Lion's Tale Volume 38, Issue 5

The Lion’s Tale Magazine / CESJDS / May 2021 / Volume 38 Issue 5

a clear conscience?

Examining the racial biases of CESJDS and the greater Jewish community

Teens receive vaccinations pg. 6 Online Chailights pg. 20

Dear Reader, We hope you and your families are healthy, vaccinated and enjoying the warm weather. We are thrilled to end the school year with the final edition of the Lion’s Tale magazine. As summer approaches, we wanted to reflect on the newspaper’s past year and consider what next year will bring.

This pandemic has offered us a unique opportunity to reassess where we want to see the Lion’s Tale go. We took the extra time we had in the spring and summer last year to make a permanent shift from tabloid to news magazine. Additionally, we were able to grow our staff by offering Journalism I and II over the summer.

As we walk away from this pandemic, we hope to continue to strengthen our news magazine. We hope to utilize the new communication skills learned this year as we go back to school in person. For example, continuing to use Zoom allows us to interview people who we might not

be able to speak to face-to-face.

With the return to a normal five-daya-week schedule, the Lion’s Tale is excited to have the opportunity to spend more in-person time with our staff and include more voices from the community, including the middle school. In addition, with sports games returning to normal, the Lion’s Tale plans to include more game coverage on our website than we have been able to this past year.

While we are excited for the year to come, we do not want to gloss over the summer coming in a few weeks. After a year of sitting in front of our computers, we hope everyone will spend their time away from screens, enjoying the outdoors as much as possible. This year has been exhausting and overwhelming, and everyone deserves to take a full rest from work and screens.

Thank you for taking the time to read our new issue; we hope you enjoy it as much as we enjoyed putting it together for you. Have an amazing summer.

— news —

— opinion —

College campus quandary: COVID-19 restrictions limit in-person visiting opportunities for juniors pg. 4

The power of science: Speedy development of the vaccine reveals STEM’s capabilities for the future pg. 8

In-person academics next fall: Administration plans for CESJDS to return to the building five days a week next year pg. 5

Schools must act against sexual assault by teaching consent: pg.9

Sincerely,

Editors-in-Chief

— in-depth — A Clear Conscience? Examining the racial biases of CESJDS and the greater Jewish community pg. 12-17

Pro vs. Con: Should JDS have finals? pg.

10-11

Teens receive vaccinations: FDA approves use of Pfizer vaccines for adolescents 12 and up pg. 6-7

— a&e —

— features —

— sports —

Baking for a better future: At Sunflower Bakery, employees with learning disabilities gain valuable work experience pg. 18

Lions’ sports are back: Sport teams return to inter-conference competition for spring season pg. 22

Glow in the dark: Georgetown public installation draws crowds during seventh year pg. 24

Delayed Departure: After a long wait, the class of 2021 finally began their capstone trip pg. 19

Sports is on the right note: Listening to music helps bring teams together pg. 23

A look in the closet: A guide to some of summer 2021’s hottest fashion trends pg.

25

Online Chailights: Seven places to visit at the second virtual arts showcase pg. 20-21

Fresh finds from the farm: Shop for local produce at Bethesda Central Farmers Market pg. 26-27

Fresh voices: New music ensemble Harmoniah provides more opportunity pg. 21

2

May 2021

The Lion’s Tale Staff

Ellie Fischman won the annual JDS spelling bee in 2020. She can spell “machete” correctly.

Editors-in-Chief Mischa Trainor & Eva Bard Managing Editor, Copy Rochelle Berman Assistant Copy Editor Harry Davidson In-Depth Editor Maya Preuss News Editors Sophie Kaplan & Daniela Abrams Opinion Editors Lincoln Aftergood Features Editors Ella Waldman & Ivan Endelman Sports Editors Matan Silverberg & Aaron Gallo Arts and Entertainment Editors Eitan Malkus & Zara Ducker Editorial Cartoonist Ariana Ravitz Reporters Jonah Beinart, Sam Berns, Elliot Bramson, Lielle Coombe, Ellie Fischman, Kaylah Goldrich, Benny Hasenberg, Rena Katz, Sasha Karasik, Ellie Levine, Sean Levitan, Hannah May, Lena Nadaner, Nini Panner, Jared Schreiber, Netanya Shaffin, Max Schwartz & Shani Schwartz Staff Adviser Jessica Nassau Adviser Emerita Susan Zuckerman

Ivan Endelman resonates most with poodle dogs because they are deep and interesting.

Zara Ducker has been to 47 countries. Her favorite is El Salvador.

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. 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.

The Lion’s Tale is funded by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Lev-

enson 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.

The Lion’s Tale Magazine

3

— news —

College campus quandary COVID-19 restrictions limit in-person visiting opportunities for juniors

Ivan Endelman Features Editor As juniors begin their college search process, the pandemic hurdles that the class of 2021 faced are not fading away. With scarce in-person tours, students are once again attempting to find the right fit through online tours and information sessions.

Because virtual tours can become somewhat monotonous without the excitement of being in the midst of a college environment, it is more difficult for juniors to decide which schools to apply to.

“With virtual visits, it’s really hard to get a sense of what it would actually be like to go to the school,” junior Kayla Liss said. “It gets to the point where every school says the same things and it becomes hard to really learn about them because they all want to paint a good picture of themselves.”

With vaccine rollout progress and COVID-19 cases continuing to drop, college counselors are hopeful that once summer arrives, traditional visits will be possible again.

“I think our current seniors especially really regret that they haven’t had a chance to visit schools because that’s how you really get a sense of if it fits you,” Director of College Guidance Sue Rexford said. “I still firmly believe that there is nothing better than walking around a campus and absorbing the atmosphere to help you make your decision.”

Rexford is hopeful of increasing opportunities for juniors in the coming months, even though many colleges are still either completely shut down or in hybrid systems.

“I’m hoping that [in-person visits will resume] because so many of the colleges are already saying they’re going to be open full time in the fall,” Rexford said. “But I think so much depends on what state you’re in and the likelihood of a big outbreak or not.”

For the few schools offering in-person tours, the benefits to juniors have been overwhelming. Junior Ellie Hasenberg felt that it was

immeasurably easier to get a feel of the school environment while walking around the campus.

“I could tell the school I visited had done a lot of preparation for giving COVID tours, as they had both a general tour and a STEM tour available,” Hasenberg said. “Although I wasn’t able to see the inside of dorms and dining halls, I felt I truly did get to know the school, its students and its faculty.”

For many juniors who are still unable to experience in-person opportunities, returning to in-person visits is something to look forward to after so many virtual events.

“It’s difficult to really get a good impression of schools because every information session is really similar,” junior Naomi Gould said.

“I think it’s contributed to me just feeling a little lost when it comes to picking what schools to apply to and figuring out where I’d like to go.”

The upside to college marketing through virtual tours is that students may be able to explore more colleges than they were able to before, when taking time to travel to a college was the only option. For students interested in institutions farther away from home, this can be especially beneficial. Yet even with this opportunity, Rexford is worried that it is too easy to procrastinate with virtual visits.

“I think this may lead to a change in how colleges assess what is the best way for them to reach students, but I don’t know how many students are taking advantage of the virtual tours, so it’s very complicated,” Rexford said.

With these changes to the college search process, maintaining a positive attitude and having minimum stress is even more vital than ever.

“This is a complicated process to go through, but you don’t want it to be a stressor, you want it to be a growth experience,” Rexford said.

“This is a time where you can learn about who you are, what you want and what you’re interested in, so if you look at it that way, I think it can become less stressful.”

4 May 2021

photo by Sophie Schweitzer

photo by Ivan Endelman, LT

photo by Zoe Fischman

TULANE TOUR Tulane University in New Orleans, La., as seen by a prospective member of the class of 2026.

ONLINE OUTING Most American based colleges have an online interactive tour through the program YouVisit.

VIRGINIA VISIT Junior Zoe Fischman stands on the greens of the Rotunda at the University of Virginia.

In-person academics next fall

Administration plans for CESJDS to return to the building five days a week next year Eva Bard Editor-in-Chief Next school year, CESJDS will return to a pre-COVID-19 school week with in-person classes five days a week from 8 a.m. to 3:45 p.m.

After an unusual year and a half, students and faculty alike will have to adjust back to a full school week.

“All in all, our high school students did great this year. The teachers were phenomenal,” Interim Principal and Dean of Students Roslyn Landy said. “The students received an excellent education this past year, but could not learn as they have in the past, and it’s time to return to the superior education students deserve and that teachers want to provide.”

JDS is considering decreasing the six-foot social distance policy to three feet, following CDC guidelines, to fit both middle and high school in the building at once.

The school plans to retain many of this year’s safety measures, such as mask wearing, high-level cleaning, better air filtration and some form of distancing.

This past year, some classes were larger than normal because, “at the time, we assumed we would not be in the building,” Landy said. This upcoming year, however, smaller class sizes will be on the radar of administration as they craft schedules, she said.

Although many high school students and teachers enjoyed the later start times of school this year,

the Lower School and Upper School will re-standardize their start times to fulfill state requirements and sync together the two buildings. For the high school, the 8 a.m. to 3:45 p.m. school day will look very similar to a pre-COVID-19 schedule.

“It is going to be a shock to many students, and I think we are all going to reminisce about this year and really appreciate the extra time,” junior Zoe Fischman said.

In a recent survey done by the school, 98% of families reported that they plan to send their children back five days a week. The school expects students will come in-person and will not offer a virtual learning option. However, JDS will offer a Zoom option for COVID-19 medical reasons on a case-by-case basis.

Zoom options will also be made available for students who cannot come in for a long period of time, such as for a severe illness or injury.

“Teaching in a classroom with students in the room and at home is the least effective way for teachers to teach,” Landy said. “It is difficult for the teachers and for the students both at home and in school.

In addition, adolescents should be in school socializing, being together and getting the most of their education by interacting with the teacher and their classmates.”

Changing guidelines, increased vaccination rates and the risk of new strains all factor into the administration’s decisions. Because of this, there are many unfinalized details, such as if the school will require students to quarantine before be-

“Adolescents should be in school socializing, being together and getting the most of their education by interacting with the teacher and their classmates.”

- Interim Principal and Dean of Students Roslyn Landy

Total COVID-19 test positivity rate at CESJDS since testing began

CESJDS introduced a COVID-19 Emergency Relief Fund to help families pay tuition

School was fully online for approximately eight approximately months from March 2020 to Dec. 2021

ginning school. However, Head of School Rabbi Mitchel Malkus plans to send an email by July 6 to provide more information.

The administration is also working on finding ways to incorporate the positive changes made this year into next year’s schedule.

For example, according to Landy, the schedule might have more breaks because the students and staff found them beneficial. Some individual teachers, such as English teacher and college counselor Allison Davison, plan to adjust their own class structure to include some of the changes they made this year.

“I really think there have been positive pieces of us having more personal attention, times to meet with students individually and an overall slower pace,” Davison said.

“I’m hoping that I can figure out a way, in a five-day-a-week atmosphere, to bring that balance, so [students] are not just attending my class four days a week and working, and then going home and doing more work.”

While returning to a normal schedule will be a hard adjustment for many students and faculty, many others are excited to go back fully after such a long break.

“The main thing that I just think is going to be great is [students], as well as the teachers, we all had a break, a real break,” Davison said. “I think there is going to be awesome energy when we come back in the fall. We’re all so tired of being home. I’m really excited.”

CESJDS has been in-person since Dec 8

0.12%

compiled by Shani Schwartz, Rena Katz and Sophie Kaplan

The Lion’s Tale Magazine

5

Teens receive vaccinations FDA approves use of Pfizer vaccines for adolescents 12 and up

Harry Davidson Assistant Copy Editor pper School students have begun receiving their COVID-19 vaccines over the past few months, with many more students planning on getting them in the near future.

Vaccinations will create a safer environment for the students and staff of CESJDS and will minimize the risk factor of in-person learning.

As of May 10, 55% of 100 surveyed high school students have received at least their first shot. Each week, as the number of vaccinated students rises, the school atmosphere gets increasingly safer for everyone.

“I think as JDS students, if we’re going in person, we need to do our best to ensure that it’s safe for in-person learning,” sophomore Benjamin Weiss said. “By getting vaccinated, if eligible, that is an example of how students can make the school a safer place.”

In order to protect students and faculty and make in-person learning safe, JDS decided that every student in an eligible age group

U

“As a member of a community you’re not just protecting yourself by getting vaccinated.

You’re protecting your family and your school and everyone that you come into contact with,” -Sophomore Jamin Weiss

will be required to have the vaccine next year. This decision ensures safety for everyone in the building next year.

Head Nurse Heather Greenblum, who helps oversee many decisions regarding school policies on COVID-19, believes that a vaccine requirement for next year will allow for more freedom within a safe environment.

“If we can get all students 12 and older fully vaccinated in time for school in the fall, that will significantly impact our ability to safely have all of our students and staff in the building together,” Greenblum said.

Requiring vaccination ensures that the building will be a safe setting for all the students, and assures parents that it is safer sending their kids to school. Dr. Rebecca Gross, parent of sophomore Jonah Gross, is on the school medical committee which made the decision to make vaccines mandatory and believes that it is a crucial step in returning to normalcy. “[A vaccine requirement] allows the school to be more safe and al-

lows for more in person activity, both academically and socially. It keeps our community safe,” Gross said. “It will give parents the confidence and comfort and make it feel safe to send their kids back to school.”

While the school will still take precautions, students and teachers who felt the stress of the pandemic can feel safer taking risks that they may not have been comfortable taking this year.

“I think that having a mandatory vaccine requirement next year would make myself feel much safer when I go to school,” Weiss said. “As a whole I think it would improve the safety of JDS, and I wouldn’t have to constantly be thinking about being safe and socially distant.”

Getting the vaccine and finding a place that offers it is a relatively simple process considering Washington, D.C. and Maryland are both giving them out to everyone 12 and up. Also, vaccines are available at a wide variety of places such as grocery stores, pharmacies and mass-vaccination centers. As the only vaccine currently approved for people below the age of 18 is Pfiz-

n Record Card o ti a in c c t the a V 9 formation abou COVID -1 des medical in rd, which inclu is record ca Please keep th ve received. vaccines you ha

Students Last Name

CESJDS First Name

08/31/2004 Date Of Birth

MI

er Patient Numb

Vaccine

Product Name

1st dose

Pfizer

Clinic Site

Date ted

Statistics upda May 10

2nd dose Other

6 May 2021

er, the majority of sites will make it clear online if they do not offer it. “[Getting the vaccine] was honestly very easy… there was a super long line, but it went by so fast,” junior Mira Beinart said. “I was nervous and excited to get the vaccine because I’ve waited so long for things to be normal, and I feel like this is such a huge step in returning to normalcy.”

Additionally, the school partnered with Safeway to set up a vaccination clinic for students ages 12 to 15 to get the shot, creating an efficient way to vaccinate all the students eligible.

“The school organizing a vaccination clinic at JDS makes the process of getting the vaccine much easier,” sophomore Coby Malkus said. “It’s been really hard to get a vaccine and this is a great way for students to get vaccinated.”

Not only does the vaccine protect individuals from COVID-19, it helps fulfill the obligation that one has to their community and relieves the stress that the pandemic has brought. Students are excited to move forward with their lives and go back to some sense of normalcy, and getting vaccinated is the first step in doing that.

“As a member of a community you’re not just protecting yourself by getting vaccinated you’re pro-

tecting your family and your school and everyone that you come into contact with,” Weiss said. “It’s also a weight off my shoulders knowing that I’ve made it through the worst of COVID, and obviously nothing’s guaranteed, but it’s very unlikely that I would get sick, and it’s kind of like a sigh of relief.”

photo by Ariella Mizrahi

photo by Eli Gordon

1. Sophomore Ariella Mizrahi waiting in line at the Six Flags mass vaccination site.

2. Junior Eli Gordon after receiving his second vaccination.

3. Sophomore Leila Espejo receiving her first shot.

photo by Leila Espejo

On a scale of 1-5, how comfortable do you feel doing pre-COVID-19 activites fully vaccinated?

1 2 3 4 5

5.1% of students don’t feel safe doing any pre-COVID-19 activities

23.1% of students feel a little safe doing a few pre-COVID-19 activities

20.5% of students feel somewhat safe doing pre-COVID-19 activities

47.7% of students feel safe doing almost all pre-COVID-19 activities

3.6% of students feel safe doing all pre-COVID -19 activities

Infographic by Jonah Beinart and Sam Sharp

The Lion’s Tale Magazine

7

— opinion —

The power of science

Illustration by Ariana Ravitz

Speedy development of the vaccine reveals STEM’s capabilities for the future

S

TEM is the future. Our teachers have been telling us this for years, and yet we have never seemed to grasp it as reality until now. The successful development and production of multiple COVID-19 vaccines in a matter of months put science to the test, and the test was passed with flying colors.

It is no secret that scientists developed the COVID-19 vaccines at an unprecedented pace. The vast amount of effort put into the developmental process allowed for new research innovations, resulting in the mRNA vaccine. The Moderna and Pfizer vaccines were created so quickly because they used an unconventional mRNA technique instead of older, less efficient methods. Just years ago, the same innovation would not have been possible in such a short time.

The vaccine development was also astonishing because of its remarkable effectiveness. The FDA was willing to approve any COVID-19 vaccine that was at least 50% effective, but the Pfizer and Moderna vaccines are 95% and 94% effective, respectively. This makes them among the most effective vaccines ever created. To put this in perspective, according to the

CDC, the current flu vaccine is only around 45% effective.

While COVID-19 fueled a sense of urgency for scientific advancement, the scientists’ quick response shows what the STEM field is truly capable of. We no longer have to wait for a deadly pandemic or catastrophe to quickly create life-changing innovations. With the right incentives, scientists could use their newfound drive to accelerate the process towards curing cancer or slashing carbon emissions. The possibilities are endless.

With this in mind, our generation must follow current scientists’ lead to solve the staggering challenges that lie ahead. With social movements like Black Lives Matter and the national campaign for gun control, our generation has proven that we have the passion and power to help create change. Now, we must also aim that power towards current and future scientific challenges.

The path to solving these issues will not be easy by any means.

And yet, if we take our commitment for social issues and also apply it towards scientific research, the potential for innovation could be limitless. Nothing is out of reach.

This potential is why we must keep encouraging STEM in schools.

“If we take our commitment for social issues and also apply it towards scientific research, the potential for innovation could be limitless.

Nothing is out of reach.”

The results of an international science test called the Programme for International Student Assessment in 2015 placed America’s student base in 38th out of 71 countries based on scientific knowledge.

There is also a common misconception that people interested in STEM are “nerds” or that science is boring. We at JDS must fight this notion and encourage more STEM involvement among students.

If even a few more people become interested in STEM because of school initiatives, it would be exceptional. Those students could grow up to become part of the team curing the next disease or stopping the effects of climate change.

STEM days at school might just seem like a relaxed day off from the regular curriculum, but they are really much more than that. Learning about STEM is crucial, as we see how it can enable scientists to create a life-saving COVID-19 vaccine in record time. New STEM innovations will continue to push our generation forward and it is up to us to use them to create positive change in the world.

-The Lion’s Tale

8 May 2021

Schools must act against sexual assault by teaching consent

Netanya Shaffin Reporter In the wake of the #MeToo movement, women all over the world who previously hid their experiences of sexual harassment are now sharing their stories. Even at CESJDS, a student created an online confession page for students to open up anonymously which has since been deleted.

While there is no single fix for sexual harassment, school health classes have the opportunity to mold students’ perspectives on the topic and do more to prevent it.

Many recent studies report disturbingly high numbers of sexual harassment against women. YouGov reported that 97% of women have been sexually harassed in certain areas of the United Kingdom, and studies from other regions range widely, from 60-100%. Though the numbers vary, it is clear that there needs to be a change, and this change must start in schools and at home.

Most schools have sexual education programs for teenagers in

which they talk about consent, assault, rape and harassment. At JDS, we have a program called Rikuz for middle school students and a few additional programs for high school students that introduce these topics. These programs do educate students but they aren’t enough.

Director of Athletics Becky Silberman is in charge of the program and says that the school is working to improve its sexual education Listen to victims’ curriculum. “We’ve been trying to stories and bring in more speakers and workvalidate their experience shops, instead of just having someone in-house teach it,” Silberman said. “I think it can be more powerful like that.”

Reassure them All of the incidents with JDS that it is not their students are emblematic of a largfault and that er problem in our society that must they are more than just what be confronted by schools. Bringing speakers to JDS is a good first step, happened to them but more must be done.

To combat this issue, sexual education classes should teach Speak out about that harassment does not just refer how common to sexual comments. It also means sexual assault is and how making unwanted sexual advances, to prevent it inappropriate requests of sexual favors, staring at a person’s body and much more. Schools, including JDS, must teach that even though Donate to someone may seem fine, in reality, it charities that help could be making the other person sexual assault victims very uncomfortable.

With regards to cases of rape and assault, JDS needs to show the reality of these crimes, not only by

How to help victims of SA Listen:

Reassure:

Speak:

Donate:

1 in 33

63%

1 in 5

of sexual assault cases go unreported

6.8% Asian

teaching consent, but the outcomes of sexual harassment and assault as well. This means showing stories of people who have experienced rape and assault, and revealing how it affects the victims’ lives. Victims can develop PTSD, severe trauma and may even get pregnant. If students see the reality of what this experience can do to a person, they may become less likely to commit these crimes themselves.

Living as a teenage girl in 2021 forces me to constantly be aware of my surroundings and to worry about activities like walking alone at night for fear of being harassed.

Though I have never been sexually harassed or assaulted, my fear is already enough to show that there needs to be a significant change.

By teaching children these concepts from a young age, the high percentages of sexual assault victims will hopefully decrease.

With help from improved curricula nationwide, students will start to understand the effects of these despicable acts and will work harder to prevent them.

18.8% African American

14.6% Hispanic

women experience sexual assault or rape

women experience completed or attempted rape Compiled by Netanya Shaffin and Lena Nadaner Data from National Sexual Violence Resource Center

men experience completed or attempted rape

79.6% of female victims experience rape before the age of 25

The Lion’s Tale Magazine

9

Pro Lincoln Aftergood Opinion Editor

W

hen CESJDS administrators stated that there would be no high school final exams this year, many students felt relieved. Yet this is a short-sighted view. Finals allow students to retain the information they learned and prepare them for future college tests.

Exams are administered at the end of the school year to test students’ acquisition of knowledge.

They compel students to review what they have learned and to revisit what they might not have understood before. They give students a second chance at learning.

Without the final exam, one important incentive for students to study and review previous instruction is eliminated. Because of this, many people will forget what they have learned soon after it was taught. This sets them up for failure in the future when they encounter a topic that requires them to build upon what they previously studied.

However, this natural cycle of learning and forgetting can be broken by the intensive studying

that the final test encourages. As students attempt to retain information by preparing for the final, they try out different strategies. Eventually they may discover a few that work effectively.

Acquiring practical study strategies can often mean the difference between doing well in a class or not. Learning through studying for finals would help JDS students immensely in their academic pursuits.

Along with learning how to study intensively, finals teach students how to efficiently take long tests. JDS finals are all two hours long, which is useful practice for students on their way to college.

Finals are the one opportunity for students to really experience exams similar to those they will likely encounter in their university classes.

JDS finals are also worth 10% of a student’s overall grade in a class. Administering a test that is so significant for students’ grades helps the students learn how to cope with the stress of large assignments. It gives them a chance to learn how to deal with their stress in a healthy manner.

Eliminating the final would only leave them unprepared for the challenges they will have to face in the future.

People like to complain that finals are stressful, and they are right. But they fail to consider the alternative. It would be much more stressful to arrive in college without the kind of testing experience that finals provide, and then to do poorly on the first few tests.

“Finals compel students to review what they have learned and to revisit what they might not have understood before.”

Compared to college, these exams have much lower stakes.

For the past two years, JDS has not held finals because of COVID-19. While it is unfortunate that the exams had to be canceled, it was understandable. However, these unusual circumstances should not lead JDS to eliminate finals altogether. Upon the return of normalcy, final exams should once again become standard practice because they provide valuable experience for high school students.

PRO VS CON: Should Compiled by Lincoln Aftergood

Jewish Text teacher Paul Blank

“

I was very disappointed when they stopped giving finals in Jewish studies because some of the courses really did lend themselves to having a final exam.”

History teacher Mark Buckley

“

As you grow and move through academia, there are going to be moments where you have to handle the stress, and finals prepare you for that.”

10 May 2021

Con Maya Preuss In-depth Editor

F

or the past two years, final exams have been canceled due to the restrictions of the ongoing pandemic. Once we return to daily in-person school next year, I see no reason to reinstate them as they hold minimal benefits for CESJDS students.

In freshman year, I took four finals along with the other students in my grade. When studying for the tests, it became clear that the finals process does not really test knowledge from the year, but rather tests your memorization capabilities. Students study the material to know it for the two hours they will be taking the test rather than to remember it for the long-term future.

After I finished my final exams, I retained the knowledge for perhaps a few days. I certainly did not remember it by the following year. Final exams simply promote an environment in which students study to do well on the test, instead of studying for the sake of learning and retaining information.

Although the value of the test was reduced from 14% to 10% of

one’s final grade within the last few years in order to reduce students’ stress, there is still an abundance of pressure for students surrounding the final exams.

Additionally, students are expected to answer questions and apply their knowledge from the start of the second semester, which leaves students constantly worrying about a far-away test rather than what they are currently learning.

This year, when it was initially unclear whether there would be final exams, I heard many students ask teachers if they were aware of the plans for exams. At the same time, I wondered if I would have to start stressing, rather than start studying.

The long-term stress that many experience because of final exams can lead to an increased risk of mental health and medical problems among kids. High school students already have to deal with a mountain of homework and extracurricular activities.

Having finals only adds more unneeded stress to the mix of students’ workload.

Throughout the year, assessments are given to test a student’s knowledge of a certain topic. These graded tests clearly prove that students know the material, so more stress-inducing exams should not be necessary.

An argument can be made that finals are necessary in preparing students for college, and I cannot disagree with this. However, schools must decide what they want to

prioritize: preparing their students for colleges’ final exams or ensuring that students stay healthy and mentally stable. Maybe both can happen in the future, but as of now I don’t see a way for the two to coexist.

These past two years without final exams have been extremely helpful in strengthening the student body morale and significantly reducing end-of-the-year stress.

These cancellations have reduced the already competitive environment in a beneficial way.

The recent cancellations of exams should be followed by the total elimination of final exams at JDS. These tests should be replaced with projects within the class that will leave students with less stress and more time to enjoy their last days of the year.

“Final exams simply promote an environment in which students study to do well on the test, instead of studying for the sake of learning and retaining information.”

JDS Have Finals?

Jewish History Department Chair Aaron Bregman

“

In my experience in general, I find that finals have a reason to happen. In normal circumstances they teach students how to study and remember what they have learned.”

World Language Department Chair Silvia Kurlat Ares

“

From a pedagogical viewpoint, I like finals because they allow students to review what they have done in the year and go into the summer with the information still in their heads.”

The Lion’s Tale Magazine

11

— in-depth —

Mischa Trainor Editor-in-Chief

Rochelle Berman Managing Editor, Copy

Ellie Fischman Reporter

12 May 2021

a clear conscience?

Examining the racial biases of CESJDS and the greater Jewish community

I

n the wake of continuous incidents of police brutality, the United States is currently undergoing a racial reckoning and examining the history and impact of systemic racism. Many institutions, including Jewish ones, are reassessing their policies and practices in an attempt to reduce their contributions to racial inequality. CESJDS is no exception. Between guest speakers, faculty workshops, curricular changes and grassroots organizations, the Jewish community continues to ask: are we doing enough to promote a racially just world?

Diversity at JDS Hundreds of students mill about the halls, voices and laughter intermingling as they make their way to their next class. They are a sea of Jewish students, so many of them are members of the same demographic.

Freshman Darya Dayanim said that it is challenging for JDS to be racially diverse because most of the Jews living in this area are white.

“It’s hard with a Jewish school and with a religion that’s majority white…” Dayanim said. “I’m super

In what ways am I privileged?

proud that I go to JDS, but at times it’s an insecurity of mine that we go to a school that’s kind of in a bubble.”

Although JDS is not racially diverse, it still hosts other forms of diversity that many say are crucial such as country of origin, socio-economics, and degree of religious observance. These other forms of diversity can expose students to different backgrounds and enhance their understanding of Jewish identity.

“Our compilation is more diverse than what we actually think, just by the way of the languages that we are talking in the home and the different cultures that people have in their homes,” Spanish teacher and Upper School Diversity, Equity and Inclusion Coordinator Deby Kijak said. “But we do look more homogenic than other places and that’s because of the nature of the school—we are a Jewish day school.”

Kijak said that although JDS is limited in racial diversity, it employs creative methods to embrace other types of diversity. As Upper School Diversity, Equity and Inclusion Coordinator, Kijak has implemented

“People need to start being more aware of what they say, which is easier said than done, but it’s important to know that other people go through different experiences than you do and that you need to be sensitive to that.”

-Junior Eva Schwartz

Am I being racially ignorant?

several new diversity measures.

For example, Kijak advises the high school diversity club, which has led two “lunch and learn” sessions for the high school student body. Additionally, she coordinated assemblies where author and activist Marra Gad spoke to the Upper School. She also worked with Assistant Dean and high school math teacher Tori Ball to implement two advisory sessions where students learned about microaggressions and the social media movement @Black, which encourages Black students to speak up about discrimination they face in school.

In addition to student opportunities, Kijak leads the Upper School Diversity Committee where teachers meet throughout the year to discuss issues relating to inclusivity in the school. She also works with Lower School language arts and social studies coordinator Kim Sherk to organize professional development opportunities for teachers to learn about race and bias.

For the most recent professional development day, Kijak organized for Virtual Equity Officer Keith Hinderlie to lead a workshop for the

Am I holding myself accountable?

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65% of U.S. Jewish adults are white non-Hispanic

16% of U.S. Jewish adults are Hispanic

20% of U.S. Jewish adults are other non-Hispanic note: “Other non-Hispanic” includes all other racial groups (Black, Asian, Pacific Islander, etc.) as well as those who identify with multiple groups and those who identify with no group. data from Brandeis Steinhardt Social Research Institute from 2020

staff and administration on implicit bias training.

Kijak said that it is important to approach diversity in a way that extends beyond the school’s demographics and for members of the JDS community to take these initiatives into account when they discuss the school’s diversity.

“We want to think about diversity as an organic process and we want to look at our initiatives and our programs,” Kijak said. “We don’t want to look at the faces or at numbers, how many people of color we have, how many faculty of color or staff in the school. We want to think in terms of how organically we are approaching diversity.”

Climate at JDS A characteristic of going to a predominantly white school is that students do not have the same kind of exposure to racial, ethnic and socioeconomic diversity that other American students do. Though it does not stem from a place of blatant hatred, this lack of exposure can contribute to general ignorance towards those whose demographics differ from those of the typical JDS student.

“In the halls… you can hear some [ignorant comments]. Specifically the guys at JDS, I’ve heard some iffy jokes,” junior Maia Zimmers said. “I remember in eighth grade… the security guard came to talk to us about racial discrimination because he himself is Black and … about how he’d heard the n-word around school and just some not great stuff. I don’t know if everyone at JDS understands how privileged we are, and people make really dumb jokes sometimes.”

Junior Eva Schwartz acknowledges that it can be hard to understand the experiences of other demographics, and she has also heard JDS students make offensive claims out of ignorance. Schwartz aims to be conscientious and believes that “checking one’s privilege” is vital in order to prevent ignorance.

“People need to start being more aware of what they say, which is easier said than done, but it’s important to know that other people go through different experiences than you do and that you need to be

sensitive to that,” Schwartz said.

Uprise, a consulting company for social justice and human rights organizations, works to ensure that those on the front line are pursuing the most efficient paths to accomplish their goals. Uprise’s Chief Strategy Officer and Partner Ginna Green believes that Jewish day schools have a crucial role in promoting racial justice within the Jewish community.

“Jewish day schools in many ways are some of the last bastions of racial ignorance within the Jewish community…” Green said. “Day schools really must figure out ways to talk about our shared future, to talk about justice, talk about history in a real and meaningful way that allows us to know what really happened, allows us to recognize how the mistakes of the past have brought us to the harm of the future.

And it doesn’t need to be political— facts and history don’t need to be political.”

Curriculum changes In recent years, JDS has tried to address the lack of diversity in their curriculum. The school added books from more diverse authors to the English curriculum, created a class focused on race in the United States and tried to diversify their Jewish History curriculum.

This year, the English department incorporated “The House on Mango Street,” which had previously been taught in middle school, into the freshman curriculum. It explores a young girl’s identity, including her Mexican American heritage.

The English department also plans on introducing more books written

by Black, Indigenous and people of color (BIPOC) into the sophomore curriculum.

The high school English department had a three-hour-long meeting about each grade’s curriculum to discuss how to diversify it.

During these meetings, they tried to find books that are diverse, provide an opportunity to teach skills and fit into the theme of the curriculum.

“It’s been a longer conversation,” English teacher Melissa Tomanelli said. “We ended up having other goals in the last couple of years and other things we were

14 May 2021

working on. And finally, really, we have to sit down and actually find some time to do this because it is very time-consuming to overhaul your curriculum.”

English teachers also have to think about how to discuss themes of diversity when they create lesson plans for these new books. One way the English teachers do this is by incorporating secondary sources like Ted Talks, videos and articles into lessons.

“It’s just a matter of trying to engage other voices and also trying to kind of recognize what are our limits when reading this based on our own experiences and how we can kind of step outside of how we usually perceive things,” Tomanelli said.

Some students do not think this change does enough to address social issues. For example, freshman Alex Burton thought that while “The House on Mango Street” did add a new perspective, there could have been better books to highlight the Latinx community better.

“It definitely brought a different voice to the table and you saw an 11 or 12 year old girl in her narrative and her life…. I think it definitely brought up poor communities, that was something to learn about, but I think there are better books to highlight social justice issues,” Burton said.

The history curriculum also aims to address race and teach the history of different groups.

History teacher Dr. Eytan Apter along with other teachers started de-

“Day schools really must figure out ways to talk about our shared future, to talk about justice, talk about history in a real and meaningful way that allows us to know what really happened.”

-Uprise Chief Strategy Officer and Partner Ginna Green

veloping a curriculum around race for middle school students around seven years ago after attending a seminar on race and membership.

They originally integrated it into the eighth-grade government class and touched on how race interacts with education, policing and prison.

During the 2019-2020 school year, a unit on race became part of the Humanities Experience class which allowed more freedom for the curriculum. When the race unit was part of the social studies curriculum, it had to tie back to the government and the choices people in power made.

The curriculum for the unit on race is constantly updated based on what is going on in the world. For example, following the death of Ahmaud Arbery, they shifted the discussion of lynching from describing it as an historical issue to an ongoing one.

“We have to be reflective about the curriculum to meet the needs of our students and the needs of the time,” Apter said. “And we saw that last year and we saw that the year before, and as we see more things, we adjust our curriculum. Like what do our students need to know in order to understand this?”

The Jewish History department has also been trying to address diversity especially with their junior curriculum as their freshman and sophomore curriculums focus mainly on pre-diaspora and Ashkenazi Jews.

“A big goal of the modern Israel curriculum in the 11th grade is to ba-

sically say here is a provocation between Jews from different parts of the world,” Jewish History teacher Dr. Daniel Rosenthal said. “In some ways, for the very first time that we’ve had this many Jews from this many different parts of the world, descending on one specific place all at the same time, and there are still growing pains.”

Though the curriculum has become more diverse over the years, some students feel that it could have been more diverse.

“I think that obviously this year JDS tried to work on [diversifying their curriculum], but this was the first year that I saw that diversity in my classes,” junior Naomi Stillman said.

Jewish organizations working to combat racism In their continued pursuit for racial justice, several Jewish organizations are working to combat racism within the Jewish community and the wider world. While the individual methods of these organizations differ, they each share the ultimate goal of pursuing racial equity for everyone.

Jews in ALL Hues is an independent organization that works to advocate for Jews of color and multi-heritage Jews. They partner with other Jewish organizations to educate about racism and intersectionality. Additionally, they provide workshops to Jewish organizations about diversity, equity and inclusion.

Some workshops focus on the background of racism and white

Do you think JDS has done enough to address racism?

Junior Leah Falk

Freshman Gaby Goldberg

“I think that JDS has done a good job addressing racism but they could probably do more. Many of us have probably not experienced racism which makes it even more important for JDS to reach us about it, especially before we go off to college.”

“I think they’ve done a pretty good job given how much power they have as a school. Compared to other schools, I think the initiative that JDS takes is pretty good, but in general, I would like to see some more progress and opportunities on this front in the future.”

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supremacy, while others delve into the organization’s internal dynamics that contribute to racism. “[The workshops are] not a full scale plan but just really looking at certain areas where they can make some difference…” Jews in ALL Hues founder Jared Jackson said.

“How does [racism] manifest here?

How have I contributed to racism, inside Jewish spaces, inside the United States, to how can I and my organization move towards an anti-racist stance and make it more intersectional than people have been led to believe?”

The goals and work of Jews in ALL Hues is more meaningful than just social justice, according to Jackson. He said that the work highlights the Jewish value of pikuach nefesh (preserving the soul) and that racial awareness can save lives.

Jackson said that it is important for white Jews to be allies towards people of color and raise awareness about issues of racism, and that there has been recent improvement in this area when it comes to people demanding accountability in their communities and institutions. “[We are] working towards accountability, right? That is the word of our era,” Jackson said. “We’re living in a time where we are demanding more accountability, not only us as the oppressed, meaning people of color in a lot of ways, but people who have benefited off of our oppression are also demanding accountability in a way that we haven’t seen before.”

Green emphasized the importance of people using their voice in whatever way possible to make an impact on racial justice.

“People underestimate the value of their own impact on others,” Green said. “And I think that thinking about who listens to you and who finds your voice important and taking it to them is another way that you all can be agents of change.”

Green said that many teenagers may not think they have opportunities to participate in the movement for racial justice, but there are ways for them to make an impact. A few options include: organizing rallies, running fundraisers, becoming involved in local legislation and participating in an array of organizations.

One organization empowering teenagers to be changemakers is Operation Understanding D.C. (OUDC). This nonprofit organization specifically involves Black and Jewish high school juniors. They start a dialogue and bring the Jewish and Black communities together, specifically in the D.C. area.

Several JDS students have participated in OUDC’s program.

Students in prior years led presentations for both students and faculty on issues such as anti-racism and racial advocacy.

Participants in the OUDC program learn about each other’s cultures and how their histories intersect. The purpose of this is to stop viewing racism and antisemitism as unrelated issues. It combats participants’ own prejudices, along with how they view issues of oppression as a whole.

“I feel as though we are equipping our students to be able to use their voices and to speak boldly and loudly, not only on behalf of themselves and their own communities, but also those of others…” OUDC program coordinator Nikki Perkins said. “We always tell our students that it is a marathon, not a sprint, but they need to be in the race.”

Senior and OUDC alumnus Matthew Rabinowitz said that having difficult conversations with people from different backgrounds in the program helped to broaden his perspective.

“I went into OUDC thinking this, and I came out thinking this even more: that the best way to ef-

What do I need to educate myself on?

“One group can’t do it by itself …

These issues, the issues of racism, discrimination, antisemitism should be everybody’s problem. And we all should care about this.”

-OUDC program coordinator Nikki Perkins

fect change and to combat racism and to help people understand other perspectives is to really form personal relationships with people who you don’t share ideas with so you can understand them on a more fundamental level,” Rabinowitz said.

Perkins said that securing civil rights and combating racism is a constant battle and that working toward change is always important.

She added that unity between different demographics is key when it comes to social justice.

“I think that we have gained and learned so much from those who came before us in the fight for civil rights, and yet until we find ourselves still facing some of the same issues,” Perkins said. “And I think it’s just time for that to change, and ultimately what’s going to make that change is for us to unify and to come together. One group can’t do it by itself … These issues, the issues of racism, discrimination, antisemitism should be everybody’s problem. And we all should care about this.”

Perkins encourages individuals to seek out conversations with people of other demographics to help expand their perspectives. She also said that anyone can seek out work with organizations and help them in their pursuit of anti-racism.

In addition to the work of these organizations, Perkins suggests individuals think about steps they can take on their own as well.

“It really starts with the individual, right,” Perkins said. “It starts with, for one, confronting the part that you may play in any sort of oppression towards another, even biases that you may have, any behaviors that could be deemed racist or discriminatory…. It first starts with confronting those things internally, and then from there, being willing to have really hard conversations with those unlike yourself.”

What biases do I have?

16 May 2021

Ways to educate yourself podcasts

books

Intersectionality Matters!

“So You Want to Talk About Race”

available online, Apple, Spotify and SoundCloud

by Ijeoma Oluo

Throughline “Me and White Supremacy”

available on NPR, Apple and Spotify

by Layla F. Saad

Co-Conspired Conversations

“The New Jim Crow”

by Michelle Alexander

available online, Apple, Spotify, iHeart Radio and Listen Notes

Code Switch

“Do Better”

available online, Apple, Spotify and Google

by Rachel Ricketts

movies available on Netflix

“The Hate You Give”

“Moonlight”

available on Hulu

available on Netflix

“Selma”

“Malcolm X”

“If Beale Street Could Talk”

“13th”

available on Amazon Prime

available on HBO Max and Hulu

available on Hulu

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— features —

Baking for a better future At Sunflower Bakery, employees with learning disabilities gain valuable work experience

Aaron Waldman Reporter Employees at Sunflower Bakery, bake not only to give their customers delicious treats but to learn valuable skills as well. All the workers at Sunflower Bakery have learning disabilities. With extensive support, the Bakery provides the ideal environment for growth.

Sunflower Bakery co-founder and Executive Director Laurie Wexler and co-founder Sarah Milner decided they wanted people with learning disabilities to have more job opportunities because they knew people with learning disabilities. They had heard of a bakery in Virginia Beach that was helping adults with disabilities find jobs.

When they visited this bakery, they realized how perfect the profession of baking is for employees with learning differences.

“Baking was one [option] that was a very good idea because it’s objective,” Wexler said. “You get tangible results. If you follow the recipe, you’re going to get what you set out to make.”

Wexler and Milner decided to start Sunflower Bakery in 2008. After a year, Sunflower Bakery was given 501(c)(3) status, which meant they were officially a nonprofit. In the spring of 2009, they started their pilot program of helping adults with disabilities in the Beth Sholom synagogue.

Sunflower Bakery focuses on the development of people aged 18 to 21 with disabilities because they tend to have fewer educational opportunities than people without learning disabilities. So far, the

bakery has trained over 400 young adults and teens.

“The requirements and expectations that may exist academically and even socially in a college environment may not be appropriate for them,” Wexler said.

While Sunflower Bakery focuses on adults with learning disabilities, it tries to mimic other standard jobs as closely as possible. To initially prepare students for the jobs, the bakery conducts mock interviews and helps their students create resumes.

“It’s like college, and you start somewhere and you don’t necessarily know where you’re going to go, but it’s a wonderful foundation,” Wexler said.

Sunflower Bakery has had a big impact on the community. Prior to COVID-19, the bakery catered big events and was a great place to grab a treat. This impact has not gone unnoticed, as half of the bakery’s revenue comes from donations by the community.

In the past, the CESJDS Parents Association has given the teachers at JDS baked goods out of appreciation. JDS Parent Association Co-President Sarah Brenner said that it is important to help support Sunflower, as well as give back to the teachers.

Employees concentrate on baking an assortment of goods for their customers. Photo by Laurie Wexler

“The work that the Sunflower Bakery does, and the way that it supports the development of young people, we think is very in line with the school and the school’s values.”

- JDS Parent Association Co-President Sarah Brenner

“The work that the Sunflower Bakery does and the way that it supports the development of young people, we think is very in line with the school and the school’s values,” Brenner said.

Sunflower Bakery’s programs include the Pastry Arts Program, the Hospitality Employment Training Program, the Teen Program and the B’nei Mitzvah Program. The Pastry Arts Program teaches students how to bake, while the Hospitality Employment Training Program teaches students customer service and how to be a cashier. The Teen Program teaches teens how to bake, but is not specific to just teens with learning disabilities.

Freshman Ben Weiss was in the B’nei Mitzvah Program at Sunflower Bakery for his bar mitzvah project.

The B’nei Mitzvah Program combines baking with educating program participants about their peers with learning disabilities. Weiss learned about Sunflower Bakery’s mission, what a nonprofit is and about people with learning disabilities. They also baked different kinds of sweets during the program.

“I like being part of the community, I like helping anyway I can, and I also like food a lot, so it’s the best of both worlds working [at Sunflower Bakery],” Weiss said.

A plate of cookies ready to be served to customers.

Photo by Esther Herbers

18 May 2021

Delayed Departure

After a long wait, the class of 2021 finally began their Capstone trip Sam Berns Reporter The seniors cheered with joy as they left the building on Jan. 22, their last day of school, eager for their capstone trip to Israel. They went home to pack and prepare, but ended up waiting over two months until Israel finally began to open.

Upon arriving in Israel, the seniors went through a 10-day quarantine at Alexander Muss High School in Israel. But after an initial lull in the action, the pace quickly picked up, according to senior Addie Bassin.

“We have all felt that the days have been packed with activities every single day,” Bassin said. “We are all passed out at the end of the day.

We have gone from doing absolutely nothing to doing so many activities.”

The seniors have recently been in the south of Israel doing volunteer work. They picked onions and tomatoes at local farms in Hatzeva with the goal of helping people in need.

Israel recently ended its outdoor mask mandate as most of the country is vaccinated. When outside, the seniors do not have to wear masks, so they can bond in an environment that feels somewhat normal again.

Senior Brian Epstein is excited to be out and about in Israel with his friends. “[Being with friends] is awesome. It makes the experience so much better,” Epstein said. “Even though it is my first time in Israel,

my friends tell me how much better it is being in Israel with their friends” Due to the trip’s month-long delay, the seniors missed their visit to Poland where the original itinerary had them scheduled to learn about the tragedies of the Holocaust. The seniors are also unable to have free weekends where they could potentially see family.

“The delay of the trip was the biggest unknown to us but was a huge impact. Obviously, we would have loved to have sent them earlier but we are glad that we were able to do this,” middle school history teacher and Israel Trip Coordinator Dr. Eytan Apter said.

Due to the Israeli lockdown, the trip was cut from twelve to eight weeks. Last year’s seniors were able to stay in Israel for only four weeks before being sent home. Even though this year’s trip was delayed, the seniors are very happy to be in Israel, as they were one of the first groups of non-Israeli citizens allowed in the country after the lockdown.

“The trip has been so incredible. All of us are having the best time ever. Just looking at everyone, we can all see that we are all so much happier than we have been in such a long time,” Bassin said. “Everyone who has been seeing photos of us have been saying that we look so happy, and we really are. It is so incredible that we are here right now, and all of us are living every single day so happy.”

Which of these nonfood items are kosher in Israel? a: Money b: The glue on stamps c: Plastic cutlery d: Compostable plates

What common fruit or vegetable was engineered at Jerusalem’s Hebrew University? a: Cherry tomatoes b: Blackberries c: Sugar snap peas d: Honeydew

When was HaTikvah officially adopted as the Israeli national anthem? a: 1949 b: 1948 c: 2004 d: 1967

SOURCES: Jewish Boston, Houston JCC, Haaretz.com ANSWERS: 1b, 2a, 3c, The class of 2021 enjoys a beautiful view on a day-trip in Israel as they take part in the annual Capstone trip. Photo by Alex Landy

Infographic by Miriam Goldel and Ellie Fischman

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Online Chailights

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Seven places to visit at the second virtual arts showcase Compiled by Features Editor Ella Waldman

Arts Chailights will take place on May 26 from 5:30 p.m. to 8:30 p.m.

2

Gazebo

The “Gazebo” Zoom room will host children’s book author F. Isabel Campoy and photojournalist Regina Boone. The room will end with high school art portfolio presentations where students will show and discuss some of their work.

Music room

The “Music Room” webpage gallery will showcase videos of solo and group student performances, along with alumni performances. This includes a performance by freshman Shiri Cohen who recently released her first EP.

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5

STEM lab

The “STEM Lab” webpage gallery will display Upper School STEM projects, including projects that used coding to create illustrations.

4

Cardo

The “Cardo” webpage gallery will feature photography, graphic design, sculpture, paintings, drawings and ceramics from students in pre-K through 12th grade.

Photo by Justin Roth

Artwork by Samantha Shapiro and Hannah Shank

20 May 2021

t a

(

7

Fresh voices

New music ensemble Harmoniah provides more opportunities for students

5

photo by Ella Waldman

Ceramics room

The “Ceramics Studio” Zoom room will host guest potter Alon Shahar from HBO Max’s “The Great Pottery Throw Down,” potter and sculptor Carren Clarke, and ceramics and art teacher Gretchen Gobin, who will give a pottery demonstration on the wheel.

6

Art room

The “Art Room” Zoom room will host three art making workshops, including a zine workshop with art teacher Jessie Nathans, a letter forms graphic design workshop led by art teacher Benjamin Tellie and graphic designer Eric Sayag (‘14) and a hands-on art workshop with illustrator Jen Aranyi and art teacher Emma Whitaker.

7

Theater

The “Theater” Zoom room will host guest musicians and performers including virtual reality singer Andrew Leslie Cooper, rapper Jonathan Iwry (‘10), film and stage actor Yuval David (‘96). Additionally, comic book illustrator and math teacher John Watkins-Chow will host a hands-on character drawing workshop. The night will end with the Spring Concert featuring the Upper School music ensembles.

Jared Schreiber Reporter Watch out, Shir Madness, there’s a new choir in town: Harmoniah.

In addition to the beloved a cappella group Shir Madness, the music department increased their offerings this year by adding a non-competitive choir.

“Students were really hungry for more opportunities,” vocal music teacher and Harmoniah and Shir Madness director Aaron Dunn said. “...Because the arts are virtual right now, it would be a really easy transition to start implementing it immediately.”

Freshman Meital Siegel also believed that it was a good idea to establish Harmoniah this year.

Since there were very few open spaces on Shir Madness, many would have been left without a CESJDS choir to sing with.

“There are a lot of people that auditioned this year for Shir Madness but only a few spots [were] open because not many seniors left Shir Madness, so it gives us all a good opportunity to keep singing so that we’re not just waiting around until the next year’s auditions,” Siegel said.

Both Harmoniah and Shir Madness practice for a similar amount of time each week and sing similar styles of music, except that Harmoniah sings to instrumentation. Despite their similarities, Dunn said he hopes that “[Harmoniah] will continue to create its individual identity.”

One major difference between the two choirs is the number of participants. Harmoniah was designed to include unlimited participants, while Shir Madness accepts exactly 16 students for competitions. This semester, Harmoniah has only eight students, which Siegel finds appealing.

“I like that it is a smaller choir so we have time to work on

our individual parts, and I like how we all work together to help each other with recordings and videos,” Siegel said.

Freshman Maddie Polonsky also likes the small choir, as she believes it creates a more safe and comfortable environment for people to sing.

“I know most of the people personally, and I am not afraid of singing in front of them by myself,” Polonsky said. “… All of us feel that it is an open space where we can talk and laugh.”

Both Shir Madness and Harmoniah are extracurricular choirs that require a vocal elective as a prerequisite. High school chorus was an elective offered during the fall semester, which acted as both a prerequisite for Shir Madness and as an additional singing opportunity for students. This class was replaced by voice lab following Harmoniah’s establishment.

Polonsky is in favor of the new program, as it allows her to sing in a less stressful environment.

“It’s less stressful [than high school chorus] because there is no grades,” Polonsky said.

Polonsky does not see Harmoniah as merely a stepping stone to get to Shir Madness as was the case with her previous JDS choirs. Instead, she sees it as “something in its own right.” Others agree with this statement, and the idea has contributed to many participants’ enjoyment.

“I enjoy that every single person that [is in Harmoniah] really genuinely wants to be there, they are really there because they want to be together even though we’re virtual, they want to be singing together, they want to be making music,” Dunn said. “As such, I think they are creating really cool stuff and doing really great work.”

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—sports —

Lions’ sports are back

Sport teams return to inter-conference competition for spring season

Sophie Kaplan News Editor

A

fter over a year without school-sponsored sporting events, increased student vaccinations and low test positivity rates led CESJDS to resume inter-conference competitions. Since March, the girls varsity soccer and softball teams, the boys varsity tennis and soccer teams, as well as the coed varsity track team, have had the opportunity to participate.

The girls varsity soccer team was the first JDS team to return to competition against other schools.

On March 21, the Lions lost to the Field School in their first regular-season game.

For freshman Sela Wertlieb, the return to competition was beneficial because it helped the players maintain their skills.

“It is important that we have in-person games so we can keep up our skills and also get the interaction that we were missing all of last year .… It gave me and my teammates a big boost of confidence now when we are playing scrimmages just during practice,” Wertlieb said.

The girls varsity softball team,

coached by English Department Chair Thomas Worden, played their first game against the Field school on May 4. Although the game was rained out after the first inning, the team finished on top with a score of 4-2. Worden was proud of the resilience that the players demonstrated throughout the past year.

“The players were so ready to get back,” Worden said. “There was quite a lot of anticipation. A bit of nervousness. They had to knock some rust off on the field. Some were playing positions for the first time, so there were some adjustments to be made, and they made them.”

Then, the boys varsity tennis team competed in a practice match versus the St. Anselm’s Abbey School in Washington, D.C.. Players were required to wear masks, even as they were socially distanced, as required by D.C. law.

For Oren Swagel, junior and captain of the boys varsity tennis team, tennis matches provide an opportunity to demonstrate his dedication and skills. In addition, Swagel appreciates the competitiveness of matches.

“I enjoy them because it is putting the stuff I practice into action,” Swagel said. “For me, especially in

“It is important that we have in-person games so we can keep up our skills and also get the interaction that we were missing all of last year … It gave me and my teammates a big boost of confidence now when we are playing scrimmages just during practice.”

-Freshman Sela Wertlieb

tennis, matches are for proving to myself that I can win and also helping my team win.”

The girls and boys varsity soccer teams are currently practicing together, which has its challenges according to Wertlieb. She feels that it is difficult to maintain a consistent work ethic when there are no games scheduled, as games serve as a reward and incentive for the players’ hard work in practice.

“I have to keep the mindset that I am doing this [going to practice] to better my chances for next year and to have the opportunity to keep playing … I am really happy that we get to practice and had a game, even if it is not the same as a typical year,” Wertlieb said.

As more teams resume games, the season feels more like a return to normalcy. Worden notes that while the girls softball team likes practicing, games offer a unique experience.

“The team loves to compete.

They love to show off their skills and be together,” Worden said. “And I am just so glad that they had this opportunity to take part in a game after such a difficult last season.”

22 May 2021

Sports is on the right note Listening to music helps bring teams together Aaron Gallo Sports Editor After a long day of sitting in school, many athletes use music to motivate themselves for a sports game or practice. With the variety of ways to stream music, it is easy and accessible to queue some of your favorite hype songs for any athletic activity.

Many sports teams use music to bond. For example, when the spring season began, some of the juniors on the volleyball team put together a playlist with some of their teammates’ favorite songs to listen to at practice.

“In volleyball, there is a lot of importance on communicating with your teammates and being united,” sophomore and volleyball team member Josef Kay said. “I think music uniquely helps us have a common thing we listen to.”

UC Berkeley’s Greater Good Magazine found that music helps bond people together by finding common interest songs. Music also can help improve team morale when everyone sings along together and agrees on certain songs to play.

According to Runner’s World, upbeat music is a great way to stay motivated during a hard workout.

Additionally, they believe it can increase satisfaction after the workout has ended.

Music can also benefit an individual’s performance while at home. For this reason, track & field co-captain Rebecca Safra listens to music when running on her own. “[Listening to music] definitely motivates me. It makes my run more fun. It especially helps when you find other playlists with songs you like,” Safra said. “I like to listen to music because it makes the exercise more worthwhile… It’s just all about finding the right playlist or songs that are right for you.”

JDS Athletes’ Ultimate Playlist Heart Attack Demi Lovato picked by

Rebecca Safra, Track & Field Another Day in Paradise Quinn XCII picked by

Josef Kay, Volleyball Superbass Nicki Minaj picked by

Devorah Freeman, Soccer Believer Imagine Dragons picked by

Daniel Simon, Soccer Wing$ Macklemore picked by

Adin Halbfinger, Basketball

Photos by Rebecca Safra, Dimensions; Elieen Kay, Aaron Gallo, LT; and Matan Silverberg, LT

The Lion’s Tale Magazine

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—a&e—

Glow in the dark

Georgetown public installation draws crowds during seventh year Daniela Abrams News Editor

“Georgetown Glow” is an annual art installation featuring five up and coming talented artists who display their work in multiple locations across Georgetown.

The installation is entirely outside, making it the perfect activity for a warm spring night. The spring 2021 light installation runs from early April to late June.

There are five installations this spring with different light fixtures that are best illuminated at night.

This year’s Glow is a two part series spanning over six months, with the Spring Glow running until June 27, and the Summer Glow running until the end of August.

The first installation, which is on Wisconsin Avenue north of M street, consists of beautiful softly lit lanterns hanging from a tree.

This installation is titled “The Wishes Within,” and celebrates the emotion of hope and delights of dreams. It serves as a reflection of this past year and the dreams that

Photo by Christopher Chern Photo by Daniela Abrams, LT

helped people through the paralyzing fear many have experienced during the pandemic.

This installation is focused on bringing serenity and peace, and it encourages viewers to interact with the art by holding a wish in their heart and stepping inside the designated circle to bring the wish to life. This is my personal favorite because it is an extremely calming piece, helping the viewer feel grounded while making their wish.

Located in the Georgetown Park Plaza alleyway, “The Weight of A Rainbow,” consists of beautiful rainbow lights hanging from strings. The artist encourages viewers to lay under the piece and listen to the beautiful voices of eight LGBTQ+ individuals. The lights are programmed to mimic the movement of the voices.

Artist Stephanie Mercedes titled this piece “The Weight of a Rainbow” because she wanted it to reflect two sides of the LGBTQ+ community. Mercedes wanted the piece to reflect the side full of joy, pride and happiness, along with the other side that is full of sorrow, shame and discrimination.

“I wanted to create something that is so beautiful and so visually alluring and sort of satisfactory and also what most people assume is connected to the LGBTQ+ community,” Mercedes said.

In front of the Grace Episcopal Church, “Madness Method” by Chris Combs and David Greenfield Boyce illustrates the magical times

By the Numbers

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different art installations

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of June is the last day the installation is open

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additional alley installations, which will open during early summer months

did you know?

Georgetown is the oldest part of DC and was its own city before the district was founded in 1790. we live in. We have access to so much knowledge that can often be jumbled up and overwhelming; however, when looking at it from a certain perspective it all comes together. This piece is full of many different lanterns and appears to be a flickering mess, until from a certain angle, it converges into one.

Located at the Waterfront, the “Light Pavilion” by Edwin Baruch mixes historic architecture with contemporary lighting. The soft lighting of the structure makes its resemble a hologram. It serves as a reference to the illuminated monuments and their historical significance located throughout D.C. The final structure by artist Nara Park is titled “The Beginning of Everything.” This installation sits in Washington Park and is inspired by the Holsinger Meteorite. Park describes the meteorite as the tangible connection between cosmos and human society, a reminder that we are part of a larger universe.

This is a perfect activity for nice nights in Georgetown, as the installations are spread out and require you to walk from location to location, but are all within five minutes of each other.

24 May 2021

A look in the closet

A guide to some of summer 2021’s hottest fashion trends Ellie Levine Reporter

Graphic Tees

While graphic tees never go out of style, there is sure to be a surge of them this summer. From goofy sayings to logos, they prove to be very diverse in ways to wear. From skirts to shorts, the easy-going vibe they give off makes for a perfect summer look.

Mom Jean Shorts Last fall brought mom jeans into play, and the warm weather isn’t going to get rid of that. These long shorts provide a way to bring sophisticated, high fashion outfits to summer. They’re also a perfect pick if you need a last-minute outfit because they always create a classy look.

Monochrome A monochrome outfit, where different shades of the same color are paired together, is always a perfect way to go for a sophisticated or playful look. It is a really extensive area to explore and there are so many avenues to take. There is a lot of creativity required, but that makes summer the perfect time to experiment with monochrome.

Funky Pants A statement piece is the key to any outfit, and funky pants are the perfect choice to add to a summer ensemble. They provide a unique element that brings things to the next level and are often more comfortable than a typical pair of jean shorts.

Paired with a plain top, these pants are a great choice for a distinctive look.

Illustration by Eitan Malkus

Chunky Jewelery Accessories are making a big comeback this summer. They can be a simple way to elevate any look, especially with the character of big rings, chains and earrings. It’s an easy way to transform any outfit from casual to chic. There are many places to purchase these types of jewelry, although they are also relatively easy to make at home and make for a very fun art project.

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Fresh finds from the farm Shop for local produce at Bethesda Central Farmers Market photo by Zara Ducker

By Zara Ducker and Eitan Malkus Arts and Entertainment Editors

G

oing to the Bethesda Central Farmers Market is one of the best things to do on an early Sunday morning, whether it’s going to smell the baked goods, take a bite of a fresh crepe or just buy local produce.

The market, which hosts over 100 vendors year-around, is centrally located at Bethesda Elementary School. The market is open every Sunday morning from 9 a.m. to 1:30 p.m.

From baked goods to freshly prepared meals, the market has all anyone could want and more. The amazing smells wafting from the stands are enough to get me out of my

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house in the early morning to roam around the market before crowds arrive.

While the market does get crowded, the line to get in is usually short and the space doesn’t feel overly crowded.

However, with minimal parking, it can be hard to find a spot, especially in the late morning.

The Farmers Market follows strict COVID-19-protocols, including distancing, mask-wearing and a capacity limit. Because the market is completely outside, for many it feels safer than an indoor grocery store.

Most of the stands are local businesses and farms, which offer a variety of fresh food, whether it be prepared foods or groceries to take home.

Other Farmers Markets: FRESHFARM Dupont Market Open on Sunday from 8:30 a.m. to 1:30 p.m.

1600 20th St. NW, Washington, DC

Pike Center Farm Market Open on Saturday from 9 a.m. to 1:30 p.m.

910 Rose Ave., North Bethesda

In addition, the market is an excellent place to give back to community businesses that have suffered during the pandemic.

Most of the stands are from the Maryland-area and are small businesses that could use extra help during this time.

Because the produce is locally sourced and farm-fresh, it often pays to do food shopping at the market instead of visiting a crowded superstore like Giant or Harris Teeter. It can be a quick five minute stop to pick up all your shopping needs.

You should visit the market no matter how far away you live.

It can make for a perfect stop in the early morning, especially as the weather begins to get warmer.

May 2021

Must Hit Stands:

photos by Zara Ducker

1. Rita’s Crepes Rita’s Crepes offers a large selection of delicious crepes, including both sweet and savory options. Some good options are the nutella and strawberry crepe and the avocado, tomatoes and cheese crepe. The staff prepares the crepes right in front of customer, which is exciting and fun to watch. Rita’s Crepes is among one of the most popular stands at the market, so the line can sometimes be long. However, the wait will always be worth it.

2. Zeke’s Coffee Zeke’s is a great place to grab a cup of freshly roasted coffee to sip on while walking around the market. They have dairy and non-dairy milk options, along with many kinds of sweetener. Among the plethora of options to take home are hot coffees, cold brews and different styles of coffee grinds. The coffee tastes fresh, yet very rich at the same time. It is definitely one of the best places to buy a drink at the market.

3. Twin Springs Fruit Farm If you only have time to visit one stand, this is the stand I would go to. During the summer season, they sell delicious peaches, apples, strawberries, blueberries, cherries and much more. In addition to delicious fruits, they also sell a variety of vegetables. The tomatoes in particular are great because they are very flavorful, juicy and a beautiful red color. All of their products taste more fresh than anything from a regular grocery store.

4. The Farm Market Bakery The Farm Market Bakery is among the best bakeries at the farmers market. They have so many freshly baked breads, quiches, cakes, pies and pastries to choose from. Some of the bread options include harvest whole grain with five different seeds, New York rye with caraway seeds, artisan ciabatta, crusty Italian loaf, sourdough and additional weekly specials. You cannot go wrong with what you order because all options are delicious.

5. Feeding You Kosher

If you are looking for a place to buy kosher meat for your next Shabbat dinner, this stand is a must-stop. Feeding You Kosher offers many kinds of kosher meats including beef, poultry and lamb. Like most kosher meats, some of the options are a little pricey, but the serving size and quality matches the price. They also offer challah and bagels, which can be a nice addition to your Shabbat dinner table. Not to mention, if you feel lazy and do not want to cook, they also sell prepared meals like teriyaki chicken and sliced brisket platters.

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