Volume 28 Issue 6 by The Lion's Tale

Vol. 28 Issue 6

Charles E. Smith Jewish Day School, Rockville, Md.

June 7, 2011

I am a ballerina. glasses. I play basketball. I I don’t know. am silly. I eat peanut I live in the “Jewish butter out of the jar. I bubble.” I am an American. play piano. I drink warm I have never found Waldo. milk. I am a journalist. I I don’t like scary movies. love cats! I am an artist. I cried when I watched I sleep with a teddy “The Notebook.” I bear. I am a stop and smell GLEEK! I love the flowers. 30 Rock. I am I don’t like healthy. I am to read. I am hungry. I love proud of who I Israel! I am alone. am. I don’t pack my own I like to swim. I am in love. I play lunch. I am afraid of the dark. I watched baseball. I am a Republican. I don’t believe in God. I “The Lion King” fifty times. I love reading the Lion’s am a babysitter. I like long walks on the beach. I am lazy. I use Tale. I color outside the lines. I am a rebel. I am a wrestler. I Facebook. I am smart. I am a weatherman. I like to sing. I have all am a dancer. I wear a kippah. I am always smiling. I play guitar. the gossip. I go to camp. I am afraid. I am a student. I am an EMT. I like I procrastinate. I am scared. I am a Lady Gaga fan. I am in grade coloring books. I ride horses. I watch Disney Channel. I like getting my government. I do my own laundry. I hate carrots. I am a daughter. I am hair cut. I am fashionable. I like to eat. I read Harry Potter. I play softball. I a friend. I care about Israel. I help the homeless. I want to join the army. am a public speaker. I am a historian. I like to kiss. I like to sail. I like getting I talk really fast. I have big dreams. I want you to like me. I believe in the texts. I am stressed out. I like to play on the computer. I like to pray. I am a tooth fairy. I recycle. I follow all the rules. I have my license. I am creative. I scientist. I brush my teeth. I am a writer. I have passions. I want to go to college. like to draw. I like to blow bubbles. I talk to inanimate objects. I don’t know my I like vacations. I don’t eat my veggies. I like Starbucks. I don’t dance. I get nervous future. I am a ballerina. I play basketball. I am silly. I eat peanut butter before the first day of school. I sing in the shower. I enjoy school. I donate my out of the jar. I play piano. I drink warm milk. I am a journalist. I love clothes to GoodWill. I like shopping. I like Coke more than Pepsi. I am not cats! I am an artist. I sleep with a teddy bear. I am a GLEEK! I love 30 taking any APs. I collect stamps. I do believe in God. I want to go on Broadway. Rock. I am healthy. I am hungry. I love Israel! I am alone. I like to swim. I I know two hundred digits of pi. I know my ABCs. I have a puppy. I am in love. I play baseball. I am a Republican. I don’t believe in God. I am a shoot for the stars. I dot my I’s with hearts! I play video games. I am babysitter. I like long walks on the beach. I am lazy. I use Facebook. I am a blonde. I wear glasses. I don’t know. I live in the “Jewish bubble.” I smart. I am a weatherman. I like to sing. I have all the gossip. I like to am an American. I have never found Waldo. I like scary movies. I go to camp. I am afraid. I am a student. I am an EMT. I like coloring cried when I watched “The Notebook.” I stop and smell the flowers. books. I ride horses. I watch Disney Channel. I like getting my hair cut. I don’t like to read. I am proud of who I am. I don’t pack my own I am always dress fashionably. I like to eat. I read Harry Potter. I play lunch. I am afraid of the dark. I watched “The Lion King” fifty times. a lot of softball. I am a public speaker. I am a historian. I like to kiss. I love reading the Lion’s Tale. I color outside the lines. I am a rebel. I like to sail. I like getting texts. I am stressed out. I like to I like my I am a wrestler. I am a dancer. I wear a kippah. I am late to play on the computer. I like to pray. I am a scientist. I brush to brush I am school a lot. I am always smiling. I play guitar. I procrastinate. my teeth. I am a writer. I have passions. I want to go to college. I like sad. scared. I am a Lady Gaga fan. I am in grade government. I like vacations. I don’t eat my veggies. I like Starbucks. I don’t I am I do my own laundry. I hate carrots. I am a daughter. I am dance. I get nervous before the first day of school. I sing in the your friend. I care about Israel. I help the homeless. I want to join shower. I enjoy school. I donate my clothes to GoodWill. I like friend. the army. I talk really fast. I have big dreams. I want you to like . shopping. I like Coke more than Pepsi. I am not taking any APs. I believe in the tooth fairy. I recycle. I follow all the rules. I have I collect stamps. I do believe in God. I want to go my license. I am creative. I like to draw. I like to blow bubbles. I on Broadway. I know two hundred digits of pi. talk to inanimate objects. I don’t know my future. I am a I know my ABCs. I have a puppy. I shoot for the ballerina. I play basketball. I am silly. I eat peanut butter and i am gay stars. I dot my I’s with hearts! I play video games. out of the jar. I play piano. I drink warm milk. I am a I am a blonde. I wear glasses. I don’t know. I live journalist. I love cats! I am an artist. I sleep with a in the “Jewish bubble.” I am an American. I have teddy bear. I am a GLEEK! I love 30 Rock. I am never found Waldo. I don’t like scary movies. I cried healthy. I am hungry. I love Israel! I am alone. when I watched “The Notebook.” I stop and smell I like to swim. I am in love. I play baseball. I the flowers. I don’t like to read. I am proud of who am a Republican. I don’t believe in God. I am I am. I don’t pack my own lunch. I am afraid of the a babysitter. I like long walks on the beach. dark. I watched “The Lion King” fifty times. I love I am lazy. I use Facebook. I am smart. I am reading the Lion’s Tale. I color outside the lines. I a weatherman. I like to sing. I have all the am a rebel. I am a wrestler. I am a dancer. I wear gossip. I go to camp. I am afraid. I am a a kippah. I am always smiling. I play guitar. I student. I am an EMT. I like coloring books. procrastinate. I am scared. I am a Lady I ride horses. I watch Disney Channel. I like recent years, despite having six members. by Dani Marx Gaga fan. I am in Grade Government. I getting my haircut. I am fashionable. I like Both Schwartz and Scharf only recently came Managing Editor do my own laundry. I am a journalist. to eat. I read Harry Potter. I play softball. I out being came I loveascats! I amgay. anSchwartz artist. I sleep without to Scharf last am a public speaker. I am a historian. I like Freshman Nitsan Scharf plays the drums, year and to her mother a few months a teddy bear. I am a GLEEK! I love 30 Rock. I am ago. Scharf to kiss. I like to sail. I like getting texts. I am likes to draw and is a vegetarian. Freshman Leah out inI October mother and then, later, healthy. Icame am hungry. love Israel!toI her am alone. stressed out. I like to play on the computer. I Schwartz studies French, writes poetry and loves to her friends. I like to swim. I am in love. I play baseball. I like to pray. I am a scientist. I brush my teeth. to eat avocados. Both students are the presidents “When I told my mom am I don’t believe in God.a Ifew am months ago, that I am a writer. I have passions. I want to go to of the Gay-Straight Alliance (GSA) club, and botha Republican. was pretty okay. I knew she was a babysitter. I like long walks on the beach. going to be acceptcollege. I like vacations. I don’t eat my veggies. students are gay. it, but was just mainly awkward. But I am lazy. Iing useabout Facebook. I amit smart. I am I like Starbucks. I don’t dance. I get nervous This year, GSA members have worked hard to we got through it, and that’s a weatherman. I like to sing. I have all thegood,” Schwartz said. before the first day of school. I sing in the gain visibility for their club through teacher-led gossip. shower. I enjoy school. I donate my clothes discussions at lunch, the Day of Silence and guest I go to see LGBT, page 4 to GoodWill. I like shopping. I like coke speakers. The club has become more active than in more than Pepsi. I am not taking any camp. I am afraid. I am a student. I am an APs. I collect stamps. I do believe in God. EMT. I like coloring books. I ride horses. I want to go on Broadway. I know two INDEX I watch Disney Channel. I like getting hundred digits of pi. I know my ABCs. News 2-4 my hair cut. I am fashionable. I like I have a puppy. I shoot for the Year-in-Review 5 to eat. I read Harry Potter. I hate stars. I dot my I’s with Op-ED 6-7 carrots. I am a daughter. I am hearts! I play Staff Page 8 a friend. I care video games. In Depth 9-11 about Israel. I I am a blonde. Chadashot 12-14 I wear Features 15-17

GAINING ALLIES: Club, students work to find place at JDS

Sports

18-20

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COLOR Aztec warriors take the win WAR: by Briana Felsen News Editor

“House of Blues!”, “Golden Aztecs!” read the wall walking into school on Friday, May 27. Students piled into school that morning dressed in either blue or yellow to represent their assigned Color War teams. The blue team, whose theme was the House of Blues, was led by Captains Noah Zweben and Arielle Schoenburg, Lieutenants Sam Cohen and Maya Lieber and Sergeant Sarah Rubinstein. They gathered their team in the theater after minyan to start teaching their team the original songs and cheers. At the same time the gold team, whose theme was the Golden Aztecs, was led by captains Andrew Yanovski and Eden Katz, Lieutenants Max Ungar and Tamar Gasko and Sergeant Alex Halpern. They did the same in the cafeteria. The doors to the theater were decorated to make blue team students feel like they were entering a jazz club, and the cafeteria was decorated as if one was entering

photo by Sarah Schecker

golden aztec gold captain Andrew Yanovski gets aggressive in order to motivate his team. Gold team was victorious with their spirit.

the ziggurat (Aztec temple). The day started off with team meetings but quickly moved into the activities. The first activity was tug of war on the field. “The hardest part is tug of war

because afterwards your hands really hurt,” said junior Talia Byck. It was very close but gold won tug of war in the end. On both sides of the field the teams were cheering in order to motivate their team photo by Alex Zissman members to pull as hard as they could in or- house of blues captain Noah Zweben rocks out with his der to win tug of war. air guitar to pump his team up. The teams broke into the smaller activities. there was one last team meeting where the teams reviewed They ranged from gaga to trivia to bakeoff to Project Runway. There was also the moonbounce for the less their songs and cheers and planned their entrance for the competitive students. There were two activity blocks that green team judges (Student Council). The green team got to watch the songs and eat the cakes in order to make the students went to through out the morning. The bakeoff was a full-day activity. Students from each final decision of who won Color War. “I loved just being team worked in the cafeteria kitchen preparing batters part of the experience and seeing everything come togethfrom scratch and making fondant for decorations. The er,” junior Henry Baron, secretary of student life, said. The festivities closed after a long day of running around bakeoff was all student led and the cakes were all student and cheering. The judges deliberated and the Golden Azdesigned. The gold cake was a tiered cake that was made in order tecs came out of the day with the winThough the Aztecs to look like the ziggurat. The blue team’s cake was made to won in the end, the entire day was a tie according to the look like the inside of a jazz club. The blue team came our judges until the very last second with the Aztecs proved to be an ounce more spirited than the House of Blues. victorious in the cake competition. Before the final show down of the teams in the gym,

Administration loses sleep over junior class sleepovers

by Michael Greenberg Senior Reporter

“This is a 24-7 school,” Dean of Students Roslyn Landy said, defending the administration’s policy of trying to prevent some non school-affiliated student gatherings, specifically, Color War and Zimriah sleepovers. Until this year there have often been large Color War sleepovers, but there had never been a grade-wide sleepover planned for the night before Zimriah, at least to Landy’s knowledge. When, in recent weeks, rumors of such a plan came to Landy’s attention, it was beyond her authority to issue a veto, but a well-placed phone call, made to the wouldbe host’s parent, would — and in fact did — work just as well. Landy spoke to Patricia Rubinstein, whose daughter, Sarah, had invited the grade to her house for a sleepover, and advocated cancellation of the event. According to the sources at both ends of the call,

no definite orders were given, but Rubinstein was told by Landy that “we’re not in support of this.” Landy, who admits that she does not have the final decision in such matters, thought that a phone call to “make my opinions . . . known” was still acceptable. Junior Jordan Tuwiner dissented. “The school shouldn’t have any say in whether or not we can have a sleepover. These are our friends,” he said, noting that, furthermore, “parents of people that go to JDS are generally responsible.” Tuwiner qualified by saying that he is not against all administration intervention in out-of-school matters, he only feels that acting preemptively is unfair. “If there’s a sleepover and then there are drinks . . . I would think that [the administration] would be right if they got involved in that,” Tuwiner said. However “there’s nothing that has happened yet.” Others agreed with the school. “I think although there are reasons not to [prevent

the sleepover], there are also a lot of more important reasons to have those rules in place,” junior Max Ungar said, citing a need to prevent illegal activity. Patricia Rubinstein, who was already hesitant about hosting the party, felt relieved when Landy recommended that the sleepover be canceled. “You have 30 kids staying over for a sleepover, and you never know what’s going to happen,” she said. While this is the first year the administration has involved itself with a Zimriah sleepover, it has been trying to dissuade large Color War sleepovers since 2002, the year after the then juniors were caught acting wildly and throwing eggs at cars. However, this year, the main concern over the Color War sleepovers was having students drive to school while not being sufficiently rested, Landy said. She saw the same problem with a Zimriah sleepover, but her concern was compounded by the fact that, unlike Color War, which always

happens on a Friday, Zimriah was on a Tuesday, “and we have school all week long, and when the kids stay up all night, we all know what happens: it ruins the rest of the week. This is a school first and a party after,” Landy said. Despite the school’s voicing concerns over students’ safety, Tuwiner still felt that the school should not be involved. “When you get your license, you’re pretty much saying you know what you’re responsible for when you’re driving, so if you’re not feeling up to driving to school that morning you should understand, and you should be able to take yourself out of the position of driving to school,” Tuwiner said. “We’re in 11th grade, I think we would know what our limits are.” While in the end, no grade-wide Zimriah sleepover came to fruition, several smaller slumber gatherings did take place. Additionally, two Color War sleepovers (one for each team) were held, each with approximately 15 students in attendance.

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new

Departing teachers explain reasons for leaving by Elana Schrager and Samantha Wiener Features Editors

ing,” he said about the situation. “I wasn’t worried that anybody was tanking, and that was fine. But the feedback I got from the administration was ‘All of your seniors are freaking out’. Now, they weren’t all freaking out. A handful of them were freaking out, but nobody would tell me who the handful were.” Webner said he had to schedule half-hour meetings for each senior outside of class to address their concerns and determine which seniors were most worried. “That was a huge expenditure of time in my first year teaching here in which I had lots of other responsibilities,” he said. When asked about the administration’s position on anonymous feedback, Kay said he encourages named feedback but respects students’ choices to withhold their names

Of the eight teachers in the English department, four are not returning to school next year. According to English teacher James Webner, one of the teachers who is leaving, there were multiple challenges that prompted his departure. “I’m leaving because I think there is a philosophical and a pedagogical divide between me and the school, and I don’t see it being reconciled in the next year, so I’ve decided to depart,” Webner said, who is in his third year at CESJDS. “I have been concerned about the way in which the administration deals with their teachers,” he said. “I have seen a number of good teachers that I really respect treated in ways that are disconcerting, and I think that “I’m leaving because I think there is a their teaching and their profes- philosophical and a pedagogical divide sional behavior has been mis- between me and the school.” characterized.” –James Webner, English teacher Another teacher outside the English department, who from comments. wished to remain anonymous, cited lack of “In the case where a person doesn’t feel clarity in the teacher evaluation process as a comfortable putting his or her name, I main source of frustration. wouldn’t ever want to force the person,” he “I wish there had been some type of clear said. expectations, like the chair [of the departWebner said the anonymous complaints ment] saying, ‘These are the things that we can make it hard for teachers to address inare going to be looking for this year,’” said dividuals’ concerns. the teacher, who is not returning to the “Students have a tendency here to run to school in the fall. their guidance counselors when they have a “My contract was not renewed,” the problem. They don’t run to me and don’t tell teacher said. me about it,” he said. “And again that perWhen asked to explain the teacher evalu- petuates the problems, the cycle of miscomation process, Principal Michael Kay would munication. I’m talking to a guidance counnot provide details. selor when I should be talking to the student, “There is a structured process of supervi- which makes it difficult to understand the sion and evaluation,” he said. problem and find a solution.” According to Webner, anonymous stu“I welcome feedback, but put your name dent feedback posed an obstacle for him to to it,” Webner said. “If you have a legitimate effectively communicate with his students. criticism or concern you shouldn’t fear putHe described a situation that occured his ting your name to it. That’s one of the reafirst year in which a number of his senior sons that [for this interview] I don’t want to students approached their guidance coun- speak anonymously.” selors with concerns about their grades. Ultimately, Webner and fellow English “Now, I knew how my class was operat- teachers Kelly Enochson, Jonathan Fichter

Brief Reads

Compiled by Michael Greenberg and Jacob Schaperow

Students get physical: Hands on physics activities

to complement their academic studies of physics with demonstrations of how such concepts work in real life.

Eighth graders got a taste of real life physics during Physics Phield Day on May 23, held on the field behind the school. Activities included testing different angles on a pitching machine and rolling balls against barriers to find the reflection angles. The part that many students enjoyed most, though, was their opportunity to try pulling a car with and without pulleys. One downside was the day’s heat and sunniness, which caused some students discomfort and sunburn. But “it was still better than being inside all day in classrooms … so at least we were doing something, rather than sitting around,” eighthgrader Micah Cowan said.

Students took a pre-Memorial Day trip to Arlington National Cemetery to honor American soldiers who died while serving in the military. Three students, along with organizer Jewish Text, Thought and Practice teacher Paul Blank, attended and visited graves of veterans and talked to family members of fallen soldiers on May 26. The following Tuesday the school commemorated Memorial Day with an assembly. The assembly featured slideshows, music and discussion of the importance of American soldiers.

8th Grade

11th Grade

Juniors taking Physics I went to Six Flags America, a theme park, on May 13. The trip involved going on rides and observing and recording data from them. Science teacher Laura Jacobs, who led the trip, felt that the outing was important because it allowed students

and Caroline Fitzpatrick will not return to JDS next year, though not all for the same reasons as Webner. “I have both professional and personal reasons for leaving,” Enochson said. “Professionally, I think my philosophy of education is different from that of the school, and personally I would say I have been a teacher for eight years and that is the only job I have had. So I am leaving to go into a Ph.D. program, not to get another teaching job.” Fichter said that he is leaving for a great opportunity working in academic technology at St. Patrick’s Episcopal Day School. “It’s a pretty rare opportunity, so I’m really excited about that, and I’m looking forward to giving it a try and there’s certainly going to be a lot of things that I’m going to miss here though,” Fichter said. “For me, it’s really important that my students understand how much I care about them and that my leaving has nothing to do with them,” Fitzpatrick said about her departure. “I have been so fortunate to have had amazing students at JDS and some wonderful colleagues as well. There was a time when I really saw myself building a career at JDS, but I am very excited about this new opportunity, and I’ve reassured my students that I’ll always be here for them and they know how to find me.” Many of the departing teachers’ students will miss them. “I am sad that future students will not be able to learn from Ms. Fitzpatrick’s superb feedback on essays or her engaging class,” freshman Cole Aronson said. As an administrator, Kay said that teacher turnover is part of the natural cycle of running a school. “Just as when any part of your life changes, I think it’s appropriate to be sad and to express that,” he said about students’ reactions to the departures. “And particularly to express appreciation and gratitude to the people who are leaving, but then to look forward with hope and optimism to the great things that are to come in the school and to be appreciative of all the benefit that we’ve gotten from all

Memorial Day assembly

“Memorial Day is something that we need to do because we’re moral people, and we remember that our soldiers are not just meaningless fighters. We need to remember the people who serve and protect us every day,” junior Nate Druckman, a student who visited Arlington with Blank, said. photo by Jacob Schaperow

the people who’ve been here.” “I think this school is wonderful in many ways, but there are big enough challenges that I felt I needed to find something else for a little while,” Webner said. “I think that with some changes and some consideration you can keep all your good teachers. I do think I’m a good teacher, and I do think other people who are leaving are really great teachers, and you don’t want to lose those people if you can keep them.”

Vandalism tarnishes bathroom by Eitan Sayag Editor in Chief The girls’ bathroom in the 100s hallway was vandalized twice in early May. Both times, brand new soap dispensers were torn off the wall and stuffed into the toilets. Following the incidents, Principal Michael Kay addressed students in a brief assembly to make them aware of the vandalism and the reaction of a member of the maintenance staff who cleaned it up. “When these things happen, the person who then had to spend hours repairing and cleaning came to me and said, ‘Why do the students here hate me? What did I do that they would do something that would cause me to have to spend hours of my time engaging in the very unpleasant pattern of cleaning and fixing and repairing damage to the restrooms?’” Kay told the students at the assembly. Kay said that one of his goals for holding the assembly was to identify the perpetrator or perpetrators of the vandalism. He hoped that the vandal(s) would come forward or that someone would provide additional information about the incidents. However, the perpetrator(s) of the vandalism have yet to be identified. “My first reaction was one of disappointment,” Middle School Director Joan Vander Walde said, referring to the vandalism. Vander Walde is the administrator most familiar with the incident because her office is closest to the restroom where it occurred. “I went to Dr. Kay, and I said ‘I really think we need to address the students at large with this ... We need to share with kids what their responsibility is.’ And, to the best of my knowledge, there hasn’t been a repeat since we brought it up to the students at the assembly.” Facilities Administrator Martin Dempf said that he thinks the number of vandalism incidents at CESJDS is very low compared to other schools. “I think the most important thing is to learn a lesson,” Dempf said. “I don’t think anything as far as the work effort or monetary funds is really required here as much as a change in attitude. And that will benefit not only the school, but the individuals as they go through life.”

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GSA stays silent to speak up ple of other sexualities. The Life Cycles class that I took this year was pretty much how to get married to someone of the “[My mom’s] first reaction was sort of like, don’t tell any- other gender and then have eight children. None of it was reone else and don’t let it show,” Scharf said of her coming out ally talking to me, it wasn’t really anything I needed to know to her mother. “This sort of made me confused and a little or was interesting for me to know,” Schwartz said. Schwartz said that the curriculum should reflect other angry because I wanted people to know about it, and I didn’t sexualities present in the Jewish community. want to hide it.” “In [teacher Etan Weiss’s] class we were learning about After waiting a few months, Scharf further discussed her Adam and Eve, and I asked him if we could learn about it in a sexuality with her mother. “I explained to her what I was feeling, and she accepted non-heteronormative, non-gender binding way. He said that he was going to make an effort,” Schwartz said. me and now I can talk to her about it,” Scharf said. Both students feel that While both students there could be increased had come out to memawareness among teachers bers of the school, neiand students that lesbian, ther had explicitly told gay, bisexual and transgentheir whole families, der (LGBT) individuals are including their fathers, present in the JDS commuuntil recently. nity. “I can really talk to “One kid who was in sevmy family about things enth grade saw us hanging like LGBT rights and up posters for GSA, and he gender, and we do—all was like ‘Why are you doing the time. But we don’t this, this is a Jewish school, really talk about perthere aren’t any gay people sonal stuff,” Schwartz here,’” Schwartz said. “I resaid. sponded, ‘Oh yes, there are Scharf decided to gay people—the two of us.’ speak with her father And he was like, ‘Oh, that is before this issue of so weird.’ So I think people the Lion’s Tale went to need to know that issues print. with LGBT really do affect “For me, it wasn’t people at this school.” that big of a deal telling “My sense is that there’s my dad, it was sort of not a lot of overt LGBT just something I’d been photo by Nechama Nelson prejudice at JDS, but that putting off. So I guess this article was just a above: shhhheket bevakasha Junior Brendan Pell shows teachers and students there mostly assume that everyone push to actually get it his support during the day of silence. is straight until they’re told done,” Scharf said. Schwartz, on the below: giving the facts Junior Alex Zissman wrote statistics otherwise,” said a parent of a other hand, decided on the board of his Public Speaking class on the Day of Silence. GSA member who wished to remain anonymous. “Given not to talk to her father that, overall, many more directly about people are straight than her sexuality. not, that kind of asHowever, her sumption is understandmother spoke able, but I think it can about it with be hurtful to the people him before who aren’t straight, and this story was who feel that who they printed. are is simply not recog“I thought that the article would be a way that I wouldn’t actually talk nized.” The Goal of GSA to him, but he would know. Which is sort of what I want The club is trying to raise awareness about issues dealbecause it’s not like we would have a conversation about it, but it would just be filed away in his information about me,” ing with gender and sexuality so students in the school can Schwartz said. “I would rather it be passive than active. [The be more informed, inclusive and understanding. “The club is designed for students who are lesbian, gay, article] will provide a context for the things that I do choose bisexual, transgender or questioning, but also for allies or to express to him.” Both students said they feel that their friends at school friends. It’s also for people who are completely open to behave been very open, and their classmates have been gener- ing supportive,” said Guidance Counselor Melissa Gartner, who is an adviser for GSA. “Because we are so small, our ally accepting. “It would sort of just come up in conversation or in class, goal was to really gain allies.” The club reached out to students and faculty members, then I guess rumors just started to spread around,” Scharf inviting them to join the club during its meetings to discuss said. Schwartz felt as if her coming out was less of a surprise what it means to be an LGBT ally. “A number of faculty members came and were actually to some students. “I am kind of the type of person who is always talking about gender and sexuality, so I feel like people interested in supporting us, which was so great,” Gartner already had this impression of me and some could tell out- said. “Then we thought, well, let’s try to gain even more visibility from faculty members who have these compelling right,” Schwartz said. When given the option to remain anonymous in this sto- stories and have things to share, and share those stories with the larger community, not just GSA.” ry, both students declined. The club began planning “Brown Bag Lunches” in the “I didn’t want to be anonymous. I didn’t want speculation and for people to be like ‘Oh, is this person gay?’ It would atrium, during which teachers led discussions on various topics associated with LGBT and the GSA. just be a big mess,” Scharf said. English teachers Caroline Fitzpatrick and Jonathan “I actually have some real issues about being anonymous. On one level, I thought that if I were to be anonymous then Fichter led a discussion on “How to be an Ally.” Publicait would be more universal,” Schwartz said. “But for my own tions Director Megan Fromm and Director of Upper School self-interest I decided to not be anonymous because this way Admissions Robin Shapiro spoke about LGBT families, I don’t have to tell people, but they will know, which is ex- and math teacher Victoria Ball and Jewish Text, Thought and Practice teacher Grace McMillan talked about gender actly what I want.” theory. Finding a place at CESJDS Schwartz and Scharf said they felt the lunches were sucBoth students feel that teachers adequately reprimand students for derogatory remarks about homosexuality. How- cessful and they were impressed by the number of students ever, both expressed that they feel the Jewish curriculum is in attendance. The lunch led up to the Day of Silence, which took place not inclusive of all sexualities. “I think they could change it to be more accepting of peo- on May 17. The Day of Silence is a national event that

LGBT, from page 1

brings attention to anti-LGBT bullying in schools. Students at JDS chose to take some form of a vow of silence in order to raise awareness about the number of high school students who have to remain silent about their sexuality to avoid harassment in their schools. At the end of the day, students “broke the silence” in the Beit Midrash by listening to guest speakers junior Max Warren, who attends Sandy Springs Friends School, and senior Brandon Ziebarth, who attends St. Anselm’s Abbey School-both of whom identify as gay. Warren has lesbian mothers and came out in December of last year. “Coming out destroys the barrier,” Warren said during the panel discussion on the Day of Silence. “I was hiding a part of myself from my closest friends for awhile. When I told them, the barrier was broken and I could tell them anything.” Ziebarth is now “almost completely” out at his school. “A lot of people have a negative impression that coming out is the worst part of your life, but it has been pretty awesome,” Ziebarth said. “My parents were accepting, and I started to come out at school after that, and my friends were accepting, of course. When I told my friends, it was really liberating.” Like Scharf and Schwartz, Warren and Ziebarth said that students should be conscious of what they say and how it may affect members of the community. “Don’t use ‘that’s so gay.’ It is kind of a thing that people do without thinking about it,” Warren said. Schwartz and Scharf came up with three guidelines for JDS students outlining how to be an LGBT ally. “First, don’t assume things,” Schwartz said. “Second, accept that there is a spectrum for gender and sexuality. It isn’t just men and women or gay and straight,” Schwartz said. “When you hear people saying homophobic things, speak up,” Scharf said. GSA club member Mendelsohn agreed. “Awareness, understanding and acceptance are steps that need to be taken in order to have people feel more comfortable,” she said.

Teacher suggests ways to be an ally An ally is someone who works to ensure that all humans beings—regardless of their sexual orientation or gender identity—get treated with respect. Anyone can be an ally. Here are three ways to be an ally at CESJDS according to English teacher Jonathan Fichter:

1) Make a one-on-one difference. If you’re hanging out with a friend who conveys negative feelings about something by saying that it’s “so gay,” ask your friend, “Is there another way of saying that?” 2) Look for opportunities to take action anywhere in the school building. If you see people taking down an LGBT flyer stop and educate them on the issue, even if you don’t know them. 3) There’s always more to learn about being an ally, so keep educating yourself. GSA club discussions are great food for thought. In addition, check out websites of organizations like GLSEN and PFLAG.

June 7, 2011

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new

Motivational Faces (Color War) photo by Alex Zissman

The Best Purim-ers (Purim) photo by Alex Zissman

A YEAR IN REVIEW

A Fein Graduation (Graduation) photo by Eitan Sayag

Baseball Physics (Physics Phield Day) photo by Alex Zissman

Keeping the Roads Safe (Families in Action Day) photo by Alex Zissman

Science with Chocolate Chips on Top (Science Fair) photo by Alex Zissman

A Conversation Over Tea (Comedy Dinner Show) photo by Alex Zissman

A Sharp Harp (Spring Concert) photo by Alex Zissman

The Hallway Pianist (Arts Chai Lights) photo by Alex Zissman

Rock the Blue (Zimriah) photo by Alex Zissman

Thank you to all the photographers on the Lion’s Tale staff. You are what make the Lion’s Tale as gorgeous as it is.

Alexander Zissman Nechama Nelson Sam Hofman Arielle Fontheim

Max Greenberg Symon Ginsberg Eli Shurberg Traveling the World (Global Health Conference) photo by Alex Zissman

A Candle of Remembrance (Yom HaZikaron) photo by Alex Zissman

pinion

Editors In chief Daniel Liss Eitan Sayag Managing Editor Dani Marx Copy Editor Jacob Schaperow News Editors Briana Felsen Arielle Panitch In Depth Editors Ranana Dine Meryl Kravitz Chadashot Editors Emily Dworkin Shira Becker Features Editors Haley Cohen Rebecca Rubin Elana Schrager Samantha Wiener Sports Editors Jonathan Block Josh Singer Photo Editor Alex Zissman Graphics Editor Noah Zweben Web Editor Devin Yolles Assistant Copy Editors Abigail Birnbaum Jacob Dorn Senior Reporters Michael Greenberg Emily Shoyer Scott Goldstein Sydney Solomon Reporters Jeremy Etelson Penina Graubart Matt Halpern Samantha Kevy Gabriella Mendick Avichai Ozur Bass Eitan Snyder David Solkowitz Alex Tritell Jesse Zweben Photographers Arielle Fontheim Symon Ginsburg Sam Hofman Eli Shurberg Staff Adviser Megan Fromm Adviser Emerita Susan Zuckerman 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 emailed to lionstale@cesjds.org. Charles E. Smith Jewish Day School 11710 Hunters Lane Rockville, MD 20852 phone: 301.881.1404 www.lionstale.org

June 7, 2011

Page 6

School needs to show patriotism for the future When Prime Minister Benjamin Netanyahu spoke before a joint session of Congress on Monday, May 23, most students were in class. Several of the Lion’s Tale Editorial Board, along with about 15 other students, skipped class in order to watch the speech. We believe that, when the opportunity arises for Jewish-American solidarity, it is essential that we students are able to actively participate without having to miss class or incur academic penalty. The administration should have, at the outset, given students the option to watch the address together. Regardless of political orientation, it is important for American-Jews to hear the address and be aware of current Israeli politics in the making. Anyone with a television can attest to the power of witnessing historical events in real time, coverage of 9/11 or of Obama’s inauguration speech being prime examples. However, such moments take on even greater meaning when experienced in the presence of those closest to us. All Jewish-Americans recognize the importance of Netanyahu’s speech, but as students at a Jewish school, who will soon be traveling to Poland and Israel, his words have unique meaning to us. From an educational standpoint, there is a lot to be said

about the fact that those students watching the speech understood its content because of the Jewish history classes they took at JDS. However, watching the speech and hearing the responses of students in the room cannot be taught in a curriculum. It makes sense that students at a Jewish day school may decide to not attend history class in order to watch a speech that may change

the course of that very discipline. With its proximity to the capital and incredibly well-connected parent body, JDS is uniquely positioned to foster political activism and Israel advocacy. Yet JDS sends only two students every year for the November D.C. American Israel Public Affairs Committee (AIPAC) conference. The students are chosen through an essay contest, and AIPAC pays for the students to attend. To put this in perspective, Jewish day schools from across the country send hundreds of high school students to the spring AIPAC convention each year. Creating an opportunity for students to

photos by Jacob Schaperow

Disneyland to Seniorland

School knows its boundaries by Eitan Sayag

Editor in Chief

“There have been times that these parties … have gone far beyond fun.” I remember reading these words the first time, and frowning with indignation. For those of you who missed all of the fuss, this quote is an excerpt from an email sent to the 11th grade’s parents by the school’s administration in the weeks prior to Color War. The letter’s message to our parents was simple, yet provocative: don’t allow the annual grade-wide sleepovers the night before color war. When I talked with my friends the next day, they echoed my sentiments note for note. “The administration doesn’t trust us,” I heard many assert resentfully. “It has no business interfering with our lives outside of school.” Yet, as Color War quickly approached, and plans for the sleepovers developed unabated, I began to doubt my knee-jerk reaction. When I perused Facebook threads started by students in my grade, I noticed numerous comments warning that “absolutely no alcohol or illegal substances are allowed” at the event. Reading the administration’s email again, my feelings transformed. What I had once found offensive, I now found commendable. Rather than order

– The Lion’s Tale

Say what?

Liss’n Up by Daniel Liss

attend this conference would foster greater awareness among all students of the importance of Israeli-American relations. The putative goal of the administration is to educate American-Israeli citizens. In addition to a secular curriculum and ceremonies for American holidays, JDS mandates Jewish history classes and ceremonies for Israeli national holidays. These efforts are to be commended, but attention should be paid not only to history and customs, but to the future trajectories of these countries. If a historic speech to Congress is given during class, or there is a major policy conference or a rally is held on Capitol Hill, JDS should give all students the option to gather and participate together in order to instill such patriotism. Students should be encouraged to participate and be given the academic support to do so. Being a part of our country’s Jewish community is about more than having assemblies and knowing the history of America and Israel; it is about being educated on current politics and being aware of what may become of the future.

Editor in Chief students to abandon their plans, the administration took a more tactful route. It simply informed parents of previous experiences with grade-wide sleepovers, and recommended a course of action. The final decision was left to the students and their parents. It seems to me that the school acted within its jurisdiction. In fact, the administration’s approach shows faith in my grade, as well as an understanding of its own limitations. Ultimately, the sleepovers were not a school sponsored event and did not clash with the school’s values, so the administration acted sensibly by recognizing it could not prohibit the parties outright. While the school’s words may not have dissuaded my grade from holding sleepovers, they successfully brought about positive change through indirect encouragement. My grade always takes great care to ensure that all of its activities are completely legal and safe, but the schools remarks certainly did no harm. Perhaps the administration should have emailed the students rather than the parents. But even so, I applaud the school for merely advising on this matter, and not taking a more heavy-handed approach.

“I won’t grow up!” Peter Pan once said. Unfortunately, in the real world, growing up is inevitable. Today is my last day as a junior, and I am scared. Yes, scared. The world outside JDS intimidates me. I feel like I am prepared to take it on, but a big part of me does not want to. Right before spring break, Lion’s Tale and yearbook editors took a trip to Anaheim for a journalism conference. We spent an evening in Disneyland; managing editor Dani Marx and I went on the ride, “It’s a Small World.” I kept saying, “It’s magical, it’s magical.” I was temporarily transported to younger days when growing up enthralled me. I didn’t even really think about the future, but just enjoyed each day. The magical world of Disney made me realize how much I’ve changed. Though change is a good thing, it is scary. Today I wear my senior jersey. It is thrilling to finally receive my jersey after 12 years of anticipating it, but it is strange to think that I only have five more months here. My friends and I will be living through a series of lasts. We’ve already had our last JDS

Purim, Zimriah and Color War. Each major event for the next five months will be our last. Though it may sound like I want to stay at JDS forever, I do not. My friends and I are beyond prepared to take on college or whatever challenges await us when we graduate high school. As rewarding as it is to think about finishing and leaving the pressures of high school behind, it is equally distressing to know I’m going to be done with familiar spaces, faces, routines and traditions. The success and sense of relief that this jersey symbolizes is juxtaposed with a sense of impending loss. All the research papers, attempts to master Hebrew and solve the Arab-Israeli conflict have prepared us well to move on. I will miss JDS, and I may long for childhood days when the world seemed more magical. Looking toward graduation, and marking each step closer to that milestone, deserves our chants of “five more months.” But I must admit I face the next five months with a bit of hesitancy and sadness as well.

June 7, 2011

Page 7

opinio

Which country do you feel more patriotism toward: In the Production Lion’s Tale share Office editors their opinions

United States or Israel?

Assistant Copy Editor Jacob Dorn

News Editor Arielle Panitch

I side with America. The United States is the place where I've spent the most time. The United States does not have a significant secession movement. I love Israel, but it's the United States which I want to see achieving what it can, and it's the United States whose progress (or regress) I follow most closely.

Being part of a Jewish school, one would think I would feel connected to Israel more than America, but for me that is not true. I feel much more connected to America. I visited Israel a year ago, but for me it was nothing more than another vacation spot. I was born in America, live in America, and love America.

Sports Editor Josh Singer

News Editor Briana Felsen

Although I am grateful for the liberties and luxuries that we have in the U.S., I have always felt more patriotic toward Israel. I love being in Israel and seeing billboards in Hebrew everywhere I turn. When I take in the Israeli scent of falafel frying I feel an overwhelming amount of pride. I feel such a strong connection to everything about Israel, and perhaps it is due to my family’s Zionist and Israeli background. As a Jew I feel obligated to protect and defend Israel’s rich history and culture. I constantly think about joining the Israeli army when I am older and maybe even making aliyah.

structured, informative, entertaining and interesting. I have shared many joyous occasions with my students with music on Fridays and through the sharing of personal stories. Shabbatonim and Chanukah and Purim sing-alongs were particularly meaningful. In all of these endeavors, I hope that I have had a positive Jewish influence on my students, helping them to forge strong Jewish ties that will last throughout their lives. It has been my pleasure to try to enrich your lives and bring you closer to Torah, mitzvot and yiddishkeit. I am honored to have had this opportunity to do so. Thank you. For those students and colleagues, past and present, who would like to continue to stay in touch with me, my email is zaidy10@aol.com. L’hitraot, Rabbi David Bienenstock

T T

Dear Students and friends, After approximately 500,000 miles and 14,000 hours of driving, it’s time to say farewell. After 27 years of teaching at JDS, I look back with pride at what I have accomplished. I have taught Judaic subjects, both Tanach, Rabbinics and Tefilla to over 3,000 students, in grades 7-12 and in almost all levels. Through adult education, I have taught many JDS parents as well. The Orthodox Mechitza Minyan has produced hundreds of young men and women who know how to daven and lead services with confidence. Undoubtedly, over the past 27 years, there have been times when I said the wrong thing, or my approach to you was not what you wanted to hear. I also recognize that over the past few years the approach of the school concerning Judaic studies has changed. Nevertheless, I always tried to keep my classes well

Features Editor Elana Schrager

E H

I am not a patriotic person, but if I had to choose, I’d pick Israel. I feel like Israel needs me more than America does. Israel is like a teenager discovering its own two feet on the road to adulthood. America is like an overweight 50-year-old man who still thinks that he is in his prime—but really he’s just watching videos of his youth play on the TV, their colors faded and the tapes scratched. Which one needs my support and belief more? I can imagine a world without America as we know it. If something happened, I’d move. It would be hard—this is my home, the place where I’ve lived by whole life—but I could still find a new home in a different country somewhere. But there is no other place like Israel. Israel is the—is my—ultimate home. I owe my devotion, my belief and my allegiance to my home.

R E

Dear Editor, Last Tuesday, I was surprised and slightly confused by students’ reactions to the Memorial Day assembly, and wondered why they were so different from those expressed at the Yom HaZikaron program we had a month earlier. On Yom HaZikaron everyone was silent when they entered the theater, and the entire way through, you could tell how much attention everyone was giving, and how respectful people were of the gravity of the assembly. On Tuesday, however, I felt little of that. Of course, people stood up and were singing during the traditional song “I’m Proud to be an American,” but it seemed sort of obligatory to do so. Students weren’t as quiet when walking in and out of the theater and the atmosphere was not as serious. It seemed like the assembly was not treated how it was supposed to be. But this is not that new of a claim. Take a moment and think back to last weekend- what were you doing? Much of America was probably taking advantage of the three day weekend to go on a quick vacation, have a pool party, or roast up a big barbecue. But how many of us actually used Memorial Day for what it was meant for? Not many, I bet. Every year at our Yom HaZikaron assembly I break out crying. How can you not? There is

Being an American I feel a strong connection to this great country. But at the same time, as a young Jew, I feel equally connected to Israel. While I cannot answer the question who am I more patriotic toward, if confronted with the choice of joining the IDF or the U.S. army, my gut reaction would be to fight for Israel. This choice doesn’t mean that I don’t love America and everything it stands for, it just means that I know that with or without me, America will be in capable hands. I believe that as a Jew it is my responsibility to fight for Israel.

such intensity in every song, prayer and dance. All the students involved just pour their heart and soul into the assembly, and it shows. There is such solidarity among the students that it makes me want to be Israeli, if not just for that one day every year. It makes me think– why isn’t there that much passion during our Memorial Day? I want to be able to feel such a deep connection to my country, too. Let me ask you, why do most Americans “commemorate” our fallen soldiers by having a barbecue? Why do many children not even know why they don’t have school? Why have many Americans, including me, never heard of the National Moment of Remembrance, which takes place at 3 p.m. and during which Americans are encouraged to be silent for 60 seconds? Why do many Americans think of Memorial Day first as a three-day weekend and second as a day of commemoration? I challenge you to think about this issue, and think—what is your role in respecting and remembering those who have died for our country?

– Tamar Gasko Junior

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June 7, 2011

Staffers not pictured: Josh Singer, Jonathan Block, Noah Zweben, Meryl Kravitz, Elana Schrager, Samantha Wiener, Emily Shoyer, Scott Goldstein, Sydney Solomon. photo by Alex Zissman

Letter to Doctor Fromm Dear Doc, The support you provided us throughout this incredible year is beyond measure. You became adviser of the Lion’s Tale at a difficult time for us, but within days you laid out a new foundation for our paper. When we first received your emails and then met you at the end of August, we weren’t sure what to expect, but your optimism for our ambitious goals proved right. As we redesigned the paper and revamped our writing, you provided us with invaluable direction. Every issue exceeded our expectations and the progress through the year became evident in the award we received at NSPA this spring. We’ve also had our fair share of frustrations. We’ve lost stories the night before sending the paper to print. We’ve lost access to the school server the day we were scheduled to submit. We’ve even spent three hours on the final production night futilely attempting to convert the paper into a PDF. You helped Dani work through an awkward, yet hilarious, encounter as she sat next to our best friend Juan on the shuttle to Anaheim. Your resilience and dedica-

tion to our success was especially clear at these most bleak of times, and may Pluto rest in peace. However, these difficult times do not typify the Lion’s Tale staff ’s relationship with you. From 7 a.m. to 10 p.m. we have a blast in the office. The seemingly ordinary moments when we are just munching on potato chips, listening to Schap’s Metallica or you are helping us lay out our pages are the most memorable. Although you will be moving to Germany and will not be able to advise us next year, your impact on the Lion’s Tale and influence on each of our lives will not fade. We have learned so much from you, not only about journalism but about teamwork and determination. We will miss you more than you can imagine, and we have officially made a Lion’s Tale Skype account (jdslionstale) so we can keep in touch. We are indebted to you for all that you have done for us and for our school. We can only hope we impacted you a fraction of how much you have changed us. Thank you so much. We love you!

Welcome new members of the Lion’s Tale Staff! Cole Aronson Ari Charnoff Adeena Eisen Jeremy Etelson Dore Feith Alexander Flum Matthew Foldi Jonathan Galitzer

Yael Krifcher Haley Lerner Avichai Ozur Bass Jonathan Reem Steven Reichel Sarah Rubin Eric Sayag Eitan Snyder

Matt Halpern

David Solkowitz

Gefen Kabik

Ethan Steinberg

Samantha Kevy

Jesse Zweben

Alison Kraner Stuart Krantz

–The Lion’s Tale Staff

The Lion’s Tale is made possible by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Levenson Endowment for Upper School Cultural Arts and Student Publications.

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June 7, 2011

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To celebrate or not to celebrate? Students respond to the killing of Osama bin Laden

by Ranana Dine In Depth Editor Around 11:00 p.m. Sunday night, May 3, millions of Americans sat glued to their TVs awaiting an announcement from President Barack Obama. For a while, not even the news media knew what was going on, but it was soon leaked that Osama bin Laden, number one on America’s most wanted list and the man considered most responsible for the attacks of 9/11, was dead. “Today, at my direction, the United States launched a targeted operation against that compound in Abbottabad, Pakistan. A small team of Americans carried out the operation with extraordinary courage and capability. No Americans were harmed. They took care to avoid civilian casu a lt i e s . After a firefight, they killed Osama bin Laden and took custody of his body,” the president told the nation in his televised speech.

Finding out “I was writing a paper at home. It was about 11 o’clock at night, and I got a text message from my brother that just said ‘Osama is dead.’ I kinda texted him back like ‘what are you talking about.’ I turned on the TV, and sure enough it’s on the news, and then of course you get sucked in for the rest of the night waiting for President Obama’s address,” Jewish History teacher Doran Goldstein said, recalling when she first heard of Bin Laden’s assassination. “It [Bin Laden’s assassination] honestly didn’t phase me that much cause he hasn’t really been around, he hasn’t really done anything in five years and wasn’t that much of a threat anymore at this point. So I really wasn’t affected by it,” sophomore Mariah Finkelstein said.

Renewed patriotism The next morning’s headlines proclaimed Bin Laden’s death. Headlines ranged from “We got him!” to excerpts from the president’s own speech- “Justice has been done.” Hundreds of people gathered that night on the lawn of the White House, Times Square and the site of the World Trade Centers to commemorate 9/11 and the assassination of Bin Laden. The death of this long-time enemy provided closure for many Americans who had been deeply affected by the September 11 attacks. Many Americans felt a renewed sense of patriotism and pride in their country after the ten-yearlong search for Bin Laden. Some CESJDS students, like junior Daniel Neuberg, also felt a surging sense of patriotism the day after Bin Laden’s death. Some students carried around American flags and many were dressed in red, white and blue.

“Other members of my class came in their American gear. Other members of my class helped me party and play music of great American songs while we chanted “USA” in the background,” Neuberg said. “I’m happy to see students passionate about almost anything. Meaning to me, even if I were to disagree with the specifics of the response, the fact that students are demonstrating awareness of world events and showing patriotism and taking pride in their viewpoints, all of those are values we promote as a school,” Principal Michael Kay said of many students’ newfound patriotism. However, some students were troubled by the thought of celebrating the death of another human being, even one as evil as Bin Laden. “I thought it [the response to the death of Bin Laden] was completely disgusting. Soon as it happened I saw everybody’s Facebook status and stuff and everybody was celebrating, and I think it’s completely cruel to celebrate the death of someone no matter who they were,” Finkelstein said. Goldstein set aside class time to discuss the issues.

Responding in class “I think that one of the most important skills we give our students as educators in this school is the ability to analyze, to think, to comment respectfully and in intellectually sound ways and that this was the perfect opportunity for our students to put into practice all of the analytical abilities we want them to have,” Goldstein said. “I think I would have liked to maybe of had more time to discuss or maybe a designated time to discuss in class. I understand that it was abrupt,—the president made the announcement late at night. But I think it’s important for all of us as ... children who lived through 9/11 to really talk about these events,” Neuberg said.

On the morning announcements Kay decided to address the school community Monday morning over the loudspeaker in order to start a conversation about the death of Bin Laden. Kay discussed several traditional Jewish responses to death and texts that dealt with the deaths of enemies, one of which instructed the angels not to celebrate the death of the Egyptians who had enslaved the Jews. “Is there a proper Jewish reaction to the death of a terrorist? I don’t have an answer to this question. I hope that these texts, however, will provoke thought and conversation on this topic throughout the day,” Kay said over the loudspeaker. Kay felt that it was important that the momentous event not go unannounced in the school community and wanted to start a school-wide conversation about the issues surrounding the assassination. Students did approach Kay regarding the announcement and some even discussed the announcement at home with their parents. Some students and teachers did not agree with what they perceived as Kay’s message, but it did spur thought and discussion on the topic. “I don’t know that the forum of speaking on the loudspeaker was the most effective means to communicate this to students. I don’t know that students were able to maximize his message,” Goldstein said. “I think that you can make that point when you’re looking people in the face and having a discussion with them, but I think when you get up there on the morning announce-

ments, 6 or 8 hours after the event has actually occurred, I think it’s important to just state the facts, say what happened and not really put any sort of a tone or inclination on it,” Neuberg said.

A Jewish response? Erica Brown, the scholar in residence for the Jewish Federation of Greater Washington and an author of several books on Jewish topics, wrote a blog post on May 5 regarding Jewish reactions to the deaths of sinners. “Of course, there’s a desire to sing. There is a need to cry out in joy. But these kneejerk reactions should be tempered by the larger question of what a human life is worth. Relief is appropriate. Celebration may just cross over a spiritual line. When it says in Genesis that we are created in God’s image it does not single out anyone as an exception to that rule. And if Osama Bin Laden did not treat others as if they were created in God’s image, let us not imitate that primal, vindictive impulse but transform it by affirming the goodness of humanity and the precious gift of life,” she wrote. “I think that Jewishly we can respect very much the fact that Bin Laden’s body was treated and prepared in accordance with the Islamic tradition,” Goldstein said. “Believing that Osama’s assassination was just does not mean you’re any less compassionate of a Jewish person.”

Bin Laden and Israel Students and teachers also put the assassination of Bin Laden in the context of Israel, and how the death of this leader of anti-Semitism and anti-Israel fervor might affect that county. “I think that America has learned and does learn a lot from the Israeli military and government about how to fight terror, and I think this is a prime example that the Israel-American relationship continues to be vital for the United States,” Goldstein said. Many people recognized the day as one to thank soldiers overseas and recognize the fortune of living in a country where their rights and security are protected from terrorists. “I think it’s just important to keep in mind that this whole celebration of his death also shows us that as Americans we have the right to say what we want to and a right to believe what we want to, while in other nations that is not the case, and people are oppressed,” Neuberg said.

front pages taken from www.newseum.org

n depth

June 7, 2011

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I pledge allegianc

Community balances patriotism

by Meryl Kravitz In Depth Editor

“A question that is thrown around constantly in Jewish courses, is ‘are you a Jewish American, or an American Jew?’” – freshman Matthew Foldi. As a Jewish school based in America, we are constantly celebrating and supporting both Israel and the United States. This spring was jet-packed with holidays and events that celebrated both countries and commemorated those who had been killed defending each nation. Yom HaZikaron, Yom HaAtzmaut, Memorial Day and the death of Osama bin Laden were all marked in a four-week span. These events sparked discussions and inspired patriotism for both nations among students and faculty. The increased patriotism for both countries raised questions about how our school should support and advocate for Israel and America. Should CESJDS support both nations equally? Does JDS support them equally? In a recent Lion’s Tale survey, 81 percent of students said that they think JDS should actively try to make students feel patriotic towards America. The same percentage of students answered that JDS should inspire patriotism towards Israel. These numbers suggest that students believe JDS should openly support both countries equally. “As a

Jewish school in America, JDS has the responsibility to support both Israel and America,” sophomore Elana Oser said. But there still is a question about whether the school has the right to try to influence students’ beliefs about politics and patriotism. “I guess another potential question, that I happen to say yes to, is does JDS have a right to express a belief for everyone that goes there?” said freshman Matthew Foldi. Although a majority of students agree that JDS should express patriotism for America or Israel, a smaller percentage of students believe that the school expresses this patriotism effectively and appropriately. Sixty-one percent of students say that JDS does not make enough effort to instill patriotism for America in its students. Only 23 percent of students believe that JDS inspires just the right amount of American patriotism in its students. “I feel like I would appreciate more emphasis on America,” junior Eden Katz said. More students approve of the way that JDS handles Zionism than patriotism. Forty-seven percent of students answered that JDS makes enough effort to encourage patriotism for Israel in the student body. Thirty-one percent believe JDS tries too hard to instill Zionism, and 20 percent believe JDS does not do enough. The numbers suggest that the school tries to support Zionism more than American patriotism. Oser believes that the school supports Israel more than America. “I believe that a majority of the students at JDS favor/support Israel more than America,” Oser wrote in an email. “I understand why JDS places more emphasis on Israel; however, I would like to see equal emphasis on both countries.” Science teacher Nick Miller believes that the school is effective in supporting

both countries equally. “I think the school portrays both co HaZikaron assembly and the Memoria day,” Miller said. The contention that the school sup America is bolstered by the levels of pa percent of students say they feel more p 22 percent who feel more patriotism skipped over this question. However, some students, such as K dents patriotic towards America and Is “I’ve seen students who are very pat triotic towards Israel. I think it’s divided Junior Tamar Gasko identifies wit skipped over the question. “I’d say I’m patriotic towards both, each country. Living in America and phasis on Israel, gives me differe Oser fe “I fe howeve more p grown u el means feel gratefu Though feel more pride to express patriotis survey, 86 percent o

photo illustr ation by Me ryl Kr avitz

The statistics: 92 students

How would you c for America and

polled through Facebook

100%

If you were to join a nation’s army which would you be most likely to join?

52%

Israeli

48%

American

Which country’s supporters are most visible at our school?

America

78%

22%

Israel

90%

Too M

80% 70%

47%

Too

60% 50% 40% America 30% Israel

20%

48%

Just

10% 0%

American Patriotism

Page 11

June 7, 2011

in dept

ce to the f lag(s)?

m for both Israel and America

ountries pretty equally. With the Yom al Day Assembly, each country gets a

pports Israel more than it supports atriotism within the student body. 41 patriotism for Israel compared to the for America. 37 percent of students

Katz, believe that the number of stusrael is equivalent. triotic towards America, and very pad [evenly],” she said. th the 37 percent of students who

but I have a different connection to attending a school that puts an ement loyalties,” Gasko said. eels more patriotism towards Israel. eel patriotic towards both countries, er, I would have to say that I am patriotic towards Israel. I have up understanding how much Israto the Jewish people, and I always ul that it exists,” said Oser. h some members of the student body e in one country, like Oser, many try sm toward both. In the recent of students answered

that it is possible to be patriotic towards both Israel and the United States. Jewish History teacher Cynthia Peterman thinks that patriotism towards one country should not affect patriotism for the other, but sometimes students feel that way. “Being patriotic for Israel or America should not make you be unpatriotic for the other, but in some peoples’ minds that’s what happens. They feel like its one or the other. Especially when there are times when there is tension between the two countries, people feel like they have to pick a camp,” Peterman said. “One of our core principles is Ahavat Israel, but it should never be exclusive because we are Jews in America.” On the other hand, recent conflict between Israeli Prime Minister Benjamin Netanyahu and American President Barack Obama may strain students’ ability to remain patriotic toward both countries. On Friday, May 20, Obama and Netanyahu met in the Oval Office to discuss Israel’s future and Obama’s support of a two-state solution based on the pre-1967 borders with land swaps. After the meeting, Obama spoke about his idea and reasoning for a plan based on the pre-1967 borders for Israel. Netanyahu followed up with a speech that rejected Obama’s plan. The conflict between Netanyahu and Obama has provoked conversation among students and faculty on the subject. Oser believes that the Netanyahu speech affected

students’ patriotism for America and Israel. “I think that the Netanayahu speech definitely created a rise in patriotism for Israel, but I have also heard people support Obama’s speech as well,” Oser said. “I think it varied. Although, I do think there were a few people who were disappointed with Obama’s idea.” In the junior class, Current Events in Jewish Societies, Peterman had students watch Obama’s May 19 speech and encouraged students to converse on the topic. “I think we are always evolving in how we as a faculty help students to process these challenges. These are really challenges. You can’t ignore people’s concerns about war and economic failure—these are real challenges. I think it’s important to give people the space and the support to explore,” Peterman said.

i’m proud to be an american Daniel Neuberg waves a flag around school the day after Bin Laden’s death.

characterize CESJDS’ efforts at instilling patriotism d Israel in its students? 100%

90%

80%

70%

23% 60%

60%

50%

40%

30%

20%

10%

27%

Little

Right

50%

2011 7% Too7%

Too Much

Much

33% 33%

Too Little Just Right

68% 68%

Too Little

18% 18%

Too Much Too Much Too LittleToo Little Just RIght Just RIght

49% 49% 25% 25%

Just Right

Israeli PatriotismAmerican American Patriotism Patriotism

*In November 2001, the Lion’s Tale posed the same question in a survey for an article about patriotism after 9/11.

Patriotism IsraeliIsraeli Patriotism

x Zissma n

Much

100%

photo by Ale

001*

June 7, 2011

Zimriah

2011

Page 12

Classes participate in school-wide competition celebrating Israel’s 63rd birthday

by Jacob Schaperow Copy Editor

photos by Alex Zissman and Benita Berman

“What we wanted to do was demonstrate the power of [music] and the joy that it brings to people, and so what we did was we had the whole background in black and we had the color coming out of that just to show contrast between the two of them,” junior Nechama Nelson, who worked on the banner, said. A panel of five alumni judged the performances. Judge Adam Freedlander (‘97) was present at the first-ever Zimriah 17 years ago. He said at the event that if he and his classmates had participated, they would have been put to shame. ‘It’s great to win two years in a row, and it showed that our grade can really come together as a team,” sophomore Arielle Masica said.

The Class of 2013 won this year’s Zimriah. The grade’s song was Malah Malah by Tzvika Pik. The sophomore skit poked fun at teachers and administrators, including Yaffa Dagony armed with a pie and a stethoscope-wearing “Doctor” Kay. Second place went to the Class of 2014, and the award for best banner went to the Class of 2012. After opening with “Hatikvah” and the “Star Spangled Banner,” the classes performed, starting with presentations of their banners, followed by their skits and their songs and dances. The Class of 2014’s song was Kol Hakavod from the Israeli musical, Kazablan. The class’ skit featured Matthew Foldi’s colorful tie collection. The Class of 2012’s winning banner depicted a member of the Lahaka, the IDF choir. by Jacob Dorn Senior Reporter

Yom HaAtzmaut workshops celebrate the facets of Israel by Emily Shoyer Senior Reporter

To celebrate Israel’s 63rd birthday, juniors led workshops for high school and middle school students on a variety of Israel-related topics such as the Bedouin culture, border troubles and practices such as Kabbalah. The workshops also explored different aspects of Israeli towns, culture and food. Workshops were spaced out over the morning so that there were separate sessions for middle school and high school students. There were a total of nine options for workshops, and each student attended two. Each workshop was led by two to four juniors. The juniors prepared photo by Alex Zissman slideshow presentations, snacks, capture the bag Freshmen Alyssa Rothfeld, Daniel Thorne and handouts and activities to educate Dean Bregman simulate life for Israelis and Palestinians in a border the students on all of the aspects of town. Israel. One of the most popular workciety,” junior Samuel Yeroushalmi said. “Also, the food shops was Bedouin Tent, which was led by juniors Rebecca Rubin and Nicole Nabatkho- was really good.” The juniors who led the workshops worked hard rian. They decorated their room by draping fabric to to prepare and enjoyed the experience. Junior Sarah look like a tent and set up themed food. Rubinstein led the Eilat workshop with Stephanie As“I really liked the Bedouin Tent workshop because eraph, Emily Dworkin and Naomi Eyob. the people there really taught me about what life was “I really enjoyed leading this workshop and teachlike,” freshman Nisa Dalva said. “The way it was set up ing kids in our school about the Sudanese refugees,” was really cool [be]cause it actually looked like BedRubinstein said. “It was a wonderful idea to combine ouin tents.” an educational aspect and a hands-on activity, so the Students also enjoyed learning about the Bedouin students got the feel of what is really happening in the culture and how it fits into Israeli society. part of Israel their workshop was on.” “It was really interesting to learn about the Bedouin “The workshops were a great chance to hang out culture and the relationship between their more tradiwith people you don’t usually get to hang out with,” tional customs and how they conflict with Israeli sofreshman Matan Meloul said.

Sophomores bond The sophomore class traveled to Philadelphia on a shabbaton on April 8 and 9. Originally scheduled for an earlier date, it was postponed due to snow. The sophomores faced inclement weather in the downtown area as it rained when they visited the Liberty Bell and National Museum of American History on Friday. Sophomore Corey Hirsch enjoyed the visit, but felt that there was not enough time to both eat lunch and visit the museum. “[It was the] first time I’ve been there,” he said. “It was amazing. I really thought that I learned a lot, but also I thought it was a bit difficult to really learn a lot of stuff in that amount of time.” The grade continued on to the Jack M. Barrack Hebrew Academy, but unexpectedly stayed longer when a bus driver failed to arrive on time. Principal Michael Kay asked students if they would be willing to wait for a later bus and let others go earlier. “He asked [students] if they would want to volunteer ... and there were around 75 percent of us that actually did … I saw so many hands, it was kind of impressive,” Hirsch said. Another bus driver was found, but the sophomores occupied their time by dancing and playing music. Eventually, the bus driver arrived and the grade departed. “The ride back was at, like, one in the morning. I wanted to take the second bus, but no, the bus driver happened to have friends. But it was actually pretty fun. It was more chill and everyone was tired. We all cuddled. It was intense,” class president Benjamin Steren said.

photo by Jacob Dorn

name that tune Sophomores Andrea Wilk, Jacob Mintz and Talia Weiss play on the piano and sing as they wait for their bus to arrive to take them home.

June 7, 2011

Page 13

Undercover Reporting Experiment: We went to Montgomery Mall, beginning in the food court and making our way

to a technology store, clothing store, department store and smoothie stand. We dressed in floor length skirts, long sleeve shirts and covered our heads with scarves. We visited the stores and observed how we were treated and later changed into shorts and Tshirts and re-visited the same stores. We then compared how we were treated each time.

Hypothesis:

We thought that some people would feel uncomfortable around us and that people would stare at us, since we didn’t blend in with the other girls our age. We also thought that employees in stores would be more reluctant to offer assistance to us.

Clothing store

While we were dressed modestly: We entered the store and received looks from some of the customers. It took about seven minutes before an employee approached us to ask us how were doing. While we were dressed “normally”: We were not given any looks, but no one offered to help us.

Department store

While we were dressed modestly: Entering the store, we noticed a mother and her daughter glancing back at us and occasionally giggling. Other customers were giving us similar looks. As we made our way to the shoe section, people gave us puzzled looks as we were holding up trendy sandals and boots. We were not offered any assistance by the employees there. While we were dressed “normally”:We were not given any looks, but no one offered to assist us.

Technology store

While we were dressed modestly: As we walked around the store, playing with the technology, many customers looked up from their computers. One man tapped his son on the shoulder and gestured to us. We approached a group of employees but no one offered to help us. As we left, people swiftly moved to give us room and we walked out. While we were dressed “normally”: We walked in and immediately an employee approached us and asked us how we were doing and if we needed any help. We said thank you and walked over to the other side of the store near the same cluster of employees, and a second employee asked us if we needed anything.

Smoothie stand

While we were dressed modestly: The people standing in-front of us in line treated us normally, and when it was our turn to order smoothies, we were treated normally by the employees. While we were dressed “normally”: The employees seemed a little more comfortable in helping us, but otherwise it was pretty similar to the reaction we received wearing modest clothing.

Walking around the mall

While we were dressed modestly: As we stepped out of the restroom in our modestw clothing, we immediately felt the stares of the people surrounding us. Walking through the food court, we observed that while many people did not react to us, some analyzed us by looking at us up and down or pausing mid-conversation to glance at us. At one point we ran into two people we both knew. They looked at us and did not recognize us until we shouted their names and approached them. They looked shocked and said, “Wow, you guys look like Russian immigrants! This is the ugliest I’ve ever seen you look, please don’t come and talk to us until you’ve changed into normal clothes!” Also, a couple walking down the hall holding hands shifted uncomfortably away from us and giggled. While we were dressed “normally”: We felt a sense of relief walking out of the rest room in our shorts. People did not single us out or look at us differently. We felt like we blended in. More employees asked us to try samples in the food court. When we ran into the two people again, they greeted us with hugs and expressed relief that we looked “normal” again.

Conclusion: The first thing we thought about after leaving that mall

was what is really considered normal in the eyes of people in a public place. There were woman walking around in belly shirts, tight jeans and short shorts, yet in modest dress, we were the ones receiving glances and stares. While some employees were not phased by our appearance, others were clearly uncomfortable. We did not feel that the lack of service from the employees was out of anti-Semitism or hate but rather unfamiliarity and discomfort. We felt that people were confused and wondered why we would be looking at trendy shoes and clothing when we identified and were dressed like religious women. We inferred this from the puzzled looks we received while looking at shoes in the department store. Based on the interactions with the boys that we knew, and the looks we received from the teenage

photo illustrations by Alex Zissman

boys in the mall, we felt ugly in comparison to the other girls in the mall wearing shorts and V-necks. We felt that the reaction we received from the people we knew was what the people around us were most likely thinking. It is sad that we felt such relief after changing back into our shorts, because in an ideal world we should have felt accepted no matter what we were wearing. This made us think about how some women who dress modestly on daily basis because of their religious belief and how they are treated every day. At the same time, we reflected on how we, as Jews, treat other religious groups in society. We saw Muslim women and Hindus dressed in religious clothing, as well, and recognized that they must experience similar treatment in public.

June 7, 2011

Page 14

Yom HaShoah

Community honors heroes of the Holocaust

by Gabriella Mendick Reporter

This year, when the CESJDS community commemorated Yom HaShoah, it recognized the lives lost but focused on appreciating the heroes of the Holocaust. Yom HaShoah occurred on Sunday, May 1 and was commemorated in school two days earlier on Friday, April 29. Jewish Text, Thought and Pract ice teachers Cynthia Peterman, Sarah Levy, Sara Coxe and art teacher Benjamin Tellie worked with tenth grade students to plan all aspects involved in the commemoration. All sophomore students are studying the Holocaust in their Jewish History classes and the tenth grade students were responsible for planning the vigil, the ceremony, and the school environment for the day. “I helped in the planning and making of the assembly. I feel that my involvement helped the audience and myself to truly understand and connect with the Holocaust just a little bit more than they

already did,” sophomore Natalie Eyob said. Peterman focused on organizing the vigil, which took place in the Exhibition Hall. “My goal was to empower students to run the vigil and to help to make the vigil meaningful to everyone in the JDS community. We received a lot of good feedback from those who visited,” Peterman said. As in years past, the vigil consisted of reading the names of those whose lives were lost at the hands of the Nazis. In contrast to previous years’ commemorations, the ceremony and the school environment highlighted art by Hannah Becker righteous gentiles and others who supported and fought for the oppressed Jews. The Class of 2011 was on its Israel trip at the time of Yom HaShoah and had a unique opportunity to observe Yom HaShoah in Israel. This year Yom HaShoah occurred during the seniors’ volunteer period, and each of the different volunteer groups participated in and experienced various commemorations. One senior, Amy Lieberman, is volunteering at a school in Tzfat.

“It as interesting to see the difference between Israeli kindergartners’ understandings of the Holocaust and that of American kindergartners. In the classroom I am volunteering in, the children discussed the Holocaust on a basic level yet, nonetheless, it was discussed.” Although Yom HaShoah is an international remembrance day, the commemoration in Israel differs greatly from our commemoration at CESJDS. “Hearing the siren sound throughout all of Israel left a lasting impression on me. The country froze for a solid minute until the cease of the siren’s consistent sound, and people continued with their daily lives. It was amazing to experience this break from typical life. America doesn’t have a moment where the whole country stops in a such a uniting way,” Lieberman said.

art by Elana Oser

Israeli diplomat speaks about challenges Israel faces in the international community

photo by Alex Zissman

looking to Israel Daniel Meron, Minister of Congressional Affairs at the Israeli embassy, speaks to a junior Arab/Israeli Conflict class about Israel and his experiences defending Israel in different United Nations Human Rights conferences. “Israel is constantly being attacked in international forums, so instead of always being on the defensive, we’ve started to be on the offensive by engaging the U.N. and international communities in all the human-rights work Israel does,” Meron said.

Commemorating Yom HaZikaron by Jeremy Etelson and Jesse Zweben Reporters This Yom HaZikaron, students commemorated the day with candles, stickers bearing the word “remember” and an hour-long assembly. Everyone in the school respects the day and the soldiers, but some non-Israeli students have some trouble connecting with the underlying feeling of loss and mourning. photo by Alex Zissman Sophomore Jonathan Galitzer said he shaping the flag Students from the Israeli Hebrew class unravel an Isfeels that the school raeli flag design while performing a song and dance to commemorate Yom should devote more HaZikaron. time to commemorating Yom HaZiSteinberg has difficulty connect- sent my country to give people karon. ing to it as an American. here a little look on what it is like “I feel like if JDS really want“I don’t have a good enough in Israel. It meant a lot for me,” ed to get people more connect- connection to the holiday be- Vitman said. ed with Yom HaZikaron, they cause I don’t know anyone who This year’s seniors experiwould make less of the day class died in the Israeli military,” he enced Yom HaZikaron in Israel and more about the soldiers said. first-hand. and citizens who have fallen,” Galitzer agreed. “Yom HaZikaron in Israel Galitzer said. “It becomes more difficult to was extremely powerful. We “[In] Israel, people are way connect with the true power and were on a kibbutz for volunteer more into it,” freshman Eylon solemnity of the day if you don’t period, and we attended a meVitman said. “In Israel there know a fallen Israeli soldier,” he morial service. It was so powerare a lot more families that lost said. “But I have been to Israel, ful to see strangers care so much someone in one of the wars.” and just knowing that men and about each others’ pain. They In Israel, he said the entire women died for the country read off names and sang songs. It country commemorates the day. gives me enough to connect to.” felt like a service at school except “In Israel, all channels on TV To some Israeli students, the that everyone was more into it. It are closed, every one of them,” assembly is a way for them to was amazing,” alumnus Michael Vitman said. convey their feelings to the rest Weinberg (‘11) said. Despite the holiday’s signifi- of the student body. cance in Israel, freshman Ethan “I felt like I needed to repre-

Page 15

June 7, 2011

feature

Chai Lights showcases talent PowerSchool by Eitan Snyder Reporter

The campus was split up based on the genre of performance, with dancers mainly in the cafeteria, theater and musical performances in the theater, poetry in the Beit Midrash, band performances on a stage near the end of the main hallway and interactive art activities in the gym. The reception of this year’s program was positive.

“Not only is the work that the children did wonderful, but also the way it’s displayed is fabulous and very eye-catching, and their way of displaying things is an art in its way,” JDS parent Rachelle Solkowitz said. People who had also attended Arts Chai Lights last year noted changes to the program. “I think we have a lot more variety. There’s a lot more music. There’s a lot more people, and there’s a lot of energy going around, which is really awesome,” eighth-grader Sarah Hirsch said. For student performers, Arts Chai Lights presents an opportunity to showcase what they have been working on all year. “I love [performing at Arts Chai Lights]. Sometimes your family and your friends [see] a part of your life that they might not ever get to see, like singing in the a cappella choir or dance that you do outside of school, so it’s a great opportunity for them to see how hard you’ve worked,” freshman photo by Alex Zissman Yael Krifcher said.

“I can’t hear you guys, are you having fun?” the emcees screamed to get the audience members excited. The audience was filled with parents, students, faculty members and anyone else who decided to come to CESJDS’ second annual Arts Chai Lights program on May 25. Arts Chai Lights is JDS’ arts night that was created last year in order to bring students in grades K-12 together by showcasing their wide range of talents in all forms of the arts. Performers at the event included individual students as well as student groups. Participants show- dancing all night The JDS members of the Yesodot dance troupe perform cased all forms of at Chai Lights. Right to left: Sarah Freedman, Hannah Iskow, Devin Yolles, performing and vi- Tamar Gasko and Katie Hamelburg. sual arts at JDS.

Loving Jane Eyre by Elana Schrager Features Editor Oh my goodness. I love Jane Eyre. That has been one of my mantras ever since I read “Jane Eyre” by Charlotte Bronte in the fourth grade. In the six years since, this often-repeated statement of mine has often come under attack, by children and adults alike. It was recently put to the test with the release of a movie, directed by Cary Fukunaga, and starring Mia Wasikowska as the title character. The movie was beautiful. One of the things that makes the book attractive to read is the that Jane is not physically attractive. The fact that she—an ordinary girl—manages to find love gives hope to any plain, normal girl dreaming of love. Wasikowska did a good job of carrying Jane’s normalcy into the movie. One could see the tenseness in her eyes, contrasting with her calm, sallow surface. Jane’s self pity, one of her less endearing qualities, was absent from Wasikowska’s adaptation.

Wasikowska had an excellent partner in Michael Fassbender who plays Jane’s lover, Mr. Edward Rochester. Under a crinkled forehead and heavy lids, his big eyes burned with intensity every time he spoke to Jane. He was neither handsome nor ugly. Mr. Rochester is more than 20 years Jane’s senior; still, their age difference was not creepy. I felt like there was little change between book and script. The words the actors spoke brought Bronte’s writing to life. Screenwriter Moira Buffini accurately conveys the discovery, passion and suspense so eloquently expressed in Bronte’s stilted, subtle, 19th century prose. There is suspense. Secrets and shadows invade and surround the characters. Someone stalks the house at night, attempting murder. It all adds depth to an otherwise nondescript plot. The cinematography, my favorite part of the movie, echoed the suspense of the book. Period-appropriate candlelight was the only lighting when scenes took place indoors or at night, giving the film a raw, grainy effect. The lighting and handheld shots added texture to the film, until I felt as though I could have reached out and touched the world projected on the screen. I love Jane Eyre.

a 5:59 a.m. 6:00 a.m.

6:35 a.m. 7:15 a.m. 8:31 a.m. 8:35 a.m. 10:00 a.m.

10:36 a.m. 10:51 a.m.

Sleeping. Wake up utterly unable to breathe. Realize cat is sleeping on face. Remove cat, at great personal risk. Gape in disbelief as Steve gets out of bed to go running. Make fun of curling in an attempt to assuage my own feelings of laziness. Take shower. Stare into closet. Opt for grown-up pants instead of jeans. For today. Drive to work. Consume large quantities of caffeine. Period 1 – free period Crash Ms. Fitzpatrick’s class. Cause mischief. Period 2 – English 7 Suffer first bipolar episode of the day. Bellow with rage at sevvies; conduct animated discussion regarding Ged and Serrett and “force mating.” Wish I could be more like my TA. “I love you, now go away.”

in the

Kelly Enochson 11:16 a.m. 11:18 a.m. 11:20 a.m. 11:25 a.m. 12:00 a.m. 12:02 a.m. 12:35 a.m. 12:45 a.m.

opens gradebook to students, parents by Sydney Solomon Senior Reporter

As of late March, the student portal was put online for students and parents to access students’ academic progress throughout the year. The portal contains student’s grades for individual assignments, homework, tests and quizzes. This gives students the opportunity to know their grades in each class and know what classes they need to improve in before the end of a trimester or quarter comes along. “This system [the portal] provides the students with an online easily accessible score sheet where they can keep track of their progress and scores,” said math teacher Howard Weinstein. This program also allows parents to become more informed about their student’s academic life and to be able to keep track of their child’s progress throughout the year. Students’ main worry about the portal is that it adds additional stress. “For me this just adds an element of stress to my everyday life, especially because my parents are really focused on grades,” said a sophomore who wished to stay anonymous. For some students, the portal serves as motivation to try harder in school. “It might cause stress but I don’t necessarily believe that it is bad stress,” sophomore Estelle Ostroff said. “My parents are really focused on grades, but by them having access to my grades it encourages me to do better.” Students who struggle with procrastination and organization can use this new system as a tool to help budget their time better. “This helps students allocate their time better by pointing out the classes that students need to work on,” math teacher John Watkins-Chow said. “I think that seeing the individual grades of my children is probably more information than I need,” Alexandra Paulson, mother of sophomore Madeline Paulson, said. “I do not want to be in a position where I have to see the little bad grades my children get on a quiz, I just need to know their overall grade.”

of...

Period 3 – English 11 Yes, that is a sheet of paper. Confiscate Nate’s harp, or lute, or whatever it is. Sigh patiently; explain that not everything can be analyzed using the Webner rule. Battle racism and misogyny. Lose. Lunch Address convivial greeting to Mr. Webner in the hallway. Receive friendly glower in return. Arrive at cafeteria for lunch duty. Steal food from children. Period 4 – English 8 Take attendance. Check portal to Narnia for missing students. Closely analyze significant passages from the text. Develop linear arguments inductively. Guide students in crafting fluid prose. Inspire in students a passion for literature and a curiosity about language and language patterns. Or, you know, try.

1:50 p.m. 2:45 p.m. 2:46 p.m. 2:51 p.m. 3:15 p.m. 4:08 p.m. 5:17 p.m.

6:17 p.m. 6:35 p.m. 7:30 p.m. 9:30 p.m.

Period 5 – free period Watch an episode of Buffy, the Vampire Slayer on Netflix. Grade diligently. Period 6 – English 8 Become edified by a Danny Waksman quote. Kick out half the people in the room because they aren’t actually in my class. Reflect on how much I freaking love To Kill a Mockingbird. Threaten to defenestrate students. Go running with Mr. Fichter. Struggle to maintain comparable level of good humor. Begin epic journey back to Virginia. Sit in traffic gridlock. Strongly suspect dragons are the cause. Contemplate the meaning of life, and whether or not Blanche is gay/Jesus/does not exist. Arrive home. Greet cats with more enthusiasm than is strictly necessary. Go out for sushi. Mmm spicy tuna. Watch reruns of How I Met Your Mother. Read a book. For fun.

n a c ice

June 7, 2011

hool students en c s h g i h o t e tering v i g u yo

Dean Bregman, 9th grade

“The hardest part for me during this year was the work load. Also, the fact that lunch was later during the day was a difficult adjustment. It took me a while to get used to all these changes, but with time I adjusted to the change. But there are a lot of things that I like about high school. We have a lot more freedom. I really like that we have a lot of options of places where we can sit. My advice for anyone entering high school is to know that it’s going to be hard at first. However, with time all the changes will become very manageable.”

Natalie Eyob, 10th grade

“My advice for someone entering 10th grade is to space out the work and not do all of it the night before it is due. I have learned that procrastinating will really hurt in the long run. This year, I received a lot more work, and I was expected to do it in a lot less time. But I learned that teachers were a really good resource for me when I was struggling. By 10th grade, I really knew my study habits and how to manage my time better. I have really learned what works for me and how I should work in high school. I really enjoyed 10th grade because we really bonded as a grade, and it really felt like a family.”

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Page 16

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Helene Katz, 11th grade

“Prior to 11th grade, I thought it was going to be the worst year of high school, and I really didn’t think I would survive. But it was not that bad. Yes, there were a lot of major assignments. However, teachers really knew how to space large assignments and help along the way. I guess the one thing that I can say is to get standardized tests over with in the beginning of the year. I started on the late side, but a lot of my friends were done by December or February which made it easier for them to focus on other work. Eleventh grade is full of fun activities which made the year much more enjoyable.”

Worn school tablets increase personal laptop use by Jacob Schaperow Copy Editor

After nearly four years of use by hundreds of students, the school’s tablet PCs have seen better days. Many lack their signature styluses. Some are missing keys, and they are frequently low on battery, prompting some students to bring in their own laptops as a solution. Junior Ilana Braier brings her computer, a MacBook, to most of her classes. “The main thing with school computers is that they’re really slow. Macs are much faster. I don’t have to sit there for 10 minutes waiting for a page to load,” Braier said. The technology department is aware of problems with the tablets, according to Director of Information Technoogy David Ritzmann. He said that the school is planning to purchase new laptops for next year. “We haven’t decided yet on the exact model, but we’re working on that to get ready for summer,” Ritzmann said. “Some carts next year might have new tablets, and others may be new conventional laptops. The specs will be very similar, so processor, memory, screen size, size and weight will be about the same.” The rationale behind the tablets, according to Ritzmann, was that “tablet PCs give you more tools. With the swivel screen and the stylus, there are some pen-enabled applications that we can use that are not available on a conventional laptop.” Students who bring their own laptops to classes find that they have access to other unique applications. “I can keep all of my notes on [my laptop], and I can bring it home with me so I can study,” seventhgrader Megan Orbach said. “It’s more convenient to use my laptop because the teachers don’t always reserve the school laptops. I

prefer having my notes on my laptop because the paper never rips, and I never lose it. I don’t misplace my laptop though I misplace my notebook,” Braier said. Having a laptop all the time can mean more potential for distraction. Braier said that this is not a problem for her. “I’m always taking notes, so there’s not really enough time to goof off during class. I guess sometimes if I finish something, I might go on Facebook or something, but not when I need to be paying attention,” she said. Students and teachers may not always agree on what constitutes “when I need to be paying attention.” “We joke sometimes in our department that we wish we had mirrors on the ceiling so we could see what people are doing. But unless you spend a lot of time going around and around looking over people’s shoulders, a lot of it is just on faith. You hope people are using them for the right reasons,” Jewish History teacher Cynthia Peterman said. Peterman’s 11th-grade class, Current Events in Jewish Societies, involves tablet use nearly every class period. “I think ... it’s been helpful because a lot of people like annotating by hand,” she said. As for what to do with a brokendown tablet, “definitely report problems to us. We have a clipboard at each cart, so either use that or tell your teacher so he or she can submit an online tech request.” Ritzmann said “We can’t fix what we don’t know about, so if there’s a key missing, or something’s not working, and a tablet goes back into the cart, we won’t know there is a problem and can’t fix it. Once a problem is reported, we try to fix it as quickly as possible.”

Page 17

June 7, 2011

feature

election mania:

Campaigns create competition Saying goodbye by Emily Shoyer Senior Reporter

Students voted for three contested Student Council positions on June 3, electing sophomores Debi Smith, Joshua Eisdorfer and Natalie Eyob for student life, communication and administrative officer positions, respectively. Students prepared for elections with post-

photo by Alex Zissman

Sophomore Michael Paretzky hangs up a sign in the sophomore alcove encourging students to vote for him and sophomore Miriam Israel who ran for co-presidents of grade government. vote for me

ers, fliers and Facebook groups. As elections grew nearer, candidates running opposed could feel the pressure of competition. “I feel that grade government elections sometimes get too personal,” sophomore Aron Cannon said. Other students feel that although things can get personal, grade government is still

important. “The issues are important,” junior Andrew Yanovski said. “It’s about truth, liberty and democracy.” The grade government candidates who ran unopposed did not feel the competition or the pressure. “It’s really just about fun,” freshman Sara Bender-Bier said. Bender-Bier ran with her twin sister, Diana, for co-presidents of their grade. Sophomore Michael Gould ran with sophomore Jake Mintz for co-presidents of the school. They ran unopposed and did not feel worried. “I’m just really excited for the elections because I am excited to start my

reign, “ Gould said. “For us there is no competition because we are running unopposed,” Mintz said. “But I know that there are some other positions where people are feeling competitive.” Smith ran against fellow sophomore Ariel Lanes for Student Council Secretary of Student Life. “It can be nerve-wracking and hard because your opponent has the same leadership qualities as yourself,” Smith said. “So it’s hard to determine who is going to win.” Middle school students don’t always know the students running for Student Council. Students have different ways of deciding who they will vote for. “I am going to vote for who I think will be a good leader,” eighth-grader Jordan Block said. “I think that if I know someone that is running I will vote for them just because I know them,” seventh-grader Rachel Papirmeister said. Students decided their vote in different ways for both Student Council and grade government, but the stress and competition remain factors for those running. “I think the big difference between Student Council and grade government is that in Student Council you are trying to win the vote of so many kids that you don’t know,” Smith said. “In grade government, it’s more of a popularity contest because you are speaking to your friends.”

Sophomore pays it forward on Facebook by Samantha Wiener Features Editor One Friday a few weeks ago, sophomore Jacob Dorn sat in the semidarkness watching G-dCast, a weekly animated webcast that summarizes the parsha of the week. As he watched it with his class, no one knew that Dorn was planning a “broadcast” of his own. Dorn decided to use a common, if sometimes controversial, medium for his “broadcast.” Dorn, a member of the Lion’s Tale staff, uses Facebook to strengthen his friendships and use Facebook, but to leave thoughtful messages on the walls of his Facebook friends. “It was a way to start talking to peop l e ,

where I was friendly with them, and where I was acquainted with them, but where I wasn’t like the best of friends,” Dorn said. “It gave, not necessarily an excuse, but a way to start talking to them and to start a dialogue, and I guess in that way I did become more friendly with people.” With over 400 friends, Dorn has devoted time to writing personalized messages. He said he is thoughtful in his writing and feels it is remarkable to be able to reaffirm the connection, whether it be familiar or friendly, with such a large number of people. Dorn said he is very honest and perceptive in his views of others and is able to find something extraordinary a b o u t each of his friends and expand upon a connection h e has with them. Although

“You’re a real mensch. Like, actually. It’s remarkable. You’re smart, popular and athletic, yet you still care about the little people, and for that reason, you deserve all the love you get from the grade.” — Jacob Dorn wrote on one friend’s Facebook wall.

he has never seen the movie “Pay it Forward,” Dorn has taken upon himself a world-changing task. This goes beyond setting a trend, it's creating a new way to appreciate technology and learn to use technology to "pay it forward." “I was hoping that people would start picking it up a little bit and doing notes to other people, but it didn’t turn out to work that way, so I’m not sure how much of an impact it will be, but whatever the impact I still think it’s a good thing,” Dorn said. Similar to the positive use of G-dcast to spread Torah L’shmah in today's world, Dorn began writing messages to friends over the Internet to photo illustration by Hannah Becker strengthen and expand his friendships and personalized posts Jacob Dorn, who has written over 200 wall posts, sits at his computer contemplating what to include in his next post. “I was surprised that not only did I make others brighten people's days. happy, but I got a good feeling too,” Dorn said.

Teachers talk about what they will miss at JDS Compiled by Haley Cohen and Sydney Solomon Features Editor and Senior Reporter

Kelly Enochson: English

I had a lot of fun being Color War general last year. I will always remember winning the middle school soccer championship last fall. The first shabbaton I ever attended also stands out. It was with the class of 2013 last photo by Alex Zissman year and it inspired me to chaperone several other shabbatons. [In the fall,] I am going to George Mason University where I will be a Ph.D student. I will miss my students the most. I absolutely love my students.

Megan Fromm: Publications I’m moving to Germany for my husband’s job. I’m going to miss the students. They’re fun to hangout with every day. It’s so much better than a normal job where you have to be with grumpy adults. The faculty has been really supportive photo by Alex Zissman of what the publications staff does, and that made my life easier. I know it’s hard for the students to see change, but it opens the door for them to meet more good teachers, so it can be a good thing.

Jonathan Fichter:

English

I’ve taught English and Public Speaking at JDS for four years. I’m leaving JDS to become an academic tech coordinator at St. Patrick’s Episcopal school. I’ve had wonderful color wars. I like seeing how talented photo courtesy of Blanton Photography everyone is. It really amazes me. Nothing beats a great class discussion. You go home at the end of the night and think ‘wow, that was a great discussion’. It’s a great feeling. I’m going to miss the students the most. I’ve gotten to know them so well, and when I teach siblings or cousins, I get to know the whole family. I’ll also miss my adult colleagues. I look forward to keeping in touch.

ports

Page 18

June 7, 2011

Undefeated softball team loses in championships by Jacob Dorn Senior Reporter

GVS

“I really thought that we were going to win,” she said of the May 12 championship game. “I thought that we had it in us, but sometimes it just happens.” Solkowitz saw hitting as the main difference from the previous game.

“Our bats just weren’t there, and the other team’s (Oakcrest) pitcher really improved, and so our bats weren’t totally there, so we didn’t really get any runs,” she said. The Lions had a chance to break a scoreless tie in the top of the second. Middle-in-

After an undefeated regular season, the girls varsity softball team lost the championship game to Oakcrest, the other regular season co-champion and a team the Lions had defeated earlier in the season. Head Coach Jay Matula said that the season was successful. “[We were] co-champions. We were actually the only team to be undefeated, but there was a points issue and the lack of an ability to make up a game, which put us in a co-championship position. But we brought a banner home for softball, and we’re very pleased with that,” he said. This year was more successful than last year, according to Matula, in part because of the number of players that tried out. “I think we actually challenged for positions a lot more this year. Last year, we weren’t deep at a lot of positions, but this year, we had three people that could pitch,” he said. The Lions defeated Oakcrest in a competitive earlier matchup, according to freshman Naomi Solkowitz. “It was a really good game,” she said. “It was like the first really competitive game photo by Jacob Dorn that we had all season and we won, 7-4 I a season’s end Captain Molly Schneider and Assistant Coach Christina Landis have an think it was. It was a really close game, and emotional embrace after losing the championship game against Oakcrest. “The failure we did really well that game.” in the championship doesn’t take away from the rest of the successes,” Schneider said.

fielder and outfielder Ariel Lanes, a sophomore, walked with two outs and immediately stole second and advanced to third on an overthrow by the opposing team’s catcher. A ground-out during the next play prevented her from scoring. Sophomore Molly Schneider, the cham starting pitcher, said that the difficulty on offense was discouraging. pitcher, said that the difficulty on offense was discouraging. “After we realized that getting on base wasn’t going to be as easy as we originally thought, I think we got a little nervous that, ‘Hey, maybe this [will be tough and we have] got to play really well,’ and it didn’t go as well as planned, and that kind of showed. Our nervousness kind of showed in the second inning,” she said. The Lions failed to score, while Oakcrest racked up additional runs. The mercy rule was invoked to end the game. The rule is used if one team is ahead of the other by 10 runs after five innings. “That made it 10 times worse. You don’t want that to happen ever. Ever. And especially not in a shutout,” Schneider said. Junior Eden Katz tried to keep perspective after the game. “It was an amazing season, and we shouldn’t let the one bad game we had [get to us]. It’s something to be proud of, not disappointed,” she said.

Losses in the semifinals, coaches pleased with their team’s seasons by Matt Halpern Reporter

BMSB & GMSS

As the spring season wraps up, both the middle school baseball and softball teams ended their seasons with one tournament victory each and losses in the PVAC semifinals. The baseball team lost at St. Anselms after beating Sandy Springs in a quarterfinal game. The softball team lost to Edmund Burke after beating Grace Brethren in a quarterfinal game. One of the baseball team’s pitchers, seventh-grader Gabriel Swagel, pitched a four-inning no-hitter in a 12-0 win against Covenant Life. “Throwing a no-hitter felt amazing. It was a rush of excitement and gratitude for the fielders,” Swagel said. Coaches of both groups were pleased with their teams’ play and growth throughout the season. “They did very well. There was lots of improvements from the beginning of the year. I was very satisfied with our season,” middle school softball Head Coach Nicholas Rich said. “Our team’s chemistry was very good. The girls cared about each other. We played as a team, and it showed in the playoffs.” “I feel that we grew a lot this year from where we started to where we ended. A lot of our growth happened through game-play, as opposed to practice time,” middle school base-

ball Head Coach Brian Westerman said. “I felt that our team chemistry was great this season. The student athletes on this squad picked each other up and motivated one another each and every inning.” Both teams had many young, new players this season. “The new members on the squad fit in perfectly and were greeted by a friendly atmosphere at the beginning of tryouts,” Westerman said. “We didn’t miss a beat, and there was no uncomfortable moments at any time.” “I think they handled it very well. I think the older kids showed great leadership and excitement for the game. They will learn from it, and they will be a good team next year,” Rich said. Players also reflected positively on the past season. “We played really well together. We knew what was photo by Symon Ginsburg going on in everyone’s head,” softball captain eighth- eyes on the ball Seventh-grader Jeremy Schooler bats grader Hallie Cohen said. against Hebrew Academy. The Lions beat the Cougars 14-5. “We did super amazing, and we had lots of communication as we all worked really well together as a team,” eighth-grader Shai Mesika said. “They met my expectations. The goal was to win in the “Our chemistry between the team was really good because playoffs, and they did that, and they did everything I asked, we are all nice to each other,” seventh-grader Gideon Epstein and I’m very proud of them,” Rich said. said. A hard-fought season for both teams satisfied their coaches.

Young players attempt team leadership, end season 0-8 BVV

by Alex Tritell Reporter In its third year, the boys varsity volleyball team tried to make a possitive impact in the PVAC, though they finished with an 0-8 record. The team was comprised of mostly freshmen, with one sophomore and two seventh-graders, making it the youngest team in the league. Players said that it is constantly a learning experience and their goal this season was to win a few matches. Two years , the team failed to get enough players to try out and could not field a team. Nonetheless, five athletes took interest in the sport and trained through the season, preserving volleyball as a varsity sport. Freshman Jacob Borenstein described that year as one of learning, more than an opportunity for game experience. “[The season was] basically a clinic, just

photo by Arielle Fontheim

Spiking 101 Freshman Dean Shilo spikes the ball in one of the team’s early-season games as captains and freshmen Jacob Borenstein (left) and Ilan Goldstein (right) look on. The team struggled and finished with a record of 0-8.

learning the game and only playing one real match,” Borenstein said. Four of the five original players returned this year, providing the leadership to help the new players learn. At the beginning of the season, Borenstein and fellow freshman Ilan Goldstein were voted as captains for the squad. The team lost its first four games, but the players still believed that this year they had the potential to win big in the playoffs. The team and its coaches brought a positive attitude to every practice and every game. They are happy to have the opportunity to compete. “We believe that we can get wins if we play our game,” Head Coach Patrick Dudash said. The team recently played Edmund Burke, which was in the championship

match last year. JDS managed to win one of the four games, a first for the team. Even though they lost the match as a whole, the achievement definitely showed potential for the future. These games were important steps to building a successful team according to Borenstein. “In a game like volleyball, experience really matters. As experience increases, so will skill level,” Borenstein said. Players said that they lack a lot of the fan support other spring sports receive. There are usually only a few scattered spectators and parents at the games, which are overshadowed by other sports like as baseball. “A lot of people think that the sport is just slapping a ball over the net,” Dudash said. “There is a lot more to it, such as forearm passing, setting, spiking and serving.” As the team moves further into the season, they are not solely focused on the shortrun, as they have plenty of years ahead of them.

Page 19

June 7, 2011

A year in sports

Disappointment on the surface, optimism for the future by Jonathan Block Sports Editor

BVB

The boys varsity baseball team entered the season with more than high expectations, they had high standards. One of those was the standard of winning games. The team met that standard with a final record of 8-2, including the playoffs. Early in the season, the team had a chance to avenge their single playoff loss to St. Anselm’s from last season. The Lions beat the St. Anselm’s Panthers, 9-4, and continued through the regular season, decimating their opponents. Their one road bump was a 10-7 loss to Covenant Life in the second game of the season. However, with rising momentum, the Lions re-played Covenant Life later in

the season. In the rematch, the Lions forced Covenant Life into a fifth inning forfeit, winning 11-0. The Lions entered the PVAC playoffs feeling unstoppable. They walked all over their first opponent, Hebrew Academy, on May 5, and headed into the weekend feeling confident. On May 9, the Lions played St. Anselm’s in the semifinals. The JDS boys varsity baseball season came to a sudden end after losing at home to St. Anselm’s 12-5. “The loss was much closer than the score,” team co-captain and sophomore Jacob Mintz said. “We were down 6-5 in the sixth inning until we let up six runs.”

sport

photos by Symon Ginsburg, Jacob Dorn, David Solkowitz Sam Hofman, Arielle Fontheim, Zoe Orenstein and Alex Zissman. Photo Layout by Jacob Dorn, Josh Singer and Jonathan Block

“[The game was] a tough come-from-behind loss to St. Anselm’s in the semifinals. We were up for most of the game, and then we gave up a lead and never got it back,” added junior Max Ungar, another one of the three team captains. Junior Ori Gutin blamed the loss on a lack of focus throughout the team. “We just let the game get out of hand. We just made errors on in that game,” Gutin said. “If we made the routine plays and got the outs we could have won it. What killed us was that we had a three week Pesach break.” The team’s three captains, Ungar, Mintz and junior Joshua Singer, all made the first team all-PVAC. Gutin and sophomore Michael Paretzky made the second team.

A combined team featuring all star players from Sandy Springs and JDS won the all star game 9-3. Ungar, Singer and Gutin still practice on the baseball field and workout in the weight room after the season’s end and hope to play at the collegiate level. With one year left in the Lions baseball program, Mintz hopes to recreate the team’s talent from this season next season. “We go into next year with a positive outlook,” Mintz said. “We lose a lot of important guys and it’s up to the freshmen to come up and fill those spots. Next year will be my last season and I want to end the way I started, by winning a banner.”

SP RTS

June 7, 2011

DOWN DOWN the DOWN RunDOWN Spring Score Wrap-Up

VARSITY TENNIS WINS FOURTH CONSECUTIVE CHAMPIONSHIP

photo provided by Scott Goldstein

by Alex Tritell Reporter

BVT

After claiming one more individual PVAC championship, junior Jonathan Kader, a captain, said he is saddened by the end of his time with the varsity tennis team, but he said the team has much to look forward to in the future. Kader and fellow captain, junior Scott Goldstein, led the team to another undefeated season and a fourth consecutive league championship. Kader, who has not lost a league match since the middle of his seventh-grade season, said he was very happy with the team and how he finished his high school tennis career. “I loved being part of the team these past years,” Kader said. “Going from being the youngest on the team to being a captain, leading kids and having them look up to you, it has been a great experience overall.”

Kader plays tennis competitively outside of school too. He acquired a top 10 ranking among juniors in the state. He attends individual tournaments and various other practices. “Especially this year, I began to value having a supportive team and coach at every match cheering me on,” Kader said. “That is something I don’t get when I play alone and really value about the JDS team.” Before the season started, there was some doubt as to whether the team would be able to live up to the dominance the team had in past years. Despite having only five returning players, the team was able to win another championship through creating a strongly connected team and having younger athletes step up when needed. The team was predominantly made up of underclassmen and middle school students. An example of the team unity was the first doubles team, a combination of ju-

nior Scott Goldstein and sixth-grader Max Strickberger. They played together through the season and the duo won the tournament together, acquiring important points for the team as a whole. Freshman Dore Feith also had a strong showing and provided for the team by winning in the number three singles spot. The whole team showed up to watch. “Having the entire team there to celebrate the season and tournament victories was really fun and exciting,” sophomore Benjamin Steren said. After the large senior class graduated, the team lost some of their old traditions, but developed new ones in their stead. “Captains Kader and Goldstein, as well as the rest of the juniors, were super fun and did a great job maintaining the spirit and character of the team,” Steren said. He said he hopes that next year he will “be able to live up to the expectations and standards that they set.” Steren is in line to become captain next season.

BVB

8-2

BVT

10-0

BVV

0-8

BMSB

2-4

GVS

4-0-1

GMSS

1-6

CVG

2-1-1

The team also had good depth. In the final tournament, the second doubles team was constantly changing players until, in the final match, juniors Matthew Goodman and Alex Zissman took the spot and won a match. Kader is confident that the team will continue winning despite the future team very young. “Everyone is going to keep working hard and practicing, becoming better and better,” he said.

Season of learning experiences by David Solkowitz Reporter

CVG

During the day, Dominic Lee teaches math at CESJDS, but as soon as the clock reads 3:45 p.m., he throws on his golf shoes, shirt and pants and becomes the coach of the coed varsity golf team. Lee is serving in his first year as golf coach and enjoys teaching the players. “Some of my roles as coach include helping correct their [golf] swings, teaching fundamentals of putting and chipping and teaching them the rules of golf and etiquette,” he said. Since golf is a team sport, all of the players need to be able to rely on each other, and Lee hopes to help with that by strengthening the players’ relationships with one another. Another person assisting the team is Professional Golf Association instructor Gary Mankulish. Eighth-grader Isabella Zissman attended all of Mankulish’s optional lessons and clinics. “He was really helpful. He helped me fix my swing, my balance, my body turning and putting,” Zissman said. “Mr. Lee’s methods are awesome. He did basically what Gary did, but he helped more on the course, personally.” Lee teaches the players proper golf-player etiquette. Lee’s

knowledge goes back to his own days in school. “I always loved golf and played competitively in high school and college,” Lee said. Unlike other teams, the golf team practices and plays all of their games on the road. “We have had matches at Falls Road, Northwest and Rock Creek [golf clubs],” Lee said. Zissman said she believes the collective youth of the team is beneficial. “I think we can [have a strong team], maybe in the next year or so, because we are a young team, but by the time I am in 10th grade, we should have a very strong team,” Zissman said. “It’s fun to help the kids develop their golf game,” Lee said. Lee has guided the team to a final record of 2-1-1 this season, including a fifth place finish in the conference and a third place finish in the tournament. photo by Alex Zissman

hard work pays off Eighth-grader Isabella Zissman accepts an award from Coach Dominic Lee. This was Zissman’s first year on the varsity golf team.