Volume 47, Issue 7 (March 2014) - The Rampage

Volume XXXXVIII Number 7

The Ramaz Upper School

March 2014/Adar B 5774

NYSAIS Studies Ramaz

By Will Fried ’15

Seniors Put On Grease SHOW TIME: On February 24th, it was lights, camera, action for Seniors as they performed Grease.

By Eddie Mattout ’15 The incredible musical “Grease” hit the stage of Ramaz this month as the seniors put on their Senior play. Grease follows the story of the Pink Ladies and T- Birds —in their last year as high school students in Rydell High School. In the past seniors were prohibited from using Grease as their musical in the Senior Play. The school felt it was not the appropriate choice for a religious Modern-Orthodox institution. This year, however, Mr.

Miller allowed the seniors, directed having Grease as their senior play.

by Rachel Kastner and Shoshana “Rachel and I knew we wanted Edelman, to perthe senior play to form the play. be Grease regard“We really pushed for less of whether Grease was Grease because we deemed inapproor not we were thought the show was directing it and we priate in the past representative of our bec au se of t he discussed it a lot grade as a whole.” issues it deals with, earlier in the year”, -Rachel Kastner ’14 such as teenage sa id Shosha na pregnancy, sexual E d e l m a n ’ 14 . exploration and teenage rebellion. Rachel and Shoshana discovered a The directors were committed to “high school” appropriate version

of the play which they showed to Mr. Miller. “We really pushed for Grease because we thought the show was representative of our grade as a whole, and we knew that it would be well received by the students. so we worked hard to present a serious proposal to Mr. Miller,” said Kastner ’14.

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Members of the New York State Association of Independent Schools (NYSAIS) could be seen roaming the halls of Ramaz, sitting in on classes, and talking to students and faculty for three days in early March to determine whether to give the school accreditation as an independent school for the next ten years.

Rather than viewing the process as a hurdle to overcome, the school has been looking at the accreditation process as a chance “to get students and faculty together to think about who we are, what we want to do, and how we can do better,” English teacher and Upper School head of the steering committee Thomas Kuck said. “The assessment is mission-driven,” Mr. Kuck added. “We tell the visiting committee members what we want for Ramaz and our students, and they advise us how best to achieve our aspirations.”

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The Upper School Faces the Challenges of Teaching “Ivrit B’Ivrit”

By Andrew Lobel ’15

According to the Core Values posted on the Ramaz website: “The Hebrew language is more than a tool to access classical Jewish texts; it is central to our identity as Jews in the modern

world, and our identification with the people and the State of Israel. Therefore, all Judaic Studies classes are taught in Hebrew. Our students graduate with a strong knowledge and love of the Hebrew

language.” The Wikipedia entry on Ramaz references “ivrit b’ivrit” in its opening paragraph: “The school combines a broad academic curriculum taught in English with Judaic studies courses taught in

Hebrew.”

At the time Ramaz was founded, “Ivrit b’ivrit” was a central philosophy that gave expression to religious Zionism. Moreover, language immersion was considered

the best way to learn a language, and the school leaders felt that the material being taught in Judaic Studies classes ought to be learned in Hebrew.

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Review of the Rashid Khalidi Controversy

By Alexander Leibowitz ’15

Last spring, Peter Beinart came to speak to the Ramaz Politics Society (RamPo). Afterwards, Beinart recommended that RamPo host a Palestinian speaker. The leaders of RamPo jumped at the opportunity, and through Beinart they got in touch with Rashid Khalidi. Professor Khalidi teaches Middle Eastern studies at Columbia University, and is considered a prominent scholar on the Israe-

INSIDE

5 AIPAC

li-Palestinian conflict.

After discussions with the Upper School Administration, RamPo was able to book Professor Khalidi to come to speak at Ramaz. However, after finding out about the planned appearance, Mr. Shaviv canceled the event.

The RamPo leadership responded swiftly with a petition to Mr. Shaviv to allow Professor Khalidi to speak. The petition garnered

HABITAT FOR HUMANITY

many signatures and eventually media organizations began to take notice. Within a few days, The Forward, the Jewish Week and even The New York Times ran articles detailing what happened.

The controversy reached its apex, when a New York Times reporter interviewed students walking into school

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7 10 HOUSE OF CARDS REVIEW

PURIM: For more pictures from Purim festivities in school and an article on the day, see page 6.

Page 2

Continued from front cover Mr. Shaviv gave two reasons for why Mr. Khalidi couldn’t come. He said, “The first reason is very clear, which is that the program here was here to establish a dialogue and this was an uneven dialogue. I can’t even give you the exact analogy but it might be like taking the captain of our tennis team and inviting him to play with Andre Aggasi. Professor Khlaidi is a world authority on the history and political theory in the history of the Middle East. He is one of the few people with the entire history of the Middle East on his fingertips. He added, “My second concern is that I think he would have been a very controversial presence in the school. I thought very strongly that the

The RamPage News

March 2014/Adar B 5774

Rashid Khalidi Event Cancelled controversy would overshadow the event.”

Despite his decision to prevent Mr. Khalidi from speaking, Mr. Shaviv emphasized that he is still committed to an open environment. “ I made clear from the beginning, I am totally in favor of the school allowing other voices to be heard. This was the right program, wrong person. We took a stand on women’s issues and we will continue to take a stand on what we think is right.

I am all in favor of other voices being heard and our students being exposed to different views.”

Mr. Miller added, “We encourage open debate and intellectual interchange--and it often means presenting opposing points of Photo courtsey of aljazeera.com

view. That’s something very appropriate because he is known much a part of our mission and for being open to listening to othculture. I am very proud of the ers’ points-of-view, unlike other way students conducted themanti-Zionist professors and politiselves--especially proud of their cians, many of whom do not accept willingness to engage in debate others’ views.” However students and pursue difficult conversations. like Aaron Cohen ’14 disagreed. He We are entitled to disagree, but said, “Ramaz is a zionist school that we must always conduct ourselves puts forth a pro-Israel agenda. For with respect and dignity--sensitive RamPo to attempt to host a man to each other’s feelings.” with a controversial past such as R a mPo leadKhalidi, who has ership responded denounced Israel “We should hear a to Mr. Shavi sayand justified the wider range of opining, “We believe killing of Israeli ions on the Zionist Professor Khalidi soldiers, at Ramaz spectrium.” would have preis simply despica-RamPo Leadership sented a fair address ble. Ramaz sends for students of how students to volunhe views the issue, and we don’t teer in the IDF, and for this man think he would have been too to come to Ramaz and bash Israel overwhelming.” and the IDF, is simply not right. If This debate was not confined RamPo wants to hear him speak, go to RamPo and the administration. to an event or host him somewhere Students hotly debated the issue, else. Not at Ramaz.” representing a divided opinion on The debate also challenged whether Professor Khalidi should Ramaz’s views on Israel education. have been allowed to speak. Noam Mr. Shaviv discussed the issues of Kaplan ’16 said, “ I don’t see why preparing students for challenges his views cannot be expressed to on campuses. He said, “I think it kids in the school. It would also be is very difficult if not impossible very interesting to hear the ques- to prepare high school students for tions kids have for him. I know anti Israel activity on campus. For that I have many questions about the following reasons: students at his views and I’d be very inter- high school have never experienced ested to hear how he responds to university, therefore we are talking questions from a Zionist group about settings that they don’t know of students. Also I think that out about. Number two: the Israel of all anti-Zionists he was very political argument on campus is a

political argument and high school students are not politicized. Also there is a practical argument as to when do you do it. Grade twelve student’s minds are on other things and in grade eleven students are too young.” He also added that we should “supplement” our Israel education with the prespective of the other side. However, he said it would be, “difficult because it means introducing a perspective on Israel that is a radically different perspective than the Jewish community norm.”

The RamPo leadership said, “We should hear a wider range of opinions on the Zionist spectrum,” and that “Ramaz does not encourage its students to think critically about Israel.” However, not all students agreed with their opinion.

Noah Marlowe said, “Israel education at Ramaz is indeed one-sided, but that doesn’t create a problem.

Like any private institution, Ramaz has a mission - for its community/ students -and an agenda. Ramaz wants to promote and educate Israel on its terms, which is perfectly acceptable.”

While Professor Khalidi will clearly not be speaking at Ramaz, Mr. Shaviv and the RamPo leadership are working on creating a program that incorporates alternative viewpoints.

The Upper School Faces the Challenges of Teaching “Ivrit B’Ivrit”

Continued from front cover

But the reality is that teaching classroom, and on tests and other Judaic Studies courses at the Upassignments. per School level is a complex and Rabbi Schiowitz expresses challenging goal. The language many of these same concerns, esacquisition skills and Hebrew abil- pecially when it comes to teaching ities vary dramatically among stua course like Talmud: “Talmud is dents, so it is especially difficult to already in a foreign language, Arateach a class in Hebrew at a pace maic, and its abstract concepts are that will work for all students. The much more difficult to compreresult is often unhend and express satisfactory learning in one’s non-naof both the Judaic tive tongue.”

“I don’t feel you can studies material Nonetheless, he learn Tanakh without believes that “it being taught and the language.” the Hebrew itself. is possible to -Ms. Weinstein As Rabbi Stochel teach Talmud at points out, students least partially in enter the Upper Hebrew in order School from a range to improve stuof different middle schools, each dents’ Hebrew skills.” Accordingly, with their own policy regarding the Talmud Department “plans ivrit b’ivrit. Therefore, many to continue experimenting with students simply do not possess different methods of incorporating a sufficiently strong background Hebrew into the Talmud curricuin Hebrew to make learning in lum, perhaps taking advantage of Hebrew productive. Rabbi Stochel introduction and review sessions also notes that with respect to the as opportunities to insert more course material being taught in Hebrew.”

Judaic Studies classes in particular, The Tanakh faculty also “clarity of the subject matter can grapples with the challenges sometimes be more important of teaching strictly in Hebrew. than strict adherence to the HeMs. Weinstein is committed brew only rule.” Nonetheless, the to teaching Tanakh entirely in Judaic Studies Department Chairs Hebrew. She explains, “I don’t are trying to address these issues feel you can learn Tanakh without by introducing higher expectations the language. When it comes to of teachers and students to use learning Torah on a high level, Hebrew in textual learning in the how can you understand what the

text is saying if you are reading a translation? The language has its own important nuances.” Ms. Weinstein believes that to shift away from teaching in Hebrew does a disservice to students. She said, “When the students study Chumash in English, they miss out on the Hebrew text’s inherent brilliance and multiple layers of meaning.”Ms. Krupka agrees, but points out that she does not focus exclusively on biblical text. She often delves into related complex and sophisticated philosophical issues, which would be difficult to teach effectively in Hebrew. In her classes, Ms. Krupka tries to achieve “a balanced approach and teach text in Hebrew and theology in English.” She maintains this consistency on her exams and assesses textual material in Hebrew, but asks questions related to philosophy in English.

Ms. Barak also believes that despites its challenges, ivrit b’ivrit is a valuable principle that should continue to guide Ramaz. She says, “You cannot understand the culture and history of the Jewish people without learning the heritage of the people, and the Hebrew language is a major part of that.” Ms. Barak believes that a strong affinity with the Hebrew language is a major part of each student’s Jewish identity. Ms.

Barak notes that the Ramaz Lower ies classes currently are taught in School is doing an increasingly Hebrew, some question whether good job of teaching students it is still legitimate for Ramaz to Hebrew at a very young age and espouse ivrit b’ivrit as one of its the Upper School should retain its Core Values. Moreover, if students commitment. However, she caustruggle with the language, and tions that if the school does not ef- using Hebrew interferes with fectively sustain that same level of the students’ ability to grasp the Hebrew commitment in the High material they are supposed to be School, it could learning in Talmud possibly render or Tanakh, is ivrit those efforts b’ivrit a system worth “I think ivrit b’ivrit is preserving? Notmeaningless. a good idea in theory, withstanding these Many but not in practice.” students feel challenges, the Upper -Eddie Mattout ’15 that their skills School remains in Hebrew do committed to ivrit not make ivrit b’ivrit. As Ms. Barak b’ivrit a prosays, “Hebrew is ductive approach. Eddie Mattout not taught at Ramaz as a foreign ’15 says, “I think ivrit b’ivrit is a language; it is about teaching good idea in theory, but not in our students about our collective practice. I don’t think my Hebrew identity. Hebrew reflects the culskills are built up enough where I ture and history of the Jews, and feel I could learn and understand if we do not teach our students in classes taught only in Hebrew.”

Hebrew we are depriving them of Mattout feels that “if the school this part of their Jewish identity.” had provided a better foundation It is precisely for this reason that in Hebrew language as a freshman the Upper School is attempting and sophomore, maybe I would to rededicate itself to finding ways feel differently about learning Juto keep Ivrit B’ivritahallmark of a daic studies in Hebrew. But given Ramaz education. my current level of Hebrew it’s not something I would endorse.” Alex Agus ’15 feels that his “Hebrew skills have decreased exponentially since entering the Upper School.”

Given that not all Judaic Stud-

March 2014/Adar B 5774

The RamPage News

NYSAIS Visits Continued from front cover Over the past year, in preparation for the accreditation process, every department in all three divisions of the school conducted an internal “self-study,” which the steering committee then reviewed.

“Every aspect of the school was looked at: finance, alumni-relations, physical plant, health, trustees, technology, extra-curriculars, and the relationship with the outside community,” Mr. Kuck said.

In an effort to obtain a true measure of students’ feelings toward the school, the administration decided to involve the student body in the accreditation process. “The students are the central part of the school. It’s crucial to have students represented and their voices heard,” Mr.

Kuck said. On February 25th, the Administration distributed a con-

fidential questionnaire to students asking for their opinions about the many parts of their school experience. Among the issues of particular interest were school spirit, the school’s emphasis on character development, leadership development, secular and Judaic

studies, extra-curricular activities and clubs, equal opportunities

for boys and girls, art, music, and performing arts, the availability of health and guidance services, and students’ access to teachers, administrators and counseling.

New Addition On Fridays: Girls’ Tisch

By Olivia Hershkowitz ’15

Instead of just hanging out in the lounge having cookies and apple juice during Winter Friday homerooms, there is now a new opportunity for the women of Ramaz! When Winter Friday’s first started the boys would go to the Bet Knesset during homeroom and have a Tisch. The Tisch was originally available for both boys and girls, but some girls felt too intimidated to attend. For many weeks, there was discussion among the girls to create a Tisch just for them. Sure enough, with the help of Mrs. Weinstein and Rabbi Stochel, the girls Tisch was created. The first Tisch was on Friday,

February 7, where about 20 girls showed up to the music room on 7. Students, faculty, and administrators arrived with much enthusiasm and excitement. Mrs. Weinstein says, “I believe that Ruach in this school is really important and for some reason the girls are not spreading it enough. I feel that the Girls Tisch shows the spunkiness of the girls.” Although the Girls Tisch may seem as if it is ‘copying’ the boys one, it is not. The main reason for the creation of the Girls Tisch is to enable the girls to be themselves. The girls now get to gather to sing and dance in a way they normally would not in front

of the guys. Stephanie Felder ’14 says, “Sometimes our school lacks spirit and just knowing that now every Friday there is a sense of Ruach and such spirit really creates such an amazing atmosphere. It also adds a lot to the student teacher relationships coming together through Shabbos tzmiros and Shabbos spirit.” There may not be chulent and goodies like the Boys Tisch but the girls sure do bring their ruach and loud voices! The Girls Tisch should be be a tradition that carries on for many years to come as it gives the girls a great bonding opportunity.

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RamPride in the Holy Land

Inquiring minds want to know... how are the Ramaz alumni doing in Israel?

By Eliana Schwartz ’17 “Amazing!” said Danny Luxenberg when asked how his year at Yeshivat Orayta has been so far. Danny, along with many other Ramaz graduates of 2013, has only positive things to say about the first half of his year in Israel. Although it was definitely an adjustment for most, at this juncture the seminary girls and yeshiva boys are thriving. Aaron Kohl at Yeshivat Eretz HaTzvi said, “In the beginning I was very nervous about spending every day learning Jewish texts and making the difficult transition from a high school environment to a yeshiva environment.” Similarly, Nina Rohr at Midreshet Lindenbaum said, “It was hard adjusting at first to being so far away from home.

But once I was able to get acclimated, everything started going really well. I’m learning more than I ever thought I could, the friends I’ve made are awesome, and the relationships I’ve made with my teachers are incredible.”

The Ramaz alumni are spread out over a number of yeshivas and seminaries, and each one is different. The teaching styles and what they emphasize vary, which allows former Ramaz students to find their own fit and surround themselves in an environment where they can personally flourish.

Josh Frohlinger at Ashreinu said, “I came to my program knowing that out of all yeshivas it is the most relaxed and not pressuring. I took the relaxing atmosphere and used it to my advantage; I do everything because it’s my choice to do everything.” Each program has its own “thing” that makes it stand out. As Gabi Agus said, “Another thing I love about Harova is the location- Without sounding too cliche, the Kotel is TRULY my backyard and I’m definitely trying to take advantage of the location.”

Although all of the Ramaz alumni are having very different experiences, they can all agree on one thing; they owe their thanks to Ramaz for preparing them for

their once-in-a-lifetime experiences in Israel. Risa Schwartz said, “Everything that I have learned throughout my 15 years at Ramaz helped prepare me for the intense Judaic studies courses at Midreshet Moriah and allowed me to adjust really well to the learning in seminary. Ramaz instilled in me a love of Judaism and Israel and being here has enhanced that love one hundred times more.” Ramaz created an essential foundation for their students, a starting point, which allowed them to thrive in Israel. With Ramaz as her basis, Gabi Agus said, “I feel that I am expanding my knowledge and connection to Judaism because of the great variety of topics that Harova classes offer.” The Ramaz graduates were exposed to many new kinds of learning as well; Benjy Schwartz said, “In Ramaz I acquired the basic tools to learn Gemara, Chumash, ect., which gave me a leg up on students from other schools at the start of the year. However, I could not have been prepared for the 14 Hour days.” They were introduced to completely new styles of learning.

As Nina Rohr said, “There is a lot more “Beit Midrash” style learning - a lot more learning on my own - something very different from what I got at Ramaz.”

Inquiring minds might also want to know… What am I doing in Israel?

My family and I joined the Ramaz graduates in Israel a month ago. No, I am not on a long vacation, and I am definitely not in seminary. I am living in Ra’anana for the next couple of months, attending the local school, and doing day-to-day life things. I am surrounded by Hebrew-speakers; my classes, my teachers, and my friends. I have been asked the same question quite a few times since I have been here, “How do you speak and understand Hebrew so well?” I identify with the alumni in this area, because every time I proudly answer, “Ramaz!”

Visiting the National Musuem of Mathematics

By Gabriel Klapholz ’17 Mr. Lupinacci’s and Rabbi Stern’s 9th Grade Math classes went on a trip to the National Museum of Mathematics (MoMath) on Tuesday February 25th. MoMath is a museum in which students can learn hands-on Math. On this trip, Geometry and Algebra students got the chance to apply what they were learning in class to interesting games, puzzles, and interactive activities.

After arriving, students were given time to explore a two-floor world of math. Some participated in activities, such as riding a tricycle with square wheels and being launched across a group of three-dimensional shapes while sitting on a plastic platform. Others appreciated a creative computer program in

which students got the opportunity to build their very own shapes.

Downstairs, students engaged in challenging mathematical puzzles that tested their abilities. “I enjoyed the puzzles very much, though they were challenging,” said Sam Freilich ’17. Students were asked to complete a confusing virtual maze that only few could master.

Mr. Lupinacci struggled with students to uncover an alternate way of proving the Pythagorean Theorem through a series of plastic geometric shapes. For Mr. Lupinacci, the most enjoyable part of the trip was “seeing the students so eager to solve the Pythagorean Theorem.” Some decided to take advantage of interesting photo-ops using a special camera that can distort and change

the shapes of those in the picture.

Later in the trip, the students received a lecture from an educator at the museum, titled “Keeping Secrets in Public.” The lecture gave many students a first-look at cryptography and methods of coding.

The educator prepared a number of exercises that would help students to understand the concepts of secret versus public codes and keys. Maayan Felig ’17 said that the lecture was “interesting and cool.”

In the end, everybody learned something new on the trip. Even Mr. Lupinacci said that he learned that “perfectly reasonable freshmen have trouble walking down the street” and have a “tendency for clumping.” Felig described the trip as “intriguing,” while Freilich said,

“It was a great experience.”

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The RamPage News

Beit Cafe

By Eddie Mattout ’15 On Wednesday night March 19th, Ramaz held its annual Beit Café. The event celebrates Israeli culture in a cafétype environment, and performances consist of Israeli songs, dance, and humor. Edan Tamler, former Ramaz senior who placed fourth in this The X-Factor in Israel, performed via video chat for the audience.

The night was filled with spectacular performances by The Ramaz Band, Dance Ensemble, Choir, and Chamber Choir. Several skits were presented by different actors, Hebrew poems were read, visual arts were displayed and many individual student bands of all sorts presented. The night was a mock Israeli news report. Every performance was introduced as an additional part of the report. The entire Chorus began the night with their performance of Kadima Vehalah, accompanied by the Ramaz Band. “The song was so fun to sing and really got me pumped up for the rest of an incredible night,” said soloist Jeremy David ’15. Other acts that stood out were Eliyahu Hanavi, sung

by Daniel Nagar ’14, and Yossi Yadid ’14 as well as Ad Sof Haolam, led

by Danielle Ben- David ’17. “All the performances reminded me how beautiful Hebrew music is,” said Aliza Schub ’16.

In addition to the excellent performances, the evening highlighted

Israeli culture in many other ways. The meltzarim (waiters)

speak only Hebrew throughout the night. “I really felt like I was in an Israeli environment. Being a meltzarit also gave me a chance to practice my Hebrew and apply

it outside of the classroom,” said Rebekah Fenster ’17.

In the lobby, before entering the Café, was a shuk, or market-

place, which was a replica of the many shuks found in Israel, in cities such as TelAviv and Jerusalem.

The shuk offered different products and consisted of drinks, snacks, tee shirts and tzedakah managed by students. Moreover, the evening’s Mediterranean food was created to reproduce Israeli cuisine, with appetizers such as hummus and Israeli desserts.

Fellow students, faculty, family and alumni came to support and enjoy the evening’s performance.

As student’s performed, guests enjoyed the Mediterranean cuisine that was served to them. “The food and marketplace, as well as the performances, remarkably reminded me of my visits to Israel, although I hadn’t at all expected them to,” said Jeremy Gruen ‘16.

Ms. Caroll Goldberg directed and planned the entire night along with her co-direction, Julia Katz ’14. “It was an such an awesome night and I had a great time working on it,” said Ben Emmerich ’15.

March 2014/Adar B 5774

GO Starts Up Office Hours - Students Take Advantage

By DJ Presser ’16 During midterms, the GO semester, there are no student emailed the student body inform- teacher conferences, so the hours ing them that there will be eight give students a formal opportunity times in the second semester on to meet with teachers. Andrew which school will end an hour Lobel ’15 felt similarly: “They are a early. They explained that on half great opportunity for kids to meet of those days, school will simply with teachers about how they are end at that time, and on the other doing. The fact that there are no four days, students will be allowed student teacher conferences makes to meet with teachers during office them more applicable in the second hours. Office hours allow students semester, and getting out early does to meet with teachers in a similar not hurt either.” Arik Rosentein way to student teacher confer- `16 was happy because, “it gives ences. Meetings are supposed to us a chance to meet with teachers, last anywhere from ten to fifteen without having to miss a lunch minutes and teachperiod, or even a ers are supposed to free period.” There “They are a great keep their number were mixed reviews opportunity for kids of meetings to a to meet with teachers regarding the first minimum in order office hours, but about how they are to avoid rushed the reason for that doing. The fact that meetings, and kids may be because there are no student being unable to of the fact that it teacher conferences meet because the was only a week makes them more teacher is overand a half into the applicable in the booked. The first new semester, and second semester, and off ice hour was getting out early does most of the stuheld on February dents that wanted not hurt either.”

12, which some to me e t a b out -Andrew Lobel ’15 students felt was the first semester a bit too early in had already done the semester to be that. Either way, helpful. Max Koffler ’16 remarked, at the end of the day, the idea will “Personally, I did not use them, be viewed as a successful one by because these specific office hours students, because even if they do were so early on in the semester, not want to meet with a teacher, but later on in the semester, I think they still get out an hour earlier they could be very beneficial. I did and are able to catch up on work. enjoy them though, because I was For teachers and the administraable to go home an hour earlier tion though the next couple of than normal.” Rachel Kraft ’17 office hours are going to be more feels, “that office hours are a really indicative of how successful the great idea, because it gives students idea was. At that point, students a good opportunity to speak with will have taken and gotten back their teachers about their classes. a couple of tests, the deadline for Personally, I met with a bunch of history papers will be approaching, my teachers, and found the meet- which will give students more of an ings to be very helpful.” incentive and a need to meet with One reason that office hours are a teacher. so useful is because in the second

Chef Jet Cooks his Way Through Ramaz

By Eddie Mattout ’15 On February 5, the Ramaz lunchroom was filled with excitement as the kitchen staff opened its doors to celebrity Chef Jet Tila. After living for some time in Los Angeles, among the Orthodox Jewish Community, Chef Tila learned about the laws of kashrut and how to prepare kosher food.

Chef Tila is a celebrity chef who specializes in Asian cuisine. After developing his Chef Jet program, Chef Tila decided to adapt his Chef Jet recipes to fit kashrut restrictions. Chef Tila said that “The biggest challenge turned out to be the sauces that we use in Asian cooking.” Oyster sauce is a major ingredient in his modern Asian cuisine, so Chef Tila had to take

already kosher sauces and make a kosher version of Oyster sauce.

After fully developing his kosher recipes, Tila teamed up with Filk Independent School Dining to bring his recipes to the Jewish world. Their first stop was Ramaz.

The lunchroom was filled with his signature dishes such as Chicken Teriyaki and Thai Basil Tofu. “It was by far the best lunch I’ve ever had at Ramaz,” said D. J. Presser ’16. He continued, “I probably had a total of three plates that day because it was so good.”

Students were especially pleased with the presentation of the food. The food was served in artistic Asian plates as opposed to the typical silver trays. “Even

though I’m not the biggest fan of Chinese food its presentation was very nice. I liked that there was effort put into how the food looked and not just how it tasted,” said Elianna Schwartz ’17.

Students at Ramaz were thrilled with the lunch Tila gave them.

Students were given a taste of the West Coast- style Asian fusion that Tila is known for. Tila told a few students that he hopes to come again this year to Ramaz. “I think I speak for everyone when I say I wouldn’t mind having Chef Jet come to school every week!” said Alex Agus ’15.

Dani Lefkowitz ’14 won a Chef Jet shirt in a lottery at lunch on February 5th.

March 2014/Adar B 5774

The RamPage News

I am Pro Israel - I am AIPAC!

By Eddie Mattout ’15

The Walter E. Washington Convention Center is an extraordinary venue - 2.3 million-squarefeet of meeting space. That’s something like 43 football fields.

Generally, it houses conventions like the upcoming American Medical student Association or the GE healthcare User summit or the American Association for Cancer Research.

It brings people who share a profession, a hobby, or a specific health concern together in Washington. But once a year, for the past decade or so, the convention center houses an event that transcends professions and hobbies. It even transcends religion, race, and political affiliation.

This event is the AIPAC policy conference.

Over 14,000 delegates from all 50 states attended the AIPAC Policy Conference from March 1- 4, 2014. The conference also attracted more than half of the Senate, a third of the House of Representatives and countless Israeli and American policymakers. Over three jam- packed days, Policy Conference participants chose from hundreds of informative sessions and participated in the pro-Israel community’s largest and most important advocacy day.

Walking into the convention center the first day was truly awe inspiring. This was my first time attending AIPAC. I knew that each of the 14,000 individuals in that enormous space was there for one reason and one reason only.

Zach Klein ’14

They were all committed to the continued existence of an IsraeliAmerican alliance and a prosperous State of Israel. 14,000 peoplewhether male, female, Christian, Jewish, Muslim, Hispanic, Black, or White- sang the words of the Israeli National Anthem, declaring

tion about Israel and its importance in our world today. Between all the big speakers, I attended several break out sessions about issues regarding Israeli technology and economy, the Peace Talks with Palestinians, Iranian sanctions, and China.

their strong belief in the existence While AIPAC hosted people of a Jewish State. with differing points-of-view, from It was not only great to see the progressive democrats to rightlarge number of people there, but wing conservatives, they were all it also great to see the number supporters of the State of Israel. of Ramaz families that attended Regardless of their various views the conference. At least fifteen on Israel, this truth remained students from the Upper School constant. We have no other place alone were at the Conference. I as a people, a nation. It is of vital got the feeling that Ramaz is really importance that we help other committed to that Zionist cause politicians understand the truth that is evident behind Israel, and in our Mission I think AIPAC I encourage you to Statement. Over does a great job think about what you the course of the of doing just that. can do to strengthen weekend I heard So, if you’ve never the American-Israeli from key polibeen to Policy alliance ticians, such as Conference I urge Prime Minister you to go. More Netanyahu, Senator Menendez, importantly, however, I encourage Secretary of State John Kerry, and you to think about what you can Senator John McCain as well as do to strengthen the American countless others. Each of these Israeli alliance; the most important elected officials spoke with convic- alliance America and Israel have.

Senior Shabbaton

The theme of this year’s senior shabbaton was transitions. Senior shabbaton was a celebration of not only the four years that the seniors had spent together, but also of the transition that they would be making. The speakers and Dvar Torah’s focused their efforts on making sure that the seniors realized how significant a time this was in their lives. “The shabbaton was so much fun, but filled with a lot of mixed feelings.

The closer June gets and the more we talk about transitions, the more we all realize that this is really it,” said Dani Wilner ’14, who helped organize the shabbaton. At the same time, however, the mood was still festive. “Even though our high school career is coming to a close, I don’t think that anybody focused on that aspect. It really was a true celebration,” added Wilner.

It wasn’t just the students who felt the spirit of the shabbaton.

“The Shabbaton was amazing! It had everything a Shabbaton needed, fun, friends, food (delicious

and plenty of it), and so much more. It was thought provoking, meaningful and inspirational.

My personal favorite, the ruach, zmirot, and speeches, were all done with so much passion and enthusiasm,” said Dov Pianko, who works in student life, and planned a large part of the shabbaton.

After leaving the school in the morning after davening, the seniors first stopped at a ski resort to go snow tubing. They the went to the hotel where they got their rooms and prepared for Shabbat.

Friday night consisted of davening, singing, group discussions and eating, the last of which was done multiple times. The next day, the routine was similar. After morning davening, students ate a kiddush that easily could have passed for a lunch. They then spread out into sessions to discuss the theme of the shabbaton, transitions. Then came more eating, followed by mincha. The students were then given free time to hang out around

the hotel. After more food, maariv and havdalah, the seniors headed home after a wondeful Shabbat.

According to Mr. Pianko, “This was a Shabbaton for the record books.”

Page 5

Social Media at Ramaz

By Eddie Mattout ’15

Many would agree that the the issue as to whether Ramaz single most defining factor of the can get involved with something 21st century has been the incredithat goes on in the realm of social ble advance in technology. Ramaz media was discussed. has welcomed with open arms the One side of the argument, progress in technology by installwhich was less accepted, stated ing smart boards in the classroom, that students must have their prihaving most information sent vacy and Ramaz cannot interfere through email with things that and having an occur on the me“If a student is putting dia. Others, such advanced website something on social where teachers can as Mr. Rapp said media, they should to give kids docthat, “While we know that they are uments, schedule respect students getting it out to the tests etc. having their pripublic and everyone With the vacy if something can see it.” advance in techis put out on the -Mr. Rapp nology, there was internet that hurts also an incredible another individboom in the social ual we have the media world. With YouTube, obligation to confront the student Facebook, Twitter, and Instagram, about the issue. This is not a the number of social media sites question of punishing the student, is growing. “I think I can safely but rather educating him on how say that almost every student in to interact.” Mr. Rapp went on to Ramaz has at least a Snapchat, Ins- say how, “if a student is putting tagram or Facebook account if not something on social media, they all three,” said Elianna Schwartz should know that they are getting ’17. Ramaz as a school has also it out to the public and everyone delved deep into the world of can see it.” social media with accounts in over Mr. Miller, feeling very strongseven social media sites. ly on the issue of student privacy Aside from having its own noted that “We respect students’ Facebook page, Ramaz has often privacy and it is something they been included in many student are entitled to and deserve. Howmade pages. The name Ramaz ever, if an issue arises where the acis seen as a common meeting tions of one student hurt another denominator within students who student it is our obligation as attend Ramaz. Pages like “Ramaz educators to interfere.”

Compliments,” “Ramaz Politics This is especially relevant when Society” and “Ramaz AIPAC” all discussing things posted on pages are student made pages meant to with Ramaz’s name. Although not bring together Ramaz students intentionally, these pages are repwho are interested in that particresenting Ramaz as a school and ular page. Each grades also has its the school does have a copyright own grade Facebook pages where over its name. Jeremy Wilson ’14 students can interact and post any agreed that “if something is using questions or issues pertaining to Ramaz’s name, the school has the their grade. “My grade Facebook complete right to interfere.” page has always helped me out At the conclusion of SFAC a with school. From getting review committee was put together to sheets, to interacting with friends, further analyze the topic. At the Facebook has really played a part moment there is no official policy in my studies,” said Amanda regarding Ramaz’s intervention in Haimm ’15. the media. Mr. Rapp concluded Students use Ramaz social by saying that “The social media media pages for academic use, as is a great benefit to have, and it well as for personal leisure. Many is something even I benefit from. of the pages that include Ramaz’s Like anything though it must be name have nothing to do with used cautiously and with a sense of the school, they are just a meeting sensitivity to the fact that everyone place for kids that go to Ramaz. can see what you post.”

At the most recent SFAC meeting,

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Purim Festivities

By Tess Solomon ’16

On Shushan Purim, Monday March 17th, the Ramaz upper school celebrated the holiday with the necessary festivities. Many students, teachers, and even administrators arrived in costumes, or changed part way through the day. Each student was given a michloach manot. The whole community enjoyed a special lunch, with ice cream and brownies.

There were games like Ping-Pong and mini basketball set up in the auditorium, and, of course, the traditional pie-ing station, where some teachers agreed to have pies thrown at their faces. Elisa Lewittes ’16 said, “Max Deutsch [’16] pie-ing his father Mr. Deutsch was definitely a highlight of the day. Students submitted tickets for the numerous raffle prizes donated by teachers.

Each grade spent one period at the carnival in the gym, where there were blow up activities to climb, jump, box, and play. The day ended with an assembly where Dr. Milowitz quizzed students from each grade and the raffle winners were announced. Also, the winners of the costume contest were announced, with Alex Seligson ’16 coming in first place as a puppet show. Noam Kaplan ’16, dressed up as the chocolate milk he is known for drinking, received honorable mention, as did Gabe Low ’15, Sammy Merkin ’15, and Jack Tauber ’15, as Ramaz prison inmates. Julia Lipman said, “The day was such a relief from the usual stressful days at Ramaz. It was fun to see teachers dressing up and acting like kids!”

The RamPage News

March 2014/Adar B 5774

March 2014/Adar B 5774

The RamPage News

Senior Play

Continued from front cover Shoshana Edelman continued to say: “We knew kids in past years had tried to use Grease as their play but their crucial mistake was that when they pitched it to Mr. Miller they did not present the option of the “school edition”-- an edited and more appropriate version of the show made for high schools.

Fortunately, Rachel and I were aware that such a version exists and Mr. Miller was sold”, contin-

ued Edelman ’16. “Grease: School Version” was written by Jim Jacobs and Warren Casey just for the purpose of suiting the needs of young audiences and actors who perform the play.

“After they told me that there was an appropriate high school version and they assured me that together with Ms. Goldberg they

Page 7

would make the show fitting for Ramaz- I agreed to let them show it” said Mr. Miller. Almost 50 seniors partook in the production.

“The play was such an awesome chance to work on something with my grade. It was such a fun time and the show was just awesome” said Samantha Bryk, a cheerleader in the show.

Yossi Yadid and Shayna Brown played the main characters in the show, Danny and Sandy.

Students, faculty, family and friends of the seniors all came to the show on Monday February 24. “The show was such a fun time. I love the movie and the seniors did such a good job with it. It was really cool to see how they pulled it off.

Maybe that’ll be me one day!” said Rebekah Fenster ’17.

The directors were also very happy with the show. “Overall I was extremely proud of the play.

I put in a lot of effort and love into it but I really owe it to the

collaborative efforts of the senior class. They got so into the idea of grease and approached the play with enthusiasm and energy and it really paid off,” said Edelman.

I laughed so hard at parts I had seen a million times in rehears-

al.” Mr. Miller said, “They did a fantastic job with the play. One can take any production and make it objectionable. No one is ever certain of what will occur on the stage. This group of seniors, however, approached it with such

maturity and I am really very proud of them.” Yossi Yadid said, “While it was a lot of miserable, tedious work, in the end it was an incredibly fun night that everyone, cast in all, enjoyed.”

Habitat for Humanity

By Olivia Hershkowitz ’15 At 7 AM on Sunday March 16th, 18 students, along with Ms. Benel and Dov Pianko, loaded onto a bus, driving three hours to arrive at York, Pennsylvania. The students worked in York during the day and slept in Lancaster. York is a small town where many families live in poverty. These 18 students went down to York to work with Habitat for Humanity, for two jam-packed days, to take part in building a house. The house that they got assigned to help build was for a single mom and a daughter, Mekayla, who has Cerebral Palsy.

Mekayla uses a wheelchair and her current house has three flights of stairs, in which she is not able to get to the upstairs. The Ramaz students worked with Habitat in building a house suitable for Mekayla’s needs. As they arrived at around noon, they went straight to working in a warehouse with only a small generator and a little source of light. Dismantling walls, measuring wood, using sledgehammers, crowbars, and electric screws; the students worked with nothing but enthusiasm. Jordana Offer ’15 reflecting on her experience says,

“the work was difficult, but it was also fun, especially because I was doing it with friends. It meant a lot to me because I knew that I was giving my time and energy to someone in need. I learned a lot about myself by pushing past my limits and continuing to work even when my hands felt like they were about to fall off because I knew how important the work was.”

The students busy two days had a lot more going on then just building. The students met many amazing people throughout their journey. For example, during their lunch break, they went to Habitat’s main office and heard from someone whom received a house from Habitat. She spoke to the students about “sweat equity,” the hours of labor that are required for a Habitat home owners are required to fulfill giving back to the community before receiving a Habitat home. On Monday afternoon, the students met with Mike Smith, also known as ‘Big Mike’, and his Temple Guard Marching team, who actually visited Ramaz last year to work with the Ramaz students for the Israeli Day Parade.

Sophomore Ben Shiff says, “It was really nice to meet Big Mike and the kids he works with.

Even though we met them last year, it was nice to get to know and learn more about them. It was really great to meet the kids because they are teenagers just like us and we had a lot in common!” After leaving Big Mike and his team, the students then later visited Cal Weary and his teens who attend the Charter School in York. There were many young kids who come from homes that lack family income and stability. Weary is the Director of Performing Arts and his theatre productions give kids an opportunity to be themselves and pursue their dreams.

The Ramaz students were able to visit the warehouse in which all the set and costume design takes place and then the local York coffee

shop where they got to meet Cal’s performers.

The Ramaz students ended their two days back in Lancaster, Pennsylvania where Rabbi Elazar Green at the Chabad Jewish Center hosted them for dinner.

The students had a delicious dinner and engaged in conversations with Rabbi Green about different life values. After dinner, the 18 students, Ms Benel, and Dov,

exhaustingly got back on the bus to head home, finally arriving back on the Upper East Side at about 9:30 PM. Jackie Mehl ’15 says, “I had an amazing experience on Habitat 2014. Although it was tough work, it felt really good to know that I was doing this to help out other people in need and I would definitely do it again!” This is only one of the many wonderful Chesed projects that the Ramaz students participate in.

Freshman Class Trip to the YU Musuem

By Jasmine Levine ’17 On Tuesday, February 25, 2014, the freshman class went to the YU Museum for half of the day on a field trip. The reason for the trip was to visit and experience the exhibit that focused on the ark door of Cairo’s Ben Ezra Synagogue.

Prior to seeing the exhibit, the students had the opportunity to meet with one of the science teachers from Ramaz about what scientific

methods were utilized to date the ark door. Radioactive dating was used to place the door during the Medieval period. From there the students were brought to the exhibit.

The Ben Ezra synagogue was a famous shul located in “Old Cairo” and was the location of the discovery of the Cairo Geniza, a vast treasure of medieval texts that

many consider one of the most important sources for understanding what it was like to live near the Mediterranean Sea at that time.

The shul was also home to some of the greatest minds in Jewish history including Maimonides and Rav Yehudah HaLevi. The opportunity to gain a window into life, art, and history of our ancestors in Egypt was a rare gift.

Many of the students enjoyed the trip. Tyler Mandelbaum ‘17 said, “We have studied the teachings of Maimonides for years and to see the door to the aharon that he may have opened during his life gave me the chance to be linked to him. He would be so proud to see the vibrancy of Jewish life in Ramaz, I am sure.” Libby Silber ‘17 said, “I thought it would be

a boring exhibit but it was really interesting and fun.”

The opportunity to study a piece of Jewish history in the context of some of greatest leaders made the visit to the museum memorable and very educational. The freshman class looks forward to many more great trips over the next 3 and a half years!

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The RamPage News

March 2014/Adar B 5774

College Guidance In and Out Are Schoolwide of Ramaz Trips a Thing of the Past?

By Eddie Mattout ’15 Many years ago, Ramaz used to hold a school-wide ski trip during intersession. Over two full coach busses were filled, with around one hundred students and faculty members, who headed down to Vermont for a weekend in the snow. In the past, Ramaz also used to hold an annual Purim Chagiga at night. Busses would be sent to all the suburbs to pick up the students and the entire school gathered on Purim night to celebrate the chag. These programs have not existed for over fifteen years.

While there was initially major support for the ski trip, eventually the majority of students opted for other intersession plans, and there was no longer any demand for such a trip. This year Johnny Silverman ’14, Senior Vice President of the GO, tried to bring back the idea of a ski trip. He first got the idea when his mother told him how when she went to Flatbush, the school used to take the entire school on a Sunday ski trip. “I was immediately fixated on bringing this same experience to Ramaz. I wanted to plan a ski trip because I thought it was a great opportunity for students and faculty to come together in an unconventional, yet exciting setting outside of the classroom,” said Silverman.

Mr. Miller was very supportive of the trip and lent his advice and guidance to SVP Silverman. The trip was scheduled to be held on a Sunday in March, but ran into difficulties when it came to ensuring that adequate chaperone presence would be available. Mr. Miller said, “It was very nice to have a trip where the whole school came together. It is quite sad that it does not happen anymore.”

The ski trip was not the only school-wide activity that existed back then. Chagigot, as mentioned earlier, were a hit part of the year. “They had to be stopped.

What initially was a fun, community, happy event, was one that just got too out of hand. With all the other schools coming, there was just no way for us to do it,” said Ms. Benel. “It would be very nice to bring back the idea of a Saturday night chagigah,” said Mr. Miller. “I only hope that future GOs try and plan these initiatives, as I think they are a great opportunity for everyone!” said Silverman.

SAR Hosts Nashir 2014

By Eliana Doft ’16

On February 25, the Upper School Choir and Chamber Choir visited SAR for the day in order to participate in SAR’s annual choir festival, Nashir. Choirs from SAR, Flatbush, Heschel, and North Shore also participated. While the event was originally called for February 5, the date was postponed due to the snowstorm. The day consisted of workshops led by music experts, followed by a concert in front of the entire SAR high school. Julia Krevat ’17, a first time Nashir attendee, said, “It was amazing seeing so many kids from different schools common passion for singing come together.”

The day began with all the choirs gathered together in the auditorium to learn a song, “Eretz Zavat Chalav” from music expert Nick Page, to be performed during the concert. Afterwards, the choirs split up into workshops, including a session led by experienced Broadway singers and dancers. They told their stories about their lives in the show business, such as dancing backup for Beyonce or playing the role of Bob in the original cast of Jersey Boys.

“I really enjoyed the Broadway session the most. As an aspiring actress, it was cool to meet

Broadway actors who knew a lot about the business,” said Shoshana Edelman ’14. Students interested in contemporary acapella enjoyed another session, led by Mike Boxer of the Jewish acapella group, 613. Jeremy Gruen ’16 said, “It was really cool to meet Mike Boxer, especially since we sang one of his arrangements in Chamber Choir.”

The concert, streamed live online, was the highlight of the day.

After the group song led by Nick Page, each choir sang two songs of their choice. “My favorite part of the concert was the moment when North Shore and Heschel realized that they were both singing Pompeii by Bastille. It was a funny and awkward moment, but both choirs executed the song differently, and put their own spin on it,” recalled Benjamin Shiff ’16.

Shoshana Edelman remarked, “I think all the choirs are very different from each other with Ramaz certainly being one of the better ones. One thing we have going for us is our level of professionalism. I think a choir like Heschel’s has superior stage presence and personality, but overall I think we are an impressive group.”

By Yale Buchwald ’15 As students at Ramaz, we have the privilege of having a superb college guidance department, consisting of dedicated counselors who give us their individual attention. In contrast to other Jewish day schools and prestigious private schools, students at Ramaz typically do not seek to hire out of school college guidance because they feel that the college guidance at school is great.

Every year, around December, Juniors are randomly assigned to their college advisement groups.

The grade is divided into three groups, each varying a little in student size. The three college advisors, Dr. Honig, Mr. Blumenthal, and Ms. Davidson, collaborate with the students through senior year, until the completion of the arduous college process.

“I couldn’t have asked for better college guidance,” said Brad Waldstreicher ’14. “My advisor was always prepared to help me and truly did an excellent job,” he added.

Despite the student’s contentment with the college advisement in Ramaz, Dr. Honig still notices a small number of students who seek to hire outside college advisement. According to Dr. Honig, “Ramaz provides the students with an excellent college guidance department. We personally review students’ college essays and applications with individualized attention. However, we have a small number of students who seek to hire college guidance outside of school. Although we feel that this isn’t necessary, some students may need the discipline of someone standing over them

constantly to be sure they do the necessary work.”

While we certainly have an excellent college advisement department, some students at other Jewish day schools have found that they aren’t happy with their school’s college guidance. These students often hire out of school college advisors to help them through the process. “I definitely know of some people in my school who weren’t happy with their college guidance counselor,” said a junior at Solomon Schechter of

Westchester. “These students find themselves forced to hire extra help.” An anonymous senior at Gann Academy, a Jewish high school outside of Boston, also expressed his displeasure with the college guidance his school had to offer. He found that he had to “research colleges primarily on my own and rarely use my college guidance counselor for advice.”

For students who seek additional out of school college guidance, there are plenty of available services, but usually at very steep prices. The Ivy Coach, one of the more well-known college guidance

services in New York City, credits themselves with getting their students into the colleges of thier dreams. As stated on their website, “100% of [their students] get into one of their top three college choices, and 93% get into their top college choice.” However, The Ivy Coach doesn’t consider the use of high school college guidance the best way to go. The company states that “High school counselors often can’t offer the personalized attention students need to get into the college of their dreams.”

On the surface, the company seems like the golden ticket to help students get into college. However, after a close examination of their website, the fees for the supposed outstanding services are never mentioned. According to a Forbes article relating to the subject of college admission, The Ivy Coach charges an inconceivable price of $46,000 for their unlimited service, or $950 an hour. Although the company may very well do an excellent job, the prices seem quite unreasonable in the sense that the service can even cost more than the annual tuition of college itself.

Hiring outside college guidance isn’t largely prevalent in Ramaz. However, students at other Jewish schools and even prestigious private schools hire outside college guidance more frequently.

Although the outside help may be worthwhile, it can come at a very high cost.

College advisors from Horace Mann, Riverdale Country Day and Rye Country Day did not respond to questions by email.

Video Games: The Newest Passtime

By Alex Leibowitz ’15

In an email, students found out the exciting news that the GO has added video game console systems to the auditorium. The email did come with significant warnings to be “respectful of everything in the lounge” and not to bring in any games rated M. GO President Sam Feldstein ’14 said that he revamped idea “from a Rampage article I wrote freshman year.” Feldstein continued that for the article he interviewed Mr. Miller: “He said he has no problems with video games in school, but to have them in the lounges are too disturbing to classes.” Therefore the GO placed the games in the auditorium where the disturbance would be minimal.

Friday was the first day for the video games and it seemed like students were enjoying it. Jonah Klapholz ’15 said, “I only got to play for a short time, but it was fun while it lasted. I played

FIFA.” Camren Villinsky ’15 said he enjoyed the games but that “when I get too caught up into it, the games distract me from school (like being late for class).”

Yet there was one core group of students who didn’t play any video games - girls. There wasn’t one girl within a fifty-foot radius of the video games.

GO Junior Vice President Kelly Sterman ’15 said, “I think the gender imbalance is due to a lack of interest

on the girls part; I don’t think they aren’t given the opportunity because the games are open for everyone.”

For the next couple of weeks the GO is focused on planning the Seneca trip but does hope to bring some more exciting surprises to students.

March 2014/Adar B 5774

Is Ramaz Getting Soft?

By Eddie Mattout ’15

found it too stressful at times, and Academic rigor has always demanded for a change. been something Ramaz has been The changes in the school did defined by. The third statement in not end in my English class. The the mission statement speaks of, history paper for the freshmen “A commitment to the pursuit of and sophomores was completely knowledge, to intellectual rigor, changed. Instead of writing the to scholarship, 6-10 page papers and a life-long that my classmates “I do not think that love of learning.” and I wrote when Ramaz is getting soft. we were that age, Over the past year, Ramaz is responding however, the strictcurrent students to student concerns ness of Ramaz only have to write and trying to make as an institution a historiography sure that young adults essay. While the has significantly have a valid voice decreased. Teachhistory departin terms of what’s ers have gotten ment claims that happening with their the purpose of the considerably education.” softer with their switch was not to -Mr. Rapp students. Students’ make the paper personal concerns easier, several are held to such a sophomore stuhigh standard that the academic dents have attested to the fact that quality has gone down. it is much less work than the paper My English class last year they wrote during their freshmen entailed a lot of work, but the year. In his Rampage article about amount of knowledge I gained the history paper change Andrew throughout the course was reLobel ’15 eloquently describes markable. Class discussions were students’ reactions to the paper as interesting, the literature was being positive because of its less enjoyable and the English classstressful nature. room was a place where I felt I was Mr. Rapp said,“ I do not fulfilling the Ramaz statement of think that Ramaz is getting soft. “a commitment to the pursuit of Ramaz is responding to student knowledge.” concerns and trying to make sure This year, though I have the that young adults have a valid same English teacher, the class voice in terms of what’s happening itself has changed dramatically. with their education.” By giving While we still have a lot of work, students that voice, however, the and the class is difficult but at the school is, in fact, getting soft. The same time enjoyable, an element responsibility of an educational of strictness and rigidity that institution is to give kids an edwas there last year was lost. For ucation according to the school’s example, last year if a paper was own standards- not the students’ due on a certain day there was no standards. Even the most intellecway to change it. It did not matter tually motivated teenagers would if there were two other tests on prefer less work if they had that that day; the day was set and it option. It is the school’s responwas final. This year, however, all sibility to push students as much we have to do is ask and the day is as they think is the appropriate switched. The softness did not end amount and not what the students with due dates. Pop quizzes, which think is the appropriate amount. tested one’s knowledge of the While I still believe Ramaz is an assigned reading, were cancelled excellent school with a high acabecause they added too much demic standard, I would not like stress. Jupiter grades, a website to see this trend continue. Ramaz which allows you to see all your should keep its standard at the grades from the semester and your level at which it has always been. precise average, was taken down since it made kids neurotic about their grades. A class which I appreciated so much for its inflexibility and seriousness lost some of that firmness just because students

The RamPage Opinions

By Skyler Levine ’15 Tuesday February 18th, the day that the second semester test schedule was announced, upheaval erupted within the junior grade when students noticed that the first history test of the semester was scheduled for the day after the March SAT. Much pleading and discussions ensued between the students and the administration in the days that followed. Amazingly, impressively and against most people’s expectations, the history test was ultimately moved to accommodate the students’ requests.

Although the administration was not initially receptive to the change, their eventual acquiescence highlights the new attitude of the administration toward the concerns of Ramaz students.

Though the problem was eventually solved, students were originally very angry when the test calendar came out. Jackie Mehl ’15 said “I think it was a very unfair decision to do this because the administration say they want to make our lives as least stressful as possible but they take the two most stressful parts of junior year (history and the SATs) and put them in the same week!

I think this will effect me a lot because I won’t have the Sunday to study for the history test and while I’m taking the SAT I’m going to be nervous and thinking about the history test, which isn’t a pressure I need in my mind during my SAT.” Even though Nathalie Kahn is not taking the March SAT, she agrees that the decision was poor on the part of the administration. “Even though it does not affect me, I think it was wrong of them to put it there,” Nathalie Kahn ’15 said.

Rabbi Stochel thinks that “It is possible that on occasion decisions regarding the test calendar are not understood fully because it is difficult to appreciate the challenges of creating the test calendar, but it is important to realize that it is always a dynamic process.” In fact, the administration was trying to listen to the requests of the students. Rabbi Stochel explained that the class presidents expressed to him that history tests should be on Mondays. Last semester both

By Alexander Leibowitz ’15

There needs to be some alternative for students like me. Not everyone was born to be an artist or a musician. Not everyone even has the gift or ability to appreciate art or music. Why can’t the school give those students other choices?

I am sure there are kids who have never been able to draw a leaf, but can certainly program a computer.

Wouldn’t it be more beneficial for those students to learn something that they will find both useful and

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History Test Placement Suggests Students Voices Are Being Heard

Let Underclassmen Choose Electives

For the past three years I have found my self sitting in many art and music classes lost and confused. You see, I am not a Mozart or Picasso. I can’t draw, sing or play an instrument. In fact, I am forever scarred from the two months that I attempted to play the guitar, needless to say it went horribly. However, despite my lack of skills I have been compelled to take class after class of music and art.

interesting?

Allowing students to take other classes will also benefit the current art and music classes. Teachers would be able to cover more advanced material and assign more work as only the more interested students would be able to participate. Adjusting the current curriculum would be beneficial for all involved.

history tests were originally scheduled on Wednesday. As a result of the wishes of the grade, the administration switched one of the history tests to Monday. When scheduling this exam Rabbi Stochel noticed that there were very few Mondays available in March. The Monday after the SAT was the only one that made sense with the difficult calendar. The first Monday in March was too soon to have a history test. The Monday after the originally scheduled date is Shushan Purim and the administration did not want the students to be forced to study on Purim. Lastly, the Monday after Shushan Purim is too late to have the test, because there would be too much material on that test. “We were responding to the class presidents’ request on behalf of their classmates that history tests be scheduled on Mondays. There were no other available Mondays in March, and juniors do not usually take the March SAT, so we scheduled it for that day,” said Rabbi Stochel.

One of the reasons there was a delay in responding to the students’ request to move the History exam is the difficulty of dealing with the intricate test Calendar. Rabbi Stochel did not know when to move the history test to because if he delayed the test too much, more material would be on it. Thankfully, the class presidents came up with a good solution. They put the history test on the Wednesday after the SAT, moved the foreign language test that was supposed to be on that Wednesday to the next Wednesday, and moved the Tanach test that was originally on the Wednesday that the language test was moved to to the next day, Thursday. Rabbi Stochel said “This solution made perfect sense.”

While Dr. Jucovy, Head of the History Department, agrees with the administration in his sympathy for the stress that comes with SATs, he thinks there is too big an influence placed on SATs. Dr. Jucovy said, “The schedule did not originally have that Monday as a blackout date because the perception was that not many students take the March SAT. It is, in fact, long standing school practice to make the day after an SAT a blackout date for testing If large numbers of students are anticipated to be taking the exam. I do not necessarily think that this is the best policy, because I think that there is far too much emphasis placed on SAT or ACT exam scores. The sources of that emphasis are all too clear-- the universities that students apply to.

I am very sympathetic as a teacher and parent of two children to the stress engendered by this college admission office policy that most colleges follow. But SAT’s hardly constitute education. Students would be far better educated if the hours devoted to SAT practice

were spent on relaxation and school work.”

While the issue still remains whether or not it is advisable to take the SAT in March, a more thought provoking question is whether school’s ultimate decision to change the history test date reflects a metamorphosis in the school’s attitude toward the concerns of the students. Before the decision to change the history test date was announced, Dr. Honig said, “They never change school tests because of standardized tests, because students are not supposed to let their SATs get in the way of their school work. Students are supposed to be concerned with their course life first. If students are prepping for their SATs it’s a long term process so a history test shouldn’t affect it.”

Nonetheless, the school did change the schedule. Indeed, it has been a belief throughout this school year that Ramaz has been making a greater effort to lessen the anxiety of the students. In past years, the school would not have changed a test on the calendar because of a standardized test, even if it caused much distress.

A previous student, who was faced with the same situation during her junior year, can attest to Dr. Honig’s point. The same issue that the current juniors were faced with regard to the history test happened four years ago to the junior grade.

A history test was scheduled for the day after the ACT, an ACT that a large part of the grade was taking.

Though there were many complaints, the administration refused to change the date of the test. A previous student who wants to remain unnamed said, “I met with Rabbi Stochel a few times because he was in charge of the scheduling.

Many of my friends also went in to talk to the administration, but they refused to change the date of the test.” Students this year had a much easier time. As Will Fried ’15, class president said “Rabbi Stochel was very helpful and open to any ideas we had.”

Rabbi Stochel, when faced with the question of whether the school was making a conscious effort to be more student friendly said, “We have always been interested in what the students feel about the workload, but sometimes it’s hard to communicate that. Maybe we need to do a better job communicating that.” Many students think that this year the administration has accomplished their goal. Michal Palagi ’15 said “I think the administration has been a lot more concerned with how we, the students, feel this year. This is very nice to see.” Emma Rosen ’15 said, “While the administration would not have changed the history test in the past, they made a good decision this time. which is indicative of many student friendly decisions to come.”

Page 10

The RamPage Arts

March 2014/Adar B 5774

House of Cards

By Andrew Lobel ’15

Netflix released the second season of its hit series House of Cards on February 14. It is ironic that they chose Valentine’s Day, since the show’s primary characters are motivated by all kinds of emotions—avarice, jealousy, egotism, narcissism-but certainly not love.

On the other hand, maybe the Netflix producers knew that February 14 was also Purim Katan, since the drama tells the story of a dysfunctional government that closely resembles Achashverosh’s regime—one riddled with paranoia, jealousy, hatred and distrust.

The first season opened with the newly elected President of the United States reneging on his promise to make the House Majority Whip, Congressman Frances “Frank” Underwood (played brilliantly by Kevin Spacy), the new Secretary of State. For the rest of the season, Frank plots his revenge and devises an elaborate scheme to bring the Administration down.

Frank and his wife Claire (Robin Wright) have only one objective i.e. to advance themselves, even if

By Nicole Aboodi ’17 Lone Survivor is an exhilarating movie in which the positive aspects greatly outnumber the negative. It is based on the true story of a team of four navy seals sent on an extremely dangerous mission to kill a Taliban leader.

The mission goes south, and all their lives are put in jeopardy. As the title makes clear, only one of the seals will survive.

Mark Walberg stars as Marcus Luttrell, the mission leader.

As the only big-name actor in a film with only one survivor, it is quite obvious Walberg’s character

it means trampling on everyone else. Key elements in Frank’s despicable yet brilliant plan involve exploiting a young journalist (Kate Mara) to get news out when it suits his purposes, and sabotaging a congressman’s run for Governor, no matter what it takes.

By the time the second season opens, Frank has made it all the way to the Vice Presidency. In the season opener, Frank has to make sure that there are no “loose ends” that

The show, which is based on a popular BBC series of the same name, has won three Emmy Awards and one Golden

Globe. Much of its success can be attributed to its combination of plausibility (Underwood’s office is a nearly exact replica of the actual House whip’s office) and stark melodrama — acts of murder, manipulation and treachery that wouldn’t seem out of place in a Shakespearean drama.

Also not out of place in a Shakespearean drama are Underwood’s direct addresses to the camera, a stylistic flourish that is borrowed directly from the British version. But

thanks to Kevin Spacey’s unique and chilling demeanor, these direct addresses have become a signature of the American version.

Some viewers will debate how realistic the show really is, or whether the characters are credible. But clearly Netflix is doing something right, most find the drama absolutely riveting. A full 2% of Netflix’s US subscribers (that’s 634,000 Americans) bingewatched the entire second season in the opening weekend.

Trailers for the second season are laden with phrases such as “The rode to power is paved with hypocrisy, and casualties”, and “for those of us climbing to the top of the food chain, there can be no mercy.” I do not want to spoil anything for readers who have not yet begun the second season, but I will offer this piece of advice: not long into the opening episode of the second season, Underwood remarks, “let the butchery begin.”

Get ready for a gut-wrenching, nauseating, horrific, but ultimately spectacular viewing experience.

Endless Love Movie Review will survive. Nevertheless, it did not hinder the excitement of the battle scene, which took up a good portion of the film. The four seals’ insanely low odds of survival, let alone victory, kept me on the edge of my seat throughout the entire film. Another plus of Lone Survivor was the way they characters were introduced at the start of the film. The movie did a great job of presenting the characters as regular people with lives to return to after the completion of their navy service. The hectic nature of the battle scene, and the speed

The Lego Movie

By Skyler Levine ’15

The filmmakers behind Cloudy with a Chance of Meatballs and co-director Chris McKay came up with a new twist to the idea behind the classic movie Toy Story, the Lego Movie. In the Lego movie toys come alive in their own alternate world. Just like in Toy Story, this toy universe exists within the house of a little boy. The Lego characters within this world are faced by an evil force who wishes to glue all the Lego pieces together. The main character and ultimate hero of the movie is Emmet (voiced by Chris Pratt), an ordinary construction worker who is happy living as a normal citizen of Bricksburg.

While walking on a worksite, Emmet falls into a mysterious underworld, where he is erroneously identified as the Special, the greatest Master Builder of them all. Eventually Emmet teams up with female character Wyldstyle, fictional characters, superheroes, past presidents, an even basketball star Shaquille O’Neal to thwart President Business’s villainous plan. The movie ends with a great-

might incriminate or expose him.

While viewers may think they “know” Frank and that nothing he does can surprise them, he still manages to shock the audience.

er metaphor. It shows a father who want to prevent his child from playing with the Lego. Here

at which it is depicted, made it difficult to differentiate among the four navy seals, so the previous introduction was helpful. However, though Lone Survivor was based on a true story, the movie is, at times, somewhat unbelievable due

By Jacob Hochheiser ’17

to the number of hits endured by the soldiers. It seemed like all four of them got shot at least five times each and fell off numerous cliffs.

But, what this movie sacrificed in realism it gained in excitement. In addition, the film did a fantastic

Survivor is based should act as a lesson to the military on sending soldiers on such unsafe missions, it certainly makes for an amazing movie.

Lone Survivor

In the remake of the 1981 film, Endless Love is beautiful, compelling and I for one, could not tear my eyes away from the screen. The movie begins with the high school graduation of Jade and David.

After a chance meeting at Jade’s country club, also David’s place of employment, the two fall into a passionate, whirlwind romance.

Although Jade is supposed to leave in two weeks for a summer internship, they decide that for

the time being, they should spend their time together as often as possible. Once the time comes for Jade to leave David behind, she makes a hasty decision to stay with him and abandon the internship.

Of course, throughout the entire movie, Jade’s disapproving father and David’s mysterious past create obstacles in their relationship.

While Endless Love may be cliché and has been done before plenty of times, it doesn’t fail to

pull at the heartstrings of true romantics. Alex Pettyfer, the actor who plays David, and Gabriella Wilde, the actress who plays Jade, have magnetic chemistry that comes alive on the screen.

Even though Endless Love is more of a “chick flick” and the ending is expected, it is still a crowd-pleaser, exuding emotion and delight to the audience.

once had. Each of the boys eventually finds out about the other’s relationship. While they are upset at first, the movie ends with them

of the female, but this movie was told solely from the viewpoint of the male. It was interesting to see what men think about and what their ultimate goals are in relationships.

Besides for this interesting spin, the plot was rather predictable. Even so, I liked it.

The cast was very pleasant to look at and the movie was enjoyable. While it was not an award winning film, I would definitely recommend it to someone in need of a study break.

That Awkward Moment

By Skyler Levine ’15

the father is acting as a metaphor for the evil force and the child is a metaphor for the Lego civilians.

Although using Lego characters in a film is very original, I found the plot jejune, and clichéd. It was that of a classic action movie in which characters fight against a villain and eventually win. I also found the movie immature. I understand how the movie can be interesting for people who have a love of Lego from childhood.

Personally, though, I thought the movie was vapid and would not recommend it.

THAT AWKWARD MOMENT is the story of three best friends-Mikey played by Michael B. Jordan, Jason played by Zac Efron, and Daniel played by Miles Teller. The movie begins by showing Jason and Daniel’s dating lives and their lack of ability to commit. Mikey starts out the movie by receiving the news that his wife has been cheating on him and wants a divorce. In order to make Mikey feel better, the three boys make a pact to remain single together. Of course this does not work out as planned, and they each fall in love with a different girl. Jason falls for Ellie played British actress Imogen Poots, Daniel gets more serious with best friend Chelsea played by Mackenzie Davis, and Mikey tries to rekindle with his wife what they

as best friends again.

While the plot was that of a classic romantic comedy, there was an interesting spin. Most romances are told from the eyes

March 2014/Adar B 5774

The RamPage Sports

Page 11

Varsity Boys Basketball

By Russell Oppenheim ’14

The 2013-2014 boys basketball season came to an unfortunate close for the Ramaz Varsity basketball team, who lost in the finals to North Shore Hebrew Academy on Sunday March 9 by a score of 52 to 48. Captains Jamie Cappell ’14 and Daniel Berg ’14 led the Rams with 17 and 14 points respectively. With the loss, Ramaz has now been the Yeshiva League runner-ups for two consecutive years. Furthermore, while the Ramaz class of 2014 was believed to have the best overall talent in the Yeshiva League among that age group, it was ultimately neither able to deliver any championships nor live up to the original expectations for it.

Despite the loss in this year’s

finals, the varsity basketball team for the 2014-2015 season is still very promising. Led by junior veterans such as Sammy Merkin ’15, Jack Tauber ’15, Adam Bandler ’15, and Gabe Roth ’15, in addition to strong sophomore players such as Noah Greenwald ’16, the team has a very good chance of making the finals again next year. As senior captain Natan Tauber ‘14 said, “We played our hearts out in the championship game yesterday and while it was a tough loss, I have confidence in the juniors and sophomores to get back to the finals next year, and bring Ramaz the championship that it deserves”. As junior star Adam Bandler ’15 put it, “Throughout this whole season my

teammates and I have learned so much from all of the seniors, especially team captains Berg, Cappell, and Tauber ’14. As a result, I believe that my teammates Sammy Merkin ’15, Jack Tauber ’15, Gabe Roth ’15, and I are ready to take the next step, and bring home the championship. I will never forget the feeling of missing out on a championship victory, and I do not expect myself to ever go through that again.” Therefore, while die hard Ramaz basketball fans may be disheartened after two championship losses in consecutive years, they should be excited for the talented team that will lead Ramaz to the holy land in the 2014 – 2015 basketball season.

Varsity Girls Volleyball Senior members of the girls varsity volleyball team posing with the their second place trophy after the championship game against Ma’ayanot.

By DJ Presser ’16

Boys Volleyball

The spring sports season has just begun for the Yeshiva League.

The Ramaz Varsity Volleyball team started off their season strong with a big win over SAR at home. The final score was 2-1 in games, 25-22, 21-25, 26-24.

It was a tight game, but Ramaz was able to squeeze it out. Coach Rachel Kohn commented, “Last night’s game was a great start to the season. We played some of our toughest competition the first game, and came out strong.”

She added, “This team has super

strong athletes that are dedicated to the sport, hard workers with great attitudes. Everyone works well together, and I am really looking forward to the rest of the season with this team.” Alex Agus ’15 reiterated, “We have all the pieces necessary to win the championship. Last year, we were inches away from winning it all.

This year, it is championship or bust.” The Team is led by captains David Tahari ’14 and Noah David ’14. Noah explained, “This season, I am looking forward to

becoming better and stronger as a team. Hopefully, we will be able to accomplish that and take home a championship.” The team has the ability to make it far this season.

With a foundation of determined seniors, some experience sophomores and juniors, this team has a real chance at going far. Fans are hoping they can make amends for missing out on the championship last year, and make a big run this year. Go Rams!

Boys Tennis

By Yale Buchwald ’15

As a member of the tennis team since freshman year, I can say that we are easily one of Ramaz’s most underrated and overlooked sports teams. Although we don’t get much hype in school and have a fan base that only consists of parents and relatives, we continue to establish ourselves as a powerhouse in the widely unknown Yeshiva league of tennis. Despite our harrowing loss to Flatbush in last year’s semi-finals, this year, we have high hopes of bringing another championship banner to the gym. Winning a championship this season would be a great conclusion for our mainly veteran dominated team of four starting seniors.

“A little fan support has been the only thing holding us back,” said senior captain, Jeremy Wilson

’14. Wilson also added that “We had a really good season last year, but we just fell short in the semi finals. This year our eyes are fixed only on the championship. This is a team that has more or less remained the same over the past three years so hopefully we can step up to take us all the way this year.” Josh Garfunkel ’14, another senior captain, added that the loss in the semi-finals last season was, “devastating.” Garfunkel additionally added that, “it’s our final year together and so far things are looking good. We are looking to bounce back and win the ship, it’s win or bust.”

Sure, we don’t get the fanfare or recognition as some of the other sports in school, but hopefully this year that will change.

#PreppingForHockey

March 2014/Adar B 5774

The RamPage Sports

Page 12

Girls Varsity Basketball Team Goes Undefeated

By Russell Oppenheim ’14

As the freshmen class of 2014 entered Ramaz, parents and students alike had high expectations for the school’s basketball program. Through bringing in talented eighth graders from both the Moriah and Ramaz Middle School teams, the Ramaz class of 2014 was loaded with skill and high potential. Following a tough loss to Frisch in the JV championship game of their sophomore year, the Ramaz girls of 2014 have gone on to win two successive championship titles in their junior and senior years.

Led by captains Alex Ratzker ’14 and Lauren Wildes ’14, the girls were able to avenge their JV loss to Frisch, as they completed an undefeated season, and beat

Frisch in the championship game by a score of 36-28. The team came out strong in the first qurter with Ratzker and Skyler Levine ’15 leading the scoring. Anna Cappell ’14 and Rachel Aboodi ’15 played great defensively and Ramaz was up 11-3 when the second quarter began. But Frisch made a comeback and going into the second half, they were up eight points. Late in the game, Wildes, who was ultimately named MVP of the championship, led the Lady Rams to power their way to a victory. Said Wildes, “We (the girls) were all nervous when we were down late in the fourth quarter, but we put our hearts into it, and won as a team”. Furthermore, senior forward Leora Katzman ’14

added, “Despite the fact that it was a close game throughout, we were able to keep our composure and play aggressively. When we ultimately won, it was truly the best feeling in the world”. Lauren Tahari ’14, who cried of joy at the end of the game, said, “This team is my family. It has been an incredible season.” Fans and parents were correct when they said that the class of 2014 would bring championships and glory to the Ramaz basketball program. Look for the girls class of 2015 to bring Ramaz another championship in the spring of 2015.

The RamPage Editorial Staff Editors-in-Chief Alex Ratzker Sydney Sarachek

Associate Editors Zach Klein Layla Malamut

Arts Editor Zev Prince

Photography Editors Jen Mammon Ariella Schochet

Copy Editor

Esti Flamenbaum

News Editor Zimi Sloyer

Opinions Editor Noah David

Junior Editors Skyler Levine Andrew Lobel Eddie Mattout

Faculty Advisor Dr. Steven Milowitz

Sports Editor Russell Oppenheim