Lion's Tale Vol. 41, Issue 5

THE LION’S TALE

Clergy Crisis Rabbi shortage leaves holes in the community

dear readers,

This issue, like the previous one, is the product of hours of work from our editors, reporters and adviser. But this time, we had an extra advantage: eleven of our editors, including the two of us, attended Columbia Scholastic Press Associations (CSPA) 100th anniversary convention. The convention was in New York City, and we learned a ton.

At the convention, attendees had the opportunity to attend more than 10 sessions about their specific journalistic interests. These sessions taught and gave us so much fresh inspiration, and we have already begun to bring the things we learned back to The Lion’s Tale print issues and website.

Our adviser, Jessica Nassau, attended several sessions about Artificial Intelligence (AI) usage. This lead us to implement an official AI policy, which you can find on our website and in the Editorial and Ethics Policy below. We also made changes to our cover design as well as each spread, which was a result of our individual critique of the publication at CSPA. We hope that this edition reflects the hard work and new ideas that went into it.

greater Jewish community: the growing shortage of rabbis. This issue has numerous impacts on our community, and many Jews globally no longer have a spiritual leader to turn to in times of crisis. Our in-depth writers interviewed multiple sources from the rabbinic community, and we hope that this issue shines light on a topic we haven’t seen our peers discussing.

Aside from the in-depth, our other sections are filled with community and global news. We covered everything from the potential ban of TikTok to new assistant sports coaches at JDS. We hope this issue provides readers with an update on what is going on around the world and right here in Rockville.

Although we are busy in the second semester of our junior year, we have truly enjoyed putting this issue together. We appreciate the dedication of all of our section editors and their tireless work in producing this edition. We are excited for our upcoming spring break (however far away it may seem), and encourage all of our readers to find time for themselves during the time off.

Sincerely,

For the in-depth article, we decided to cover an issue affecting the Editors-in-Chief

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, 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 news magazine 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.

AI is not permitted for any generation of content or brainstorming, including but not limited to the following: writing articles or headlines, spread designs, photography, audio or video. The only AI usage permitted by The Lion’s Tale is for the purpose of transcribing interviews.

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.

SPotlight on stem

Penelope Terl News Editor

Partner school visits to explore science

As a part of the inter-school partnership, students, teachers and administrators from Bishop McNamara High School (BMHS) visited CESJDS on March 15 to explore the science, technology, engineering and mathematics (STEM) programs. In the inaugural year of the partnership, the focus was on the arts and humanities programs, according to Upper School STEM Director Alexandra Brown. This year, on Nov. 11, JDS visited BMHS to learn more about their new Innovation Center for science and technology. In turn, BMHS visited JDS to engage in its STEM programs by participating in three different STEM stations alongside JDS high school students.

1The first station, meant to interest BMHS and JDS students in engineering programming, instructed students to create stomp rockets out of paper and then launch them using PVC pipes into the air. Students redesigned the rockets to send them higher upon each launch by choosing different nose and fin shapes. Although the activities were tailored for students, Brown hopes that teachers from both schools gained something as well. BMHS recently added an Innovation Center to its buildings, which is, according to Brown, similar to the JDS Makerspace and STEM iLabs.

“I think [the partnership helps] build relationships between the students, which is really important,” Brown said.“... I think this is a perfect opportunity [for students] to go outside the JDS bubble in a real way.”

Led by high school science teacher Kimberly Agzigian, another station examined DNA profiling through a hypothetical mystery, named “Who Chewed Beyonce’s Jimmy Choo’s? How DNA Profiling Saved the Renaissance Tour.” In this lab, students studied various DNA profiles to match them up with DNA left at the “crime scene.” DNA profiling is commonly used in both criminal cases and the medical field. Students learned how to extract, separate and stain DNA, and how to apply these skills to the real world. Students from both schools were able to bond while engaging in the activity.

“I feel like the partnership helps form connections [between BMHS and JDS],” sophomore Anaelle Kastan said. “We got to know them and worked with them to create something new and exciting.”

Delving further into STEM, BMHS and JDS students fold colored circles into Sierpinski triangles, a mathematical concept that examines fractals, patterns and repetitions within the shape. High school math teacher John WatkinsChow taught students about the Sierpinski triangle with a hands-on method, instructing them to create origami tetrahedrons of their own. Watkins-Chow enjoyed the opportunity to teach the concept to both JDS and BMHS students in a fun and interactive way.

“We wanted to give them [visitors from BMHS] a little demo model of something that’s kind of a cool math idea that students [might not] have seen in regular classes,” Watkins-Chow said.

Photo by Alana Udell

Photo by Penelope Terl, LT

Photo by Penelope Terl, LT

Pictured: Zoya Wexler

live from new york

Newspaper, yearbook staff attend journalism convention

Anna Polon Reporter

As junior and assistant editor of the Dimensions Yearbook Georgia Lindenauer, looked around at other yearbooks on display, she took note of features that she could replicate in Dimensions.

What Lindenauer was looking at was the annually published Jostens Look Book, a compilation of the best spreads and covers from yearbooks that year. This is just one part of the Columbia Scholastic Press Association’s (CSPA) annual Spring Scholastic Convention.

Fifteen student journalists and two teachers from CESJDS traveled to Columbia University for the 100th annual CSPA spring convention, which was held from Mar. 13 through Mar. 15. Attending students were all either members of The Lion’s Tale (LT) or the Dimensions Yearbook. JDS students and teachers have been attending the conference for 40 years, and this was Lindenauer’s second time attending.

CSPA is meant to connect student journalists and educate them on topics such as law and ethics and writing. It hosted student editors and faculty advisers that participate in any type of publication.

Attendees of the conference were able to choose from over 220 sessions that covered a variety of topics in journalism, attending around 14 sessions over the three days. Many sessions hosted guest speakers, including National Public Radio (NPR)’s Stephen Thompson and the 2021 H.L. Hall National Yearbook Adviser of the Year

Mike Simons. Examples of sessions available include “Covering Scandal” and “How to Write

CSPA ACROSS GENERATIONS

Dan Blumenthal ‘90

Father of current opinion editor Maiya Blumenthal

“The trip reinforced for me that ... writing would be an important part of my career.”

Alisa Brem Rosenberg

Aunt of current sports editor Eliana Wolf

“CSPA was my first taste of ... the importance of strong publications.”

Award-Worthy Opinion Articles,” as well as multiple sessions about journalism ethics.

“My favorite one [session] was the theme development where [the speaker] talked about the new trends for the upcoming year,” sophomore Ella Longman said, adding that she learned more about “how to go forward [with] creating the yearbook for next year.”

Director of Publications Jessica Nassau and photography teacher and High School DEIJ Coordinator Debra White-Dilworth chaperoned the conference. The conference attendees also got the opportunity to sit down with an experienced publications adviser and have their publications critiqued.

“It’s really good because they tell you what they like and they tell you where you can improve,” Nassau, who is the adviser of both the yearbook and newspaper, said. “So that was really helpful.”

The students also attended an off-Broadway play about journalism called “The Connector,” visited the International Center of Photography (ICP) and ate at several kosher restaurants.

“I thought that [the ICP] was a really cool

place to go and see a lot of different types of photography … from different people who are obviously really talented,” Lindenauer said.

Another part of the conference was the announcement of the CSPA Crown and Gold Circle award recipients. LT and Dimensions staff decided which articles or spreads to submit to the competition, along with over 500 publications from around the country.

The LT and Dimensions won 18 awards between them. The LT won a Gold Crown, while Dimensions won a Silver Crown. Lindenauer was one of the individual merit award recipients, winning an award for her article in last year’s edition of Dimensions, “So Much.” Both publications’ staff won second place for headline writing in their respective categories, along with many other awards for stories and designs.

“It was a really good bonding experience for all the people on yearbook,” Longman said. “...We all feel very connected and [are] on the same page now … that puts us at a really great point for next year.”

Photo by Maiya Blumenthal

Photo courtesy of Alisa Brem Rosenberg

1881-1917

“The Emergence of Modern Zionist Ideology”

1918-1948

“Palestine Under the British Mandate and Israeli Independence”

1949-1973

“Forging a State: Israeli Society and Israel’s Defining Wars”

1977-2007 Course Sessions

“Changing Attitudes: Violence and Reconciliation, Peace and Conflict”

Secondary Headline Opting-in to education

Adult learning series fills gaps in Israel education

Vivi Ducker Features Editor

In the wake of the Oct. 7 Hamas attacks in Israel, many adult American Jews felt like they needed a stronger understanding of the Israeli-Palestinian conflict, according to CEO of the Jewish Federation of Greater Washington (JFGW) Gil Preuss. Preuss wanted to fill this gap in adult education, so the JFGW approached CESJDS to partner on a course about the history of modern Israel.

JFGW partnered with JDS’ Center of Excellence and Engagement in Jewish History to co-sponsor a new initiative named the “CESJDS Adult Learning Series: The History of Modern Israel,” led by Jewish History Department Chair Dr. Dan Rosenthal (‘00). The series features four sessions from

March 11 to April 1 and costs $36 per participant, with the exception of JDS faculty who were offered the course for free.

JDS and JFGW have been in contact for several years about launching a program that can benefit the local Jewish community, so when the Israel-Hamas War began, the program came to fruition.

“Four sessions about Israel is [still] not enough,” Preuss said. “We’re talking about 150 years of history here, and in six hours altogether … [I’m hoping] people are interested in learning more about Israel, [and] the Middle East.”

Preuss and Head of School Rabbi Mitchel Malkus aimed to provide the adult attendees with the historical background for recent events.

Jewish history class, History of Modern Israel. The teacher of the sessions and the junior course is Rosenthal.

“The goal is to provide as comprehensive a picture of the history of both Zionism and Israel as is possible,” Rosenthal said. “There are obviously a lot of misconceptions [about Israel], and we hope that this will provide attendees with a lot of clarity … and a more nuanced understanding of Israel.”

“Particularly after Oct. 7, a lot of people felt more deeply tied to Israel in a way that they didn’t beforehand,” Preuss said. “But they also

The virtual course is a condensed version of the JDS

The information about the learning initiative was sent out through JDS and JFGW’s databases and social medias, offered to any adults who are interested in learning more about Jewish history. Around 150 adults signed up for the course. After hearing about the program through social media, JDS parent and high school history teacher Natalie Levitan signed up for the course and encouraged her husband and inlaws to join her in signing up.

“In a lot of conversations about Israel, we always find ourselves saying ‘it’s complicated’ or ‘it’s nuanced’ but then we can’t ever really get beyond ‘Well, what does that actually mean?’” Levitan said. “I felt like this would help fill in some of the gaps of that knowledge.”

This is the first time that JFGW has partnered with a Jewish day school to provide a learning program, and it raises the opportunity for many more partnerships in the future.

“Israel is so much more than a series of conflicts,” Preuss said. “I’m hoping that it also increases their interest in learning about Israel and the Middle East more broadly.”

PhotobyMayaGreenblum

Fenced In

Security team takes measures to protect the community

Sophia Leinwand Reporter

The CESJDS Upper School recently installed a fence around the property to improve the security of the building. Many Jewish institutions have needed to strengthen safety measures with the increase of nationwide antisemitism. The fence wraps around the perimeter of the campus, blocking strangers from entering during the hours that school is in session.

After receiving a Maryland Center for School Safety Hate Crimes Grant for $52,000 from the Maryland State Department of Education, the fence construction began on Feb. 23 and was completed on March 12. The idea for the installation was discussed previously among the Board of Directors even before High School Principal Dr. Lisa Vardi arrived at JDS in July of 2021, as well as before the Israel-Hamas War began.

“[Safety is] at the utmost of our minds,” Vardi said. “We had a sense of urgency for this.”

Upper School Facilities Administrator William Belke was charged with the task of man aging the contracts and permits required to carry out the project. Belke facilitated the construction process by purchasing the equipment, mapping out where the fence should be built with the construction team, digging holes to install the fence and attaching the gates to the sides of the Upper School building. Belke brought in the company Long Fence to construct the fence with him.

Prior to the fence’s installment in March, the Upper School campus was open to the public at all times.

“I feel a lot more safe now that people from the outside can’t get in,” eighth grade student Zoe Cohen said. “I think it’s really sad to know that we have to protect our school due to all the recent antisemitism in our area.”

On March 18, Head of Security Herbert Epstein joined the JDS community following former Head of Security Shay HaLevi’s departure to the Jewish Federation of Greater Washington. Prior to starting his job at JDS, Epstein worked as a police officer in the Metropolitan Police Department and served as a sharpshooter in the Nahal Infantry Brigade in the Israeli Defense Forces. Epstein supports the campus being closed off to outsiders, and intends to continue protecting the campus with as many other precautions as necessary.

“I believe that both schools are very safe and ultimately my goal is to continue that,” Epstein said. “I want to keep everyone safe and we’ll keep trying. We can always try to improve.”

Now that JDS is a closed campus, students and faculty will be able to spend time outside the school building without worrying about external security threats. This will allow for maximum protection of all who are on campus during the school day, and enhance security so as to combat the dangers of antisemitism to Jewish institutions everywhere.

“[The fence] makes me feel very safe,” sophomore Amalia Netter said. “It’s very upsetting that we have had to take extra precautions just to stay safe at our school.”

Get-To-Know New Head of Security

Herbert Epstein

What brought you to CESJDS?

“I’ve always wanted to be involved with the Jewish community ... serving the Jewish community has always been extremely important to me.”

Why did you choose the security field?

“After college, I moved to Israel to join the army ... at that point, I realized that I wanted to go into law enforcement, whether it was the ... federal government or policing.”

What is a challenge you’ve faced when protecting Jewish communities?

“We can see what’s going on now in the world and ... that says a lot. We have to protect ourselves and make sure our security is on point.”

How do you plan to approach your first few months as head of security?

“In the first few months, I’d say I’m getting my feet wet and learning how things are done here. The culture, and getting to know everyone, and continuing with what Shay [HaLevi] has implemented so far.”

What do you hope to learn in your new role as director of security?

“I’m always hoping to improve ... any new ideas, any new technologies that come out ... I’m willing to learn and I want to learn.”

Photo by Herbert Epstein, used with permission

As students, we are constantly told to get more sleep, an idea that was reinforced in March’s health and wellness program at CESJDS. However, many students find it extremely difficult to get the sleep they need when they must wake up early every morning to make it to school before the 8 a.m. bell. Therefore, school should start later.

and going to bed early can be very challenging.

Importantly, lack of sleep impacts students’ performance in school. The Brookings Institution reports that later school start times are associated with better student attendance, grades, behavior and performance. This is because increased sleep improves students’ cognitive abilities, so while early school start times might seem ideal for a productive day, a later start time would allow students to get the most out of their classes.

no time would be cut from Zman Kodesh, which we recognize is of utmost importance to our school community.

This solution is also in line with the Code of Maryland Regulations (COMAR). The state only has requirements for the amount of days in a school year, which allows private schools to decide the amount of hours required for a credit in each class.

We understand that starting school later is logistically difficult, but it is not impossible. Here is our solution: JDS could start at 8:30 a.m. and, in order to ensure that school could still end at the same time, classes could become 50 minutes rather than 55 minutes. Cutting five minutes out of the six classes each day would account for the 30 minutes lost in the morning. This also means that We

School should start later to improve student health

The Center for Disease Control and Prevention (CDC) recommends that teenagers get a minimum of nine hours of sleep per night. However, early school start times make this task virtually impossible. Most students wake up at between six and seven a.m. every morning to get to school on time, which means that students would have to go to bed by nine or 10 p.m. in order to follow the CDC’s suggestions. Considering many JDS students are involved in extracurriculars and have an intense workload, balancing these

From a survey of 35 high school students

3%

5.8%

25.7%

While suggesting that school start later seems like a bold proposal, JDS must always prioritize student health. JDS has shown a clear concern for mental health through the variety of health and wellness programs they provide, but programming is not enough; administrative action must be taken to truly prioritize students’ wellness. By making school start a mere 30 minutes later, students would feel the impact on their mental well being.

- The Lion’s Tale

28.5%

28.5%

8.5%

Ilustration by Leah Fagin

Dangerous Desensitization

Society has become numb to gun violence

Sophie Schwartz OpinionEditor

While I sit in class, my phone buzzes and I see a notification: “One killed, at least 10 injured in shooting after Chiefs Super Bowl parade.” I am hit with an immediate feeling of shock and sadness. But too quickly those feelings go away and I return to my regular activities. While devastating, this is not the first time in 2024 when I have heard news of a mass shooting; this is our norm.

As of Feb. 15, only the 46th day of the year, almost 5,000 Americans had died of gun violence in the United States, according to ABC News. Eighteen days later, the U.S. reached a whopping 84 mass shootings since the beginning of the year, meaning that there had been more shootings than days in the year.

These numbers are tremendous, yet sadly, they have little lasting impact on our lives. The frequency of these shootings and instances of gun violence have led us to become desensitized. Our constant exposure to the issue has caused a lack of action, thus leading the problem of gun violence to persist.

“When we put stories to the side, we are ignoring and avoiding the issue, only allowing the problem to continue.”

When society doesn’t act on an issue, it is destined to continue in the same direction or get worse.

In the 21st century, tragic news is spread easily because of technology. However, as humans, we can only handle so much traumatic news. With the Israel-Hamas war, the Rus sia-Ukraine war and many other pressing issues in the world, we cannot process more trauma. Eventually humans become emotionally overwhelmed.

When I have an influx of depressing news stories and then I see a story about a shooting, I often just avoid it because I do not have the emotional capacity to read another sad story. When we put stories like these to the side, we are ignoring and avoiding the issue, only allowing these significant issues to continue.

Face the Facts

The more shootings that happen, the more we expect them to happen. So when they continue to occur, we aren’t as shocked or upset as when they happened less frequently. The frequency of these events leads us to believe that they are out of our control, which causes us to further avoid stories about them when we see them online.

So how should we balance caring about such upsetting events without being emotionally overwhelmed? Unfortunately, I don’t have the answer. But what I do believe is that we must be aware of our emotional reactions and not just become numb to the world around us.

According to the director of Traumatology Institute and a professor of social work at Tulane University Charles Figley, desensitization is a form of adaptation. Without realizing, people use desensitizations as a defense mechanism and means of adjusting to the situation in which they live.

“People adapt, they adjust, they try to look on the bright side,” Figley said in an article by the Cut. “...We’re still shocked, but we watch the people in the communities where this has happened, and we see their shock, their unpreparedness. We think, ‘there is nothing they could have done.’”

In order to combat this issue, we must talk about difficult issues in the world, rather than ignore them. As a society we need to understand that while certain incidents may be out of our control, we have the power to help curb the trend of gun violence by continuing to raise awareness on the issue. However, if we are oblivious to how we react to stories of mass shootings and don’t act when they happen, our desensitization to the topic will grow and issues of gun violence will be destined to continue on the same path.

Americans died of gun violence this year so far

mass shootings have occured in 2024

Americans injured from gun violence since Jan. 1

teenagers and children victims of shootings this year

Safeguarding society

US government should follow through with action regarding TikTok ban

Ari Kittrie ManagingEditor,Web

Every time you open your phone to check social media, companies harvest your data. Whether by tracking your search history to figure out your interests or using your device’s Internet Protocol (IP) address to monitor your location, your phone is a constant hub for data collection by the creators of the apps stored on your phone.

One such app, TikTok, is a threat both to the privacy of millions of United States citizens and to the national security of the U.S. Therefore, it is crucial for the U.S. government to turn House Resolution (HR) 7521 into law.

TikTok is one of the most popular social media apps in the U.S. According to Pew Research Center, the app is used by 33% of American adults and 67% of American teens. Given its popularity in the U.S., it is used by many people as an important source of information and connectivity with others.

What makes TikTok more dangerous than other American companies like Microsoft, Meta, Apple and Google is that ByteDance, the owner of TikTok is beholden to Chinese law instead of U.S. law. This means that the data harvested from TikTok is controlled by a country deemed an adversary by the U.S. government.

The bill would force TikTok’s owner, ByteDance, to sell the app to a company or organization not “controlled by a foreign adversary.” The term “foreign adversary” includes North Korea, China, Russia and Iran.

HR 7521, a bill titled “Pro -

tecting Americans from Foreign Adversary Controlled Applications Act,” passed the House of Representatives on March 13 by a vote of 352 to 65. However, it faces an uncertain fate in the Senate.

Numerous headlines have referred to HR 7521 as a bill that would “ban” TikTok. However, the bill actually gives ByteDance 180 days before a ban that would force the sale of the app.

Furthermore, it seems unlikely for ByteDance to refrain from selling the app if forced to. According to the Financial Times, $16 billion of ByteDance’s total $120 billion revenue came from TikTok’s U.S. operations in 2023.

“So, if you truly care about your privacy and that of your friends and family, then you should make your voice heard about this issue.”

- Ari Kittrie

This means that ByteDance would lose approximately 13% of its revenue, which would be devastating for ByteDance if they decided to not sell the app.

An example of a company that could buy TikTok is Microsoft, as they previously considered buying TikTok when Trump threatened to ban the app in 2020. Alternatively, a group of investors could come together to buy the app.

The law, which provides the Chinese government this control, is the People’s Republic of China National Intelligence Law of 2017, which states that “any organization or citizen shall support, assist and cooperate” with the Chinese government. Given that

ByteDance is a Chinese company with its headquarter in Beijing, this law means that the Chinese government can require ByteDance to hand over any and all information on TikTok.

These dangers aren’t a far off a possibility. In 2021, ByteDance was forced to pay $92 million in a class-action lawsuit because they had harvested the personal data from TikTok users without their consent, and shared it with third parties in China.

So, if you truly care about your privacy and that of your friends and family, then you should make your voice heard about this issue. Teenagers account for a large share of TikTok users and we should let Congress know that we care about having our privacy, and U.S. national security, protected.

Photo by Sophie Schwartz, LT

equal opportunity

All classes should be offered at ECP and ADV levels

When selecting my courses for the upcoming 2024-2025 school year, I was excited to find a variety to choose from, including Anatomy, a core science. Yet, to my disappointment, Anatomy is not offered at the advanced level, the level at which I usually take my science classes. Therefore, I chose not to take it even though it was the science I am the most interested in.

From my experience, classes at the advanced level aim to challenge students with more complex material, provide less teacher support and assign larger workloads. Conversely, classes at the Enriched College Prep (ECP) level aim to help students build and develop skills for deeper analysis with more guidance and step-bystep processes.

Though most classes at CESJDS are offered at both levels, there are few classes, such as Anatomy and Great Jewish Thinkers, that only have ECP placement, and there are many classes such as Rendering Legal Decisions and Physics II that are only offered at the advanced level. To ensure that every student is able to learn subjects they are interested in at a skillset that is right for them, it is important that JDS offers all courses in both levels.

A benefit of taking advanced courses is that they boost students’ grade point averages (GPA). While students are not able to gain college credit through the CollegeBoard’s program Advanced

Placement classes, advanced courses still benefit students by increasing their GPAs. When a student takes an advanced course, instead of having their GPA scaled out of four, an extra point is added, making it weigh out of five. Therefore, students who typically learn at the advanced level will most likely choose not to take courses that are not offered at the advanced level because their GPA will not benefit from it.

According to the High School Family Handbook, the school wants to provide “appropriate challenge and support for each student.” However, they are failing to fulfill this by not providing both placements for all classes.

A large reason JDS is unable to offer all courses at both levels is because of the amount of choice in the curriculum. According to High School Assistant Principal Aileen Goldstein, the larger the school and student population, the more faculty and variety of courses and levels a school is able to have. Though JDS already has a variety of courses to choose from, staff limitations also make it harder for the school to offer every course at both levels.

Though this is an understandable challenge, it is still important to give students the choice between taking grade level or advanced classes to fully demonstrate their academic abilities. JDS should prioritize offering classes with two levels instead of trying to create more classes that they cannot offer at both levels.

Not offering all courses at the ECP level takes the opportunity away from students who may be interested in a class such as Rendering Legal Decisions because it is not appropriate for their skill level.

One solution that the school is already implementing this year in Spanish V and should extend to other courses is to combine classes at both levels. This is when a course is taught at the advanced level to students in the classroom who qualify for that placement and have the class simultaneously taught in ECP for the students at that level. Though this may be difficult because of the extra work it puts on teachers, it offers a low-cost solution and is something that other schools across the country do. A class offered at both levels does not require extra staffing, and it gives students the opportunity to take the course at the level that is appropriate for them.

JDS has done a good job of offering various courses full of interesting content, both at the ECP and advanced level. However, offering all courses both in ECP and advanced will help further strengthen the school’s balance of both supporting students and challenging them through their education.

Cati Werbin Arts and Entertainment Editor

Photo by Sophie Schwartz, LT

Who can I turn to when I need to discuss a religious question?”“Who serves as my spiritual role model?” “Whose wisdom can I consider reliable religious authority?”

Each of these questions point to a simple answer: rabbis.

“Rabbis are important as spiritual guides and teachers, nurturing the spirituality and learning of their communities,” Rabbi Fabian Werbin from the Kol Shalom synagogue in Rockville said. “The rabbi wears many hats: leadership to guide, teaching to educate and a pastoral heart to be a helper and an ear for the people.”

Organized religion has rapidly been losing popularity in the United States, and Judaism is no exception. In addition to losing community membership, the leadership structure is also in a period of crisis. Across the U.S., Jewish communities are struggling to fill rabbinic leadership roles and congregations are suffering as a result.

American Jewry is quickly learning that there is a need to adapt to this gap in leadership. But the real question still remains: how can American Jewish life thrive when the main leadership structure has such large cracks in its foundation?

Causes of the shortage:

The rabbi shortage as a whole is a result of many different factors. Many people view the lack of prioritizing Jewish leadership in home life and a rapidly decreasing interest in organized religion in the U.S. as contributing factors, among other reasons.

Religious life in America as a whole is on the decline. According to a Pew Research Study on religion in the U.S., atheism has had a 13% increase since 2007, with only 7% of people attending religious services once or twice a month. When fewer people engage in religion, there are fewer potential leaders for communities.

Rabbi Ayelet Cohen, the Jewish Theological Seminary Dean of the Rabbinical School and Dean of the Division of Rabbinic Leadership said she thinks the role of organized religion in the U.S. is way

Rabbi shortage leaves holes in the community

CLERGY CRISIS CLERGY CRISIS

Tali Loeffler SportsEditor

Aliza Bellas ManagingEditor,Copy

Photo illustration by Abby Chesman, LT & Dimensions

less significant generally than it was two decades ago. As a result of this, Cohen sees that fewer people are drawn to the clergy and organized religion than they were previously.

Conservative Judaism has shrunk by 10% and approximately 18% of adult Jews who were raised Jewish now identify as non-religious, according to a Pew Research Study on Jewish denominations. Yeshivat Chovevei Torah (YCT) Executive Director Ruthie Strosberg-Simon believes that without a strong foundation in Judaism created by rabbis and other Jewish teachers during childhood, people are less likely to maintain their religious identity and take on leadership roles as adults.

“Rabbis are also responsible for the shortage,” Werbin said. “If we rabbis aren’t good role models, people won’t want to become rabbis. So we have a responsibility.”

Other people point to a lack of prestige for rabbis, compared to other careers as a contributing factor. According to Strosberg-Simon, many parents place more value on financial success over spiritual fulfillment. She said that when parents do not prioritize spiritual leadership in the home, fewer individuals are inclined to pursue the rabbinate.

“Parents have not transmitted to their kids that careers in Jewish communal service and in the rabbinate are of great value, of great meaning, and that they should consider going into that field,” Strosberg-Simon said. “There’s too much emphasis on finance and tech and becoming a doctor. Success seems to be defined by those types of careers. And that’s what kids are hearing from their parents.”

However, the average salary of an American Rabbi in 20212022 was $174,524.74 according to the Rabbinical Assembly, which is actually over double the average salary of an American. Still, salaries can range, especially during rabbinical school and at the beginning of a rabbi’s career, and the average new rabbi has a a large amount potential to carry student loans.

Becoming a rabbi:

To become a rabbi, one must go through a process to obtain smicha, rabbinic ordination. This process typically takes seven years, with four years of undergraduate study in an area such as Jewish studies, education or another degree that relates to the student’s future rabbinic pursuits. In addition to this, three additional years of study are required at a minimum. A majority of rabbinical students study in a Yeshiva to get smicha, while others study in small schools or on an individual basis with a rabbi.

“It’s not only about the classroom but about immersing in a community of practice … really leaning into those practices in a community of other people who are committed to doing that,” Cohen said.

After obtaining smicha, rabbis can choose to take on various communal leadership roles. Some of these roles include pulpit leadership as synagogue clergy, educational leadership in a classroom setting, college campus leadership and chaplaincy.

“There are so many opportunities,” Cohen said. “ ... Often people think ‘Well, do I want to be up there giving sermons or whatever people think rabbis do?’ Obviously, some people want that. But when some people see what is possible within the profession, it lands in a very different way.”

Rabbis who choose to lead congregations sign themselves up for a multitude of responsibilities. However, though the specific role of the pulpit rabbi varies depending on the congregation, rabbis generally lead their congregations in terms of religion and community. This often includes organizing minyans, delivering sermons and giving guidance to members of the congregation about specific rituals and customs.

There are many factors that contribute to one’s decision to become a rabbi, and they vary with each individual.

Beyond his love for learning, Rabbi David Wolkenfeld from the Ohev Sholom Congregation in Washington, D.C. said his decision was in part made because he wanted to build connections with others and to represent his

community. For him, becoming a rabbi was a way to “share a different message” about the Jewish community and challenge general misconceptions relating to the Jewish world.

Assistant Rabbi of Congregation Beth El of Bethesda Rabbi Deborah Megdal believes there is added value in being a leader of a congregation. Megdal knew she wanted to be a pulpit rabbi from a very young age.

“In thinking about what I want to do as a rabbi, I really love the idea of being connected to people throughout different stages of life,” Megdal said. “And you only get to do that if you are a rabbi in a community that’s set up. There are a lot of different ways to build relationships, but the one that I can see and I’m excited to be a part of is building relationships in a community like us in a synagogue context.”

Everyday life:

After rabbinical school, pulpit rabbis must be available to serve their communities at all times. Wolkenfeld said that rabbis offer insight and words of wisdom relating to the Torah, keep their communities running smoothly and help congregants tackle heavier religious questions.

“The joyful parts are when… my training and background enables me to meet someone’s need for guidance and support,” Wolkenfeld said. “That’s a very special feeling. Those moments make me feel really grateful to be a rabbi.”

But being a rabbi has its challenges as well. Unlike other jobs where people can go home at a set time every night, a rabbi’s work never ends.

Rabbis are frequently called upon to provide support during times of crisis, such as illness, loss or personal struggles. According to Megdal, the constant exposure to suffering and vulnerability can lead to emotional exhaustion and burnout. This can be another deterrent for the people interested in becoming a rabbi.

“It requires you to have that emotional openness and readiness and preparation to be present for people,” Megdal said. “And that can be more taxing than other kinds of work because you can’t just phone it in, or use your muscle memory.”

Additionally, rabbis have a lot of pressure to keep less engaged congregants more involved in synagogue life.

“[Rabbis] always have to be on, they have to drag people over for Shabbat,” CESJDS High School Jewish Life Chair Robert Shorr said. “It’s not the same relaxed atmosphere. Their family life, their job and their personal life, are [all] so intertwined, Shabbat in some ways is the busiest day for them.”

Overall, Cohen thinks that because it is such a challenging role, the choice to be a rabbi can be difficult for many. In her eyes, this is a significant reason for the shortage. However, she urges people to think about how the job could positively impact their life in the future.

“I think that becoming a rabbi means leading a life of service, which is a little bit counter cultural,” Cohen said. “...It’s certainly not an easy job, but it’s an incredibly fulfilling job.”

Effects of the shortage on American Jewry:

Across the country, American Jewish leaders have begun to understand the gravity of the rabbi shortage in America. As they consider the effects of this shortage.

Like many others, Strosberg-Simon said she is concerned about the development of the Jewish community in years to come as a result of this lack of new leaders.

“Look at what will happen if we don’t have a pipeline of Jewish educators and leaders,” Strosberg-Simon said. “There won’t be quality Jewish education, there won’t be Jewish camps, communities will struggle to stay together for lack of leadership, etc. I feel that Jewish continuity is at stake here.”

High school Talmud teacher

Rabbi Benjamin Barer also shared the same idea. In his mind, rabbis are meant to guide communities in a traditional sense and be a pillar of leadership. Without them, communities will have to become innovative to fill that role.

“I think Jewish communities really benefit from having rabbis because most people don’t have that kind of time to devote to studying tradition, to thinking about it and to charting a path forward,” Barer said.

Wolkenfeld and Megdal both

Step by Step: Studying to be a Rabbi

Step 1: The decision

Going through the ordination process can be a very large undertaking. It requires studying in rabbinical school for at least five years and it takes many years afterwards to become established in the rabbinic community.

Step 2: Applying to school

There are many rabbinical schools in the U.S. and around the world that offer different education. One of the most obvious differences between schools is their denomination.

Meet The Rabbis

Name:

Rabbi Fabian Werbin

Congregation: Kol Shalom, Rockville

Name: Rabbi Deborah Megdal

Congregation: Beth El, Bethesda

Name: Rabbi David Wolkenfeld

Congregation: Ohev Sholom, D.C.

Step 3: Complete rabbinical school

After getting accepted to a rabinical schools there is still a lot of Torah study that must happen. Students in rabbinical school study for up to ten hours a day.

said that another significant part of this shortage is that “thriving” communities are easily filling rabbinic positions while smaller communities are struggling to fill leadership roles. Megdal said that she anticipates smaller communities will struggle to grow their Jewish ecosystems in the future because they don’t have the vibrant community that often attracts rabbis to synagogues.

Barer said that although rabbis play very important roles in the development of Jewish life, this shortage does not have to be thought of as a negative part of American Jewish history. He said that instead, the Jewish community has to become increasingly open to change and open to lay leadership taking on larger roles in Jewish life.

“It’s interesting to me reading these articles about a shortage of rabbis,” Barer said. “I’m not pessimistic about it at all … this is not bad news to me. This is change.”

Strosberg-Simon thinks that the most important way to inspire Jews to become rabbis is to have inspiring Jewish leaders in their own communities. According to Strosberg-Simon, Jewish role models are an extremely important part of showing Jewish youth the impact of Jewish leadership.

“Ninety percent of our current students and 200 alumni did not come to the yeshiva because of a recruitment activity, but because of their relationships with role models in the YCT (Yeshivat Chovevei Torah) community,” Strosberg-Simon said. “Our alum-

ni are our most successful recruitment tool.”

Cohen also said that she sees a lot of opportunity to refresh what people think the rabbinate and the role of clergy should be. She thinks that once people challenge their preconceived notions, interest in the rabbinate could grow.

“If we look at the way the rabbinate is portrayed in the media, it’s still a very white, straight, male and it doesn’t reflect what’s actually true about the rabbinate,” Cohen said. “It’s possible to do tremendously interesting and diverse work within the profession.”

Overall, Werbin said that a lack of rabbinic leadership does not mean that Jewish life will cease to exist as it is. Rather, he sees it as an opportunity to grow and change along with the times and evolve as a larger Jewish community.

“I think it’s an opportunity for lay leaders to step up, to get more involved, to study more and to participate more,” Werbin said. “So if a congregation will not be able to get it right because of the shortage, okay, there’s an opportunity. A crisis means opportunity.”

Information from the Jewish Telegraphic Agency

Step 5: Get hired

Given the current shortage, there are many jobs to choose from. When looking for a community to work in one should consider location, community and denomination, among other factors.

Step 4: Obtain smicha

After completing school, a rabbinical student will become ordained by another rabbi or their school so they can become an official practicing rabbi and get smicha

Photo by Fred Eckhouse, used with permission.

Photo by Karen Benezra, used with permission.

Photo by Richard Greenhouse, used with permission.

Newbie Emcees

Student-led Kab Shabs become Friday’s norm

SportsEditor

The high school student body roared with laughter as junior class co-president Yedidya Milner-Gillers held a carrot and a microphone up to English teacher Dr. Dory Fox’s mouth to hear the crunch as she bit into the vegetable at the weekly Kabbalat Shabbat assembly. As the new hosts of Kab Shab, members of the junior class put their own spin on the weekly assembly by including new jokes.

Recently, these students have begun to lead Kab Shab in place of Tori Ball, Dean of Experiential Leadership and Service Learning. This idea was spearheaded by High School Principal Dr. Lisa Vardi, who was inspired by her old school, Bullis School, where assemblies were led by the student council presidents.

According to Ball, student-led Kab Shab aims to create more student leadership and ownership of school experiences.

“I will miss [hosting Kab Shab] because I think that I found that a very fulfilling role to play in the community,” Ball said. “And I am excited for students to also have that role. I’m excited for students to get to infuse their creativity and for students to get to share the messages that are important to them.”

Plans for students hosting Kab Shab are not finalized, but the junior grade government, along with other members of the junior class including Georgia Lindenau-

Upcoming

Divrei Torah

Tazria

Stella Muzin & Adam Bachrach

April 12

er, Neely Shemony, Navah Gris, Zev Mendelson and Aliza Lesser, have all hosted the assembly in the past weeks. Ball meets with students running the weekly assembly early in the week to plan what activities, such as games, will be happening at Kab Shab that same Friday.

a few weeks ago, where the students were very spontaneous, and I think it got a little messy, for lack of a better word,” Ball said. “Although I think last week, the students tried to just stick to the script and I felt like it didn’t necessarily have the same energy.”

Lily Rulnick & Gus Bookbinder

April 19

Achrei Mot Metzora

Jennifer Kelner & Chloe Grossman

May 3

Kedoshim

Aliza & Liana Lesser

May 10

Milner-Gillers was one of the first students to emcee Kab Shab. He, along with the rest of the junior grade government, have added specialnorms and the occasional vegetable.

“We have the opportunity to be able to create an environment that we want,” Milner-Gillers said. “And it’s a chance for our grade government to bring the shtick to this back to school.”

The new emcees have received mixed feedback from students. Many appreciate having them host the assembly because of their intimacy with the student body, but others miss having Ball emcee the event.

“I feel like [the new emcees] are trying super hard to do funny shticks, like the celery shtick,” sophomore Lilah Waldman said. “But I feel like Ms. Ball just brought in energy that really got the room excited and made it fun to be there.”

In addition to the change in energy, there is also a learning curve in the transition to student emcees. Since students don’t have as much experience

“I think we had a Kab Shab

Kab Shab faculty members are experimenting with the best way to have students fill leadership roles at Kab Shab to hear voices from the student body while also maintaining a controlled environment. They also are experimenting with the best way to include more students’ voices and create hosts with experience in emceeing the event.

“[We want it to be] a fun environment,” Milner-Gillers said. “So that doesn’t have to mean that things are out of chaos and things are in shambles, but things can be fun and respectful at the same time.”

Kab Shab faculty members are experimenting with the best way to have students fill leadership roles at Kab Shab to hear voices from the student body, while having a controlled environment.

“[We want it to be] a fun environment,” Milner-Gillers said. “So that doesn’t have to mean that things are out of chaos and things are in shambles, but things can be fun and respectful at the same time.”

Mia Forseter

Juniors Nathan Szubin and Yedidya Milner-Gillers introduce the Kab Shab norms. Photo by Abby Chesman, LT & Dimensions.

Cradle to

cabinet

Freshman twins lead the freshman class as co-presidents

On the evening of the freshman lock-in, freshman class presidents and twins Lilah and Noah Sacks walked into CESJDS to prepare for the night ahead. They immediately started setting up different activities in the cafeteria and putting out the sign up sheets for the basketball and ping pong tournaments. At the lockin’s conclusion, the co-presidents felt proud and accomplished at the success of the event they had planned together.

According to the twins, being presidents of a grade government takes a lot of work, but Lilah and Noah have taken advantage of the unique opportunities being siblings in their role has to offer. Lilah and Noah came into their presidency already understanding how the other functions and what they’re good at, enabling them to work together in a way that would have taken other presidents a longer time to figure out.

“It can be helpful at times [to be siblings] because it’s easier to get things done,” Noah said. “It’s easier to communicate. We have different strengths which is why it worked when we ran together.”

After Lilah suggested they run together, the twins won the election on Nov. 29 and have been running meetings and planning events such as the lock-in, Macabee Madness and Zimriyah.

As Freshman Dean, science teacher Melissa Andrew supervises all grade government meetings and is “very impressed” by the work ethic and productivity of the Sacks twins.

“I think that it can be a diffi-

cult position as a ninth grader because you’re just getting used to high school,” Andrew said. “And I think that that role is a lot of work and they have really stepped up to the challenge and honestly, I feel like they are two of the best presidents that I’ve seen.”

The Sacks twins make sure to split up the grade government work equally. For example Lilah runs the social media while Noah focuses on making different Google forms for the grade. Beyond that, they work together to get the grade excited about upcoming events, send emails, make slideshows for the monthly grade meetings and plan community activities.

“We both have different strengths,” Lilah said. “So we use them to our advantage to do the best work we can for our grade government and for our grade.”

Although they have been at the same school their whole lives, Lilah and Noah have only recently started sharing classes. Nonetheless, they have learned to work together efficiently.

“They’ve learned that they’re good at different things,” Lilah and Noah’s father Murray Sacks said. “And I think over the years they’ve learned that when they work together and use their respective strengths, they can do better.”

Lilah and Noah have spent countless hours planning fun and creative events for the freshman class, and Andrew says the effort really shows in their work.

“They have gone above and beyond,” Andrew said. “They take initiative and get things done.”

schoolwide Grade gov achievements

for the 2023-24 school year

Raised over $900 for Israel

The sophomores held a yahrzeit candle sale and the juniors hosted a three versus three basketball tournament. The tournament concluded with a championship match during Kab Shab where Sophomores Tali Loeffler, Adan Magnas and junior Benji Kushnir (in place of the absent sophomore Cyrus Blumenthal) reigned as victors.

Sophomore Friendship Circle event

Sophomores volunteered together at a Friendship Circle event on Feb. 2, spending time with disabled Jewish teens and children while they engaged in art projects, a sound bath and a magic show. There were 15 sophomores who participated.

Hot chocolate and donut sales

The freshman student government organized hot chocolate sales and the sophomores sold donuts every Friday. Proceeds are used to support their grade governments. Funds help facilitate grade events and will eventually be used to purchase the grade gift to the school when the class graduates.

Jordana Dauber Reporter

MEET TH E SPEAKERS

Rabbi Brahm Weinberg:

Weinberg is the Rabbi at Kemp Mill Synagogue, and also currently serves at the Secretary of the Vaad Harabanim of Greater Washington. Some of his responsibilites include leading services, advising community members and leading various life cycle rituals in his community.

Sharon Freundel:

Freundel is the managing director of the Jewish Education Innovation Challenge. She taught and was department chair for Tanakh and Toshba at Melvin J. Berman Hebrew Academy, where she was the Spiritual Guidance Counselor. She also served as Director of Jewish Life at Milton Gottesman Jewish Day School.

Ari Israel:

Israel has been the Hillel Executive Director in College Park at the University of Maryland (UMD) for 22 years. Israel is an adjunct professor at UMD where he teaches Jewish Leadership. He also teaches at the Acharai Jewish Leadership Institute in Baltimore.

guest of honor

Mechitza Ashkenazi ZK invites local Jewish leaders to speak about aspects of Judaism

Ruby Kotok Features Editor

The Mechitza Ashkenazi Minyan, like other Zmanei Kodesh (ZK) at CESJDS, gathers each morning to pray and kick off their school day. On Fridays, however, the group eagerly awaits their weekly guest speaker, a member of the Jewish community in the area who shares a D’var Torah relating to that week’s parsha.

This program began before COVID-19 but was halted due to restrictions on guests entering the building. This year, however, high school learning specialist and 10th Grade Dean Brett Kugler revitalized the program as part of his position as co-leader of the minyan.

Kugler revived this program as a way to provide a diverse set of perspectives and opinions for the students in his ZK. He aims to help them build connections within the JDS community and beyond. He finds it important for students to gain this knowledge in order to best connect with their religious beliefs.

through which to view the text.

Israel spoke to “connect with individuals in the community,” as well as to help diversify their knowledge of their Judaism.

“Each and every one of us is going to put a little bit of different salt onto Judaism. There’s not one flavor for us all,” Israel said. “...I think there’s different ways to express ourselves and I think that’s this idea. We want to enhance the past but we want to flavor it personally [as well].”

One of Kugler’s goals with this program is to help students connect with someone they might have the opportunity to become much closer to. For example, Israel’s position at the UMD Hillel makes him a face that many students end up seeing during their time in college.

“We bring in people that increase the odds that students find someone that they connect to, someone that makes their Judaism meaningful to them,”

-Brett Kugler

Junior Shayna Lindauer is a member of the ZK, and said she appreciates the opportunity to learn about each parsha from many different guests.

“I think that when you make up less than 1% of the population, making sure that people feel connected and that people want to continue to build themselves, their knowledge base and their connectivity for the future [is important],” Kugler said. “So we bring in people that increase the odds that students find someone that they connect to, someone that makes their Judaism meaningful to them.”

Some speakers include local rabbis and leaders, each sharing their unique perspective on the weekly Torah portion. On Friday, March 22, Executive Director of UMD Hillel Ari Israel taught students about that week’s parsha, Vayikra. He related the salting of offerings to the power of mitzvot in daily life, giving students new perspectives

“I find it interesting how they all have their own spin on the readings,” Lindauer said. “I don’t really know where they’re going to go with their Dvars, but they always end up leaving me with a new interpretation that I hadn’t thought about before.”

This reaction is exactly what Kugler hoped for when he began this program again. Kugler’s goal for the program is for there to be an “internalization” of the speakers’ messages. Kugler has seen this when he receives messages from parents saying their child told them about what they had heard in ZK.

“When education leaves school and goes into the home, it means it’s internalized,” Kugler said. “So that’s the most impactful moment for me.”

Photo from Brahm Weinberg, used with permission

Photo from Sharon Freundel, used with permission

Photo used with permission of Ari Israel

college

Antisemitism affects the application decisions considering

Sadaf Zadeh Arts and Entertainment Editor

As the class of 2025 begins to sift through potential colleges, there’s much to consider in choosing the perfect school. It’s typical to weigh the community, campus and courses offered as well as other personalized aspects. This year, however, many students are forced to also assess the severity of antisemitism at the school.

Since Oct. 7, there has been a spike in Jewish hate across the globe, particularly on college campuses. According to Hillel.org, there have been 1,152 reported incidents of antisemitism on college campuses since Oct. 7, occuring at schools like Cornell University, Columbia University and the University of Pennsylvania to name just a few examples of this increase.

Before the war, many students, such as junior Noam Klein, considered the Jewish communities at schools an important part of their college applications. Various components, such as overall Jewish life and accessible resources like Jewish community centers, commonly play a big role in students’ decisions when it comes to looking into colleges. This has become a more prominent concern in the past six months.

“I wanted some sort of Jewish community,” Klein said. “I’m not the most practicing Jew, but I just wanted that Jewish community to feel some sense of unity.”

Now, students more pressingly have to think about more than the basic aspects of the Jewish community when applying to schools; many college minded Jewish students have begun to contemplate the status of antisemitism at a college before deciding to apply.

For this reason, many students and their families now feel a deeper need to choose their colleges more carefully than they previously would have. Director of College Counseling Sue Rexford said that this can be done by visiting the college, getting in contact with the campus Hillel and even reaching out to current students at the school.

“I think the students and the parents are smart to be thinking this through very carefully and not just say, ‘Oh, I’ve always wanted to go to this school. How bad can it be?’” Rexford said. “Because it can be very bad if you’re the person who’s being criticized and yelled at and protested against all the time.”

Rexford also noted that students might have a hard time understanding the severity of the antisemitism on these campuses as a result of inaccurate press coverage as well as the varying perspectives by person.

While the press and media are reliable sources for issues on college campuses on most occasions, they can also magnify or under-

mine the issues on campuses related to such large and controversial topics like antisemitism, causing the reality of the situation to be harder to interpret. For this reason, students might feel like they are in the dark. This may impact their college decisions further as they might lean more or less toward schools based on their limited understanding of the situation.

“I’d like to tell myself that I would be able to make it work,” junior Josie Silverberg said. “But on the other hand, I have no idea what it’s actually like being in that kind of environment and I don’t know if I’d be able to handle it.”

When a Jewish student reaches the age to start considering colleges, there are a multitude of aspects to consider. According to Rexford, all students need to find the school that best fits them, and more importantly, to stay calm during this pivotal time in their life.

“The college process is already stressful,” Rexford said. “It’s already challenging. And now you have to add on another layer of what can complicate the decision-making process. It all comes down, though, to what I as an individual can handle, what I as an individual am willing to accept and what I as an individual, am willing to stand up for.“

ANTI-ISRAEL SENTIMENT ON CAMPUS

UNIVERSITY OF MIAMI

Photo by Zara Ducker (‘23)

BROWN UNIVERSITY

Photo by Daniela Abrams (‘23)

UNIVERSITY OF VIRGINIA

Photo by Ella Kotok (‘23)

UNIVERSITY OF MARYLAND

Photo by Ella Elimelech (‘23)

kung fu 4 you

Almost 16 years since the original was released, many people were surprised to hear that “Kung Fu Panda 4” would be coming to theaters on March 8. While this movie was not the best of its series by any means, it was a very fun and lighthearted way for the long-lived franchise to most likely come to an end.

The fourth movie of the series still keeps its focus on Po, the big and friendly panda who wanted to learn kung fu. By the time that this movie takes place, Po is the dragon warrior of his valley and has been for a while. This position as dragon warrior makes Po responsible for the protection of all of the people in his community. At the beginning of the movie, Po’s mentor, red panda Master Shifu, tells him that it is time for him to become the spiritual leader of the valley and that he must find the next dragon warrior.

While this may seem like a simple task, Po first had to defeat his most challenging opponent yet, a shapeshifting sorceress called The Chameleon. Along his journey to defeat the Chameleon, Po faces old and new challenges as he finally puts his position as dragon warrior to rest. He does so with the help of a companion he meets early on named Zhen.

As always, the movie has very well-known cast with Jack Black returning as Po and other famous

actors. Those include Dustin Hoffman as the voice of Master Shifu and James Hong as Mr. Ping, Po’s dad. Some notable additions to the cast are Viola Davis, who voices the Chameleon, and Akwafina, who voices Zhen.

Seeing that this is the fourth movie of the series, it was not suprising that the plot was pre dictable and felt somewhat forced. There were many new characters that felt unnecessary and old characters that felt unchanged. Despite this, the movie is definitely worth seeing given its ability to engage and entertain the audience.

What makes this movie special is its entertainment factor. Watching a panda do kung fu will never fail to be funny. Even though the outcome of a fight scene may be obvious, the witty remarks make up for it. This has been a pattern throughout the series and it was just as promi nent in this rendition.

Another enticing quality of this move is that it is very relat able. One of the clear lessons of the movie focuses on growing up and moving on to bigger and better things. Even though not everyone may be facing this challenge immediately, it is

New Dreamworks animation is a full-circle film

something that concerns everyone at some point in life. The ability of this movie to get viewers to empathize with an animated panda is extremely impressive. Even if the lesson was pretty blatant, it still made the movie

one. It’ll give you the familiar feeling that the series is known for and provide laughs with a satisfying ending.

Gigi Gordon In-DepthEditor

The arrival of the annual DC Cherry Blossom festival

Leora Blumenthal Reporter

As soon as spring begins to peak in Washington, D.C., the Tidal Basin fills with all shades of pink as the cherry blossoms start to appear everywhere. This time of year is tourist season downtown according to DC Cherry Blossom Watch, an estimated 1.5 million visitors per year visit D.C. to see these trees in peak bloom.

There are a total of 3,800 cherry blossom trees in D.C., many of which were a gift from the mayor of Tokyo in 1912. The annual celebration of these trees signifies the close bond created between the two countries that began with this gesture. There is a large variety of cherry blossom trees. According to the Nation al Park Service, 70% are of the Yoshino variety, but others tend to bloom a few weeks after the Yoshi no trees. “Peak bloom” refers to the time period when all Yoshino trees have bloomed.

While due to weather condi tions this year, the peak bloom arrived on March 17, before the festival. It did not affect the festival dates and visitors were still able to enjoy the cherry blossoms be tween March 20 and April 14, during the scheduled festival dates. Though peak bloom is at different times each year, it usually happens between the last week of March and the first week of April. Yearly information about the peak bloom can be found through the National Park Service.

The most cherry blossom trees are along the Tidal Basin. This area has a two-mile walking path, which provides the perfect place to walk around and practice hanami, the Japanese tradition of enjoying the beauty of the flowers.

But getting to the Tidal Basin can be the opposite of relaxing. So, rather than sitting in traffic, take the metro downtown to see the cherry blossoms.

Photo illustation by Sadaf Zadeh, LT

Harmony Amidst hardship

New Israeli music in response to the war

Maya Greenblum

Bein Hanahar Layam

by Benaia Barabi

Playing on the popularized chant often used at anti-Israel protests “From the River to the Sea, Palestine will be Free,” Benaia Barabi’s “Bein Hanahar Layam,” meaning “from the river to the sea,” emphasizes Israel’s unity as a Jewish state. The pop song, released a couple of months after Barabi’s single “Zeh Beseder,” features melodic notes and an incorporation of acoustic guitar that resemble an older Hebrew song genre. This sets a bright tone for the song that balances the heavier lyrics. The song is addressed to the state of Israel itself; in Barabi’s address, the song follows the painful yet powerful stories of three war heroes he has met. The touching storytelling allows me to connect with the experiences of the war’s victims, but the song as a whole leaves me with a sense of gratitude for the Jewish homeland and all of its people.

Striking a tone of patriotism while glorifying Israel as a vision of the Biblical prophets, “Moledet” by Hanan Ben Ari implores the Israeli people to rely on their history in light of the current injustice. Ben Ari’s pop song was released on Oct. 16, and fits within his range of religious Jewish music. In the song, Ben Ari illustrates his faith by personifying the state of Israel, belting that it “will never break” despite the “bleeding” it is suffering from. The Israeli artist’s feelings are fluidly translated into the music uplifting his fellow Israelis and Jews abroad, and to echo the spirit of “Am Israel Chai.” The lyric’s plea for peace empowers me, and the way that Ben Ari desperately sings his plea only strengthens that feeling. “Moledet” is a beautiful tribute to the ancient and modern trials of Israel’s statehood, and its resilience.

Moledet by Hanan Ben Ari

Released by Osher Cohen on Nov. 1, “Tirkedi (7.10.23)” tells the stories of victims of the Oct. 7 terrorist attacks who fled from the violence in a battle against time. The title of the pop song translates to “dance” as an ode to the victims of the Hamas attack at the Nova music festival that began the war, and holds onto the hope that those victims are “dancing” wherever they are now. Listening to the song instills that same hope in me, and reminds me of the importance of unity amid the suffering. The harmonies of “Tirkedi” work in unison with the lyrics to elicit mournful emotions; its narrative serves as an artifact of 21st century Israel history.

Photo from CC BY-SA 3.0 DEED

Photo from Helicon Aroma Music Group

Photo used with permission of Benaia Barabi

GIRL IN RED IS DOING IT AGAIN

Predictions for upcoming album

Stella Muzin Editor-in-Chief

About two months ago, Girl in Red (Marie Ulven Ringheim) announced that she would be releasing a new album, “I’m Doing It Again Baby,” on April 12. Two years ago, I wrote one of my first articles for The Lion’s Tale: a review of Girl in Red’s concert. Since then, my love for Ringheim’s music has continued and I can’t wait to listen to the upcoming album.

Since the day of her announce ment, she has released three of the ten songs on the album, and they have not disappointed. This release is particularly exciting, considering Ringheim’s last al bum, “If I Could Make It Go Quiet,” was released three years ago. Although she has released singles since then, the excitement of an album is unique because it comes with many new songs, music videos and a world tour.

Ringheim released the first song of the album, “Too Much,” on Feb. 9. The song focuses on her insecurities about others thinking she is ‘too much’ and her social anxieties, while also having a catchy beat. For me, this song is relatable and has quickly become one of my favorite songs of all time.

The second song, “DO ING IT AGAIN BABY,” was released on March 8, and although it is catchy, it is not one of my favorites. This song has more of a pop-style feel, something I am not used to from Girl in Red. Although I appre ciate her trying a different style, I prefer her previous indie-pop style.

The third song, “You Need Me Now?,” was released on March 22. This song is unique because it features the popu lar artist, Sabrina Carpenter. Carpenter is another one of my favorite artists, so I was excited when I heard about this collaboration. The song is upbeat and does a good job weaving in both Ringheim

and Carpenter’s voices. I especially like the voice-over in the song of Ringheim saying “You know who would be really cool on this? Sabri-

One special thing about this album is that each song released has been accompanied by a music video, something Girl in Red has not done in the past. I find these videos to be very entertaining and insightful as they provide more context for

From the three songs that have been released, the beats in these songs and her collaboration with pop artist Sabrina Carpenter, I predict that the rest of this album follows Girl In Red’s new pop-like style.

In February, along with the new album announcement, Girl in Red also announced a world tour. I have seen Girl in Red in concert twice before: once on her “If I Could Make It Go Quiet” North America Tour, and once when she opened for Taylor Swift’s “Era’s Tour” this past summer.

Both of these performances left me extremely impressed and wanting more, so when this tour was announced for April 20 and 21 at The Anthem in D.C., I promptly signed up for the presale and got general admission concert tickets for $60 each including fees.

Overall, I have high expectations for Girl In Red’s new era and highly recommend listening to her album when it comes out.

Read the Lion’s Tale’s last Girl In Red review:

Photo from CC BY 2.0 DEED

Triple Threat

Gila Safra Reporter

Soleil Eschenlauer:

Junior Soleil Eschenlauer has been a part of the girls varsity soccer team for all three years of high school, the varsity swim team for her freshman and junior years and the varsity softball team for the past two years.

Eschenlauer finished in first place for CESJDS in the PVAC championship for the 50 meter freestyle this past swim season. She has been swimming for the past seven years, but she appreciates the other athletic opportunities JDS gives her.

For example, Eschenlauer played soccer when she was little, but lost interest in it as she focused more on swimming throughout middle school. However, through playing for the high school’s soccer team, she was able to regain a passion for soccer, which she now considers her favorite sport.

“I like to be versatile,” Eschenlauer said. “I like to be able to build skills that go into different areas and to improve myself. And I’ve noticed they better myself and [help me] be well rounded.”

Nevertheless, Eschenlauer experiences first-hand how participating on sports teams can be hard to manage since she has a lot of homework to do after school and often has to miss class for games. Despite this, she believes that athletics ultimately have a better effect on her well-being.

“I like playing sports because I really like exercising,” Eschenlauer said. “A sport is a way to channel the stress you get throughout the school day, and channel it into a physical activity.”

Ari Einhorn:

Students share how they benefit from playing sports during all three seasons

Sophomore Ari Einhorn has participated for two years on the boys varsity soccer team, the boys JV basketball team and the boys varsity baseball team. This past year, he played an even more significant role on the soccer team than he did his freshman year, serving as the starting goalie, unlike previous years.

Einhorn is occasionally nervous before games, so he takes time to get into the right mindset. He often does this by listening to music and talking to friends. He said that these relationships with teammates are a significant factor in improving his experiences on the teams.

“It’s really nice to play with all my friends,” Einhorn said. “It builds deeper connections for me. And doing [it] all year, I [get] to meet a lot of people. A ton of my friends have come from our [JDS] sports teams.”

Einhorn’s favorite sport is baseball, where he plays shortstop and centerfield. As a freshman, Einhorn made the PVAC all-conference second team in baseball. He says he puts in equal effort to soccer and basketball because he has also been passionate about those sports from a young age. For Einhorn, participating in sports year-round gives him stability throughout the year.

Yarden Wilkenfeld:

This past year, freshman Yarden Wilkenfeld played on the girls JV volleyball team and girls varsity basketball team. She is currently playing on the varsity softball team for the spring season, and hit a homerun at her first-ever at-bat.

Wilkenfeld’s favorite sport is basketball because she enjoys its fast-paced nature and the fact that a team’s success is heavily reliant on their chemistry. This allows teammates to form strong relationships that she says are unmatched by other sports. In the past, Wilkenfeld played basketball year-round, both in and out of school on Amateur Athletic Union (AAU) teams. She feels that playing one sport year-round is too serious, but playing multiple sports allows her to find new passions and form new relationships.

“[Sports] give me something to look forward to after school,” Wilkenfeld said. “[They] also help me form connections with people in other grades, which I think is really fun and important. And it’s also just a fun way to stay in shape.”

Practices and games provide Wilkenfeld with a change in pace from the business of daily life. However, Wilkenfeld also said that she faces challenges in playing sports during three seasons.

“It is very calming, it’s something that’s very consistent for me and it’s something I have to do every day after school,” Einhorn said.

“I feel like otherwise I would have a lot of free time on my hands, so [sports] keep me busy [and] keep me active. It gives me a good balance.”

“It’s hard to balance school and sports. If I get home late every day, I can[‘t] start my homework ‘till late,” Wilkenfeld said. “It’s a hard balance between the two, but once you find a way to manage it all, then it has a really positive impact.”

Photo by Taylor Polonsky, used with permission.

Photo by Jordan Levy, used with permission.

Photo by Adam Hirsch, used with permission.

Brotherly love

Klepper

Eliana Wolf SportsEditor

At CESJDS, many students participate on sports teams, but only some people have the opportunity to play on the same team as their siblings. After years of camps, clinics and United States Tennis Association (USTA) tournaments, the Klepper brothers have performed at high levels of tennis both inside and outside of JDS. This year, junior Evan and freshman Ryan Klepper are playing on the varsity tennis team together as high school players.

For seven years, the brothers have been playing tennis together at various places. Throughout their career, they have spent weeks at Georgetown Prep, Bullis and Landon summer camps and have even participated in multiple USTA tournaments.

“When we were younger we would do joint camps,” Ryan said. “And at a young age, most people aren’t very good yet. So when we play[ed] doubles, we absolutely destroy[ed] people.”

During the COVID-19 pandemic, Evan and Ryan’s tennis training intensified, as they had more free time to practice together. Even now, the brothers maintain their rigorous training schedule by practicing together at a local park to prepare for each tennis season.

Throughout the years, the brothers have watched each other improve and grow as players. Evan is currently the top singles player on the team and Ryan is a frequent starter as a freshman. Evan has consistently been the top player in his three years on the team, and Ryan joined varsity in middle school, proving his strength.

Evan and Ryan occasionally play against each other in singles, but also find time to play with each other in doubles matches. Last year, they had the opportunity to unofficially play against each

other in the off-season JDS mixed doubles tournament.

“When we did the mixed doubles tournament, it was interesting watching him in the matches,” Evan said. “And although I think I did play him at some point, I don’t think it was part of the official bracket, but it was still fun nonetheless.”

The team dynamic is different than most teams as there are familial relationships in addition to teammate relationships on the court. The brothers are constantly involved in drills together, which allows the other players to play with both brothers. Both of them play practice matches, which lets other players get to know each of the brothers individually. They serve different roles on the team and contribute in their own ways.

“They’re very different personality-wise,” head tennis coach and physical education teacher Alexander Kirsch said. “Evan is a leader but he leads mostly by example and by doing and not as much vocally, whereas Ryan is younger but interestingly enough, is much more vocal and socializes a lot more.”

Both brothers see the benefits of having each other on the team, and they show support for one another when practicing. Ryan respects Evan’s success on the team, as he has had a unique view of Evan’s progress from playing with him for many years.

“Since [Evan’s] been top of the team for the past three years since he joined JDS, I think it’s admirable the way he can deal with the pressure,” Ryan said. “I don’t know if it’s gotten to him in the past, but I think it is admirable.”

In addition to having a unique relationship on the team, Kirsch sees how the brothers bring out the best in other teammates, as Evan and Ryan push each other to do better on the team, but also push others to perform the best that they can.

“They help essentially elevate the level of their teammates,” Kirsch said. “But I do think that it is a good way for them to bond and interact as much as be a part of the team as well.”

Shoes: Nike Footwear

Rackets and Backpacks: Babolat Sports Equipment R

Both Evan (left) and Ryan (right) serve the ball during their matches. Photos by Abby Chesman, LT & Dimensions.

Evan vs. Ryan Tennis Tennis Backpack

Photos by Evan and Ryan Klepper, used with permission

boys share unique experience on tennis team

calling the

coach jach

Maiya Blumenthal OpinionEditor

Returning to the boys tennis team after a seven-year hiatus since his graduation, Ethan Jach (‘18) is on the court again. This time, instead of competing, he is an assistant coach.

After his first season coaching at CESJDS last year, boys tennis head coach and physical education teacher Alexander Kirsch felt that he could benefit from an assistant. For Kirsch, an extra set of hands and eyes is useful for running drills and developing players’ individual skills.

“I think that an assistant is gonna help us a lot because it’s hard having that team environment [at practice] but also wanting to individually coach up each player and have that one-on-one time,” Kirsch said.

According to Kirsch, having another coach means that he can diversify the drills more. Because Jach was a doubles player, Kirsch says that he and Jach can now divide the players by singles and

doubles for certain drills, allowing each player to develop in the specific areas necessary for their role on the team.

In addition to the extra coaching assistance, sophomore Josh Dori appreciates the energy Jach brings to the team.

“Having another coach out there means that there is now twice the opportunity to get better,” Dori said. “It is also just twice the positivity, and he really is just such a positive guy.”

Outside of coaching the team, Jach works for National Conference of Synagogue Youth (NCSY) and is finishing his education at University of Maryland where he is studying mechanical engineering. Despite having to split his time between his various obligations, Jach still hopes to make an impression on the team by helping players develop fundamental tennis skills.

“I really believe in the [JDS tennis] program,” Jach said. “I think it builds life skills and I am just happy to help out.”

Major: Favorite tennis player: Years playing tennis:

Photo by Mia Forseter, LT

Jach, front middle, with the rest of the varsity boys tennis team in 2015. Photo by Dimensions Yearbook (2015)

varsity tennis

Alumni return as assistant spring sports coaches

shots coach weiss

MEET AARON WEISS

Front or back row:

Favorite volleyball player:

Favorite volleyball term:

Years of graduation:

Years playing volleyball:

means: let’s get a good pass

When Aaron Weiss (‘17) stepped off the court of his final volleyball game in 2016, he thought it would be his last time playing volleyball in the JDS gym. However, eight years later, Weiss returned as an assistant coach for the boys varsity volleyball team.

“I really enjoyed my time here at JDS, playing volleyball for three years,” Weiss said. “I’ve always loved this school and I’ve wanted to give back so it’s great to give back in this way.”

Similar to Jach’s role on the tennis team, Weiss offers an extra set of hands to the team at practices. Weiss’s assistance is particularly helpful for head boys varsity volleyball coach Scott Wertlieb this year, since there are many new players who require additional help in learning the fundamental rules of the game.

“He’s an expert with helping us with all the practice drills because he played here before,” Wertlieb said. “He’s really good at just giving me a different perspective as to our offensive and defensive strategy.”

boys varsity volleyball

While so far his coaching experience is very different from his experience as a player, Weiss appreciates the opportunity to come back as a coach, and stay connected to the sport he loves.

“It’s different [to be a coach] obviously,” Weiss said. “You go from learning the sport to teaching the sport but it’s a lot of fun on both sides and I’m very happy to be doing it.”

Unlike the tennis team, the position of an assistant coach is not new to the volleyball team. When that position opened up this season, Weiss said he eagerly ap -

plied. Director of Athletics Becky Silberman credits both Weiss and Jach’s eagerness to coach to alumni who are already coaching teams.

“I think the alumni word is spreading,” Silberman said. “We have this whole crew [of alumni coaches] and then they’re telling their friends, and their friends are telling their friends, and so that’s why I think a lot more [alumni] are interested in coming back.”

Photo by Mia Forseter, LT

Weiss, front row second from the left, was the setter for the boys varsity volleyball team. Photo by Dimensions Yearbook (2015)

A guide to support Lions sports teams this spring season

DEFEND THE DEN

Lily Rulnick, Editor-in-Chief

Show up to games

One of the best things anyone can do to support the teams is to show up to games which is a great morale boost for the athletes. Going to games with friends is a bonding experience for peers and brings the entire JDS community together. School spirit and unity at JDS sports events are top-notch, making it an encouraging experience for the players and a fun time for game-goers. Checking the sports schedule on the JDS website is always a great idea ahead of a big game. Pictured: Oliver Ferber (‘23) and math teacher Robbie Shorr.

Make posters

Not only do posters motivate the players, they also automatically lead to greater attendance at games. Posters are an awesome way to display school spirit and show opposing teams the kind of team they are up against. “A poster makes me feel supported by the Kehillah, the community around me and it gets me motivated to play better … because I know all my friends and [my whole] community is supporting me,” junior and boys JV basketball captain Avi Friedrich said. Pictured: junior Ezra Raskin.

Promote teams on social media

Manage a team

While athletes are crucial to the success of a team, nothing can run smoothly without the support of the team managers. Becoming a manager for a JDS team means helping the team thrive, and it enables the manager to feel part of the team. Some managers can also earn sports credit, which is just another plus. A manager’s time commitment varies, and most coaches are flexible regarding scheduling. Pictured: boys varsity volleyabll manager and junior Isabelle Jacobs and junior Netanel Bitton.

Even if you’re unable to attend games, reposting the successes (and even losses) of a JDS team is an important way to support the athletes. Reposting scores can help the athletes feel seen and let them know people are following their season, which is a great form of motivation. Many teams also post their game schedules. Reposting these is a wonderful way to encourage people to show up and support the teams, whether or not you can make it to games. Pictured: boys varsity baseball team Instagram.