Volume 34 Issue 5 by The Lion's Tale

The Lion’s Tale

the lion’s tale

Volume 34 Issue 5

April 5, 2017

CESJDS

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Pluralism

Under the Same Roof

Middle school principal search, pg. 02

Diverging Israel opinions, pg. 09

Sophomore's horseback riding competition, pg.10

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News Briefs April 2-7 Arabic Heritage Week CESJDS students will celebrate the week with musical bells, traditional Middle Eastern lunches and a special performance at Kabbalat Shabbat by students who take Arabic. April 10-19 Passover and spring break School will be closed for a week and a half during Passover. Students will return to school on April 20, two days after Passover ends. April 24 Yom HaShoah commemoration Yom Hashoah falls on Sunday, April 23, and will be observed the following day in school. Commemorations will include an assembly and a 12-hour vigil. May 1 Yom HaZikaron To honor Israel’s fallen soldiers, JDS will observe Yom Hazikaron, Israel’s memorial day. There will be an assembly featuring a presentation and performances. May 2 Yom HaAtzmaut Israel’s independence day will be celebrated through workshops and Zimriyah, a schoolwide musical competition. compiled by amelia davidson and sara sporkin

For breaking news and school coverage, check out lionstale.org or scan the code below.

Search process begins following administrator’s announcement of resignation

Following Middle School Principal Rebecca Weisman’s announcement to the CESJDS community that she is stepping down, the faculty has begun searching for a replacement. After a three year tenure as JDS' middle school principal, Weisman’s decision to resign after the 20162017 school year was made public in an email on Jan. 13. She explained that due to family and personal reasons she will not return next school year. “I have loved being the middle school principal,” Weisman said. “But it’s a position that deserves 100 percent of my attention, and I just need to be able to make some different kinds of decisions about how I distribute my time.” Head of School Mitchel Malkus said that he thinks Weisman’s departure is unfortunate, but he respects her decision and appreciates all of the work that she has done for the middle school. According to Malkus, the search for a new principal is a very long and careful process. First, the school must update the job description that was used for the previous middle

school principal search. Then, the description is sent out to over 20 job search engines. As soon as the school starts to receive applications, the applicants are reviewed to see if they fit the job description. After reviewing the applications, Malkus calls the candidate for a phone interview to get to know them better and to see if they are a match for the school. If Malkus deems the applicant a good fit, he convenes a search advisory committee made up of teachers and administrators which helps interview the candidate. The faculty members on the committee are: science teacher Cassandra Ly, math teacher Reuben Silberman, Director of Instructional Technology Ginger Thornton, High School Principal and Associate Head of School Marc Lindner, Director of Arts Education David Solomon and Director of Human Resources Lori Belke. “The teachers are the people who are in the classrooms working directly with students,” Malkus said. “I think it’s important that they feel like there’s a buy in for whoever is the successful candidate.” Around this time in the search, Malkus also sent out a survey to see what qualities parents would like to

see in the new principal and their more general opinion on the middle school program at JDS. Parents also gave input at coffee meetings on March 16 and 21, where they were able to meet some applicants. During their first face-to-face interview, applicants will be given a tour of the school. If the committee sees the candidate as a good match, they will ask them to come meet with students, administrators, parents and faculty on a full-day visit. Silberman described his role on the committee as a “cool and rewarding experience.” He agrees with Malkus that the new principal will be ready for the job because there are so many promising candidates. “I think we were a bit nervous that we wouldn’t get a lot of high-caliber of candidates in such a short time span, but we have gotten really great people,” Silberman said. “I think it’s going well.” Two years ago, Lindner was in a similar position to the current middle school principal candidates as he was applying for a job at JDS. He advised the candidates to pay attention to their surroundings. “I think it’s important to spend time, at the beginning, doing a lot of listening and observing,” Lindner

said. “The breadth and the depth of the people here and what they have to offer is extensive, and I think it really makes JDS stand out.” As the search progresses, Weisman is continuing to work as the middle school principal and is helping with the transition. Weisman is also working on next year’s schedule and curriculum. “At the end of the day I think that every day I can say I brought my 100 percent best effort and learned a lot,” Weisman said. As the school year moves into its fourth quarter, Weisman feels emotional about her resignation. She is proud of her overall experience at JDS, especially with this year’s new schedule and middle school redesign. “If you were to ask me in 50 years to look back and say what do you remember about JDS, the words that would come to my mind would be excellence, pride and values,” Weisman said. “We walk the walk; we don’t just talk the talk.”

Malkus sends out a survey to parents asking what they value in a principal. This helps the s chool narrow down the list of candidates.

Administration updates the job description, which is sent to more than 20 different j ob search organizations.

1 Head of School Mitchel Malkus reviews job applicants and interviews candidates over the phone. If the candidates are found to be a possible fit, they are interviewed by a search committee.

A second survey is sent out to parents in o rder to receive feedback about the candidate’s visit. With that additional information, a new principal is selected.

photo by ilan cohen A Montgomery County police car is parked outside the Upper School. Next year, the school is planning to add increased police presence on both campuses.

ilan cohen contributing editor Following bomb threats targeting two Montgomery County Jewish institutions, including the CESJDS Upper School, Montgomery Coun-

Finalists are invited to tour and spend a day at the school. During their time on campus, the applicants also meet with parents, students and faculty.

ty Executive Ike Leggett submitted a $225,000 security funding grant request to the Montgomery County Council. The request is on behalf of multiple Jewish institutions within the county. JDS submitted three separate

grant requests in January and Leggett sped up the process by submitting a request to the county council in early March. The council will vote on the grant in early April. If approved, funds will be allocated to JDS as well as to the JCC and the Jewish Federation of Greater Washington. “Given the serious nature of recent anti-Semitic threats, I believe it is prudent and urgent that we assist the Jewish community in protecting their schools, their offices, and their community services facilities in Montgomery County,” Leggett wrote in his request to the council. “These organizations have invested significant resources for safety upgrades. However, more is needed.” According to Marc McNeal, JDS Director of Transportation, Safety and Security, if the grant is approved, the Upper School and Lower School campuses will share the funding.

A mathematical combination: amelia davidson news editor

The search process, a step by step guide

Local Jewish organizations request security funding

Middle school seeks new principal shira godin contributing editor

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After many significant academic changes in terms of curriculum and course leveling during the 20162017 school year, the CESJDS administration is shifting its focus to updating the math class structure. In an email sent out to JDS parents on March 20, Academic Dean Aileen Goldstein outlined a new structure for the most advanced math class in every grade. Beginning next year, students in the highest math level in seventh and tenth grade will take math with the advanced class in the grade above them, while students in the highest math level in eighth, ninth, eleventh and twelfth grades will remain in a class with just their grade. The content of each class and the order in which students will take their math courses will not change. Plans for a restructuring of the math levels have been in the works for the past few years. According to Goldstein, the school was looking to allow more schedule flexibility for students taking the most advanced math class. In the past, when there was only one highest-level math

class offered per grade, students who were taking that course were often unable to take certain electives. These changes will make multiple advanced math classes available to students so counselors can maneuver schedules in ways that were previously impossible. “What we’re looking for is all driven by the question of how can we best serve our students and meet their needs,” Goldstein said. Math teacher Victoria Ball is enthusiastic about these adjustments. She agrees that the new changes will benefit students and feels that they will help teachers as well because the new scheduling will help lessen the amount of classes each math teacher needs to teach since there will be fewer total classes. “The reason I’m looking forward to that is that I think I am able to do my best job when I only teach [a few] different things each year," Ball said. "I think it will allow me to really focus and think chiefly about each individual thing.” These changes will not affect current sophomores who are in the highest math level, yet sophomore Ben Robinson, who takes classes

at the highest level, likes the idea of taking math with an older grade. Though he enjoys his current math class, he thinks that these changes could enhance the experience. “I think it is good for students to have an opportunity to interact with and work with students in the grades above them,” Robinson said. “Personally, I enjoy having [people in the grade above me] in some of my

This money will be used to install bullet resistant glass or breakage resistant glass with one-way film on certain windows. Funds will also be used to purchase additional security cameras and electronic access controls for doors that do not currently have a system installed. Dean of Students Roslyn Landy said that the school’s primary concern is to ensure that the students are as safe as possible. The school constantly strives to update its security system and to ensure it has the most advanced technology possible, she said. “The school’s first priority is always the safety, security and well-being of all of our students," Landy said in a statement. "It is an awesome responsibility to be in charge of hundreds of children each day, and we take our role seriously." Sophomore Isaac Gelb is not

concerned with the current security of the school. “I think that I already feel pretty safe in this school and I’m not afraid of any danger while I’m here,” Gelb said. In addition to the possible updates with grant funds, the school will also be increasing security for the 2017-2018 school year. Along with the school’s full-time security guards, a police officer will be present on both campuses during arrival and dismissal on all regular school days, which will be a shift from the 2016-2017 school year, when there is only a police officer at arrival and dismissal for two-hour shifts twice a week on each campus. “Hopefully, we will not receive any additional threats," McNeal said. "But we are prepared to handle them if they occur."

Administration reshuffles structure of highest math level

el might prefer a more “high-paced curriculum.” Eighth-grader Oren Minsk, whose math class will be affected by this change, agrees that these changes might have some serious social drawbacks. “I think it’s nice to be in a class with the same kids you’ve been learning with for a while,” Minsk said. “It might be kind of hard learning with other kids who aren’t in your grade because it’s difficult “What we’re looking for is all driven to just combine by the question of how can we best two classes.” serve our students and meet their Sophomore needs.” Daniella Jaray has firsthand ex- academic dean aileen goldstein perience learning math with students in a different grade. classes, such as Hebrew, because I When she transferred to JDS as a don’t normally see them.” freshman, she had already taken On the other hand, Robinson geometry and was therefore placed does recognize that these changes in a sophomore advanced Algebra II could have shortcomings. Specifical- class as a freshman. Since then, Jaray ly, he is concerned that a combined has taken math with the grade above class might move more slowly, and her. he feels that people in his math levAt first, Jaray had trouble ad-

justing to a class environment with a different grade. In time, however, Jaray got used to her new class and began to enjoy taking a course with students in the grade above her. “It was hard [to be with an older grade] because I didn’t really know that many people and it wasn’t my grade, and so I couldn’t just ask a friend for help if I didn’t understand something,” Jaray said. “Now that I know more people, it’s not that bad.” While Ball recognizes the potential difficulties of combining two groups of students who do not necessarily know each other into one class, she thinks that, at the end of the day, the increased diversity in the classroom will help push the class to the next level. “I feel excited because I do really think that the mixes are going to lead to some good conversation,” Ball said. “I genuinely think that that’s going to push the conversations in new and interesting directions, and I’m curious to see what that looks like.”

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lion’s tale It's time we emphasize teaching about consent editors-in-chief ari feuer, rina torchinsky managing editor, copy isaac silber design editor caroline weinstein copy editor addie bard opinion editor gabe krantz news editors amelia davidson, sara sporkin features editors emily cohen, kate sosland style editors ilan cohen, shira godin in-depth editor aliza rabinovitz sports editors devira friedman, jessie lehman multimedia editor lily daroff editorial cartoonists beyla bass, ben shrock reporters sabrina bramson, izzy friedland, danny ingber, ilana kaplan, ben savarick staff adviser jessica nassau adviser emerita susan zuckerman Editorial and Ethics Policy As the student newspaper of the Charles E. Smith Jewish Day School, The Lion’s Tale is a public forum for student opinion and expression. All content is determined by students. 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.

Rape and sexual assault are two of the most serious issues in our society. We cannot work to “fix” the sexual assault and rape problem at the high school and college level without a proper education and subsequent understanding of it. Last month, a 14-year-old girl was allegedly raped during school hours by two classmates in the bathroom of Rockville High School. Even prior to this horrific incident, debate and attention had turned to the education element of sexual assault, especially with regards to consent. At CESJDS, sex education is part of the Human Development course which is mandatory for high school students. During this course, students “learn about the importance of protecting their personal health in regard to alcohol and drug abuse, lifestyle factors and risk behaviors,” according to JDS’ course offerings booklet. Additionally, the course “provides a valuable opportunity for dialogue with trusted adults about issues critical to healthy social-emotional development, maturation and responsible decision making.” In this course, however, and in

The staff will adhere to the ethics policies of The Society of Professional Journalists. The adviser will be held to the Journalism Education Association’s Adviser Code of Ethics. The Lion’s Tale belongs to the National Scholastic Press Association and the Columbia Scholastic Press Association. The Lion’s Tale prints 800 copies of every issue, which is distributed to students and staff at the Upper Campus. PDFs of the paper are available at issuu.com/lionstale. The Lion’s Tale website is lionstale.org. All contents copyright of The Lions’ Tale. All rights reserved.

sent is “a voluntary agreement to engage in sexual activity. [It] is the foundation of sex and the element that is missing in sexual violence.” Consent and its implications need to be thoroughly taught in all schools. It is a very basic concept; however, the lack of knowledge and education on consent is one factor that contributes to the alarmingly high rates of sexual assault amongst high-school and college aged individuals. As such, we deem it vital that schools give greater emphasis the importance of consent. In light of this lack of education, the National Sexuality Education Standards, which “aim to provide guidance on the essential minimum core content for sex-ed that is developmentally appropriate for students in grades K-12," were established. According to the New Republic, “the standards inform educators that by the time students finish twelfth grade, they should be able to define sexual consent and explain its implications, analyze factors like how alcohol can affect

matthew wieseltier guest columnist While many people were happy about the results of the recent election, many people were upset. If you involved yourself in politics this year, congratulations! You have served our democracy, and you have been a part of improving it. If you did not involve yourself, you need to. Forty percent of eligible voters did not vote in the most recent election. Not only are people robbing themselves of their own political power, however small that individual power may be, but they are also indirectly causing the president to not be fully representative of the country.

It is understandable that many people feel that their vote does not count. One person’s vote was .0000007 percent of all votes for president cast in 2016, a minuscule amount. Additionally, if more people were to exercise their right to vote, one vote would have even less of an impact. As powerless as you may feel, as small as your vote may be, votes do matter. Votes are how presidents and local officials are chosen. Presidents can change the world, for better or for worse, but local elections are what decide which officials make the decisions that most directly impact your life. Even if you feel that you do not have very much political power in the current system of super political action committees and big donors, votes are the only political power that we have. I believe that if you want to have any impact whatsoever on our political system, you must exercise your sacred right to vote. One of the things that is almost always overlooked in

politics are the midterm and local elections. In reality, these are the types of elections that impact our lives the most, yet people seem to pay the least amount of attention to them, especially state and local elections. With their smaller constituencies, one vote in these elections can matter a lot more. For example, in 2004, the gubernatorial race in Washington State was decided by 133 votes, or just 0.00473 percent of the votes cast. A 2008 Senate race in Minnesota was decided by 312 votes, or 0.0108 percent of the votes cast. These are statewide elections, and local or Congressional elections can be even closer. Midterms are elections just the same as presidential ones, just without the long, drawn-out fight for publicity. Recently, I completed a project about Ancient Greek government. We learned that, according to Pericles, the Athenian leader, participation in Athenian democracy was the main benefit one could reap from it. The United States is also a democracy, so the lessons learned

Differing perspectives:

cartoon by beyla bass

one’s ability to give it, and demonstrate both effective ways to communicate personal boundaries and respect for the boundaries of others as they relate to intimacy.” This set of guidelines sets strict yet reasonable expectations for consent education. It is vital that students, especially those moving from high school to college, know what consent is and what it means for them. Although we cannot end sexual assault, we must do all we can to work towards that goal.

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Why we all need to be involved in politics

Signed columns reflect the opinion of the writer; staff editorials reflect the opinion of the majority of The Lion’s Tale editorial board. The staff of The Lion's Tale welcomes letters to the editor and guest columns, all of which must be signed. The staff reserves the right to refuse any material and may edit letters or columns for length, clarity, libel, obscenity and/or disruptiveness. Submissions may be emailed to jdslionstale@gmail.com or mailed to The Lion’s Tale at 11710 Hunters Lane, Rockville, Md., 20852. The Lion’s Tale is funded by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Levenson Endowment for the Upper School Cultural Arts and Student Publications, and community advertisements. The Lion’s Tale reserves the right to refuse advertisement for any reason.

the overall school curriculum, there is an overwhelming lack of focus and education when it comes to sexual assault. Given that rape and sexual assault are most prevalent in younger people, ages 12-34, schools have an obligation to educate the student body on such a troubling issue. According to the Kaiser Family Foundation, a group that specializes in United States health policy, over 11 percent of high school girls in the U.S. report having been physically forced to have sexual intercourse. It only gets worse at the college level as women ages 20 to 24 experience the highest rates of dating and domestic violence. As a means of teaching about sexual assault and consent, the Human Development course utilizes the website Loveisrespect.com, which describes itself as “the ultimate resource to empower youth to prevent and and dating abuse.” While this is quite useful and a step in the right direction, there is still a lack of focus on consent itself, which is a vital concept that must be understood by all. According to ConsentED, con-

from Athens can be applied to our system of government as well. Applying this to our government allows us to recognize that not only is participation in democracy essential to its functioning as a good system of government, thereby improving the nation, but also to the benefit of its people. Regardless of your political beliefs or party affiliations, voting serves to benefit you and this illustrious country of ours. I am begging you get involved in politics so that you know what you are doing when you become an adult. Involving yourself in politics contributes to the improvement of the democracy that you are involving yourself in. Make sure those in your family vote regardless of their political affiliations so that our democracy may serve the needs of its people in the best way possible. When you become an adult, please exercise your right to vote.

How to best support Israel Support for our state over criticism talia shemony guest columnist I believe that we, as Jews, need to have unequivocal support of Israel because it is the only safe haven for Jews in the world. While you can be critical of Israel if you disagree with the policies or decisions of her government or army, there has to be an equal if not harsher criticism of the enemy Israel is fighting. I see constant scrutiny of Israel without regard to her enemies: the Palestinian Authority, Hamas and Hezbollah. Israel is surrounded by hostile states, terrorist groups on its borders and an unreceptive peace partner, the Palestinian Authority (PA). The PA is not only unwilling to negotiate or recognize Israel’s right to exist as a Jewish state but, in fact, has called for the death of Jews and Israelis. Where is the criticism of the Palestinian Authority for offering Palestinians better jobs if they kill Jews? Where is the criticism of Hamas for using children as human shields? Where is the criticism of anyone but Israel? I see more students criticizing Israel for every little move rather than supporting her or even celebrating her successes. It’s true that Israeli settlements are controversial, and I have no problem with people expressing their disapproval for them or any other Israeli policy. The problem I have with groups like J Street, for example, is that I believe that it exists only to criticize Israel. During the Gaza War in 2008 and 2009 between Israel and Hamas, J Street said that it

was unable to distinguish “who is right and who is wrong” as both parties could share the blame. It said that Hamas, a recognized terrorist group by the United States, and Israel were morally equal. J Street has said that both Israel and the Palestinian Authority are equally to blame for no peace. When students support such statements or don’t comment on them, it’s hurtful to Israel. When thinking about who is responsible for no peace, I encourage students to think back to the United Nations partition plan of 1947 that Israel accepted and the Palestinians rejected. Or Israel giving up the Sinai Peninsula to Egypt for peace and offering the Golan Heights to Syria for the same. Or even former Israeli Prime Minister Ehud Barak’s generous offer in the Camp David Summit in 2000. These are long forgotten acts of peace made by Israel. I would like to encourage students to start voicing a favorable opinion of Israel as equally or even more than they voice their disapproval for her. We live in a world where Israel is constantly being scrutinized even though her morality is far superior to that of Hamas, Hezbollah, and the Palestinian Authority. I encourage students to learn more and spend as much time talking about the Palestinian Authority’s incitement of terror, as they do debating Israeli settlements. Israel needs us Jews to point out the flaws of her enemies, when barely anyone else in the world seems to talk about this.

Criticism of Israel does not mean anti-Israel ilan cohen contributing editor There is more than one way to support the United States. Different parties all have the same goal: a strong U.S. However, they have different plans on how to reach it. This is also the case with Israel. As in the U.S., there are many different political parties in Israel, all with the goal of strengthening the country, but when one disagrees with another, that does not necessarily make either “anti-Israel.” At CESJDS, I think the majority opinion is a one-track mindset on Israel. Up through tenth grade, almost all exposure to the conflict portrays Israelis as good and Palestinians as bad. So much of our education on Israel so far goes to glorifying the country, which often ignores the real issues. In my personal experience, students have attempted to avoid the debate surrounding Israeli settlements and the Palestinian territories. There are students who refuse to have conversations with me because of our disagreements on Israeli policy. Even within JDS’ own Israel Club, I’ve felt silenced. Some students interested in gaining a better understanding of issues within Israel chose to attend the American Israel Public Affairs Committee (AIPAC) Policy Conference, which took place March 26-28. AIPAC is a prominent, and generally right-leaning, pro-Israel lobby organization in Washington, D.C.

Youth groups, Jewish day schools and universities send hundreds of students to the AIPAC conference every year. Many of the politically engaged student bodies of these schools are pro-AIPAC, and as a result get accustomed to the one track mindset that AIPAC promotes. Many assume that there is one way to be pro-Israel and that to oppose this mentality, or AIPAC’s platform, is anti-Israel. I see this idea bubble up all the time in school. I have been called anti-Israeli, a self-hating Jew, uneducated and immature for my beliefs, but the irony is that so many of the people who call me these names, themselves have only pursued knowledge of one side. I support Israel. I have the an Israeli flag hanging in my room. Yet, because I do not necessarily agree 100 percent with the majority opinion, I am labeled anti-Israel. JDS prides itself on being a pluralistic community where multiple views are accepted, and where students have the ability to explore issues in depth and truly gain the best understanding. But we cannot do that if any opposition or criticism of Israel instantly leads to name-calling. The school administration does not help with this issue, as it repeatedly promotes AIPAC’s events through emails while not once promoting J Street, a progressive, left-leaning, pro-Israel organization, and their national conference. We, as a student body need to recognize that it is okay to criticize Israel. I’m not going to say that one opinion is right, and one is wrong. We may have varying beliefs on various issues, but when push comes to shove, we are all pro-Israel and as such, we should treat each other respectfully when debating Israel’s policy.

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UNDER

The Same Roof

Pluralism in the Community addie bard and aliza rabinovitz copy editor and in-depth editor Since ancient times, the population of what is now approximately 14 million Jews has been divided into many denominations. This variety of denominations can make it difficult to find a place that is accepting and open to all. Pluralism can be found throughout the Jewish community and is one of CESJDS’ eight core values. The school website defines it as a "principled commitment to the diversity of Jewish backgrounds, beliefs and practices of our community of students, teachers and parents.” JDS students are told to “unite through our shared values and cultivate respect and knowledge inspired by our differences.” To Director of Jewish Life Stephanie Hoffman, a pluralistic school often involves exposing students to contradictory views, which can be enriching. Even if students disagree with someone’s view, if they have an understanding of where the other person is coming from, they can be pluralistic and deepen their understanding of their own beliefs. “I think that it makes that person educated, aware and able to make choices as opposed to the choice just being the default,” Hoffman said. In a classroom setting, Hoffman said that pluralism creates a “space of exploration” that employs the different backgrounds two students come from. “We have to really step back from our own beliefs and say that ‘if I’m going to sit and engage with this person, I need to understand

what they’re saying,’” Hoffman said. “I might disagree with it, but I can only disagree with it once I understand it.” In the school community, Hoffman finds that there are both areas that involve pluralism and those that do not. After sixth grade, Z’man Kodesh becomes diverse rather than all-inclusive. In the younger grades all students, regardless of Jewish practice, are combined into one prayer service. The array of Z’man Kodesh options in the Upper School curriculum, however, allows students to pick the option that best suits them, regardless of others’ beliefs. When it comes time for communal activities, Hoffman said that the school chooses to remain pluralistic and create an environment where students with various traditions can coexist. One aspect of this is that no matter personal or familial Shabbat observance, students maintain a Shabbat-observant environment in public areas on shabbatons. In youth groups The idea of pluralism is widespread in Jewish organizations outside of the school. One of these organizations is BBYO, a pluralistic Jewish youth group for students in eighth through twelfth grade. For Margot Bartol, BBYO D.C. Council Vice President of Jewish Heritage, BBYO’s pluralism policy yields a similar result as JDS: an environment where students have the ability to talk with each other about their beliefs or practices, even if they may be different than their own. BBYO opens its membership to Jewish teens from all denominations,

which makes BBYO pluralistic by definition. Bartol said that the inclusiveness of the organization keeps it that way in practice. Along with diverse options for prayer services, the organization makes accommodations for those who keep kosher or want to remain Shabbat-observant at conventions. “We make sure that anyone of any type of Judaism gets the experience they want and can learn about others as well,” Bartol said.

vention, it cannot always be done. Small mishaps, such as kids not being able to get to their rooms without riding on an elevator on Shabbat at one of the conventions, highlight the organization’s difficulty catering to the more orthodox side of the religious spectrum. As a Reconstructionist Jew, Bartol feels largely comfortable in a more open environment. For more observant Jews, however, the lack of representation in a more pluralistic

“I think that having different groups of different denominations is a good thing, not just expecting everyone to come to one prayer service and expect them to fully participate even if they do not believe in that kind of Judaism.” - junior matthew landy

In policy, BBYO takes the position of leaving religious practice decisions up to students rather than mandating it. Unlike at JDS, kippot are not required to be worn during BBYO events. This policy is aimed to make those who are more secular feel comfortable and to not “force anyone to do anything if they don’t really believe in it,” Bartol said. For those who want to wear kippot, they are nonetheless encouraged to. Bartol said that while she would go “out of her way” to make everyone feel religiously comfortable at a con-

environment means that services with a mechitzah or full Conservative prayer services at conventions are often not successful. While BBYO maintains a pluralistic approach to Judaism, other Jewish youth groups, such as the National Conference of Synagogue Youth (NCSY) are not pluralistic. NCSY is an Orthodox youth group, meaning that its policies and procedures regarding Judaism follow those of the Orthodox Union. Junior Ilana Jach has been a part of both BBYO and NCSY and prefers

NCSY. She nevertheless sees a greater similarity between the way JDS and BBYO approach Judaism than the way JDS and NCSY approach it. She believes that pluralistic spaces can be valuable for some, but that they sometimes do not help individuals to grow their connection to Judaism. Jach found that at NCSY there were students from a range of different religious backgrounds, though the majority were Orthodox. She also saw the mentors, college-aged adults who participate and lead the youth group, as “not judgmental at all,” and part of what made NCSY feel like a more open environment to her. “NCSY is a place where I have grown so much,” Jach said. “You learn a lot about yourself and your relationship and connection to God and [your] Judaism grows a lot.” BBYO member sophomore Jake Block finds more meaning in being able to express Judaism at his own comfort level. While he acknowledges that both BBYO and JDS are pluralistic spaces, he believes that BBYO does a better job of being truly pluralistic due to its more lenient policies and ability to let the members choose how they want to participate in Jewish activities. “In BBYO, you don’t necessarily express yourself as Jewish," Block said. "You could walk around with a bunch of your BBYO friends doing a program and no one would know that you are Jewish." Even with this freedom, Block’s chapter still tries to incorporate Judaism-based discussions into some of their weekly programs. In those discussions, Block finds the range of opinions on what it means to be Jew-

ish or the effects of anti-Semitism to be meaningful. According to Block, having a pluralistic institution such as BBYO is necessary for a pluralistic community. While pluralistic values may come from the people, it is the pluralistic institution that puts these values into place.

At summer camp Though students are away from school in the summer, differing approaches towards engaging with diversity still surface in camps. Junior Matthew Landy attended both Capital Camps and Camp Modin, which consider themselves pluralistic, in addition to Camp Ramah New England, which identifies with the Conservative movement. In all three, Landy said there were a variety of Jews from different denominations. In terms of policy, while Landy appreciated the laidback environment at Capital Camps, he found that his experience at Ramah was more religiously meaningful. He said that at Ramah, most activities related back to Judaism in some way and the camp still was inclusive and made him feel “at home.” “I think that having different groups of different denominations is a good thing, not just expecting everyone to come to one prayer service and expect them to fully participate even if they do not believe in that kind of Judaism,” Landy said. To Landy, both camps treated a Jewish community in a similar way with regard to pluralism because they both tried to allow students to feel comfortable in their beliefs and how they express themselves, such as by offering various prayer op-

tions. Despite this desire for comfort, Landy said that part of a pluralistic environment may involve stepping out of one’s comfort zone and experiencing the way others practice.

For Hoffman, actually stepping out of one's comfort zone is not necessary for a pluralistic community, but an openness to others is. In a school environment, Hoffman said, pluralistic students are those who strive to go beyond learning about other’s perspectives and then moving on; they engage with other’s ideas by asking questions about someone’s differing beliefs and practices, and try to understand them and interact with that person based on that understanding. “I think the goal is to take this diversity and engage with it in ways that allow each student to grapple with these differences, to grapple with the different approaches and come to their beliefs on it,” Hoffman said. While it may be impossible for a community to maintain a pluralistic environment in all of its areas, such as prayer service, Hoffman said that the goal of a pluralistic community is to create those pluralistic individuals who accept and respect different opinions. “Not every person who attends a pluralistic institution will end up being a pluralistic individual but the exposure to that and the training in how to engage can help lead somebody to become [pluralistic],” Hoffman said. “That’s the value of a pluralistic institution and a pluralistic day school.”

What Does jewish Pluralism Mean To You? “Being one group of people together. Even if you are different levels of religiousness, you're all in the same group.” - sophomore mia drexler “A way for different Jews of different backgrounds and different beliefs to come together under a shared sense of Jewish identity.” - jewish history teacher rachel bergstein “JDS tries to encourage people from all backgrounds to be a part of the community.” - sophomore seth eisenstein

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Diverse faculty goes hand in hand with diverse curriculum CESJDS accepts and assists faculty members from different countries kate sosland features editor Diversity is not just a value of CESJDS, it is a way of life for the faculty. Throughout its existence, JDS has worked hard to bring in immigrant faculty and staff. According to Director of Human Resources Lori Belke, JDS currently employs 13 faculty members who are permanent residents with a green card and five faculty members who work under other kinds of visas. Visas are temporary permission to stay in the U.S. while green cards permit immigrants to become permanent residents who can live in the U.S. for as long as they want. The school has helped staff members renew their visas and apply for green cards. Several staff members came to the school with a certain visa specific to their situation and then decided to stay as permanent residents. In these cases, the school must take on the responsibility of sponsoring their green card if the school chooses to continue employing the employee. Therefore, JDS pays fees that the application requires and sets the employee up with an attorney to assist with the process. The school has had to pay ex-

pensive attorney’s fees in the past; however, immigration lawyer Michael Kabik, father of sixth-grader Hadas Kabik and alumnus Gefen Kabik ('14) offered to assist staff for free starting in 2004. Kabik initially got involved when former Head of School Jonathan Cannon asked for assistance on immigration issues at JDS. Kabik’s role is to understand each case’s details, such as the worker’s background, the sponsor’s responsibilities and other legal requirements. Kabik represents JDS, but working with Belke, he advocates for the employee in question as well. As he analyzes this information, Kabik provides JDS with advice that will benefit the employee and the school. “There are lots and lots of parents that contribute their time and energy in many significant ways but this is something that I am really well equipped to do,” Kabik said. Hebrew teacher Yaffa Dagony and her husband received H-1B visas, which are permits for temporary work of a specialty occupation, in the 1990s. According to Dagony, the H-1B program requires that foreigners prove that they are more qualified than an applicant who is an American citizen. Dagony kept this rule in mind

when applying for a job at JDS. She believed she was more qualified than other applicants because she had more experience. Dagony is a language graduate, psychology graduate and fulfills linguistic requirements. Head of School Mitchel Malkus agrees that teachers are selected based on qualification. Due to the Hebrew portion of the curriculum, there are visa holders who are more eligible than Americans for certain

wanted her to continue working at the school, so they helped her get the green card by giving her legal assistance. Dagony, who is now an American citizen, applied for her green card before the terrorist attacks on September 11, 2001, which prompted the government to tighten up visa laws. According to Belke, the process before the attacks was handled by the school and its attorney, allowing the employees’ experience to be

“[JDS] sees itself like a community that is supporting people that work here, it’s like [how a] family supports one another.” - hebrew teacher yaffa dagony

positions. “We feel obligated to hire the best teacher and someone who can meet the requirements of the job, irrespective of who that is,” Malkus said. Knowing that her H-1B visa would expire, Dagony applied for a green card three years after beginning to work at JDS. The JDS administration told Dagony that they

Will to succeed

A look into the life of Will Wilson compiled by sabrina bramson

Upper School help desk engineer Will Wilson grew up in southern Virginia and lived across the street from a farm. photo courtesty of will wilson

“seamless.” As the years have gone by, Belke said, the process has become more challenging and expensive. The government requires certain fees to be paid by the employee as well as the sponsor. “Today’s setting is a bit of a shared cost but that’s just indicative of the way the process has changed dramatically,” Belke said. As a current American citizen,

Dagony does not take living here for granted. She is very appreciative of the school for helping her stay in America. “[JDS] sees itself like a community that is supporting people that work here, it’s like [how a] family supports one another,” Dagony said. Because of recent controversy over immigration laws in the U.S., Malkus said that the school ensures immigrant and foreign faculty’s comfort by treating them the same as they would any other staff member. According to Malkus, while the school does not take political standpoints, he personally believes that the school should embody Jewish values like opening its doors to immigrant and foreign faculty. Kabik shares similar values to Malkus and believes that immigrants better this country. He is grateful to have the ability to impact so many people’s lives. “Helping a company sponsor individuals for employment authorization or work visas so they can get the best talent has a very big effect on the school community,” Kabik said. “If I can help get one teacher a work visa for the school, that allows me to contribute in a very meaningful way.”

photo by kate sosland S’well water bottles come in a variety of patterns, colors and textures. They are available on the S’well website as well as retail stores such as Urban Outfitters, Nordstrom and South Moon Under.

Message in the Bottle

S’well water bottles now trending rebecca weiss guest writer

Sports were a large part of Wilson’s childhood, and football was “always my favorite sport,” Wilson said.

While looking for a job after his military tenure, Wilson decided that a position at CESJDS looked interesting, and he decided to take it.

Wilson served 11 and a half years on active army duty and two years in the National Guard.

“I like the school," Wilson said. "I like the environment and a year and a half later, I’m still here.”

photo by kate sosland

When asked if she owned a S’well, freshman Olivia Plotnek smirked and waved her purple water bottle. “Is that even a question?” Plotnek said, gripping the S’well. “S’well is the best invention of life, and that’s the only reason I’m breathing.” S’well water bottles inspire passion in supporters and critics alike. Depending on who you ask, S’well owners are either rich, Earth-friendly, cool, charitable, or, perhaps, unthinking slaves to the latest trend. As this stainless steel water bottle pops up all over CESJDS hallways, classrooms and lockers, the fad is raising eyebrows as well as questions. S’well is a popular brand of water bottle, launched in 2010, that keep water cold for 24 hours and hot for 12, come in dozens of colors, and cost $25 - $45 depending on size. The high price tag triggers debate about both the value of the bottle

and the values behind it. “Jappy, white, Jewish girl,” junior Jonathan Israel said, describing his opinion on the stereotypical S’well owner. “They just want to be cool like their friends.” Fans of the S’well water bottle fit a certain profile. According to junior Lois Richman, they wear Uggs and Lululemon leggings. They are, in one word: “basic,” Richman said. However, some students are proud to fit the basic profile. “Embrace it,” eighth-grader Tess Mendelson said. Mendelson’s family owns seven S’wells. There are 15 collections of S’wells to choose from, featuring dozens of design themes, ranging from Monochrome, to Gem, to Galaxy. It’s not just about design for Mendelson, though. It’s also about saving the environment. “It’s really easy to keep buying plastic bottles, and throw them out, but when you buy a S’well you’re helping the environment by reusing,” Mendelson said.

Just as Mendelson is environmentally conscious, so is the CEO and founder of S’well, Sarah Kauss. She had a similar goal in mind when she launched the company. Kauss is on a “mission to rid the world of plastic water bottles,” she wrote on the S’well website. Science teacher and track and cross-country coach Kelly Grosskurth said that S’wells “definitely support the environment.” When Grosskurth sees a student walking with a S’well, she believes that they are promoting a message of using materials that are “more efficient in the long run, and healthier.” The S’well is a non-toxic and non-leaching water bottle, unlike many plastic water bottles. It is also free of BPA, or bisphenol A, a chemical compound in plastics which could have harmful health effects. The interior is lined with three layers of metal, including a copper wall. Grosskurth said that the lack of toxic BPAs is a plus. Grosskurth added that there are pros and cons to using S’wells while

exercising. The S’well website claims that the bottle, which comes in nine, 17 and 25 ounce sizes, outperforms competing brands in keeping water cool. The cold water chilled by a S’well can decrease a person’s core temperature on a hot day before working out, Grosskurth said. On the other hand, drinking cold water after or during exercise requires more energy for bodies to regulate and could have negative effects, she said. The health benefits extend beyond S’well drinkers. Since 2015, S’well has donated $800,000 to UNICEF USA. The company also supports two non-profits, American Forests and Drink Up. S’well’s goal is to provide clean and safe water to communities in need by donating to these three charitable organizations. For some students, this generosity is a game changer. When informed of S’wells charitable deeds, Israel, a S’well critic, said, “That’s really cool ... I should buy a S’well now.” S’well’s support of nonprofits also can ease the guilt of self-indulgence. This October, in honor of

Breast Cancer Awareness Month, S’well plans to raise money for the Breast Cancer Research Foundation. The company pledges to donate 20 percent of proceeds from the sale of the Bikini Pink S’well. For freshmen Maya Bellas, however, the donations “don’t change the fact that S’wells are pretentious.” Given its high price tag, junior Jenna Berinstein does not want to lose her S’well. Last summer, while hiking in Hawaii, Berinstein’s friend accidentally kicked Berinstein’s bright blue S’well off a cliff. Berinstein watched it roll down the rocks, “panicked." “I thought I was going to lose it forever," Berinstein said. Hours later, on the descent, she found it resting against a stone. “It was really exciting,” Berinstein said, recalling the reunion. Berinstein picked up her S’well, used her shirt to wipe the dust off her prized bottle, and continued downhill a little happier, she said.

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Creating a Dunn hit wonder

Sports Schedule Boys Varsity Baseball April 6 - Away game at 4:30 p.m. against Sandy Spring Friends School April 25 - Home game at 4:30 p.m. against St. Anselm's April 27 - Away game at 4 p.m. against Sandy Spring Friends School Girls Varsity Softball April 6 - Home game at 4:30 p.m. against Field School April 25 - Away game at 4 p.m. at Grace Brethren April 27 - Home game at 4:30 p.m. against Washington Waldorf Track and Field April 5 - 4:15 p.m. high school meet at St. Albans April 25 - 4:30 p.m. meet at Magruder HS Boys Varsity Tennis April 6 - Home match at 4:15 p.m. against Sandy Spring Friends School April 25 - Home match at 4:15 p.m. against St. Anselm's Boys Varsity Volleyball April 6 - Away match at 4:30 p.m. against Spencerville Academy April 25 - Away match at 4:30 p.m. against Grace Christian Varsity Golf April 26 - Away match at 4 p.m. against Sandy Spring Friends School

compiled by devira friedman

photo courtesy of lauren katz

photo courtesy of riley king Katz and show horse Frangelico jumo over a 3 feet high hurdle during her competition.

Katz takes care of her injured horse Hydepark.

Sophomore hurdles into study break Lauren Katz balances schoolwork, equestrian competition devira friedman sports editor Sophomore Lauren Katz traded in snowy streets for warm fields, leggings for riding pants and textbooks for saddles to compete in the Gulf Coast Winter Classic horse show in Gulfport, Miss. From Feb. 22 to March 12, Katz left Maryland every Wednesday night for Gulfport and came back on Sunday night. In total, Katz missed six days of school in order to compete over a three week period. When Katz was in Gulfport, she competed against six to seven other riders, all of whom faced 3-foot jumps. Jumpers are judged based on both the horse and rider’s performance. Then, depending on their performance, riders are awarded ribbons, each with a different point value. Katz finished in second place the first two weeks, champion the last week and finished in second place overall in her division. “[The horse show] was really good. I think it really improved [my riding] a lot over a short period of time,” Katz said. “I think it was just something not a lot of people can and will do because of the commit-

ment and time it takes, but I think mother, Rachel Katz. Rachel had alI’m really glad I did it and I learned ways loved horseback riding and as a lot.” an adult she got horseback riding In order to support students like lessons as a gift. After watching her Katz who miss many days of school mother, six-year-old Lauren became due to sports competitions, the guid- interested in taking lessons herself. ance department helps students stay Throughout her horseback ridon top of their work. Katz’s guidance ing career, Lauren has had to travel counselor, Rachel Soifer, said that to horse shows in a variety of places. she typically helps students create work schedules and “If a student has all the pieces in communicate place, we want to do everything we with their teachers. Soifer’s goal can to support outside interests and is to help the stupassions and help you grow.” dent follow their passion without - guidance counselor rachel soifer falling too far behind in school. “If a student has all the pieces in place, we want Normally, when Lauren has a competo do everything we can to support tition she misses a day at the beginoutside interests and passions that ning or end of the week. This comhelp you grow,” Soifer said. petition, however, was three weeks In addition to consulting Soifer, long which forced Lauren to travel Katz met with a tutor twice a week back and forth each week. in Gulfport. This tutor understood “This year, it is a little crazy, flyKatz’s curriculum and made sure ing home on a Sunday night, then flythat she kept up with her work while ing out again on Wednesday, but [we she was away. managed] and it has been really fun,” Katz first became interested Rachel said. in horseback riding because of her As a result of the long competi-

tion, Lauren’s parents have needed to alter their work schedules. Rachel was fortunate enough to be able to take the time off of work to travel with Lauren all three weeks, while Lauren’s father, Joe Katz, was able to go the first two weeks, but had to stay back the third week because Lauren’s sister had soccer commitments. According to Rachel, the role of a parent at horse shows changes as the child competes at a more advanced level. Rachel said that when Lauren was younger she had a more physical and prominent role working behind the scenes of Lauren’s competitions. Now that Lauren is older and more experienced, however, that has changed. “As she’s progressing to a higher level, I just want to go as the parent and I’m just really there for support and to watch,” Rachel Katz said. For Lauren, horseback riding isn’t entirely about the competitions. She enjoys practicing and spending time with the horses to take her mind off of schoolwork. “I find it really fun because I get to spend time with my horses and it is just a time where I get to let all my anxiety out,” Lauren said.

photo courtesy of tali kuperberg In order to promote their musical, eighth-graders Jonathan Morris and Tali Kuperberg commissioned posters to be hung around school.

lily rosenberg guest writer Watch out, "Hamilton!" Eighth-graders Jonathan Morris and Tali Kuperberg are on their way to the theater scene with a musical about vocal music teacher Aaron Dunn. Morris came up with the idea to write a musical while in theater class. At the end of the period, he did not hesitate to tell Kuperberg of his eureka moment. “It just burst out from there and all the ideas just came out,” Kuperberg said Morris and Kuperberg started writing that day and have been writing on and off ever since. They said that there have been gaps between writing because of a lack of inspiration and a busy rehearsal schedule for “James and the Giant Peach, Jr.,” the middle school musical. In the musical, Dunn goes to New York to try and make it on Broadway. Unfortunately, Dunn cannot land a role in New York, so he joins the CESJDS faculty. He then meets Jewish text teacher Marci Aronchick who shows the non-Jewish Dunn how to chant Torah. When Dunn, who started teaching in the 2016-2017 school year, found out that there was going to be

a musical written about him, he was quite surprised. “I think the term is ‘facepalm,’” Dunn said. “It was just sort of an overall ‘okay then.’ I certainly wasn’t expecting it.” Although Dunn was at first taken aback by the idea, he is glad that his students are writing a musical. He believes that there is a lot about the production of music and shows that can be learned through writing a musical, which makes “Mr. Dunn the Musical” a good teaching experience for the students. The soundtrack touches on many different emotions. Songs like “Mr. Dunn, That’s My Dream” and “Our Little Friendship,” the latter of which is about Aronchick and Dunn’s friendship, are light and happy. The finale, “What I’ve Dunn,” touches on the serious subject of self-deprecation, which Morris takes seriously as a lesson of the show. “There’s a lot dealing with self-deprecation and feeling like you’re not enough,” Morris said. “The finale deals with that and reassures him that ‘Yes, you’ve done enough and that’s okay … you don’t have to be perfect.” Both Morris and Kuperberg agree that writing the play was a very fun and educational experience. They explained how writing it

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together made the process exciting and efficient. “It’s a lot more fun than writing by yourself because you have someone to bounce off ideas and that’s just much more incredible than working by yourself where you just don’t know some things,” Kuperberg said. Despite the progress Morris and Kuperberg have made, they still do not know exactly when they will finish the musical. They hope to have it done by either the end of this year or the start of next year. All they know is that they will hold auditions for the roles in the near future. Even with an uncertain timeline, outside of Kuperberg and Morris, excitement for the show has grown. Students throughout the middle and high school have already helped Morris and Kuperberg design and print posters to put up throughout the school. Dunn was impressed that upperclassmen helped the middle schoolers as much as they did. “It really sort of speaks to the community of the school that a senior, you know, cares what an eighth grader is doing," Dunn said. "It’s sort of an incredible thing. It’s just a cool little community thing that people really care what’s happening.”

Start of something new

Restaurant next to moti’s Market gets new look, name and taste jessie lehman contributing editor Al Ha’esh Israeli Grill is a new kosher restaurant located next to Moti’s Market, replacing Moti’s Grill. Although it is still owned by Gideon Sasson and Tracy Yitzhaky, it has a new look and menu. The restaurant is open from 12-2:30 p.m. for lunch and from 5-8:30 p.m. for dinner Sunday through Thursday. On Fridays, Al Ha’esh is open from 12:30-2 p.m. for lunch. When I first arrived, I noticed the Al Ha’esh's new decor. Sasson explained how the renovation was inspired by the book “Zahav: A World of Israeli Cooking” by Michael Solomonov and Steven Cook. It was very elegant while maintaining a Mediterranean style and included many different seating options for parties of all sizes. Although there were many customers, I did not have to wait to be seated. I was greeted by a very polite waiter

who showed me to my table and explained the new menu options. Salad Experience (Complimentary with any entree, salad, or fish.) One new item on the menu was an assortment of small salads that you could order as an appetizer. The dish included many Israeli styled toppings including pickles, Israeli salad and hummus. Sasson described how the book “Zahav” was “all about the salads,” and he thought that a salad meal would be “something we can do here.” If you want to order the Salad Experience as your entire meal, it is nine dollars. Al Ha’esh Burger and Green Beans ($19.00) I ordered the Al Ha’esh burger as my entree. Despite the large portion, I was able to finish the whole dish. It was cooked perfectly so that it was not too dry nor undercooked. I ordered the green beans as my side and they were amazing. They

were seasoned well with a deep flavor and a good use of salt. Green beans are generally my favorite side and these did not fail to impress me. It was a truly enjoyable and filling meal. Chocolate Lava Cake ($7.00) For dessert, I ordered the Chocolate Lava Cake to share with my party of three. Although the portion size could have been for one or two people, the three of us decided to split it. The dish came with ice cream and fudge on the top of the lava cake itself. The dish lacked flavor, but for a pareve chocolate dessert, it was satisfying. We only were able to eat half of it because it was very rich and filling. Al Ha’esh was a fun, family friendly restaurant with a complete selection of kosher meals. I would definitely recommend Al Ha’esh to anyone looking for some filling and delicious Mediterranean food. I look forward to returning with my family.

photo by jessie lehman The Chocolate Lava Cake is served with ice cream and covered in fudge sauce. Although it has an enticing appearance, the dish is not the meal's highlight.

Al Ha’esh is located at 4860 Boiling Brook Pkwy, Rockville, MD 20852. Hours are Sunday - Thursday, 12-2:30 and 5-8:30 p.m. Friday, 12:30-2 p.m.

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local Student Discounts The washington nationals offer five dollars off select games when you show your student ID at the box office.

Watch Sports

Washington sports clubs offers a 20 dollar per month membership for students.

play sports

Start here

Mexican

Pizza

from 2 p.m. to 8 p.m. every Tuesday, qdoba offers students meals for half of the original price.

The cesjds website has a ticket to the newseum that allows jds students free admission.

Cake sporty

museum Ice Cream geek

the phillips collection, a modern art museum in D.C., offers two dollars off regular priced tickets.

News Junkie

Art Lover

Keep moving Relax Cake Hungry

Participating pizza hut locations offer between 10 and 20 percent off with a student ID.

Iceartsy Cream

AMC movie theaters offer a student discount on thursday nights at most theaters.

movie

live action

saturday evenings at the kennedy center, students can get first come, first serve tickets at half off original price.