Grandparent News
CONTENTS Upper School News.................................................................3 Middle School News................................................................6 Lower School News................................................................8 Early Childhood Center News............................................ 10
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Cong rats! Varsi ty Vo lleyba the C ll win hamp s ionsh ip
Girls
Way to go! Model Congress Team wins Best Small Delegation at UPenn's Annual Tournamen t
UPPER SCHOOL NEWS SENIOR STUDENTS STUDY TALMUD WITH SENIOR CITIZENS Rabbi Schiowitz's Grade 12 Honors Talmud Seminar class walked over to Congregation Kehilath Jeshurun to participate in a "lunch and learn" with a group of senior citizens. As the new KJ auditorium filled with chatter and laughter, the students introduced the adults to a passage from Masechet Kiddushin about whether it's preferable to have the father or the son learn if only one is able to. Together, the seniors and seniors discussed the law and the hidden meanings of the supernatural story that follows it. One woman who learned with the students said, "It was such a wonderful experience today speaking with the seniors from Ramaz about the Gemara and about life... This special generation is the future of the Jewish people."
US WELCOMES ISRAEL MINISTER OF EDUCATION Ramaz had the great honor of welcoming Naftali Bennett, Israel's Minister of Education and Minister of Diaspora Affairs. Minister Bennett addressed the students with an optimistic view of our future and the future of Israel. He discussed the position Israel is in today from an economic, social, and security point of view. He assured the students that Israel is rising above the nations and that we are on a path to a safer, more educated, better-off Jewish state. Bennett received multiple rounds of applause from students throughout his address. Minister Bennett also clearly spoke about his views on the peace process with the Palestinians. He made it clear that he always believed diplomacy came first and spoke words of peace to our students. Minister Bennett took the time to remind us that as Minister of Diaspora Affairs, he is, to an extent, our representation in the Knesset, which definitely helped students feel a stronger connection to Israel. Minister Bennett also stressed his fear and worry over assimilation in Israel, but more abroad. He assured the students that he will use his role as Education Minister to help spread the pride of being Jewish in Israeli schools, but he said he worries more about assimilation outside of Israel, especially in America. He explained that in our 2,000+ year history as a people, we have always been pressured to leave Judaism. But we are the proud descendants of those who did not give in to that pressure. Overall, Naftali Bennett brought words of hope and opened the students' eyes beyond the darkness they are witnessing in the news on a near daily basis. He showed them how although the current situation does not look too bright, it truly is, and that we should stand with pride as Jews and as friends of Israel.
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CHESED FOR ALL AGES Recently, twelve seniors set out on a RamCorps (Upper School Chesed Club) trip, themed “Providing for Individuals of All Ages with Disabilities / Special Needs: Socialization, Education and Inclusion." The day included visits with the educational directors of both public and private schools that serve children, teenagers, and young adults whose learning styles and special needs require differentiated instruction and specialized programming. The morning was spent at the Julia Richman Education Complex. The Director, Ms. Ana George, presented an overview of the program, and described the services NY State provides for students who qualify for these specialized services. Ms. George shared the story of her brother who is autistic, and how her desire to best serve him motivated her to pursue special education. Because of her warm style and inviting manner, several of our students spoke comfortably about their siblings who need special services, and the insurmountable challenges their families face in securing those services in Jewish schools. Our seniors easily connected with the students, and good noise emanated from the classroom: laughter, some singing and cheering when riddles were solved and puzzling questions were answered correctly. In the afternoon, the group visited with Ms. Chavie Kahn, the Director of IVDU, a division of Yachad. IVDU's program is designed "to prepare young adults with disabilities to transition into adult life by maximizing their strengths and preparing them for the work world." Ms. Kahn's passion for each child was palpable. The Ramaz Seniors worked with the students on a Passover craft project and resisted reacting to comments like, "I have no friends because I'm autistic and you're too normal." At the end of this amazing and meaningful experience, the seniors all learned to try to emulate the ways of all the teachers working at these institutions. It is important to treat everyone equally no matter our differences since we all are Hashem's children.
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STUDENTS FROM ISRAEL VISIT RAMAZ Recently, six gifted and talented Israeli students visited Ramaz: students from the AMAL high schools in Tzfat, Hadera, and Tel Aviv, accompanied by Dr. Ronit Ashkenazi, Pedagogic Director of the AMAL schools. Our guests visited science and Hebrew classes, ninth graders in Honors Biology, eleventh graders in Honors Physics, seniors in Honors Senior Seminar Biology, Honors Chemistry, and Honors Seminar Physics. The AMAL students presented their innovative projects, ones that speak for their creativity and futuristic visions for the practical applications of scientific concepts. Faculty members from the science department, Ms. Brachot, Dr. Aharon, Dr. Bergman, and Mr. Klotz, extended a warm welcome and their students were excited to meet and greet their Israeli peers, intrigued by their innovative solutions to social and humanistic problems. One of the Israeli students, Anael, demonstrated her "CleanScop" project, a simple sticker that easily covers a stethoscope, preventing the spread of infection-peel on, peel off. She's the CEO of the group, and now the members of her team will proceed to market their product, and secure corporate funding. Ramaz students then presented their unique projects, ones that reflect their work at Cooper Union Summer Stem Program, Blue Stamp Engineering, and at the Flatiron Project: "A Sustainable Wind Turbine Lantern," "Lead and Arsenic Biosensors," and an "EKG Heart Rate Monitor," to name a few. The AMAL students were fascinated by our students' innovative designs, and the synergy between the two groups was palpable. Ms. Maccabee and Ms. Barak welcomed the Israelis to the ninth grade Hebrew class, a time reserved for informal conversation in Hebrew related to life in Israel and shared teenage interests, a relaxed mifgash. Rabbi Grossman, faculty, and students schmoozed in Hebrew, over lunch and laughter, and a real sense of camaraderie emerged. This experience was inspiring and impactful, and the projects presented reflected our schools' values: the fusion of academics, social service, ingenuity and creativity.
The Amal Education Network was first established in Israel as early as 1928, an idea which grew within the first Israeli trade union movement, and complemented the socialistic vision of pre-statehood Israel. Today, decades later, there are 128 AMAL schools extending throughout Israel, and they are leaders in scientific technological education, and project-based investigative learning. The students who attend are from diverse backgrounds: religious and secular Jews, Muslims, Christians, Bedouins and Druze.
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MIDDLE SCHOOL NEWS 8TH GRADERS CREATE I-MOVIE ABOUT THE HOLOCAUST The 8th grade worked on a movie project about the Holocaust this year, in which each 8th grader chose a city in Europe and learned about Jewish life in that city before and during the Holocaust. As part of this project, each student found three pre-war photos taken in their city and learned about the people in them. They then found three pictures from their own life similar to the pictures of their pre-war community. This project compares life before the Holocaust in Europe to our lives today in the United States, showing us how similar they are. The Jews in Europe before the Holocaust felt like part of the communities in which they lived and were usually treated as equal citizens by their non-Jewish neighbors. They had good lives, with families, education, jobs, and homes, just like we do today. Jews had been living in these communities for centuries and sometimes millennia. When the Nazis first came to power, the Jews had much to lose if they were to suddenly leave their homes to go to a place where they had nothing. Jews often assumed that the anti-Semitism would blow over and were reluctant to leave everything behind. By the time the Jews realized that the anti-Semitism wouldn't dissipate, it was too late for many of them to leave; the Nazis would no longer let them out. Learning about the lives of pre-war Jews in Europe teaches us how much the Jews lost in the Holocaust. They started with so much and lost so much between when Hitler came to power in Germany in 1933 and the end of the Holocaust in 1945. Communities that had existed for centuries were wiped out in 12 years or less. It is important for everyone, Jews and non-Jews alike, to look out for each other and stand up against persecution so that nothing like this could happen again, to Jews or anyone else. For my peers and myself in particular, as the last generation who will know Holocaust survivors, we must preserve the memories of these individuals and their communities. -Written by Grade 8 Student
CHESED CLUB PREPS PACKAGES FOR HOMEBOUND SENIORS As part of the Middle School Chesed Club's dedication to help others, the Chesed Club students prepared beautiful baskets for the seniors of Dorot. Located on West 85th Street in Manhattan, Dorot is a social service organization which provides a wide range of services for seniors. These festive baskets, including wonderful treats, will be distributed to homebound seniors. The Chesed Club takes great pride in doing good deeds for others. Dorot provides the opportunity to enhance the lives of seniors who might be homebound and in need of friendship. We hope the people receiving our
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baskets will enjoy them as much as the students who prepared them with love and friendship.
MANHATTAN SCHOOL OF MUSIC PERFORMS OPERA AT RAMAZ In our ongoing partnership with the Upper West Side's Manhattan School of Music, MSM opera students performed an original play titled, "Beauty and the Baritone," at Ramaz for our grade 6 students. The show explained many musical terms, and showed (in a fun, lively, and interesting way) how an opera is put together. The music was great and the students really enjoyed it! Seventh graders were also treated to a performance of "Cendrillon," an opera based on Cinderella, presented by MSM. The performance was the culmination of this semester's Strike a Chord Music Enrichment Program, sponsored by a Ramaz Grandparent. The students were riveted listening to the soprano, mezzo-soprano, and baritone voices come together in story and song. They learned a great deal about opera as an art-form and enjoyed it immensely.
SPECIAL FATHER-SON & MOTHER-DAUGHTER DAVENING The Middle School was the venue for very special father/son and mother/daughter Shacharit recently. It was the second time that dads were invited to join the davening and the response was remarkable on both occasions. The spirited Tefilah was led exclusively by the students and at its conclusion, the proud fathers left for the day inspired, energized, and eagerly anticipating the next father/son Shacharit! At the same time, the 6th, 7th, and 8th grade girls were joined by their moms. The girls from each grade participated in leading parts of the Tefilah. One mother commented on how inspirational it was to see the girls so involved in their prayers and to hear the girls' voices all blending together. A mother of a sixth grader was so inspired that she hopes her daughter will take on a leadership role!
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LOWER SCHOOL NEWS SETTING THE STANDARD FOR HEBREW IMMERSION The phrase "Ivrit B'Ivrit" (Hebrew being taught in Hebrew) means different things to different schools. Most often, it represents a commitment or attempt to have Hebrew language taught by a Hebrew speaker. Given the difficulty of obtaining high quality Hebrew instructors who are either Israeli or fluent in Hebrew, many schools fall short of creating a genuine immersive experience in the language. Under the inspiring leadership of Hedva Ofek-Shai, the Ramaz ECC and LS have become the standard bearer of how an authentic immersion in Hebrew can effectively bring children to a level of comfort and excitement with both receptive and expressive Hebrew. From the time they are in nursery, children are exposed to Hebrew conversation, without English translation. What begins with simple exposure to short phrases and descriptions becomes robust conversations around literature, tefilah, holidays, and Torah. Indeed, over the last few months, we have been happy to host educators from around the country and the world who have heard of our Hebrew program and felt the need to observe it themselves. A special hakarat hatov to our dedicated ECC and LS Judaic Studies teachers who live this program every day!
CREATING MAGIC IN THE LOWER SCHOOL ART STUDIO Each grade has been using a variety of media to create beautiful work. In kindergarten, the students learned the process of stamp printing using various sized corks. From there, they had to use their imaginations and turn their stamps into Purim related images. In first grade, the students studied facial expressions and learned how to draw these different emotions. They produced very colorful and fun paintings, each including a different face. The second grade is well into their New York City unit. Our little architects created maps, blueprints and renderings. The final addition to these renderings will be a photograph of the students standing in the doorway of their art work. The second grade is literally opening doors! In third grade, the artists created fun and colorful creatures based on the illustrations from the book Where the Wild Things Are. Our fourth grade learned the art of printing and, for a new twist on teaching about lines, the students printed the human skeleton. Once printed, oil pastel was added to their work. Each grade has impressed us so much with their effort, creativity, and imagination and we look forward to our next units!
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GRADE 4 CREATES CODES FOR OZOBOT, A TWO-INCH ROBOT! Grade 4 students began their week working with one of the smallest robots known as the Ozobot. They learned that the Ozobot reads code written in specific colors. Students have been creating computer codes, a set of directions, on a computer and now they are creating code using markers and paper. Each class worked in small groups to test out some codes they created. The students then learned that the Ozobot can read many different codes with combinations of different colors. Over the next two weeks, the students will each work on their own to create a design that we hope to put together into a class collage. Once the collage is created, the students will then test their codes as a class to see how the Ozobot reads their class collage.
LOWER SCHOOL BOOK DAY This year’s Lower School Book Day was dedicated to the story, The Boy who Harnessed the Wind, a children's book based upon an adult version of the same name that was the subject of our Upper School Book Day a few years ago. The book tells the true story of William Kamkwamba, a young boy from Malawi who built a windmill from junkyard detritus for his poverty stricken family. Through the LS Book Day activities, our children learned about all aspects of story: the science of windmills, the culture, music, and dance of Africa, and the nature of famine and drought. Our students experienced the wonder and discovery that comes with learning about a foreign land and culture, and they experienced the power of books and reading. Among the most important lessons our LS students learned was the power of the human spirit. Poverty had forced William to drop out of school; he endured the taunts and ridicule of peers who did not believe a fourteen-year-old child could create electrical energy from a machine made out of garbage. Through his hard work, perseverance, and creativity, William produced electricity by harnessing the wind. What he truly harnessed -- and what his book celebrates -- is the Divine spirit that has the power to animate each of us and propel us to greatness. Time Magazine named William one of the "30 People Under 30 Changing The World." He inspires our students to think about what they could accomplish, and the positive change they could bring, by harnessing the Divine spirit that moves in each of them.
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EARLY CHILDHOOD CENTER NEWS NURSERY STUDENTS PREPARE FOR PESACH AT THE MET EGYPTIAN ART EXHIBIT Nursery students went on an exciting trip to visit The Metropolitan Museum of Art's Egyptian Art exhibit. Their visit gave the children a better understanding of the Pesach story. Through visualizing the Egyptian Art, they learned more about the way people lived in Mitzraim. The children saw a large statue of Pharoah, drawings on papyrus paper depicting daily life in Egypt and the Temple of Dendur, which had hieroglyphics on the walls. The children enjoyed looking at the way the Egyptians lived in ancient Egypt!
ECC EXPLORES SENSES, CULTURES, AND MORE! In preparation for Purim and in conjunction with learning about the sense of hearing, Pre-K students went on a Sound Scavenger Hunt. First they made a list of sounds they might hear as they move around the building. These included children's voices, Morot's voices, footsteps, the elevator, a door closing, lunch carts rolling, and music from the music room. Then they walked around the building listening for the sounds on the list. They were delighted when they heard all of them! Kindergarten students have explored many different cultures and themes. They welcomed parents to their classroom and tasted foods from around the world. They learned about the Syrian culture and made the delicacy called sambousak using a new kitchen tool, a tortilla press. They also learned about the Mexican culture and made corn quesadillas and guacamole! The learning was not limited to food, as the children learned that hockey is the most popular sport in Canada, got to see real Canadian money, and made their own hockey jerseys. A highlight of the week was hearing from Morah Tamara who was born in Argentina and then moved to Israel; she told the children
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about her life in Argentina and showed pictures. They then made a delicious treat of alfajore, which is made with two small cookies and a caramel spread between them.
KINDERGARTEN STUDENTS GETS VIDEO RESPONSE FROM SCHOOL IN ISRAEL In conjunction with their culture study, kindergarten students sent a video to Gan Arava, a school in Israel, posing questions to investigate what was the same and what differed from life in New York. Our students were very excited to hear back from Gan Arava. Their video response showed what their school looked like both outside and inside. Gan Arava students answered all of the Ramaz kindergarteners' questions in Hebrew and then asked several questions in return. After watching the video, the kindergarteners considered the similarities and differences between the schools. Some similarities noticed were: "we are all in school, our class and their class both speak Hebrew, we are both learning to read and write, and we all love story time!" Some of the differences were: "they have a much bigger outdoor play space, they only learn Hebrew at school, while we learn both English and Hebrew, the weather is warm there, and they live in houses." We also noticed that in their classroom they have a big paper tree on the wall and they have some real plants starting to grow next to their tree. The Ramaz kindergarten students are eager to continue the conversation!
PRE-K STUDIES THE RAIN FOREST Pre-K students have been very busy studying the rainforest, and took a trip to the Central Park Zoo in order to further study this unit. Students were divided into three groups; the lemur, macaw, and tree boa group. Each group was asked to make observations about their animal and answer a few questions, with the knowledge that when they came back to class their group would share that information with the rest on the class. Fortunately, when at the zoo, there were many zoo personnel walking around who were available to answer questions and share fascinating facts about the animals. When the children came back to school, they were beaming with pride as they shared information about "their" animal, and answered any questions their friends had. Each child was also given a checklist with pictures of six animals they would see in the tropic zone. It was just like an animal scavenger hunt! The children were bursting with excitement when they walked into the Central Park Zoo Tropic Zone and saw the Victoria Crowned Pigeon walk by their feet, and then eagerly checked off the appropriate box on their list!
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The Ramaz School 114 East 85th Street, New York, NY 10028 212-774-8055 • www.ramaz.org