Volume 36 Issue 3

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The Lion’s Tale

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Volume 36 Issue 3

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December 20, 2018

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the lion’s tale

GUARDED Local Jewish communities cope with the Pittsburgh attack pg. 6-7 Civil rights trip, pg. 03

Parental leave, pg. 05

Kusshi review, pg. 11

CESJDS

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News Briefs Jan. 7-9 Middle school musical auditions Students will have the opportunity to audition for this year’s middle school musical, “Rock of Ages” on Jan. 7-8. Callbacks will be held on Jan. 9.

Jan. 11-12 A cappella shabbaton Shir Madness will have their second shabbaton of the year at Beth Sholom Congregation in Potomac.

Jan. 12 Berman Hebrew Academy varsity basketball games The games will take place at Berman on Saturday night. The girls game will start at 7 p.m. and the boys game will follow at 8:30 p.m.

Jan. 17 Weinberg Family Science Fair Eighth-graders will present their science fair projects in the evening at the Upper School campus.

Across the map: JDS goes global sophia miller contributing editor Students from around the world will be invited to join the CESJDS community this upcoming school year. The administration is introducing a new program in which members of the JDS community will act as host families and allow international high school students to attend classes at JDS. The school will host a few international high school students in the 2019-2020 school year. This will be the first year of the program, but the administration hopes that it will set the groundwork for years to come.

The program has been in the works for the past three years. In the spring of 2018, they received certification to host international students from the U.S. State Department and the Department of Homeland Security. Currently, the administration is working on recruiting students for the upcoming school year.

The administration is primarily looking for Jewish high school students living in Central America, South America and Eastern Europe, but is also open to welcoming and hosting students from other regions.

The world languages department translated documents into Spanish so that the program could be easily accessible to those living in Spanish-speaking countries.

Freshman Shevi Lerner’s family has expressed interest in this program. Since both of her siblings have moved out, she has open space in their house avaliable to host a student.

“I’m gonna get to learn about their culture and where they are from, which will be very interesting, and hopefully I will get to know them and have friends from all over the world,” Lerner said.

According to High School Principal and Associate Head of School Marc Lindner, the administration is not sure how many students they will recruit but is looking to start the program off small and expand it to include more students in the future.

Lindner thinks that this program will offer a good learning experience for both current JDS students as well as the visiting foreign students.

“The idea of having Jewish students from other countries living and studying here at JDS will hopefully be an enriching and rewarding experience for them where

Jan. 21 School Closed Students and faculty will have a long weekend in honor of Martin Luther King, Jr. day.

compiled by amelia davidson

Follow The Lion’s Tale on Instagram @jdslionstale for exclusive content

graphic by amelia davidson & izzy may

they can learn about what it means to live in America and to go to high school in America, and I think our students who are here as American Jews would benefit a lot from having classmates from other countries,” Lindner said.

The Admissions Department is also working with rabbis and JDS families with international connections to promote the program. In addition, JDS is communicating with other groups such as JCC International, BBYO International and the American Jewish Joint Distribution Committee to host foreign students.

One issue that the JDS administration faced was deciding on the financial and educational requirements for these students.

They brought in a financial team to determine the tuition for incoming students and also worked with Academic Dean Aileen Goldstein to figure out the admission and course requirements. It was decided that the students must fill out the same application as local students, be fluent in English and prepared to be away from their family for a long period of time.

The administration is currently searching for families to host these

students for a full year. This past month, an email was sent to all current JDS families searching for hosts, and they were given a sign-up sheet as well.

The administration has seen interest from a few different families and is hoping to make a good match between the students and host family, according to the Director of Upper School Admissions Miriam Stein.

The host families will be responsible for treating the international students as their own children and are expected to provide for them in all ways.

Stein thinks that this multicultural and multinational experience will be great for students to interact with Jews from all over the world and learn about their lives.

“I think you get a different perspective,” Stein said. “I think that Jews in America will hopefully appreciate the freedoms we have and the safety and security that we have.

I think that in the future it [the program] will hopefully lead to business relationships or family relationships.”

news

the lion’s tale 03 class, to spend time together, to into something that we have learned museums related to civil rights.

“It really is a way for [students] strengthen those bonds as they go or that we will learn,” Apter said. “So to explore an impactful way that into high school and really help them [on the trip] we will be guiding the people have changed our communi- form their class identity as they go learning process, but we’re not going to be making everything a traditionty and also ways that have been inef- into high school,” Ozur Bass said.

Ozur Bass will join the eighth- al classroom experience because fectual and explore issues of racism today and anti-Semitism today,” Mid- grade class on this trip. She is excited [students] will have that later on.”

Apter is one of nine teachers dle School Assistant Principal Rabbi to spend time with the grade and see how the experience will impact them who will be accompanying the stuJanet Ozur Bass said. dents on their trip. Each teacher is At the beginning of last school as a class and as individuals.

“I am excited about the integra- focusing on a specific part of the trip year, Ozur Bass, along with Jewish text teacher Rachel Meytin, put to- tion of the curriculum," Ozur Bass and looking to structure it in a way gether a committee of teachers in said. "I also [have] been to Atlanta that can push the students to learn order to brainstorm possible ways a number of times and I personally experientially.

Overall, Apter feels that certain to celebrate the middle school grad- am very moved by the words and uation in a way that would add to teachings of Martin Luther King [Jr.] activities on the trip, such as visitthe curriculum. They also consulted and I am looking forward to those ing CNN headquarters and visiting with parents of eighth graders and discussions and ‘ah ha’ moments the National Memorial for Peace and other schools who have ran similar when they realize that as individuals Justice, will help bring to life lessons they too can make an impact on the that students previously learned trips in the past. about in the classroom, such as free The idea of taking a civil rights world."

The trip coincides with a unit speech and racism in the south. trip to Atlanta seemed like the most “One of the things that any practical and fitting choice, especial- in the eighth-grade history classes ly because of the strong Jewish com- on race and membership, which, teacher thinks about is not just munity in Atlanta, access to kosher according to history teacher Eytan teaching the class at that moment, food and the availability of a place Apter, “looks at the civil rights move- but what will the students rememto stay for Shabbat, which were ment and the history of race in this ber and what will they take away,” priorities when planning the trip. country, and brings it to the con- Apter said. “And I think going to visit Ozur Bass also acknowledged that temporary.” While the eighth-grade those sites is a way to solidify that because of its geographic location, history curriculum has included this learning and leave it imprinted in most eighth-grade students were unit for the last three years, this is their minds.”

Eva Kreisler, parent of less familiar with Atlanta than cities the first year where such topics will eighth-grader Isaac Kreisler, thinks extend beyond the classroom. fly from Baltimore to Atlanta on in the Northeast. amelia davidson & sally rogal History teachers are working to that the trip is a “wonderful idea.”

“We really wanted it to be a news editor & reporter Tuesday, May 14 and return on Sunensure that during the unit on race Although she cited some security place where they were experiencing day, May 19. They will be based in AtThis upcoming May, the eighth- lanta but will also visit Montgomery something very different than just and membership, students learn ma- concerns, especially after the shootterial that can then be applied when ing in Pittsburgh in late October, she grade class will head to Atlanta and for a day and spend Shabbat at Ra- being here,” Ozur Bass said.

According to Ozur Bass, the they visit Atlanta. After the students feels that overall, the school will enMontgomery, Ala. for a six-day trip mah Darom in Clayton, Ga. Throughexploring civil rights. The trip is out the trip, students will explore a eighth-grade civil rights trip is meant return, they will have class time to sure that the trip is safe and meaningful. meant to serve as a capstone trip for variety of places associated with dif- to serve both an academic purpose debrief the trip.

“It’s a nice class building activ“We’re not going to be structurstudents finishing middle school as ferent subjects in the eighth-grade and allow students to get to know ing the trip to be a classroom experi- ity,” Kreisler said. “It’s nice to have a well as a chance to learn about other curriculum, ranging from attending each other in new, different ways. “[The trip is meant] to have ence. But we’re also making sure that culmination of the middle school exan Atlanta Braves baseball game and communities in the United States.

The eighth-grade students will talking about statistics to exploring them celebrate who they are as a everything that we’re doing will tie perience in such a unique way.”

Eighth grade heads to Atlanta for Civil Rights Trip

“I’m excited to learn new things, but also to be with my friends away from my parents and to experience things in a different way ... it can help us connect better to the subject.”

- eighth-grader ari platt

“It’s interesting and important that we take a trip about race so that we get a better understanding and [so] it’s more of a personal experience. It’s important that we learn about past issues in our country to make sure that they don’t happen again.”

“It will help bring our grade together more, especially because we didn’t have our trip to New York and we haven’t really had any trips like this.”

- eighth-grader jonah gross

- eighth-grader zara ducker photos courtesy of harry davidson, amelia davidson & izzy may compiled by amelia davidson & sally rogal

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lion’s tale

editors-in-chief kate sosland, aliza rabinovitz managing editor , copy addie bard copy editor alex landy design editor jessie lehman news editors amelia davidson, izzy may opinion editor ben robinson, asst. matthew rabinowitz in-depth editor sara sporkin, asst. oren minsk features editors sabrina bramson, asst. daphne kaplan sports editor devira friedman, asst. sophia miller style editor shira godin, asst. irit skulnik multimedia editor lily daroff editorial cartoonists beyla bass reporters sally rogal, josie stein 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.

Signed columns reflect the opinion of the writer; staff editorials reflect the opinion of the majority of The Lion’s Tale editorial board. The Lion’s Tale staff 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.

A great leap for teenage activism at MCPS?

In the wake of new political movements and newfound teenage political involvement, the Montgomery County Board of Education is considering allowing high school students to take three excused absences for civic activism. Currently, Montgomery County Public Schools legally allows absences for school-sponsored activities, deaths, illness', pregnancy and parenting concerns, court summons, hazardous weather conditions, religious holidays, state emergencies and suspensions only.

The Board originally planned to require a principal’s approval as well as written consent from both a parent and the organization sponsoring an activist event, but recently amended its proposal to require only evidence of the activity, written parental consent and a written notification for the principal. Students around the country, whether currently involved in political activism or not, should be granted the opportunity to exercise their rights in order to interactively experience real-world events and become contributors to society in doing so.

CESJDS policy does not currently provide excused absences specifically for students to participate in various forms of activism, though

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 staff will adhere to the ethics policies of The Society of Professional Journalists and the National Scholastic Press Association.

The adviser will be held to the Journalism Education Association’s Adviser Code of Ethics.

cover design and photos by jessie lehman

Although missing school with parental consent is allowed at JDS for any reason, MCPS is much more strict regarding absences.

Missing school for other purposes than the previously mentioned ones would result in harsh punishment in the county schools.

Next, parental consent is a significant concern for any teenager with political views or values that differ from their parents’. Students from MCPS who wanted to miss school to gun control walkouts, for example, would have been unable to do so if their parents disagreed with the movement. To remedy this concern, MCPS’ activism policy should eliminate the parental consent provision and instead permit students to take responsibility for their choices.

Despite specific concerns and ambiguities within MCPS’ policy itself, this is definitely a step in the right direction for MCPS. Politics affect us all, no matter how young or old we are. From almost weekly school shootings to controversial governmental candidates, teens deserve a chance to speak out and to learn in the process. Once the kinks of MCPS’ policy are worked out, public school students from our area will finally have a voice and the

cartoon by beyla bass

opportunity to speak their minds.

To quote Beresin, “Not only will their activism abet their adolescent development, they may remind us all what it means to have a voice and use it to try to make the world a better place.”

-The Lion’s Tale

JDS should sponsor activities on Shabbat

Some material courtesy of American Society of News Editors/ TNS Campus School Newspaper Service. All other contents copyright of The Lion’s Tale. All rights reserved.

Submissions may be emailed to jdslionstale@gmail.com, mailed to The Lion’s Tale or brought to room 320.

it does allow students to take a certain amount of days off each year for any reason, as long as they have parental consent. According to the 2018-2019 high school handbook, students can be excused from up to five classes a semester per course before receiving a note from a teacher and eight classes before meeting with an administrator. This makes it far easier for JDS students to attend protests, rallies or other forms of activism than MCPS students.

Activism is an essential part of a teenager’s life and development.

In a Psychology Today article, Dr. Eugene Beresin says that, “Activism and protest call for expression, for persuasion. They channel creative expression into a cause, and the cause ignites the creativity.”

Beresin also explains that activism spurs intellectual growth, aids the development of teenagers’ identities and helps teenagers feel like they are a part of something.

There are a few key issues in both of these policies that must be addressed in order for them to truly allow students to express themselves as well as to eliminate potential abuse of these rules.

The first flaw in MCPS’ policy is that students and their parents could use activism as an excuse to skip school for other reasons.

oren minsk contributing editor When extracurricular and athletic activities take place on Shabbat, CESJDS should support all participants, even if they cannot coordinate arrangements to ensure that Shabbat is being observed by those who choose to attend.

According to Head of School Rabbi Mitchel Malkus, the school has been willing to arrange travel and accommodations so that students can participate in events and observe Shabbat. Although JDS allows students to participate in athletic and extracurricular activities on Shabbat individually, the school will not hold team athletic

events on the holiday.

Sponsoring events on Shabbat does not force observant students to violate their beliefs, which should never happen. Rather, it gives less-observant students the opportunity to do what they enjoy.

To partake in certain extracurricular events such as Junior State of America Conventions, students must be affiliated with a school. If JDS did not support a JSA chapter, 53 students would have been unable to attend the JSA Fall State Convention this past month.

Thankfully, JDS makes accommodations for such events; the JDS chapter leaves on Friday before Shabbat and provides kosher meals for their students, unlike other schools.

As a pluralistic community, JDS’ policy often caters to the most observant students to respect everyone’s beliefs and so everyone can practice Judaism the way they want. JDS, however, does not need a similar policy for sponsoring activities on Shabbat. Some students

attending an activity on Shabbat does not make it harder for an observant student to practice Judaism as they see fit.

One might argue that when the school sponsors activities on Shabbat, it disadvantages observant students who are not willing to participate in such activities.

Since the opportunity is offered to everyone, though, it really does not disadvantage anyone. An observant student not participating in an activity on Shabbat is a choice of theirs, not something that is forced upon them. One might say that it is not a choice and that it goes against their beliefs, but in reality, one chooses their own beliefs.

Some cross country runners have had the opportunity to run in meets on Saturday. When giving certain runners this opportunity, cross country coach Jason Belinkie made it clear, both verbally and via email, that an athlete’s decision to or to not participate would be respected.

According to the school’s di-

versity statement, JDS “facilitate[s] experiences to educate students towards a richer understanding and appreciation of diversity.” How can the school give students the opportunity to experience diversity if they are unable to participate in certain extracurricular activities outside of the Jewish community?

Denying students the opportunity to take on leadership positions and experience diversity because of another student’s customs is unfair.

JDS values respect for all beliefs and customs, but sponsoring activities on Shabbat does not disrespect the beliefs of anyone since it does not force participation.

Unless someone thinks that their religious beliefs should be forced upon me, which goes against our value of pluralism and my right to religious freedom, JDS giving me the opportunity to participate in a cross country meet or a JSA convention on a Saturday does not conflict with anyone’s persona beliefs.

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Despite a tight budget, teachers deserve paid leave

jessie lehman design editor While discussing the toll that childbearing has on working women, my American Women’s History class learned that CESJDS does not, in fact, provide paid parental leave to faculty or staff. We had just begun to learn about the policies that various organizations offer, and I was shocked and frankly quite upset to learn about JDS’ rule.

The lack of paid parental leave did not align with the values that JDS has taught me: family, community and respect.

For context, the federal government mandates 12 weeks of unpaid parental leave under the Family and Medical Leave Act of 1993. Parental leave allows for a new mother’s body to recuperate following birth and ensures that newborn children receive the care they need in their early months.

In discussing the issue with my classmates and parents, I began to understand the rationale behind JDS’ policy. Most workplaces that offer paid parental leave are for-profit organizations, such as law firms and tech companies.

Being a non-profit, JDS simply does not have the same financial flexibility. Most of JDS’ staff require substitutes, meaning that the

JDS POLICY

12

weeks unpaid parental leave

school would have to pay both the “We’re here educating children JDS offers its faculty benefits, such substitute teacher and the absent and then the fact [that] we have to as ten paid sick days a year and the teacher if they provided paid papay for it with our own [children] sick bank, which allows staff who is difficult,” Bergstein said. have used up all ten sick days to rental leave.

This problem goes beyond gain extra, if needed.

Despite the tight budget, JDS. The Guardian surveyed all U.S. According to American Womthough, giving more financial supstates’ departments and boards port to new parents may help JDS en's and Jewish History teacher Raof education, and 28 of the 41 compete with other independent chel Bergstein, by definition, a new states that responded said they are schools in the area. mother would be all out of paid experiencing teacher shortages.

JDS has always upheld the sick days after they return from More generous leave policies could federal leave requirement, but maternity leave. In fact, many may help all schools attract considered adjusting its more teachers, who are policy in 2016. Director overwhelmingly female. of Human Resources Lori According to the NationBelke stated that the school “I would love to see JDS taking a surveyed other indepenal Center for Education stand for a value like supporting Statistics, 74.8 percent of dent schools in the D.C. working parents." private school teachers in metro area to find that eight the 2011-2012 school year of 17 did provide some paid - jewish and women's history were female. Belke said parental leave. Additionteacher rachel bergstein that currently, 79 percent ally, two of the 17 schools of JDS teachers are female. provided paid maternity Parents, and specifileave, but not paternity leave. After discussing the cally mothers, should not survey results, though, Belke and run out of sick days even before feel that having a child will negaother administrators concluded they have their babies, since many tively affect their professional life. that JDS simply could not afford any have prenatal apointments leading It's a Jewish value to be fruitful amount of paid parental leave in up to the birth. and reproduce, so JDS staff should their budget.

“You could deplete your sick feel supported while raising their It is no surprise that this policy leave before you even get to your children. Responsibility to comwould take an extreme financial maternity leave before you even get munity is yet another value that toll on JDS, but the fact that over to returning. And then what hapJDS preaches. "I would love to see half of the surveyed schools offer a JDS taking a stand for a value like pens?" Bergstein said. "You come version of paid parental leave—all supporting working parents and back from maternity leave with no of them nonprofit like JDS—makes be a leader both in the Jewish and sick leave. So, any time you take off the school a less attractive work the secular community,” Bergstein after that is unpaid.” environment for teachers in their said.

Unpaid parental leave is unchildbearing years.

JDS should consider rearappealing to potential teachers beJDS offers many benefits that cause many people need a constant ranging its budget to make room make it a desirable workplace, income to support themselves and for paid parental leave, not only to according to Head of School Rabbi the family that they are growing, uphold Jewish values, but to make Mitch Malkus. When considered particularly after giving birth to a the school a more compelling work as a whole, however, I believe it newborn child. environment for women and the becomes evident that the adminWithout paid parental leave, faculty as a whole. teachers may not be able to tend to istration does not greatly support their own children. pregnant teachers. For example,

What is parental leave?

A leave of absence from a job provided by one's empoloyer for a parent to care for a newly born or adopted child

8/17

Independent schools in the D.C. metro area provide paid parental leave to employees.

79 percent of JDS teachers are female

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guarded addie bard & daphne kaplan managing editor, copy & contributing editor On Oct. 27, 11 Jews were shot and killed at the Tree of Life Synagogue in Squirrel Hill Pittsburgh, Pa. The shooting was “likely the deadliest attack on the Jewish community in the history of the United States,” the Anti-Defamation League said.

The recent shooting correlates to an increased number of anti-Semitic incidents in the U.S. According to the ADL’s annual report, the number of anti-Semitic attacks in 2017 was almost 60 percent higher than in 2016. This was the largest single-year increase since the ADL began tracking anti-Semitic events in the 1970s.

CESJDS’ Initital Response As a large Jewish institution, CESJDS’ administration felt that the shooting was something the school needed to address, according to Associate Head of School and High School Principal Marc Lindner. Over the weekend, JDS administrators quickly discussed their approach and what direction the school should take in response to the attack. Ultimately, they addressed the tragedy by holding a school-wide assembly the Monday following the shooting, discussing it in various Zman Kodeshes and holding an event to write letters and to members of the Squirrel Hill community.

According to Lindner, the most important part of the assembly was making sure that the school was “clear and direct” in acknowledging the event. Additionally, Lindner hoped that the assembly would be a space to honor the victims and reiterate the available support for students

and faculty following the emotionally-triggering incident.

Initially, Lindner was not sure if having an assembly was the best approach for students because he worried about raising such a difficult topic; however, he realized that not talking about the devastating occurrence could be more damaging than facing the facts head-on.

“I think it was talking to some of my colleagues about it and coming to the realization that the speculation or rumors that might exist among the student body if we weren’t talking directly and doing it fairly quickly, it may have been worse than any upset that the discussion may have caused,” Lindner said.

Lindner and other administrators also discussed alternative ways of talking about the shooting in small group settings, in either grade-wide meetings or in high school advisories. They agreed, however, that having the whole school together would be the best choice.

Junior Rebecca Weiss appreciated the assembly and thought that it was appropriate for the occasion.

She knew that JDS could not take a political stance on gun-related issues because of its pluralistic mindset, but overall found the assembly “meaningful,” especially the moment of silence.

In contrast, while sophomore Tess Mendelson believes that JDS usually does a “great job” in responding to different important events, she was displeased with the school-wide assembly. She believes that JDS deemphasized the attack by having limited discussions, and that the administration could have prepared a more meaningful activity during the days after, particularly since the shooting targeted Jewish people and JDS is a

Jewish institution.

“I definitely think we do a better job with more uplifting events such as events that went well for the Jewish people," Mendelson said. "JDS is a Jewish school, and I think we should have had more discussions and reflection time, especially since this actually affects us, and hit so close to home for a lot of us.”

Security Although Lindner and the administration initially focused on the details of the response following the shooting, other faculty members, such as Director of Operations and Security Izzy Moskowitz, were working towards improving the school’s infrastructure by implementing security measures outside and within the school’s premises.

Given that the shooting specifically targeted Jews, students, parents and administrators were concerned and wanted to determine JDS’ response as a Jewish institution regarding security, to ensure the safety of all members.

JDS currently has an advanced security system compared to many other institutions in the area, according to Moskowitz. Even though there are bulletproof windows, advanced cameras in some parts of the school and a police presence, the Security Task Force, comprised of members from the Jewish Federation, the Israeli Embassy and the JDS administration, sought improvements.

In response to the shooting, JDS increased the on-campus police presence from just the beginning and end of the day. This change was determined on short notice during the weekend of the shooting, by Head of School Rabbi Mitchel Malkus, Moskowitz and Security Task Force Chair

worth it.

“Security is a mental state of mind. It’s a physical proposition, but the feeling is important. Do I feel safe? If I put 10 cops around you, would you feel safe?,” Moskowitz said. “I think there is no price to pay for a secure school. If a kid were to be hurt, I would be devastated. There is no price for it and [price] doesn’t matter. We locate what we need and then find the money by contracting out.”

While the security budget accounts for previous security measures, that budget does not include monetary costs for the recent increase in police presence. When a police officer was only pres“I think there is no price to pay for a ent at the besecure school. If a kid were to be hurt, ginning and end I would be devastated.” of the days, that cost the school - director of security and $65,000 a year. operations izzy moskowitz That price was boosted to $130,000 per was installed on exterior doors and year when police hours were extendwindows over Thanksgiving week. ed all throughout the day and eveFinally, faculty were instructed to ning. Malkus shared that the school’s wear their identification badges to plan is to reach out to donors to differentiate them from guests of the cover the difference, and the school made the change knowing that they school.

With the school’s security ad- were going to have to find the money vancements and improvements to pay for it.

“We didn’t want to wait, and comes a large monetary cost and therefore, a critical evaluation: thought it was important to do it whether it is all worth the $250,000 right away,” Malkus said.

Even though some of the imthat JDS budgets for security annualprovements, such as bulletproof winly.

The money is raised through dows or cameras, are not immedivarious grants or comes out of the ately noticeable, the police presence school’s yearly budget. Moskow- has received attention from students itz believes that if JDS strives to “be and faculty, and, according to Malkus, ahead of the curve” in regards to se- been “welcomed.”

Malkus was initially apprehencurity advancements, the high cost is Ayala Nuriely Kimel.

This police presence is comprised of off-duty Montgomery County police officers. According to Malkus, JDS chose off-duty police officers, as opposed to armed guards from the security company the school uses or retired guards, even though they are more expensive than other options.

“These are people who are constantly training how to use their guns properly, their weapons properly, and we feel safer with them,” Malkus said.

In addition to the increased police presence, more bulletproof glass

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07

Local Jewish communities cope with the Pittsburgh attack sive about having armed guards at the school, but has gotten to know the four or five police officers who consistently spend time at JDS and believes that overall, they are important to the overall security of the school.

“They provide both a deterrent, because they are outside and they leave the [police car] lights on, and also, they understand our security needs,” Malkus said. “I actually think that actual security has been improved, people have received it well, and some of my concerns about not being welcoming or having guns around don’t seem to be an issue.”

A feeling of trust and comfort in the police is not exclusive to Malkus.

For Weiss, the police have allowed her to understand the importance of increased security measures and do not intimidate her.

“It is kind of sad that every time I see it, I am reminded of this horrible tragedy and reminded that we are in constant danger with the anti-Semitism that occurs,” Weiss said. “It is scary every time I see [them] because I am reminded of that feeling that I am not safe and that anti-Semitism exists, but I am glad that we have one, even though it reminds me of that.”

Being part of the larger Jewish community in Montgomery County is certainly beneficial for Jewish institutions. On Tuesday, Nov. 27, in response to the Pittsburgh shooting, the Montgomery County Council approved an appropriation of $200,000 to the county Office of Emergency Management and Homeland Security’s fiscal 2019 budget. This money was offered in efforts to help local congregations that are eager to develop a more extensive security system, according to County Executive Isiah Leggett, who was quoted in Bethesda Magazine.

Additionally, all Montgomery County congregations are encouraged to apply for grants to “augment their resources already expended” for security improvements, Leggett wrote in an announcement to the council.

The Montgomery County Council was not alone in granting appropriations to the local community.

Immediately following the shooting, the Jewish Federation of Greater Washington allocated $100,000 to the local community for security and emergency purposes. Local Jewish institutions were additionally encouraged to apply for such grants, in the hopes of advancing their security.

JDS applied for the grants that the Federation was giving out, but it has yet to disperse the funds. According to Malkus, the grants were only about a couple thousand dollars per institution, which would not “go a long way” for the school.

Even before the news of the grant, other local Jewish institutions were quick to increase their security following the shooting. For example, Congregation Adas Israel in Washington, D.C. installed metal detectors shortly after.

Emotional Repercussions Throughout the assembly on Oct. 29, Lindner reiterated that JDS recognizes that everyone processes tragedies differently and that no approach is incorrect. When unpacking the situation and the impact the tragedy had, there were many “layers and dimensions,” guidance counselor Rachel Soifer said.

“One layer is just shock, horror, and feeling overwhelmed, that immediate visceral reaction, and then this other extreme of feeling desensitized, like again, again, another shooting, and then there was a third piece

of having it be more personal,” Soifer said. “‘Wait, this is my Jewish community, I am working in a Jewish school, I am going to know people who have connections to this,’ and that particular dimension changed that for me personally, and prompted me to start thinking of things a bit differently than other violent acts that are similar to this violent act of hate.”

Given that the school anticipated many different emotions from the community, Lindner reiterated that the guidance suite is a perpetual place of support for students who were particularly sensitive or wanted to express how they felt. Although there were few kids who chose to take the additional support, Soifer believes that other students sought support through stronger connections by gravitating towards their friends, families and teachers when expressing their emotions.

In addition to inviting students into the guidance suite, the guidance department partnered with Dean of Students Roslyn Landy and a student-led committee to demonstrate support for the Pittsburgh community and allow students to channel their emotions into productively helping the larger community. Throughout community time and lunch, students had the opportunity to write letters to the Tree of Life Congregation, to the Hebrew Immigrant Aid Society (HIAS), to representatives in Congress, to police officers who guard JDS or to the first responders and local police officers in Pittsburgh who stepped in to stop the shooter during the attack.

Hours after the attack, the Federation reached out to organizations to hastily create a community-wide event in response to the tragedy, and partnered with Adas Israel to host it on behalf of the community. Twenty-four hours later, an entire event to pay respect, unite the community and show a sign of force against hate was planned with political speakers, the governors of Maryland and Virginia, the Mayor of The District as well as rabbis and other faith leaders.

As the event at Adas Israel was the primary event for the Greater Washington area, over 5,000 people were in attendance; 3,000 of whom were able to enter, leaving over 2,000 multi-faith community-members outside watching from large screens.

Instead of merely standing in line, however, community members ended up having their own solidarity service on the streets.

The Federation’s efforts to bring comfort to the community did not stop with the community-wide solidarity service. The following weekend, the Federation encouraged local

synagogues to have a Solidarity Shabbat, a Shabbat devoted to synagogues being a welcoming, empathetic and secure place for all community members.

Although the tragedy occurred almost two months ago, the support and empathy for one another should still continue to circulate throughout the community, according to Director of Jewish Life Stephanie Hoffman.

Moreover, a common response to shootings is to hide one’s identity, but Hoffman believes that as a Jewish institution, students and faculty should embrace, rather than conceal, their Judaism.

“Our Judaism doesn’t live within the four walls of this building: it goes beyond that,” Hoffman said. “People need to know Jews, people need to know that we are humans, and we want as a whole the best for people, and so I think just being proud Jews no matter where you are, no matter where we are, that I think is a huge part of supporting.”

features 08

the lion’s tale

1996

1973

compiled by daphne kaplan photos provided by grace mcmillan McMillan stands with her older sister at age three in Huntington, W.Va. McMillan lived there for two years of her life with her sister and mother.

After studying at Harvard Divinity School for two and a half years, McMillan receives her masters degree in theological studies.

2011

McMillan (center) sits with her husband at her religious wedding ceremony, officiated by Middle School Assistant Principal Janet Ozur Bass. She and her husband married in a secular wedding in 2010, but decided to have a second wedding with CESJDS faculty present, including Jewish text teacher Paul Blank.

2008

McMillan explores the aboriginal culture in the Outback. She visited a friend living in Australia and toured the country while visiting there.

1997

McMillan (center) celebrates Purim with her friends while studying in Israel. She went to Hebrew University to learn modern Hebrew as well as archeology and Talmud.

JUST KEEP BREATHING

A look at returning faculty member Grace McMillan irit skulnik contributing editor

“Close your eyes and take a few deep breaths.” That is how high school teacher Grace McMillan begins each of her classes.

While this exercise is not mandatory, McMillan requires students to either be quiet and close their eyes or to put their heads down during the one or two minutes of breathing.

“The purpose is to help students center themselves, and be ready to be present in class,” McMillan said.

“It’s also to build the skill of being able to do deep breathing to be able to calm themselves when they’re in sort of an unsettled, anxious situation.”

High school guidance counselor Rachel Soifer agrees that a deep breathing exercise is a great way for students to transition into class

from their social interactions in the hallway.

“Deep breathing can just allow you to relax your body and relax your mind very rapidly and prepare yourself for optimal engagement and learning,” Soifer said.

Soifer believes deep breathing can be beneficial depending on the circumstances of the class, as some may not take the deep breathing seriously; however, the idea might be “wonderful if students are ready for it,” Soifer said.

Sophomore Georgia Michaels, a student in McMillan’s Biblical Themes in World Literature class, agrees with Soifer, as Michaels finds the breathing routine effective when students are calm and not very energetic.

“I think it’s a good way to start the class especially after we’ve been through other classes, and we are a

little impatient, and ready to bounce out of our seats,” Michaels said. “It’s nice to sit and relax and breath to get everyone in a calmer mindset.”

Part of the reason McMillan started doing deep breathing was because of her knowledge regarding mental health and having a masters degree in social work from the University of Maryland. She felt increasingly concerned about students’ anxiety and thought that the techniques she learned in her social work program would benefit her students in the classroom environment.

After earning her degree, McMillan returned to JDS for the 20172018 school year as a part-time teacher and a long-term substitute for a teacher on maternity leave.

She originally left in the 2010-2011 school year to get her social work degree and taught part-time in 2011.

This year, McMillan again became a

full-time teacher and teaches four different courses in three different departments: Psychology, an elective; World Literature, an English course; and both Biblical Themes in World Literature and a Tanakh Seminar on the Book of Kings, two Jewish Text courses.

Teaching four fairly different courses with six classes in total, ranging from the Enriched College Preparatory to the Advanced level, is challenging according to McMillan, but she is able to manage her time well.

“The hardest part is getting the grading done, partly also because I don’t like it very much,” McMillan said. “It is a lot of different classes to prepare for, but I love all the classes so I enjoy thinking about and coming up with interesting plans for each of the classes. So it is a lot to balance, but it’s worth it.”

Despite teaching many subjects, McMillan is highly qualified for all of the courses she teaches. Her experience in Jewish text stems from an undergraduate degree in religion from Oberlin College and a master’s degree from Harvard Divinity School in theological studies. Her other qualifications include her master’s degree in social work from the University of Maryland, as well as studying at Stanford University, Hebrew University, and Nishmat, a Jewish women’s learning place.

At the end of the day, McMillan said that the work is well worth it because being an educator has an important purpose.

“The essence of being an educator is helping young adults discover who are they and who they want to become,” McMillan said.

Time to talk stocks

features

the lion’s tale

09

Understanding the differences and similarities between the finance club and the investment club izzy may contributing editor Over the summer, junior Sam Goldberg thought to himself, “What if JDS had a finance club?”

A few months later, as students filed into the CESJDS club fair in September, they were greeted with not one, but two new financial clubs: the finance club and the investment club. Though seemingly similar at first glance, these two clubs actually focus on different aspects of investment and the stock market.

Both clubs were founded at the start of this year, and both are led by juniors: David Bisker, Ari Schlactus, Jonah Abrams and Sam Goldberg lead the finance club, and Ayelet Fishman and Emily Cohen lead the investment club.

Although both clubs initially seem similar, Dean of Students Roslyn Landy saw no issue establishing them both as separate clubs.

“We spoke about combining the two groups, but the leaders of each group convinced me not to since they would be focusing on different topics,” Landy said.

Both clubs incorporate a competition involving the investment of fake money in the stock market into their agenda. The finance club created a simulation where Goldberg set up a league for everyone in the club.

Each member uses one million fake dollars to invest in the stock market and one million more fake dollars to borrow. They have to manage this money in the markets in whichever way they think will be most successful.

“This is a simulation that we use to have fun and have a little bit of competition between our club members,” Goldberg said.

The investment club, however, participates in a very different kind of competition. Theirs was founded

by Ithaca College, and any club is el-

igible to enter. In this competition, with less of an emphasis on learning each group of club members par- finance just for the sake of learning.

“We only focus on investments, ticipates in a simulation in which they receive a million fake dollars to invest in stocks. Over the “This is a simulation we use to course of the competition, they track the have fun and have a little bit of success of their stocks, competition between our club which translates to members.” their success in the - junior sam goldberg competition. The prize for having the most prosperous stocks is $3,000, to be divided versus the finance club [who] foamongst the winning team.

Although both clubs share a cuses on bonds and more long-term competitive aspect, the main differ- things,” Fishman said.

Her club watches educational ence between the two is their focus.

The finance club is mostly centered videos on the stock market during on educating its members on how each club meeting to help them plan to apply investment knowledge in their strategy for the competition.

Every time the club meets, the their daily lives, with a lesser focus on winning a competition, while leaders teach a different lesson on the investment club’s primary focus finance to their members. Each club is winning the Ithaca competition, leader is in charge of the particular

“It is already snowing [in Colorado] and there is supposed to be a blizzard this weekend and so I’m very excited to go skiing and I’m going to have a really fun time.”

- sophomore arava rose

W

area of finance that they are most familiar with or have previous knowledge of.

“In general, our mission is to educate people about finance because in this school it’s kind of overlooked,” Bisker said. “Although it’s very important for life, it’s not only finance that we do: it’s money management, retail investment and college loans.

We try to foresee every money obstacle that people face in their lives.”

When Bisker leads the club discussion, he specializes in teaching about how to read global market analysis.

Despite their similarities, all the leaders from both clubs see the value in keeping their clubs separate. “[It’s] a responsibility of the school to teach people how to manage their finances and be on top of what they’re doing in life,” Bisker said.

Break Pla r e t ns in

“I’m going to Miami to visit my grandparents. I love going there because it’s a good break to get away, its warm, I love going to the beach and I like spending time with my grandparents because I don’t get to see them often.”

- junior zachary gross

10.9% Visiting Family 16.3% Other

25.5% International Travel

“I love Florida because of the weather. I like going to the pool [and] going to the beach. It’s a relaxing time and I can get my thoughts away from school.”

- freshman ariella ball

25.5% Staying Home “I’m going to Brazil to visit my family there because all my family lives there and just for a fun vacation.”

- sophomore miriam bisker compiled by sabrina bramson & sophia miller

9.1% Skiing

12.7% Going to the Beach

sports 10

Just Dance

the lion’s tale

On the bleachers: Familiar faces in the crowd

kate sosland editor-in-chief

Sophomore Danielle Azachi “[Going to games] definitely builds community. If a player sees you there, they know you care and I think that is what really pushes a player to play better, when they see their best friend cheering them on.”

JDS parent Scott Wertlieb “I go to games because I enjoy watching sports.

It’s important to have fans at games to support the players, support the students and support the kids, and it’s ok to yell at the other team once in a while.”

History teacher Heidi Zansler “It’s great when teachers go and support the students because we see them in a monolithic way ... maybe in our classroom they are really quiet, but then on a basketball court they are screaming, they are yelling and they are totally engaged.” compiled by devira friedman photos by devira friedman

As the music begins, the varsity dance team members let the adrenaline take over and the muscle memory kick in while the crowd looks on enthusiastically.

The varsity dance team consists of 17 girls, which is 10 more members than last year. They meet three times a week to rehearse dances that are performed at basketball games and a Kabbalat Shabbat.

Any student is eligible to join the team, as long as they have some sort of previous dance experience.

Boys have been a part of the team in the past, but none are aboard this season. According to senior and captain Dana Fishkin, this year, everyone who tried out made the team, but that is not the case each season.

Lower School Physical Education teacher and coach Claire Zagami has led the team for six years. Zagami has allowed the experienced dancers to take control of choreography, while she is responsible for polishing and finalizing the dances.

At the beginning of each season, Fishkin is the primary choreographer, but as the season progresses, every member has the opportunity to create dances.

Fishkin has served as dance team captain for three years and has been a part of the group since eighth grade. She joined not just because of her passion for the sport but also as a way to meet students from other grades. As a captain, she has a new appreciation for the way a captain can shape others’ experiences in the sport.

“I really like being able to feel like I can positively influence a girl’s experience of dance and give them a place to feel like they can freely be creative and not feel judged,” Fishkin said.

According to Athletic Director Becky Silberman, the dance team used to perform at competitions in the early 2000s. However, throughout her time as coach, Zagami has never considered expanding the group into a formal competitive dance team. She prefers the team to

stay school-based because it allows for a relaxed and inclusive environment.

“You don’t have enough time for growth if it’s just a competition mindset,” Zagami said.

Throughout the school day, junior Mia Pearce always looks forward to practice for its upbeat and supportive environment.

“It doesn’t matter what grade you’re in. It doesn’t matter what friend group you’re in," Pearce said. "It doesn’t matter what classes you’re in. We’re just all there to dance, have fun and work hard together."

if they don’t want to be there.”

Pearce agrees with Fishkin and says that it is unfair to prohibit the team from performing on their home turf during the most attended game of the basketball season. As the team is rapidly growing in members, they hope that the administration will consider their opinions.

“We work so hard all season and most of the kids at JDS never even get to see us perform,” Pearce said. “We really want to perform at the game, especially this year, now that we have become so big and our choreography and members are stronger than ever.”

“It doesn’t matter what grade you’re in. It doesn’t matter what friend group you’re in. It doesn’t matter what classes you’re in. We’re just all there to dance, have fun and work hard together," - junior mia pearce

While the group itself is dedicated, the student body does not legitimize or recognize the dance team as much as other sports, such as basketball. To remedy this, Fishkin wants to have more opportunities to perform in front of the student body.

“Students would take dance team more seriously and see that we’re a talented group of girls,” Fishkin said.

While the team performs during halftime at many basketball games, they are prohibited from performing at games against arch-rival Melvin J. Berman Hebrew Academy Cougars out of respect for their religious traditions, according to Dean of Students Roslyn Landy.

Fishkin understands the basis of this restriction, yet she still believes it should be revised.

“It’s quite appropriate that we don’t perform at [Hebrew Academy] but in our school, I think it’s a different story,” Fishkin said. “We have different customs and we can still respect theirs by giving people the opportunity to get up and leave

According to Silberman, the team has never been permitted to perform at Hebrew Academy games, and as a sign of respect, she does not think this should change.

“It is a community event and you don’t want to exclude people… it would create lots of discomfort for a lot of people,” Silberman said.

Even though the school hasn’t changed its policy, the team may be evolving in other ways. This year, the middle school created a dance elective and varsity members are enthusiastic about the future of dance at JDS. Pearce is confident that the increased interest in the dance team will prompt the school to improve the sport’s resources with a proper location to practice, as they currently rehearse in the cafeteria or cardo.

“It would be really cool to see dance education and the sport grow at JDS,” Pearce said.

photo provided by dimesions Junior Mia Pearce performs at half time during the boys varsity basketball game against McLean on Dec. 10.

style

the lion’s tale

11

“Becoming” Michelle Obama Former first lady opens up about her growth from childhood to life after the White House

aliza rabinovitz editor-in-chief “Becoming” by Michelle Obama is unexpectedly candid and comprehensive, while (not- surprisingly) inspiring. Perhaps most importantly, it lives up to its title. “Becoming” is not just the story of Obama’s years in the White House, or of her family or career. Rather, it is the journey of her whole self, from her childhood to the present day, an amalgamation of all the moments that have and continue to shape her identity.

Obama leaves no stone unturned in “Becoming.” She not only tells about her childhood from the perspective of that moment, but reflects on her growth until now.

One important example of this is when she writes about her family.

As a child, she felt that certain relatives, such as her aunt, were harsh or strict. Instead of just putting this perception out there, Obama contextualizes her aunt with a backstory about her participation in the struggle for civil rights.

In being written this way, both in the moment and reflective on history, Obama teaches and tells.

The book is simultaneously engag-

ing and educational. Coming away from the book, I felt that, especially in the beginning chapters, I learned as much about Obama as I did about Chicago and its South Side, where she grew up and spent much of her adult life.

“Becoming” is powerful to me because it is not only written in a way that touches the reader, but also motivates them. The lessons taught are hard to achieve, but not hard to grasp. In all, the book sends a message that anything is possible, but it is written in a way that this transforms from an abstract concept to something realistic.

She elaborates in-depth about her experiences in predominately wite communities and her struggles there to fit in and find her place.

These stories not only speak to Obama's fortitude but her credibility to relay this message.

When discussing her agreeing to her husband running for president, Obama touches on the hardships the couple saw people face in Chicago and across the country, whether in underprivileged, disabled or other populations. “We understood, in other words, how ridiculously fortunate we were,

and we both felt an obligation not to be complacent,” Obama writes. I think these words encapsulate what “Becoming” means to me: a message to be aware of any luck you have and to be proactive as a result; to take advantage of any privilege by fighting for those who don’t have it.

I highly recommend “Becoming” to anyone, regardless of age or political leaning. It isn’t cheesy or too serious, but the perfect in-between. When I read it, it felt like I was actually reading about a life, one that wasn’t sugarcoated or exaggerated. The stories told are unique to the text as they have not been not told before and are more personal than one would expect.

“Becoming” is entirely realistic and this tone makes Obama’s success so amazing. It is not trying to preach to the audience, but to talk about the world and Obama’s experience in it. In that way, the lessons I took away from it may be different from that of another reader. The way Obama made the book into this personal and individual experience is really why I loved it. I rate the book 4.75 out of five stars. Aside from being lengthy, it is an extremely worthwhile read.

Delicious Sushi at kusshi shira godin style editor

photos by shira godin Kusshi’s decor has a perfect balance of modern and Japanese aspects. For example, half of the restaurant is comprised of a sports bar with high tables and the other half is a sushi bar with booths and tables.

At the recently opened Japanese restaurant Kusshi, one can find a multitude of both common and unique dishes, all at reasonable prices.

The exterior of Kusshi is decorated simply, with two grey doors and a bold sign above them; however, after walking into Kusshi, you are immersed in a beautifully balanced modern Asian setting. The maître d’s desk looks like a black cube with colorful lights shining through it, while Japanese artwork is scattered throughout the entire restaurant.

One aspect I appreciated about Kusshi was its many different seating options. There were regular

photo by aliza rabinovitz “Becoming” is an inspiring story written by Michelle Obama about how she grew into the woman she is today. Her book sold more than two million copies in the first week it hit stores.

tables, booths, high tables and bar seating. I chose to sit at a booth and was immediately greeted by my waiter and given a menu. The menu consisted of various selections of sushi, noodles and desserts.

I ordered the New Philly roll which was a Philadelphia roll with avocado and wasabi sauce. I also ordered mochi ice cream for dessert.

The order comes with three pieces of mochi ice cream with 12 flavors to choose from. The roll costs $12 and the mochi costs $9 for three mochi balls. The restaurant is not cheap, but the prices are reasonable for the quality of its food. In addition, the restaurant’s service was wonderful and quick. I got my food within 10 minutes of ordering.

The New Philly roll was delicious: The fish was fresh and the cream cheese added the perfect amount of saltiness. The wasabi sauce on top of the roll was a nice touch because it added a bit of spice,

which enhanced the overall flavor.

The mochi ice cream also tasted amazing and was the perfect combination of chewiness from the mochi outer layer and softness from the ice cream. I ordered two vanilla chocolate chip pieces and one salted caramel; both flavors were exquisite.

At Kusshi, there is something for everyone. Even if you aren’t particularly craving a sushi meal, there are many noodle options. This restaurant is a great place to get together with your friends and family and definitely has Instagram-worthy potential for those looking to share their meals out artistically. I would rate Kusshi four out of five stars.

Kusshi is located at 11826 Trade St. Rockville, Md. Hours are Monday through Thursday 11:30 a.m.-11 p.m., Friday 11:30 a.m.-12 a.m., Saturday 12 p.m.-12 a.m. and Sunday 12 p.m.-10 p.m.

style 12

2018 Year in Trends

the lion’s tale

The

"I like sherpa jackets because they are really cute and comfy."

- sophomore eilah goldberg

"I liked Black Panther, it was a very good movie.

It was nice to see a new hero.�

- freshman avishai dayanim

Fashion

Social Media

Sherpa jackets, mom jeans, Adidas trackpants and Hydro Flasks

Fortnite, VSCO, interactive Instagram stories and private Snapchat stories

Movies

Phrases

Songs

"A Star is Born," "Crazy Rich Asians," "Black Panther," "Love Simon" and "RBG"

"That's the tea sis," "lit," "bet," "okurrr" and "weird flex, but ok"

"God's Plan" by Drake, "thank u, next" by Ariana Grande and "Perfect" by Ed Sheeran

Books "Becoming" by Michelle Obama and "The Hate You Give" by Angie Thomas

compiled by irit skulnik photos by irit skulnik & shira godin