The Rampage The Newspaper of the Ramaz Upper School
New York • Volume 65 • Issue 1 • Summer 2020 • Elul 5780 • the-rampage.org
Six Months Later.... Finally Back on 78th!
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to see teachers and students in person is essential to a healthy learning environment. This situation tasked the Ramaz administrators with finding a balance between ensuring the health and safety of students and faculty while maintaining efficient and beneficial learning. On July 22, Rabbi Stochel emailed tentative guidelines for Ramaz's reopening plan for September to the upper school students' parents. The administration decided to begin the school year with hybrid schooling, meaning a combination of in-person learning and Zoom learning. Ninth and eleventh graders will learn on 78th Street three times a week, and tenth and twelfth graders will learn in person the other two days of the week. On days when a student’s grade is not in the building, he or she will have classes on Zoom. Governor Andrew Cuomo announced on August 10 that schools have the green light to open, solidifying Ramaz’s reopening plan. Since then, he has announced that New York City public schools Socially-Distanced Students will be opening in-person on September 21. Eric Kalimi ’22 for the rest of the school year. Six months later, To be as safe as possible while in the buildthe city is no longer on lock down, and yet, it is ing, the administration mandated various precau Last March, when COVID-19 hit New not up-and-running. This places schools in a dif- tions for students and faculty. In Rabbi Stochel's York City, the city that never sleeps quickly shut ficult position. Bringing students back to proper email, he detailed the various precautionary down. In-person school was closed to prevent the protocols without changes could spread the virus spread of the virus, and classes switched to online and start a second wave of COVID-19. Being able Continued on Page 4
Educational Diversity Julia Feit ’22
As a leader in Jewish education, Ramaz’s students are expected to have a broad understanding of American History and the forces that shape our current political and social climate. Ramaz has the responsibility to educate students about the world with particular emphasis on the plight of oppressed minorities with whom we so strongly identify. Throughout history, Jews have been victims of oppression and targets of persecution. Despite the challenges, the Jewish nation has played a central role in shaping the modern world and impacting society. As a minority in the United States, the Jewish people must recognize the injustices towards other religions and races, which closely resonate with us. In identifying with an oppressed minority, one of the charges of Jewish education is to teach about Black history. In a short four years at Ramaz, the history department must prioritize which aspects of history align with the ultimate goal of cultural literacy. Dr. Jon Jucovy, head of the history department, explained, “Throughout our history courses, we develop a theme. At the beginning of our curriculum, humans thought in terms of order and stability. However, they quickly learned that things ultimately disrupt that stability. Despite their best efforts to restore the original situation, they never succeed in doing so. We make certain
Eliana Sobel ’22 showed her support for the Black Lives Matter Movement by posting this on her Instagram. choices in planning the curriculum in order to best illustrate this theme and ensure that our students have the knowledge of well-rounded citizens of the United States.” The Ramaz history curriculum incorporates African American history into the larger curriculum, highlighting significant events in Black history. Historically, Jewish support for African American equality stems all the way back to before the Civil Rights movement. Noam Woldenberg ’22 said, “I think Ramaz does a de-
cent job providing information regarding African American history. The sophomore history curriculum focused largely on the Civil War and went into depth about slavery, referencing major African American figures like Harriet Tubman and Crispus Attucks. However, there are still many African American figures we haven’t learned about; Frederick Douglas and Sojourner Truth come to mind. I don’t think Ramaz necessarily avoids African American history or favors one historical group/ethnicity, but I know there is a lot I have yet to learn.” Samara Blatt ’22 expressed a similar argument, “Ramaz teaches the various aspects of slavery in America well and in detail, but other than that, I don’t know a lot about African American history.” Blatt recognized that Black history is more than just slavery and also includes the Civil Rights movement and the progress and setbacks that have been made since emancipation. In light of the current Black Lives Matter movement, many students are hungry for additional education about Black history and the role of the police and government in our daily lives. However, Dr. Jucovy stated, “I’m not a believer in the idea that we should learn about something because it’s driven by a present political movement or cultural attitude. There are many different types of minorities, and I don’t Continued on Page 6
Inside this issue... Ramaz Alumna Shares her NYU Experiance p.
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Meet the Editors p.
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Break the Outbreak p.
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Should Ramaz Denounce Anti-Semitic Comments? p.
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News 2
The Rampage
Summer 2020/Elul 5780
Ms. Benel and her students in Peurto Rico on a chesed mission in 2019.
A Tribute to Ms. DeeDee Benel Rachel Freilich ’22
After a lifetime of dedication to numerous chesed initiatives in the Ramaz Upper School, Ms. Deedee Benel, Educational Director of Student Programming and Chesed, is retiring. The Ramaz community was disheartened to learn about Ms. Benel’s departure. Her commitment to inspiring students to work together within the larger community, and her ability to encourage each student to reach beyond what they thought was possible by participating in acts of kindness will truly be missed, and will leave behind a huge void at Ramaz. Many students had the privilege of working with her and have been impacted by her selfless actions and sage advice. Her mission work began in 1987 when she led a group of students to the former Soviet Union, and together they visited Refuseniks and had the memorable experience of meeting Rabbi Adin Steinstalz z”l in an underground yeshiva. Throughout her 33 years at Ramaz, Ms. Benel planned and launched countless chesed events, including community outreach programs, led numerous clubs and student activities, and ran the administration of the SAT at Ramaz, just to list a few of her accomplishments in the community. She was involved with Pink Day to raise awareness for Breast Cancer, Purple Day to raise awareness for the Shalom Task Force and Domestic Violence, the Tzedakah collection on Fridays, a Thanksgiving dinner for Veterans, the Yachad Shabbatonim, and the Yachad Ambassador Board. She also encouraged students to read the Megillah for patients and doctors at Lenox Hill Hospital on Purim, traveled with students on the missions to Puerto Rico to help after Hurricane Maria and Irma, gently prodded every sophomore to complete his or her chesed hours, invited students to the “Carry the Load’’ programming near the World Trade Center in commemoration of Memorial Day, and so much more. The list goes on and on. Most recently, during this Covid-19 pandemic, Ms. Benel, together with students, sent hundreds of food packages for health workers in hospitals throughout NYC by partnering with KosherResponse.com, as Ramaz’s way to recognize the courage and dedication of the health care providers. In addition, Ms. Benel provided innumerable students’ and teachers’ families with help and assistance during their most difficult times. Ms. Benel sent flowers and letters of encouragement from herself and the student body to members of our community who were ill, lost a loved one, or was in a devastating situation and needed support from their close colleagues and friends at Ramaz and Kehilath Jeshurun. So much of what Ms. Benel did for our community was completed behind the scenes. My personal connection to Ms. Benel stems from my participation as a freshman on the mission trip to Puerto Rico. Weeks of planning went into gathering supplies for those less fortunate and numerous sessions were held to make sure that the students on the mission were well-taken care of. This was all done on Ms. Benel’s personal time. My friends and I were so influenced by her dedication that we were inspired to reach out to our own communities when we returned home and incorporated chesed into our daily lives. In addition to the missions in Puerto Rico, Ms. Benel led a mission to New Orleans in 2005 in response to Hurricane Katrina to help in the rebuilding of homes devastated by the hurricane and support the victims of this horrific storm. While she motivated so many, her students inspired her to visit Whitwell, Tennessee, and interact with Christian students who designed The Paper Clips Project and collected 11 million paper clips to commemorate the innocent people who were victims of the Shoah. The Ramaz students who participated were grand-
children of survivors, and this was the first time the Whitwell students met Jewish youth. Ms. Benel also made sure to include students and their families into chesed and outreach. I will always be grateful for the role that Ms. Benel has played in my family’s connection to Ramaz, namely through the Veteran’s Day programming. Ms. Benel invited my grandfather, a navy veteran, to speak at a Veterans Day assembly and welcomed my whole family to hear him speak. My grandfather was honored to have been able to speak, and my family was so appreciative to have been invited. Ms. Benel was recognized in a Ramaz virtual program, on August 20, 2020. There, it was noted that Ms. Benel’s devotion to Ramaz and the greater community will be missed and she was thanked and honored for her astonishing commitment to chesed. Sophie Dahan ’19 recalled memories of Ms. Benel during her time at Ramaz. Additionally, Dahan noted that Ms. Benel was always there for her and voiced her admiration and appreciation for Ms. Benel. Following Dahan, Rabbi Haskel Lookstein, Principal Emeritus, shared his experiences and gratitude for Ms. Benel and he recalled the time when he first met her. Ms. Benel shared some inspirational words and encouraged the community to keep on participating in chesed. Alumni and current students paid tribute by sharing their memories of their experiences with her. Ms. Benel is so universally recognized as exuding chesed that she was awarded the Loving Kindness plaque by the Ramaz School. She is indeed the personification and embodiment of chesed! Many students are enormously grateful to have worked with Ms. Benel and thank her for all she did during her time at Ramaz. Samantha Sinensky ’21 said, “I had the opportunity to work with Ms. Benel, who was the faculty advisor of the Environmental Club. I witnessed first-hand her attention-to-detail, love, and passion for our club, and for every other program she led. Her dedication to Ramaz and the students was extraordinary. She really did the work of ten people. ” In addition to the Environmental Club, Ms. Benel also led and guided the Challah Baking club, the chesed club, and influenced many more. Jordan Mittler ’22 worked with Ms. Benel to institute chesed into the daily lives of Ramaz students and faculty. Mittler said, “My first two years in high school would not have been the same without Ms. Benel. I was involved in so many amazing and meaningful experiences because of her commitment and motivation to Ramaz’s chesed. She is irreplaceable and I am going to miss our numerous conversations and projects at Ramaz.” Rebecca Massel ’21 was inspired by Ms. Benel’s Yachad programming, saying, “She taught me to speak up for what I believe in through her example of how to plan a program and how to affect change. For three years, I watched her stand in the center of a room and find the perfect words to generate interest in any event. When [Michal Seinfeld ’21 and I] wanted to add to the Yachad programming at Ramaz, Ms. Benel encouraged us to start a Yachad Ambassador Board and worked with us through every step.” A large void will definitely be felt as we return to school this fall. As Julia Feit ’22 said, “Ms. Benel always put other people’s needs before her own and contributed so much to the school. She will be missed by all her students.” We hope that Ms. Benel enjoys her retirement and knows that generations of Ramaz students have been influenced by her selfless dedication to her projects that benefited all of humanity.
Summer 2020/Elul 5780
The Rampage
News 3
The Rampage Personal Reflections on Ms. DeeDee Benel’s Good Deeds Ramaz Upper School
New York • Volume 65 • Issue 1 • Summer 2020 • the-rampage.org
EDITORS-IN-CHEIF Caitlin Levine ’21 Rebecca Massel ’21 Gabby Ostad ’21 Samantha Sinensky ’21 LAYOUT EDITORS Julia Feit ’22 Rachel Freilich ’22 Sarah Ginsberg ’22 PUZZLES & MEME EDITOR Isaac Silverman ’21 PHOTOGRAPHY EDITOR Tammy Palagi ’21 CONTRIBUTING WRITERS Sydney Eisenstein ’22 Julia Feit ’22 Rachel Freilich ’22 David Gittleman ’22 Nicole Hirschkorn ’22 Daniel Kalimi ’23 Eric Kalimi ’22 Rebecca Kalimi ’23 Aviva Lehman ’22 Arielle Levy ’21 Alex Paul ’23 Norma Tawil ’22 Isaac Silverman ’21 Samantha Sinensky ’21 Charles Spielfogel ’21* Aaron Zanger ’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.
There is so much to say about DeeDee Benel. I choose, for this collection, to remark about her remarkable, indeed, her indefatigable commitment to Ramaz. She worked around the year. She was in her office every day and often every night. I recall one summer evening as I was returning home, at about eight o'clock, bumping into her rushing along Park Avenue, returning home. It was mid August and I asked her what she was doing returning from her office so late. O', she said, I was working out some of the kinks in the Freshman Get Acquainted Program (which was three weeks away). I thought to myself: who else but DeeDee would be so deeply involved in midAugust and be rushing home at eight in the evening just in order to make sure that that a program three weeks later would be "just right." DeeDee is - and always was - totally committed to her work, to her school and, most of all, to her students! - Rabbi Haskel Lookstein I was active in programs in Ramaz, but I saw Ms. Benel’s greatest strength when I got to college. In my Freshman year I attended the university’s Yom Hazikaron program and found one of the organizers to be a freshman who had graduated Ramaz with me, but had never been that active in high school. I asked him why he got involved and he said, “I didn’t think what they had planned was up to Ms Benel’s standard, so I volunteered.” Ms. Benel impacted every kid in the school, even those who didn’t realize they were being affected! - Caroline Massel ’90 Ms. Benel is truly an inspiration, and has shown all of us that giving is endless. Ms. Benel embodies chesed and has taught the students in Ramaz the beauty of chesed. - Jake Slochowsky ’21 Last year, I went to Ms. Benel to see if there was something food related that I could plan. She helped me organize an event in honor of Tu B’shvat. We dipped fruits and nuts into chocolate and made “shekaydia smoothies”. Ms. Benel took the time to make all the arrangements, to speak to the kitchen staff, order all the ingredients and have the necessary equipment. I will really miss working with her and how she made sure that everything was perfect and done on time. - Jaqueline Landy ’23
* Denotes Senior writer
“Experimenting” with Socially-Distant Science Labs Norma Tawil ’22 Whether you are examining cells through a microscope, racing weighted cars, or creating explosions, science is one of the most interactive and handson subjects in high school. Last spring when the pandemic hit and we shifted to Zoom learning, students missed out on science labs entirely. This academic year, the Ramaz administrators are transitioning students back to school with a hybrid learning system, so individual grades will have the opportunity to learn science in-person with a new version of labs. Yet, even in the building, students will be socially distanced, making it complicated for science teachers to teach using traditional labs. Science teachers are unsure about how to approach a semester's worth of material without the proper form of a lab. Ramaz is now faced with socially distant forms of learning and experimenting in ways never done before. According to an email sent by Rabbi Stochel on July 22, “Students will have regular science classes but will not engage in partnered lab activities and will not be handling any lab materials. Faculty will offer virtual demonstrations to supplement their lessons.” Labs are traditionally done in partners and require teamwork and group effort. One student reads the instructions while his or her partner performs the task. Now, however, students will be instructed to distance themselves and will most likely not be able to do hands-on labs. Eitan Goldberg ’22 is nervous about a lack of science labs. He said, "Not having chemistry labs could negatively affect some students and removes the experience of learning chemistry as a whole.” Many students agree that as long as students have a version of biology, chemistry, and physics experiments, classes will be far more effective than they were this past Zoom school year. "There are many resources online," Head of the Science Department Ms. Brachot stated. Last year, Ramaz moved to Zoom with little notice; teachers did the best they could, but there was
no time to create a perfect lesson plan for virtual school. This year, though, teachers are entering the year with previous “Zoom experience.” According to former Ramaz science teacher, Mr. Kavian, it may be interesting for science teachers to try virtual labs. He said, “Virtual labs can be pondered on...they would lead to unique challenges in classes, of course. Maintaining focus and trying to implement different teaching styles to suit every student is much harder through Zoom.” Caleb
Rosenfeld ’22 agreed with Mr. Kavian, saying, "Labs are not as beneficial if you are not doing them yourself and are watching a teacher. However, social distancing is very necessary, and whether or not we are on Zoom, teachers should do labs, and we should observe." Labs are usually done in a group and require collaboration. However, this year, science labs will be a new experience. "People will be spaced out and not be able to share lab materials and things," said Rabbi Blaustein. With regard to the socially distanced version of labs, Mr. Kavian exclaimed, "Socially, the challenge of being apart while working together will push students to potentially work together and develop closer connections beyond what they would have otherwise
done in school." According to Corning.com, a website that keeps up with and discusses anything related to science, technology, and innovation, when students are active in any version of labs, there will be serious protocols, including "[providing] hand-washing stations throughout the lab...clean and disinfect frequently touched surfaces." There is a backup plan that middle school, high school, and college kids will all have incorporated as well, "Institute remote working policies and stagger shifts when possible to minimize the number of people in the lab at one time." Students speculate the specifics of how labs will work. Ben Yazdi ’22 anticipates that labs might be "the teacher doing it with the class watching." For online classes, Jordan Mittler ’22 thinks, "Teachers will most likely be in the school building every day so they can do lab demonstrations from their classrooms." Nicole Hirschkorn ’22 wondered whether the science classrooms will be in use at all. She said, "Unless they cut class sizes, we're not going to fit when everyone is 6 feet apart... they're probably going to use the davening rooms with the removable wall.” As time goes by, protocols may change, and plans will become more official. There is the alternative of school shutting down again once Ramaz is a couple of months in, or even restrictions being lifted eventually in hopes of a successful vaccine. Each grade will have its struggle with the uncertainty of this year. Emily Rosenfeld ’22 is sure that "teachers will make up for it because they are amazing at what they do and make sure we understand the material despite not having labs." In science, students learn about trial and error; in the same way, trial and error is the path to finding the best solution to engage students in science class with this new schooling system.
News 4
The Rampage
Ramaz Adapts to COVID-19 (Again)
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riod classrooms. However, the administration decided that although seemingly beneficial, measures that will be taken, including those at that option would not be possible because of home and in school. Parents are required to down- students who need their tefillin or want to load the “Magnus app” on their phones to submit pray in their own nusach. The plan is still not information about the health of their chil-
dren each m o r n ing before sending them to school. Data such as a student’s temperature or symptoms will be used to determine if he or she can attend school that day. During a webinar about the s c h o o l ’s plans on August 10, Mr.The Ramaz Upper School gym set up as socially-distanced classrooms. Cannon was adamant about the importance of transparency during finalized, and Rabbi Kenny Shiowitz is hard self-screening for the health of the community. at work creating single grade Ashkenazi and In terms of safety in the building, students and Sefardi minyanim. teachers must wear masks at all times, with the Surprisingly, the average number of exception of eating. During the webinar, Ms. students per class is increasing. The small classJohanna Shlomovitch said, “We will be giving rooms in the building are not large enough to every student and employee a Ramaz mask on host socially distant learning environments. the first day of school” to ensure that everyone Thus, double classrooms, the art room, the will be equipped with one throughout the year. library, the Beit Knesset, the auditorium, and Employees with high exposure jobs will wear the gym are the only spaces large enough for more protective equipment, and there will be students to learn. Because there are so few polycarbonate shields in front of the security rooms, the class sizes must increase to fit all desk. Every night after school ends, the clean- the students. ing staff will sanitize the building to prepare it The administration decided that stufor the next day. dents will be grouped by grade as opposed The administration was concerned to by family; students will only interact with with the exposure that may come with hun- peers in their grade. The building will be split dreds of students entering the building at the in half —above and below the third floor— same time and chatting in the hallways before so that each grade will remain separate from davening. Therefore, they decided that buses others. The largest grade, the freshmen, will will arrive from 8:00 AM to 8:20 AM before go into the building on the same days as the the first-period class at smallest grade, the juniors, and the sopho8:30 AM. mores and seniors will be in the building at the By having same time. Freshmen and juniors will come class before davto school on Mondays, Wednesdays, and ening, the adFridays, and sophomores and seniors ministration will learn in-person on Tuesdays and plans that Thursdays. There are only two Fristudents days before the Chagim, but many will not noticed that Fridays are not altercongregate nating. The freshmen go to school by grade on Fridays, so they will have more outside of time to bond with each other in their reperson. spective Lunch will take place in the last davenclassroom the student had before ing rooms, lunch. The school will not be prorather, they viding lunch or snacks, and each will be sepstudent will be required to bring his arated into or her own food. The administration their first-pewas considering having boxed school riod classrooms. lunch. Rabbi Stochel explained the comOriginally, the plan plexity behind the seemingly simple issue of was to have davwhere lunch will be supplied. He and the Hand sanitizers ening in students’ rest of the administration have to take into are readily available around respective first-peaccount which lunch option will reduce
Summer 2020/Elul 5780 sharing food between students. Because there will not be a time when all four grades are in the building together, the school cannot have an in-person school-wide assembly; any school-wide assemblies will have to be online. There will be more frequent grade meetings to talk about the current situation and advisory sessions to support students emotionally through these difficult times. After classes end, the facilities staff will sanitize the school, so the next grades can enter a clean building. To thoroughly clean the building, the maintenance staff will need the building to be completely empty, meaning all after school clubs will be held on Zoom. This will also ensure that all members can attend club meetings; it will give the in-school students time to get home and the at-home students access to the meeting. To make sure that students who commute will have time to make it to their club meetings, they will all take place in the evening. During the August 10 webinar,
All water fountains are locked.
Rabbi Stochel said that the Yeshiva League’s plans to reschedule non-contact spring sports to the fall. He said, “That is still being debated and still being discussed. I don’t want to raise expectations but that is something the athletic representatives of high schools are working hard on.” Another problem the school has faced is transportation; not all usual transportation options are guaranteed to be available when school
starts. Public transit is open to students for use, and New Jersey Ramaz busses are already contracted with Rainbow Busing. According to Ms. Shlomovitch, “[The] relationship with Supertrans [who supplies bussing to and from White Plains, Westchester, Brooklyn, and the 5 towns] has deteriorated over the past few months,” but the administration is working
Summer 2020/Elul 5780
The Rampage
News 5
grade in the building that day, which may cause that other grade to transfer to Zoom classes. If two students from separate grades test positive, the entire school will move online. Additionally, should a teacher test positive for coronavirus or has to quarantine, another teacher from the same department will substitute for him or her. Even though there are set guidelines, The front desk is protected with a plexiglass shield every case will be observed individually to make sure that the school does not to find another bus company to replace them. Great Neck busing will still be available. Stu- close unnecessarily. In the wake of a crisis, the administradents will sit in assigned seats, wearing masks, and all windows will be open because of the tion has worked incredibly hard to formulate a insufficient space to properly socially distance. plan for opening school in the fall that creates Students exhibiting symptoms of a healthy and efficient learning environment, COVID-19 will head to the nurse’s office on while also remaining incredibly conscious the third floor, where they will be tested for of the health and safety of students, faculty, coronavirus. Should a student test positive, his and their families. The administration had or her grade and their teachers will be quaran- to rewrite the entire school model that works Students’ parents and faculty are required to tined for 14 days, and teachers who have inter- both in-person and online within a matter of report their symptoms on the Magnus App each acted with the COVID-positive grade will be months, including class sizes, lunch, davening, morning before school. tracked to see if they had classes with the other assemblies, and clubs.
Signs are placed around the school to ensure proper social distancing.
The auditorium is converted into a classroom.
Stickers are placed on the floor to remind students to stay apart.
Features 6
The Rampage
Features
Summer 2020/Elul 5780
Alma Matters From Ramaz to NYU: An Interview with Abbey Lepor Charles Spielfogel ’21
Abbey Lepor graduated from Ramaz in 2016, and graduated from New York University (NYU) this past May. She graduated with a B.A. in Hebrew and Judaic Studies and minors in Chemistry and Child and Adolescent Mental Health Studies (CAMS). Abbey loved her Ramaz experience and even returned to coach the Ramaz Tennis Team! She was active in the NYU Jewish community and enjoyed life on campus. The Rampage interviewed Abbey about her experience at NYU. CS: Why did you choose NYU? AL: NYU is a very unique school. Between NYU’s multiple undergraduate schools. I don’t think that the university is missing a major, a minor, or an area of study. I knew that I wanted to stay close to NYC and after much research, I concluded that the NYU College of Arts and Sciences (CAS) is the premiere institution for my collegiate experience. I was attracted to NYU because it has an incredibly diverse student population, vibrant student life, and excellent pre-professional advising. CS: Are you still in touch with your high school friends? AL: Yes! I kept in touch with some of my closest friends and we always try to see each other over fall break, thanksgiving break, winter break, and over the summer. CS: What is your major and why? AL: I graduated with a B.A. in Hebrew and Judaic Studies and minors in Chemistry and Child and Adolescent Mental Health Studies (CAMS). After my Freshman Fall semester, I impulsively declared a chemistry major because I fell in love with the course and found the content academically stimulating. After taking Organic Chemistry and Biochemistry, my interest faded and I realized that chemistry was not for me. During my sophomore year, I took a few Judaic Studies courses and switched my major to Hebrew and Judaic Studies. I learned about Jewish ethics, Ancient Israel, Modern Israel, and Judaism in America. Of course, I had an advantage in these classes as a Ramaz graduate, but I learned so much more. Also, the department is relatively small, so it was always easy to set up a meeting with the advisor or meet with teachers. I ultimately chose to apply to dental schools after graduation. CS: Could you tell us a little bit about the different Jewish programs on campus? AL: There are so many different Jewish groups on campus. There is a Chabad that serves the
downtown NYC colleges, a NYU Hillel, and the Bronfman Center for Jewish Student Life. I spent most of my time at the Bronfman Center because I felt a sense of community and warmth from the beginning at the freshman Move-in Brunch. In addition, there are a few Jewish/Israel clubs that any student can join such as Realize Israel, TorchPac, Sephardic Club, and Meor. I was a member of Realize Israel and served on their leadership team.
CS: NYU has a relatively large Jewish community, what are some of the positives and negatives about that? AL: NYU is about 27% Jewish. There are obviously more benefits to having a large Jewish student population compared to a small Jewish student population. In fact, I can’t even think of one negative aspect of having a large Jewish community. Meeting new friends at Shabbat and Holiday services and dinners allows students to expand their student network (socially/academically). Also, you’d never sit alone in K-Caf, NYU’s kosher dining hall, unless you want to study and complete assignments. CS: Do you think that the large Jewish community has prevented you from branching out? AL: Not at all - in fact, I think it’s the opposite. I became very involved in various student organizations on campus. Outside of aligning myself with the Bronfman Center and Realize Israel, I joined Alpha Phi Omega (APO), an international co-ed service fraternity, Kappa Kappa Gamma (KKG), a social sorority, Delta Epsilon Mu (DEM), a pre-health professional fraternity, the NYC Free Clinic, participated in CAS’s College Cohort Program, and had many research opportunities throughout my four years. I may have a different opinion compared to other Ramaz graduates: I felt that being surrounded by Jewish students from Nursery A through 12th grade, and especially because I attended an insanely diverse school, which is known to be a “global network,” I knew that I had to take advantage of all of the students surrounding me a and that I needed to branch out. Believe it or not, it really is not as challenging as it may seem. Sure there are aspects of Judaism that may get in the way of being social with others, such as not being able to go out on Friday nights and eating out at restaurants, but there are more ways to find connections outside those two things alone. For example, from one of my general chemistry study groups, I became close friends with European international students as well as students
who grew up in my neighborhood.
CS: Being from New York City, do you live on campus? AL: I lived on campus for all four years. For first year students, it’s strongly encouraged to live on campus in residence halls and about 90% do so. It ended up being convenient and easy. Each residence hall has a 24/7 security, a laundry room, and multiple study spaces. Some residence halls even have dining halls and a gym. Additionally, each room has its own bathroom, wifi, and some have their own kitchen. It is common to move off campus sophomore year, but I chose to stay because I found it enjoyable being surrounded by my friends and other college students. I went home occasionally to see my younger sister (Lauren Lepor ’21) and my dogs. CS: When you walk through Greenwich Village, do you feel like you are just in the city or on campus? AL: A lot of people may think that NYU doesn’t have a campus, but it actually does! When I would leave my freshman residence hall, all I could see were NYU buildings. CS: Part of the excitement of going to college is being in a new place. Do you feel like you are gaining new experiences living in the city you grew up in? AL: There are so many parts of NYC that I didn’t know existed before my admission to NYU. My transition to living in Greenwich Village was a new experience, but I still think I gained more experiences living and going to school in NYC because I felt a sense of comfort. More specifically, I knew where I could go if I was sick, hungry, or wanted something -- something that other students may struggle with. CS: What are some of the positives and negatives about living in the city? AL: One of the most positive components of living in a vibrant city like NYC is that there are so many opportunities. As a pre-health student, there are many hospitals and health professional Continued on Page 7
Black History at Ramaz Continued from Page 1 see a need for necessarily incorporating the history of a minority into the curriculum just because they are a minority. For better or for worse, the world and the United States have been shaped by various forces and groups of people.” Dr. Jucovy recognizes that Ramaz students will have varying interests and exposures over the years, but the foundations of their education should provide them with the tools to explore those interests even if it’s not explicitly part of the curriculum. Many students expressed interest in an integrated approach to Ramaz education, in which unique topics such as Black history, women’s history, and minority rights are interwoven in the curriculum across multiple disciplines. Clementine Roth ’22 explained, “The history curriculum could be improved by extending the same themes in various classes –such as Talmud, English, art, or music– to give us a more diverse learning experi-
ence. By better relating the material in each of our classes, we would learn a more complete, well-rounded history. Discussions in history class should be used as a starting point to further the ideas in other classes.” Throughout Dr. Jucovy’s years of experience at Ramaz, he explains that collaborative learning is becoming increasingly prevalent in the school. Jordan Mittler ’22 added, “Collaboration between the Ramaz Middle School and the high school would greatly benefit students and ensure that the curriculum isn’t repeated twice. Ramaz teaches African American history when it falls in line with the curriculum, but I don’t think there has ever been a unit dedicated to African American history.” Ramaz has always been a school with a strong social conscience. Traditionally, the Ramaz community has embraced causes that champion equality and protect the minority. Clearly, the administration recognizes the importance of weaving Black history into the diverse curriculum and empowering students to explore different political and social movements.
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The Rampage
Abbey Lepor's Insights about NYU
Features 7
Continued from Page 6
ic workload is unheard of at Ramaz, but I found I definitely think that Ramaz values activism, but that Ramaz prepared me to master time manage- it’s really depenoffices that offer internships and research posi- ment as well as stick to a strict study schedule. dent on the stutions. Had I gone to a school in a smaller city, I dent regarding would be limited by the opportunities available. CS: Ramaz values activism. Do you find that what they want to There is always something to do to keep you en- Ramaz students tend to be active in clubs, get involved with. tertained so that you never feel bored. Sure, there programs, etc. at NYU? can be a lot of traffic noise, late-night ambulance AL: I think this depends on the student. There are CS: Do you ensirens, and long lines in stores, but the positive students who want to complete college in 3 years joy coaching the aspects of going to school in a city outweigh the by taking multiple AP courses in high school and Ramaz tennis negative aspects. enrolling in January and summer terms at NYU team? Why? and there are other students who get involved AL: Coaching CS: Did Ramaz help prepare you academical- in Jewish student life, Israel advocacy, and other the Ramaz Tenly for NYU? student-led organizations and clubs. I knew that nis Teams is so AL: I think the answer varies from student to I needed to branch out, so I joined worthwhile rewarding. I’ve been playing tennis since I was 5, student depending on their academic institution. clubs that would fulfill my passions. I joined a and once I learned that the Ramaz High school For example, any pre-health student will have a service organization (APO) and volunteered over had a team, I knew I had to try out. I made challenging time in college whether they attend 100+ hours during my undergraduate experience the team as a freshman and was on the lineup an Ivy League school or a state school. Most col- and I joined a social sorority (KKG) as a way to throughout high school. When Ramaz would lege students will take between 3-5 courses each make meaningful relationships with empowering compete with other schools, I found it challengsemester - drastically different from Ramaz’s women. I also was one of the founding members ing for our single coach to check in with the 10 11-class schedule. In my first semester, I enrolled of a pre-health fraternity (DEM) because I knew matches occurring simultaneously. I reached out in Calculus, Chemistry, Biology and labs, and a that NYU needed a space for pre-health students to the coach and asked if he’d be interested in freshman seminar. In Ramaz, there is one science who may not be sure which specific pre-health having some help. I was the assistant coach for course for each grade, but I took them concur- track they want to select. I also volunteered in the next few years and this past year took on the rently at NYU. This type of demanding academ- the NYC free clinic to gain medical experience. role of head coach!
Summer Mentorship Program: Worth Giving Up Beach Time? Eric Kalimi ’22 Because of rigid school curriculums, Ramaz students often think of learning as a tedious chore, but it can also be one of the most fun and rewarding ways to pass time. Students were able to learn this valuable lesson through the college guidance’s new Summer Mentored Program. In early June, the college guidance office announced the new mentorship program, where rising juniors and seniors had the opportunity to participate in a teacher-guided independent learning project. In an email sent to the students, Ms. Dana Messinger, the Dean of College Guidance, wrote, “A summer project can be in a number of fields, including computer science, history, Judaic studies, art, creative writing, chesed, science, business, math, journalism, communications and social media, and music (to name just a few)” and that “these projects do not need to be purely academic.” At the end of the summer, students are expected to produce a final proj-
ect. Ramaz’s curriculum does not offer this wide range of choices to students hoping to learn and develop a new skill, therefore, many jumped at the chance to participate. Students have really benefited from this program. Harry Katz ’22 is studying the history and language of Yiddish with a Ramaz Middle School general studies teacher, Mr. Nachum Lerner. Katz said, “I think it’s a fun project, plus I feel like I’m learning something useful.” Brayden Serphos ’22 is exploring the power of graffiti with Ms. Barbra Abramson. He said that he “loves [his] super fun project!” This program allowed students to explore their passions in a non-academic environment. Summer vacation is the well-deserved break that many students look forward to from the moment the school year begins. The email from Ms. Messenger stated that the mentorship program required at least six hours of independent work per week for five weeks. Students were originally wary to commit to this sizable amount
of work, but most feel that the benefits of the project outweighed the negatives, especially since many students’ original summer plans were canceled. Ronnie Alweiss ’22, who is studying rock and jazz music theory, says that the workload is “not too bad.” He explained, “It doesn’t seem like a lot when you’re enjoying what you’re learning.” Anna Braun ’22 acknowledged the large amount of work, but notes that the project is self-paced and easy to fit into her schedule. Overall, students felt they made the right decision to invest their time in studying a subject of their choice, despite the toll it took on their summer break. The college guidance office created a program that enables students to learn about their interests, and most of the participants are enjoying their personalized studies. This positive learning experience will create a deeper motivation for students to pursue their passions outside of the regular school curriculum.
Heard by the Herd Booming news for the school
Head of School Mr. Jonathan Cannon’s contract was renewed for another two years
History making news
Dr. Yehuda Bernstein is the new history department chair.
Plus+
Dr. Fabio Nironi is the new math department chair.
Going Clubbing
Club fair will be taking place on Zoom with each club having a time slot to present.
Tie-Breaker
Until further notice, the Ramaz in-person dress code will be relaxed.
Appetizing News
Rothschild TLV, a new Kosher meat restaurant, opened up near Ramaz on Lexington Avenue between 78th and 79th Street.
Features 8
Revealing Cover-up Samantha Sinensky ’21
“Cellphone, keys, mask.” When sprinting out the door, looping a mask over your ears has become as habitual as throwing on a coat; it is the armor of every cautious citizen hoping to evade the coronavirus. People have relied on face-coverings to avoid infection throughout history. In the 17th century, physicians treated victims of the bubonic plague while wearing masks with a long, bird-like beak so as not to breathe in “poisoned air.” While this protective equipment may cover a good portion of your face and prevent you from showing off your favorite lipstick color, there is much to reveal when you don your facial gear of choice. Some feel more comfortable to express themselves when concealed - actors frequently perform stage exercises in masks to loosen up in front of an audience. Facial coverings have also be-
The Rampage
come a fashion statement, conveying your personality and style. Some reach for the scarf hanging in their closet, while others sport paisley and floral printed designs to match the season. A personal favorite is the homemade bandana mask because it is multifunctional and environmentally friendly; it is washable and reusable. “It’s surprising how quickly it's normalized to use masks in the same way one would wear a t-shirt with a slogan on it,” said David Gitelman ’22. With a slew of trendy veils available on the market, it might be tempting to snag the latest designs, but you can create your
Don’t Mask Your School Pride! own chic mask with a few folds of fabric and hair ties - no sewing required! Those looking for more extreme protection can opt for the classic, clinical, medical masks. These have pleats that can be expanded to better fit your face and trap droplets when you sneeze or cough. Whichever mask you choose, what are you concealing, or revealing? Luckily, we can hide our braces, but we can also open up. “Wearing a mask really forces me to look people in the eye when they are speaking to me,” said Arielle Levy
Summer 2020/Elul 5780
’21. Others think the physical barrier hinders communication. Gitelman said, “It stifles human interaction. Whenever you talk to someone wearing a mask you always have little alarm bells going off unconsciously, telling you to back up and keep it brief.” Now that we are coming back in the Ramaz building, how will this change our school culture? GO apparel release of blue and yellow masks? Less talking during davening? Successfully chewing gum in Dr. Gaylord’s class? With a greater emphasis on the upper half of your face, no longer can you purse your lips in annoyance to get the supermarket line to speed up. “It’s harder to pick up on social cues because we can’t see peoples’ facial expressions,” Gitelman said. The eyes and eyebrows are pivotal to properly emote, so it is the perfect time to perfect your “smize” for bathroom selfies. Yet, maybe you want to hide your expression. “At least no one will see my nervous face as I try to navigate the building,” said an anonymous freshman.
Quarantined, Yet Transported Around the World: My At-Home Art Studio
Rebecca’s art corner in her room Rebecca Kalimi ’23
C
oronavirus stripped a multitude of opportunities away from us this summer. Unlike activities such as traveling, some activities can be done from the comfort of our own homes. Many students enrolled in online courses in order to dip their feet into a new field, how, and I focused mainly on my artistic career. Over the years, I’ve tried to broaden my at-home art studio to make sure that I would always be able to explore different mediums and portray various ideas onto a piece of paper or can-
vas. Thanks to Ms. Rachel Rabhan, during the school year I experimented with mediums such as oil pastels and charcoal, and this summer I bought a brand new set of oil pastels to add to my collection of tools. I have also tried to be active in the Ramaz art club this summer. Ms. Rabhan used an analogy that I relate with. She says that us art students are in our own little space pods drifting away into various areas in space, but the art club gives us all a chance to touch base and combine our ideas into one open virtual space. In my artistic adventures, I usually stick with my trusted pencil as my weapon of attack, but this summer I forced myself on leaping out of my comfort zone. I veered away from pencils and graphite as much as possible. Instead, I experimented with paint. I have been attending an arts camp, Usdan, for many years, and there, I mainly focus on painting as my art form. Being away from my art camp this year was disappointing at first, but I think it was helpful that I was my “own boss” and checked in with Ms. Rabhan and the art club frequently. Exploring painting on my own for recreational purposes made it a lot more fun for me. I’ve been really interested in art ever since I can remember. For someone who has been doing art for as long as I have, it is surprising how small my creative and artistic space is, but I make it work. As of now, my artistic “studio” is in the corner of my bedroom with an organization shelf area and an easel. I try to stuff as many of my tools and mediums in there as I possibly can, but not all of it fits! I definitely cannot store all of my finished work there either. My family is planning on moving soon and my hope and possible reality is that I will have my own art room with all the necessary
space for my creativity to roam. I’m thankful for the space I have now, but the more the merrier! The isolation of quarantine and the lockdown has driven me to explore in colorful ways to brighten up my spirits. Being away from school and unable to physically spend time with my friends was depressing, but I, fortunately, was able to make myself feel better and more accomplished by reflecting my feelings onto the canvas. Art has become therapeutic for me. For example, I felt very overwhelmed and painted a handful of balloons in the sky in order to “float away” from my worries. Completing this piece not only made me feel more fulfilled, but showing it to my family put a smile on their faces, which in turn, put a smile on my face as well. My art can also help transport me from the corner of my bedroom to anywhere in my imagination. Last month I painted a sunset in the woods and I felt as if I had been transported there. Overall, My at-home art studio may be a bit small for my intentions, but, regardless, I get the job done. I can’t wait to create more and more work.
Summer 2020/Elul 5780
The Rampage
Features 9
Get To Know The Editors!
Caitlin Levine ’21
Rebecca Massel ’21
We are so excited to be your Rampage editors this year! Together with our amazing team, we hope to produce a paper that is enlightening, interesting, and entertaining. This year will be one-of-a-kind and there will be many changes and challenges -- we promise to keep you up-to-date. From our front-cover leads, interactive polls, student spotlights, and vibrant photos to our hilarious memes, heated Ramaz Round Table debates, tricky crossword puzzles, and passionate opinion articles, you will not be able to put down The Rampage until you have read it (twice)! The excitement does not end there…. Check out our website and follow our Instagram (@ramazrampage) for meme and art competitions, behind-the-scenes videos, and, most exciting of all, our brand new broadcasting section!
- Caitlin, Rebecca, Gabby, & Samantha Wh at CL: My plan is to maintain the ar high-quality journalism that has characterized The ey Rampage for many years and build upon the work of my prede-
i describes y j o ou em t be ha
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their lives! My years on The Rampage have really taught me that everyone has their own story and perspective to share. GO: This emoji combines my love for America, my passion for international relations, and reminds me of my dog, Independence, who was born on the Fourth of July. SS: As a French student, I am interested in anything French that became intertwined in our everyday lives. It is fascinating to use words that we nonchalantly use in our American/English vocabulary, defined as cognates, that are either strongly influenced by the French language or outright French words. Sans these French ct cognates, our writing and speech would te aspe of Rama i r o lack a certain panache, flair and z? av CL: My favorite f savoir faire. r aspect of Ramaz is the energy,
rt about quara a p nti e CL: My favorite part ritof quarantine ne o was Shabbat meals v a
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most of all, singing, dancing, and laughing with friends!
GO: I love school Shabbatons! I love getting to hang out with my grade in a non-academic environment! It is a great bonding time and, I always look forward to them. SS: I am very appreciative for the plethora of clubs Ramaz offers and how easy it is to explore one’s interests, and even initiate a new club if one wishes. You can’t join all of the clubs, journals and publications, but you are certainly welcome to explore them all!
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and games with my whole family. RM: My favorite part about quarantine was spending time with my family; I especially loved taking walks with my grandfather. And, after 6 months of practice, I finally beat my brother at ping pong! GO: My favorite part about quarantine was getting to sleep in late. I loved the fact that the school day started at 9:45 and that we had an hour and a half lunch. SS: Learning at home each day made me eager to venture u outdoors and explore nature in New York City. I loved walking warmth, and friendships that fill the hallinto Central Park, choosing a path, and seeing where it led me. ways- and the cookies. There are many lush nooks in the park that serve as a perRM: My favorite Ramaz memories are of Yom fect place to read, people watch, or just sit and get some Haatzmaut! I think it really encompasses every part of fresh air. I’ve discovered that there is an entire park beyond the Great Lawn! our school - Jewish activism, the warmth of Ramaz, and,
What was y ou rf
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cessors by expanding our writer-base and enhancing our news coverage. In-line with the times, I would like The Rampage to bring news to the Ramaz community on our social media channels. I am starting a Broadcast Media section Samantha Sinensky ’21 Gabby Ostad ’21 of The Rampage which will feature live footage and real time interviews. Rampage social media will offer current news that is informative and engaging. Please check out the Rampage website and Instagram (@ramazrampage) for up-to-date news of Ramaz events, special offerings, and the many elements that make our school and our students unique and extraordinary. RM: This year, The Rampage will highlight the unique nature of individual Ramaz students. Our writers are extremely talented, and I am excited to find and tell interesting and unique stories, from all angles. The new Student Spotlight section will showcase the Ramaz student body, including those who write for the paper and those who do not. I am excited for our team to write passionate, thoughtful, and insightful opinion pieces. We are focusing on improving our website by making it more interactive and user-friendly and increasing digital readership. With the limits of in-person interactions, The Rampage is a critical outlet for us to share ideas and learn from each other. GO: My hope is to make The Rampage appealing to the entire Ramaz community. I hope to strike a balance between light and serious content as well aws include more interactive content on Instagram. Stemming from my passion for debate and looking to put a spin on traditional pro-con articles, I decided to incorporate a new section known as The Ramaz Round Table. This section will allow four students to share their opinion on one topic or pressing question and will provide readers with different perspectives on one issue. SS: Engaging readers with quality photographs is pivotal for a lively and engaging paper. I’d like to limit clip art from Google Images and encourage our photojournalists to submit accompanying quality, in-the-field photos for The Rampage. I also hope to create a new identity for The Rampage with a new logo. Ultimately, my goal is to harness the creativity of the students. In addition to the writers and photojournalists, I will encourage artists to incorporate colorful artwork CL: Feeling like such as doodles and club ads that will enhance specific columns and the visual my world is upside down these daysappeal of the page. I aim to adhere to a high moral standard, and to ensure good thing I’m a roller coaster fan! #relatablethat we are practicing ethical journalism. Every word we print will content be fact-checked, and every photo of individuals will be RM: I love to meet new people and hear about consented to.
Student Spotlights 10
The Rampage
Student Spotlights
Summer 2020/Elul 5780
Standing Up To Anti-Semitism: An Interview with Anna Braun Nicole Hirschkorn ’22 With anti-Semitism on the rise, it is our responsibility as Jews to stand up to anti-Semites and debunk anti-Semitic propaganda. One way to confront anti-Semitism is to spread awareness based on facts. A few Ramaz students took on this significant responsibility this summer by taking part in a virtual Anti-Semitism Research Internship. Anna Braun ’22 was one of those students. “The goal of the internship was to create a pamphlet for college students about different aspects of Jewish history, Israel or Zionism, and other Jewish related topics. The focus of the project was to illustrate the true facts of situations, so that people can deduce an unbiased and truthful opinion,” she said. “The pamphlets are supposed to cater to Jewish Anna Braun’s workspace for her virtual internship and non-Jewish students alike.” In other
words, the writers participating in the internship program wrote pro-Israel and pro-Jewish identity-related articles to be published in pamphlets, which will be accessible by college students across the country. Why is this project so important? “There are a lot of misconceptions about Zionism and Israel, and very often people will say things because they just heard them ‘somewhere.’ This project is about delving into facts so that people can see Israel and Zionism for what it is, not for what certain people make it out to be,” said Braun. “Both Israel and the Jewish nation are small. We need all the defense we can get,” Braun replied when asked about defending anti-Semitism. Anti-Semitism is indeed rising around the world. The Anti-Defamation League reported a record number of anti-Semitic crimes in 2019, for a total of 2,107 anti-Semitic incidents. Similarly, anti-Semitic attacks are increasing regularly in Europe. Projects such as this internship send a message to the world, loud and clear: the Jewish community will not be silent.
“There are a lot of misconcep-
tions about Zionism and Israel, and very often people will say things because they just heard them ‘somewhere.’”
Shielding the Community with Break the Outbreak Alexandra Paul ’23
For the past six months, teenagers all over the country have been stuck in their homes, watching COVID-19 cases rise throughout the world. Though there was initially a lot of uncertainty about the virus, many of those uncertainties have dissipated. However, one issue remains constant: the United States faces a shortage of face shields and masks. Masks have been proven to dramatically prevent the spread of COVID-19. Yet almost all masks and personal protection equipment, PPE, are being sent to hospitals and medical professionals. Due to this scenario, workers in restaurants, grocery store employees, and small business owners/workers are left without enough masks to ensure protection from the virus. That’s where Break the Outbreak comes in.
Break the Outbreak is a student-run on-profit organization that provides PPE to those in need. It was started in California, and chapters have been established all over the country. When I heard about Break the Outbreak’s mission, I was immediately inspired. Initially, I had not been very busy in quarantine, and in May after finding Break the Outbreak, I felt as though it was time to make a difference in my community. I am now the Regional Director of New York State for Break the Outbreak, meaning that I manage all of the New York chapters. Our New York City chapter has
It is incredible to have the opportunity to give back to our community in such a tough time.Though it is a lot of work, I have connected with students from around New York whom I otherwise would probably have never met. This has given me a larger New York community and makes me proud to be a New Yorker. I know that many students across the New York chapters feel similarly. Every local business or restaurant to which we donate is so grateful, which makes all the work and effort worth it.
members who manage finances, run the social media, and reach out to local businesses and donate masks and face shields to local businesses and restaurants. All of the face shields that we donate are made by members of Break the Outbreak, and masks are either made or ordered with funds from donations. The sheer Alex Paul donating PPE to Marinara Pizza amount of businesses that need masks and NYC. PPE is astounding.
Alex Paul, Eliana Cepelowicz, and Jake Rubin distributing protective gear to Neighborhood Coalition Shelter.
The New York City chapter of Break the Outbreak consists of many Ramaz students. Ramaz instills in its students the lessons of giving back and treating people how you want to be treated, which are emulated in the actions of the Ramaz students in the chapter. Teenagers from Ramaz have risen to the challenge and have been active contributors to Break the Outbreak. Through hard work and dedication, The New York City chapter hopes to grow our organization even bigger and continue to help our New York community throughout these tough times.
To donate to Break the Outbreak, visit: https://www.gofundme.com/f/we-break-theoutbreak
Summer 2020/Elul 5780
Ramaz Round Table
The Rampage
Opinions
Opinions 11
Is the back to school plan is the right model? Will this model be effective? Problems with the Protocol Erik Kalimi ’22
New York and the rest of the world are trying to figure out the best way to restore employment and education while protecting the health
of their citizens. I believe that our administration has done an outstanding job outlining a reasonably safe and efficient plan for reopening in-person school. Unfortunately, I also believe that, even with all the safety precautions the school has set, it is almost inevitable that students will still contract COVID-19. The plan that has been set forth by the school states that if a student tests positive for COVID-19 while in school, that student’s grade is required to quarantine at home for two weeks. Additionally, if there is another case in school, the entire school will shut down. Therefore, I think the hybrid schedule we have now will inevitably shift to the online system we had last year.
Updated Technology is the Way to Go! nicole Hirschkorn ’22
In my opinion, the Ramaz administration is taking the correct approach to opening school this semester. Without necessary precautions such as the division of grades into cohorts, though, it is a likely possibility that students could catch COVID-19, which would be disastrous for the community. In particular, I think upgrades to the technology in our school are a welcome and needed change; improving WiFi coverage is an example of the extensive foresight of the administration. Though it is annoying that we cannot enjoy school like we previously did before the pandemic, it is impossible to have ‘normal’ school without consequences. I’m going to miss Ramaz lunches, free periods, and privileges, but I think this new model will be very effective and safe.
Excited to Reunite with Friends Rebecca Kalimi ’23
This summer I missed school more than anything! I was hoping that the pandemic would be over by September and that school would go back to normal. However, that is not the case. My grade will only be in the building for two days a week. At least that’s something, though. This is most probably the safest way for us to return to school. It gives us all some time in school while still making sure to not be overexposed. I am sure that the student body knows that our administration and teachers have our best interest in mind when they implemented the new schedule for September. It is not an easy task to balance the safety and health of the students and faculty while trying to continue Ramaz’s high academic standard. Both in health and in academics, therefore, I believe that this plan for back to school is probably the safest and most efficient.
Zooming Back to Zoom Isaac Silverman ’21
Going into my senior year at Ramaz I hope that the plan the administration has created will be successful. As this is my last year at Ramaz, I want to be able to spend as much time as possible with all of the friends I have made throughout high school. Although I am happy to see that the hybrid plan seems to allow me to have some interactions with my classmates. Social interactions will be kept at a minimum with no library, lunchroom, and lounges. Many senior privileges and events, which we have been waiting for all these years, will most likely be suspended. We will probably not have the chance to hang out in the senior lounge, go on Senior Shabbaton, and travel to Poland as a grade. Additionally, the schedule is not great for our sleep schedules. It would have been better to give Monday to Wednesday to juniors and seniors, and Thursday and Friday to freshman and sophomores. This way there is not a sporadic change in morning routines every day, especially for commuters who’s routines are completely shifted between in-person and virtual learning. I also believe juniors and seniors should have the majority of days in school. They are the ones who are enduring the toughest years of classes and schedules. Juniors and seniors need help with college guidance and will have difficulty connecting with their advisors since they cannot stop by their offices at any time. Freshman and sophomores have three or more years left at Ramaz, unlike the juniors and seniors do not and probably will not experience fully normalized school again. In addition, despite everyone in the building being deemed “negative” before entering, there is still the threat of asymptomatic carriers. In the early weeks of quarantine, we received many emails making us aware of members of the Ramaz community, many of whom seemed and felt fine in school, who were infected with the virus. It is not possible to verify 100% of the students and faculty are actually negative unless actual tests are administered. And tests are not even a perfect solution either, since they take time to give results. In addition, even if parents verify their kids are healthy to go to school at home, there is the possibility for contraction on the various means of transportation that Ramaz students take, especially the subway which is taken by many Ramaz students. As a result of this unpreventable variable, I believe it is very possible that there will be sudden outbreaks of cases at Ramaz which will cause closures. I expect that we will shift back to full online classes within the first month or so due to a surge of COVID cases. Arguably, it is not smart for schools, in general, to be reopening now as they all shut down when there were a few thousand cases and now there are millions in the United States. I am hopeful, though, that by the spring of next year the curve will have been flattened, and there can be more integrated in-person classes. The Ramaz Round Table is a new section that was added to the paper to allow students to voice their opinions’ on important issues. A new question will be addressed in each issue! If you are interested in sharing your opinion on a matter or feel there is a pressing topic that should be presented, please reach out to us.
Opinions 12
The Rampage
Caught in the Web of Sex-Ed Arielle Levy '21
On the first day of their junior year, the Ramaz class of 2021 looked down at their new course list, confused. The sex-ed class, usually covered in the 11th grade health class, was no longer being taught at Ramaz. The school’s administration explained that the health was removed due to the resignation of the health teacher in late summer, which left them no time to find a replacement. However, Ramaz’s administrators assured students that they were working speedily to find a replacement by January. But, as the winter months passed into spring, it seemed as though sex ed was never going to be taught.
Ramaz prides itself as a leader in secular and religious education; however when it comes to the sex-ed curriculum they have
failed. Frisch, SAR, and other local Modern Orthodox yeshivot provide their students with the necessary tools to function in their adult lives. Ella Osen, a rising senior at SAR explained that; “overtime, SAR has expanded their curriculum in order to educate their students about safe sex and the way in which we view our bodies. They have worked hard to facilitate a space in which students genuinely feel comfortable to ask a wide range of questions to educators.” Similarly, Ayla Wrubel, a rising senior at Frisch said, “Having the opportunity to participate in sex education courses made me more aware of my body and gave me and my fellow classmates a safe space to bring up any personal questions or concerns on the topic.” Without sex-ed courses, how can Ramaz ensure that their students are educated on matters regarding sexual consent, birth control, sexually transmitted diseases, and their own bodies? Interestingly, perhaps the Ramaz administration believes that the rising seniors are sufficiently educated on intimacy and therefore do not require sex-ed courses. This notion also proves to be well explained, as the majority of the class of 2021, who have never taken sex-ed courses, believe to be well educated regarding sex. I asked 44 of Ramaz’s rising seniors whether they believed they were well informed
August 2020/Elul 5780
on health issues regarding sex or puberty. 72.7% believed that they were well informed and only 27.3% believed they were not. However, although the majority of my classmates believe that they are well versed regarding sexual matters, it is naive to believe them, because they are likely to be incorrect. With most things in life, when we have questions and no one to answer them, we turn to Google. So, when students have sexual health questions but no access to a health teacher, they too turn the internet. But how accurate is the information regarding sexual health matters on the internet? And does it inaccurately portray sex in a detrimental way? A study done by the Stanford University School of Medicine found that internet health sources provide teenagers with “factually-challenged and incomplete information about sex and sexuality.” Furthermore, Dr. Sophia Yen, an adolescent medicine specialist at the Packard Children’s Hospital in Palo Alto, California, advises teens to, “be cautious about finding sexual health answers on the Web. . . . Even widely trusted sites like WebMD are not that accurate when it comes to adolescent reproductive health.” Yen and her team found
“Ramaz prides itself as a
leader in secular and religious education; however when it comes to the sexed curriculum they have failed.”
Continued on Page 14
Does Ramaz Have a Responsibility to Denounce Anti-Semitic Comments? the Philadelphia Eagles, posted an antisemitic quote attributed to Adolf Hitler on Instagram, As both a school and community, it is implying that Jews secretly control the world important for individuals to unite against any and are planning for world domination. “Hittype of hatred. I think that community leaders ler said, ‘because the white Jews knows that should assure members of their community the Negroes are the real Children of Israel and to condemn injustices they experience in so- to keep Americas secret the Jews will blackciety. Communication is especially important mail America,’” Jackson posted. In the days during a time where the future seems unpre- after Jackson’s post, both Jews and non-Jews dictable and people feel isolated from one an- alike reacted online. Many Ramaz students other. expressed their disgust on their personal Ins During times of untagram accounts. But, the Ramaz certainty, people seek leaders School did not post or email to who align with their thoughts condemn Jackson’s comment. and reassure them that they Only a few days later, Shein, an are not alone. Scared by anonline clothing store, sold a swasti-Semitic comments, people tika necklace on their website. are comforted by knowing Posts on social media emerged others also feel threatened. against this product, and, again, Leaders should step up and Ramaz students used their acremind individuals not to counts to speak out. As a Jew, be frightened, but rathseeing a clothing store sell a Philadelphia Eagles Player Deer to work towards supnecklace of a swastika, an emSean Jackson pressing anti-Semitism. blem of the German Nazi party, I do not believe that Rais appalling. When an institumaz’s lack of response constitutes support in tion like Ramaz does not add their voice to favor of injustice. However, I believe it is nec- condemn anti-Semitic comments, it implies essary to remind communities to oppose ha- to other members of the community that it is tred and to fight against inequality. acceptable for them to also stay silent. Over the summer, there has been a rise A part of Ramaz’s mission statement is, in anti-Semetic comments and posts on social “a sense of responsibility for the Jewish peomedia. DeSean Jackson, a wide receiver on ple and all humankind.” Ramaz has spoken Sydney Eisenstein ’22
up against anti-Semitism in the past. Just this
Swastika Necklace sold by Shein
year, the school held a Communal Memorial & Solidarity Rally and urged students to attend the No Hate No Fear Solidarity March. Being responsible for the Jewish people should include speaking up against anti-Semitism online as well as anti-Semitic acts. In both the cases of DeSean Jackson and the Shein necklace, I am sure that leaders of the Ramaz community had the right intentions and were horrified by this anti-Semitism. In accordance with this, I think that the Ramaz leaders should have vocalized their thoughts and feelings on the matter to the rest of the community.
August 2020/ Elul 5780
The Rampage
Opinions 13
away its power. The Black community’s use of the N-word is nowhere near the only case of marginalized groups reclaiming slurs previously meant to oppress them. For instance, take the F-slur towards the LGBTQ+ community. The F-slur used to be a derogatory term towards the LGBTQ+ community used by straight people to demean them. Currently, LGBTQ+ members throw this term around casually because the more they use it comically towards one another, the less power it holds. But if a straight person were to use the F-slur, it would regain its power as an offensive term. The Black community uses the N-word for empowerment, but once NonBlack people start using it similarly, it regains that power and history of discrimination and oppression. It is important to note that the term “Non-Black people” does not mean just white people. Rather, it includes other minorities. I think this point is especially relevant towards an audience of fellow Jewish people. Jewish people are not oblivious to discrimination. We have faced persecution since the beginning of our history. We may understand oppression, but all oppression is different. Jewish oppression and Black oppression are two different histories. Jewish people cannot utilize the experience of another community. This can apply to all other minority groups as well. It is not the job of one community to comment on how another community handles the biases they face. The N-word is a term that specifically refers to Black people and Black people alone. If you are not in that category, then the word is not for you to
say. Photo courtesy of Gabby Ostad ’21. In all honesty, this should not have to be explained. You should not need to know the shameful history behind something to know not to do it. The Black community has said countless times they find Non-Black people’s usage of the N-word offensive. What further explanation do you need? When an oppressed group tells us what constitutes oppression, it is our responsibility as allies to listen, learn, and not to speak over them. Black people know more about their oppression than any Non- Black person. According to Angela Y. Davis, an American political activist, “In a racist society
How to Be an Anti-Racist Aviva Lehman ’22
In the recent wake of the Black Lives Matter Movement, a new dialogue has sparked on how we can further educate ourselves on racism in the effort to combat it within society. One topic of controversy is: Are Non-Black people allowed to use the N-word? The widely accepted answer, given that it is the answer established by the Black community, is that a Non-Black person should not say the N-word. The history behind that term cannot possibly affect those who are not of African descent. However, for people who cannot simply accept a “no” or are not willing to do a simple Google search on why this word is offensive, allow me to do the work for you. First, let’s discuss some history. The N-word was derived from the Spanish word for the color Black and was later adopted by slave owners as a derogatory term towards enslaved Africans. The term was solely intended to dehumanize African slaves and instill a chain of authority over them by their master. In context, calling someone the N-word was describing them as subhuman, or animal-like. Even after slavery was abolished, the slur did not lose its meaning; there was the admission of Jim Crow Laws, a series of laws instilling the oppression of Black people long after slavery was deemed unconstitutional. In this age, the N-word may not be used to explicitly label Black people as slaves, but it still indicates Black people as “less” or “other” than the white man. During the Civil Rights movement, the N-word started to be used more casually, and was used to perpetuate stereotypes around the Black community. The N-word described anyone lazy, stupid, or unclean, which are common stereotypes used against the black community to represent Black people as lower than whites. The use of the N-word brings up
“When an oppressed
group tells us what constitutes oppression, it is our responsibility as allies to listen, learn, and not to speak over them.”
memories of enslavement, lynching, oppression, discrimination, dehumanization, and all other forms of the degradation of Black people. So, given the terrible history behind the slur, why are Black people “allowed” to continue to say this word? Shouldn’t no one say it? The N-word being such a significant part of modern Black culture is a classic example of marginalized groups reclaiming a slur that was previously used to discriminate against them. By changing its implications, they are taking
it is not enough to be non-racist, we must be anti-racist.” To develop an anti-racist society, we must actively educate ourselves on oppression and amplify the voices of the oppressed to do so.
Opinions 14
The Rampage
The Dangers of No Sex-Ed Continued from Page 12
that trusted medical websites were providing teens with false information. One website failed to update information regarding emergency contraception. When the FDA lowered the age to purchase nonprescription emergency contraception in some states to seventeen, the website used old data which stated that the age was eighteen. Furthermore, among the 35 wellIn addition to Sex Education Class, Rabbi known health websites Lookstein taught a Jewish Sexual Ethics Yen and her team anaclass to sophomores until 2018. lyzed, they found that 29% failed to explain that if a woman is already pregnant, emergency contraception can not cause an abortion. Yen’s team also discovered that 6% of the trusted websites were spreading a common misconception: that birth control pills can cause women to gain weight. She also found another common misconception circulating on trusted health websites:
August 2020/Elul 5780
that IUDs should only be used by women who have given birth. Another study common to Yen’s was done in the UK by the National Society for the Prevention of Cruelty to Children. It found that 60% of adolescents watch “mature content” in order to obtain a sexual education or fill gaps from their school’s sexual education. This highlights that the majority of teens turn to inaccurate and unrealistic portrayals of sexual relationships in order to educate themselves. This content has shown to be destructive to youth by corrupting their previously held images of intimacy or love. Lastly, when discussing this study, Jane Lees, a chairman of the Sex Education Forum commented, “Consent and relationship safety are real issues affecting students and sadly they are leaving school with little or no discussion on these topics having taken place.” Before, I believed I was well informed on matters regarding puberty and sexual health; however, through researching for this article I have come to realize that there is so much more I do not know. Furthermore, I do not stand alone. Another Ramaz student, who would prefer to remain anonymous agrees with me, stating that; “Honestly, most of my sexual education comes from watching TV shows, and it would definitely be ideal to hear from a professional educator.” It should not be our responsibility to research and educate ourselves on our bodies. Ramaz needs to step up because teen pregnancy, STDs, consent, and other sexual health questions should not have to be Googled.
How Did Ramaz Students Spend Their Summers? Sydney Eisenstein ’22
This summer, many students found themselves experiencing a different summer than what they had envisioned. Unfortunately, many students’ original summer plans were derailed due to COVID-19 and they were forced to replan their summers. A majority of students remained in New York City, some students went on vacation with family or friends, others went to their summer homes, and a minority of students attended camps. A couple months ago, New York City was the hotspot for COVID-19, therefore, many Ramaz students fled to their summer homes during Zoom school. Although New York City was at one point a critical area for
COVID-19, most students stayed in New York City over the summer. A poll sent out to thirty students shows that 43.5% of students remained in New York City for the summer. On the other hand, 21.7% of students left the city for their summer homes. Ethan Davidovitch ’22 described his time at a summer home as, “normal and carefree. When I went to the beach and to town, everything felt the same [as a regular summer would] except everyone was wearing masks.” During a ‘normal’ summer, students use their free time to travel, either on traveling programs with other teens or with their families. This summer, there were not many travel programs available for teens; however, some students did spend their summers on vacation. 30.4% of students went on vacation with their families or friends. A majority of students
who went on vacation went on road trips and a minority flew on planes to places within the country. During a regular summer, the majority of the student body attends different camps or programs. Many camps closed this summer but some camps were opened and some students were still able to attend camp. According to the poll, 4.3% of students attended camp. Norma Mattout ’22 worked at Camp Seneca Lake this summer and said, “Camp was definitely a different experience this summer. It felt so unnatural to remind my campers to social distance and to wear masks, but taking precautions to stay healthy did not stop us from having fun.” The way students handled their changed summer plans proved their resilience and dedication to finding new ways to safely enjoy their summer vacations.
Camp Seneca Lake and Camp Lavi both opened for the summer.
Summer 2020/Elul 5780
The Rampage
Puzzles 15
Aaron Zanger ’21
Try to find these words hidden in the grid!
Quarantine Cohorts Summer Zoom Corona Virtual Masks Virus Vaccine
Isaac Silverman ’21
Test your knowledge with this summer crossword!
Down: 1. Eagles wide reciever responsible for anti-Semitic tweet. 2. The retiring teacher who was in charge of community service. 3. These were offered to rising juniors and seniors as summer projects to be guided by teachers. 4. Each grade will now be reffered to as a _______. 6. Students who don’t want to come to school in person can take their classes _______. 10. To enter school you must be _______ of corona symtoms.
Across: 5. The new opinion section in The Rampage featuring 4 opinions on a topic. 7. The student elections for the _______ have been posponed until the start of this school year. 8. A movement that has grown substantially in activism since May. 9. Activities usually after school which have been canceled for additional school cleaning time. 11. The new sophmore grade dean. 12. Students are being required to wear them on their faces.
Solutions to both puzzles are posted online at www.the-rampage.org Solve the puzzles? Send a photo to rampage@ramaz.org to be featured on our Instagram!
Art 16
The Rampage
Art Challenge
Summer 2020/Elul 5780
HIGHLIGHTING the talents of two students who answered the call to The Rampage Art Challenge:
The Rampage challenged students to create artwork demonstrating their imagination and innovation during the quarantine.
Rebecca Kalimi ’23
Fortune Laboz ’22
Instagram Meme Caption Contest If You Have Something to Say, Say it Here! The Rampage is looking for journalists and those who want to hone their reporting skills. WINNERS:
Eitan Goldberg ’22: Dov dab epic win! Ozzie Kramer ’22: When someone on the 5th floor asks you to throw them a cookie Follow us on Instagram to participate in the next Meme Contest!
Join our team and get published! Email rampage@ramaz.org