent general studies education.” Students spoke one-on-one with governors and other political figures, including Governor Cuomo. Towards the end of the day, Students even had the opportunity to go into the room where some senators were filibustering bills. Some students even identified congressmen from their own districts, including Roni Denti ’20. “I understood how big of an impact these bills would make if they were passed, especially while speaking to a congressman from my district in Queens. I could see how immediate the effects of these bills would be.” Beth Kahn ’20 added, “I got so deep into a conversation with a State Governor from Brooklyn that I even asked him to join the Friendship Circle Walk in April.”
Lenox Hill Megillah Reading
Zachary Buller ’20 After fasting all day on Taanit Esther, a group of students, teachers, and alumni volunteers gathered at Lenox Hill Hospital on the Upper East Side. For weeks prior, the volunteers prepared, learning to read the prakim of Megillat Esther that they had been assigned to read for the patients at the hospital. This year was the 20th year that Ramaz has participated in this wonderful act of chesed, a tradition which combines bikur cholim with the mitzvah of helping others fulfill the obligation of hearing Megillah. After reading Megillah for a group of Ramaz volunteers, doctors, and nurses that all wanted to hear the Megillah, the volunteers broke their fasts on a delicious meal of bagels and cream cheese provided by Rabbi Simcha Silverman, the Jewish chaplain of Lenox Hill. The students then gathered together and planned out the reading schedule for the evening, based on a list that Rabbi Silverman had compiled of patients who requested individual readings. Ms. Benel explained that Adam Farber ’97 started this tradition 20
years ago, when he began reading Megillah to the patients in the hospital who would otherwise miss out on their chance to fulfill the mitzvah of hearing the Megillah on Purim night. “We started out reading in a nurse’s office on a desk,” said Ms. Benel, “but over the years this tradition has grown into being a warm and amazing event.” On a regular day, a student needs to sign many papers and consent forms in order to be allowed to visit patients at the hospital. On Purim, however, the rules are relaxed in honor of the Jewish holiday, so that the patients can receive as many visitors as possible in the spirit of the day. The volunteer Megillah readers this year included Yoni Linder ’18, Eliezer Altzman ’20, Avery Sholes ’20, and Zach Buller ’20. A group of alumni and faculty came as well, including Dr. Rotenberg, Aharon Kohl ’13, and Simon Shohet ’12. The students rotated from room to room, reading the prakim that they had learned, while the adults that knew the entire Megillah read for patients individually. In Ms. Benel’s words, “Dr. Rotenberg, Aharon and Simon just kept reading again and again! I think Dr. Rotenberg read the entire Megillah 3 times that night.”
Between Two Worlds A Musical Experience
Zachary Buller ’20 This past March, a group of students including members of the Ramaz Band, Chamber Music Ensemble, Choir and the cast of Brundibár (the children’s opera that was the school’s production on Yom Hashoah) were invited to a private concert given by world-class musicians. Four musicians performed eight pieces of 20th Century European classical music. The musicians included a Russian cellist, a Russian violinist, a British pianist and an American tenor. This program was hosted by Martin and Susan Sanders in their home and was sponsored by the Martin and Susan Sanders Family Foundation for Classical Music Enrichment at Ramaz. The program enabled the students to experience classical music in an intimate setting. The theme of the night was “Between Two Words: From Light to Darkness in Europe: 19001945.” Each piece that was selected was composed during this time period and was affected by the world wars, or the aftermath of the wars. Students heard pieces including “Cello Sonata in G Minor Op. 19, 3rd movement” by Rachmaninov, “Six Little Piano Pieces Op. 19” by Schoenberg, “Piano Trio No. 2 in E minor - Finale” by Shostakovich, among others.
According to Oded Lev-Ari, Band Director at the Upper School and one of the coordinators of the program, “The evening was built in such a way to bring you from the light, through the turmoil of the first World War, followed by the darkness and annihilation of this type of music and culture during the reign of the Nazi Party. This period of time between the wars witnessed a break from tonality that reflected the composers’ emotions at the time.” Each of the eight performances in the program was performed by a different combination of the four musicians. In between each piece, Lev-Ari explained the historical context of the piece to the students. Throughout the night, the students learned about the lives of the featured composers, including those that escaped Europe during these trying times. The students also learned about the the extent to which music was censored by the communist and fascist parties. This theme of “From Light to Darkness” ensured that the some of the pieces that were played by the musicians were atonal, so much of the music from the night sounded very strange to the students. One example was “Six Little Piano Pieces” by Schoen-
There were three or four people in each hospital room for the reading; those that were not reading the Megillah acted as greeters, delivering mishloach manot, cheering up the patients, and bringing with them the spirit of Purim. Elizabeth Newman Corré ’20 and Daniella Feingold ’20 acted as the “communicators,” managing the night by creating a WhatsApp group with all of the volunteers, telling them where they needed to be, and ensuring that every patient that signed up was able to hear a reading of the Megillah. According to Ms. Benel, “The WhatsApp group was amazing! Elizabeth would send, ‘Yoni, come to 603’ or ‘Dr. Rotenberg, come down to the 2nd floor.’ The hospital is huge, and there are people reading in every wing, so it made the logistical aspect of the night, which is the most difficult, much easier.” Elizabeth Newman Corré ’20 said, “This was my second time at the hospital for Purim. The joy we bring to the patients makes up for not being at Shul with my family that night.” Rabbi Silverman reminded the students to remain flexible; he said that they should “go with the flow, because without any notice things can change, and flexibility governs this mitzvah.” Rabbi Silverman’s words were spot on, as there were several times that a patient that had signed up for a reading and did not feel physically up to it, and there were times when someone else had already started reading Megillah to the patient before the Ramaz group arrived at the patient’s room. Ms. Benel highlighted the volunteers’ commitment when she noted that “at 10:15 PM as we were leaving the hospital after a long night, we got a text saying that a new mother, who was nursing before, was now ready for a reading. We looked at each other, smiled, and said, ‘Let’s go!’ as we went back upstairs and prepared to perform the Mitzvah again!”
berg. This atonal nature of this piece elicited laughter from some of the students, simply because this type of music was so foreign to them which made it seem funny. According to Lev-Ari, “This is exactly the type of response that the composer (Schoenberg) would have wanted. But also, this is exactly why we have programs like this. It exposes students to new types of music which they have never even heard of.” One of the main goals of the Martin and Susan Sanders Family Foundation for Classical Music Enrichment at Ramaz is to integrate classical music into student life at our Continued "Private Music Performance" page 6
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Model Congress Esti Beck ’19 After a full year of practice and preparation, the Ramaz Model Congress team competed at the University of Pennsylvania’s annual meet. The competition--which spanned Thursday, March 22 to Sunday, March 25--brought together high school students from across the country to debate different legislative agendas. Each student was placed into a committee which discussed one narrow type of legislation, such as Education and the Workforce, Veterans Affairs, or Ethics. Having drafted and prepared their own bills ahead of time, each Ramaz competitor got the chance to present their ideas in front of a group of other delegates. The team overall managed to pass nine out of their eleven bills, with two passing on to full committee sessions. Several students also had the opportunity to compete in special programs: Netanel Kamel ’18 represented Ramaz in the National
Security council and Esti Beck ’19 served as the CIA Director of the Executive Branch. In the Supreme Court program, Abigail Huebner ’18 and Sam Schair ’18 presented and won both the Bush v. Gore and Masterpiece Cake Shop cases. Gail Hafif ‘20, Daniel Levy ’19 and Abigail Huebner ’18 won Honorable Mention in Committee, and Esti Beck ’19 got Best Delegate in Cabinet. "Model Congress was truly an amazing experience. It was so great to get an award because we’ve been practicing all year for this and it paid off in the end." said Gail Hafif ’19. "I can’t wait to go again next year!" Dr. Jucovy assumed leadership of the team in January and chaperoned them over the weekend, managing the logistics and arranging meals at Penn Hillel. Looking forward, the team plans to hold tryouts for rising sophomores, juniors, and seniors sometime before the end of the semester.
March 2018/Adar-Nissan 5778
Private Music Performance continued from page 5 school. The Foundation is exploring several ways to integrate music into the regular school curriculum, including having pianist Philip Edward Fisher (the same pianist that performed at the House Concert) perform on the new grand piano to the sophomore class. This House Concert provided the students with the unique experience of meeting musicians and taking part in a private concert, something which is generally not accessible to high
"I think that sitting in close proximity to someone who is making music at such a high level is an extremely rewarding experience. You get rid of the intermediaries that way." -Mr. Oded Lev Ari school students. Lev-Ari said, “It is unfortunate that a lot of young people are getting the experience of classical music through intermediaries. Whether it is the concert hall, TV, or movies, there is always something that is limiting the classical music that we hear. I think that sitting in close proximity to someone who is making music at such a high level is an extremely rewarding experience. You get rid of the intermediaries that way- there are not even constraints from listening to music at a concert hall (such as dressing nicely, etc.). Sitting closeby to a human and then talking to the musicians afterwards is a different experience.” The students at the event were fortunate to have the opportunity to listen to international classical musicians up close, to learn about the historical context of the pieces being played, and to truly experience the music that was being performed before them. “I really hope that Ramaz does more events like this in the future,” said Lev-Ari, “If you look at it a certain way, music can be an entrance point in all of the other subjects.”
Seforim Sale
Becky Tauber ’19
Junior Retreat
One of the many highlights of the Ramaz experience is Junior Retreat, a three-day and two-night outing to Bushkill, Pennsylvania. Each year, the junior students anxiously await this long weekend where they can take a break from the ordinary school environment. As junior year is notorious for being the hardest and most stressful year of high school, the retreat is seen as a special opportunity to bond with fellow students and teachers beyond the walls of the classroom. The eleventh graders started the first day with a full grade davening and a special breakfast of waffles and ice cream, and then excitedly boarded the two buses waiting for them on Park Avenue. The first stop on the way to Pennsylvania was the Funplex, an indoor arcade with laser tag, bumper cars, go karts, and indoor rides. Students had fun racing each other
on the go kart track, and even playing laser tag with Mr. Lupinacci and Dr. Milowitz. Following a pizza lunch, the students headed back to the buses and continued the ride to the Bushkill Inn and Conference Center. Upon arrival
to the hotel, the eleventh graders davened Mincha and were then given their rooming assignments. Until dinner, students had free time to explore the new hotel. Many went to play ping pong in the game room, see the indoor pool, or just hang out in the lobby until dinner time. During dinner, a group of students sitting at one round table decided
to play a huge game of flip cup. Seeing the commotion in the dining room, Rabbi Albo decided to join in the competition. After the tiring afternoon, the grade was woken up by the pandemonium. Everyone was then directed to another room to daven. Following Maariv, Dr. Milowitz addressed the class by introducing the theme of the weekend: the big picture. This idea of focusing on the big picture was incorporated into the various sessions given throughout the weekend. Dr. Milowitz spoke about what it means to be a “tree person” vs. a “forest person.” He explained how there are some people who focus on the small things. These people are considered “tree people,” because when they are in a forest they would only focus on a single tree that is in front of them. A “forest person” is someone who looks at the bigger picture. Instead of seeing just one
Continued "Junior Retreat" page 7
Josephine Schizer ’20 On February 20, the class of 2020 experienced the annual sophomore trip to the YU Sefarim Sale. After second and third period classes, students travelled on school buses up to Washington Heights. When the sophomores arrived, Rabbi Schiowitz introduced the importance of the trip and of YU. Next, YU’s Rabbi Jon Green delivered a dvar Torah about Purim and Mishloach M a n o t . The sophomores were then released to buy lunch at one of the nearby Kosher restaurants. Ms. Brachot emailed the sophomores a list of all the options in advance: Golan Heights, Chop Chop, Grandma’s Cafe, Lake Como Pizza, Subaba, Burgers & Grill, and Dunkin’ Donuts. The grade split into small groups and headed to the various establishments to enjoy lunch with their friends. “I felt independent and like I was taking advantage of my school being in the city,” said Sophia Kremer ’20 of all the lunch options.
After lunch, the sophomores returned to YU to peruse the books that were for sale. The YU Sefarim Sale is the biggest of its kind in North America, and many New York area yeshivot send their students to visit. “The thing that I love about the
Sefarim Sale is that it is a win- dow into the vibrancy and creativity in all areas of Jewish thought,” said Rabbi Schiowitz, “Every year at the sale there are new Jewish books published on Talmud, Tanakh, philosophy, mysticism, relationships, science, education, etc., aside from music and other realms.” Between all the different sections, there were ample choices for
students with all different interests. “It was a nice trip that helped us be involved with our Jewish identity,” said Judah Wahba ’20. In order to further involve the students, there was also a scavenger hunt component to the experience. Students paired up with their friends to find various different books and photograph them. Each student that completed the scavenger hunt received a $10 discount on any books they bought. “It was fun doing the scavenger hunt with my friends. I also liked that the school let us roam Washington Heights to have lunch,” said Zach Buller ’20, “Overall it was a great experience.” After a fun and educational experience, students returned to school with new books to add to their Jewish libraries. “I hope that the trip can inspire purchases of books for students to begin to build a library,” continued Rabbi Schiowitz, “because, I figure, books are like a TV, - if you have it, you will pay attention to it.”
March 2018/Adar-Nissan 5778
Emily Podolsky ’19 The Purim carnival, an annual Ramaz tradition, is a highlight of the year for many students. Complete with costumes, games, candy and a funny video, Shushan Purim is a not-to-be-missed day at Ramaz. On this day, the students come dressed in their costumes. Each grade has a 2-period slot in which to enjoy the carnival, followed by a schoolwide Purim assembly. This year, Purim fell out on Thursday, March 1st, so the carnival took place the following day. The auditorium was filled with ruach, music and games, raffles, and of course the never-ending supply of popcorn, cotton candy, churros, ramaz cookies and more. Elana Bernstein ’19 said “I thought the Purim carnival was a great experience for the students at ramaz. We got to enjoy and celebrate the simcha with a fun costume contest, a great video presented by the GO, and many carnival games.” Most students seem to agree with this sentiment--Violet Allaham ’19 described the
carnival as being “one of my favorite days of the year.”
However, with an annual tradition there is always a comparison to previous years. Loren Elman
continued from page 6
a bunch of students how to play a new game called Resistance. The game got so intense that everyone was laughing while yelling at one another. The students exclaimed that they couldn’t wait to play again the next night. Everyone then returned to their rooms after a fun and tiring first day to go to bed and prepare for the next full day ahead of them. On Friday morning, following davening and breakfast, the juniors were ready to depart for their next activity. Because it was raining, the itinerary was slightly altered. Instead of going to TreeVentures, an outdoor ropes course, the group went to a local bowling alley instead. Although many were upset about the schedule change, most people were just as happy to bowl. The juniors then returned to the hotel and began the preparation for Shabbat. Before the pre-Shabbat Oneg, everyone congregated in the hotel lobby to take pictures, as per usual Shabbaton procedure. Following the dancing, it was time to officially unplug for shabbat. Everyone was excited to see Rabbi Gober and Rabbi Schimmel arrive with their entire families, as well as Ms. Benus, Ms. Rabhan, and other faculty members. After a meaningful Kabbalat Shabbat, Rabbi Stochel announced to the grade that the davening was the best Kabbalat Shabbat davening he had been a part of on any Shab-
Purim Festivities
Junior Retreat
tree zoomed in, the forest person sees a forest of hundreds of trees. Dr. Milowitz explained that although neither perspective is truly the correct one to have, it is important to consider both perspectives in life. The analogy of the tree vs. the forest was referenced constantly throughout the weekend and set the tone for the theme of the retreat. Mr. Lupinacci spoke after Dr. Milowitz and incorporated some of the messages previously spoken about into his own lessons--of course, it wouldn’t be a retreat without Mr. Lupinacci giving life lessons to his students. He spoke about the importance of choosing to be kind people throughout our lives, and not letting the little things dictate our future. In the first session, each group was given a bunch of pictures. The task of the group was to put the pictures in order. When they completed the task, each group saw that although the pictures looked like nothing at the beginning, when placed in the correct sequence, each picture was the same as the previous one but just zoomed in further and further. The juniors saw from this that although something little may look insignificant, that little thing can always be a part of a bigger picture. Following these sessions, students had more free time to hang out in the lobby. Many students played board games such as Codenames and Anomia. Dov even taught
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baton. The grade ate Shabbat dinner and then left the dining room to play Newlyweds, a game with contestants to see which “couple” knows each other the best. Hosted by Rabbi Slomnicki, the game had Alexa Polinsky ’19 with Allison Goldschmidt ’19, Danya Jacobs ’19 with Harry Shams ’19, and Tom Shemia ’19 with Jack Ottensoser ’19 competing to claim the title of “the best duo.” “It was really fun to participate in this game, and I think everyone had fun with it,” said Jacobs. “From the front of the room you could see everyone laughing and going crazy when one of the us got a crazy question right. Even though I didn’t win, it was still really great to be apart of it.” Many were not surprised to witness Tom and Jack beat Alexa and Allison in the tie breaker round. After the second session, students were given more free time to hang out and talk to one another. “Friday night was one of my favorite memories of the retreat,” said Paola Mattout ’19. Aside from just hanging out, I got really into the game Resistance with a bunch of my other classmates. After playing Thursday night, we all raced to play again. We played with an even bigger group on Friday night, and we all got so crazy I basically lost my voice. It was definitely something I’ll remember. ” The rest of the weekend looked like a typical Shabbaton. The juniors davened, had their last session of the retreat,
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’19 was somewhat disappointed with this year’s Purim celebration, saying that “The carnival was better in past years. There weren’t as many things to do, and some of what was available was broken.” After the students enjoyed the carnival, they all joined together in the auditorium for the schoolwide Purim assembly. Here, the winner of the costume contest were announced, with Liviah Sobel ’19, dressed as a wellknown meme, taking home the prize after a four-way final round. The winners of the raffle were picked, with students receiving dinner dates, tutoring sessions, and more from their teachers. The day concluded with the GO Purim video, directed and produced entirely by Ramaz students. Alex Doppelt ’19 said: “I really enjoyed watching the production made by the GO. I felt that it really showed the love for Ramaz, while also being comical. [Shushan Purim] was one of the most enjoyable days at Ramaz.”
Science Olympiad
Gabi Potter ’20 Ramaz students left the 2018 Science Olympiad with sweeping successes, due both to their individual talents and to a group strategy. Ramaz walked out of the Yeshiva league science competition with an overall third-place trophy, with many students winning individual awards as well. Students competed in many different competitions, such as Thermodynamics, Dynamic Planet, Tower Building, Mousetrap Vehicle, and Herpetology, to name a few. The diversity in events required students to showcase a variety of skills, including the many different types of sciences, mechanics, engineering, information application, and chart and image analysis. Ramaz’s victory was one of planning, organization, strategy, and teamwork, and one might even say that it was these factors that allowed for minimal effort and high reward. The success of Ramaz’s Science Olympiad team was made possible by the strategic abilities of the teachers involved, the students’ academic abilities, and a hint of good luck. The competition, which took place in Queens at Lander College for Men, attracted students from all four grades of Ramaz, as well as faculty members Dr. Aharon, Dr. Rotenberg, Ms. Brachot, and Ms. Fung. These faculty members were involved in preparing the students and accompanying them to the event, and the effort they put in to maintain organization and make strategic de-
heard speeches from Rabbi Gober and Rabbi Schimmel, and of course ate a lot of food at Kiddush and Shabbat lunch. During the afternoon, students continued to talk to one another and play board games, and some even spent the afternoon running around with Rabbi Schimmel and Rabbi Gober’s kids. The meaningful Shabbat ended with a grade-wide Havdalah. The culmination of the retreat was an energetic
cisions was crucial to the team’s third place trophy, placing higher than at least 10 Jewish schools from around the New York area. The team’s adopted strategy was catered to the scoring system of the competition: to rank highest, a team would need to receive the lowest total score, which is the sum of the school’s placements in every category. Dr. Aharon meticulously planned for every category to have a competitor from Ramaz, and she prepped the students on the basis that there was no pressure for them to place first in their competitions—the students instead had to place in a decent position and rely on a couple of students who would receive a high enough ranking to carry the team. This plan ultimately worked: most students placed within a five-point range of the top four spots, while a couple of students placed first, second, or third, and Ramaz took third overall. As Josephine Schizer ’20 put it, “Our team did great overall, preventing us from coming in the bottom of any events and helping us come in third place.” She went on to explain that the competition had a purpose beyond its competitive nature. “The contest was a great experience—I learned lots of new things and had fun hanging out with my friends during the free time at the contest.” Ultimately, the Ramaz group brought success by working as a team, with the help of tremendous efforts on the parts of the faculty.
Melava Malka in which almost every junior participated for over an hour. Rabbi Slomnicki even commented that he had not seen a group get so into the Saturday night dancing on Shabbaton for many years. After the long retreat, students were sad to leave the Bushkill Inn and head back to New York. “I think everyone enjoyed retreat, even if it didn’t go exactly as planned,” said class president Isaac Merkin ’19.
“The sessions, activities, and free time in the hotel brought our grade together, and I think we ended the weekend as a much closer group. I’m happy that everything worked out in the end and that everyone’s hard work to plan the weekend paid off.” Despite the schedule changes, Junior retreat succeeded in living up to the student’s expectations: another unforgettable Ramaz Shabbaton.
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March 2018/Adar-Nissan 5778
Running For Shalva
Suzi Dweck '19 Shalva, the Israel Association for the Care and Inclusion of Persons with Disabilities, is a worldwide family organization that brings the joy of sports to people of all abilities. Each year, a diverse group of over 500 runners travel from all over the world to Israel in order to participate in the Jerusalem Marathon to raise money for Shalva. This Shalva experience is three days long, and involves a training program that unites runners of all ages and backgrounds, helping them prepare for the marathon. The marathoners run beside the Shalva team of children with special needs. This March, a group of Ramaz students participated in the Jerusalem Marathon as
part of Team Ramaz to raise money for Shal-
months of fundraising, the Ramaz Shalva Team
a weekend with multiple events, bands, tours,
a team to run in the marathon will become an
va in memory of Albert Missry, A”H. After
members came together in Jerusalem and spent
and the marathon itself. Many hope that sending
annual Ramaz tradition, as it is in many other day
Senior Play
Becky Tauber '19
After about a month of tireless work, a group of 13 seniors performed the annual senior play for students and parents on March 20. Michael Kishon ’18 directed the musical, High School Musical 2, leading the seniors in artistic decisions, while Executive Producer Yoni Linder arranged the logistics of the rehearsals. After watching Michael Kishon play the lead role of Troy Bolton in the fall musical, High School Musical, many students were excited to see Kishon take on the reins as a director of his fellow classmates. The seniors worked extremely
and enjoyed participating in the senior tradition. “The play was a really interesting and fun experience for me, given that I’ve been so involved with the performing arts in my time at Ramaz,” said Stemp. “Senior play is usually less about the technicalities and the quality of the show, and more about just having fun with one another and making the most of our last few months together. I really enjoyed getting to see different sides of my friends that I never knew they had.” Even seniors who took on less time-consuming roles felt eager to participate in the play. Hyatt Aronoff ’18,
hard to put together the play with the limited time they had. With the new February break in place as well as Pesach break being rather early this year, the group only had about a month to cast the roles, learn the parts, and practice to perfection before the “opening” night. Kishon, speaking at the end of the performance, explained that at times he had been very hard on the group and that he had really pushed them in order to put on the best show possible. Avi Solomons ’18 and Lillian Pravda ’18 took a short break from chamber choir in order to take the stage as main characters Troy Bolton and Gabriella Montez. Sharpay and Ryan Evans were played by Emily Stemp ’18 and Netanel Kamel ’18. Although the process was stressful at some points, the seniors were excited about this experience
who played one of Sharpay’s attendants from the country club, said, “When I was young I acted a lot, but as I got older I just didn’t have the time… I loved the chance to be back on the stage as an actor, as well as that feeling of accomplishment after we finished performing.” While watching the play, the audience could feel the excitement of the actors. The seniors did take the play seriously, but there were nonetheless moments of laughter and playfulness. This humorous and high-spirited attitude carried over from the cast to the crowd, and the people in the audience had a great time watching the seniors have fun on stage. “I wasn’t even sure if I was going to stay for the play, but I’m so happy that I did,” said Amanda Koptyev ’19. “The senior play was so fun!”
schools. “Shalva was a very meaningful experience, and seeing what can be achieved alone in the Shalva building is unbelievable,” said Netanel Kamel ’18. Shalva is an incredible place: it is open 24 hours a day, 7 days a week, and cares for children from birth through 21 years. “It was amazing to see how the environment really encouraged children and teachers to be considerate and kind towards others,” said Sophie Dahan ’19, one of the students who ran in the Jerusalem Marathon to raise money for Shalva. “The staff is loving and kind to the children and their families, and goes above and beyond to make their center feel like a home.”
March 2018/Adar-Nissan 5778
Hannah Doft '20
The Rampage
News 9
Spring Excursions
In honor of the start of spring, the administration organized a Spring excursion on March 15 where each
up for the trip because of the chem- on the TVs was not so bad either.” istry test,” said Rina Marlowe ’20. The juniors trekked to Queens The freshmen embarked on to explore the Museum of Moving Image. There, students learned about animation, game design, claymation, video production and much more. “I thought the museum was very cool and I probably would have never gone to this museum if not for the school taking me,” said Danya Jacobs ’19. Lastly, the seniors took a subway ride down to Tribeca to visit the 9/11 Memorial and Museum. Although
grade journeyed to different parts of the city, participating in various fun and educational activities. The freshmen went to make matzah in Brooklyn (on March 13, two days earlier than the other grades’ excursions), sophomores went to Dave and Buster’s, juniors went to the Museum of Moving Image, and seniors went to the 9/11 Memorial. Although these trips took up some class time, students still had a few classes on that day, and, for sophomores, even a chemistry test. “To the school’s credit, I have never seen so many kids in my grade show
the annual trip to Brooklyn to bake matzah and visit the Museum of Living Torah. They spent the day discovering the ancient artifacts that the museum has to offer and learning the specific processes of baking matzvah. “The day exceeded my expectations and I actually really enjoyed the trip,” said William Kremer ’21. Sophomores took a break from their typical classroom setting and debarted for Dave and Buster’s. “We definitely got the best trip out of them some students had already been before all,” said Ben Silverman ’20. Silverman to the Museum and Memorial, most continued, “March Madness playing found it meaningful to go as a whole
grade. “It is always so meaningful to go and visit the museum and memorial, but especially going with my friends made the experience that much more important to me,” said Dara Doft ’18. Overall, students appreciated the blackout day (for some) and a chance to get outside of the classroom and travel around the city, something which Ramaz seems to have been attempting to institute more over the course of this school year. “I hope they plan an excursion day like this
next year!” said Sophia Kremer ’20.
Focus on the Freshmen: Matzah and More! Caitlin Levine '21 Just as most students were starting their first classes at 8:50 AM on Tuesday, March 13, the freshmen were on a school bus, making their way to Brooklyn. The first stop was Bais Medrash Ateres Shloime. There, students participated in the unforgettable experience of baking matzah for Pesach, under the supervision of Rabbi Mordechai Twerski. Rabbi Twerski taught the grade about the halachic requirements for “Kosher for Pesach” matzah baking, which were both intricate and involved. Matzah preparation was a true group effort: some students weighed flour and some measured the water, while others rolled out the dough or helped by poking holes in the matzah. Rabbi Twerski’s commentary throughout was very helpful, as Gigi Ashkenazi ’21 said, “I learned so much from [him].” Ashkenazi’s as-
signed task was to weigh the flour, a job which she said she “especially loved.” The students started to become hungry from all of the baking that they
kosher options on Avenue J and Coney Island Avenue. The students behaved so well during their lunch break that Mexican restaurant Carlos and Gabby’s tele-
had done, so they headed to restaurants for lunch. The 9th grade students broke into small groups and were able to choose a restaurant from the many
phoned Ramaz to compliment them! The next stop for the freshmen was the Living Torah Museum, where they met the extraordinary Rabbi
Shimon Deutsch, who showed the grade a unique collection of ancient Torah artifacts. David Gerber ’21 loved these artifacts and the trip as a whole. “I have never been on a better class trip,” he said. “The museum was my favorite part.” The bus brought the students back to NYC at 3:50 PM, just in time for them to benefit from a schoolwide early dismissal, which was an admittedly nice bonus.
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Shabbat B'Yachad
Yasmine Sokol '19 The weekend of March 16 to March 17, KJ was filled with a special ruach, excited energy, and lovely music that could only have meant one thing: it was time for the annual Yachad Shabbaton. Each year, students have the opportunity to spend the weekend with their friends from the adult group of Yachad, The National Jewish Council for Disabilities, and share an extremely meaningful Shabbat together. Students are allowed to join the entire shabbaton or any part of the shabbaton that works best for them. Those in attendance first gathered on Friday night in the KJ sanctuary, in order to play some “getting-to-knowyou games” following davening. These games involved communicating nonverbally and silently to line up in birthday order and alphabetical order. It was challenging for them to play this game without speaking, but it was very fun. Students headed to the Ramaz Middle School, where they were able to socialize with their friends from both Yachad and school and partake in a delicious Shabbat dinner. The gym, where the meal took place, was full of laughter and song, and the festivities
didn’t end with the dinner—everybody gathered into a circle to play a few games. Talia Fouzailoff ’19 said, “It was such an enjoyable experience to be able to spend my Shabbat with my friends from school and my new friends from Yachad. The Yachad Shabbaton is my favorite Shabbat of the year, and per-
ing the entire day together. Afterwards, at lunch, students were encouraged to split up from their friends and to sit with the Yachad members. Following lunch was more circle time. “You could so easily tell how happy the Yachad members were to get this opportunity to play these games, with us being there
"It was such an enjoyable experience to be able to spend my Shabbat with my friends from school and my new friends from Yachad. The Yachad Shabbaton is my favorite Shabbat of the year..." -Talia Fouzailoff '19 sonally, Friday night tops all the other activities, because that is always when I get to spend the most time with my new friends from Yachad.” Saturday morning, Yachad members attended shul at KJ and followed a delicious kiddush in the auditorium with an ice breaker. The purpose of this game was to get the Yachad members to feel more comfortable with the Ramaz students before spend-
Entering Adar
Rebecca Massel '21
Along with the arrival of the month of Adar comes an annual chagigah that many students eagerly await--a period set aside for a special program of dancing and food. This year’s chagigah took place on Monday, February 26. The glow in the dark DJZJ party set the stage for a fun-filled Purim a few days later. According to Rabbi Slomnicki, the goal this year was “to re-energize the chagigah experience.” Students were asked to wear white in order to enhance the glow-in-the-dark effect. After ninth period, everyone came down to the auditorium to find the room dark, illuminated only by phosphorescent lights that made students’ white shirts and sneakers glow. Many people also painted their faces with fluorescent paint to add fun to the glowin-the-dark atmosphere. A new addition to the chagigah this year was a mechitza in the middle of the dance floor. In the back of the room, there were cookies and jugs of water for students to enjoy when they needed a break from dancing. Some students were not so excited about the solely Jewish music or the newly instituted mechitza, yet many students were nonetheless enthusiastic about dancing with their friends to the
March 2018/Adar-Nissan 5778
upbeat music. Daniella Symonds ’21 described the dancing as, “LIT!” Older students remembered the chagiga from last year and looked forward to it. Lucy Doft ’20 said, “I was excited because it was really fun last year!” After the event, Rabbi Slomnicki admitted, “This chagigah was not as energetic as previous years, but the students still seemed to enjoy it.” He wondered how he can continue to improve it for the future. Students were relieved to have time off from their hectic work schedules. “I think that whatever we can do to break up our regular routine, is worth doing,” said Rabbi Dov Pianko. “Giving students opportunities to have fun outside the classroom are great. When people have a good time together, they are less apt to be as competitive with each other.” This attitude is recognized and appreciated by students. Adam Vasserman ’21 said, “It’s nice that the school cares about us relaxing and enjoying school outside of the academic stress.” Students enjoyed the chagigah as a chance to unwind from the regular school routine and spend time with their friends as they celebrated the start of Adar.
yet another year,” said Olivia Bourkoff ’19. “I sat next to my friend, Mikey, who turned to me while we were playing the games and said, ‘This is so much fun! Thank you so much.’ Those few words immediately lit up my day and elevated my whole experience.” After lunch, the group had planned to take a nice stroll in Central Park. However, due to unfortunate weather conditions, they did not make
it there. However, at 4:45 everybody made their way to an oneg hosted by the Rochlin family. There, they spent more time together and ate candy, fruits, and delicious snacks. Said Paola Mattout ’19, “This was probably the part of the weekend where I got to spend the most time with the Yachad members, because we had no activities planned, and all we really had to do was sit and hang out with our friends.” The group headed to KJ for Mincha, Maariv, and a seudah shlishit, and the Ramaz students said a brief farewell to their Yachad friends. The students did not have to miss the Yachad members for long, however, as they met up again in the Ramaz Middle School gym for a night activity. Everybody was playing basketball and different sports, running around, dancing, and listening to music. As Shireen Sakhai ’19 said, “It was really nice to see everyone interacting together.” There was pizza, along with pasta, fries, salads, and an assortment of soda, for dinner. The Yachad Shabbaton reached its conclusion, leaving people with the fond memories of a Shabbat filled with joy and laughter.
AIPAC
continued from page 3
of Congress for the future, when Israel would need their support. AIPAC participants talked to these political leaders about continuing to fund Israel and providing help and support when needed. Most importantly, they wanted to ensure that the US-Israel relation-
same goal of promoting the US-Israel bond,” said Naomi Freilich ’18. The overall mission of the AIPAC conference was to share, educate, and inspire others to work to strengthen the US-Israel relationship for the present day, as well as for the future. This goal resonated
ship would remain a priority in government decisions and policies. AIPAC targeted its message not only at today’s lawmakers, but also at today’s youth. AIPAC has made it a priority to appeal to and gain the support of millennials and college-age people, recognizing the importance of having future leaders who share the same goal and will continue to spread AIPAC’s message. “It was so inspiring to attend a conference with so many committed high school students, all with the
with the Ramaz students who attended the conference. “It was really interesting to see such a wide range of people from all around coming together with the goal of supporting Israel,” said Ilana Steinmetz ’18. “I think it was really important that there were so many young high school students at the conference, learning from leading politicians why they support Israel and gaining guidance from them on how to share their support.”
Features
The Rampage • March 2018
French Culture Club Tops it Off Samantha Sinensky '21
The French Culture Club was fortunate to host Sarah Sokol, a well known milliner, who was featured in the New York Times and is a member of the Milliner’s Guild of New York City. Currently, she is self employed as an established couture milliner and also works in a theatrical millinery shop, where she constructs headpieces for Broadway and Disney Cruises. Donned in one of her own hat designs, she educated us in the design process and production of hats. She explained that first, there is a “blocking” process, wherein the desired material for the base of the hat is steamed and stretched over wooden replicas to obtain its shape. After the base dries, the designer can adorn it to his or her likings. Ms. Sokol focused on a very exciting and busy chapter in French hat design and enlightened the students about the design strategy and the French influence on hat design. Hats were a hallmark of the Années Folles, or the “crazy years,” in France. These were the “French Roaring Twenties,” a period primarily influenced by jazz music of the Western culture. With World War I behind them, the public wanted to celebrate with excess. Ms. Sokol discussed Caroline Reboux, one famous milliner of this decade, who invented the cloche, meaning “bell” in French. The cloche was worn by most women and is considered one of the most popular hats of the time. Other types of hats that Ms. Sokol mentioned included the shoe hat, invented by Elsa Schiaparelli in collaboration with artist Salvador Dali, and the beret. The beret has a history of being worn in the military, due to its practicality of staying on the head, which comes in handy while its wearer is moving in and out of a tank. By the
Harry Shams '19
1920’s, the working class was wearing the beret because of its inexpensive price. When Vogue magazine came to Paris in 1920, designers were able to publicize their work for all to see. Jazz and entertainment had significance in making Paris the fashion capital of the world. Theatricals such as Moulin Rouge and Casino de Paris required extravagant costumes and headpieces for the “shock value.” People experienced entertainment on a level of extravagance they had never before seen. However, as the students learned, hats eventually were no longer worn daily. With the emergence of automobiles, hats were rendered impractical for getting in and out of the car and spending short stints outside. Additionally, in later years, hats served as a reminder of the pain and misery during wartime and therefore fell out of favor. In addition to hats, Ms. Sokol spoke about the biggest fashion icon of the decade, Coco Chanel, who was originally a milliner and invented ready-towear fashion, which marked a departure
from the couture and corsets from before. Students and faculty alike en joyed the presentation. Isaac Amar ’21 said, “Wearing hats is a form of art and fashion. Making them is an art, and wearing them is fashion; it is like you are wearing art!” Another attendee, Isaac Silverman ’21, said that Ms. Sokol’s handmade hats are “intricate designs that are completely unique.” Ms. Sokol identifies most with “sculptural millinery” and loves to “manipulate materials to create unique shapes,” as she told the students. She advises young, aspiring artists to never give up and said that “your power comes from your passion and if you find that, you must do everything you can to reach your goals!” In the club’s attendance was a variety of different students, male and female, Spanish-speaking and French-speaking: French culture had an appeal to everyone. “Even though I’m a boy, it was cool to learn about history, fashion, and hats,” said Isaac
Amar ’21. Isaac Silverman ’21 added, “I thought it was very enlightening—even though I take Spanish, I was happy to experience French culture.” Ms. Millauriaux, the French teacher, thinks that understanding the culture contributes to immersion in learning a language. She said, “I think learning the culture of other countries is extremely important, because it opens your mind to a different way of thinking and viewing the world. It allows you to compare that culture with your own culture. After attending the meeting, Dr. Roldan said, “[The meeting] got me closer to French culture, regardless if I speak the language.” She thinks that it is beneficial as language enrichment, because “students are exposed to customs, culture and people.” Ms. Sokol topped off her pre sentation by encouraging the students to discover the things they love to do, and then to go for it. Her beautiful hats and artwork can be followed on her website: www.sarahsokolmillinery.com.
Is There Flexibility in Ramaz's Test Calendar?
Ramaz has undergone several changes over the past few years. From administrative changes to catering changes, the school is certainly not the same place it was five years ago. But perhaps the greatest change at Ramaz has been the school’s transition to Schoology. Few students remember the days before the school remodeled its website, when all class resources and test dates were held on “web.ramaz. org.” Many have applauded the school’s switch to Schoology-- it has allowed the school to post informative updates, display test and homework grades, and better organize student resources and materials. One noticeable drawback of the Schoology system, however, is the new test calendar. Ever since the school’s adoption of Schoology, students have become accustomed to a more rigid test calendar. All tests and quizzes are predetermined at the beginning of the semester, and a grade dean must approve any and all changes to the calendar. Students and teachers no longer have the freedom to move even a vocabulary quiz – approval is always necessary, even when a class’s students and teachers all agree on the change. Student disapproval of the school’s rigid test calendar seems to be widespread. Isaac Merkin ’19, who serves as a Junior Class President, said “It gets very frustrating when every single change has to be
approved by an administrator. The process is very tedious – first you need proof that all students agree on the change, which can be determined easily in a classroom but not on paper. Making Facebook polls for almost every change almost always results in conflict between a minority of students and a majority who generally want the change proposed. Even after proving that almost everyone wants a change, the administration can say no to the change.” Tom Shemia ’19, who also serves as Junior Class President, stated that the system is in “desperate need of fixing. Either the school has to loosen its grip on the test schedule, or find a way to ensure that students actually agree on the test schedule before it is published on Schoology. That way, there wouldn’t be complaints about changing test dates in the first place.” The Ramaz administration stands by the current system. Ms. Krupka, who serves as Dean of Faculty and oversees the school’s test calendar, stated, “Changes in the test calendar always had to go through an administrator. In fact, on the old system, you could only physically make a change to the test calendar if you were an administrator – teachers couldn’t make the change. Ironically, the reason we got stricter once we moved the system to Schoology was because the test calendar could be changed by any teacher
– they could just go on and switch a date. That’s why we got more insistent on running changes by a grade dean, because we saw that teachers were sometimes making changes to the system when they may not have realized that the new test date didn't work for the calendar for some reason.” Krupka went on to affirm her own belief, shared by the rest of the administration, that students should be more vocal if they want a change made to the calendar. She stated that the school is “pretty flexible with changes to the test calendar. If a student comes in and wants a test date changed, and the whole class agrees, then we have no problem making a change. The only time that we’ll push back is if we feel certain students don’t want the change done, and are afraid to speak up, or if something else – like a fire drill
– was happening on that changed date.” Ramaz’s test calendar has always subject of disagreement. Stuthe been that they are entitled to more feel dents the test calendar. They believe over control decide when tests are schedshould they very least, have the powthe at or, uled date when it is in the test a change er to The administration, grade. the of interest in its right to believes hand, other on the believes that It calendar. test the regulate is better off calendar the of management members faculty certain of hands in the if they made be should changes that and only but – grade the of interest the are in approved. been have changes those after Moving forward, it is important that the students of Ramaz and their administration maintain an open dialogue and arrive at a viable solution to the issue.
"...Ironically, the reason we got stricter once we moved the system to Schoology was because the test calendar could be changed by any teacher – they could just go on and switch a date. That’s why we got more insistent on running changes by a grade dean, because we saw that teachers were sometimes making changes to the system when they may not have realized that the new test date didn't work for the calendar for some reason.” -Ms. Krupka
Features 12
The Rampage
March 2018/Adar-Nissan 5778
The Water Rip-Off
William Kremer '21
Water is no doubt a precious commodity, and even more so when it is bottled and cold. But how much is too much for Ramaz students? Should a bottle of water from a street vendor in front of Manhattan's famed Metropolitan Museum of Art be sold for almost half the price of what we pay for it in our school’s vending machines? Currently, purchasing a bottle of water inside 60 East 78th Street will set a Ram back $1.50 in cash, and yet another .15 for those students who pay by credit card or with Apple Pay, swelling the price all the way up to $1.65. Moreover, the markup that the vending machine operators are placing on water, the most basic and necessary item sold in each machine, is tremendous and significantly higher than any other offering. When purchased in bulk from Google Express, the price for a 16.9 ounce bottle of purified water comes to a mere seven cents a bottle, and the same sized bottle of Poland Spring brand water amounts to just thirteen cents per bottle. The school’s price thus represents a significant markup, and it is even more sizeable when compared to the school’s
candy markup. The bulk price for, say, a full-sized Snickers bar sums to sixty cents, as opposed to the vending machine’s price of $1. The vending machine’s markup for candy is a mere forty cents, while the water price has been raised way beyond that. On top of the high price that the school’s vendor charges, the water sold is from the brand Dasani, which sells purified water--or, in other words, glorified tap water with added minerals like magnesium and salt to improve the taste. Arguably, this water should cost even less than spring water, the commonly considered superior type of water, which is the stuff of the glitzier brands like Fiji, Smart Water, and even Poland Spring. These higher quality waters are being sold on the street for less money than the inferior type that is being sold within the school’s walls. To that end, what is the goal of the in-school vending machines? Is it to service us? Or is it a business that profits off of thirsty and sometimes hungry children, captive for over eight hours a day inside the school’s doors? Let’s assume that the vending machines are in place to service the students: in that case, let’s
put a damper on the vendor and bring the price of water down to $1. Let’s be fair and allow our community to hydrate without drying up its cash flow. Additionally, the problem with overcharging extends beyond the monetary aspect—there is a health consequence as well. Some thirsty students may think that water is not worth $1.50 and will thus pay another fifty cents for an less healthy option, like Snapple or Powerade, so that they can get their money’s worth. The flip side, however, can also be argued--perhaps, rather than reduce the price of water, the school should swell up the price even more, say to $3, in order to encourage students to think of the environment first and to remember to bring their own refillable bottles to school. This would reduce the use of plastic, and any extra money collected could be donated to an incredible non-profit organization like water.org, which brings clean water to millions of individuals in areas where there is no clean drinking water to be had at all—for any price.
Ramaz Joins the Debate: Should Teachers Be Armed? Harry Shams '19
The devastating school shooting at Stoneman Douglas High School on February 14 has intensified the national discord over what could and should be done to protect students from future gun violence. Members from both sides of the political aisle unanimously agree that schools should begin implementing improved lockdown procedures. Most schools in the United States have already begun to do so, including Ramaz, which has already instituted a new lockdown procedure and held a lockdown drill. The Stoneman Douglas Shooting has incentivized liberal and conservative politicians alike to enact new policies that will, hopefully, prevent future violence. Those on the left have remained adamantly in favor of gun control, emphasizing the necessity of instituting strict background checks and banning assault weapons to deter future violence. Those on the right, conversely, have devised a new strategy to prevent gun-violence in schools: arming teachers. Many conservatives, including those in the current administration, have
advocated for the arming of teachers as a means of increasing protection in American schools. President Trump supports this strategy, and on February 24 he tweeted, “Armed Educators (and trusted people who work within a school) love our students and will protect them. Very smart people. Must be firearms adept & have annual training. Should get yearly bonus.” The possibility of arming teach ers has been widely debated in schools across the United States, and even at Ramaz, students and faculty alike have toyed with that possibility. For the most part, faculty members are opposed to the idea of being armed. When asked whether instituting such a policy would be a good idea, Rabbi Slomnicki simply stated, “Are you out of your mind? No!” Of a poll group of twelve faculty members, ten stated that they were opposed to the idea of carrying a weapon in school, while two stated that they would only do so after receiving training and a bonus. One of those two, history teacher Mr. Deutsch, said, “Arming teachers
Of a poll group of twelve faculty members, ten stated that they were opposed to the idea of carrying a weapon in school, while two stated that they would only do so after receiving training and a bonus. is a bad idea. Even if you get the training, firing a weapon is something that requires a particular mindset. I think it can create all sorts of liability for the school. I think that schools are small villages and that a shooter will know who the armed teachers are and shoot them first. That being said, though, on the condition that the school gave me a bonus and gave me the training, I would carry a gun.” Some students were more open to the idea of having certain faculty members carry weapons. Jack Ottensosser ’19 stated, “Arming teachers would not be a terrible idea. If a teacher is given training and knows how to handle these sorts of dangerous situations, then why not? Also, some teachers in Ramaz, like Rabbi Anstandig and Mr. Deutsch, served in the military and have experience firing weapons. I think they’re qualified to handle a school shooter.” Other students were vehement ly opposed to the idea of having armed faculty at Ramaz. Oliver Rein ’19, for example, stated, “I don’t trust any teacher to carry a firearm. We have security guards at the school for a reason—let them do their job. Letting teachers carry weapons
is unnecessary and dangerous. I think a teacher would need to have had extensive experience with weapons if they wanted to be able to handle a school shooter. It would be expensive to get teachers the training and the weapons, and even then it would still be dangerous.” With gun violence in schools on the rise in the United States, many educators have found themselves in search of viable solutions to this difficult issue. Some propose harsher gun regulations, claiming that deterring the sale of firearms will directly influence gun violence in schools. Others have proposed arming teachers, claiming that teachers should be trained and equipped to handle the intruders themselves. As the country continues to debate the different ways in which schools can protect their students, it is important that students at Ramaz remain a part of the national discord by debating and discussing the proposed solutions of both political parties.
Opinion
The Rampage Ramaz Upper School
New York | Volume 51 | Issue VII | March 2018/Adar-Nissan 5778
Editors-in-Chief: Rebecca Araten Abigail Huebner Julia Levi Faculty Advisor: Dr. Milowitz Contributing Writers: Esti Beck Zachary Buller Maya Chaovat Hannah Doft Suzi Dweck David Grinberg Natalie Kahn Hadley Kauvar Sophia Kremer William Kremer Caitlin Levine Rebecca Massel Gabrielle Ostad Emily Podolsky Gabi Potter Josephine Schizer Harry Shams Samantha Sinensky Yasmine Sokol Rebecca Tauber
The Rampage is the student newspaper of the Ramaz Upper School. It is published on a monthly basis. Letters to the editor may be submitted to rampage@ramaz.org. Letters must be signed and may be edited for space and to conform to Rampage style and format. The opinions expressed in the Rampage are of the author’s alone, and do not represent the views or opinions of Ramaz, the Rampage, or its Editors.
The Rampage • March 2018
Peer Evaluations: Innefective
Esti Beck '19 There’s something to be said for not having to sit around listening to ten forty-minute lectures every day, each only distinguishable from the next based on whether your notes are in English, Spanish, Hebrew, or mostly numbers. Even as someone who isn’t particularly scientifically inclined, I look forward to lab days because it means I won’t have to spend the period trying to take good notes, answer questions, and understand what the teacher is saying all at the same time. It’s overwhelming. That being said, there’s a reason that the teacher is the one in front of the class and not a fellow student. Someone who has studied the subject extensively (and, beyond that, who has studied how to teach the subject) is infinitely more qualified than a 17-year-old. Peer review, then, is naught but drudgery; none of us are really trained enough to be able to read each other’s work and come up with productive feedback. Frankly, that’s why we’re here, to hopefully reach a passing level of grammatical competence before we get sent out into the real world. Too many times peer review turns into a game of staring blankly at five pages of an essay that is not yours or a famous author’s and wondering what exactly this exercise wants from you. All either party ends up saying is something along the lines of “yeah, it’s really good,” and then maybe, if you’re lucky, a question about one of the run-on sentences. It’s the same flawed logic that
backs up group projects, chavruta work, and all other collaborative assignments. Inevitably someone doesn’t have time to work on it, or someone doesn’t know what’s going on, or they’re a control freak who doesn’t let you participate. There’s thirty seconds after a teacher announces a group project where everyone connects eyes across the room and then all have a partner before the assignment has even been explained. How you do on your project depends on who glances your way in those thirty seconds and/or who your teacher pairs you with, not your own abilities. So as much as perhaps there’s a social or collaborative benefit to these peer reviews, there’s a definite drawback to wasting class-time on a futile exercise. Maybe it’s time to reconsider the amount of time spent on student-student interaction instead of student-teacher.
"Too many times peer review turns into a game of staring blankly at five pages of an essay that is not yours or a famous author’s and wondering what exactly this exercise wants from you."
The Optional Walkout Natalie Kahn '19
Yes, there are reaFollowing the trag- the recent tragedy in Parkland, was openly supporting the gun ic shooting at Parkland High we are joining a nationwide control movement: whenever sons. Otherwise, the walkout School on February 14, many movement of students to pro- the school shows any signs of be- wouldn’t have been optional. schools across the country par- mote a safer school environment ing politically partisan, parents Students and families opposed ticipated in a national walkout in our country.” This could go and students always get upset. to gun control can say that there But it isn’t only politics are other ways to memorialize on March 14, the one-month in many directions: what exactly deter participation. the victims without aligning might that environment school safer a does with anniversary of the shooting, walkout was called themselves with the anti-gun the all, After gun just necessarily Not mean? comto 17 minutes of silence BDS poster movement. Besides, many high well-known by for securifunding Maybe control. While memorate the 17 victims. the walkout was really intended ty guards or arming teachers, as girl Linda Sarsour, who also ini- schoolers haven’t formulated to be a memorial, many stu- President Trump has suggested. tiated the women’s march. Con- their views about gun control or While there were stu- sequently, disagreeing with the just politics in general, so they dents and teachers from various
...many high schoolers haven’t formulated their views about gun control or just politics in general, so they might want to think twice before potentially declaring themselves supporters of a heated nationwide political movement.
schools used it as an opportunity to protest gun violence, and thus the walkout became closely affiliated with the gun control movement, veering into politics rather than just a commemoration. This is all fine and good. The walkout was optional; in fact, students had to get their parents’ permission to even leave the building, and the message sent out to students and parents never made any explicit references to gun control: “In response to
dents and parents who felt that sending an email implied that the school was aligning itself with the gun control movement, my sense is that it was more for publicity, especially since parental consent was required for participation. How else would the school be able to know who is allowed to participate, unless it sends out an email? Still, the school should have better clarified that sending the email did not mean it
walkout and refraining from participating was understandable. However, at school there seemed to be the pervasive feeling that everyone ought to be taking part. Administrators were there. I noticed teachers asking students in the stairwell if they were participating, and there were multiple times when if a student replied no, the teacher would give a shocked, “Why not?” as if to say, “Everyone should participate. There’s no reason not to.”
might want to think twice before potentially declaring themselves supporters of a heated nationwide political movement. There wasn’t anything wrong with the school having an optional walkout—in fact, I applaud it for doing so—but next time, the school should do a better job of remaining clearly bipartisan and making sure students don’t feel any pressure to partake if they or their families don’t want them to do so.
Arts & Entertainment Black Panther: Reviewed
The Shape of Water: Reviewed
Harry Shams '19 Every so often, a movie is made that has the potential to define a decade. From Back to the Future, which screams eighties, to Forrest Gump, which belongs in the pantheon of all-time great movies from the nineties, each decade has a handful of movies that define its film culture. Black Panther has all the components of a great film, and may very well be one of this decade’s defining movies. The film tells the story of T’Challa, the Black Panther and the king of the technologically advanced, geographically secluded, and vastly wealthy African nation of Wakanda. The movie tells the story of T’Challa’s ascent to power, as well as his struggle to stop anti-hero Erik Killmonger from claiming his throne. Black Panther has received critical acclaim across the board since its release on February 16. It received a 97% on the review website Rotten Tomatoes, making it the most critically acclaimed Marvel movie ever released. And while critics tend to overly praise Marvel movies, Black Panther’s praise is well deserved. At the very least, the movie is extremely entertaining. With great action sequences, a consuming plot, and excellent acting, the movie is both gripping and an achievement for Marvel and its ever expanding cinematic universe. Black Panther is also an excellent movie for its aesthetic features. While most Marvel movies rarely garner critical consideration for their achievements in cinematography, costume design, and sound composition, critics have hailed Black Panther as a visual and audible masterpiece. The film was largely influenced by African art and music, with these influences appearing in the movie’s costumes and score. In addition to its African influenced score, the film was also released alongside a soundtrack of music from and inspired by the movie, which
Suzi Dweck '19 was curated by Kendrick Lamar. One aspect of Black Panther that particularly deserves praise is its mix of Wakanda’s African traditions with contemporary African American traditions. An aerial view of Wakanda set to a Senegalese melody can be seen in one scene and a fast paced car chase set to Kendrick Lamar can be seen in the next. The parallels between African culture and African American culture can be seen throughout the film, and the relationship between those traditions manifests itself in the plot as well. Superhero movies are rarely deemed cinematically and culturally significant. Sure, there have been some amazing movies about superheroes – the Dark Knight, for example, was even nominated for eight Academy Awards. Yet superhero movies rarely speak to issues in society the same way a movie about the Iraq War or poverty in India does. That is where Black Panther is unique – while its plot is fantasy-based and often childish, it nonetheless speaks to issues in contemporary society. For example, one theme that appears extensively throughout the movie is the status of black people across the world. The film’s anti-hero, Erik Killmonger, believes in avenging disenfranchised blacks across the world through violet tactics while T’Challa believes a peaceful approach is necessary. While Black Panther’s actual plot is fantasy, the issues around which the film was created are most certainly not. Most superhero movies revolve around an inconsequential plot– a hero will save the world from utter destruction and the villain is unsuccessful. Black Panther, on the other hand, handles contemporary issues in American society yet still manages to showcase the action and adventure for which Marvel movies are famous.
Set in the 1960’s in an underground secret lab, The Shape of Water hones in on scientists who are studying a creature captured from South America. It’s an amphibious being, one with gills, spines, and very sharp teeth, yet with some human-like characteristics as well. A government agent oversees the experiments on the creature, insistent that it be picked apart so that the US can extract all of its secrets. The creature is described as one of the greatest discoveries in the history of mankind, worshipped as a god in its original environment. However, the scientists reduce the magnificent creature to little more than research material and a way for already-powerful men to gain more power. Within this dark and ominous setting is Eliza (Sally Hawkins), a generous and kind-hearted cleaner at the lab, who was left mute from a childhood injury. Although she lacks the power of speech, Eliza is forceful and stringent in her beliefs. Eliza exists without sound, but her emotions scream louder than words.
One night, Eliza encounters the lab’s newest acquisition, the scaly, gilled creature. When she notices the horrible treatment that the creature receives, she attempts to connect with him and to make him feel better, even though she knows that she is expected to do her work and question nothing. While the scientists at the lab argue over the amphibian and how to proceed with their research, Eliza eagerly gets to know the creature, forming a bond with him. Eliza’s interest in the creature is stirred less by curiosity than by understanding. Her muteness causes her to constantly be seen as defective, incomplete, and flawed, so she relates to the creature’s life as an outcast and sympathizes with him. Eliza ultimately resolves to save him and then begins to fall in love with him. The Shape of Water contains magical realism and musical dreams, but it is also filled with violence, blood and tragedy. It is a film that is not only beautifully made, but also is emotionally deep and refreshingly new and unusual.
Carousel on Broadway: Reviewed Natalie Kahn 19
In an age of Lloyd Webber ex travaganzas, Frozen on Broadway, and Wicked, it would be all too easy to overlook the 1945 Rodgers and Hammerstein masterpiece Carousel. But even if you’re not a fan of this old-fashioned musical, Carousel is worth it for the dancing and star-studded cast. The story is simple: Julie Jordan (quite the politically incorrect woman for 2018) falls in love with the harsh Billy Bigelow, who treats her terribly, but she loves him anyway, even after he dies trying to steal a wad of money. A great asset to the production was the set, which transitioned so smoothly from scene to scene, one moment showing the woods and the next the beach, one moment showing a campfire and the next the docks—these
elements really turned a rather lowkey show into somewhat of a spectacle. The plot and set, however, only add to the charm of the already beautifully schmaltzy songs, such as “If I Loved You” and “You’ll Never Walk Alone,” sung by a superlative cast. The versatile, Tony Award-winning Jessie Mueller sings a convincing but stereotypical Julie in a beautiful voice, and while the emotional “What’s the Use of Wond’rin’” could have been more gripping and melancholy, Mueller’s performance was lovely nonetheless. Lindsay Mendez, however, wins the night’s award for her comical interpretation of Carrie. Athough she seemed a little tentative during her rendition of “When I Marry Mr. Snow,” the rest of the night she was a star, both vocally and
dramatically, evoking peals of laughter from the audience with Alexander Gemignani, who played her poor-turned-rich fisherman fiancé, Mr. Snow. Joshua Henry is fantastic as Billy—his addition of a racial component to the class prejudice against Billy makes perfect sense, and his deep baritone and physique aptly capture the tough, burly Billy. Renee Fleming, in her Broadway debut, harnesses her silky, unique operatic voice well as the motherly Nettie: the crowd applauded when she first came onstage during a riveting version of “June is Bustin’ Out All Over,” and she brought chills to the audience in her rendition of “You’ll Never Walk Alone.” While Carousel is a musical without many purely lyrical show-stopping songs, Justin Peck’s incredible chore-
ography stopped the show time and time again. The musical takes every opportunity to show off its dancers in all genres, ranging from swing dancing to tap to ballet, and the dancing was a distraction from the somewhat clichéd plot. One showstopper was “Blow High, Blow Low,” in which Billy, Jigger, and the sailors gave a masterful singing and dancing number. Another highlight was the touching ballet routine of Louise, Billy and Julie’s fifteen-year-old daughter, which marks her journey into love to find a sweetheart. For fans and non-fans of this classic alike, Carousel is not to be missed. If you don’t like the operatic style of singing, see it for the dancing, the great set, the laughs, and the tears.
March 2018/Adar-Nissan 5778
The Rampage
7 Days in Entebbe: Reviewed Hadley Kauvar '19 7 Days in Entebbe was a movie filled with promise. The story of the hijacking of Air France Flight 139 in 1976 by Palestinian and German terrorists and the subsequent rescue operation, Thunderbolt, is well known. The narrative is filled with all the necessary elements to make a great war film: heroism, indubitably evil antagonists, and a desperate military operation against a numerically superior force that succeeds with few casualties. Since 1977, no movie focusing on this operation has been made, providing the opportunity to tell an extraordinary tale with better effects, a task that sounds so simple a child could do it. What actually happens is a political mess that attempts to portray itself as nuanced in light of recent shifts in public opinion on Israel. The largest mistake by far in this film is the attempt to give a sense of humanity to the hijackers without excusing the acts they committed. The two German terrorists, Wilfried Bose (Daniel Bruhl) and Brigitte Kuhlmann (Rosamund Pike) are the characters the film focuses on the most, with much of their dialogue wasted on explaining who they are. Appearing in the background is the ruthless dictator of Uganda, Idi Amin (Nonso Anozie). Amin is portrayed as formidable but gregarious, failing to show his true violent and unpredictable nature. When the point of view switches to Israel, it focuses on the struggles of Prime Minister Yitzchak Rabin (Lior Ashkenazi) and Defense
Minister Shimon Peres (Eddie Marsan, with frightening fake eyebrows), bogging itself down by showing every political motive and dilemma it can. The movie attempts to play both sides of a current political debate without being overtly supportive of either. It is mildly pro-Israel and more pro-Palestinian, but it is impossible to lend credence to a particular cause when the story told is that of terrorists hijacking a plane and holding the passengers captive in the name of that cause. The story of the hijacking and Operation Thunderbolt is most certainly not the place to try and give a modern perspective on the Israeli-Palestinian conflict.
Arts & Entertainment/Sports 15
The Fortnite Craze
William Kremer '21
Nothing since Call of Duty has taken over the world of gamers quite like Fortnite. With its practically endless ability to captivate, the game seems to be overtaking the lives of its followers. It’s everywhere on social media, in everything from memes to game play clips, and has YouTubers like Ninja and Ali-A racking up millions of views on uploads of their game
last player standing. Players parachute into a map and try to collect guns and healables (medical supplies) which range from lower levels to higher levels. Players are forced into smaller areas of the map by trying to avoid the “storm,” which drastically lowers their health. “Being shot at and have no cover? Build some!” the loading screen occasionally reads. The game
play—some of which feature celebrities such as Drake, Travis Scott, and Juju Smith-Schuster. All this just when we thought nothing could replace HQ and its control over our homes and hallways. Fortnite is arguably the most popular pastime in our community and around the world right now– and it’s still growing in popularity. Fortnite Battle Royale is a survival action game for PS4, Xbox, Mac, PC and mobile phones. Battle Royale supports up to 100 players fighting against each other individually or on teams, aiming to be the
also has a bit of a minecraft edge which allows players to build forts and walls to protect themselves from enemies. If you or your team is the last player standing you get a “victory royale” (a win), which is used for bragging rights. Even for the most experienced players, a victory royale is surprisingly difficult to come by, and the most frequent players may have won just one or two after hundreds of hours of play—which may also be a large part of the reason why the game keeps us coming back.
Sports Ramaz Girls Volleyball: Undefeated Maya Chaovat '21
The Ramaz Varsity Volleyball Team recently beat Frisch in the championships for the third year in a row, ending the season as the undefeated champions. The final score of the game was 22-20, 2111, 21-16. Team captains Yael Larios ’18, Louise Sitt ’18, and Deborah Greenfield ’18 were thrilled to end their Ramaz volleyball careers with this win. The captains’ responsibilities include organizing team practices, making sure each teammate can make it to every game and practice, and giving pep talks before and during games in order to keep their teammates full of energy and motivation. The other players on the 2017-2018 team are Kyla Mintz ’18, Gail Lancman ’18, Sela Rabbani ’18, Sarah Genachowski ’19, Laura Lancman ’19, and Rachel Guidanian ’20. The team practices on Tuesdays for about an hour and a half and on Sundays for up to two hours. Rachel Kohn has coached both the Varsity and Junior Varsity teams for the past 9 years, with the help of assistant coach Lynn Jacobowski. For Louise Sitt ’18, a senior and captain of the Varsity team, volleyball has been
something in which she has participated throughout high school. “During sophomore year we lost by two points in the championship and it was really tough for us!” Sitt said. “But we didn't give up, and the next year we finished as undefeated champions!!” Sitt said her experience, “has
been completely amazing,” and explained that “The other girls on my team have become like family. We spend so much time practicing together and this made us become best friends. I have learned a lot from my coach and fellow teammates. I have learned to never take anything for granted,
not to go into any games saying you’re going to win, and hard work really pays off!” Mr. Dwight Johnson, a longtime fan of both volleyball teams, said, “Ms. Kohn is a terrific coach and the team has been winning year after year! The volleyball teams have not always gotten the acknowledgment they deserve, so I have been spreading the word about their success.” The Junior Varsity team made it to the semi-finals this year but lost to Mayanot. The team members are: Maya Hoff ’20, Maxine Pravda ’20, Samantha Grossman ’20, Alyssa Hackel ’20, Natalie Trump ’20, Joyce Cohen ’20, Daniella Feingold ’20, Maya Chaovat ’21, Vicki Sopher ’21, Avigail Asraf ’21, Leah Serur ’21, Daniella Norman ’21, and Esther Cabot ’21. The team had a good season, placing 1st right before their game with Maayanot. GO RAMS!!
CROSSWORD PUZZLE
The Rampage • March 2018
Harry Shams '19
DOWN 1. The Life of ______ 4. "You have the right to remain silent..." 6. Art magazine 9. ________ Katz 10. E.T. and A.I. 12. The Say Hey Kid 13. Mock Trial namesake 17. Battle Royale 19. Y 20. Undead
ACROSS 2. Churchill actor 3. Special Prosecutor 5. A model 7. Great Expectations 8. Rough Riders 11. Houston 14. Host of 360 15. Serious 16. Collective community 18. Et tu, ________