Volume 27 Issue 4

the

l ion’s tale

News

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Volume 27 • Issue 4 June 8, 2010 • 26 Sivan 5770

Color War

News

see page 4

Physics Phun

Charles E. Smith Jewish Day School • 11710 Hunters Lane • Rockville, Maryland • 20852

Discipline: incidents trigger mixed emotions

by Josh Boxerman During the month of April, the Upper School community was rocked by three separate incidents of serious violations of the school’s behavioral expectations, including the consumption of illegal substances and the distribution of inappropriate images. In total, nine students were disciplined, including four who will not be returning and five suspensions.

The range in both the nature of the offenses and ages of the offenders lead some to believe that a widespread problem exists, while others believe the incidents were isolated.

Dean of Students Roslyn Landy said that while the school does spend time on education to prevent these types of incidents, the curriculum needs to adapt to the changing times.

“I believe that our students do know what is right and wrong but nevertheless take a risk they should not take. After our experience in the last few weeks, we will reevaluate our affective education program so that we can make improvements. I think it is important for our students to understand that we do hear about what’s going on, we do follow up and we do give consequences. We will not just preach about the dangers of drugs and alcohol, we will impose consequences to their risky behavior,” Landy said. “It is probably time to begin educating our students at a younger age.

It might be that we consider moving our Human Development course from tenth grade to middle school.”

Additionally, the administration met with each grade on May 26 and 27 to discuss the incidents and their impacts.

A ninth grader was found to have consumed alcohol at a party on April 10. According to Director of Judaic Studies Michael Kay, after learning of the incident from “multiple sources, inside and outside the school,” the student was indefinitely suspended the following week.

Some students felt that because the incident was outside of school, the consequence was unjustified.

“I feel that the school should not have gotten involved, because it was an out of school matter, and it didn’t have anything to do with the school,” freshman Natalie Eyob said.

Kay and freshman Jake Mintz disagreed.

“We are a school that takes an interest in what our students do on and off campus, both because caring about the overall wellness of a person’s best interest doesn’t start or end at a certain time and because actually living within the values of the school is something that has to be done on and off campus,” he said.

“What he did was pretty stupid and illegal and deserved to be punished,” Mintz said.

On April 20, ten days after the first incident, an eleventh grader brought brownies laced with marijuana to school and consumed and distributed them on campus. After other students reported what was taking place to the administration, an ensuing investigation over the course of the following week implicated

see DISCIPLINE, page 5

Kay appointed principal

by Daniel Liss Dr. Michael Kay was named principal of the Upper School by Head of School Jonathan Cannon at a school-wide assembly on March 17. Kay, who currently serves as Director of Judaic Studies, will assume his new role on July 1.

In a letter addressed to parents, Cannon explained that Kay has excelled both as a Jewish Text, Thought and Practice teacher and as an administrator since he joined CESJDS in 2006. “[Kay] has demonstrated exceptional leadership coupled with clarity of vision and unswerving dedication to the success of our school and our students,” Cannon wrote. “As both a director [of Judaic Studies] and teacher, he has been a sound guide and inspiration to our school community.”

According to Cannon, Kay is one of the country’s leading authorities on pluralism and how to foster it in a school environment, which makes him a prime candidate for the position of principal.

“He has abilities not just to be a good educator himself, but to inspire others to be great educators,” Cannon said.

“I think my experience in this school specifically, as both a member of the faculty and administration, has given me some level of insight into how things

work here, that I think and hope will enable me to transition into this position of leadership,” Kay said.

As principal, Kay hopes that he will be able to evolve the curriculum to continuously meet the needs of the 21st century.

“What it meant to be an exemplary Jewish day school 20 years ago, 10 years ago, five years ago, or even two years ago, is not the same as what it will mean to be an exemplary school two years photo by Shira Singelenberg from now,” Kay said. eyes to the future Dr. Michael Kay speaks in the “Just as we have done an gym after he is announced principal. The high school outstanding job preparing has been without a principal for the last two years. our graduates in the 20th century, we now need to lum... is going to involve hearing back do an equally excellent or even better job from colleges on what they want to see of preparing our graduates to thrive in the our students do,” Kay said. “It [will] in21st century.” volve gathering information from a lot of According to Kay, JDS will need to sources outside of the school in order to consult a variety of sources from both understand what they are going to need inside and outside the immediate school our students to be, and matching that up community in order to determine exactly with our own conception of what educawhich skills should be emphasized in its tional excellence means.” curriculum.

“This process of tailoring the curricusee PRINCIPAL, page 5

Arts show chai-lights students’ talents

by Adam Weinberger

“Of course I love seeing my own child perform, but all of the different groups did Over 500 CESJDS students, parents, such a great job. And having the hands on teachers and administrators flocked to experience here: watching people [make] the Upper School in collared shirts and pots and the weaving and the collaging flowered skirts to see the first ever Arts and the still life. I saw such a busy, active, Chai-lights on the night of May 26. The productive place. It was just incredible event featured student artwork and per- to watch,” Michelle Solkowitz, mother formances, as well as interactive coloring of Aviva (’17), Naomi (’14) and David (’13), said. and drawing stations.

Art teacher Gretchen Gobin liked getStudent photographs, sculptures, paintings, and drawings were displayed ting the chance to hear her students perthroughout the building but were cen- form. “[My favorite part was] listening to the tered around the Cardo. A pottery wheel, weaving board and drawing stations for music because I don’t get to see my own students of all ages attracted many to the students sing. So, I pretty much hung out gym. The a cappella choir, various student in the theater the whole night listening to the jazz band and a cappella choir,” Gobin bands and other groups performed. said.

Performances were given in the theater, Beit Midrash, end of the Cardo and front the building. At any given time multiple bands, groups or artists were playing and performing.

In the Beit Midrash Lower School students went to music classes with their parents and Upper School students read their poetry. The other areas were home to musical and dramatic performances.

Freshman artist Andrea photo by Adam Weinberger Wilk suggested that the teachpainting in place Junior Katie Kessler pants a ers should also be able to pastel portrait of Stephanie Prigal during the Art showcase their work.

Chai-lights night.

“I would probably have

some teacher art be in the show so that the parents and the faculty could see how the instructors know what they’re doing, and they’re talented people,” Wilk said.

Gobin suggested trying an exculsively Upper School arts show in the future.

The event was produced by soon-tobe Arts Program Director and current Academic Dean David Solomon and Director of Third and Fourth Grade Penina Freedenberg with help from a number of JDS parents, including Liz Smith and Jillian Cannon, the Arts faculty and the administration.

Head of School Jonathan Cannon wrote that the event would allow visitors to “enjoy our students’ imagination, inventiveness and talent. [Visitors] will discover how important the arts are to our students academically, but also how crucial the arts are to their identities.”

“I think the goal was to show people what the kids, kindergarten through 12, are doing in the arts department. I think it was a huge success because parents maybe that don’t come to school and look at the arts, came specifically to do that,” Gobin said.

“I thought it was really organized and well planned. I think that it was an awesome idea to showcase students work because it’s never really appreciated and nobody really knows about the art program here. And I think that it should definitely be something annual, and even more often, maybe two or three times a year, so people can really get a sense of what the Art Department does,” Wilk said.

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June 8, 2010

lion’s tale

Latin closer to death New courses offered

by Emily Shoyer Next year, the Latin curriculum will be phased out, because students are taking more of an interest in other languages, such as Spanish and Arabic.

“Of course it is a shame that more kids don’t want to take Latin,” said Dean of Students Roslyn Landy.

“But it’s exciting that now more kids want to take Arabic.”

Latin began at CESJDS in September 1983 as an extensive program taught as a year long course with classes with as large as 20 students.

Currently, there are about 15 juniors taking the semester-long class. Similar to the problems with the French program, each class began with a large group of students, but by junior year, only a few students remained.

“A language is a different way of looking at the world, now they will lose a powerful tool for learning how to think,” Science Department Chair and five-year Latin teacher Nick Miller said.

Miller views Latin as a connection to the heritage of Western culture, as well as a tool for better understanding of the Eng-

lish language.

“This language influences all of us and that is why you study Latin: to know and appreciate your own culture and to be able to walk out among other cultures and appreciate them,” Miller said.

Students taking Latin with Miller enjoy his passion for the language and believe that it is a draw for the class as well.

“I took it mostly for the ACT, but also Mr. Miller was like ‘let’s save western civilization,’ and with Mr. Miller you cannot resist, so he made me passionate about it,” junior and three-year Latin student Staci Smith said.

Smith is not the only Latin student who values Miller’s passion.

“Mr. Miller is amazing, and he really gets everyone energized about learning the language and history of ancient Rome,” junior Michael Weinberg said.

“Certainly it is wonderful for a school to be able to offer a variety of courses. No school is able to offer everything, and a school always has to make decisions about what is best to offer and what courses it can and will run. It’s a challenge that every school is faced with,” Academic Dean Dr. David Solomon said.

by Julia Schwalb In order to cater to the changing interests of the student body, the administration is proposing a variety of new courses.

Not all of the proposed courses will be offered next year, so they are being included in a pre-registration survey meant to determine student interests.

“I give the students lots of choices and we do a tally the first time around, and I’ll see which courses they want more than others, and then we drop the ones where kids show no interest,” said Dean of Students Roslyn Landy. “It really depends on the class and what [the students are] interested in. I generally start with pretty much the same courses unless someone comes to me with a phenomenal idea.”

Some examples of potential course offerings next year include a course on Jewish philosophy, an evolutionary biology course and an acting course. Depending on demand, a computer science elective may be offered or integrated into the senior math curriculum.

“The administration does not sit and think, ‘What kind of exciting thing we

can offer’ because it is certainly not in my field, the teachers either raise them or the kids come to me,” said Landy. “The kids come a lot when they want something.”

One example is the proposal of a new senior language elective by English teacher Kelly Enochson.

“It’s called language study. It’s a linguistics class where we’ll study all different languages. It’s not the type of thing where you learn to speak a lot of different languages but you look at how languages are structured and how people use language,” Enochson said.

Oftentimes, when there are no teachers available to teach a proposed class, the class is tried out as a club. If it achieves critical success and high enrollment as a club, the administration might then reconsider it for a class.

The administration informs the student body about potential course offerings at grade meetings.

“I’m really eager to hear about next year’s new classes,” freshman Ilanna Starr said. “It’s exciting to have the chance to be a part of interesting new courses that are not generally offered.”

Blue Avatars beat Gold Ninjas on Color War After tug-of-war as the winners, I went straight to my ofthere were three peri- ficers and just enjoyed the moment with ods of activities. them, my friends on the blue team, and my As students strolled into school on Students selected friends on the gold team,” Shapiro said.

May 14 for Color War, they were weltheir activities several “I was so excited and nervous if we were comed by scenes from Pandora and Jaweeks in advance. going to win leading up to Color War and pan.

“The activities were most of the actual day, but by the time of The hallways were crowded with really varied which al- closing ceremonies I didn’t care anymore, golden ninjas and blue Navi, the inhabitlowed all students to win or lose, because either way it was one ants of Pandora, from the film Avatar. enjoy activities that of the best days. When the green team said Each team had two captains, two lieuthey like doing on Col- that we won I was shocked and so thrilled. tenants and a sergeant (all juniors) in ador War,” sophomore It was really the cherry on top of an amazdition to two generals (teachers).

Nechama Nelson said. ing experience,” Cytryn said.

The gold team captains were Rachel Altogether, these Although the blue team won, the gold Milner and Joshua Rosenberg. The lieuperiods lasted almost team leadership was still satisfied with the tenants were David Weinberg and Danitwo hours and were day. elle Clemons. The sergeant was Ariella followed by lunch. Af“I think that we [the Golden Ninjas] Eisen. The team’s generals were Engter lunch, each team were an amazing team. We won our songs lish teacher James Webner and ceramics had an additional meet- and banner and some other aspects of the teacher Gretchen Gobin. ing where they learned day. It was so much fun, how could I be The blue team captains were Barry their team’s song. bitter? Plus, I was happy for the blue team Shapiro and Marissa Cytryn. The lieuPhoto by Ilana Braier Following the meet- officers when they won,” Clemons said. tenants were Tamar Bardin and Jeremy one, two, three, pull! Juniors Barry Shapiro and Brandon VaOfficers from both teams agreed that the Dingott. The sergeant was Michael rone show off their strength battling the gold team during tug- ing, both teams went directly to the final day was a success.

Schoenfeld. The team’s generals were of-war. Blue prevailed at this year’s tug-of-war event. ceremony. During the “I had a great time getting to dress up math teacher Matthew Feldman and final ceremonies, both like an Avatar, despite the fact that I looked English teacher Kelly Enochson. people points for doing good things, like “My favorite part about being a general sportsmanship, because that is what Color teams presented their English and Hebrew more like a blue girl than a cool Avatar,” songs, their final cheers, their cakes and Schoenfeld said. was dressing up and acting like a maniac. War is really about,” Baron said.

Being a general entails high energy and The day began with the opening ceremo- their banners.

As the green team talrunning around getting the kids excited for ny at which the teams met their officers. lied up the final points Color War, preparing an outfit and learnThe Golden Ninjas and the Blue Avatars ing songs,” Gobin said. “It was awesome; I gathered on opposite sides of the gym as for the day, blue and loved every second of it. I would be a gen- the green team introduced themselves with gold went outside for popsicles. eral again in a second.” a fashion themed video they created.

Both teams then gathColor War is entirely planned by the “The green team video was hilarious. I ered at the hill behind Student Council’s green team. knew this Color War was going to be inThis year’s green team included sopho- credible based on it alone. It was clear they the school as they waited more Henry Baron, juniors Noah Berman, worked really hard and really cared about anxiously for the results.

After announcing that Dov Block, David Greenberg, Melina Misri making this a great Color War for everythe gold team won both and Neville Brodie. body,” sophomore Andrew Yanovski said. songs, the final cheer and “Being on the green team involves a lot “Being that I had made one of the movof tedious work, like looking over activity ies, I was both interested and nervous to see the banner and that the sheets for every student. Even though it how people would react to it. I was pleas- blue team had won the takes a lot of effort, in the end it was really antly surprised by the crowd’s reaction, as bake-off and tug-of-war, worth it,” Baron said. well as with the quality of all three movies,” the green team bellowed The green team plans activities, makes Schoenfeld said. “All three were very funny in unison that the blue team was victorious. sure that the officers are organized in plan- and got people excited for the day.”

“This was my first ning, tallying points throughout the day Both teams then met outside on the field win ever in JDS Color and leading the opening and closing cer- for tug-of-war matches. emonies.

“Tug-of-war, in my opinion, is the best War history, so it was “It was nice to finally have a release part of the day. Everyone is together and on a pretty solid feeling. I photo by Ilana Braier from work and not have to do anything the their feet cheering the whole time. Whether knew it was going to be tug, tug, tug! Seventh-graders Cameron Yolles and Jacob entire day,” Misri said. “It was also nice to you win or lose everyone seems to be cheer- close, but I did not know Feinberg battle the blue team. Eleven games of tug-of-war have people suck up to you for points.” ing for you,” Yanovski said. “It’s the perfect we were going to win.

When they announced us were played during Color War. “My favorite part of the day was giving way to start the day.”

by Daniele Marx

June 8, 2010

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Sophomore’s invention wins big at science fairs

by Naomi Brooks Sophomore Daniel Liss was grocery shopping about a year ago when he noticed two packages of meat, one fresh, but the other rotten with a puncture in its wrapping.

Liss said, “This got me thinking, how could such a tiny little puncture make such a dramatic difference in the meat’s appearance?” Liss’ answer to this question, and the science project that ensued, won him more than 10 awards and prizes at regional and international science fair competitions.

Liss spent more than 600 hours working on his project, entitled “Energy Efficient Food Preservation Device and Process.” He designed an entirely new method of preserving food, which works by changing the atmosphere within a food storage container so that it prevents or slows food spoilage.

“In my process, I chemically transform the oxygen within a container into carbon dioxide.

This depletes the amount of oxy-

gen in the container, essentially depriving aerobic bacteria of lifesustaining oxygen, and increases carbon dioxide, which is known to inhibit a broad range of bacteria,” Liss said. “Using my process, I am able to stymie the growth of a wide variety of food spoilage bacteria.”

Liss conducted critical testing for his new process and device under the mentorship of Dr. Leda Cummings at the Walter Reed Army Institute of Research (WRAIR). She first met Liss last summer when he participated in the Gains in the Education of Math and Science (GEMS) program sponsored by WRAIR. Liss contacted Cummings after he came up with the idea, and she offered to act as his mentor for the project. This summer he will be an assistant teacher at WRAIR’s GEMS program.

From May 17-21, Liss presented his project at the International Environmental Project Olympiad (INEPO) in Istanbul, where he won a gold medal. On Earth Day, he exhibited his project at the Na-

tional Sustainable Design Expo on the National Mall. From April 14-19, Liss presented his project at the International Sustainable World (Energy, Engineering & Environment) Project Olympiad (I-SWEEP) in Houston, where he won a bronze medal.

Liss has dubbed his new process of food preservation, “transformed atmosphere packaging” or “TAP” for short. He hopes that it will eventually make its way into the commercial setting.

According to Liss, modifying atmosphere within a container to preserve food is not a new concept. The innovation of his project was to modify the atmosphere within a container in an extremely inexpensive and energy efficient manner. The current method incorporated by food processors involves evacuating the air from a container then injecting a new mixture of gases. Liss’ method involves burning carbon fiber inside a container with an electrical current to convert the oxygen into carbon dioxide.

Liss is considering a number

photo courtesy of isweeep.org

sharing scientific findings Sophomore Daniel Liss

explains his project to a judge at the International Sustainable World (Energy, Engineering, & Environment) Project Olympiad. Students from more 70 countries and 43 states presented projects at the fair. of different directions he could take his idea of transformed atmosphere packaging. Liss plans to build a more user friendly version of his container, so that it would be more attractive to companies and consumers.

Despite these achievements, Liss surprised himself.

“I was never planning to complete a science project. When I first came up with the idea I was only tinkering around in my basement.”

Resolved: debate team wins top spot at county finals

by Jacob Schaperow Here’s how jury nullification works. If someone is accused of a crime and brought before a jury, the jury has the power to find the person innocent despite the weight of evidence against him or her if they believe that the law in question is unjust. Jury nullification has been the subject of numerous court cases.

It was also the topic of debate at Winston Churchill High School last March, during the Montgomery County Debate League finals.

Juniors Naomi Parr, Joshua Boxerman, Galit Krifcher, Asher Mayerson, Alexander Levy, Nathan Forman and freshman Elana Leone qualified for the finals this year, which were held March 3-4.

Boxerman and Parr went on to become Montgomery County Debate League cochampions. They argued both sides of jury nullification with debaters from other schools.

The case for jury nullification, according to Parr, is that “You don’t want someone to go to jail for a law that’s unjust.” The case

against it is that “The law should be the deciding factor, not laymen,” she said.

“The other thing is there are a lot of instances of jury nullification being used when it’s wrong,” Parr said. “For example, if I really hated immigrants from China, and I go and vandalize their store, I’ve clearly done something wrong. But in my trial, the entire jury is made up of people who hate immigrants, too. They’ll find me innocent even though I did something wrong.”

“It was never formally agreed upon that this is something that they can do, but they kind of do it anyway, and apparently it’s existed for a long time,” Parr said.

After winning their debates, Parr and Boxerman requested to be named co-champions.

“It’s not something that was usually done. In the past, there have been times where two debaters from one school got to the county finals championship debate, and they debated each other. But we asked, and they let us do it,” Boxerman said.

Debate team members learn more than just how to argue.

“I’ve improved my writing. I’ve im-

proved my speaking abilities,” Boxerman said. “When I started freshman year, I was afraid to get up and talk in front of anybody, but debate helped me gain the confidence that I needed.”

For anyone new to debate, Parr advised that, “To actually do well, you have to be really confident. That’s like the number one

thing we tell new members. Before anything else, before you even have a good argument, you have to be really confident in yourself. You go in there and you act like you own the room. That alone will get judges to believe that you know what you’re talking about.”

Mock Trial reaches county

by Jacob Schaperow When the teams arrived on Thursday, March 11 at the Rockville Courthouse, the atmosphere was light and breezy. CESJDS team members greeted each other and members of the Hebrew Academy mock trial team.

Later that evening, after two hours of statements, witnesses, cross-examinations and objections, juniors Benjamin Cannon, Dov Block and Noah Berman, along with the rest of the JDS mock trial team, waited for the verdict.

“I find the defendant not guilty,” pro-

claimed the judge, Catherine Savage. To Cannon, Block, and Berman, attorneys for the prosecution, this meant the end of a successful season in which JDS made it all the way to county finals.

The case featured the defendant, Corey James, who allegedly harassed fellow student Taylor Madigan on several occasions.

They met to resolve the conflict, but it ended in Corey pushing Taylor and knocking her head into asphalt, causing her to enter a coma.

The JDS team argued that Corey intended to cause serious injury, while the Hebrew Academy team argued she did not.

Juniors learn physics while riding roller coasters at Six Flags

by Penina Graubart

let’s get physical

photo courtesy of Laura Jacobs

Junior physics students Hannah Birnbaum, Rahel Fainchtein and Ilana Weisz record data for a physics lab at Six Flags. At the park, students measured the time it took each ride to complete a run, and the difference in speed going up and down hill.

Twenty five juniors, accompanied by their physics teacher Laura Jacobs, went to Six Flags America in Maryland for a field trip on April 23. The physics students’ assignment while at Six Flags was to collect data on four rides to be analyzed later.

Students were free to choose which rides they rode and collected data for, provided at least two of the rides were roller coasters.

They calculated the potential energy at the top of the ride, the kinetic energy at the bottom and more.

Once they completed this assignment, the juniors could relax and go on any rides they wanted .

Jacobs decided to plan this field trip so that the students could ap-

ply their knowledge of physics to the real world.

“Six Flags is a huge physics lab, there’s a lot you can learn from it,” Jacobs said. “I hope that the students took away the idea that physics is a lot of fun and is in everything they do, physics is in every aspect of our life.”

“It really made it apparent that physics is all around us and is really important in designing things such as roller coasters as we experienced on the trip, and of course, we have a 50-point lab to work on that comes from the rides of our choosing to apply what we have learned to the real world,” said Nathan Azhdam.

Rebecca Siegel agreed with Azhdam.

“Often in physics we refer back to things like roller coasters and

every component in an amusement park relates back to physics,” Siegel said. “Going to the amusement park after knowing physics was so interesting. It was awesome; I like physics a whole lot!”

“It was nice taking a break from normal class and actually seeing how the coasters work and how the things we have learned in class relate to almost every ride we saw or went on,” Solomon Shapiro said.

Jacobs hopes to take next year’s juniors on this field trip and bring along special equipment that can be used on the rides to record data. She does not own the proper equipment this year.

“I hope the students take away that even in their most fun moments in life, physics makes everything possible,” Jacobs said.

4

News

Newsbriefs New Web site for next year being discussed As early as this fall, a new CESJDS Web site will be up for students, parents, teachers and potential new members of the JDS community.

The site will feature a new look in addition to a place where students can log in and access information about nightly homework assignments and grades.

Parents will have access to a calendar with school events such as sports, drama and other activities.

The school Web site has not been redone since 2006 and Director of Information Technology David Ritzmann feels that the time has come to update the site.

“A new Web site can have a positive impact impact on the entire school community.

In addition to new learning and communication tools for current students, teachers and parents, it is also a way to reach prospective students and parents,” Ritzmann said.

A new student information system, PowerSchool, will be used to keep track of transcripts and grades.

It is also the program used for course registration this year.

STAND club helps raise awareness for Darfur On Wednesday, March 10, 12 students attended a STAND movie night. The students watched “Hotel Rwanda,” a film depicting the 1994 Rwandan genocide of the lighter-skinned Tutsi Rwandans by the darker-skinned Hutus.

The film was chosen to raise awareness about issues involving genocide.

STAND is the student-facilitated branch of the Genocide Intervention Network. The name STAND was chosen to represent students because it demonstrates students tak-

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June 8, 2010

newsbriefs compiled by Brooke Friedman, Jacob Schaperow, Nathan Forman, Rebecca Rubin and Danny Schwaber ing strong stances in opposition to genocide across the world.

STAND also had an event on May 21.

On that day, students stood for the first five minutes of each class to make a statement in opposition to genocide.

“Even if we can’t act directly in Darfur and other places, it’s important to have an anti-genocide club, especially at JDS, to shed light on these atrocities,” sophomore Rebecca Fradkin, co-president of the CESJDS STAND chapter, said.

Harry Potter fans hold end of year dance The Class of 2012’s Quidditch themed dance took place on May 16 in the Upper School cafeteria.

Class of 2012 co-president Jordan Brandt said that the sophomore class government had been working with a Harry Potter theme this year and decided to stay with it for the dance.

“We did [Quidditch] shirts earlier this year that were really successful,” Brandt said. “We sold tickets, someone went to buy decorations, and now we are here. This is the first dance we have planned on grade government.”

The grade government was well-organized in planning the event, according to Class of 2012 co-adviser Carrie Michelson.

“They used committees [for] decorations, food, things like that. They divvy up the responsibilities,” Michelson said.

Michelson also said that planning this dance was challenging because of the lack of available dates.

“Maybe in the future, the first day of school [we should] pick a date, but that’s always a challenge,” Michelson said.

Sophomore Maya Lieber said that she attended this dance because she wanted to support her grade and the grade government.

Roll, Cogan fill director positions

by Shira Becker Two directors joined the CESJDS community this spring. Sharon Metro Roll is the Director of Development, and Sandy Cogan is the Director of Marketing and Communications.

Roll graduated from the University of Baltimore Law photo by Meryl Kravitz school and has been involved joining the team Director of Development Shawith B’nai Brith since she ron Metro Roll and Director of Marketing and was a teenager. Roll will run Communications Sandy Cogan discuss student the Ma’ayan annual fund- work at the Arts Chailights event. raising campaign and plan amazing students,” said Cogan. “I am events honoring the school’s donors.

“I work with lots of wonderful parents currently working on focus group reand community volunteers to find people search to determine what parents look who are willing to help the school by do- for in a school in terms of programs and nating money so that we can provide all values, teachers and class size so that we the important things that make JDS spe- can better communicate with new audicial,” said Roll. “Tuition alone doesn’t ences of parents in ways that resonate pay for everything the school needs like with them.”

“My work will enable many more the art programs, wonderful teachers and parents looking for the right school for the tuition assistance program” their child to see ours as a rich opportuCogan has worked in Public Relations nity that will help their child develop the for the Academy for Educational Develkinds of values important as a Jew and as opment at the Center for Health Commua citizen of the world. Over time, I think nications. As the director of marketing my work will contribute to a larger stuand communications, she will work on dent body,” Cogan said. enhancing the school’s public image and Roll’s position was previously held improving the school’s internal commuby Andrea Wasserman; Cogan’s position nications. is funded by a gift from the Smith-Ko“I will let many more people know god family. about our exceptional school and its

Juniors have program on alcohol awareness Juniors attended an alcohol awareness program during sixth period on May 11.

The program, developed by Jewish Community services in Baltimore, featured a speaker, Sara, who talked about her past involvement with alcohol abuse.

Sara told the students that her abuse of alcohol started at 14, and stopped after an excessive drinking episode at a party which caused her to go to the ER. About two years since that incident, Sara said it is still difficult for her to be around alcohol, but she has managed to stay sober through the support of various alcohol education programs.

She said that the most important thing for teenagers or anyone who has a drinking problem is to speak up.

Seventh graders participate in Global Health Conference Seventh graders participated in the sixth annual Global Health Conference on March 25 in the Upper School Atrium.

According to history teacher Janet Collier, the Global Health Conference is a grade wide activity in which the seventh students work on their research skills and learn about global health issues.

“They also learn about a lot of different statistics that we use to measure the general well being and health in particular, and learn to compare that with the United States and their [assigned] country,” Collier said.

“You had to know your material because people [parents and teachers] were asking you questions. So you had to make sure to give them the best answers,” said seventhgrader Yale Friedman.

Seventh-grader Anna Katz said that the independent research required for the conference helped her to gain a deeper understanding of global health.

She liked how the project encouraged her to learn about ways to alleviate some of the problems facing global health.

Katz’s project was on the high suicide rates in Hungary.

Seventh-grader Rachel Silverman said that the Global Health project was different from other projects she has done for school.

“We haven’t really presented a project before to our parents or our friends,” Silverman said. “So it was kind of different that we had to explain our project to everyone.”

“There is something about disease in particular, though not all projects are about disease, but it’s something seventh-graders can really relate to,” Collier said. “And the gross out factors of some of the diseases is a plus.”

Speakers give tips on how to go green Cheryl Kagan and Leslie Morrison spoke to the Environmental Club on March 24, in order to teach students how they and their communities can become environmentally friendly.

Kagan is running for state Senate next year, while Morrison is an environmental community organizer working for the Chesapeake Climate Action Network.

The Chesapeake Climate Action Network and JDS Environmental Club have similar goals.

Both are locally oriented organizations that want to educate and mobilize citizens to act against global warming and conserve

energy.

Morrison taught the club various ways one can motivate others to make societal changes to clean energy and energy-efficient products.

“I thought that Morrison would be an interesting person for the club and the club members to meet,” said sophomore Michael Greenberg, who organized the speaker presentations. He felt that having speakers would be a good way for the club to become more knowledgeable about what they can do for the environment.

Solomon named Director of Arts Programing Current Academic Dean, Dr. David Solomon has been named Chairman of the Arts Department for the upcoming school year.

Solomon will oversee arts programming and education, and he will teach classes. “[My position] includes curriculum development. It also includes experiential education such as field trips, workshops, hands-on activities and evening events as well,” Solomon said.

In order to expose every student to the arts, Solomon wants to give all students an opportunity to go to a performance, concert or museum and discuss their experience.

In addition, he would like to give students the chance to see connections between the arts and other classes.

“Students studying The Great Gatsby could learn about jazz at the same time,” Solomon said.

Solomon will work with the arts department, teach arts classes and help foster a sense of community through the arts. “[The arts] are an opportunity for students to understand themselves better, to understand the world better, and it’s a way to deal with all the pressures of the world… [they] are about working as a group, and working with students and helping students realize their potential as artists,” Solomon said.

GSA breaks the silence with LBGT speakers On May 17 students observed the GSA Day of Silence. During club period, members of the the Upper School attended a “Breaking the Silence” assembly where local teenagers, who are openly gay, spoke about their experiences. They spoke of the hardships they faced as teenagers struggling to feel accepted.

“I think a lot of people have their ideas about the gay community or gay rights in the abstract, more as an academic issue,” Spencer, one of speakers said. “I think it is very hard to put faces to those ideas and I think it takes on a whole new dimension when instead of saying it is two men in the abstract, just out there, than if it is someone that I’ve seen, someone that I’ve talked to, well, then it takes on another dimension,” The program was held to help spread awareness of the struggles in the gay community and to help others feel accepted and be accepting.

“One of the great gay-rights advocates was San Francisco city supervisor, Harvey Milk, and he wanted to encourage people to come out because when you know someone in your community or someone in your family it takes on a whole new dimension. So I am trying to do that it my own little way,” Spencer said.

June 8, 2010

the

lion’s tale

After incidents, healing DISCIPLINE, from page 1 six juniors in the consumption of marijuana both inside and outside of school, including the distributor.

According to Kay, all six were indefinitely suspended as soon as “credible evidence” was found for their involvement.

The distributor was not permitted to return to school, and the other five received suspensions ranging from five to eight school days.

The suspended students were also put on probation for the senior Israel trip, meaning that they need to meet certain qualifications in order to participate. Students who were found to have used marijuana outside of school had their on-campus parking privileges revoked because it was possible that they had driven while under the influence of drugs.

According to Kay the consequences were determined based on a number of different factors including whether or not the activity happened on or off campus, any previous incidents on the students record and how cooperative the student was in the process.

However, Kay said that the nature of the action itself is the most important factor.

All of those involved in the marijuana incident were also referred to a drug counseling program that the school plans to monitor.

“The goal is not to treat these students in any particularly punitive way. But I think there is education that is required,” Kay said.

After the consequences were handed down, there was a heated debate within the

junior class and the entire community concerning the nature of the offenses and the appropriateness of the consequences.

“I understand where the school is coming from with its response. I understand that when you’re a school sometimes you have to make decisions about what you think will reflect best on the school community. Personally, I think that there was another option,” junior Dina Lamdany said. “I think an extended period of time of suspension, longer than what other students received, and then required drug testing every week from now until graduation would have had a positive effect on the student involved, and also I think would have reflected well on the school because it shows how much the school is committed to helping its students in their lives long-term rather than just in their lives at JDS.” “I couldn’t say exactly what I would do, but I don’t think there’s any reason to question the administration’s decision in this case,” junior Asher Mayerson said. “It’s our job to understand the decision, and see why they disciplined the students in the way they did, because the offenses by the students were outrageous and they have no place in our school community.”

Landy said that the concept of Teshuvah (repentance) was taken into account, but that it could only go so far.

“In most cases, we’ve certainly believed that kids make mistakes,” Landy said. “In most cases we give a second chance. Sometimes there is that line that you cross that has to have not a second chance. The belief was there was enough information, or that the infraction was serious enough that this had to

News

5

Michael Kay named principal PRINCIPAL, from page 1 Juniors Katelyn Marmon and Sarah Sokolow look forward to having Kay as principal next year, largely because of their experiences with him as director of Judaic Studies.

“I am really excited about having Dr. Kay as our new principal because it will be great to have someone who cares so much about both secular and Jewish aspects of JDS. Even though I will only have him for five more months [before I graduate],” Marmon said.

“I’m excited for Dr. Kay. All the students I know really like him, and I am sure he will make a great principal,” Sokolow said.

Study Hall teacher Jay Matula thinks Kay will succeed in his new position because he has a solid understanding of the culture at JDS. be the consequence.”

The third incident resulted in two sophomores leaving the school. The students used the Internet to acquire inappropriate images of female students. The students then sent the images to others, and the images were eventually circulated to many among the student body.

As with the other incidents, student opinion on the punishments was divided.

“No, I do not think that [the students] should have been expelled, given the circumstances and given the other punishments given or not given to others,” sophomore Josh Singer said.

“I think he [Kay] has shown leadership qualities in the past and [I] look forward to that continuing,” Matula said.

Cannon said that he was not surprised that Kay demonstrated himself as a compelling candidate for principal. He says Kay builds open, trusting and respectful relationships with everybody in the JDS community, and as a result, parents, faculty and students feel confident with his leadership.

“I think we already knew when we had the opportunity to hire Dr. Kay, that he was coming with a phenomenal reputation and a great skill set. Everyone who worked with him had high hopes for who he would be,” Cannon said. “There was definitely an inkling that he would look for leadership. I am glad it is at our school.”

Additional reporting by Brooke Friedman “Yeah, that’s a pretty serious offense, what they did. I think the school was right to do what they did,” sophomore Ilana Braier said.

In an e-mail to parents, Kay and Head of School Jonathan Cannon wrote about turning the incidents into a learning experience.

“These types of episodes occur seldom within our community,” the e-mail stated.

“When they do occur, we seek to use them as opportunities to demonstrate the values that we uphold and to remind everyone that protecting the physical and emotional wellbeing of all of the members of our community is our top priority at all times.”

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Editorial

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June 8, 2010

lion’s tale

Editorial

Academic dishonesty poses a major problem When examining the results of the recent Lion’s Tale poll on academic honesty, it can be easy to get caught up in hyperbole. However, simply concluding that JDS students are unequivocal cheaters is both unfair to them and, more importantly, neglects larger issues of which cheating is a symptom.

In essence, these poll results must be examined in context: the context of the atmosphere at JDS as well as the context of what goes on at most high schools around the country. Many national studies show that cheating is rampant amongst the current generation of high school students. In fact, the Educational Testing Service found that 75% of students admitted to some kind of academic dishonesty.

Whether this still-high percentage is because of new technologies that facilitate cheating or a different sense of morality then their parents is irrelevant—the fact remains that JDS students cannot reasonably be expected to be significantly superior than their classmates around the country so long as the environment in which they learn is not. In fact, the environment at JDS is one that is conducive to academic dishonesty.

The dual curriculum defines JDS. The fact that it imparts high quality Jewish and secular educations is one of the main reasons parents send their children to the school. However, because of the extra courses and longer day, students have that much more material to absorb for tests and quizzes, whether or not the school places limits on homework.

Additionally, many parents understandably look for quantifiable ways to measure their return on the significant investment that is a Jewish education. Oftentimes, this can result in further pressure on students to achieve good grades, making the motivation to cheat stronger.

Finally, there is lax enforcement of the rules on the part of the faculty. If the rules were enforced in full, it is highly unlikely that such a high percentage of students would be able to cheat. Depending on the teacher, there are certain classes in which students intuitively know that they can escape punishment.

The environment created by these factors can be dangerous to students when they leave JDS too. Because colleges and universities have much stricter investigative and enforcement procedures

than JDS does, if a student acts the same way in college that many students do at JDS, they could risk their academic futures.

To remedy this situation, the Lion’s Tale editorial board hopes that incoming principal Dr. Michael Kay fosters an atmosphere of honesty, one where cheating is not only no longer tolerated but in fact looked down upon by both the faculty and the student body. Teachers ought to realize that these poll results reveal that more students are cheating than perhaps was realized, and that greater vigilance and more consistent enforcement are necessary. Parents ought to remember that while grades are important, it is only to a limited degree that letters and numbers can quantify an education. If their children have learned something new and different then their money was well spent.

Finally, while the school possesses a high pressure environment, it is the student who makes the decision to cheat. Students must be more aware of the moral and practical implications of their actions: not only are they doing something wrong, but they are hurting their own education and their own potential to benefit from going to such a unique school.

Debating and defining diversity at JDS Adam Weinberger

Danny Schwaber

The objective ‘I’

You can’t stump the Schwab

Some students laugh when they hear the education that every child deserves. the words ‘diversity’ and ‘JDS’ in the We do have Students in Action Day, same sentence. As a junior who is starting and we help out at the Hebrew Home, but to look at colleges, I chuckle along with the JDS community can and should make them. a greater efWhen I go to visit fort to engage Both the students and the school with all of the schools, many boast of their multifarias a whole should do a better job local commuous student bodies not just of reaching out to people who nity, that hail from the far those who are different from them. reaches of the globe conveniently and encompass dozlive in Rockens of religions and a ville. colorful array of races.

For example, Students in Action Day, Clearly, JDS cannot have this kind of which is held every other year, hardly has diversity; everyone has to live reasonably the lasting impact of a standing Monday close to the school and nearly 100 percent night session. JDS does help out in its of the students are Jewish. Additionally, own community, but we only get see how the vast majority of students come from at middle-class, mainly white, Jewish people least a middle-class background, despite live. our very generA good start is the JDS isn’t diverse because Church-Jewish Relations ous financial aid program. we are such an insular class, but we need to go But that isn’t further than meeting and community. why I think JDS talking to middle- and isn’t diverse. JDS upper-class, private school isn’t diverse beattending Christian kids. cause we are such an insular community.

Only then can we foster a community of I don’t expect the school to be able to compassion and environment of underattract poor minority students from innerstanding. city D.C., but I do think we can do a better Both the school and the student body job of broadening our bubble and reachneed to reemphasize reaching out to ing out to other groups of people who live people who are different from us. This very different lifestyles. means having long term community For example, I have a friend who goes service projects and dialogues where our to Georgetown Day (GDS) where the tuentire school community gets to know a ition is $6,500 more than at JDS and there very different community intimately. Not is a similarly strong financial aid program. only would it be a great learning experiHowever, GDS is more diverse because ence for the students, but I think everyone they have programs where they reach else in the JDS community could learn a out to disadvantaged kids in D.C. Every lot from such an experience. Only through Monday night, they read to kids who go consistent exposure will we be able to to elementary schools that lag behind the truly understand the challenges that others national testing averages and don’t receive face.

Diversity at JDS… huh? I know what ranging opinions and statements and are, you’re thinking, but let me explain. in fact, encouraged to do so.

Diversity, it’s not someEven though thing you normally think we don’t come There is always more to be from the most about when you picture a small, private Jewish done, but the people who diverse ethnic or day school in Rockville, say that JDS is not diverse socioeconomic Maryland. However, while background, at all are being naïve. this school may not look there is a large diverse on the outside, my diversity within 12 years as a student here these smaller have taught me otherwise. categories.

I know I can’t make the argument that The diversity of opinion leads to a betit is an ethnically or racially diverse place, ter and more complete understanding and but come on, who would? discussion.

Also, I am not here to talk about how This school also teaches us to accept diJDS does everything they can to be as versity in all forms. From day one at JDS diverse as possible because honestly, I do we are taught that the boy to our right, not think that is wearing tzitzit and true. a kippah, and the There is always In classes, we debate topics girl on our left, more to be done, ranging from international who hardly ever but those who say to synapolicy to the intricacies of polar goes that JDS is not gogue, although graphing and in all of these, the they are differdiverse at all do not fully apprecient, they both diversity of opinions is clear. ate all that JDS have acceptable has to offer. and reasonable A diverse student body is not only viewpoints. about whether you are a boy or a girl, Whether you pray three times a day or black or white, rich or poor. It is about do not believe in God, you are accepted whether you are liberal or conservative, at JDS, and we are taught to accept each pro-choice or pro-life, a Justin Bieber fan other. or not.

This acceptance carries over to the Being diverse is also about how we world around us and helps us to be open to express those ideas, and JDS is a welcomthe diversity in the world around us. ing and open community. In classes, we I, after 12 years here, can say that I am debate topics ranging from international comfortable and accepting of the diverse policy to the intricacies of polar graphing world around me. and in all of these, the diversity of opinIt is not only the diversity in the school, ions is clear. but also the diversity we are taught to JDS is a host for diverse and sometimes learn about and accept that makes JDS a starkly contrasting viewpoints and beliefs. diverse environment.

In the classroom, students voice wide-

the

June 8, 2010

lion’s tale

Opinion

7

Rebecca Rubin and Noah Zweben the

lion’s tale Editors-in-Chief Danny Schwaber Adam Weinberger Managing Editor Josh Boxerman Copy Editor Jacob Schaperow News Editors Daniel Liss Daniele Marx ass’t: Nathan Forman, Brooke Friedman Israel Editors Briana Felsen Eitan Sayag ass’t: Elana Leone, Arielle Panitch Feature Editors Haley Cohen Meryl Kravitz ass’t: Samantha Wiener, Elana Schrager

Letters

Community needs to be more supportive The recent disciplinary actions that have arisen at JDS have uncovered a problem that needs to be formally addressed by the school. As JDS juniors and members of the community, we feel this problem needs to be addressed. One of the things that JDS guarantees its students upon enrollment is that they will be part of a community. And this community is broken.

One of the best lessons that JDS successfully teaches its students is the value of self-responsibility, for accepting one’s mistakes as well as the consequences of those mistakes. This lesson shone through during the recent eleventh grade drug scandal, when the majority of students who were questioned about the event admitted their mistake.

However, alongside selfresponsibility exists another equally important Jewish concept: communal responsibility.

The famous rabbinical commentary Kol Israel Arevim Ze la Ze presents the concept of a Jewish mutual responsibility for the actions of others. In this case, the

school did not address this communal responsibility; rather, it neglected the community’s responsibility for issues that may have caused the incident in the first place.

This individual was in a very difficult situation and obviously required the help of the community, but instead of actually taking action to help that person, the school cut that person loose and claimed, as Dr. Kay did in his address to the eleventh grade, that it was for the benefit of the community and that individual.

In fact, the school acted like an impersonal insurance company, terminating the policy of one of its customers as soon as it became costly to care for him or her.

Everything we know about Judaism tells us that this is wrong.

It is wrong for the school to neglect its responsibility to those community members who need its help by simply deciding to remove them from the community.

And it is wrong for the school to claim that this is for anyone’s benefit, or in order to protect

Alcohol assembly out of touch On April 12, the junior class had an assembly with a speaker around our age. She spoke to us about her experiences as an alcoholic and her recovery.

While we commend the speaker on her bravery by confronting this issue, we feel that the message of the speaker was too extreme for an audience of JDS students.

Although there are, as there are in every high school, members of our community who consume alcohol, many people walked away feeling like the school was trying to use scare tactics to prevent us from drinking.

The truth is that the message of a girl who had consumed liquor every day does not really apply to the majority of our grade. We

feel that our school should focus on alcohol education, rather than personal stories that are hard relate to.

If the program had been replaced by someone telling us the dangers of excess drinking in one instance, rather than a speaker who had a continuous disease since she was very young, more people, including ourselves, would be better prepared to make the right decisions.

We do not disagree with the necessity of having a meeting; however, we believe that the school could have gone about it in a different and more useful way.

Adam Goldfarb Marissa Cytryn juniors

anyone in the community.

We had the opportunity to help someone in need and teach a greater lesson to the entire school community. Instead, the school rid themselves of their responsibility. After all of our years at JDS, it’s shocking to learn that this community is so ready to disassociate itself from those who need the benefits of community the most.

We certainly get a communal feeling from the students, teachers, and faculty, but the recent events have made us question the message that the school’s actions send.

We do not believe that the individual should not have been punished, in fact, we ourselves would have imposed a punish-

ment that would allow for the student to learn from their actions and correct them for the future. Such a punishment could have been included rehabilitation, removal from the Israel trip, continual drug testing, and a heavy suspension.

The community should be like a family. We would not expect our families to abandon us in our greatest times of need in an attempt to keep the rest of the family “safe.” A safe family is a whole one and a trusting one.

The message sent by the school has shown that this family is neither.

Noah Berman Dov Block juniors

Latin, ad finem Despite the efforts of several students who really want to take it and their parents, JDS is dropping Latin. The biggest problem many schools have right now with Latin is finding teachers to teach it.

Retirement is diminishing the ranks of trained teachers at the same time that Latin is enjoying an unprecedented revival: the number of students sitting the National Latin Examinations grew dramatically earlier in the decade.

Many of the best high schools in the nation report NLE winners on “brag sheets” the same way schools report National Merit Scholars, and reports from the Educational Testing Service show Latin students scoring the highest on the verbal section of the SAT every single year since 1997 when compared to students of other or no foreign languages.

As grammar has fallen out of elementary-school curricula while the emphasis on writing

well grows, Latin is increasingly seen as the way to fill the gap.

From three year-old Boys Latin of Philadelphia (a charter school in the inner city) to 375-year-old Boston Latin (a public-school magnet older than nearby Harvard) administrations believe that studying Latin boosts English comprehension, vocabulary, logic, analytical skills, and provides a foundation for Romance languages, Russian, German, Arabic, Chinese, and Japanese.

Private schools too are also beefing up their already-robust Latin programs and have an easier time finding teachers.

And the story at JDS? JDS has current Latin students in many grades and an experienced teacher (Nick Miller of the science department). The school should remember all of these factors before canceling such a beneficial program.

Jonina Duker CESJDS parent

In-Depth Editors Ranana Dine ass’t: Emily Dworkin, Scott Goldstein

Sports Editors David Weinberg Zachary Wexler ass’t: Jonathan Kader, Joshua Singer Imaging and Photography Editor Rebecca Rubin Imaging Editor Noah Zweben Web Editor Shira Becker Reporters Jonathan Block, Naomi Brooks, Jacob Dorn, Helene Katz, Alexander Tritell, Devin Yolles Photographers Ilana Braier, Rebecca Fradkin, David Herman, Matan Kline, Nicole Nabatkhorian, Shira Singelenberg Business Manager Michael Weinberg Faculty Adviser Samantha Gendler Adviser Emerita Susan Zuckerman

Member: Columbia Scholastic Press Association, Maryland Scholastic Press Association, National Scholastic Press Association, Quill and Scroll Recipient: CSPA Silver Crown, Gold Medalist Award; MSPA Marylander Award; Quill and Scroll George H. Gallup Award The Lion’s Tale is a forum for student expression. Its purpose is to inform the CESJDS community and to express the views of its staff and readers. The staff has made every effort to ensure the accuracy and objectivity of its news.

Editorials reflect the opinion of a majority of the LT board. The Lion’s Tale encour­ages its readers to write letters to the editor and reserves the right to edit letters for length and clarity. All letters must be typed and signed. Letters may be e-mailed to jdslionstale@gmail.com.

Published by the students of the Upper School Charles E. Smith Jewish Day School Annette M. & Theodore N. Lerner Family Upper School Campus 11710 Hunters Lane Rockville, MD 20852 phone: 301.881.1404 fax: 301.230.1986 www.lionstale.org

the

8

lion’s tale

In-de

Cheating th

Examining academic dishonesty

by Ranana Dine

“I’ve asked people [other students] what questions are on a test if they took it the period before me. Also if there’s

a teacher who doesn’t pay attention, I can ask friends Students who make a habit of reading the Washington Post for answers in class,” an anonymous sophomore said. in the morning would have seen a remarkable headline be “I looked at my neighbor’s paper, also if I take a test before tween spoonfuls of Cheerios on March 4. The front-page headmy friend I’ll tell them what’s on it,” an anonymous seventh line blared, “Criminal investigation opened in grade-changing grader said. scandal at Churchill High.” The article discussed a new kind of The most common form of academic dishonesty reported cheating scandal in high schools: students hacking into comin the Lion’s Tale survey is giving other students answers; with puter grading systems and changing grades.

69 percent of students who had admitted to cheating saying At Churchill, a Montgomery County public school near they had done so. The second most common form of cheating CESJDS, eight students were accused of changing 54 grades. is talking about answers These eight students with other students who soon left Churchill. But Why do students cheat? have not yet taken the test, this incident brought with 66 percent of cheatup several questions at 60.00% ing students admitting to JDS. How academically 51.50% 50.50% 50.00% have done so. dishonest are JDS students? Why are students 40.00% Dictionary cheating? How are 30.00% 25.35% 24.95% students using technoldefinitions 18.76% 20.00% ogy to be academically dishonest? And how can One major issue when 10.00% the administration and it comes to academic dis0.00% teachers help cut down honesty is the definition.

A.Under too much B. Not enough time to C. It's easy D. No one cares E. Other pressure study the level of cheating?

“Sometimes I think that there’s legitimate lack of The need to cheat knowledge of what constitutes academic dishonesty in some Cheating by the numbers cases. I think that sometimes, particularly in a school that valThere are many reasons why students cheat, even though ues and emphasizes collaboration as much as we do, sometimes they know it is wrong. Some examples are pressure from parAdministrators, teachers and students had varied opinthere can be a line that to students may seem blurred of what ents and themselves, a need for good grades and a lack of time ions on how much cheating is going on at JDS. is collaboration and what is academic dishonesty,” Kay said. to study.

“My fundamental belief is that our student body is not “It [academic dishonesty] can include but is not limited dishonest in any way and not academically dishonest. I think “Sometimes it’s that the workload has piled up, sometimes that there are episodes in which people do things that we con- to: plagiarism, failing to identify sources, copying somebody it’s that there’s a lot going on in their lives outside of school else’s work, handing your work to another student and handing and it feels overwhelming, sometimes there are personal situsider to be academic dishonesty,” Director of Judaic Studies in work as your own that was actually the product of two or ations, sometimes it’s a lack of trust in their own abilities to Michael Kay said.

Math teacher Dina Levitt disagreed, “I think [academic dis- more students [when it is not group work],” Academic Dean succeed,” Solomon said. honesty] is everywhere. I don’t think it’s worse at JDS than David Solomon said. “[Student’s cheat] beHow many students adm The definition is even more spelled out in the student hand- cause they’re worried about anywhere else, unless you think we are supposed to live on a book, which can be accessed online. Even with a definition, their grades and college and higher standard.”

70.00% “I just think at this school because there is so much pres- there are still varying standards when it comes to academic they think if they fail they 63.4 sure, there’s so much cheating. I think if you asked any kid dishonesty. wont get into college so 60.00% “I tell classes that they should not even say whether a test they want an easy way out,” in the school, they would say they’ve cheated at least once,” 50.00% is easy or hard. That’s being academically dishonest and it’s junior Nathan Azhdam said. sophomore Talia Byck said.

In a recent survey, The Lion’s Tale attempted to measure shooting yourself in the foot. I had a student fail a test one time “I think students are 40.00% 36.52% how much academic dishonesty is going on at JDS. The sur- because she received that information from somebody else,” sometimes academically vey resulted in 63 percent of Upper School students admit- Levitt said.

30.00% dishonest because everyone ting to having been academically dishonest at least once. is so pressured on quizzes 20.00% Thirty-three percent of those who admitted to cheating said

The ethics of cheating and tests, you feel like if they had used technology while doing so. When The Lion’s you do badly you’re disap10.00% Tale broke the statistics up into middle and high school, Another important issue when it comes to academic dishon- pointing everyone. Your 0.00% they found that 67 percent of high school students admit- esty is understanding why it is considered to be wrong and why parents, your teachers…the Have never cheated Admit to ted to being academically dishonest as compared to 59 per- it is punished so severely. first thing I think when I cent of middle school students. The amount of students usAccording to Hebrew teacher Yaffa Dagony, “Cheating in get back a bad grade is ‘My ing technology to cheat was also higher in the high school, Israel wasn’t such a big deal, because people said ‘everyone’s parents are gonna kill me,’” 46 percent, as compared to the middle school’s 17 percent. doing this, don’t worry about it.’ Here it’s a bigger deal than Byck said.

These numbers are lower than the national average of high that.”

Levitt pointed out that academic dishonesty is not only school students who admit to cheating, which is 75 percent, “We want students to grow, grow as individuals, as thinkers about the students. “How much needs to be on the students and according to the Educational Testing Service. The school’s and as ethical, moral people. That can’t happen if it’s merely how much needs to be on the teachers. You leave the answers 63 percent is also down from April 2005, when 75 percent passing along someone else’s work… being a student is hard, out in front of people; don’t expect them not to look at them.” of JDS students admitted to cheating in a Lion’s Tale survey. there’s no question about that, it is hard, and the struggles that a Students who have not cheated also feel that cheating puts “I think that instances of cheating come up in any school student faces are generally healthy struggles, and in life we’re them at a disadvantage. As hardworking students, they might I’ve ever heard about. I don’t know that it’s something that’s faced with difficult situations that we have to work through and put in hours of studying while their neighbor gets a better grade rampant in our school to cheat means that you are for faking his or her work. or the middle school. avoiding the practice of “It makes me angry but I There’ve been some working through challengMost popular forms of cheating can’t blame them, because evyears where I’ve ing situations,” Solomon eryone has that time when they 70.00% heard that it was. I said. are completely overwhelmed by 68.55% have not heard that it “I think cheating is a test,” junior Rahel Fainchtein 68.00% 66.35% is right now,” Middle wrong because essentially said. “I’m angry especially be66.00% School Director Joan it’s really gaining an unfair cause I take so much care to be 64.00% Vander Walde said. advantage and taking credhonest.” it for something you really 62.00% The “how to” didn’t do on your own,” Cutting the copying 60.00% 59.12% 58.81% history teacher Michael of 58.00% Connell said. “So it’s just The school and the teachers cheating 56.00% like cheating in a sports have various ways of preventing game. It’s an unfair advan54.00% cheating.

Students admitted tage and it’s wrong. It just “I think that there’s a range to cheating in many 52.00% shouldn’t be tolerated.” of things that teachers do [to B. Copied C. Recieved D. given answers E. talked about ways. answers Answers answers protect against cheating]. One is

epth

June 8, 2010

9

he system

Students ‘getting away with it’

by Emily Dworkin

teachers talk to students about what it means to do quality research and to attribute sources. Teachers talk about plagiarism, some during the taking of a test. Some teachers do put up folders between test takers. But ultimately the responsibility lies upon the students,” Solomon said.

“When I have more than one class taking a test I have different versions prepared. So that it doesn’t really matter if they talk to other students, they really don’t gain any advantage from that. Then I make sure when they are taking a test that they have dividers so they can’t see other student’s work. And I obviously stay present and observe what they are doing during mit to cheating? the test,” Connell said.

“The tests are many times not cheatable. Which means that many 47% of them are writing… it’s not like multiple choice questions where you can look over and see what answer somebody else chose,” 33.33% Dagony said.

In a recent survey, 63 percent of all CESJDS Upper School students admitted to cheating, but as many as 54 percent of students said they had never been caught cheating or seen another person caught cheating. Another 39 percent said they had only seen another student caught once or twice in their JDS academic careers. As cheating occurs at JDS, the question arises, how are students getting away with it?

There are several viewpoints within the student body as to why kids repeatedly get away with cheating.

“Groups of students get away with cheating together because the teacher doesn’t suspect them” junior Dor Segal said. “They are smart students so [the] teacher doesn’t suspect them to be cheating during a test.”

An anonymous sophomore said, “Once in a while when I’m taking a quiz and the teacher isn’t paying much attention, I can talk to my friends that sit near me or even across the room and mouth answers, I’ve never been caught.”

Many students and teachers have lost their patience with the amount of cheating that goes on undetected. “I think it would be naïve to think that we even catch 10 percent of the cheating,” math teacher Dina Levitt said.

“When people cheat and receive better grades than I like stealing a test or hacking into a grading system. The harshness of the punishment also varies by the level of the infraction, ranging from a zero on the assignment to recommendation for expulsion.

do, I feel as though I have been cheated by the system. Our school and our country value hard work,” junior Asher Mayerson said. “Cheating undercuts that hard work and sends a negative message which, in essence, encourages cheating to succeed.”

Some students believe class atmosphere contributes to cheating. Sophomore Sara Barth said, “Some classes that aren’t core subjects have more of a laid back, lighter atmosphere and kids can get away with talking to each other during tests and quizzes without the teacher noticing.”

JDS maintains a strict protocol to academic dishonesty.

Students who engage in academic dishonesty are supposed to receive a zero on the assignment. But many students feel this policy does not get followed through.

“I have witnessed on many occasions other kids in the class cheating and never worried for them. They’re rarely caught, and when they were all that happens is that they have to erase the answer or simply retake the test by themselves, ” junior Liel Carmel said.

In response to the numbers of students getting away with cheating, Academic Dean David Solomon said, “What students need to realize is that students who cheat eventually do get caught, whether that happens now, or whether that happens in college where things are much more serious, you can’t get away with it forever.” nology made cheating easier to do.

What’s next?

With new innovations in the world of technology every day, there will be new ways to be academically dishonest. At the moment, JDS How does technology affect academic has no immediate plans for changing dishonesty?

With the increase any of its policies when it comes to acain technology as a demic dishonesty. A new ‘student honor 90.00% 82.25% tool for academic code’ may implement some initiatives 80.00% dishonesty, cheating when it comes to academic dishonesty.

70.00% becomes “supremely Kay said that the school would be “very easy” according to 60.00% open to thinking about whether our current Levitt. Students now policies are effective and if there’s any50.00% have the ability to thing we should change,” after seeing what 40.00% use Google translate they learn about the nature of academic 30.00% on foreign language dishonesty in JDS uncovered in this article.

17.75% 20.00% assignments, plagia Solomon had a more specific idea of what rize whole papers 10.00% he would like to see happen with academic The hard fast rules from the Internet and dishonesty at JDS. 0.00% Make it easier Make it harder instant message or “I think that this is a great discussion If a student is caught cheating, text answers to each that I hope students will get involved [in], that person receives a zero on the other like never bebecause when students go to college, situassignment. If the student is in fore. cheating Admit to having used ations involving academic dishonesty become far more serious middle school, they have the optechnology to cheat “I’ve used Facebook before, either ask- in terms of consequence so it’s important that students have a tion of redoing the assignment in ing people to Facebook chat me answers or in- keen understanding of what academic dishonesty is and why certain instances. Whether or not box answers,” an anonymous sophomore said. [at] educational institutions it is responded to so seriously,” he the student is in high school or middle school, a note is placed “I don’t use it, but a lot of people will go on Google and said. in the students file, parents are informed and the student can research answers to tests, especially in the beginning, Additional reporting by Emily Dworkin, Scott Goldstein be suspended from extracurricular activities. Colleges will be when we first got the tablets. I think teachers are catch- and Michael Greenberg informed if they ask about a student’s past cheating, but it does ing on now but it used to be even easier,” Azhdam said.

Drawings by Noah Zweben not go on the student’s transcript. If the situation is perceived “Students sometimes wind up using sources and they don’t as serious enough, an investigation by the school is also pos- really know where they have come from because of the nature sible. of the Internet,” Solomon said. He also added a point about us“It [cheating] should be reported on the transcript, there ing technology to catch academic dishonesty. “It [technology] should automatically be a zero, there’s no re-test, there’s not has made it [cheating] easier to catch. Much easier to catch I chance to make it up, I think it should just be zero. And on would say. Information to cheat off of is readily available for the transcript,” Lisa Fisher, mother of eighth-grader Danielle students, but it also easier to find when a student has cheated.

Fisher, said.

I think the temptation may increase for the student because the At Watkins Mill technology makes the High School, one opportunity available at How often do students cheat? of the Montgomyour fingertips.”

60.00% ery County Public Indeed, in the Lion’s 53.46% Schools, violations of 50.00% Tale survey, 23 percent academic dishonesty of students who admit40.00% are placed on three ted to cheating said they 28.62% different levels, the 30.00% had used the internet, 22.64% 21.38% 21.07% first being for minor their phones or their 20.00% infractions like copy12.26% 11.64% iPods to cheat. Eighty10.00% ing homework and 5.03% two percent of students the last level for more said they thought that 0.00% A. Cheat on B.When didn't C. frequently D. other E. On tests F. Only in G. Rarely H. Once, felt serious instances of new innovations and quizzes have time to classes that guilty, never study don't matter agin academic dishonesty advancements in tech-

Technology’s reach

10

Feature

the

June 8, 2010

lion’s tale

Living up to great expectations

by Haley Cohen Siblings have plenty in common: the same family, the same last name, often the same looks and sometimes even the same teachers.

Having the same teacher of an older sibling has advantages and disadvantages.

“Some teachers love me because they taught my older brother and loved him,” said sophomore Hannah Sherman whose brother Aaron graduated in 2009.

Freshman Elise Kolender had an easier time adjusting to the Upper School when she first came in seventh grade because she already knew some of the teachers that her brother Daniel (’10) had.

“I got a chance to know more people when first coming to the Upper School because my brother had already been going here,” Kolender said.

However, for some students, having an older sibling who went to CESJDS causes more stress than comfort.

Sophomore Yoni Shair feels that his older sisters set the bar very high, academically speaking. In class, Shair feels the pressure to meet those expectations.

“My sisters Lital (’06) and Maya (’10) have both always been smarter than me, so I feel compelled to strive towards the academic prowess that they achieved,” Shair said.

Junior Liel Carmel feels differently than Shair. Although his sister Tal (’09) also excelled in classes, Carmel does not

Jewish Text, Thought and Practice teacher Lauren Granite agrees with Michelson that there are often differences between siblings.

“I have a sister, and she and I are very different, so I feel it would be wrong [to judge a student] based on their sibling,” Granite said.

In some cases, however, teachers may not be aware that they are confusing a student with their sibling.

“Certain teachers refer to me as ‘Aaron’s little sister.’ It’s like, ‘I do have my own name,’” said Sherman.

Sophomore Nate Druckman feels that his eighth-grade sister Hilary deals with the same problem as Sherman.

“I’m pretty well known amongst teachers so when my parents went to conferences for Hilary, the teacher recognized them as my parents and questioned who their daughter was,” Druckman said.

Having an older sibling can cause stress for some students who do not feel that they can meet the expectations their photo by Meryl Kravitz brother or sister set, but Kolender feels the benefits often outweigh that.

Double Take Sophomore Naomi Eyob and her freshman sister Natalie mingle with “The first time I came to the Upper Jewish History teacher Dr. Sara Coxe. “When I came into the school, Dr. Coxe knew School, I felt more comfortable than I who I was when I walked into class for the first time because of my sister Naomi,” would have without having a brother here.

Natalie said.

It really helped, having him here,” Kolender said.

While younger brothers and sisters feel the need to impress teachers simply bethat she has gives no consideration to a often complain about “hand-me-downs,” cause his sister did. student’s older sibling.

“Teachers who taught my sister had “I always think siblings are their own it seems at least for some JDS students high expectations for me, but they quickperson, so I never come up with expecta- “handing down” a teacher might not be so ly learned I’m not her,” Carmel said. tions. But I do enjoy seeing similarities and bad.

Science teacher Carrie Michelson insists differences between siblings,” she said.

Kids at Hart draws itself into the community

by Samantha Wiener

a homeless shelter, to volunteer and help the children who live there. What began as an afternoon Last January, junior Danielle art project, has turned into a 501(c) Clemons went to Stepping Stones, (3) nonprofit organization called Kids at Hart that uses art to help people in need.

After that first visit in January, Clemons started to go back regularly to help the children residents with art projects.

A few months later, she was joined by junior Laura Serfaty and by the summer there were several volunteers joining each week.

The organization has expanded to other projphoto by Shira Singelenberg ects including painting Building bonds with beads Junior Laura Serfaty a mural at the Hebrew creates jewelry with a Friendship Circle particiHome to help patients pate. with Alzheimer’s disease.

Over the summer

Clemons had the idea to create a formal organization with tax exempt status, giving it the ability to raise money to fulfill its mission.

The group has 60 members currently and is growing.

Kids at Hart meets every Wednesday at Stepping Stones for an informal art class.

However, starting May 5, Kids at Hart will expand to hold regular classes at the Greentree Shelter and will periodically hold classes in connection with The Friendship Circle, a group dedicated to helping children with developmental disabilities.

When looking for volunteers, Clemons and Serfaty are not necessarily looking for people with artistic talent.

“We help people through art, but you don’t have to be interested in art to participate,” Clemons said.

According to Clemons, the best

thing about the program is the joy that volunteers are able to bring to the residents.

When Clemons walks in the door, the kids run to her for hugs.

“The art is only one aspect of the program. It also gives [the residents] attention and the art just helps give them the time to enjoy and relax…

There’s a quote by Picasso that ‘all children are artists’ and I think that quote really epitomized what Kids at Hart is really about. It’s that art is not about a God-given talent, but more about enjoying the process and helping others,” Clemons said.

photo by Shira Singelenberg

Taking it to heart Junior Danielle Clemons perfects a mural to be placed in the Hebrew Home.

“I think that simply adding a mural to the walls will add a splash of color to the resident’s lives,” said Clemons.

How to...

1.

Catch some Zzzs:

•In order to stay focused during the test, get at least eight hours of sleep.

Make sure your room is completely dark.

Any light, even from TVs or computers can keep you awake!

•Stay away from those LCD screens!

Many computers and TVs contain LCD lights, which many sleep experts say, can prevent you from falling asleep.

Food: 2. Brain • Eat a dinner full of omega-3

the night before the test, which improves your concentration. Fish, walnuts and greens all improve concentration.

•On the morning of the exam, avoid any artificial sweeteners and sugars which will cause you to crash during the test. Eat a healthy breakfast with a lot of protein which will give you energy and keep you full

throughout the test.

3. your calculator, three sharpened Be Prepared: Don’t forget

pencils, an eraser and any other material you may need.

Yourself: To avoid 4.Relax feeling overwhelmed, try yoga or

any other form of exercise which will help you de-stress.

•Exercising releases endorphins which numb your body and decrease depression.

Taking a study break to exercise can benefit you greatly.

Treat yourself! After the 5. exam, stop thinking about it. Go

out and treat yourself for ice cream for all your hard work!

the

June 8, 2010

lion’s tale

Feature

11

Watch TV? I’m busy saving lives

by Rebecca Rubin and Samantha Wiener

Cabin John Volunteer Fire Department and racing to emergencies is a typical Sunday for her and other CESJDS EMTs and EMT On a Sunday afternoon, while some trainees. students are relaxing or preparing for the But becoming an EMT does not happen upcoming school week, junior Alexandra overnight.

Smith races to the scene to assist a teenage The process of becoming an EMT is an girl who was assaulted. Smith is an Emer- arduous one. Students are required to take gency Medical Technician (EMT) for the eight hour classes, once a week for 16 weeks in order to fulfill class requirements. Not only are students required to attend these classes, but students are also given homework. Every week, hundreds of pages of reading are assigned with frequent surprise tests and assessments. In addition, students are given tests that are extremely onerous; it takes only two failed tests to fail out of the class.

But to them, the reward for finishing the training is well worth the efforts.

“You grow so much, you really learn what’s important, and you learn how to prioritize. You also learn to really appreciate your health and appreciate what you have and to thank God every day that you made it through the day without you or someone you love being injured. You really appreciate that life can drastically change in the blink of an eye,” said junior Allison Jacobs, who volunteers at Glen Echo Fire Department.

The skills and the lessons taught in the photo courtesy of Erica Jacobs EMT courses give students the confidence to Rescue Breathing Junior Erica Jacobs know how to handle a situation where someobserves a classmate practice CPR on a one’s life is at risk. dummy. In EMT class, students take a “Being able to know that I have the ability test to become CPR certified. to perform CPR, or I have the ability to save

someone is so beneficial in my every day life,” said junior Spencer Balkin, a volunteer at the Rockville Fire Department.

The students’ experiences give them the tools that they need to manage obstacles that may occur in their everyday lives.

“To organize the crew to attack a fire is similar to help organize a group of people to attack a problem in life,” said Lieutenant Robert Katz, who volunteers at the Cabin John Volunteer Fire Department and teaches an orientation class for EMT trainees.

Becoming an EMT has many benefits, but there are many challenges and sacrifices that EMTs must face. Because the EMT classes are so time-consuming, students are forced to make difficult decisions.

Family, schoolwork, friends and loved ones are four major things that an EMT is forced to sacrifice at times in order to fully commit to becoming an EMT. For Katz, the biggest challenge is time management. He has to balance his time between his job and his family.

For those who may have some interest in pursuing EMT training, the JDS EMTs want others to know that it is very rewarding but must be taken seriously.

“You should not do it for the label or the community service because of the effort and time and the seriousness required.

You should do it if you have an interest in medicine and truly care about helping others,” Smith said.

photo courtesy of Alex Smith

How to save a life Junior Alex Smith holds stabilization while splinting a student’s knee. During EMT training, instructors have students practice procedures on other students to get a glimpse of a real life situations.

A Cinderella story for middle school actors stein’s Cinderella, Cinderella (Yael Krifcher) is forced to work for her wicked stepmother (Elana Using minimalistic set pieces, Steinlauf) and stepsisters (Raquel brilliant light work and choreogWeinberg, Rebecca Panitch) raphy, Cinderella rode her coach Meanwhile, Prince Christopher on stage with the appearance of a (Jack Gruber), constantly trailed moving carriage. Using black boxby his butler, Lionel (Micah Cowes for seats, a coach in the shape en), dreads going to the ball his of a pumpkin was projected onto parents, King Maximillian (Robthe curtain at the back of the stage. ert Ost) and Queen Constantina (Claire Mendelson) are throwing for him.

Cinderella wants to go to the ball and is assisted by her fairy godmother (Yarden Jablon). However, she must leave the ball by midnight, otherwise her beautiful clothes will turn to dust.

She and the prince meet and fall in love, but she runs away at midnight, leaving a fallen glass slipper as the only trace of her identity.

After a long search, the prince finds Cinderella.

They get married and live happily ever after. photo by Ilana Braier Director Jane The perfect date Yael Krifcher (Cinderella) carefully watches Elana Steinlauf (evil Christenson deftly stepmother) open up a letter from a prince inviting her to the royal ball. Raquel combined staging, Weinberg and Rebecca Panich (stepsisters) glare at Cinderella with jealousy and costumes and scenplan a way to ruin her opportunity.

by Elana Schrager

The horses, driver and coachmen bounced up and down in sync with one another, so that one felt that the carriage was actually moving, rolling down the road toward the ball and the prince.

On Thursday, March 18, the theater was full of chattering people waiting for the premier of the middle school musical Cinderella.

In Rodgers and Hammer-

ery to bring the show to life. Her balanced staging was especially noticeable during major musical numbers, when all the members of the large cast were on stage. She guided the ensemble into positions in which they could be seen and appreciated without distracting the audience’s eye away from center stage, where the main characters were.

The scenery, which recycled set pieces from the high school musical Suessical, was minimal. Christenson used only what was abso-

lutely essential to tell the story.

But the clever use of lighting gave the set richness and depth leaving the viewer with the impression that the set was much more ornate than it actually was. The scene in which Cinderella rides in her coach with her fairy godmother was a masterpiece of minimalist set pieces and brilliant light work and choreography. Although they lost two weeks of rehearsal due to snow, the cast managed to put on an enjoyable show.

Theater workshop

by Haile Zola In an effort to help improve the theater skills of students in middle school, Jane Christenson, who directs plays at JDS, leads an interactive workshop.

“It has always been an opportunity for students to pursue what they are interested in without the pressure of a production,” Christenson said.

This program meets Tuesdays and Thursdays. It began in April after Christenson sent out an e-mail notifying students about the workshop.

“My friend forwarded me the e-mail, and I thought that I would try it out,” eighth-grader Shira Torchinsky said.

The program lets students act by reading monologues and interpreting them.

“This will help me interpret plays better and give me more emotion on stage,” eighth-grader Jack Gruber said.

So far, reading monologues is the only activity that students have participated in, as this program is still young. Participants have had positive reactions to the monologues and look forward to engaging in new exercises as the course develops.

Both Torchinsky and Gruber said that they will probably want to continue to be involved with this program in future years.

12

the

Israel

Wexler talks about peace

why can’t we

photo by Meryl Kravitz

be friends?

Former congressman Robert Wexler shares his knowledge with juniors in the Arab-Israeli Conflict class regarding the Arab Peace Initiative and his recent trip to Israel.

He was recently appointed president of the Center for Middle East Peace and Cooperation. ders are a reasonable place to start negotiation from the Arabs’ point of view, but he thinks that Israel should not return to those borders because the Israeli demographics have changed drastically since

1967. There are now many Israelis living outside the 1967 borders.

He believes the Initiative does not take that into account, which it needs to do.

Israeli Aluf Shamni visits juniors

by Daniel Neuberg On April 19, Major General Gadi Shamni of the Israeli Defense Forces spoke to the Junior Class.

Shamni, the highest ranking official at the Israeli Embassy in Washington D.C., spoke to students on Yom HaZikaron about the importance of the Israeli Defense Forces (IDF) in maintaining a strong Jewish homeland. He also talked about issues currently facing the armed forces in Israel.

Shamni started by saying that,

“The existence of the State of Israel could not be achievable without the IDF.” Shamni spoke about how important Yom HaZikaron is to the Israelis.

“For 24 hours the country looks totally different,” he says.

After Shamni’s talk, students participated in a question and answer session. Questions addressed a wide array of subjects from the Goldstone Report to the withdrawal from Gaza.

Students were impressed and grateful to hear such a high-rank-

ing Israeli official and appreciated his candid answers, “I thought the general provided great insight into the both the diplomatic and military responsibilities of the IDF. Unlike other speakers we’ve had, I was impressed by the depth with which he answered our questions,” junior Jake Romm said.

The 23-year IDF major general ended the discussion by thanking the school and the students for a wonderful opportunity “to create more discussions between us.”

More than 7,500 activists gathered at the DC Convention Center to take part in the annual American-Israel Public Affairs Committee’s policy conference on March 21.

The conference brings pro-Israel delegates together to lobby on Capitol Hill and to hear opinions of speakers ranging from senators to pastors. This year’s speakers included Israeli Prime Minister Benjamin Netanyahu, US Secretary of State Hillary Clinton and senators from New York, South Carolina and Indiana.

“Clinton obviously disagreed with certain actions that Israel took, but she made sure to try and maintain a friendship with

AIPAC,” junior David Greenberg said.

Strong messages were delivered by both leaders, particularly in the wake of the disagreement between the US and Israel over settlements and building in Jerusalem. While AIPAC officials wanted to downplay the controversy, Clinton said when there are conflicts, the American administration will make them public.

More than 1,300 students attended, the largest delegation in AIPAC’s history. The CESJDS students were Greenberg, juniors Dov Block, Arielle Eisen, and sophomore Jordan Brandt “It was really interesting to go with my friends and see their perspectives and then compare them with yours,” Brandt said.

JPost reporter shares experiences

by Eitan Sayag CESJDS alumna and Jerusalem Post staff writer Rebecca Stoil spoke to the junior Arab-Israeli Conflict class about her job, Israeli politics and her personal experience in Israel.

Stoil graduated from JDS in 1998 and went to the University of Chicago and American University before making aliyah. In the IDF, she served as a combat medic.

Stoil has covered the Knesset and internal Israeli security for the Jerusalem Post and was also the Web editor. Her main talking points revolved around how local politics and laws in the Knesset can affect the conflict and the peace process. She also spoke about her position as the only female combat medic in the army.

The classes asked to hear her personal stories, so they could learn about life in Israel.

On Sunday, April 18, the Israeli Embassy organized a Yom HaZikaron ceremony that featured a performance by the CESJDS A cappella choir.

The ceremony, which took place at the B’nai Israel Congregation, was in Hebrew.

The a cappella members were the first non-Israeli participants in the ceremony since its inception.

“I thought it was really cool that we were selected to sing there, because we’re the first Americans to ever be invited to that ceremony, and it was cool to be the first group as Ameri-

cans and to represent American Jews commemorating Yom HaZikaron,” A cappella member Brendan Pell (‘12) said.

The choir, which prepared for two weeks before the ceremony, sang two songs: “Shneinu Me’oto HaKfa”, and “Mi SheChalam Lo.” “It was wonderful to be part of an observance for the Israeli community,” Director of Admissions Robin Shapiro said.

Shapiro helped publicize the ceremony.

Both Pell and Shapiro agreed that if given the opportunity, JDS would participate again in a similar observance.

Israeli medic in Haiti

by Arielle Panitch On March 12, the Class of 2011 heard Dr. Mitchell Schwaber, infectious disease specialist and uncle of junior Danny Schwaber, share his experiences in Haiti working at the IDF Field Hospital after the recent earthquake.

Schwaber, who works at the Tel Aviv Sourasky Medical Center and the Israel Ministry of Health, showed a slideshow and several videos. “[The most challenging aspect was] the mental switch between civilian medicine and disaster medicine. It was hard not being able to satisfy each patient,” he said.

The living conditions were not easy; Schwaber had to use outhouses, live in a tent and go without electricity.

“As difficult as our living conditions were, it was like a five-star hotel compared to everything going on outside of camp,” Schwaber said.

“It was an amazing experience to hear from someone who had taken action and gone to Haiti. A lot of times you hear about these [disasters], but here it seems more tangible because we talked to someone who is related to someone in our grade who actually went there and was involved,” junior Amy Lieberman said.

Talking to sister school

Advocating for Israel

by Tamar Eisen

Singing to remember

by Abigail Birnbaum

by Briana Felsen On March 19, former congressman Robert Wexler spoke to Senior Associate, Israel Engagement Initiatives Aileen Goldstein’s Arab-Israeli Conflict class about the Arab Peace Initiative and Israel.

The Arab Peace Initiative is an eight-year-old proposal originally drafted by Saudis and Jordanians.

It states that if Israel will withdraw to the 1967 borders then all the Arab countries will normalize relationships with Israel.

“It’s a promising statement, but it falls short. Arabs must help to further define the Arab peace initiative. To make clear that there will be no so-called Palestinian right of return and that way Israel will be insured to be a Jewish state,” Wexler said.

Wexler said that the 1967 bor-

June 8 , 2010

lion’s tale

by Arielle Schoenburg

photo by Rebecca Rubin

Eighth-grader Alexandra Lustig introduces herself to her pen pals in Israel through the organized Skype meeting. waving

hello

On May 12, a group of 67 eighth-grade students were engaged in a unique, technologically advanced experience.

Thirty-two CESJDS eighth graders gathered in the beit midrash at 8 a.m. to Skype with a class of 35 eighth graders from the Hartuv Regional High School in Mateh Yehudah, Israel.

The Skype call was part of an ongoing project throughout the school year between the two schools. After the call connected the Israeli students, led by their teacher Noam, introduced themselves in English one by one.

Next the JDS students came up

to the camera one at a time to introduce themselves. Five Israeli students then read excerpts about experiences in Jerusalem as either a pilgrim or a tourist. Middle School English teacher Kelly Enochson’s class had two representatives present a poem about Jerusalem in both Hebrew and in English. Three students from Jewish Text, Thought and Practice teacher Rabbi Janet Ozur Bass’ class presented a drawing of the Western Wall. The students in Mateh Yehudah presented a class song.

Due to time restrictions the program was cut short and both classes joined together and sang Hatikvah.

Jews are making the news at the JTA

by Adam Weinberger In order to supplement a unit about Jewish journalism, former Jewish Telegraphic Agency (JTA) Board Chairman and Board of Directors President Danny Krifcher spoke to Jewish history teacher Cynthia Peterman’s junior Jews in the News class on Friday, March 19.

Krifcher talked about the role of the Jewish press and the current state of the JTA. He said that the Jewish press traditionally has and still does chronicle the Jew-

ish community, defend Judaism, inform the Jewish people and provide a Jewish perspective to the world.

“I thought he did a very good job of presenting and engaging us.

I was surprised by some of the information that was given like how small the JTA is, but I thought it was very interesting to hear about how they have to so many freelance reporters all over the world,” junior Evan Szymkowicz said.

Krifcher said that the JTA provides Jewish articles to over 100 print media outlets worldwide.

Sixty percent of the JTA’s income

is donated, and it has a staff of eight full time reporters with 75 additional contributors. These contributors are part-time reporters for other publications.

Krifcher also posed a series of discussion questions and hypothetical scenarios involving Jewish journalism, some of which were based on his own experiences. These included the dilema of whether or not Jewish publications should print stories that may reflect negatively upon the Jewish people and how Jewish publications should balance accurate reporting and Jewish advocacy.

June 8, 2010

the

lion’s tale

Israel

13

If you will it, it is no dream

by Briana Felsen and Eitan Sayag The 17th annual Zimriah competition as part of JDS’ Yom HaAtzmaut celebration took place on April 20. In honor of Theodore Herzl’s 150th birthday, the theme of this year’s Zimriah was “If you will it, it is no dream.” All the songs were themed with the idea of hoping for peace in Israel’s future.

In the competition between the grades, the victor was the freshman class, second place went to the junior class and the seventh grade won the banner competition.

The judges were Nancy Hamburger, former president and current board member of the PTO as well as mother of two CESJDS graduates; Caroline Mendelsohn, a JDS graduate of the Class of 2009, who currently lives and works in Israel; Galit Baram, who is the Counselor of Public and Academic Affairs for the Israeli Embassy and Josh Lipsky, a JDS alumnus (‘04). Director of Judaic

photo by Ilana Braier

waving flag Sophomore Anrew Yanovski inroduces his grade at Zimriah as an Israeli soldier. The sophomore class were the defending chapions, but the winners of Zimriah were the freshmen. just like a

Studies Michael Kay sat in as a non-voting judge and observer to make sure the judges knew what was going on and to make sure that the judging of the competition was fair.

“We tried very hard to make sure the judges were prepared, I still don’t think they were fully prepared for what they were going to see,” Hebrew teacher Yaffa Dagony said.

The ceremony started out with a creative introduction to what the competition would entail. Jewish History and Arabic teacher Dodie Goldstein and Academic Dean Dr. David Solomon posed as judges in a mock American Idol. They were judging the Arabic II class, consisting of sophomores and juniors. The class performed the song, “Shalom Aleichem,” which was a song half in Hebrew and half in Arabic to symbolize the unity of the people of Israel. The class also prepared a skit in Arabic and a banner that was presented to the school. After the skit and introduction, each grade had a chance to perform their prepared song.

First time Zimriah participants, the seventh grade, came ready to perform when they showed up with their award-winning banner, and fresh rendition of “Noladiti L’shalom.”

Coming from last year’s second place upset, the eighth grade strutted their stuff in front of the school when they let their inner Snookis and Tyras loose during their skit and their loud and spirited version of “Hineh Ba Hashalom.” The grade was unified with their pre-ordered matching shirts with doves to symbolize peace for Israel.

“I think our skit was pretty good. Maybe it should’ve gone on longer and the actors could’ve been a little bit louder but the whole Snooki and America’s Next Top Model fight was pretty good, I thought,” eighth-grader Hannah Halpern said.

photo by David Herman

Freshmen Michael Paretzky, Danielle Masica, Michael Gould and Julia Schwalb dance their class to first place. Their song, “Yom Yavo,” was about trying to bring people together and bridge differences between groups. yom kvar ba

Zimriah champions, the Class of 2013, offered a very spirited rendition of “Yom Yavo” for their first year in high school.

They performed a skit about the contentious issue of Jacob vs. Edward from the hit movie and book Twilight. Though the skit was a bit off topic from the day’s theme, they truly shined with their tye-dyed shirts and their spirit from their hand motions to their facial expressions. They knew what they wanted and they didn’t bring anything short of winning.

“This year every single person sang and contributed in some way. People stepped up as leaders to help organize and unify our grade,” freshman Ariel Lanes said.

Last year’s defending champions, the Class of 2012 got the grade together during the skit in which the grade had a role.

Though the class is small in numbers they made up for it with spirit and dedication while singing “HaShanah Ainshallah”.

They showed up in their splatter-painted coexist shirts. The grade really took this theme to heart being one of the only grades to decorate their hallway. Their hallway was a replica of the old city of Jerusalem bringing together the Arabs and Jews of Jerusalem. By doing this they attempted to portray coexisting within a community that has had trouble getting along in the past.

“We have a lot to learn from this year and hopefully our last Zimriah will be the best,” sophomore Rebecca Fradkin said.

With their last Zimriah, the Class of 2011 really raised the bar with their simple yet cohesive shirts and their comical and well thought out skit. Skit writer, director and producer Rebecca Siegel made sure her grade’s reputation for humorous skits was upheld. Stepping out of the box, the grade performed the Subliminal rap “Tikvah,” letting student début their talent of rapping in front of the whole school.

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Israelis making the switch

by Elana Leone and Arielle Panitch What many teens would find challenging, children of Israeli Embassy officials go through constantly. Every spring, CESJDS says goodbye to Israeli students and every fall welcomes new ones. They make friends, adjust to a new school and become immersed in a foreign culture.

For junior Shai Joseph, who has lived in Israel, Russia, Singapore and now the U.S., the transition is never easy but always rewarding.

One of the hardest aspects of moving for Joseph is saying good-bye to friends. However, she has found ways to maintain close contact.

“With the technology today: Facebook, Google Chat and cell phones, it is so easy to stay in touch,” Joseph said.

Joseph values her education at JDS. It has helped her with her transition into American life. By not being in an ESOL class she learned English quickly. Although her Hebrew vocabulary and grammar did not improve, she was surprised to find that the English program at JDS helped improve her writing in Hebrew as well.

“It is a very welcoming community and it’s good to know that everyone supports Israel,” Joseph said.

Overall, Joseph enjoys the experience of

being an “embassy kid.” She loves experiencing a different culture and meeting many new people.

“It’s a great opportunity that I’m lucky and glad to have…[I] enjoy not doing stuff the regular way,” said Joseph.

Freshman David Issacharoff moved back to Israel this past summer. Prior to his return, Issacharoff spent four years at JDS. “I didn’t want to [move to America] at first, I had my friends and I was connected, but once I was in America it wasn’t so bad,” Issacharoff said.

The Israeli Hebrew class helped Issacharoff transition into American life. It gave him a chance maintain his Hebrew; it also provided a group of peers going through similar circumstances.

For Issacharoff, one of the most interesting things about being an embassy kid is the involvement in politics.

“It’s interesting to watch the IsraeliAmerican relationship in action and see how diplomacy really works” said Issacharoff. As an “embassy kid,” Issacharoff has had the opportunity to meet several foreign dignitaries and leaders.

It is always difficult to transition from one country to another especially when they are, so culturally diverse, such as America and Israel. For Joseph and Issacharoff, being an “embassy kid” is a rewarding experience, however, Israel is always truly home.

Commemorating fallen heroes

photo by Rebecca Rubin

Seventh grader Ma’yan Meron and eighth graders Rotem Drory, Rotem Shoshani and Shachar Rubin set the tone for Yom HaZikaron. This year the Israeli students in the middle school conducted and presented the assembly to the school. a solemn day

by Gabriella Mendick On April 4, an assembly was held in the theater to observe Yom HaZikaron, Israeli Memorial Day. In addition, throughout the day Judaic Studies teachers incorporated themes related to Yom HaZikaron into their lesson plans.

The school was adorned appropriately for the occasion. Numerous photographs of fallen soldiers were displayed in the main entrance of the school.

“When I saw the faces of all the people who have died for the country of Israel, I wasn’t seeing faces of ordinary people. I was seeing the faces of heroes,” freshman Noa Levin said.

Hebrew teachers Yaffa Dagony and Sharon Khen coordinated the assembly. Identical assemblies were held for the middle and high school respectively. Khen’s middle school Hebrew class, all whom were Israeli, participated and planned the assembly.

“There was something very authentic,” Khen said about having a class composed of only Israelis. She believes that Americans can relate to the experiences and emotions connected with Yom HaZikaron, but only the Israeli students have lived it.

The ceremony began with the a cappella

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choir singing “Anachnu Shneinu” by Naomi Shemer. The song is about two friends who grew up in the same village and one’s subsequent death in war. Shemer’s composition set the somber mood for the remainder of the ceremony.

There was also a slide show that demonstrated how Yom HaZikaron is observed in Israel today. In Israel a moment of silence is observed. A siren goes off and the whole population stops what they are doing. In order for the school to have a sense of how this time is marked in Israel, a siren was sounded during the assembly for a moment of silence.

Eighth-grader Noa Laks sang the Hebrew song, “A Million Stars,” which is about a girl whose brother died in war. Later in the ceremony, Laks, Noam Drory and Shachar Rubin, two other eighth graders, performed an interpretive dance that expressed the conflicting emotions at the funeral of a loved one.

“We wanted to tell a story with no words.

We wanted it to be so powerful, and we thought that it was beyond words,” Khen said.

“Our goal was to have people touched, to have people moved,” Khen said. According to Khen, feedback from the school community indicated that the goal was achieved.

Celebrating Yom HaAtzmaut, learning about Israel

photo by David Herman

Above, from left, Mathew Wolff (’10), Nathaniel Azhadam (’11) and Henry Baron (’10) participate in an Israeli dance photo by Shira Singelenberg workshop. Right, Juniors Ariella Eisen and Miriam Thorne lead a Yom HaAztmaut workshop in a model Bedouin tent.

Midde school and high school students who did lead workshops chose three hour-long presentations that they wanted to attend during the morning.

a learning experience

by Naomi Brooks On Yom HaAtzmaut sophomore Nicole Nabatkhorian was sitting in a mock Bedouin tent eating traditional Bedouin snacks. “As a group we talked about current issues the Bedouin people and the Israeli government are dealing with right now,” said Nabatkhorian, “This time we actually learned about Israel, which I thought was missing from past years.”

Before this year the Yom HaAtzmaut celebration was only the Zimriah celebration. This year, Club Israel and the junior class planned workshops and programs to expand Israel education with in the student body.

In addition to the Bedouin tent workshop, there were workshops, which discussed women’s rights, Jewish identity and minorities in Israel. There were also more activitybased workshops, such as Israeli dancing and a simulation of Tzahal boot camp.

During the months leading up to Yom HaAtzmaut, juniors could propose workshops; some of the students had it as an assignment in their Modern Israel course.

In the end, there were some workshops composed by Club Israel but juniors volunteered most programs. A major part of Club Israel was to make Yom HaAtzmaut more about Israeli independence rather than Zimriah.

Club Israel, which consisted of a group of juniors, the Hebrew Department and Aileen Goldstein developed the program to achieve this goal.

“The middle School program was much more interactive and activity-based,” junior Miriam Duffy said. “The program for the High School was in some ways the same, but more innovative and interactive.”

As for Yom HaAtzmaut 2011, junior Katie Marmon hoped that the Class of 2012 would continue the new tradition.

“Hopefully the high school program can be more involved,” referring to the talent show. “The talent show should open up for more talents and maybe the Class of 2013 will be involved in preparation for their junior year,” Marmon said.

Both Marmon and Duffy agree that this year’s program was a nice way to expand on Israeli culture education at school.

photo by Evan Szymkowicz

Juniors Adam Goldfarb and David Greenberg joke around at the Yom Ha’atzmaut opening assembly to get everybody in the mood for a day of celebration. The assembly included a performance by the school A capella choir. happy birthday herzl

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Riley hired as new Athletic Director in place of Rose

by David Weinberg Jeff Rose has decided to leave JDS to become President of the National Health and Exercise Science Association and Vice President of the Maryland State Athletic Directors Association.

He has helped the school to have certified, better trained coaches and passionate and better trained athletes.

During his tenure, the list of sports offerings expanded, a sports medicine program was introduced, and JDS athletes won 48 Championship Banners and Honors at the Potomac Valley Athletic Confer-

ence (PVAC) events.

“It has been an honor and a pleasure to serve so many wonderful students and share their successes. Their team spirit and good sportsmanship are admirable qualities, and they have worked very hard in both practice and competitions to do the very best they could do. These students have enriched my life, and I am thankful to the community for the opportunity to serve them.” Rose said.

In order to fill the opening created by the departure of Mr. Rose, Michael J. Riley has been appointed Director of Athletics. He will be arriving June 14.

During his more than 30 years with MCPS, Riley served as the Athletic Director for Clarksburg and Poolesville High Schools and as Acting Athletic Director for Richard Montgomery High School. He has also coached basketball, track and assisted in football.

Mr. Riley has won several awards, including the U.S. Lacrosse Association Unsung Hero Award, the Poolesville Community Service Award, and the Maryland State Athletic Directors Association District II Athletic Director of the Year Award.

BVV takes a hit and a spike

by Zachary Wexler Boys varsity volleyball had a difficult season.

They made it to the playoffs with a record of 0-11. They were defeated by Edmond Burke in the quarterfinals.

They were coached by three year veteran, Lower School physical education teacher, Patrick Dudash.

Last year, there wasn’t a boys varsity team because there was a loss of interest; this year the team was made up of eighth graders.

In order to help and develop the boys varsity team, varsity girls sometimes practiced with the boys.

Dudash said, “Since it was a small, young team, I felt it was necessary to bring as many people with experience and knowledge of the game. The girls brought some extra advice and expertise to the boys which assisted me in coaching.”

According to Dudash, “We [boys varsity] could have won a few matches, so I don’t think our record truly reflected their ability.

These boys were also hard-work-

ing and resilient.”

“The girls really helped us train and develop as a team. They brought the experience and expertise that we need in order to be a successful team in the future. In addition, we also bonded well and the team chemistry was superb,” eighth-grader Jacob Borenstein said.

The team’s most challenging opponent was Paul VI Catholic High School’s team.

“They have been the champions for the past two seasons and have always been difficult to play.” Dudash said.

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Golf places well

by Alex Tritell It was another successful season for the Varsity Golf Team. The CESJDS golfers placed third at the PVAC championship tournament and second in the regular season.

Math teacher Dominic Lee was the main coach this year and stepped up the program from past years.

The team practiced two or three times a week at the driving range and a few times on an actual golf course.

Coach Lee, who said he always had wanted to coach, thought that his past experience as a competitive player at the high school and collegiate level could really help the kids advance as players. According to Lee, his favorite part of coaching was, “seeing the kids develop and spending some time with them outside of school.”

Three of the team’s six members will be graduating next ye Junior Solly Shapiro said than next

year, “We will have a very young team, but one that has potential, especially with kids like Ben Lieberman, a seventh grader who had a great season, and other upcoming players.”

The team is looking for improvement and more time to practice in the future.

Shapiro, the number two spot, played every match with fellow classmate junior Josh Lerner, the number one spot on the team.

Shapiro said that the experience was “competitive, but during our matches I always say jokes to brighten the mood and make it a more enjoyable time.”

Lerner, who has been playing golf his whole life, was chosen along with Lieberman as a PVAC All Conference Selection.

“As an experienced golfer, the JDS team gave me the experience for out of school tournament play, and a fun yet serious atmosphere to play,” Lerner said.

Boys tennis wins big

Girls tennis: a smash hit It takes hard work, long hours on the court, and a strong sense of Going undefeated is not an easy community and friendship within thing to do. the team.

The Girls Varsity Tennis team has managed to beat the strongest competition in the PVAC and hopes to hold the number one spot going into the tournament.

“In the past, WIS [Washington International School] has been our main competition and last year we lost to them, but this year we beat them,” junior Danielle Clemons said.

Clemons knows exactly how tough it is to get this far without a single loss.

“Usually the guys’ team is better, but this year we have a really strong team and we have the better record,” Clemons said.

“We’re a lot more competitive than we were last year, but I think that everyone really enjoys playing together and there’s a lot of comradery. I think it may be one of the more close teams in the school” continued Clemons.

by Evan Szymkowicz Strong senses of hit it up Hannah Becker (‘13) hits a serve friendship and leadership to her opponent the championships.

by Josh Singer

are important to the success of the team.

“Galit’s a very good leader.

She’s extremely vocal and she’s very good at controlling situations and just a great captain,” said Coach Ray Istas about team captain Galit Krifcher.

The team’s chemistry and friendship on and off the court was going to be the deciding factor in how far they go in the tournament approaching shortly.

“All of the players know where they stand on the team and that certainly helps them feel a little bit more comfortable when it comes to playing in matches,” Istas said.

With everyone’s role set, the court cleaned of all leaves and rocks, the tennis balls fresh out of their container, the Girls Varsity Tennis team looks on with optimism as they moved toward the tournament.

After a long season, the championship tournament would be a test of how they had grown and what they had learned.

As a whole, the team was successful in winning the championships and having an undefeated season.

“It was nice to win together because we had become so close over the year. Everyone played so well.” junior Abigail Litman said.

by Evan Szymkowicz

Sophomore Jonathan Kader swings back his arm as the ball comes towards him. power shot

by Josh Singer After a powerful cheer of, “Go tennis!” the boys varsity tennis athletes are ready to go. With junior Neville Brodie and sophomore Jonathan Kader acting as captains, the team is confident they will be as successful as last season.

Although the team suffered the devastating loss of four powerful seniors last year, the team, including Coach Ray Istas, is confident that they will be able to meet the same level of competition as they did last year.

There are 10 players on the team this year, many of whom were non-starters last season.

“We lost a lot of boys from last year, but we’ve had a lot of the younger guys pick up the slack,” said Coach Istas.

“All of our starters graduated [last year] and we had a lot of players step up. All but two of our starters last year graduated and those two have really shown good

leadership so far.”

Both Brodie and Kader have stepped up as captains and it shows. The boys only lost one game this season.

A normal practice for the team consisted of stretching, several skill-based drills and at the end, the team usually ends with intersquad scrimmage matches.

“We typically do a few challenge matches during practice, just to see how we would do in a game-type situation,” freshman Ben Steren said.

“We’re not as powerful as we were last year, but we’re still making up for it and have really come out hard this season.”

As the PVAC tournament crept closer and closer, every athlete on the team was working harder and harder to ensure a win. This plight was successful.

“It was remarkable that the team chemistry developed so well throughout the season. It helped us become a championship winning team,” said junior Andrew Siegel.

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Bases loaded for leadership roles on BVB

by Jonathan Kader The Boys Varsity Baseball team started their season very strong, mercy ruling three opponents, but as the season progressed the games got harder, and they ended losing in the semifinals of the championship.

The BVB team ended the regular season with only two losses, making them the third seed in the tournament.

Before playing the Field School, the BVB team won all the games with the mercy rule. They beat Sandy Spring Friends School 11-1, Hebrew Academy 14-0, and Grace Brethren 26-1.

This year, the BVB team introduced a new cheer adopted from the Nebraska football team that has really helped the team play better.

“We have a short prayer that we like to announce before each game. I think it intimidates the other team when they hear us yelling and screaming about how good we are. Our wonderful captains have brought this to us, and I have been privileged to be able to lead the cheer before each game,” sophomore Max Ungar said.

Because the BVB team won with games with ease, it gave opportunities to other

people on the team.

“Since we mercy-ruled three of our opponents, the coach has let other people who would not usually play, play. Not everyone has started, but everyone has gotten to play this year,” freshman Michael Paretzky said.

This year, physical education teacher Stephen Forestieri started as the head coach, but due to personal reasons he has been away from school.

Athletic Administrator Jeff Rose then became the head coach of the team.

“It’s an interesting experience to have a coach switch in the middle of the season.

We have to put a lot of responsibility on ourselves to lead the team with Mr. Rose.

This course doesn’t take anything away from our great coaches,” Ungar said. “I think it’s hard for the team to have Mr. Forestieri not here. Having said that, I don’t think we are playing worse, though.”

Rose feels that there is almost no change in coaching for the team.

“I don’t think it is hard for the team in this situation because both Mr. Forestieri and I have very similar philosophies to coaching baseball and developing high school student athletes,” Rose said.

“We have coached together for six years cohesive unit and that’s what we need to at CESJDS in which I was the head coach win,” Junior David Greenberg said. for four of them,” Rose said. “Coach Forestieri and I have always worked together so whether he assumed the head coach role or I, the end result and philosophy are the same.

Based on our history coaching together, we have three PVAC championship banners.”

Student leadership on the team has also greatly helped the team’s success.

“I am really impressed with the junior class leadership as well as our sophomores. They have really stepped up with off-season training throughout the year. It has been a really rewarding experience for the younger group having these leaders,” Rose said.

The juniors also agree and feel that the team is becoming closer because of good leadership.

“I like being a mentor role and

by David Herman being able to help other guys out.

I feel the team is doing really well pitcher perfect Sophomore Max Ungar pitches and we are coming together as a during a home game. Ungar is one of the few sophomores that pitch.

Track leaps forward MS swings for the fences

by Jacob Dorn

junior Greg Wiess, sophomore Jamie Strassman, junior Rahel Fainchtein, junior Orly Farber, and junior Olivia Tomares.

“For me personally, the best part of track is “getting better every time I run, or breaking times. Running with my friends, even,” Baron said.

“I’d have to say that my favorite thing is probably just being with friends and… playing a sport,” Farber said.

The team’s future looks quite good.

The majority of the team is in ninth grade or below.

“We have a lot of young runners that have been running in some of our meets, and I’m hopeful that we’re going to do very well in a couple of weeks at championships,” Belinkie said.

School having just ended for the day, boys and girls begin to circle the building, intent on their purpose.

The rain has left the ground slightly damp, yet they proceed undeterred.

What could be going on? The track team is beginning to practice.

The roughly 70-member team is organized by Azuree Catledge, the sprinting coach, and Jason Belinkie, the head coach, whose focus is distance runners.

The team practices Monday through Thursday after school, except when there is thunder or lightning.

Those practices begin with a warmup of two laps around the school.

Then the team’s captains lead stretching before one of two possibilities.

Most often, the team’s sprinters work out near the school, while distance runners go offcampus.

“Sometimes [Coach Belinkie] makes us do ten by 400s [ten laps around the school, with a two minute break between laps],” sprinter Aviva Weinstein said.

“But sometimes he cuts it down.”

Those times, the team plays games instead of running, keeping their routine fresh.

The team is led not only by their coaches, but by a wide range of captains, sophomore Alex Tritell, junior

by David Herman Josh Dalva, sopho- jump, jump around Sophomore Alexander Burger more Henry Baron, jumps over a hurdle during a track meet.

by Michael Paretzky The Boys Middle School Baseball team had a strong 7-3 record. However, the Girls Middle School Softball team was plagued by injuries and did not fare as well, finishing 1-7.

The GMS team lost all three of its top starting pitchers for various injuries. Two of the pitchers, including team captain Kivah Zola, were injured.

“They are positive and upbeat. We try to keep it positive in light of all the injuries,” GMS Coach Nicholas Rich said.

According to Zola, the reason why the team is able to stay upbeat is due to the fact that everyone is so supportive of each other.

“When someone messes up everyone encourages them and picks them up off the ground,” Zola said.

Despite Zola’s injury, she is still showing a strong commitment to the team, according to the team captain Laynee Lichtenstein.

“She still comes to the games and we all try to support her even though she can’t play,” Lichtenstein said.

Despite a solid regular season, the BMB team lost in the in championships.

“Overall we came out to play every game, every practice, and put in 100%. The outcome wasn’t ideal. But at the end of the day every kid worked their hardest and did the best they could,” BMB Coach Brian Westerman said.

“I think we were a pretty solid team until the last game of championships. It wasn’t our best, but we tried hard throughout the year to play our best and win the most games we could,” eighth grader Ayal Subar said.

Additional reporting by Jonathan Kader

GVS returns to play hard ball

by Jonathan Block After a year’s absence of a team, the Girls Varsity Softball team has returned with high spirits.

The school received several complaints from girls who wanted a softball team and were upset with the sport being cut out of CESJDS’ athletics last year.

First-year Coach Jay Matula took upon himself the task of fielding a team and raising interest in the sport in order to recruit enough girls to play.

“I was really glad that there was a team this year because I really enjoy playing softball, and I play it out of school,” sophomore Briana Felsem said.

“I got the chance to play softball with classmates and bond through sports with people I might not otherwise be friends with,” Felsen, one of two team captains,said.

At the beginning of the season, the girls were focused on just having a team, but they soon became more competitive.

“But as the season progressed we realized our

strengths and we improved as individuals and as a team we all realized winning wasn’t so far out of the question and pushed ourselves to win,” Felsen said.

“At the beginning of the season, I think the team was just happy to actually have a team, but we weren't quite expecting to go all that far, but as we improved, the team definitely gained confidence and we became a stronger team,” sophomore Stephanie Liss said.

The Lions went into the playoffs as the underdogs playing the Grace Brethren Eagles, but came away with the win. They then lost in the second round against the undefeated Sandy Spring Friends School.

Despite the Lions’ early exit, 3 players made PVAC all-star teams.

Freshman Molly Schneider made the First team All-Conference and Felsen made the Second team All-Conference along with eighth-grader Becky Geller.

The players are confident about the future of the team. “In the next couple of years we will continue to grow and improve as a team,” Liss said.