Volume 54, Issue 9 (June 2020) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 54 • Issue 9 • June 2020 • Sivan 5780 • the-rampage.org

Ramaz Bids Farewell To Rabbi Slomnicki Class of 2020: William Kremer ’21

of Students. “As a thought leader promoting the ideolo When the school doors gy and mission of Ramaz, and (potentially) reopen this fall, as an advocate for student life Ramaz will be missing a key player. On May 26, Rabbi Stochel announced that Rabbi Eli Slomnicki, Dean of Students, Junior Grade Dean, and a freshman advisor, will be leaving Ramaz to become the High School Principal of the Hebrew Academy of Nassau County (HANC).

Rabbi Slomnicki began his 10-year stay at Ramaz as a Judaic studies teacher and then, after a twoyear hiatus, returned as a coordinator of the Israel Guidance Office, before assuming his current position as Dean both as an administrator and

as Junior Grade Dean, Rabbi Slomnicki has invigorated the school culture and climate at the Upper School,” shared Rabbi Stochel.

Throughout his time at Ramaz, Rabbi Slomnicki has made an effort to create personal relationships with individual students. “I am truly proud of being part of an administration that has focused on students, their well-being, and advancing the mission of Ramaz,” he said. The motivation to create close connections with students stems from his experiences attending HANC High School himself, which is also known for its deep warmth and focusing Continued page 4

Virtual Celebration of the Arts is Alive Samantha Sinensky ’21

Artwork lined from floor to ceiling, the band plucking tunes on the perimeter of the room, murmurs of guests wafting through the aisles: Ramaz’s annual Celebration of the Arts is a culmination of the year-long student investment of time, genius, sacrifice, and commitment in music, writing, visual art, and photography.

“This is the opportunity to showcase pieces we have been working on throughout the year to our fellow students and the larger Ramaz community. This night is filled with innovation, creativity, and collaboration,” said Esther Cabot ’21. The program is usually held in the evening on the last day of classes before finals, and it is consistently a highlight of the academic year. This spring, however, “Celebration” (as it is commonly known), was held online via Zoom. But despite the different medium, this night of imagination and talent was a smashing success.

When approaching the production of

Inside this issue...

this event, Oded Lev-Ari, Artistic Director of Celebration of the Arts, explained that “we had to look at what artistic expression at Ramaz is like when we are not together.” Every aspect of the program was prepared from home, including musical performances by individual students, groups of students, the Ramaz Band, and Guitar Ensemble, poetry reading from members of Parallax, and lots of artwork.

Students prepared videos of their pieces, and the recordings were compiled into a video for each act. Like normal performances at Celebration of the Arts, many students collaborated for their performances, with students singing with instrumental accompaniment from their peers. A large group of seniors came together and organized a collaborative farewell performance of the song “Memories” by Maroon 5, with students singing, playing instruments, and dancing together, all compiled virtually.

Continued Page 3

Graduation Plans

Eric Kalimi ’22

After four years of hard work at Ramaz, the class of 2020 is finally graduating.

Before quarantine, the plan was to have a graduation celebration like every other year: blue and white caps and gowns with speakers congratulating the students and wishing them luck for their futures. Once it became clear that in-person school would not resume by June, the administration had to make alternate plans for the seniors.

The students of the class of 2020 voiced their opinion about graduation to the administration. Many students implored the administration and the senior Grade Dean not to have an online graduation, reasoning that it would be very sad to have an online graduation instead of the grand, in-person graduation that they were supposed to have.

The administration was amenable to their request and has tentatively canceled any plans for an online graduation.

Originally, both the administration and the seniors hoped that the circumstances caused

by COVID-19 would change and allow for an in-person graduation in the fall. During the first week of June, the seniors had a meeting with Rabbi Stochel and Mr. Cannon about the possibilities for graduation. The

administration decided not to postpone graduation until August because many students might be leaving for Israel or be at summer camps. Instead, they decided that it will take place at the end of June or at the beginning of July.

Mr. Cannon and Rabbi Stochel announced three possibilities for graduation.

The first possibility is to have an online graduation; this is far from ideal in the eyes of both the administration and the students, but it is still important to mention in case the other options fall through.

The second option is to have a drive-by graduation on 78th Street.

Rabbi Stochel and Mr. Cannon said that this seems fairly possible, though of course it’s hard to plan anything for sure at the moment, but the seniors are disappointed at the prospect of having to sit in a car instead of being able to see their fellow graduates. The third and most popular option is to have an in-person graduation with seats six feet apart for the graduates, and family members remaining in their cars. The seniors expressed their excitement about this option, but Mr. Cannon reminded them that as the options get more exciting, they become less plausible.

As of now, the administration is planning for the worst and best Continued page 2

Exclusive Interview with New York Times Editor Peter Applebome............................................Page 5 From The Archives & History of The Rampage..............................................................................Pages 6-7 Reflections Section......................................................................................................................Pages 8-12

Farewell Letter From the Editors...................................................................................................Page 11

News 2

The Rampage

June 2020/Sivan 5780

The Final Classes: May Senior Programming Rebecca Massel ’21

Everyone knows that the highlight of their four years in high school is the second semester of senior year. No work, easy classes, and their grade are the rulers of the school. At Ramaz, this idealized experience is complete with a grade-wide Poland trip. However, unfortunately for this year’s seniors, one thing reigns even above them: COVID-19.

While usually seniors spend May preparing for Poland and traveling there, participating in work-study, and getting excited about graduation, as Ramaz transitioned to Zoom, this became an impossibility. Instead, teachers were forced to create new classes and programs to engage the almost-graduates, but also not be too intense. The school asked students for suggestions of activities for the month of May. Ms. Dashiff, who was one of the teachers organizing

these programs, said, “The seniors still wanted to have a memorable experience, even if it was not what was planned.”

From Monday to Thursday, a morning class was taught. Each hour-long class focused on a different topic that would never have been taught in a semester-long course, all relating back to the week’s theme. The themes included “Building Blocks,” “Digging Deep,” “Looking Forward,” and “Reflections.” The classes ranged from sessions about farming to a history of Rabbi Akiva to a teacher’s experience living in Israel.

Seniors were required to attend two classes each week. According to Sophia Kremer ’20, “The teachers really went out of the box.” She specifically enjoyed Dr. Gaylord’s class on Disney World, which focused on the company’s creation and the details in each theme park.

After a lunch break, the activities continued, and each day held a different Zoom adven-

Class

ture. Mondays were designated for optional student-taught classes. Approximately 15 students signed up to teach their peers about a hobby they enjoyed.

Seniors were able to learn how to make a crossword puzzle or meme, how to body-build, how to do improv, or how to publish a book. Classes like baking, Zumba, and arts and crafts were interactive, which was a special touch that could only be done with online classes. Ms. Dashiff said that these classes were an “amazing experience for students to learn how to organize and teach a lesson.” She explained that although students missed out on work-study, this program was partly professional. It allowed students to

of

2020!

Continued page 4

Bridging the Gap: 2020 To Israel?

Samantha Sinensky ’21

fice is to work with students, offering personalized stead of thinking of the gap year as a pause from life, advice and aid throughout the gap year process. “We Ms. Senders explains that it is “really a culmination

For some Ramaz Upper School graduates, are catering to what the student is looking for. We of everything you have grown to be and learned at this summer is a break before leaving for college. discuss if they are interested in a gap year and why, Ramaz. You are taking these tools and utilizing them For others, college is still over a year away. Come and what they are hoping to gain from the year,” to launch into your future.” fall, these students are looking forward to a gap year, said Israel guidance counselor, Ms. Senders. likely in Israel to learn and explore both the country Students are paired with an advisor towards and their inner selves. A gap year between graduat- the end of junior year and begin to think about ing high school and starting college gives students what they are looking for in an Israel program. the opportunity to explore a new country, be im- The Israel Guidance Office is also involved in mersed in a different culture, and learn outside the helping students who are interested in serving in the Israeli Defense Forces (IDF) or Sherut classroom.

In order to decide whether to go directly Leumi, a form of community service. These stuto university or take a gap year, one has to consider dents are put in contact with the Lone Soldiers numerous factors that are different for each student. Program, a program that specializes in helping Some students aren’t ready to go directly to college non-Israeli soldiers acclimate and feel at home and may need a transitional year. If the decision is in Israel. Ramaz alumni and other members in made to spend a year in Israel, there are a pletho- the community who participated in these proClass of 2020 boys: Are they taking a gap year? ra of choices to be made as well. Does the student grams serve as additional resources.

It is important to consider whether a student is interested in a seminary/yeshiva pro- This year, Ms. Senders and Rabbi Schimgram that has a heavier focus on learning or a mel advised the senior girls, while Rabbi Gober and program that is integrated in Israeli society: visit- Rabbi Weiser advised the senior boys. For the class ing kibbutzim, attending school with Israelis, and of 2021, Ms. Rahimzada will join the team, advising having classes taught in Hebrew. Other programs girls, and Rabbi Schimmel will transfer to advising have an emphasis on connecting with the land of the boys. Ms. Krupka is involved on both fronts as Israel itself, and students frequently explore out- well. doors, trekking to different regions in the coun- Many factors go into the decision making try. The level of observance a program maintains process—even more so this year as the COVID-19 is also important for a student to keep in mind. pandemic has become a factor. It is very possible that

In addition to being an opportunity for stu- classes in the fall of 2020 will be virtual, or at least dents to delve into their Jewish identity, the tim- socially distanced. Many of the community-buildClass of 2020 girls: Are they taking a gap year? ing of a gap year in Israel is especially ideal. “After ing, social aspects of college, such as a campus Hillel/ want a more rigid learning experience, or a traveling four grueling years of high school, students can have Chabad, Greek life, and even getting to know peers and adventure experience? Does he or she prefer re- a break from the rigors of regular academic learn- living in students’ dormitories, may be disrupted. ligious or secular programs, university or seminary, ing,” said Ms. Senders. “A gap year allows students The benefit of an Israel gap year, in particular for the or the IDF? The list goes on. Fortunately, Ramaz of- to learn and experience things they would not have class of 2020, is that Israel is already beginning to fers a wonderful advisory committee that customiz- learned in the strictly defined school format.” Stu- ease coronavirus restrictions. “Israel is further along es and helps streamline the focus and decision mak- dents are immersed in Israeli culture and history and in its process of returning to normalcy,” said Evelyn are meeting people from various religious and ethnic ing process.

Continued page 4

The primary goal of the Israel Guidance Of- backgrounds, such as Ethiopians and Sephardim. In-

The Grand Finale Continued from page 1 scenarios to ensure the best graduation possible while still prioritizing safety and health.

In the meantime, the twelfth graders have scheduled a “Senior Night Live.” According to Rachel Araten ’20, one of the coordinators of the event, its purpose is to have

“the seniors to come together and be together as a grade.” Instead of having graduation through a screen, the seniors opted to do something different. The night will be a time to reminisce and to take part in fun activities as a grade via Zoom.

Another senior planning the event said that the “plan is to make video skits of what senior

year would have looked like without corona,” which will include videos about their high school experience, a senior play, speeches given by some students, and a montage of their time together at Ramaz.

Planning this event requires a lot of effort from both faculty and students. A group of 10-12 seniors volunteered to help, along with Dov,

Ms. Benus, and Ms. Dashiff. Hopefully, the seniors will be happy with the closing ceremony to end their high school career and appreciate all the hard work and time that has gone into the planning and execution of this important event.

June 2020/Sivan 5780

The Rampage

News 3

The Rampage June Finals, Despite Corona Ramaz Upper School

New York • Volume 54 • Issue 9 • June 2020 • the-rampage.org

Editors-in-Chief: Zachary Buller ’20* Sophia Kremer ’20* Josephine Schizer ’20* Layout Editors: Hannah Doft ’20* Aliza Freilich ’20* Meme Department: Isaac Silverman ’21 Faculty Advisor: Dr. Milowitz

Contributing Writers: Sydney Eisenstein ’22 Julia Feit ’22 Rachel Freilich ’22 Sarah Ginsberg ’22 Nicole Hirschkorn ’22 Daniel Kalimi ’23 Eric Kalimi ’22 William Kremer ’21 Caitlin Levine ’21 Rebecca Massel ’21 Gabby Ostad ’21 Alex Paul ’23 Michal Rahabi ’20 Samantha Sinensky ’21 Charles Spielfogel ’21 The Rampage is the student newspaper of the Ramaz Upper School.

It is published on a monthly basis.

Letters to the editors may be submitted to rampage@ramaz.org.

Letters must be signed and may be edited to conform to The 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. * Denotes member of The Rampage editorial board

Sydney Eisenstein ’22 During the week of June 15 to 19, Ramaz students will be taking exams despite the virtual learning environment. Although having these tests may be a nuisance to some, tests will give students the opportunity to display their knowledge and dedication to their academics. Additionally, they will help students solidify the material that they studied this past year. Fortunately, the week that was once finals has been modified and tests will only cover the amount of material that would be on a regular test. Usually, teachers have review sessions in school for finals, but this year, it is unclear how teachers will prepare students for these exams.

Most other competing Jewish schools decided not to administer tests. For example, SAR will not be having final exams. Instead of tests, they will be having projects in each of their classes. In addition to SAR, Frisch also will not be having tests. Frisch students have projects in some classes and no finals in other classes.

There will only be tests in four classes— Talmud, math, science, and history. The exams administered in June will count less toward students’ overall grades, with grades distributed more evenly between assignments and projects from the semester. The administration hopes that these tests will

also give students and teachers a feeling of normalcy and structure.

Each department has different policies for alternatives to tests and grading. Here’s the breakdown: • Hebrew: The Hebrew department will grade students based on quizzes, homework, and classroom participation.

• Jewish Law and Thought (JLT): Students in JLT will be graded on written assignments done throughout the semester, as well as a final writing assignment.

• Talmud: The Talmud department decided that there will be an oral final exam. Students’ overall grades will come from grades on projects, assessments, and the final exam.

• Tanakh: The Tanakh department decided that there will be a final project as opposed to a test. Students will be graded on quizzes, assignments, and their final projects.

• English: The English department decided that instead of online quizzes, there will be homework assignments and oral presentations.

Students will be graded on essays from the semester as well as these assessments.

• History: The history department decided that there will be a final exam. Students will be graded on their research papers, their mid-semester tests, and the final exam.

• Math: The math department decided that there will be a final exam.

Students will be graded on portfolios, take-home tests, partner tests, online tests, and the final exam.

• Science: The science department decided that there will be a final exam. Students will be graded on assignments, assessments, homework, classwork, quizzes, and the final exam.

• World Languages: The World Languages department decided that grading will be based on assessments, homework, and two projects from throughout the semester.

Celebration: The Show Goes Online Continued page 1

from

“This song is all about loneliness which should strike a chord with many during this pandemic. I want the audience to feel that we are really alone together. I have been listening to music as a way to cope with the stress and anxiety of these difficult times, and I hope Celebration of the Arts will similarly resonate with others.”

Others utilized their artwork as a means

not only for self-expression but also for uniting others. This night may encourage more students to engage in art and music as a means of a personal manifestation of dreams, thoughts, and creativity during quarantine. Rebecca Massel ’21 said, “I would like my art to resonate with both artists and nonartists. I advise others to begin projects one can expand on, such as doodling on a napkin or

Lev-Ari affirmed that “the collaborative process was still maintained online. Even though we are in quarantine, we have an outlet for the students to play and sing, because the student creativity does not stop.”

A highlight of Celebration of the Arts in person is the opportunity to witness the artistic talent of Ramaz students. The walls of the school auditorium and lobby are adorned with paintings, sketches, and photographs all by our students. Guests are greeted with artwork that “really transforms the physical space,” said Lev-Ari. This was still made possible, as a 45-minute preshow montage exhibited artwork that was created both in school and during quarantine. Numerous visual artists displayed and explained their pieces during the program as well. This year’s Parallax literary magazine was available virtually during Celebration of the Arts for all to read and will be available in print in the fall.

Celebration of the Arts is run by students, for students. The Visual Arts Curators Committee was responsible for collecting all student artwork for the montage. A member of the committee, “Memories” by Maroon 5, performed by Class of 2020 singers and instrumentalists Anna Braun ’22, said, “Celebration is something of reflecting emotions in people. Fortune Laboz post-it note. Small exercises like these can really everyone can be excited about; whether you are ’22 considers art and music to be “forms of escap- spark something.”

Celebration of the Arts was held on Thurscontributing or just tuning in to watch, this is ism.” She explained, “These can be representations something to look forward to. Celebration is also of the times that we are going through. The art- day, June 11, and with the Zoom chat available for a Ramaz tradition and I am happy that we can still work is like a personal history.” One of the piec- all to share accolades during the performances es she will present is a self-portrait made from real-time, the magical night did not feel virtuhold this event, even under quarantine.”

Many students showcased pieces they string, called “The First Isolation.” It represents al. Students, teachers, and families alike had the hoped would resonate with the audience, and help the mental effects of the coronavirus, and shows phenomenal opportunity for a momentary respite them to cope with the overall sense of uncertain- her pulling out her hair. “I chose string as my me- from the anxiety of the world and focus on taking ty and stress to which everyone can relate. Some- dium, and I am representing the feeling of anx- in and enjoying beautiful music and artwork. The times, the best way to spark a connection among iety and being overwhelmed. I wanted the audi- night was a total success, with many excitedly callpeople is not through words. For example, Ron ence to view this and realize that we are all going ing it “the best Celebration of the Arts ever.”

Alweiss ’22 performed a solo piece entitled “Bou- through the same thing; we are not alone, and we levard of Broken Dreams.” According to Alweiss, are struggling together.” Students utilized the arts

News 4

Tribute to Rabbi Slomnicki

The Rampage

June 2020/Sivan 5780

lingo to full school assemblies when emphasizing on numerous accounts that the “Ramaz students are the all-stars of the Yeshiva League.” Spencer Rubinstein ’21 felt a close connection to Rabbi Slomnicki through basketball. “Talking about sports with Rab-

enthusiasm and dedication to making the trip memorable for the Varsity Teams. “‘Chill mode’ was not expected, but so much fun,” she said. “No one knew individualized attention towards students. Jake Slowhat to expect going to LA for the first time as a baschowsky ’21 expressed his gratitude for Rabbi Slomketball team, but Rabbi [Slomnicki] truly exceeded nicki, commenting, “He made my junior year, and all expectations of the trip. He made the trip really all my years of high school experience, about us and what we enjoy doing.” incredible.”

When asked what he will miss the most, Rabbi

As Dean of Students, Rabbi Slomnicki Slomnicki responded, “It’s hard to answer what worked to increase school spirit, promote posI will miss the most. I will miss many things…I itive energy in the building, and maximize the will miss the small moments of growth that a student government’s impact. Together with the teacher witnesses through the regular grind of a G.O. and Rabbi Pianko, he organized spirit days day. I will miss observing heated debates among and pep rallies, fan buses for sports games, spefaculty and students. I will miss the challenging cial breakfasts and treats, and community assemattitudes that students have when they feel we as blies. Aaron Zanger ’21, junior class president, a school have not lived up to the lofty standards worked with Rabbi Slomnicki first hand and is of Ramaz. In short, I will miss the energy and grateful for “the warm environment he brings to the aspiration that are synonymous with Rathe school.” Zanger also praised Rabbi Slomnicki maz.” for promoting smaller clubs and helping them In Rabbi Slomnicki’s final message to Ramaz launch student-led initiatives. students, he said “I am proud to have been with

Rabbi Slomnicki is well known as an Rabbi Slomnicki and some seniors peruse The Rampage you and know that I will see tremendous nachat avid fan of Ramaz sports, and many students will miss going to his office to recap the previous night’s bi Slomnicki in the halls, at lunch, or in his office is from you as we, please G-d, stay in touch.” games and chat about Yeshiva League sports. Al- definitely going to be one of my favorite memories of We wish Rabbi Slomnicki tremendous success in his though he will not be around to see the continued high school, and I’m so sad that I never even knew future endeavors and look forward to seeing him growth and momentum of the Ramaz Rams, he is that the last conversation we had about basketball again when he visits the building. “excited to see the fruits of the athletic department’s was going to be the last.”

When the Varsity Basketball Team attended Rabbi Slomnicki has provided his personal email labor” and expressed his optimism that “Ramaz, in the Glouberman tournament in Los Angeles, Oliv- should anyone like to contact him or keep in touch: a very short time, will be the powerhouse in yeshiva ia Sakhai ’20 was impressed with Rabbi Slomnicki’s slomforty1@gmail.com athletics.” Rabbi Slomnicki would even bring sports Continued from page 1

Senior May Classes Continued from page 2 “discover a love for teaching and sharing what they know.” Many students were inspired by their friends, and after sitting in on a few classes, signed up to teach one themselves. Rachel Araten ’20 taught a class on DIY dorm decor. She said, “I wanted to teach a class that was applicable to everyone and that everyone can follow along with and do.” Araten’s prompt was “New York inspired Art” and found that each student took it in a totally different direction. She was excited to see that “everyone in the class was really engaged.”

According to Ms. Dashiff, “It would be a phenomenal idea to continue these student-taught classes next year. Both the ‘teachers’ and students learn a lot from these experiences.”

On Tuesdays, seniors signed up for a mandatory course. Originally, they could only choose between Senior Film Festival and Chesed/Social Action, but an Israel course was soon added after students expressed that they wanted more options. The film class was led by Ms. Rachel Rabhan and guest teacher Ms. Sophia Peer. The class was geared toward aspiring filmmakers and, through the course, students created a five-minute film for the Inaugural Ramaz Film Festival. Araten said, “This class was really helpful

because it taught me the skills I needed for Celebration of the Arts.” At first, the new software seemed intimidating, but after taking the course, she was ready to conquer Celebration. The Chesed class, taught by Ms. Benel and Ms. Messinger, met with program directors of service agencies who were challenged to adapt to the coronavirus reality. They interacted with the recipients of these programs and saw the impact of the organizations first hand. Last, Rabbi Yigal Sklarin’s Israel class focused on various questions about Israeli politics and society. Students learned from Ramaz teachers Dr. Herzog and Dr. Bernstein and guest speaker Nadav Shoval, the CEO & Co-Founder of Spot.IM.

Wednesdays were senior speaker days. These speakers, many of whom were Ramaz alumni, prepared students for life after high school. Seniors heard from former Columbia Law School Dean of Students Michelle Greenberg-Kobrin ’91 about what it is like to be a Jew on a diverse college campus. Another practical class focused on financial literacy, as next year, many seniors will be tracking their finances for the first time.

For many seniors, Thursdays held the most riveting activity of all: the Great Debates. Each week, three teachers, moderated by Dr. Jon Jucovy, would

battle it out on the debate floor about issues such as morality, feminism in Judaism, and politics. While teachers aren’t encouraged to share their political and personal beliefs in a classroom setting, the goal of this forum was for them respectfully do so. It can be challenging for students, especially underclassmen, to make sense of all these different clashing opinions.

Gabi Potter ’20 said, “I have been in many different teachers’ classes and felt conflicted. I could hear one opinion first period and be taught an opposite view during second period. It is easy to agree with each teacher, but at the end of the day, it is difficult to reconcile all these views. The Great Debates was a good culmination and highlighted the strong views we hear at Ramaz.” For the first time, these seniors had the opportunity to see and hear as their teachers were encouraged to share their views. Kremer said, “It was very civilized and organized and showed that a discussion can be charged while still being respectful.”

The 2020 graduates spent their last month at Ramaz learning from teachers and one another and trying new things, even online. They were thrown a major curveball, but, with the guidance of their incredible teachers, they were able to still end their time at Ramaz in a positive way.

Gap Year Plans Continued from page 2 Landy ’20 “This makes the decision of a gap year more appealing.” Students will not likely be confined to their bedrooms using Zoom in Jerusalem, and will be able to bond with newly-made friends in person. Israel-bound senior Daniella Feingold ’20 affirmed, saying “Most people do not want to start their freshman year of college online.”

After taking these realities into consideration, some students are rethinking their original decision to head straight to college. Programs in Israel are accommodating this by extending their deadline to request a gap year and continuing to hold interviews for new applicants. Additional spots in programs may open up as well as some

students might drop out of programs due to financial strain from the pandemic or the anxiety of traveling far away from family during these uncertain times. “Those who are considering going on a gap year have nothing to lose by reaching out to programs and institutions at this time,” said Ms. Senders. Cayla Todes ’20 said, “I was definitely considering attending an Israel program before I found out that the University of Miami [where I will be matriculating] will be starting on time in the fall, which I am very happy about.” Other students were already certain of their decision to either head straight to college or take a gap year.

Avi Levy ’20 said, “I always planned on taking a gap year. I want to experience life in a different culture than what I am

accustomed to.” On the other hand, for some, attending college immediately after high school can be optimal. Landy said, “I’ve always been really excited to go to college. I couldn’t wait to get to this place where I could further pursue my interests and learn new things. I felt that if I took a gap year, I would be waiting a whole year before I got to do any of that. “

Come fall, Israel programs are hoping that little will need to be modified. However, schools are willing to be flexible. Certain programs are even considering starting earlier in the year, to provide incoming students more time to acclimate before the High Holidays. Anyone who enters Israel must remain in quarantine for two weeks, so this may be built into the beginning of

the program.

There is quite a bit to consider even in a stable environment. No one can predict the future. For the class of 2020, the COVID-19 pandemic has created significant uncertainty, but students are relying on conversations with programs and the Israel Guidance Office in light of the new situation in order to make an informed decision.

Experts, including faculty, educators, and Israel advisors suggest that students think seriously about their desires and expectations, and to truly self reflect on their level of maturity, educational and personal growth goals in light of the new situation to make an informed decision.

June 2020/Sivan 5780

The Rampage

Has The Times Changed with the Times?

A Follow-Up Interview with New York Times Editor Peter Applebome Rebecca Massel ’21

Thirty years ago, news arrived with the thump of the paper being dropped at the door. Readers reconnected with the world by peeling open the paper and reading the latest news. Yesterday’s news. Old news.

Today, as the reader wipes sleep from his eyes, he groggily grabs his phone and sees President Trump’s latest tweets, reviews a multitude of blogs and posts about the latest world upheaval, watches clips on YouTube, and receives emails from the World Health Organization. In less than a minute, he is “plugged in” and remains so until he sets his phone down for the night.

So, what is the relevance of old media today?

Brayden Serphos ’22 explains the logic of most students. He gets his news from Twitter, but if it is a big story, say a space launch, he confirms information with The New York Times. Serphos said, “I follow people who I consider reputable, but I definitely don’t trust everything I read on Twitter.” Adam Vasserman ’21 explained that he usually will find information on Twitter because “it is one of those amazing platforms where you can hear about current events in the moment.” Afterward, he will make sure to check the information he learns, either in The New York Times or, with regard to the virus, on Johns Hopkins University’s online tracker.

Other students follow notifications of The New York Times on their phones. Sophia Kremer ’20, who reads the paper each day, said, “It is important to get notifications and learn about events while they are happening on social media. But, it is equally important to go back afterward and read a thorough article. You can’t understand a story just from five words, you need to read the background.”

On March 13, the Ramaz Upper School had the privilege of hearing the thoughts of New York Times editor, Peter Applebome, on these and other questions. Mr. Applebome, who has worked at The New York Times for more than thirty years, is the Deputy National Editor and a professor at Duke, his alma mater. During his career, he served as the Houston and Atlanta Bureau Chief, where he covered the racism embedded in the South; a reporter for the “Our Towns” column for the Metropolitan section of the paper; the author of two books; and a professor at Princeton University, Duke University, and Vanderbilt University.

Mr. Applebome is most proud of winning the International Bad Hemingway Award in 1985.

During a Wednesday assembly moderated by Dr. Jon Jucovy, Mr. Applebome spoke to students about how The New York Times is adapting its reporting to the COVID-19 pandemic. As Dr. Jucovy said, Mr. Applebome is a professor and editor for The New York Times, making him the perfect candidate to “educate and inspire students, particularly those who wish to enter the field of journalism.”

To open the discussion, Dr. Jucovy, a lifelong friend of Mr. Applebome, explained that the newspaper industry changed dramatically over the last twenty years, and especially in the past few months. Mr. Applebome acknowledged this change for the purpose of relating the paper to teenagers and young adults today, referring to it as “a revolutionary adjustment, challenged by the advent of the Internet.” The Times, he argues, is relevant today because fact-checking today is critical. “It's great that we have this blizzard of news sources, but it’s easy to be misled by the loudest voice or the best videos, or the coolest Instagram accounts, so what The Times does [when they fact check the sources] is at least as important now as it ever was.”

Additionally, Mr. Applebome said that contextualizing the content today is important. It is too easy for a teenager to believe they have a full understanding of the story from reading a couple of Tweets, but it is crucial to understand the background, the implications, and what is not said, to be informed.

Mr. Applebome compared the newspaper industry to a video game. He explained, “The news is so insistent and demanding, and there is this dominant metric for viewership and eyeballs. There is no letting up, even under normal circumstances.” According to Applebome, the pandemic was the culmination of all these aspects. Recently, The Times has turned their attention toward storytelling, through a narrative form, Q&A, or presentations. There are profile stories and advice columns. Mr. Applebome said that the paper is working to crush the inaccurate stereotype of The Times being “a grey lady and a little stuffy.” In a recent piece, written by fourteen reporters, an article

cataloged the pandemic from different vignettes from around the nation over a twenty-four hour period. He appreciated the work and effort of Kathrine Roseman from the Style Desk, who told the story of quarantining with siblings from the point of view of the children.

Mr. Applebome said, “We go beyond hard news reporting to try to make stories as vivid and personal and compelling and accessible as we can be.”

The paper has changed in other ways as a result of the virus. There appears to be an overarching focus on the pandemic in the news, which means other important stories may be overlooked. For example, on May 22, a plane crashed in Pakistan, killing eighty travelers. While this may have been front cover news before COVID-19, in the current circumstances, it was pushed toward the back of the paper. Similarly, the Georgia shooting in May did not get the attention it deserved. According to Mr. Applebome, “the pandemic is like this fog that has enveloped everything.” However, at the same time, this pandemic also helps spotlight some stories that do not usually receive enough attention. “The one big story has so many tentacles that you can tell stories about issues like inequality and health problems in low-income communities while you're telling the story of the pandemic. These stories are now inescapable,” Mr. Applebome explained. He described The Times as a body with different muscles. The pandemic has brought an opportunity for the paper to use all of its muscles: its storytelling muscles, its investigative muscles, its data analysis muscles.

The pandemic also has challenged reporters to do their jobs in a new way. Prior to the pandemic, The Times pushed any journalist who was unsure of a situation to get on the scene as fast as possible. Now, for the most part, journalists are reporting from their kitchen tables, forcing them to “fundamentally rethink how they do their jobs,” said Mr. Applebome. Since the paper is not able to take off a day, reporters have been challenged to hear people’s voices and understand the structure of a certain area without being on the ground. Although the reporting process differs, the fact-checking process does not, as it is always mainly focused on documents obtained through a Freedom of Information request.

While many New Yorkers hate dragging themselves into the office, many editors and reporters at The Times love the building itself. Mr. Applebome described for students the “beehive of activity,” where reporters from different desks can easily exchange ideas and discuss current articles. While editors have worked hard to “simulate a lot of the serendipity” online, it can be difficult for reporters at different desks to swap ideas virtually. To interact with one another, reporters now

“We go beyond hard news reporting to try to make stories as vivid and personal and compelling and accessible as we can be.” have to purposefully call other desks; a national reporter does not simply bump into a science reporter in the elevator. The Times has held group events to recreate some sense of the missing community.

In recent years, the Jewish community has noted a left-leaning bias with regard to Israel. Gabi Potter ’20 explained, “I think there is an anti-Israel bias in The New York Times, so just reading The Times doesn't always give the reader a full story.” At the same time, he acknowledges that there are some reporters, like Brett Stevens, who are pro-Israel and tend to support the country in his articles. Serphos explained, “No story is one-sided, so it is the responsibility of a newspaper to report on both sides and allow me to come to my own conclusions.” He feels that The Times sometimes fails to do this. When asked, many students mentioned a 2019 political cartoon of a blind President Trump being led by Prime Minister Netanyahu, who was depicted as a dog, as being anti-Israel.

According to Mr. Applebome, Jewish and Israeli issues are “the single hardest thing to cover and the single most sensitive turf.” Regardless of the article, both Palestinians and Jews argue that the paper is favoring the other side. Many Palestinians feel that the paper is “the main engine of the International Jewish Conspiracy,” and many Jews feel the paper is too

Features 5

Features left-leaning. Although he was never posted in the Middle East, Mr. Applebome once wrote about the cancellation of a Palestinian speaker in Connecticut. While he strived for balance, both sides felt attacked. “This article gave me just a small taste of how impossible [writing about Middle East issues] is,” he said.

Mr. Applebome was first inspired to pur- Peter Applebome sue journalism as a career after covering the protests and chaos following Dr. Martin Luther King Jr.’s assassination for the Duke Chronicle in 1968. “It was exciting to have my world engulfed in [these riots] and to have the job of making sense of it while being reportorial and analytical,” he said. After his story about how this event changed Duke was the first the Chronicle ever published in color, Mr. Applebome continued writing for newspapers and reporting all sides of an issue. He is proud to say that his first article is still hanging on The Chronicle’s bulletin board today.

Throughout his career Mr. Applebome has had many experiences that have allowed him to appreciate the value of journalism, in the form of both large projects and short articles. After writing many articles for The Times about how the South has progressed throughout history, he published a book in 1997, Dixie Rising: How the South is Shaping American Values, Politics, and Culture. Mr. Applebome writes that although New Yorkers believe they are the center of the universe, in terms of the role of religion, politics, and culture, “the South has had undue and outsized influence in American life.”

Conversely, one of Mr. Applebome’s most inspiring moments in his career was a story he wrote about Aurora, Texas. He focused on how a made-up spaceship has had everlasting effects on the town. Although at the time, Mr. Applebome was only a stringer for the paper, and, therefore, did not even receive a byline, it is one of his most memorable pieces because he appreciates the idea of “the search for truth and certainty.” While the teller of this tale has long since passed, his “ideas, once thrown out into the world, can take on a life of their own, living on in a way that would have astonished [him].” Mr. Applebome enjoys the story element of this article and enjoys imagining this story being told around a family dinner table in Aurora.

Mr. Applebome spoke about his experience speaking to high schoolers. He said, “I really like getting kids excited about journalism.” He teaches a course in universities about writing profiles about regular people and “always get a great reaction.” Mr. Applebome finds that college students are eager to absorb as much knowledge from him as they can and find his class interesting. Yet, at the same time, a journalism career has many challenges. He said that recently, “it’s a perilous job market,” as, since 2008, half of all journalists have lost their jobs. On top of that, there is a current unknown with the number of jobs that will be lost during the pandemic. Although Mr. Applebome hopes aspiring journalists have the same “satisfying career that he has had, he recognizes that it is much more difficult to accomplish in 2020 than it was when he was a young journalist.”

Mr. Applebome believes, “If you want to be a journalist, your goal should be to hit big important powerful notes and small touching personal notes.”

Charles Spielfogel ’21, a Rampage staff writer, was inspired by Mr. Applebome. He said, “When I write my articles, it is easy to feel like they don’t matter or actually make a difference in my school. But, hearing from Mr. Applebome showed me that even a small story can have an everlasting impact on my school and on myself.”

Although the manner and speed in which Americans receive news are radically different than the ways their parents and grandparents received it, at its core, journalism remains the same: gathering facts, shaping a narrative, and informing the public. While today’s teenagers and young adults receive a barrage of information through alerts, Instagram, and many other sources, the current challenge, as Mr. Applebome articulated, is not accessing information, but finding reliable sources and analysis.

Archives 6

From

The Rampage

the

June 2020/Sivan 5780

Archives

Josephine Schizer ’20

Rampage Mastheads 1960s-Present

’60s Periods throughout the ’70s and ’90s

Late ’80s-’90s

2000s

2012-2013

2013-2015

2015-2019

2019-2020

Ramaz Dances?

Some students may be surprised that dances used to be commonplace at Ramaz. In November 1963, The Ramaz Record covered the freshman social event, Welcome Freshmen: “The nervous Freshmen were marched into the Lower School cafeteria where they met their Senior escorts and led the school in the singing of the Alma Mater. Supper and social dancing followed.”

October 1962, The Ramaz Record

December 1961, The Ramaz Record

June 2020/Sivan 5780

The Rampage

Archives 7

The Rampage Through the Years Josephine Schizer ’20

May 1971. Ramaz students ask this question to this day, but it dates back to 1963, when “The Senior class appreReading back through old issues of The Ram- ciate[d] the opportunity to walk outside during lunch” page reveals a treasure trove of school history. Although and would “use our parole wisely.” The debate occurred the paper’s name has changed from The Ramaz Record again in a Point-Counterpoint article (the counterpart to The Ram Page to The Rampage over the years, the to today’s Pro/Con articles) in November 1993. In favor newspaper has always been an outlet for student voices of privileges, it was suggested that “a well built freshman about the school and the world. The details of these arti- who has lived in Manhattan for his entire life would be cles have changed, but students have remained focused much better off walking the streets than a short and on many of the same overall topics, such as the G.O., skinny senior who lives in a suburb with a very low dress code, privileges, and religion. The earliest issue in crime rate….Do juniors go away for Pesach vacation as the school’s archives today dates back to 1961, but it’s irresponsible untrustworthy children, and return two likely that The Ramaz Record dates back to the 1940s, weeks later as responsible and mature adults?”

Just like today, small changes in the dress code though these copies have yet to be found*.

Today, Ramaz students are known as the Rams, polarized the student body, generating opinionated arbut this has varied over the years. In 1963 and 1993, ticles in the paper. In September of 1990, The Rampage printed an edThe Ram Page itorial decryreferred to stuing a new rule dents as “Rain Preludes mazies,” and in banning girls 1985, it termed from wearing them “RamaPurim Masthead, 2000s T-shirts, which zers.”

Boys’ Varsity teams were always known as the Rams, but in sounds very similar to the ban added to Preludes at the past, the Girls’ Varsity teams were labeled “the Ewes” the beginning of 2017. The complaints in this editorial (female Rams). In October 1971, The Ram Page ran an about the rule being vague echo student objections three opinion piece arguing that “due to male chauvinism, the years ago. In September 1993, Preludes was updated Ewes have never received the recognition they deserve. again and a student criticized Ramaz for not enforcing While the Rams have had one dismal season after an- the rules about tzitizit and for its dress code not aligning other, the Ewes have had a history of achievement.” The with its philosophy. “Is the problem that female students article characterized the name of the team as “another wear halachically inappropriate clothing in school, or injustice...Anyone intrepid enough to cheer ‘Let’s go that female students purchase such clothing and feel a Ewes,’ is immediately laughed at.” The article advocates need to wear it?...The more that necklines are raised in changing the Girls’ Varsity teams to be called the Ram- school, the more they will plunge at parties. If all Ramaz azons. In some sense, the writer’s request was granted— can do is repress behavior, then they are simply babysitthe team was renamed: today, Boys’ and Girls’ Varsity ting, not educating.” In May 2003, the dress code was revised again, allowing students to wear sneakers for the teams alike are known as The Rams.

Technological changes over time have affected first time. December 2004 brought a sweatshirt ban for The Rampage significantly. In the 1970s, the newspaper girls midway through the year, but petition successfully needed typists on staff, but based on the mastheads, this won girls the right to wear sweatshirts for the rest of the was no longer true by the ’80s. In October of 1995, The year.

The Rampage has also been a forum for stuRam Page first printed its email address, and by Feb- ruary of 2004, the paper listed a website as well. Past dents to discuss changes in the religious world, espeCo-Editor-in-Chief Aaron Wilson ’09 describes having cially around davening—at a stash of recording devices for Ram Page writers to use Ramaz and in the broader for interviews. Wilson also recounts editing the paper world. Articles in May 1983 “in the 7th floor computer lab which we called The Ram- and May 1985 addressed depage treehouse. We spent hours on layout in Quark.” His cisions by the Conservative Co-Editor-in-Chief Ellery Kauvar ’09 remembers the Movement to ordain female program as “not the most user friendly, even in 2009.” rabbis. The February 1990 Now, students record interviews on their iPhones and issue featured two new Ramaz minyanim: the Women’s type up articles on their laptops. Editors design the lay- Tefillah Group and the Sephardic Minyan. In February out on Adobe InDesign, which, according to Julia Levi 1995, the Women’s Tefillah Group was allowed to have ’18, “can cause one to spiral down a dark hole from all of Torah reading for the first time. In May 1993, The Ramthe hours spent adjusting margins.” Layout has persisted page printed a letter to the editor from a female student as one of the challenges of being Editor-in-Chief, as An- who questioned why she wasn’t allowed to put on tallit drew Lobel ’15 described InDesign as “an incredibly dif- and tefillin at Ramaz, but was allowed to at KJ. A news ficult program to use,” especially, as Oren Oppenheim article in 2002 detailed a similar situation when a female ’16 said, when “working collaboratively on the print is- student davened at KJ and Or Zarua in the mornings sue across three computers.” InDesign doesn’t lend itself instead of at Ramaz in order to put on tallit and tefillin.

Freedom of the press has always been a questo collaboration. tion when it comes to The Rampage. Since the paper is a school newspaper, funded by the school, how much of a say should the administration have over its content? Jonathan KrasPurim Masthead, ’70s ner ’84 remembers that his year as editor, “Our relationship with

Throughout the years, The Rampage has con- the administration was a little tense. Jeff Eilender and I sistently highlighted articles about the G.O. In Decem- published a survey about Ramaz students in the paper ber 1961, The Ramaz Record printed an unsigned letter that showed that they were less observant, more questo the editor asking if the G.O. was really necessary. The tioning in their belief in God and the divinity of Torah October 1962 issue featured a letter from the G.O. Pres- she’b’al peh, and more liberal-minded on social issues ident urging more students to become G.O. members— than the administration would have liked. It was very the problem of needing to urge students to participate embarrassing for the school, and in retrospect I feel bad isn’t a new one. G.O. elections were covered in various that we caused them so much grief. But at the time we issues, as was SFAC (Student-Faculty Administration were indignant that they took umbrage. We were intrepCommittee), including minutes and summaries from id reporters simply trying to ferret out the truth.” When meetings, as is still the case today. In February 2005, a he was later hired as a Ramaz history teacher in 1991, “I news article announced that the G.O. was purchasing came to admire some of the same administrators whose lives I made miserable, especially Rabbi Lookstein and foosball and ping-pong tables for the auditorium.

Another common refrain was the question of Rabbi Bakst.” The article in question, printed in April “Privileges or Rights?” as entitled an opinion piece in 1983, was mentioned in a sermon at the Jewish Center,

leading to a follow-up news article quoting several administrators and teachers who suggested that it should never have been printed in the first place (May 1983).

Sydney Sarachek ’14 said, “Our relationship with the administration was fine because we never really tried to broach any sensitive subjects….I think that was one of our biggest frustrations—there were so many interesting articles we could have written but because everything had to be vetted by the administration we couldn’t even really ever explore those topics.”

Rabbi Lookstein said, “We allowed kids to express themselves even when I wasn’t happy with the way in which they expressed themselves, and that’s a good thing,” referring to The Ram Page when he was principal. However, he also described The Ram Page as “[giving] him fits” and occasionally “muckraking.”

Rabbi Lookstein explained that his concern about the paper was, “What’s the ‘Ram’ part of it as opposed to the ‘Page’ part of it? Does anyone who reads The Rampage come away with the idea that this is a Modern or Centrist Orthodox school?...Is there even any Torah in The Rampage?”

A newer challenge for the paper is generating readership. In the past, “people didn’t have the internet to read. People didn’t have their own cell phones to read.

So when The Ram Page came out, people definitely read it,” said Evan Farber ’95. Today, ensuring that the paper is interesting enough that students pick it up—and continue reading it for more than a few seconds—is one of the greatest challenges for the Editors-in-Chief. Recent editors have tied the question of keeping students interested to the issue of being allowed to run more controversial articles. If The Rampage features information that students don’t already know, it will attract more readers. “It was hard to make the paper something people wanted to read given the limitations about what topics we could dive into,” said Sarachek ’14, “We had to get creative about what to cover so that we weren’t just writing about school assemblies in every issue.” Esti Beck ’19 also described one of her greatest challenges as “figuring out how to improve readership within the student body...My guess is that over time, as daily life became more digital, interest in reading or getting in-

Purim Masthead, 2000s volved in print media declined.”

The focus of The Rampage has shifted throughout the years as well. In the past, the paper was much more politically-focused. Students seemed eager to express their opinions; there are articles and opinion pieces about world and school politics and several letters to the editor commenting on articles from previous editions.

In the late ’80s and early ’90s, The Rampage reported consistently in 1990 on Soviet Jewry and Ramaz’s activism, including rallying in Midtown, marching to the UN, and trips to the Soviet Union. The same time period also featured reporting about the Israeli-Palestinian conflict and elections in the United States, including a pro-con article about Bush v. Clinton. In recent years, The Rampage has moved away from politics, focusing more on internal school events and has received almost no letters to the editor. Farber ’95 suggested that advances in communication and technology may be a possible reason for this shift, “If you want to say something to the whole student body, there are many other ways to do that now.”

As times change, The Rampage’s role in the student body has shifted. Now, students receive minute-by-minute updates on their phones and stay in constant contact with teachers and classmates via Schoology, email, text, and social media. However, despite all of these changes, The Rampage has remained an outlet for students to express opinions and ask questions about the school—and interestingly, many of these questions have not changed so drastically over the last 60 years. *If you have old issues of The Rampage or information about the paper in the past, please contact rampage@ramaz.org.

Reflections 8

The Rampage

2019-2020 Highlights

June 2020/ Sivan 5780

Looking Back on Some Moments from a Fantastic Year Caitlin Levine ’21 The Ramaz Upper School was on a roll until social distancing forced students’ separation. While online learning has continued, students miss the enthusiastic energy and contagious social enjoyment that each day at Ramaz held. It is easy to forget about these past happenings, so here’s a reminder of the top ten highlights from Ramaz 2019-2020:

Freshman Orientation Freshman Orientation is essential for the freshman class. It is the students’ first impression of the Upper School, and for about half the class, their first real exposure to Ramaz. On Tuesday, September 3, the eager yet anxious freshmen entered the Ramaz building. Their apprehension was quickly relieved by ice-breaker activities, welcoming speeches, a stellar performance by the Chamber Choir, and a scavenger hunt. Rebecca Silber ’23 said, “The scavenger hunt was the best part. It was a great way for me to get a sense of what the city is like, which definitely excited me.”

Club Fair Club Fair really helps students design their extracurricular plans for the year.

On Tuesday, September 17, all students assembled in the auditorium to view the plethora of Ramaz clubs. It was fun for freshmen to see the offerings for the first time and enjoyable for upperclassmen to display their beloved clubs. Older students are able to take on the role of leader and have the opportunity to present their club to other students. Rebecca Kalimi ’23 said, “I really enjoyed the open atmosphere where I felt like I could just look around at all the new opportunities.

I also really like getting candy that was left on some of the tables.”

The Central Park Trip On September 26, the Upper School went to Central Park. Students enjoyed many fun games including football, soccer, basketball, frisbee, boating, biking, and yoga. Students were also able to participate in photography, sketching, or a trip to the Central Park Zoo. This trip was a great bonding opportunity in a fun and stress-free setting. Benji Goldstein ’22 said, “The trip was great. I had a lot of fun walking with my friends.”

Chol HaMoed Sukkot

Chol HaMoed Sukkot 2019 featured delicious breakfasts which included waffles with whipped cream. At the Simchat Beit HaShoeva during Homeroom in the Sukkah, there were cookies, music, and a tie-dye station set up by the G.O.. Many students enjoyed the opportunity to tiedye in the Ramaz sukkah.

RamJam RamJam is always a Ramaz highlight. This year, it took place right before Thanksgiving break. Students appreciated sitting with friends and enjoying the performances. Students were impressed by the Chamber Choir, High School Choir, Dance Team, Guitar Ensemble, and Chamber Ensemble. Nathaniel Ziegler ’21 said, “I liked the guitar ensemble. The music was really catchy.”

June 2020/Sivan 5780

The Rampage

Reflections 9

Steve Glouberman Basketball Tournament Members of the Ramaz Boys and Girls Varsity Basketball teams traveled to Los Angeles to compete in the Glouberman Tournament. They had a great time, and so did the many spirited Ramaz fans who watched the games from NYC. The games, which took place from November 6-9, were live streamed in the Ramaz lounge, allowing the whole school to cheer on the Rams together.

The fourth-floor lounge was on a spirit high when Spencer Rubinstein ’21 scored a buzzer beater game winning layup against HAFTR. Mia Denti ’22, a Girls Varsity player, said, “I loved that it was a really big bonding experience for us as a team.”

Spirit Day This year’s Ramaz Spirit Day took place on December 16 and was certainly one to remember. Different sports teams played mini volleyball games in front of the whole school. There was music, cheering, and competition. The event had referees, and the gym was decorated with streamers and signs. That night, the Ramaz Varsity Boys’ and Girls’ Basketball teams played for the whole school to watch. Many students came and cheered on Ramaz. The Ramaz gym was certainly its fullest of the year that night. Ethan Morali ’20 said, “I really liked that we all gathered together in the gym and cheered for Ramaz’s sports teams.

It was a harmonious, joyful feeling and definitely top ten moments of the year.

The atmosphere was booming.”

Chanukah In honor of Chanukah, Ramaz took freshman, sophomore, and junior students on different, special outings. The freshman grade went to Bryant Park to ice skate. The sophomores traveled to the Nickelodeon theme park in American Dream Mall. The juniors went rock climbing at High Exposure in New Jersey. Everyone enjoyed these bonding experiences and the much-appreciated break from the routine school day. Sophia Ratzker ’21 said, “I enjoyed the Chanukah trip so much because I got to have fun in a stress-free environment.

I also got to talk to people I don’t usually get a chance to because we are not in the same classes.”

Hairspray The Musical A definite focal point of the year was the Ramaz production of Hairspray.

The acting was phenomenal, and all students were blown away by this most professional and incredibly fun performance. The songs of Hairspray were heard down the halls of Ramaz for weeks afterward as students continued to sing and hum the melodies. Ron Alweiss ’22 said, “Hairspray was really upbeat and fun to watch. The songs were really great too!”

Purim at Ramaz The month of Adar at Ramaz is especially fantastic. This year certainly lived up to the hype. Adar started off with a Chagigah featuring a dance party with music by DJZJ. For Purim, Ramaz held its annual carnival with games, snacks, and fun costumes. The students all dressed up for the annual costume contest. “I really enjoyed being able to hang out with all my classmates in the gym on Purim, said Puterman ’23. It would have been really great to have had the contest in person, but the G.O. adapted to the sudden coronavirus precautionary assembly and held the contest online.

Hopefully, next year, Purim celebrations will be held entirely in school and celebrated in good health by all.

Ramaz is lucky to have such a devoted faculty who work hard to make these highlights special for us each year. For better or for worse, the 2019-2020 school year was certainly a year to remember! We are looking forward to what next year will bring.

Reflections 10

The Rampage

Senior Reflections

June 2020/ Sivan 5780

Seniors’ Advice For Next Year Gabby Ostad ’21 Four current seniors: Olivia Sakhai ’20, Avery Sholes ’20, Gail Hafif ’20, and Ethan Rubin ’20 answered five questions about their time at Ramaz and their thoughts looking back on their four years of high school.

What advice would you give to rising sophomores, juniors, and seniors?

Olivia Sakhai: Rising sophomores: You guys should enjoy the process of high school. This is the easiest and most relaxing year of high school. Don’t be afraid to take risks and step out of your comfort zones because the following years are more stressful. High school goes by very quickly. Enjoy your time in this school and use it to explore your character.

Rising juniors: Rising juniors, keep working hard! This year is difficult, and you will feel like it is never going to end, but before you know it, you will be a senior, and you will be graduating. Find comfort in the fact that your entire grade is all going through a difficult time. Academics should be prioritized over the ACT/SAT, and feel comfortable taking a study break if you need one.

Rising seniors: Rising seniors, cherish every moment of senior year! Before you know it, high school will be over.

Go to all grade gatherings and become as close as you can with everyone, because before you know it, you will all be going your own ways. In regards to college, you will ultimately get into a school that is right for you. Know that your friends are there for you and that this college situation will all work out.

everyone is going through the same things and you will find comfort and support in your grade. Through these common emotions, your grade will become closer.

Rising seniors: There is no doubt that the college process is draining. It is stressful. If you do not get into your Ms. Abramson’s advisory group at Freshman Orientation top few colleges or early decision choice, life more and not had academics be the number one thing. don’t worry because you will end up at a school that is As I got older, I did develop this mindset, and I am really right for you. Know that nothing is permanent; you always happy that I did. have the opportunity to transfer. Now, amidst this panER: If there was one thing I could do differently, I would demic, I realize that my grade will never be together again. stress less about tests. When I did poorly on one test, Senior year is your last year to be with your grade. Strike a I would flip out over it. Looking back, I realize that it’s balance between academics and your social life. Strengthen not the end of the world. There will always be room to your relationships before going your separate ways. improve.

Ethan Rubin: Rising sophomores: My advice would be to enjoy sophomore year because it’s the last year before you really need to focus on college and standardized tests.

Rising juniors: My advice for rising juniors would be to learn how to manage your time between the SAT/ACT and schoolwork. You should really take advantage of the fact that you get to go out for lunch with your friends; even if you don’t buy lunch it’s really fun to hang out with your friends outside of school.

Rising seniors: My advice for rising seniors is to not stress too much about work. The first semester you should definitely not slack off, but the second semester you’re basically chilling. Congrats for pretty much finishing all the hard work!

What was your favorite part of your Ramaz high school experience?

Senior boys dancing at Shabbaton Avery Sholes: Rising sophomores: Guys, I know your freshman year was cut short. Enjoy sophomore year because this is the time when your grade starts to truly bond. At this point, you are accustomed to high school life and should find a balance between your social and academic life. Use this year to strengthen relationships with peers and teachers. You guys are blessed with youth and should have a good time with your friends.

Rising juniors: Yes, what you hear is correct, you may become pressured by your schoolwork. The standardized test situation is a lot, but you guys should only begin to focus on college in senior year. Trust me, you have plenty of time to do so senior year; you have the whole first semester of senior year to do so. Junior year was my favorite year. By not thinking about college, you will leave time to enjoy other aspects of the school.

Rising seniors: The first semester is engulfed by college admissions. If you apply early decision, you should start brainstorming your regular decision essays because you will want to have your winter break free. I have made so many great memories this past year! Being organized between your college life and social life is very important, though.

Gail Hafif: Rising sophomores: During 10th grade, you do not have to worry about standardized tests or college, and you are not new to the school. The fact that you have already had one full year in high school will make you more comfortable.

Sophomore year is a good time to experiment with things you are interested in. Join clubs. It is a good time socially because there is not much stress. Explore all the school has to offer.

Rising juniors: Juniors, get the ACT and SAT over as soon as possible. The work of junior year does get harder, and not having to worry about the standardized test makes life easier. Even though this year is hard academically,

OS: My favorite high school experiences are the spirit nights for the basketball teams. This is a time when the students get to show their love for the school. I love that everyone goes all out with the facepaint, wears blue and yellow, and that there is lasting excitement in the building from 8 a.m. to 8 pm.

AS: My favorite experiences throughout high school have been the Shabbatons. Every time you go on a Shabbaton, you recall what you did the year before. It brings back great memories with friends. These good times are what you live for. The bonds and memories you make are things you will bring with you everywhere.

GH: Throughout high school, I have really enjoyed being a member of clubs. I loved taking trips with the teams and competing on a larger scale at competitions like YUNMUN and Penn Model Congress. These trips always end up being so fun!

ER: It is too hard to choose my favorite memory from Ramaz. Before I was a junior, I was taking my experience here at Ramaz for granted, but when I look back at it now, I only remember the good things. Honestly, my every moment at Ramaz was the best.

If there is one thing you could change about high school, what would it be?

OS: I wish clubs and sports could take place during the school day so that we would not have to be in school till 8 p.m.. I also wish that the full-school minyan was Sephardic style.

AS: I wish there was a more comprehensive curriculum.

I think it would be worthwhile for lessons to be taught through film and television. I think it must be made clear to the students that the curriculum taught is relevant for more than just a test. I feel that many times, students learn the material for a test and then forget the material. The material should be communicated in a way that describes its importance. It is useful not only for tests but also for the outside world. I believe this insight will make students more willing to learn.

GH: I wish there were more classes where you could learn without worrying that everything you are doing is being factored into the GPA. I also think there should not be rules in the school that are blanket rules that apply to all students like the attendance and makeup policies. With regards to the attendance policy, someone commuting from the Five Towns has the same attendance policy as someone commuting from 80th Street. Both of those students follow the same attendance policy even though one person’s commute is over an hour and the other student’s commute may be seven minutes. These rules seem punitive.

ER: If I could change one thing in the school, it would be the food in the cafeteria.

What is your message for your fellow graduating classmates?

OS: Thank you for an amazing four years! Our grade truly makes all other grades want to emulate our closeness. I wish you all nothing but success in the future, and I hope we can all maintain close bonds.

AS: I love you all. We all had a unique impact on the grade. The fact that we have become a fantastic group is so special. We are only as great as the sum of our parts!

Everyone has played a role in bringing us to this point, and our closeness would not be the same without each of you.

GH: I am so proud of everyone! Everyone has grown so much since freshman year and it makes me so happy to

If you could do anything differently in high school what would it be?

OS: Be able to have graduation! But seriously, in freshman year I wish I would have been more open to the new kids. At this point, my grade has become united.

You can’t tell the difference between who was a new kid and who came from the Ramaz Middle School.

AS: I wish I removed all Ramaz social pressures and norms and “threw them out the window.” Don’t get bogged down Class of 2020 rollerblading on Senior Shabbaton with the perceived norms. Everyone is great. Make high school what you want, and you will be happier and have a see that everyone is on their way to achieve great things. more rewarding and fulfilling high school experience.

I know this year is not ending in the way we wanted it GH: Looking back on my high school experience, I realize to, but hopefully after this corona situation is over we that I should have been more open-minded when coming can hang out again. There is a reason we are the school’s into Ramaz. I should not have come to the school with favorite grade! I cannot wait to see what everyone achieves a preconceived notion of what the school would be like, in the future. rather let the school guide me and create an image of the ER: I love you guys, and I’m really going to miss hanging school as I learned from my experiences in school. I wish I out with all of you! It’s been a really fun four years and I’m enjoyed the experience more and that I was less stressed. I sad that it all has to end. I can’t wait for our reunion! wish there were times when I could have prioritized social

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The Rampage

Reflections 11

A Farewell from the Editors...

To our dear readers,

After three years of writing for The Rampage, it’s been an honor to shape the paper this year as your Editors-in-Chief. Long hours huddled over InDesign layouts, running from classroom to classroom to distribute 250 papers in 40 minutes (amidst a few name screw-ups), late-night editor FaceTime calls, and, of course, shidduching crossword girl and wordsearch boy, have been defining moments of our high school academic life that we will never forget.

This year, we set out to make the paper more accessible and interesting to the entire student body. We ramped up our online edition to deliver more timely content and spotlighted articles on Schoology so students had easier access to important stories. Finally, we infused the paper with personality and humor, from memes to quizzes to creative puzzles. In doing so, we fostered camaraderie and united the student body, an underlying goal of The Rampage.

We also worked to improve communication within The Rampage staff. By creating a Rampage WhatsApp chat for the first time, we quickly and easily generated article ideas, circulated polls, and found writers to cover school events. We persisted as the coronavirus kept us out of the physical school building and even hosted a Zoom press conference with the administration.

Working together, we developed a great team. Together, we’ve gotten sucked into the hole that is Adobe InDesign—adjusting margins, aligning text boxes and images, and fixing spacing only to look up and realize hours have passed. Most people reading the paper probably didn’t notice these small details that consumed our lives, but we refused to send the paper to the printer without adjusting every element.

Our goal was to publish a paper that students would look forward to reading, chat about in the lounge, and view as an important aspect of school culture. We want to thank all of our amazing journalists and readers; we know that we’re leaving the paper in good hands with you and next year’s editors. Even more so, we want to thank Dr. Milowitz for his help throughout the year, reviewing articles and layouts at the last minute and giving us advice as we constantly found our way into his office, classroom, or Zoom meetings. The Rampage is going to be one of our hardest goodbyes as we approach graduation after four years of writing, interviewing, editing, and, of course, sending out polls. We will really miss The Rampage.

Sincerely, Zach Buller, Sophia Kremer, and Josephine Schizer

More Advice...

“I was hesitant to make my decision to come to Ramaz because it was a whole new world for me. Now that I look back at my experience, I wouldn’t have had it any other way. My advice would be to enjoy the time while it lasts because you will miss high school more than you think. Cherish the moments with your friends and the bonds you create with your teachers.”

— Gil Cohen ’20

Senior girls at Spirit Night

“I’ve gone to Ramaz my whole life, so I know how easy it is to criticize things that go on and wish they were better. My advice would be to stay positive and make the most of it. The entire senior grade’s time was ultimately cut short because of the pandemic—I always knew I would miss school when I graduated but I never truly understood how much Ramaz, the Ramaz community, and my classmates meant to me until now. Time passes quickly, and it’s easy to focus on the wrong things and be negative about school. And then, before you know it, you’re graduating. However, you as underclassmen still have time to make the most of your high school experience. That’s what you should focus on: having fun, making memories, and enjoying every moment you can. You’re going to remember high school forever, but what you remember about it is up to you to decide now.”

— Lucy Doft ’20­ Choir seniors on LA trip

Reflections 12

Reflections on Junior Year Caitlin Levine ’21

Junior year is known to be the hardest year of high school. I remember well when my older cousin, now a young mother of two and a working professional, attended Ramaz Upper School, commuting from Long Island. Junior year was so stressful for her that she rarely took the time to travel home. Instead, she spent most nights at our apartment, studying in her room in her home away from home. She walked around with a sense of exhaustion and purpose, always planning her next activity. My father jokingly coined junior year “the easy year” and would ask her nightly, “How is the easy year going?” For some reason, she never laughed. From watching my cousin, my sisters and I developed a true fear of the notorious “easy year.”

Needless to say, I entered this year with great trepidation. And I was not alone. Most of my peers admitted that the stress of junior year is a notch higher than the two years prior.

The looming standardized testing on top of an even-heavier academic workload definitely adds to the year’s stress factor. In addition, many people focus on additional extracurricular activities, looking to boost their resumes for looming college applications. Interestingly, for me, knowing that junior year is supposed to be hard helped me get through it. The reputation that the year carries allowed me to approach it with a calmer attitude. Anytime I felt overloaded or overworked, I told myself, “it’s normal—it’s junior year!” There is solace in knowing that one is not alone, and if I am finding the workload heavy, so are many other people, not just at Ramaz, but at high schools around the country.

Nonetheless, I must admit that junior year does carry a lot of weight and can be rather

The Rampage

June 2020/Sivan 5780

stressful for most students. While Ramaz does take pride in its rigor, there are certain elements of the year that could be adjusted to help ease the pain. First, there’s the test calendar. The test calendar should be made with the SAT and ACT in mind. While I know this is easier said than done, I have witnessed the conflicts between standardized testing dates and course testing for many years, as my cousins and siblings all complained of the same problem. Many juniors struggle when standardized test Class of 2021 at Junior Retreat dates are right before demanding exams. standardized testing, perhaps the new Talmud For example, the ACT being on Sunday and paper can be assigned in the sophomore year. I having a history test on Monday. Every time do understand the importance of the paper and there was a standardized test this year (approxenjoyed writing it, but I think given the load of imately monthly), students complained to the class presidents and administration to adjust the junior year, students would appreciate this paper more as sophomores. exam schedule. Often these discussions went

Lest one think that junior year is not on for many weeks before the exam date was enjoyable, I must admit that it has actually been finally changed. The test calendar caused a lot really fun. While the workload is certainly heavy of disagreement and stress in group chats and a and the stress mounting, the actual school days lot of pressure on the class presidents. It would have been great. There are many perks to being be a wonderful gift to juniors if, from the start, a Ramaz junior. I love my classes, my friends, the week after a standardized test did not have and the overall feeling of being a Ramaz stuany exams. Or at least, if Monday–Wednesdent, especially an upperclassman. It is nice to day after the standardized exam, no tests were administered. Since the standardized test sched- be among the older students in the school, and junior privileges definitely add to the day. Being ule is printed at the start of the year, and the exams fall out at repeated, standard times of the able to go out for lunch or even just get a coffee in the middle of the day is liberating. The longer month, taking the standardized test calendar retreat that is given to juniors is another bonus. into account when making the Ramaz calendar It’s nice to see teachers from past years in the is feasible.

Another factor that can be easily adjust- hallway and have a familiarity with the school ed to help ease the responsibilities of junior year and the student body. Overall, there is a sense of warmth and belonging. All in all, I would is the Talmud research paper. This paper is a say that junior year has been a positive one, but new addition to the third year at Ramaz. Since the year already heralds demanding coursework, there are definitely some ways to make “the easy year” a bit easier. a history term paper, and multiple iterations

Second Semester Grading: How Does Ramaz Compare?

Sarah Ginsberg ’21

Would it benefit students if schools switched to a pass/fail curriculum? Should grades still play a significant role during this time of remote learning? Would it be better to have letter grades or just not have grades at all?

These are many controversial questions that have been addressed by many schools around the country with valid pros and cons on both sides.

As schools continue to work with distance learning, they are now trying to find a solution to how to fairly grade students for the rest of the semester. During this pandemic, schools have created their own protocols

to grade students in ways they think are just.

Some are offering pass/fail or credit/no credit as the grading systems instead of letter grades.

At North Shore Hebrew Academy, the administration decided to change their curriculum to a pass/fail grading system. Rachel Frank, a junior at North Shore, was not thrilled with this development, and said, “Letter grades have significance and show all the effort students put into their work; it shows that through their four semesters [so far] they really accomplished something and didn’t give up even during these terrible times. If schools use the pass/fail grading system, a student with a 66 average is given the same grade as a student with a 99 average, and that’s just not fair.” Additionally, many juniors in North Shore pointed out that they were counting on this semester to raise their GPAs and are now upset that the most that they can do is pass.

On the other hand, SAR High School decided to maintain the letter grade system but replaced formal testing with final assignments.

Final grades are issued for the full year, rather than just for second semester, with approximately 75% of a student’s grade based on a combination of first semester and the beginning of second semester, pre-COVID. The remaining percentage comes from a combination of any assignments given during online school and a special “engagement” grade, intending to measure a student’s participation level during virtual classes. Students receive an email every week with grades from their teachers in four aspects,

each ranked out of 12: punctuality, attendance, promoting culture of learning, and contributing meaningfully to their learning. Though this may sound exceptional, students find it unfair that such a large portion of their grade is based on their first semester grades, so even if they do well now it doesn’t count as much for their final grade. SAR sophomore Mia Brodie, for example, “does not think this is a good method” to determine a student’s grade for the year.

With Ramaz primarily sticking to a full-fledged letter-grading system, many positive aspects stand out, especially during times like this. Having letter grades now acknowledges the challenge of completing work even without in-person teaching and under non-ideal circumstances. Yona Weinstock ’22 agrees with Ramaz’s distance learning grading policy and said, “Letter grades definitely require more work [than at other schools], but if the teachers ease up and give less work, letter grades could prove to be a huge advantage for the students.” Letter grades give clear feedback and acknowledge the effort of those that put in the time and hard work. They can impact scholarships, opportunities, or graduation awards. They take into account individual work. If Ramaz changes to pass/fail it can be seen as “unfair” to the students that put in a lot of effort by giving students who complete less work, or the minimum required, the same grade.

June 2020/Sivan 5780

The Rampage

Online School in September?

Julia Feit ’22

As the end of the virtual school year rapidly approaches and summer programs begin to close, the ambiguity of school in September looms. It’s hard to imagine learning for an entire beginning of a school year on a computer screen. It was difficult for teachers to assess students this year on Zoom, even after teaching them in person for the majority of the school year. Meeting new teachers, learning new subjects, and transferring into new classes pose even more difficulties if school continues to be held online in September. Students and teachers alike agree that learning through a computer screen is less than ideal, especially at the beginning of a new school year. Is staying at home for so long even healthy?

Ramaz students have a variety of opinions and suggestions for the administration if school must remain closed in September, and possibly even longer. Everyone hopes to return to school for a fresh, new school year and a sense of normalcy. However, students understand that the safety of everyone in the building is a priority to the school and our community.

Some students think that in the absence of in-person classes in the fall, Ramaz should continue with the same Zoom system as this semester, but there is a question of the type of grading system for next year. Students feel that they should have new teachers next year and switch classes, even though it might be difficult to build

a teacher/student relationship. Rachel Freilich ’22 explained, “If we don’t have real school in September, I’ll be devastated but not surprised. I would want new teachers because I think changing teachers is something to look forward to.

I think we would have to continue with Zoom as that is the only option.” Students have begun to adjust to life from home and school through a computer screen, understanding that online classes are more effective than having no classes at all. Sydney Eisenstein ’22 added, “I think that if we don’t have school in September, we should definitely continue learning on Zoom. As it will be a new school year I think that we should have new teachers. The teachers may not know each of us well if we are not in the classroom, so I think it would be fair to switch to a pass/fail grading system.”

However, an entire school year with pass/fail grades is a controversial suggestion in the minds of both students and teachers.

Students at Ramaz work hard to achieve academic success and take pride in their grades. By switching to a pass/fail system, many students will lose the motivation to excel in classes and put their best effort into assignments. Hannah Dubroff ’21 explained, “We should have regular grades because otherwise, it messes up the GPA. Just because other schools have pass/fail, doesn’t mean it’s better for them. In fact, I think it makes us as a school look better.” Ditching letter grades for a semester, and especially an entire school year, has repercussions for students who are relying on their school grades for college, especially for juniors whose grades can really impact their future college acceptances. Sophie Schwartz ’23 sympathizes with the incoming freshmen given the uncertainty of next school year. She asserted, “We should institute a pass/ fail grading system if we continue with online classes next year. Especially for incoming high schoolers, it will be hard to adapt and we should not be graded under those circumstances.”

Other students think that the current Zoom learning system and schedule would require significant modifications if continued into next year. In addition to changes in the timing of the schedule, most students agree that they should be placed into new classes next year with new teachers, rather than keeping the same teachers from this year Emily Rosenfeld ’22 explained, “I think that Zoom classes are working well and I am still

Features 13

learning a lot. However, I find that the hourlong classes are way too long and it’s really hard to focus, especially when having to stare at a screen. I love the teachers I have now, but I understand if we have to get new teachers because we are learning the new grade’s curriculum.

Although, I agree that it’s difficult to start with new teachers without meeting them in person.”

Jordan Mittler ’22 agrees that changes to the schedule are necessary if online classes become a more permanent practice. He added, “Ramaz should re-arrange the schedule so the length of each class and the amount of times we have each class a week more closely resembles what we would do in normal school.”

Entirely new formats and platforms were suggested by students in an attempt to improve virtual learning efficiency if needed next year.

Samara Blatt ’22 suggested that “Instead of [live] Zoom we should have pre-recorded video lessons with a small assignment afterward so that we can have more free time throughout the day.

Students with questions can leave comments on the videos for the teachers to answer and respond.” Other students recommended daily assignments on Google Classroom in place of the daily Zoom classes.

There are many opinions, suggestions, and concerns regarding a virtual beginning of the new school year. Zoom is not an ideal learning environment for most students and teachers, but if necessary, new policies will be administered in September.

Why Wednesday Assemblies?

Daniel Kalimi ’23

sponded that they spoke about the idea with the department chairs and several teachers suggested names of people they knew who would fit the criteria of what the adminis-

One major development that came with the advent of Zoom school is the addition of Wednesday assemblies. These gather“Personally, I think the ings are an opportunity to see what various people are doing during this pandemic and to assemblies are nice behear from speakers from around the world. cause sometimes we get Whether it be a doctor fighting in the front lines to help save lives or an Israeli journalist to hear from cool speakand news reporter, these assemblies are a way ers. It is nice to hear differfor students to be more aware of what’s hapent stories and learn about pening around the world in such bleak times. things we might not know

Ms. Krupka noted that “the adminisabout in today’s world.” tration thought it would be a good exposure to host people on the front lines of current tration wanted. For future assemblies, Ms. events.” When asked how they found the Krupka hopes to “leave more time for a Q&A speakers for the assemblies, Krupka reat the end” and expressed that she is “curious

about feedback from the students” to know what they enjoy and give them more of that.

When asked for thoughts on the assemblies, an anonymous freshman stated, “Personally, I think the assemblies are nice because sometimes we get to hear from cool speakers. It is nice to hear different stories and learn about things we might not know about in today’s world, but the amount of assemblies we have per week is excessive because of how much work we are getting. They should be optional for students who want/have time to listen to them.”

Overall, these meetings are a way for students to have a better grasp of what is taking place around the world and learn how unique people are operating during a time like this.

Features 14

The Rampage

How to Plan A Successful Zoom Birthday Party Gabby Ostad ’21

In addition to being implemented for teaching purposes, Zoon has also been widely used to host other events, such as meetings, panels, and even birthdays! Although it may feel like the world has been on pause, the days have been passing and people are still looking for creative ways to celebrate their milestones. We would all rather celebrate in person, but organizing a Zoom birthday party is a fun and easy alternative.

the school year, send your friend the link for one of their clubs. Tell them the club scheduled a last-minute meeting, and that you need their support because the captains asked for everyone to bring their friends. Your friend will think he is logging onto the club but instead, he will long into their Zoom party.

on the Zoom to make a video where they share a memory they have had with the birthday person.

You should compile all the individual videos into one video and add music in the background as an extra touch. This will catch the person whose birthday it is completely off guard. They have no clue what you will be showing when you share your screen.

Performance Zoom: If you prefer live performances, you and the Zoom attendees can write lyrics to a popular tune and present it to the birthday person on the Zoom. You know this will lead to everyone laughing and the birthday person finding out his or her friends’ hidden talents!

Below you will find ways to make your Zoom party a success: Who To Invite: Have a group of diverse friends.

Invite everyone from your next-door neighbors, family members, school friends, and camp friends.

A wide range of friends will lead to continuous chatter on the call. It will be really fun to have your worlds collide. Your camp friends will meet your school friends and vise versa. You will realize that you are all connected and by the end of the call you will have forgotten that some people just met each other.

June 2020/Sivan 5780

Themed Zoom: If you’re feeling goofy, you may choose to select a theme for the Zoom. For example, if your friend loves the movie Avatar, then all the guests can paint themselves blue. This sounds crazy, but isn’t quarantine the time to try crazy things?!

Zoom birthday party, courtesy of Tammy Palagi ’21

Surprise Zoom: Making your friend a surprise Zoom call is a special way of making this virtual party more special. This may sound overdone, but if done properly, it will be special. If you plan on throwing a Zoom party during the remainder of

Spice Up Your Zoom: As the host of the Zoom meeting you can enable anyone to share their screen.

Put together a montage of the birthday person and their friends. You can also ask all those that will be

Decorate Your Zoom: Attendees can decorate their background with happy birthday signs. This may sound trivial, but the bright colors are more attractive than your boring room color.

If you follow these steps, there is no doubt your Zoom party will be a one-of-a-kind and once-in-alifetime (hopefully, at least!) experience.

After Hours Zoom Programming Rachel Freilich ’22

Although Ramaz Zoom programming takes up much of Upper School students’ days and weeks, many students are taking advantage of other remote opportunities. Whether it will extend into the summer or only for the time being, students are enrolling in Zoom courses, participating in Zoom internships, and more. Additionally, the college office sent out a helpful list to the sophomore class consisting of virtual opportunities to participate in this summer.

These opportunities are open to a wider range of participants so that the summer of 2020 will not be a total wasted opportunity for intellectual growth.

Many colleges that usually offer courses and on-campus experiences when times are normal have decided to offer their courses remotely. The college guidance office sent out a list of college courses being offered from Columbia, NYU, BU, UCLA, Harvard, Stanford, Brandeis, and, YU, as well as courses not at colleges, like BlueStamp Engineering

and Tikvah Online Academy. Although it is more exciting to have an on-campus pre-college program, virtual courses can also be intriguing—and sometimes much more cost effective.

In addition to courses being offered, volunteer programs are also taking place virtually.

Friendship Circle has a variety of programs in which students can take part. Every Sunday at 2 p.m., Friendship Circle offers a virtual Sunday Circle, where one can participate in activities, circle time, and rewarding discussions with Friendship Circle children and teens. Additionally, Ms. Benel offered an elective to Zoom with Friendship Circle participants. Julia Feit ’22 said, “I have been calling Ian almost two times a week, every week. It has been so amazing to see how Ian is so excited to call me and Rachel. I know how difficult it is to learn and interact over zoom and I can’t even imagine how tough it is for Ian.” Additionally, the Yachad club hosted Ben Mars, a teenager with Tourette’s Syndrome to speak to students, parents, and teachers. Also, the seniors

have the opportunity to participate in the chesed elective with Ms. Benel where they learn about different chesed opportunities and participate with their Yachad friends. Aliza Freilich ’20 said, “It was an amazing way to end my high school experience by participating in chesed activities with Ms. Benel.

This elective allowed me to use my free time learning in an emotionally rewarding way.”

Along with these volunteering opportunities, many students are participating in virtual research programs or are taking the time to learn something new. Either by learning a new language, how to tie dye, or how to play a new instrument, students have decided to take advantage of this abundance of free time to turn their negative situation into a positive one. Although this pandemic has brought enormous changes and challenges, students have found mechanisms to cope with the situation and have turned something devastating into an opportunity to learn and help others in need.

Teachers with Young Children Struggle Amidst Corona Nicole Hirschkorn ’22 and Eric Kalimi ’22

With COVID-19 ravaging the lives of everyone around the world, and many living their lives online and from a distance, schools are closed, and young children need their parents to teach them or help them log into their classes. Teachers especially are finding themselves in a position where they have to balance their own teaching with helping their children with all their needs.

Because of the current schooling situation for young children, some teachers have to educate their own children while also teaching their classes. Ms. Fung has “been teaching numbers, colors, alphabets, shapes, and animals,” and has been able to spend more time teaching her son Chinese. Ms. Krupka has to “split the day up according to [her] meetings and classes [to teach her children], and when [she is] not there, they do some ABCmouse on their iPad.” It is difficult for teachers to make time to educate their children while still juggling all the other responsibilities they still have.

“It certainly does not feel like ‘balance’ is achievable in these circumstances,” said Dr. Bernstein. “Like many working parents with young kids,

we’ve accepted that we simply cannot complete our work like we normally would when our kids were in school/daycare.” Many teachers with young children are struggling to balance the challenging circumstances of our new reality. Like Dr. Bernstein, many teachers at Ramaz are struggling with the difficulties of their children’s new schedules.

When asked how he is balancing his children’s Zoom schedule and his teaching schedule, Rabbi Schiowitz said, “It is a juggling act. My wife and I both teach, and in between, we try to help the kids with their schoolwork. We try not to stress it and figure that if they miss a class here or there, they will probably be okay.” Many teachers identify with this sentiment. “It is hard juggling their three schedules. We have forgotten a class or come late here and there,” said Ms. Shine. Teachers are working hard to accommodate the schedules of both their students and their children. However, many of them are taking advantage of their newfound “free time” to learn new skills and spend time with their children.

After asking Ms. Gedweiser if she does anything in her spare time with her children, she replied,“Spare time’ is not exactly how I would think about it. We are not catching extra moments

in between other things—we need to structure all the time of everyone in the household. ‘Spare time’ is time you find to do things you want, whereas now, our challenge is to find things we want for all the time.” For teachers, structuring time during the coronavirus lockdown is a crucial skill for both work and family life.

Some teachers, however, are using the extra time in their day to spend much-needed time with their children. “I just taught my daughter how to ride a bike,” said Dr. Bernstein, “so she and I now take a daily bike ride around the neighborhood. She’s at a fun age where she enjoys doing lots of things that aren’t what you could call ‘babyish’— cooking and baking good food, reading chapter books, listening to music, [and] watching movies.”

Everyone is being forced to adapt to this new reality of online living. Teachers with young children have to teach their students while also finding the time to take care of their families. They have been working tirelessly to ensure that the needs of their children and their students are met even during this tough situation. Because of their efforts and commitment, teachers today are true frontline heroes of the pandemic.

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The Rampage

Opinions 15

Opinions

Ramaz’s Response to Racial Injustice Alex Paul ’23

As 2020 progresses, feelings of chaos and unrest become increasingly prevalent. The most recent occurrence that has added to the hysteria has been the tragic murder of George Floyd and the protests that have taken place since then. The country, and on a wider scale, the world, have responded in different ways to the protests, riots, and looting that have taken place. The same can be said for our school and community.

On June 1, five days after the death of George Floyd, Mr. Cannon sent out an email titled “Ramaz Stands Against Racial Injustice.” In that email, Mr. Cannon specified that the Ramaz family does not condone any support of the white supremacist movement and believes that as a community, we should call for change. However, he says, we cannot “support those who incite and commit violence and destruction. Such behavior endangers other people’s lives and property, and it serves no purpose other than to allow some to justify inaction against the underlying issues because of the behavior of the few.” Along with that, he said that the Ramaz community stands in support of the police and that the majority of policemen are dedicated to keeping us safe. However, here is where the line begins to get blurry. What are the rules of engagement in a protest? What qualifies one protest as peaceful, and another as violent?

Moreover, what if there were peaceful protesters who were antagonized by the very police who are supposed to protect their right to assemble? Do we, as a community, support

their use of force?

One of these situations occurred on June 1 when President Trump ordered police to clear protesters in Lafayette Square from the premises. Though President Trump’s intentions were not initially apparent, it was later discovered that the protesters were being ordered to leave because the President wanted a photo-op in the Square. When the protesters did not leave since the protest was before curfew in a public place, chemical agents were used on the crowd.

This was a group of “peaceful” protesters who were turned on violently by the police under the direct order of the president. The chemical agents were not used to stop looters, but to clear a path so the president could take photos holding a Bible. Where does this fit in the cases outlined in Mr. Cannon’s email? This is just one example of a situation where the answer is not readily apparent.

After Mr. Cannon’s email was sent out, an assembly was held on Wednesday, June 3 to continue speaking about the protests and what we as Ramaz students can do. Rabbi Stochel began by saying that we should adopt a stance of humility when judging others and that the focus in the assembly would not be on the violence or the looting because they are a distraction from the real problem.

When learning about racism in school, the lesson is taught in the past tense. Students leave the class thankful that the civil rights movement occurred and that racism isn’t an issue today. We are taught that protests like those in the civil rights movements do not usually occur anymore, with activists and allies standing together all over the world. The

general theme for most of the assembly appeared to be that as students, we should be thinking about our duty and what we could be doing to help. However, towards the end of the assembly, there was a “Zoom bomber” who came into the assembly and began to hurl curse words and racial slurs.

The invader was kicked out of the meeting, but the general feeling of calm had been greatly disturbed. The student body was exposed first hand to the deeply rooted hatred.

Ms. Krupka posted on Schoology later that night, providing students with resources to help them educate themselves and said that we as Ramaz students can do anything and should continue holding conversations of empathy and understanding.

Additionally, students from Ramaz and across the country and world have been responding to racial injustice and the protests on social media. Whether it’s by posting a black screen for #blackouttuesday or by providing links to petitions, many teens have taken a stand to participate in the protests from home.

All in all, it is my opinion that we have to be careful when speaking about the protests because not every protest falls under a clear category of peaceful or not peaceful. Furthermore, while I stand by posting on social media in support of the Black Lives Matter movement and have done it myself, I believe that we need to remember that our work doesn’t end there. Black Lives Matter is not just another trend to follow. It is a real movement that is impacting lives, and we need to use our voices to speak up for those who cannot.

The Problem with Reimagining Education Online Michal Rahabi ’20

In early May, Governor Andrew Cuomo announced a partnership with the Bill and Melinda Gates Foundation to “reimagine” education and virtual schooling.

The goal of this collaboration is to view the future of education through the lens of technology. “The old model of, everybody goes and sits in a classroom, and the teacher is in front of that classroom, and teaches that class, and you do that all across the city, all across the state, all these buildings, all these physical classrooms—why, with all the technology you have?” asked Cuomo. He explicitly connected this point to the pandemic that currently envelops all of our lives.

“Let’s take this experience and really learn how we can do differently and better with our education system in terms of technology and virtual education.” Cuomo explained specific areas of virtual education that need addressing, such as “meet[ing] the needs of students with disabilities,” and using the “cloud virtual” to enable schools to teach large classes of students.

Though this revamp of the New York Education System has been long overdue, Governor Cuomo is ignoring the importance of physical structures in education. Speaking from my own experience throughout this pandemic, it has been quite challenging to cope with remote learning. Similar to physical workplaces being associated with productivity and fulfilling tasks, school buildings have vital associative properties. The minute I enter the doors of Ramaz in the morning, I am surrounded by goal-oriented students who are all there for the same reason I am: to learn. The coronavirus has removed the daily rhythm of my school day, which has obvious repercussions. For me, home is associated with rest and relaxation. Before the pandemic, I was rarely home

due to my hectic schedule.

Acclimating to my new learning environment has been difficult, and at times, almost impossible. The toxicity of excessive screen time has been known for a long time now. Younger generations have been criticized for their attachment— borderline addiction—to technology; I find it amusing that technology is now praiseworthy due to its convenience. All previous grievances about us overusing our devices are now being ignored by those who used to villainize them.

Furthermore, Cuomo’s motivation for teachers to teach large classes through the “cloud virtual” is placing efficiency over impact. Many students, including myself, require individual attention from their teachers to lead them through their courses. Developing a connection with a teacher can be significant in a student’s educational experience. Ramaz’s small class sizes have allowed me to make these connections, and have made me a far more productive and motivated student. I fear for students who will miss out on this privilege with larger class sizes.

Now, what should Governor Cuomo truly be focusing on reconstructing within the New York Education System? The racial and economic segregation that is displayed within public schools is an excellent place to start. We must continue to reform the discrepancies in funding within

districts; the stark contrast between public schools in Park Slope and the South Bronx is inexcusable. Many minorities cling to the public school system for a path to a better life and are being let down by schools that are struggling with the neighborhood’s poverty and isolation. Also, Governor Cuomo should look into ensuring our educators earn a livable salary for their work expanding the minds of the younger generations. I applaud Governor Cuomo’s desire to utilize remote learning to promote technological and educational progress. However, the New York education system will never be able to grow without first resolving the underlying issues with the foundation of this system. I hope we all will soon be able to return to physical learning and thrive in the unique, productive environment we have created at Ramaz Upper School.

Too Much Time “Together” Leaves Students Feeling Alone Rachel Freilich ’22

Over the last few months of Ramaz “online,” one question has been looming on the minds of students: why are there so many assemblies, and what is the consequence of not attending these programs? Although certain assemblies commemorating important days and events are obviously necessary to maintain a sense of unity amongst the student body, the required attendance at some seem-

Do you feel that there are too many assemblies?

ingly random assemblies is overwhelming. In addition to these unnecessary assemblies, students are being overloaded with assignments and tests. Assemblies that do not specifically commemorate or memorialize an event are taking away precious free time from students’ busy and tiresome days of online school. Instead of giving us free time during lunch and in the morning before school, we have to participate in assemblies each Monday, Wednesday, and Friday. Sitting in front of a computer screen all day is draining, both mentally and physically, and taking the time away from our mornings and afternoons only increases the exhaustion. Sarah Ginsberg ’22 said, “I believe that the assemblies are taking away my time to do work that needs to be done. Assemblies, although interesting, are so numerous that no matter how interesting they are, I can never focus on the speaker. I always have other work to do at that time instead.” Ginsberg is not the only student who feels this way; more than half of the sophomores agreed that there are too many assemblies and said that they do other work during these times.

While many students do listen and contribute to assemblies, there are always students who face their cameras to the ceiling so they can do other things. The original reason for Zoom assemblies was to foster a sense of community through virtual school. However, for many students, these assemblies have become an annoyance and a bother rather than enhancing community. If students are absent at an assembly, they will receive an email from the administration, but no one has been told the consequences.

Assemblies were definitely not a concern when we were on East 78th Street, but now that the assemblies are over Zoom, they feel surreal and, for the most part, unnecessary. For some students, in-person assemblies are the perfect venue to de-stress and be part of the Ramaz community. For others, not attending an assembly, or simply turning off one’s camera, lends students a sense of freedom and a feeling that they, themselves, are taking matters into their own hands.

June 2020/Sivan 5780

The Rampage

Opinions 16

My Experience with Virtual College Tours students. Some Hillels showed videos of what their Hillel house looks like and others gave

Due to COVID-19, all colleges have their own versions of campus tours, displaying been closed, leaving it impossible for juniors various students’ favorite locations on camto visit schools. At the beginning of the pandemic, many students grew worried that they might never be able to visit schools that interest them. But with many virtual college tours available, students can acquire a lot of information and are somewhat able to get a feel for a campus without even being there in the flesh. However, these tours are not perfect and will certainly make choosing a college a more difficult decision for this year’s junior class.

Since one of the most important as- pus. One thing I appreciated about the Hillel pects of a college for me is the Jewish life, Hil- info sessions was not just the discussion about lel Zoom meetings at various institutions have Shabbat, holidays, and other Hillel activities, been instrumental in giving me perspective but also an inside perspective from students on Jewish life on campus from the lens of the about campus life in general. I appreciated Charles Spielfogel ’21

Puzzles

that it was not a pre-filmed promotional video for the college, but a lively and honest discussion.

Although seeing a college virtually is better than not seeing one at all, I am saddened that the class of 2021 will not have the experience of authentically visiting the colleges they wanted to see first-hand. I know that the visits I planned to do over Pesach break and at the end of the summer will never happen. Although I was warned to try to see many schools as early as possible, no one could have predicted that all tours after early March would suddenly disappear. Ultimately, the virtual tours have given good insight, but in my opinion, I will have a hard time making college decisions without having been able to visit schools in person.

Solutions to both puzzles are posted online at www.the-rampage.org

Wordsearch Sydney Eisenstein ’22

Try to find these Ramaz-related words hidden in the grid!

Assemblies Bowl Finals Gallery Gap Grades Graduation Letter Mode Muted Quarantine

Rampage Rams Ramsville Room Shavuot Tammuz Torah Waiting Year Zoom

Crossword Isaac Silverman ’21

Test your knowledge of this issue of The Rampage!

Down: 1. These have broken out in response to the murder of George Floyd 2. Corona impacted the Class of 2020’s decisions for this type of year 5. Coach Katz’s Zoom program 6. Teachers may struggle with these at home 8. Current state of college tours

Across: 3. Rabbi Slomnicki is leaving Ramaz for this institution 4. This class will always be known as the corona graduates 7. Students hope to return in this month 9. Notorious June exams 10. End of year talent show, this year held virtually 11. Consumes students’ Monday and Friday mornings 12. Grading system not taken on by Ramaz during corona