Volume 51, Issue 6 (February 2018) - The Rampage

The Rampage

The Newspaper of the Ramaz Upper School

New York • Volume 51 • Issue 6 • February 2018 • Shevat 5778

Dr. Stone Returns Harry Shams '19

Dr. Jay Stone, a veteran history teacher with over thirty years of service at Ramaz, came out of retirement to teach four junior American history classes. News of Dr. Stone’s return came at the beginning of the second semester in a statement sent to parents of Ramaz juniors, in which Rabbi Shlomo Stochel stated that “the Ramaz community is indeed fortunate in having fostered such loyalty and dedication” in Dr. Stone.

Rabbi Stochel went on to say that the administration thanks “Dr. Stone for agreeing to return” and “interrupt his long-planned retirement just begun in

June 2017 to come back and teach four sections of 11th grade American history.”

Dr. Stone’s return to Ramaz marked the first time a Ramaz teacher has come out of retirement to teach at the school. When asked whether he was hesitant to come out of retirement, Dr. Stone said that he felt “both honored and privileged to be called upon to help out.” He continued, “Returning to Ramaz is certainly a mixed pleasure, as I truly missed many of my former students and colleagues, while I could hardly say the same of a 6 AM. wake up. My dog has already filed a complaint with the Continued "Dr. Stone" page 2

Choir Goes to Israel

Daniells Symonds '21

On Wednesday, February 7, The Ramaz Choir embarked on the much anticipated Jerry Lefkowitz Ramaz Choir Israel trip.

The choir had been counting down the days for months, and when the week finally arrived, the choir kids were busy in preparation. Little did they know that this trip wasn’t their ordinary vacation; this trip would give them a fresh glimpse of Israel.

The first stop on the trip was at the Reali School

in Haifa. The Ramaz choir performed for the whole school and watched four of Reali’s most prestigious singers perform “Believer.” This song was familiar to the Ramaz students and helped them relate to the Reali students, who listen to and sing the same songs that Ramaz students might have listened to thousands of miles away. “It was really cool to see the kids perform a song we know so well,” said Cameryn Guetta ’19. “We could

really relate to them and got very into it.”

The choir enjoyed a beautiful Shabbat in the mystical city of Tzfad, along with a relaxing Shacharit in the archaeological excavations of Livnut U’Lehibanot, a volunteer organization in Israel. Later that afternoon, the choir went on a Shabbat stroll to Ziv Hospital, where the singers performed for hospitalized children.

“The hospital was definitely the highlight of my trip,” said Taylor Roslyn ’21. “It warmed my heart seeing the kids dancing and singing along with us. We made them so happy.” The experience at the hospital left the students wishing for more performances that would use music as a mediContinued "Choir Trip" page 2

#KeepItFresh: A Cleaner School

Sophia Kremer ’20

Students arrive each morning to a clean school building. But by the end of the day, the lounges, hallways and classrooms are littered with empty water bottles, open snack bags, crumpled papers and other trash. The Ramaz Upper School Student Government (G.O.) started a new campaign called keepitfresh that is geared towards fixing this problem and keeping the school cleaner.

The GO has been promoting this campaign on their instagram with the hashtag in the caption. Their first post was a video of GO president Richie Hafif ’18 instructing a freshman to pick up his garbage, and the second post was a photo was of Associate Vice President of the GO, Becky Tauber ’19, shooting a piece of garbage into trash can. The GO snapchat, run by Amanda Koptyev ’19, has also been posting photos and videos reminding students to keep the school “fresh.” The GO uses social media to make the issue resonate more with the students because it is their fellow peers, not just the administration, instructing them not to litter.

This campaign began because the administration and the G.O decided that the school, as a community,

needs to care for and about their second home. This idea was addressed in the November SFAC meeting

by Rabbi Dov Pianko. He said, “This matter is a sense of pride. We spend more time here then we spend at home and when it is messy it is not a enjoyable place to be.” Rabbi Pianko presented pictures of the lounge at its worst that truly shocked the members of SFAC.

Jack Fisher ’20, president of the sophomore grade, emphasized the importance of addressing the issue immediately. “Students leave open spills in the lounge. It will be cleaned at the end the day but someone could get it on their shoes or slip on it before that.”

In the meeting, the lunchroom tray idea was brought up: the new initiative that students must use a tray for their food in the lunchroom. This idea was very successful and the SFAC tried to think of ways to integrate this idea into keeping the lounges clean. Dr Aharon pointed out that “It is a question of ownership.”

Hafif said, “the resolution to this issue is really about

Continued "The Campaign for a Cleaner School" page 2

Inside this issue...

HQ or Mincha?...The problems with a 3 pm game page 2 Hineni Continues...The Annual Ramaz Dinner and the mission to Puerto Rico uphold this theme page 5, 7 February Break Replaces Intersession...Students reflect on this major calendar change page 9 History Paper Assignments Need to Go...Esti Beck '19 discusses problems with the paper process page 13 Crossword...Solve the Rampage crossword puzzle! page 16

News 2

The Rampage

Choir Trip

HQ or Mincha?

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cine or as a tool for bridging gaps. They were not disappointed, as that performance at the hospital was only the beginning of a musical tour with a strong focus on chesed and paying back to the land.

The choir traveled to the city of Nazareth, where they met students at the music school Polyphony, where over 25,000 Muslim, Christian, and Jewish children have been learning music together. The choir and the students of Polyphony

went on a tour of the city together, which culminated in a performance: the choir sang, while Polyphony accompanied them on string instruments. “It was very interesting to get to know the kids. The kids were Arabs and had very different religious views and cultural practices,” explained Derek Korff-Korn ’18. “Meeting and talking to them was one of my highlights of the trip.” Later that afternoon, the members of Polyphony joined the Ramaz choir at the Tahini Factory, where they drank warm shots of tahini and nibbled on freshly made halvah.

While the week was nothing if not a constant cycle of performances, a few performanc-

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es stood out in terms of prestige—most notably the choir performance at the Knesset.

The Ramaz Choir had the privilege of touring the Knesset with the children of Rachashei Lev, a cancer support organization, and meeting Housing Minister Yoav Gallant and Minister of Health Yaakov Litzman. The choir then sang for the children with cancer and for Knesset Leader of Opposition Isaac “Bougie” Herzog, who is also a Ramaz alum.

Later that afternoon the choir performed at a Ramaz alumni event in Jerusalem, with over 500 alumni members in attendance. The alumni who had been in choir before graduating joined the current choir members onstage to perform the songs “We Came to Sing in Jerusalem” and “Amen” for

the rest of the alumni.

Throughout the week the choir followed a jam-packed itinerary and visited several more hospitals and non-profit institutions that help children with mental and physical disabilities, such as Beit Issie Shapiro and Yad Sarah. The choir and chamber choir performed for both young children and senior citizens and saw firsthand the happiness that the music brought to them. It brought many of the stu-

dents a tremendous feeling of meaning and purpose. Keren Kubersky ’21 explained how “we realized it wasn’t about the vacation anymore, but the chesed that we were doing.

The smiles we were putting on these kids’ faces made a sleepless week all worthwhile.”

Becky Tauber '19

Over the last few months, the trivia game show app HQ has become extremely popular worldwide and within the halls of Ramaz. HQ takes the form of a live game show, in which a host asks a series of twelve increasingly difficult questions, each with

setup is that HQ begins at 3 PM, precisely the same time that Mincha is scheduled to begin at Ramaz. As the app is becoming more and more popular, more people have the urge to play for the chance of claiming the title of “HQ champion.” The students of

three answer choices. Players have ten frantic seconds to answer each question, and if an incorrect response is chosen, the player is eliminated. If a player answers all questions correctly, he or she is rewarded with a portion of the grand prize of, usually, $2,500. The sum of money is split among all of the winners of that specific game, with one game usually averaging around a million players to start.

The exciting thing about HQ is that it only goes live twice a day: at 3 PM and 9 PM. Each player must be on the app at the time the game starts, or else they miss the chance to enter the game.

The main problem with this

the Ramaz Upper School are no exception. Students of all grades are guilty of sneaking a game of HQ during Mincha.

Many hide in the back of the classroom and hope that the teachers don’t notice. In a poll given to the junior grade on Facebook, more students than not voted that they are guilty of playing HQ during Mincha at least once. If the game could be played alone and quietly, perhaps the whole phenomenon would go unnoticed. However, HQ is a fun game to play with a bunch of friends and can also cause a lot of commotion and yelling when trying to figure out the correct answer. This situation makes it pretty obvious to tell

Continued "HQ Outbreak" page 2

Dr. Stone

ASPCA.” Dr. Stone went on to say that while he is “certainly looking forward to some very full and not so restful days at home,” he nonetheless feels that it is “always good to feel useful.”

Student reactions to Dr. Stone’s return were overall positive. Hank Shalom ’19, a student in one of Dr. Stone’s sections, said, “Dr. Stone is a lover of history. It’s obvious that he enjoys teaching the subject, and his light and entertaining humor adds an aspect to the class that I’ve seldom found in my past history classes. Overall, Dr. Stone has done a fantastic job during his brief return to the school.”

In light of retirement plans, Dr. Stone

February 2018/Shevat 5778

only remained at Ramaz until February 28th, at which point Dr. Jucovy took over his classes and will teach them until the end of the school year.

As History Department Chair and designer of the junior American history curriculum, Dr. Jucovy is undoubtedly well-qualified to take over for Dr. Stone. In his statement to junior parents, Rabbi Stochel stated that juniors have a rare opportunity “to benefit from Dr. Jucovy’s outstanding reputation as a master history teacher at Ramaz.” Dr. Stone is certainly missed by both the faculty and the students at Ramaz now that he has re-entered retirement. However, for the short time that he was here, juniors were fortunate to learn from this Ramaz veteran.

The Campaign For a Cleaner School

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changing the mindset of the students.

Why would you want to be here all the time surrounded by trash?”

Rabbi Stochel suggested that there needs to be “some sort of social stigma attached to leaving garbage” that will push students to be proactive.

“You have to have that inner fortitude to say to a friend, ‘You just left that garbage…put it away, this is our lounge, the place where we relax,’” he said.

S F A C attendees proposed ideas to combat the excessive litter, including creating a slogan or putting basketball backboards on the trash cans in order to encourage students to throw away

trash. The SFAC’s hope is that students as a whole will realize it is their responsibility to clean up the trash that fills the place in which they spend most of their day.

The slogan idea was agreed on and now the school is giving it a try. It is up to the students to see if this idea will take off and have an influence on the students’ mindset and actions regarding garbage in the school.

February 2018/Shevat 5778

The Rampage

HQ Outbreak continued from page 2 when someone is playing during Mincha: if you look out and see a group of students all hovering over one person, it is likely that they are all playing.

The HQ/Mincha conundrum was a big problem for a while at school. Chaos and disruption would consistently erupt during Mincha, to the point that Ms. Friedman and Ms. Benus dressed up for Purim as the HQ app and as the 3 PM Mincha slot. In one minyan, Ms. Krupka walked in saying that anybody seen playing HQ would have their phone taken away immediately. Aside from this, h o w e v e r, there have not really been extreme consequences for playing. Rabbi Slomnicki explained that in the Mincha room that he attends everyday (room 704), he has not found that students playing HQ during Mincha has been a serious problem, and he said that the number never really got out of hand. When asked about whether or not the administration was planning on meting out harsher punishment in order to prevent people from playing, he responded, “In general there’s an expectation that students are not using their phones during Mincha, and as such there’s no reason to be ‘more strict.’”

However, as Ramaz students

Zachary Buller '20

have known about the game for a month or two, some say that the desire to play HQ overall has decreased.

Although the game continues to expand throughout the world, within Ramaz, HQ could just be a fad that passes just like hackey sack. “I honestly think that the amount of people who are playing HQ at Ramaz has died down recently,” said Jacob Bengulaid ’19. “The hype is over. At least that’s what I’ve seen.

Once in a while you see someone playing, but before it was basically everyday.”

Therefore, although HQ is definitely a craze around the world, it seems that within the walls of Ramaz, the game has lost its mystique.

Although there definitely were and still are groups of students who are conspicuously playing, it doesn’t seem like teachers were specifically instructed to keep a lookout for it at Mincha time. But just to be safe, maybe students should stick to the 9 PM game.

News 3

Foreign Language Exams Eliminated

Esti Beck '19

Students this year bade farewell to Spanish final exams and welcomed in a new policy of being graded on a final project. The policy to get rid of the Spanish midterms was solidified after much joint discussion between the Foreign Language Department and the administration, and was implemented for all grades except for the seniors, who are preparing for their AP exams and took a midterm to train them in persuasive essay writing and test-taking. This change in finals policy marks only one in a stream of changes that have been made to the foreign language curriculum this year. For example, instead of sticking to the tradition of taking three tests per semester, Spanish and French students took only two exams. Despite pushback from Department Chair Dr. Roldan, the administration decided that there was no good test-day to schedule the third test and thus eliminated it from the schedule altogether.

Once it had been settled that there would be no foreign language finals, the department decided against replacing the final exam with an essay

and chose to assign a customized project for every class based on its curriculum. For example, ninth and tenth graders taking Second Year Spanish had to do a project based on uses of the word “se,” and Dr. Roldan’s Fourth Year Spanish class gave presentations based on charity projects in which they’d participated. “I learned a lot researching my project,” said Hadley Kauvar ’19. “It was definitely better than a final.”

All grading for the project was based on another new method: the use of a rubric that the students all received. “We thought it was very interesting, particularly in creating videos and presentations,” Dr. Roldan said. “Students seemed to be very engaged. Not only that—it gives them a chance to do and practice what they’ve learned.”

Despite the department’s feeling that the the initiative was successful, the foreign language teachers still plan on returning to the original system of having three tests and a final exam. The junior classes will witness

a change in the structure of their tests, and as they move towards their AP classes next year, they will most likely have both listening comprehension and writing sections on their exams. Beyond returning to a more frequent exam schedule, Dr. Roldan would like for Spanish and French classes to meet more often, specifically on both M and R nonrotating days. The plan, she says, has support from both students and parents. “I think it’s essential for us to see students at least three or four times a week,” said Dr. Roldan. “There’s a lot to cover, and the students want to be in the classroom. They say, ‘why aren’t we meeting more often?’

Parents have asked me, too.” She plans to ask Rabbi Stochel about this for the coming year, particularly for junior students, if not for underclassmen as well. She believes that more frequent classes would expose students to the foreign language in a more involved manner and increase their fluency.

History Heads to the MET

In order to change things up a bit and depart from their routine schedules, sophomores visited the Metropolitan Museum of Art during their history classes to view the Thomas Cole exhibition. The sophomores are currently learning about the Romantic Era and the Industrial Revolution in class, so this special exhibit was a perfect addition to the regular curriculum.

At the exhibit, students viewed paintings by Thomas Cole, a 19th century British-born American artist who is known for his landscapes illustrating the lives of American and British people during his time. His vivid scenes depict the Industrial Revolution and the smoke that filled the city streets on a daily basis.

Specifically, students saw paintings including The Consummation of Empire, Destruction, and View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm—The Oxbow.

Students analyzed the various scenes in each of the paintings and investigated the manner in which Cole’s time period affected his mentality and his artwork.

“Clearly, the Thomas Cole

The Consummation of Empire, Thomas Cole show was very special for our curriculum, and I’m so glad that Dr. Dunitz saw that it was coming and got Rabbi Sklarin to put it together for us,” said Ms. Newman. She felt that the themes of the exhibit were especially relevant, as the new sophomore history curriculum blends European and American history.

“Thomas Cole—born in England, living in America, and travelling frequently between the two—had a perspective on the integration of European and American stories that resonates with this new

integrated curriculum,” she said. “Plus, able to delve deeper into the Romantic he had so much to say about industri- Era and make connections to what I’m alization, Romanticism, empire, expan- learning in history class, but I was able sion—it was so rich with connections to enjoy a day in New York City and its to what we’re doing right now in class.” numerous cultural opportunities.” Ms.

The students truly enjoyed this Newman agreed, “What I liked most cultural experience of visiting a world- was the opportunity to get the students class museum only a few blocks away out of school to a cultural institution, from Ramaz’s doors. According to many to have them experience their learning students, from a different the best perspective. part about The idea of Ramaz is its an art exhibit location in for a history New York class was very City, and appealing!” trips like It seems as this one to though Ramaz’s the Met latest effort to are just one use the city as example of its backyard the many has pleased The Oxbow, Thomas Cole opportunities both students that going to and teachschool in NYC presents. Ben Silverman ers and has left them hoping for ’20 said, “Going to the Met was a real- more opportunities of this type. ly awesome experience. Not only was I

News 4

Becky Tauber '19

The Rampage

February 2018/Shevat 5778

Transitioning: Senior Shabbaton

For the seniors, Shabbaton weekend marked the last of the Shabbatons that they attend as students of the Ramaz Upper School, and their last Shabbat together as a grade. As always, the grade began their weekend on Friday morning with a gradewide davening, Sephardic and Ashkenaz alike. After a special breakfast, the students left the building to board the buses and drive to their first destination, iPlay America. There, the seniors went go-karting, played laser tag and arcade games, went on rides, and hung out together. Following a pizza lunch, the group headed to the Berkeley Oceanfront Hotel.

Upon arrival, they reminisced about their memories from their sophomore shabbaton, which also took place at the Berkeley Hotel. After mincha, room assignments were distributed and everyone dispersed to prepare for Shabbat. As per usual Shabbaton procedure, the students congregated in the hotel lobby to take hundreds of pictures for instagram and facebook.

The Shabbat programing started with spirited pre-Shabbat dancing before it was time to officially unplug. After a meaningful Kabbalat Shabbat and fun filled dinner, the students attended sessions on various topics such as the Myopic Epidemic: Towards a Broader Perspective on Religion in the Modern Day, and Curveballs and Changeups: preparing for what life has to throw at us. These sessions reflected a broader theme of the Shabbaton: transitions. As the seniors are getting ready to graduate in a few months and move on to college campuses and

exciting new experiences, an appropriate topic for their Shabbaton was exploring the idea of change and how to best make decisions following high school.

However, the Shabbat was not only about looking towards the future, but also about looking back on some of the unforgettable memories the students

experience and kids even came up to us saying that it was one of their favorite parts of the Shabbaton by far. We chose to do this activity because we thought it would be fun to write different categories of questions about our experiences at Ramaz and the memories we’ve made.”

After this activity there was free

shared together as a grade in the past.

Through a personalized game of Jeopardy (Ramaz Edition), the seniors had a look back on some of the amazing times they’ve shared. “One of the best parts of the Shabbaton that Kyla and I planned had to be the Jeopardy game,” said class president Elana Shalomoff ’18. “That game really brought our grade together and everyone was involved until the end.

We [Elana and Kyla] didn’t think it would work out as well as it did. Everyone was really into it and people kept screaming out answers. It was a really nice bonding

time for everyone to socialize and hangout around the lobby area. Students were able to just hang out together and talk or play boardgames. Following the jam packed evening, everyone returned to their rooms as the next day awaited them.

Saturday morning, everyone gathered for Shacharit to continue the Shabbaton experience. Following kiddush, the students attended their last ever Ramaz shabbaton session. The boys and girls were split up, and seniors were engaged in a discussion about college and Israel, again focusing on the theme of transitioning past Ramaz,

Ramaz at 81

Josephine Schizer '20

“The Ramaz dinner is the highlight of the year,” says Mr. Kenny Rochlin, a sentiment that is echoed by many members of the Ramaz community. The night of the dinner is highly anticipated throughout the year, bringing together the entire Ramaz community of faculty, parents, students, alumni, and donors.

“The highlights of the whole evening are the students and the performances,” says Mr. Rochlin. “Each of the ensembles creates something very special for the parents that evening.” The student performances are the culmination of months of work, ending with this opportunity for parents to see their children perform and for Ramaz to showcase its students’ varied talents. Many ensembles perform at the dinner, including the choirs from all three divisions, led by Mr. Daniel Henkin, Ms. Randi Wartelsky, and Ms. Chaya Glaser; the guitar ensemble, directed by Mr. Rami Yadid; the band, directed by Mr. Oded Lev-Ari; and the dance ensemble, led by Ms. Ruth Goodman.

“I always love performing at the dinner,” says Kira Berman ’20, who sings in the Ramaz High School Choir and Chamber Choir, “It’s not so often that we get to perform in front of the school, so it’s very special when we do.”

“Being a part of the dance team has been one of the best things at Ramaz,” says Beth Kahn ’20. “Of the many performances we do throughout the year, the dinner is by far the best one. The intense practices leading up to the dinner make the dance team as a whole closer and create strong, unique friendships. The dinner itself is amazing, with the food, the glamour, and the excitement.”

On the Thursday and Friday before the dinner, an unexpected snow storm caused two snow days, derailing a 4-hour rehearsal scheduled for Thursday night. “I'm generally a fan of snowdays, mind you,” says Mr. Henkin, “but the timing was rough. We held

an ad-hoc rehearsal at Kira Berman's mom's house, and about 40 choir people showed up from grades 3 to 12 (plus Oded and Morah Chaya)! It was a really fun bonding experience, and while it didn't make up for the missed rehearsal, it was beneficial and had its own value.”

Dinner practice did occur as scheduled on Friday despite the snow day in the Upper school. School was in session for the other divisions, but Upper School classes were cancelled to accommodate students who live far away and to grant students a study day for their upcoming final exams. Additionally, a quarter of the student body would have been missing class for rehearsal.

“While coming into school on a snow day might not have been fun, I was still excited to work on practicing for the dinner with everyone else, and performing at the dinner on Sunday made me realize that the extra practice paid off!” says Zach Buller ’20.

This year’s Annual Dinner theme was “Hineni,” tying in with the theme for the 20172018 school year. “The Ramaz Dinner each year has its own character and its own focus based on what the theme is,” says Mr. Rochlin. “Hineni is about the idea that we are here to fulfill a mission for the Jewish people and for the world. We’re not just about our own community, but about the greater community.”

The honorees at the dinner all represented the Hineni theme. Four Hineni awards were given out this year: Ilan Kaufthal was awarded the Supporter of Jewish Education and Communal Life Award for his philanthropy towards institutions like Bar-Ilan University, the Columbia University Medical Center, and of course, Ramaz. Alissa Shams was awarded the Family Community Builder and Leader Award for her work on building the Sephardic community at Ramaz and connecting it to the Ashkenaz community, serving as Parents Council PresiContinued "The Ramaz Dinner" page 5

and were able to ask their teachers questions about these transitions. After lunch, students played more board games, hung out and bonded. The day quickly passed by as the third meal of the day was served: Seudah Shlishit. After a lot of food and zemirot, everyone gathered around in a circle for Havdalah. Afterwards there was a spirited DJ’ed Melava Malka where everyone danced together; for many people this was one of best times of the weekend.

The students then packed up their bags and boarded the buses, waving goodbye to the Berkeley Oceanfront Hotel for the last time (at least as Ramaz students).

For the post-Shabbat activity, the buses headed towards Skyzone. Enjoying the last precious moments of Shabbaton, everyone bounced around on the trampolines in the dark with glow-in-the-dark t-shirts.

After arriving at Ramaz late Saturday night, most people thought that this Shabbaton was definitely one to remember. Hyatt Aronoff ’18 said, “I had an amazing time on Shabbaton and it was a nice way to end my Shabbaton experience at Ramaz.” Although not an overthe-top weekend, the Senior shabbaton proved to be yet again another successful Ramaz Shabbaton. Overall, it was a fun, memorable weekend that tied together the priceless moments of the past, as well as prepared for the awaiting future.

The senior Shabbaton of 2018 will be one that many students remember for a long time, and hopefully take with them as they transition beyond high school.

February 2018/Shevat 5778

The Rampage

Double Snow Day Hannah Doft '20

The “Bomb Cyclone” gave students two days off on January 4th and 5th, just shortly after returning back to school from winter break. All schools in New York were closed on Thursday, January 4th. Ramaz students were surprised when after public schools were announced to be open on Friday, January 5th, the Upper School announced it would be closed giving the students a “study day” and a rehearsal day for the Ramaz dinner.

“Once I heard that public schools were open, I finished all my work for the next day thinking we would have school on Friday,” said Ben Silverman ’20. “When the email came out that we did not have school on Friday either, I didn't even believe it at first.”

Rabbi Stochel wrote in an email to the school, “Tomorrow is the Friday preceding the school dinner when it is expected that all those students involved in the dinner performance, more than a quarter of our student body, will miss all their classes while they rehearse in our auditorium. In addition to that consideration, we anticipate that travel times to school

from the outer-boroughs and suburbs may be longer than usual.”

Students that perform in the Ramaz Annual Dinner were glad they would not be missing out on any classes. “It’s always stressful to make up the work when we have rehearsal because classes do not stop,” said Beth Kahn ’20. “I was happy when I heard I would not have to make up any classes I would have missed.”

Students from out of town were also glad that they would not have to commute into the city.

“My bus is always delayed and takes much longer to get into the city after a snow day,” said Natalie Trump ’20. “I didn’t have to sit in traffic because of the canceled day.”

Many took this opportunity to start to prepare for finals.

“I got to get a head start on organizing and making review sheets for finals, which was really helpful and took a little of the stress off of finals,” said Gabi Potter ’20. Many others just relaxed and enjoyed the two days off, but, however they spent it, the student body appreciated their double snow day.

continued from page 4 dent, and cofounding Natan@Ramaz, the communal response organization.

Rachel Abrams Pear, a Ramaz almuna, was awarded the Scholar and Spiritual Community Builder in Israel Award, in recognition of the fact that she started a Modern Orthodox synagogue in Jerusalem. Last but not least, Mamadou Deme was awarded the Caring and Loyal Community Guardian Award for his tireless efforts to keep the Ramaz community safe.

Upper School Security Guard Dwight Johnson says that “the best part of the night was when Mamadou was called to the stage to be recognized with his award for being an outstanding person.”

“This year the dinner was extra emotional, as it honored Mamadou, who in my opinion is worthy of such an honor,” agreed Mr. Andrew Leibowitz, Lower School Dean of Students. “Mamadou dedicates his days to making sure that we are all safe, and to be able to pay tribute to his tireless and selfless actions was really special for me and my family.”

Beyond honoring the amazing people in the community and watching the performances, the dinner is important because it is the highlight of the Ramaz Annual Campaign. “This is an evening to support the school,” says Mr. Rochlin. The Annual Campaign supports the school’s budget by making up for the deficit between Ramaz tuition and the money the school spends in order to operate.

The dinner is an event that inspires a lot of excitement from the Ramaz

News 5

MLK Chesed Day

Maya Chaovat '21

The third Monday of January is a day dedicated to Dr. Martin Luther King and his activism. To commemorate Dr. King and the legacy he left behind, the Ramaz Upper School held a day of service soon after this year’s January 15th Martin Luther King Day. For the first time, the day of service was held during intersession, on Wednesday, January 24th, and students were given many different organizations, times, and locations where they could volunteer.

Students were given the opportunity to go to the New York Common Pantry, the West Side Campaign Against Hunger, and the Grand Central Food Program.

The New York Common Pantry is on 109th street, and provides for almost 400,000 individuals. They serve hot meals for breakfast and dinner, but have a limit as to how many people can be seated.

People who are unable to get a seat are given a bag that is filled with sandwiches, cookies, juices, and more. At 7:00 in the morning, four students went to the New York Common Pantry to serve the breakfast meal. Then the afternoon shift took place, beginning at 11:30 and spanning until 3:00. Students re-

The Ramaz Dinner

stocked pantry shelves, helped clients with food orders, put together pantry packages, and unloaded food deliveries. The clients are given tablets which they use to order their food.

The volunteers upstairs receive the order and package it, while some unpack the food deliveries in order to make them the right portions. Ramaz has had a relationship with this organization for over 15 years.

Another organization at which students had the opportunity to volunteer was the West Side Campaign Against Hunger on West 86th street.

Instead of hot meals, this organization provides food through supermarket styled pantries. The WSCAH gives fresh foods and their clients are given shopping carts and points. The number depends on how many people are in your family, or what your personal needs are. In addition, the WSCAH provides a clothing rack, with used clothing in good condition, and clients are allowed to take a specific amount. Students had an orientation and a tour with Mr. Becker Rosales, the Volunteer and Administration Coordinator. He talked to them about the WSCAH’s vision, which is to give to people with dignity and respect.

student body, and students who aren’t performing also participate in the dinner, taking on volunteer positions as photographers and greeters or helping out at registration. Student volunteer Maya Hoff ’20 says, “Taking pictures at the dinner was really fun. I’m in the photography club, so it was great to have the opportunity

’20 acted as the “Ram Handler,” assisting Sam Deutsch ‘20 while he was in his Ram suit. “It was very fun handling the ram because I got to chill at the dinner and eat sick food,” says Silverman. Indeed, many of the people who volunteered did so in order to partake in the humongous smorgasbord and be part of the festivities.

to use some of the skills I have learned.”

Sam Deutsch ’20’s role was to dress as the Ramaz Ram and to greet dinner guests and take pictures with them.

Deutsch says, “When I first put on the ram suit I wasn't sure how it was going to go. It was hot and I couldn't really see anything. But once I started going around and taking pictures and saying ‘hi’ to everyone, I had a great time.” Ben Silverman

“Since it’s my last year in Ramaz, I decided to spend time outside of the classroom with the faculty and students at the famous Ramaz dinner,” says Ema Rozenfeld ’18, part of the large cohort of seniors who volunteered. “Doing it as a senior and hearing all the speeches about the Ramaz community made me realize that although I’m leaving Ramaz, it will always be a part of me, and it will come

Ms. Benel said they dont give “with a hand out but with a hand up.” The volunteers stocked pantry shelves, bagged fruits and vegetables, and sorted and hung donated clothing. The students were given two time slots to volunteer at this organization, 10:00 A.M. to 12:30 P.M. and/or 1:00 P.M. to 4:00 P.M.

Grand Central Food Program, which is part of the Coalition for the Homeless, is a mobile soup kitchen and delivers meals to those struggling on the streets of New York City. Between 4:30 and 6:30 in the evening hundreds of people line up to receive food and the GCFP makes sure everyone is treated with the utmost respect. Inside, foods are prepackaged and clients come and choose their meals.The students packaged the premade foods and distributed them to more than 200 clients.

This day of service was beneficial to everyone, and according to Ms. Benel, it “actualized values.” that we have at heart.

This day of service took a lot of effort to put together, and was overall a great success, enabling students to give of their own free time to make a difference and help those in need.

to define who I am as a person. I’m glad I had this opportunity, and I definitely look forward to coming back as an alum!”

In addition to students, many alumni and faculty members attend the dinner as well. “I am in a unique position, because I go to the dinner as an alumna, a Ramaz parent, AND a teacher,” says Ms. Amanda Newman, “So I experience it in many ways—I get to see my old friends from school, other parents, and my colleagues.”

For faculty members, the dinner is an opportunity to spend time with their colleagues outside of the school day and to see their students performing outside of the classroom. “I think, in fact, many teachers enjoy watching the students, because it’s always nice to see them in a totally different context, using talents they don’t use in class!” continues Ms. Newman. “And of course, for faculty, it’s nice to socialize and enjoy the experience.”

“The dinner is something I look forward to each year,” says Mr. Henkin, “There's the excitement of seeing/hearing all the hard work come together, there’s the feeling of hoping that everything works right when it counts, and there’s the mild letdown at the end of the night when I see the maintenance men packing up the choral risers and I think about how all the work everyone put into this show is over and done within an hour's time.”

News 6

the-Rampage.org

February 2018/Shevat 5778

Not “Tu” Late to Preserve the Planet: Tu B’Shvat at Ramaz Samantha Sinensky '21

Even those of us who live in an urban jungle owe a great deal to nature’s fruit. Tu B’Shvat, the New Year for fruit-bearing trees, presents a time for Jews in both the diaspora and Israel to recall their connection with the environment and to remember their responsibility to preserve and protect the Earth. In celebration of Tu B’Shvat, Ramaz and the Environmental Club, under the leadership of Ms. Benel, organized activities throughout the day to honor trees and all the benefits they provide.

As Jewish holidays begin in the evening, Ramaz students had a special opportunity to get an early start on the holiday and to celebrate with Rabbi Albo and the Sephardic Culture Club right before the holiday began at nightfall. The Sephardic Culture Club hosted a traditional Tu B'Shvat seder, in which they made blessings on the foods from the shevah minim, the varieties of fruits representing the land of Israel. Ella Rabbani ’21 said, “It was really fun. We said brachot and ate the sheva minim, and Rabbi Albo gave a mini dvar torah on each one. He also brought his guitar and sang for us, which was awesome!”

When students arrived at school the next morning, they were welcomed by a table filled with a bounty of various fruits including pomegranates, dates, dried apricots, and figs. The freshmen’s schedules for the day underwent some

modifications, as they were treated to a visit by educators from Adamah, an organization dedicated to the sustainability of the planet. The educators’ goal was to inspire and motivate the students, and they accomplished this by connecting sustainability to the ecological halachot of the Torah, with related enjoyable activities.

Split into three groups, the freshmen learned about conservation of the environment from individual mentors leading various workshops. One of these workshops specialized in pickling, the process of extending the shelf life of a food through saturation in salt or vinegar. Students were taught to pickle their own cucumbers by storing them in a jar with water, salt, dill and garlic, with spices added for taste. The Adamah instructor informed the students that over the course of a few days, the water would begin to turn cloudy, a sign that good bacteria was beginning to digest the sugars in the cucumbers and was starting to produce acetic acid, giving the sour taste.

The instructor added an educational element by sharing a passage from Tanach that explained the requirement for the Jewish people to preserve and care for the Earth. She pointed out that pickling cucumbers—or any food—was a smart way to “reuse” unwanted food, as opposed to throwing it away, which adds to the enormous amount of food wasted each day.

In the next station, students

were handed jars filled with heavy cream. After fully exerting their energies to shake the jars, the students eventually turned the cream to butter.

“Shaking the butter was a workout,” said Esther Cabot ’21, who found the activities in general to be “really fun.”

When students attended the third workshop, they saw an assortment of beans and sprouts set up on the table.

Students added the beans and sprouts to small soil-containing pots, which they brought home in anticipation of watching them grow. Many students were not disappointed and excitedly noticed growth a few days later. “I never got the chance to plant before,” said Adena Horvitz ’21. "I was intrigued by the idea of how to plant, and I wanted to make a contribution of my own.”

Some people became very enthusiastic about the individual workshops offered at the event. Horvitz and her friends really followed through with the program and took on the plant as a personal project, even deciding to give it the name “Fernando.” They eagerly await the ability to eat the sprouts and beans that are growing. Others enjoyed the way that the instructors weaved together Judaism and nature in honor of the holiday. “It was interesting to connect nature to Jewish law and tradition,” said Daniella Norman ’21. “The activities were really hands-on and exciting, and

in the end, you were left with delicious treats.” It was eye opening for the students to see many texts in Tanach that emphasize to cultivate and to respect the land.

Ms. Benel ensured that the day would not pass by unnoticed by adding another special event in honor of the holiday: during lunchtime, the Environmental Club sold “Tu B’Shvat Tonics,” fruit smoothies made from mixed berries, bananas, honey, and almond milk. The club donated the proceeds to Leket, an organization in Israel providing surplus food to the needy. With the hard work of Ms. Benel and the Environmental Club, Tu B’Shvat, an often overlooked holiday, became a celebrated day that many students will remember.

Talmud Classes Learn from Guest Speakers Esti Beck '19

On Wednesday, January 10, the Talmud Department brought in Rabbi Daniel Besser to speak about the role of Jewish court—or Beit Din—in modern society. As a Talmud teacher at Ma’ayanot Yeshiva High School for Girls, a lawyer, and a dayan for Beis Din of America, Rabbi Besser used his experience to speak about the function and layout of the Jewish legal system. Rabbi Besser delivered his message twice, first to the accelerated and honors junior Talmud classes, and then to a group consisting of two senior classes and the regular junior Talmud class (except those students who had not participated in Lunch and Learn, and were thus not exempted from their Talmud finals and had to take their exams during that period).

All of these classes had spent their first semesters studying Masechet Sanhedrin, and Rabbi Besser’s speech tied in closely to their curricula. Although the students had studied the role of Beit Din in Talmudic times,

Rabbi Besser applied the topic to present day halacha and law and spoke about the function of the Jewish court system in modern times. Primarily, he discussed the case of a missing diamond ring, which had been given to a jeweler to repair. When the jeweler lost the ring, complications over its exact value brought the case to Beit Din. “I liked

Department Chair Rabbi Schiowitz coordinated both of these events, which, while new to the Ramaz curriculum, follow a precedent of bringing in speakers to enrich Talmudic studies.

The freshmen, who are learning about kibud av v’em as part of their studies of Masechet Kiddushin, had an assembly earlier on in the year, in which they

bi Besser spoke the Wednesday before finals, so we missed the second-to-last Talmud period of the semester. Since that was an important review period, missing it was very frustrating.”

Rabbi Schiowitz stated that the Talmud Department had reached a full consensus in favor of having the speakers and said that he would continue the

Rabbi Schiowitz stated that the Talmud Department had reached a full consensus in favor of having the speakers and said that he would continue the successful programs in the future, with some modifications based on feedback. the case he brought about the diamond,” said Loren Elmann ’19. “It was very complex.”

Rabbi Besser’s assembly on Beit Din came after the “Honesty in Business” speaker series, which was inspired by the segment of the Talmud that discusses reliability and honesty in witnesses. Talmud

heard from Dr. Zeitchik and a few other speakers about the challenges of respecting elders.

While many students applauded the idea of applying Talmud to the outside world, some felt that the logistics were not ideal. “I thought the program itself was good, but the timing wasn’t,” said Natalie Kahn ’19. “Rab-

successful programs in the future, with some modifications based on feedback. For example, he envisions continuing the kibud av v’em program with some major fixes, particularly restricting it only to the tenth grade (despite the fact that all underclassmen learn the same tractates).

However, he emphasized that

the teachers are fully on board with the program, even when it means missing out on class-time.

“Teachers see this as valuable,” said Rabbi Schiowitz. “The truthfulness series was about the value, which is important cross-departmental by exposing students to professional lives.”

Looking into the future, the Talmud Department currently plans to have at least one more speaker for the truthfulness series this year: a Ramaz alum and Princeton senior, who will describe the student-faculty honor code and justice system in the university. Additionally, Rabbi Schiowitz confirmed plans for a new speaker series geared towards the parents, which will run for about five weeks and take place in the early morning in order to accommodate parents’ work schedules.

Similar to the series that students attended, the overarching theme will be truthfulness, but this time the subject of discussion will be related to the unique perspectives of each teacher.

February 2018/Shevat 5778

The Rampage

Hineni: The Puerto Rico Mission Paola Mattout ’19

A group of 13 students, accompanied

by Rabbi Albo and Ms. Benel, answered the call of Hineni and spent February break on a mission in Puerto Rico. “With no water, no electricity, and no roofs, students witnessed firsthand the devastating effects of Hurricane Maria, and as a result, they did whatever they could to rebuild and restore dignity to the people in the region," said Rabbi Albo. Noticing that so much more had to be done, the volunteers gave it their all.

After arriving in Puerto Rico at around 12pm, the Ramaz students met kids from PR4PR. PR4PR is composed of a group of professionals and volunteer leaders who provide the opportunity of transformation for children and young residents of low-income and high risk communities. Together with the kids from PR4PR the students made packages of food and basic sanitary products and hand delivered them to those in need. Later, the group visited the areas devastated by the hurricane.

“I’ve never seen something like this before. I couldn’t possibly imagine seeing so many

homes destroyed, but when I did, I knew that I had to give it my all,” said Shireen Sakhai ’19.

After a day filled with work and impact, the students went to the local Chabad of San Juan for dinner. Rabbi Zarchi, the Chabad rabbi, spoke to everyone about the challenges they faced responding to the hurricane.

On the second day, the students went to a government farm and removed debris, planted plantain trees, and fixed and painted a basketball court. They spent time with groups of children, many of whom come from extreme poverty or have a difficult family life, and treated them to bowling, bounce zone, and dinner. At senior centers, they delivered care packages and lifted residents’ spirits with music.

Throughout the trip, students were emotionally moved by seeing kids their age live such a different lives than they do.

“This mission to Puerto Rico was eye-opening, meaningful, and also a lot of fun,” said Kyla Mintz ’18. With the help of Ms. Benel, students contacted Rabbi Zarchi, the Chabad rabbi of San Juan, and his guidance

and support made the mission possible. His warm response left the Chesed Committee and Ms. Benel confident that their efforts made a difference.

Each and every one of the students contributed magnificently to this mission, and gave unconditionally. The different ways of giving is what made this mission even more special.

Even though many of the students had difficulty speaking to one another, connection and friendships were built through smiles and hand to hand working. “It is said that there is strength in numbers, and yet I saw through your actions over these past days in Puerto Rico, that we don’t really need many people to make an impact,” said Ms. Benel. The students enriched the lives of others, cared to give some of their time, and made a big difference.

Rabbi Albo added, "I'm proud of our students who gave up their vacation time to connect with the people of Puerto Rico and help them rebuild, as well as embrace their own lifelong responsibility to humankind and Tikun Olam.”

News 7

Features

The Rampage • February 2018

Environmental Club Visits Trevor High School Samantha Sinensky '21

Ramaz should start with what is simple and can be accomplished overnight, such as putting up recycling signs around the school or taking up composting. Once these elements have been put in place, it will be easier to navigate how Ramaz will move forward into establishing an overall greener community, where it is second nature for the students to place trash in the correct bins.

Ramaz is striving for a green future, but its attempt to begin a recycling culture by placing color-specific bins around the school has been, for the most part, ineffective. The Environmental Club recently had the thought of seeking advice and inspiration by visiting another private high school on the Upper East Side that has been committed to creating programs to establish a complete “culture of green.”

Ms. Benel, the faculty advisor of the Environmental Club, went with members of the club to visit Trevor Day Upper School. This school is renowned for being extremely environmentally conscious and having taken great steps to embrace sustainability. After getting a tour from Assistant Head of School Mr. Daniel Feigin, the students saw clearly that Trevor takes being green seriously. The school’s lobby displayed large, verdant plants that welcomed students and a LEED (Leadership in Energy and Environmental Design) Gold award, recognizing Trevor students for their continuous efforts to achieve a clean, green community, is conspicuously mounted on a wall.

Certain factors allow Trevor to accomplish a cohesive sustainable structure. Its recently constructed building was made environmentally conscious from the ground up. Every green-friendly innovation was incorporated in the original architectural design. One example of this built-in sustainability is the building’s geothermal system. This system adds structural support to the building while us-

bulbs illuminate classrooms and three outdoor spaces, particularly for planters have been set up. Encouraging recycling signs and bins are everywhere. Even small details such as ecological tissue boxes are available. Many of these efforts have been made possible by the Fuzzy Greens, Trevor’s environmental club. The Fuzzy Greens invited us to return to attend one of their club meetings. We saw and discussed with them, firsthand, how they collaborate on ideas and work as one efficient, green team. Their proactive accomplishments and ability to change their school for the better is an inspiration for our own environmental club at Ramaz. When asked how the school can get everyone from students, faculty, administration, teachers and parents on board for a full recycling and sustainability program at Ramaz, Environmental Club member Avigail Dupont ’21 said, “Patience and a plan. We should construct a well thought out plan, consider the obstacles, and engage a knowledgeable speaker.” Perhaps Ramaz can dedicate an assembly discussing the importance and implementation of recycling.

Most impressive, is Trevor’s lunchtime system. Students dine with glass dishes and metal cutlery and then place them on a counter by the kitchen to be cleaned in a dishwasher. Designated depository stations for each type of waste make it simple to separate what has to be washed, thrown out, or composted. There are special receptacles for general trash, liquids, lunch trays, and flatware. Food scraps are scraped

being sent home. The general Ramaz student reaction to this is is not too positive. Ariel Levy ’21 said, “That’s too harsh. Kids are kids, they can’t all be expected to throw everything away in the right bins.” Isaac Silverman ’21 added, “Even though treating the environment with care is necessary, enforcing such strict punishment upon students for such a minimal act is unfair.”

I approached Mr. Rochlin, Head of Institutional Advancement, and asked him what it would take to get the students, teachers, administration and parents on board towards a more environmentally aware future, and he said, “Like any culture change, we need the key players to buy into it. Meaning we need the key people to carry this force forward. And those people are student leadership, faculty leadership, administrative leadership and the lay leadership. All these constituencies have to come together to make it a priority. Once

Ramaz a more environmentally conscious school. Mr. Feigin explained that the ability for Trevor to be so green is the shared responsibility among both students and teachers. He said the teachers are motivated and passionate about doing good for the environment, they serve as a role model for the students. In addition, environmental issues are woven into the curriculum, incorporating the importance of maintaining our earth into the daily life of their students. Embracing the idea of maintaining the environment provides a more successful reaction from the students. “We have a great environment, the adults are fantastic and it trickles down to the students,” said Mr. Feigin. Clearly, Mr. Rochlin and Mr. Feigin are in sync.

Although we cannot construct a new Upper School facility with geothermal heating or environmentally sustainable lighting, there are many aspects in creating a green community

ing the earth's core for heat. The interior design of the building is visually greener, with certain walls painted green, potted plants placed all over the building, and a hydroponics system on the science floor. This hydroponics method involves growing plants with mineral nutrients mixed with a water base, sans soil. A key element to their spotless hallways is the simple design. With just steel and concrete, and no carpets, it is easier for the maintenance to clean each day. Eco-friendly light

off plates and into a compost bin.

At the conclusion of every day, these bins are collected by a NYC sanitation truck for composting along with other NYC food scraps. This clean up has become second nature for most students.

It was not always this seamless.

When Trevor first began this production, Fuzzy Green members and teachers were manning the stations, ensuring students were separating their waste properly.

If a student chooses to ignore the system set in place, they risk

everyone decides that something is a priority, and they create a campaign around it, at the top, then it comes to everybody else.

We are not going to send kids home for it, but you may want kids to feel a sense of responsibility. That has to happen because that has to be a culture in the school, it has to become natural.”

One of the pivotal components the Ramaz Environmental Club would like to see change in our school is the culture and attitude students have towards making

that are well within our grasp and can be achieved immediately. “It is more important for Ramaz to be green being that we are a Yeshiva. It is a part of our religious values,” said Rabbi Schiowitz.

“The Rabbis [at school] can teach about the value of the earth, the value of the land that we have responsibility for, and the opportunities that we have to preserve it.

As a community, this is an easy thing to do. It [recycling] is also a Jewish value,” said Mr. Rochlin. Mr. Feigin advised our club

to first reach for the “low hanging fruit.” Ramaz should start with what is simple and can be accomplished overnight, such as putting up recycling signs around the school or taking up composting. Once these elements have been put in place, it will be easier to navigate how Ramaz will move forward into establishing an overall greener community, where it is second nature for the students to place trash in the correct bins.

Ramaz has always been a leader in showing others the way.

It is, in fact, a very Zionist approach to conserve our planet. Israel is internationally recognized as the authority on conservation and preservation of the earth’s most important resource: water.

Israel, from its inception, has championed a culture of conservation of water, while also being a leader in agriculture, even in an arid environment. This was a culture that was actively created and instituted in government, schools and the workplace. Trevor Day is

a member of the Green Schools Alliance, a league of schools that are devoted to the environment and impacting positive global change. It would be great if Ramaz would take a leadership role, and be the first Yeshiva to align itself with this esteemed alliance. Our school, that has already established a culture of a high level learning, Chesed, community service, and respect, can also be a champion of a culture of conservation of our planet.

February 2018/Shevat5778

The Rampage

Looking Back on February Break Jeremy Goodman '21

Several changes have been made to the mid year schedule this year at Ramaz. The most notable adjustment was the elimination of the traditional three-day intersession weekend, with a one-day intersession implemented instead. There were no Hebrew and Foreign Language finals this year, making finals span six days followed by a Wednesday off for intersession and second semester beginning the next day. A full week in February was then dedicated to President’s Break. As one can imagine, there were mixed feelings surrounding this new schedule, especially regarding having only one day to relax after a stressful finals week.

Some found the changes to finals week and the added break in February to be beneficial. Amanda Koptyev ’19 said: “I love the idea of having two fewer finals because it decreases stress during such a hectic time. And I don’t mind the shorter intersession because February break is much longer.” Decreasing the finals load definitely relieves the stress of the week. Regarding the one-day intersession, while it might not seem like enough time to relax, students didn’t receive much work at the start of second semester, making being in school less stressful to most. Knowing that there was a much longer break coming up served as the motivation for many to get through the first two weeks of the new semester. February break also gives people a chance to not only relax for a longer period of time, but to go on an ex-

tended vacation with their families--especially because all divisions of Ramaz have this vacation, not just the Upper School.

Other students were not in favor of the changes and prefer the schedule of previous years. Sophia Rein ’21 said: “I think it would be better to have the two extra finals and the normal intersession. Having a break in February just doesn’t feel like real time off, we have so much work to do now that the second semester has started.”

Many are somewhere in between and have mixed feelings about the adjustments to the finals system and break. Allison Davidson ’18 said: “I think that long weekend after finals was the only time where you can actually take a break and no teachers will assign work because it’s in between semesters, so that is something I miss. But it is very nice to have a week off in February to relax after the beginning of second semester.”

In reality, there seem to be both pros and cons to this new system, just as with any change that occurs in our community.

While having two fewer finals reduces the stress, having only have one day in between first and second semester to relax is not most students’ ideal. February break is much longer than the old intersession, but because second semester has started many students have tests and work due soon after vacation, which seems to many to defeat the point of a break.

For freshmen, finals week comes with the added stress of being their first high school finals. The thought of their first finals week stressed out many freshmen, and knowing that they would have two fewer finals than the typical amount certainly helped them feel less worried. Most, although not fond of having only one day to wind down after a long week of exams, felt that having a shorter intersession was worth it for the long February break. Yet it seemed odd to some to have a February break the week before Presidents’ week, with this vacation not overlapping with friends from other schools (excluding SAR, which shares this break). Some students also proposed that the week after Presidents’ week should be a Blackout week so that students can spend their vacation relaxing as opposed to doing work, just as they were always able to do over intersession.

Features 9

Torah Bowl Champions: Interviewed This season has thus far been an impressive one for the members of the Ramaz Girls Torah Bowl Team, as they are heading towards the playoff round at the top of their division. Having come out on top eleven times out of twelve, the Torah Bowl Team has prevailed against fierce competition, an especially remarkable feat when considering that the team consists of only four people. The Rampage has learned more about the art and strategy of torah bowling by speaking with Ms. Mitnick, the team’s faculty advisor, as well as with team members Elizabeth Newman-Corré ’20, Rachel Araten ’20, Yaara Kaplan ’20, and Rebecca Araten ’18/

Rampage: Who are you competing against in Torah Bowl matches?

Rebecca: There are a number of Torah Bowl divisions in the Tri-state area, and they each consist of teams from four different day schools.

Our division has teams of girls from Maayanot, Frisch, and SAR, and in each match we play four different rounds against the different schools.

Since there are only three schools to play against in our division, we play one team twice in each match. If (BH) we make it to the championships, we’ll have the opportunity to play against teams from other schools.

Rampage:Which team would you say gives you the fiercest competition?

Rachel: I would say that there’s a split between the teams, where some teams compete in Torah Bowl mainly for the fun of the game and being with their friends together, and they’re not super focused on winning. Maayanot does Torah Bowl because they love it, but also for the competition aspect. So they are definitely our fiercest competition.

Rampage: What does it mean that you’re first in the division?

Rachel: We’ve won or tied for first place in all of our matches, which means that for the playoffs, we won’t have to compete with all of the schools we normally do and will only compete with the second-ranked team.

Rampage: How does a game of Torah Bowl generally work?

Rebecca: Each match, we are playing against one school, and each school puts forward four players. The different schools’ heads of Torah Bowl act as the moderators, and they ask questions, while we all try to get to the buzzer as quickly as possible.

Whoever pushes the buzzer first gets to answer the question, but if they get it wrong, then it goes to the other team. It’s quite nerve-wracking, actually, because most of the time, people buzz in early to answer the questions, so sitting back and taking your time doesn’t quite cut it.

Rampage: How do you feel during the match and as the questions are being asked?

Elizabeth: When the questions are being asked you don’t have time to feel nervous or excited. You only feel it after the matches when you come down from your adrenaline high.

Rampage: Why do you think you’re winning this year, as opposed to other years?

Yaara: I think that as a team we work really well together which is great when we're studying or when we're in the middle of a match.

We are all really committed and it's really greatmym for us that we're in first place this year, which hasn't happened in a few years.

Rampage: What would you say is your favorite part of Torah Bowl?

Yaara: I love that I get a chance to learn Torah on my own time, because I feel like I can appreciate it on another level.

Elizabeth: Torah Bowl has taught me to be confident in my answers and that learning Torah can be exciting and rewarding.

Social Probation: An Empty Threat?

Suzi Dweck '19 & Becky Tauber '19

The period of lateness with impunity seems to have ended, as the start of this school year brought with it a stricter system regarding latenesses and absences for Ramaz students. Theoretically, latecomers of past years were supposed to be penalized by being banned from taking tests on the days of their tardiness. However, latenesses were never really regulated, and punishment distribution was neglected. But as the number of latenesses per student got out of hand over the past couple of years, the school decided to completely change the rules, and latecomers have started to feel the consequences.

Under the revised policy, if a student is late or absent three times he or she receives detention, and if spending half an hour doing homework in a room without distractions doesn’t seem like the worst thing in the world, then there is the threat of social probation to further the severity of the punishment. If a student receives nine latenesses within one quarter, that student faces the consequence of being put on social probation and thus being suspended from af-

ter-school activities including clubs, teams, student government, and all related events.

Although this rule is set in stone and has even been written in an addendum to Preludes, most students are unaware of any situation in which these measures have been taken in order to punish a student.

This lack of implementation causes many to wonder whether social probation is real or merely a scare tactic. The official legis-

plemented as a punishment for students who have come late to school nine times.

Tom Shemia ’19 described his experience with attendance and how social probation affected him. “I had eight official lates,” he said. “One day when I couldn’t find my tefillin, I forgot to sign into davening and got my ninth. I was told that I would be on social probation, but I was able to get the last one taken back because I did come to

The administration has decided that the best way to achieve Ramaz’s ideal of “[striving] for excellence” is to encourage and educate students to be punctual; this resolution means that all students need to get to school promptly by 8 o’clock unless they want to suffer the consequences. lation has passed, and yet attendance at davening still seems a bit sparse at times, with there still being some consistent latecomers, and, at a glance, most of them do not seem to be suffering the consequences.

Nevertheless, further investigation shows that social probation has, in fact, been im-

school on time. I was supposed to be taken off of the basketball team, and I didn’t really know what it meant for my class presidency.” Clearly, although the tap-in system is subject to human error, the new system is in fact carefully regulated and monitored. Unlike the theoretical penal-

ties of the previous few years, these written punishments are not empty threats.

“For kids that actually get nine lates, social probation is enforced,” Shemia said. “One student, who is on the basketball team with me, got nine lates and was taken off of the team for the rest of first semester, starting from the point he got nine lates.”

Although its effects might only be obvious to those who personally experience it, social probation is a very much alive and threatening part of Ramaz policy. When the administration changed the rules, they did so with the intention of enforcing them. The system is definitely not perfect, as people sometimes forget to tap in or accidentally leave their IDs at home. However, the administration has decided that the best way to achieve Ramaz’s ideal of “[striving] for excellence” is to encourage and educate students to be punctual; this resolution means that all students need to get to school promptly by 8 o’clock unless they want to suffer the consequences.

Features 10

The Rampage

February 2018/Shevat 5778

New Finals Bathroom Policy in Retrospect Natalie Kahn '19 & Sophia Kremer '20

The all-too familiar finals week became somewhat unfamiliar this year, as not only did the administration change the number of midterms from eight to six, but they also changed the manner in which the students actually took the tests. Concerns had developed around the old system, in which some students, allowed to use the bathroom at their own leisure, had been abusing the system and using it to cheat.

A new policy was instituted for this year’s midterm exams restricting bathroom use during the tests. In years past, students were allowed to leave the testing room to go the bathroom at any point during the exam with an escort. This year, two hour tests were divided into two sections, one consisting of seventy five minutes and a second forty five minute session. Students were only permitted to use the restroom in between the two sections.

Yet what made the new policy so controversial was not that bathroom use was now limited, but another rule. Those who opted not to use the restroom during the break were allowed to keep both sections for the duration of the exam and refer back to the first section with any remaining time, while the students who did opt

to leave the classroom during the break were required to give in their first section and relinquish the opportunity to review it during the remainder of the exam. Many students called this policy into question, arguing that it added to the stress of test taking, and that it imposed on them the decision of whether or not they should use the bathroom or not during the exam.

When the administration proposed these new rules, many students did not understand the reasoning behind the change. “There were always teachers monitoring the halls to make sure no one went through their bags to check a review sheet and the teachers checked the bathrooms for hidden notes. It feels like the administration is losing trust in us,” one junior remarked.

However the administration felt it was best to change this system in effort to prevent cheating and to make sure that all students have an equal chance at success on their exams.

Alex Doppelt ’19 agreed with the administration. “I think it does effectively deal with cheating,” she said, “but it could have been done in a different way that would not stress other students.”

In the weeks leading up to finals, many students found it difficult to understand the new system. The students not only worried about the two hour exam, but also felt that they had to think of a strategy in how they would use their break. There were many questions going their minds. Gabby Schwartz ’20 said, “I felt like I had a lot more to think about than just my exam-- Should I hand in my first half? Will I get it back? What if there is an emergency?-- I knew that I was over exaggerating but the way the school presented the idea to us made me feel like all of these thoughts were a necessity.”

Widespread student and faculty objections finally led to the rejection

Widespread student and faculty objections finally led to the rejection of the original plan and the adoption of a compromise. of the original plan and the adoption of a compromise: rather than having a mandatory break after 75 minutes, students could hand in the first part whenever they needed to go to the bathroom, on the condition that they wouldn’t get it back when they returned. They would only receive the second part, thus ensuring that no helpful information could be gained from notes hidden or conversation exchanged in the bathrooms. Students’ response to the implementation of this new system was mixed.

Some students hardly felt the practical differences of the new system.

Students could just take the test as they normally would, choosing to promise not to use the bathroom and to request part two without handing in part one. Aside from the formality of having to ask for the second part, not much changed for those who didn’t go to the bathroom during the exam. “In reality, [the two-part system] didn’t have any effect on how I took my test, nor did it create any issues during the test time,” said Benjamin Klahr ’19. “I liked how they allowed us to keep the first section if we didn’t need to use the bathroom,” said Daniella Symonds ’21. “In my opinion, it was a very smart system.”

Others were convinced that the new system worked in decreasing the amount of cheating: “My sense is that it did result in less cheating and didn’t cause as much of a break in the testing as I thought it would,” said Maya Shalom ’18.

A number just found the system to be unnecessary and ineffective. It’s fair to say that even under the old system, most students weren’t abusing the bathroom privilege in order to cheat; the majority of students who excused themselves during the test were honest people who simply needed to use the bathroom. Therefore, some students felt that it was unfair to penalize the many honest students as a result of the few dishonest ones. Daniel Levy ’19 followed this line of thought and said, “I think the school was trying really hard to fix a problem that wasn’t significant enough to affect testing for everyone.” “It’s annoying for those who didn’t cheat to have to hand in a section of the test in order to go to the bathroom once in two hours,” added Noe Horowitz ’19.

Some students even questioned whether the new system succeeded in achieving its originally goal of stomping out cheating. Stashing notes in the bathroom most certainly isn’t the only way students have managed to cheat in the past. The new policy may have knocked off one option for cheating, but surely, according to some opinions, those who cheat will think of an alternative way, if they have not already come up with one.

“If students are going to cheat, a slight change in a bathroom policy won’t deter them,” said Elizabeth Aufzien ’19.

“They’ll just find new methods, no matter how the school tries to stop them.”

Rabbi Moskowitz: I Have a Friend Rebecca Massel '21

Rabbi Mayer Moskowitz’s list of achievements is a lengthy one, and it includes 53 years of working at Ramaz, both as a teacher and as an administrator. The list has just been lengthened, as Rabbi Moskowitz recently wrote his first children’s book, I Have a Friend, which was distributed to attendees of the Ramaz Annual Dinner. The story, an inspiring one about believing and trusting in God, was originally written in Hebrew and was translated by Rabbi Moskowitz’s daughter, Rachel Moskowitz Winkler. The book features the story in both Hebrew and English, accompanied by drawings from Rabbi Moskowitz’s artistically gifted granddaughters, Noa and Shira Moskowitz.

In his book, Rabbi Moskowitz wrote about his unique friend, who helps him through pain, listens to his descriptions of the obstacles he encounters, and encourages him to continue to learn and live. The readers eventually find out who the special friend is, as it says at the end of the book, “You are so special, You are God up above!” This lesson about God’s friendship is enhanced by the bright and colorful illustrations of friendships in nature, including likely

and unlikely pairings. The different elements of the book complement each other, and Rabbi Moskowitz is proud of the work of all three generations of his family.

Rabbi Moskowitz’s book was a family effort, but it specifically reflects his own personal childhood experiences. Rabbi Moskowitz’s goal in writing this book was to thank his best friend, God, for saving him in the Holocaust when he was just a small boy. “This book is natural to me, because I strongly feel that God is not my provider; rather, he is the reason I am alive today,” said Rabbi Moskowitz. “I was alone in this world once my dad was shot in front of me and my mom was taken away from me, so God was all I had—he was my only friend.” Not only did God give him the power to survive the Holocaust, but God also helped Rabbi Moskowitz to rebuild and keep living after the war.

“The beauty of life is that I have children, grandchildren, over twenty great-grandchildren, and thousands of students who I have learned so much from,” he said.

Rabbi Moskowitz dedicated I Have a Friend to Mr. Jules Lassner z”l and Mr. Eddie Low z”l, two close friends of his. According to Rabbi Moskowitz, Mr.

Lassner was “like a father and brother,” and he “loved him because of the person he was.” One of Rabbi Moskowitz’s special memories revolves around performing “Fiddler on the Roof ” together with Mr. Lassner. Rabbi Moskowitz also admired Mr. Low, who had a great love for Ramaz and the Jewish people, and he had the opportunity to teach Mr. Low’s children and grandchildren.

Rabbi Moskowitz says that teaching at Ramaz changed him and inspired him in many different ways. First, he has wonderful memories of Ramaz students and maintains relationships with them. As he reminisced, “I have taught parents and their children.” Second, Rabbi Moskowitz learned from Ramaz’s Jewish philosophy.

Rabbi Moskowitz was inspired by rabbis, specifically Rabbi Haskel Lookstein, and he supports the mission of Ramaz.

He strongly believes in “a commitment to the Jewish people, Jewish culture, and also American culture.” As he says, "You should embrace a Jew simply because they are a Jew.” Finally, Rabbi Moskowitz appreciates the Ramaz environment and has always enjoyed sitting with and talking to the teachers of Ramaz. He

finds that they are committed and he is still very close with many of them.

I Have a Friend seems to reflect the goals of Ramaz, as it deals with finding and maintaining a relationship with God in the large outside world.

As Rabbi Moskowitz concluded, “God brings me love and happiness. I am not alone in this world because I know that I always have God as my best friend.”

February 2018/Shevat5778

The Rampage

Ms. Abrahamson's Silent Retreat Suzi Dweck '19

Features/Sports 11

Forte: The New Music Magazine Zachary Buller '20

Imagine not being able to talk for a full seven days. Imagine going to a place where you don’t know anybody and where you are not allowed to say even your name in order to introduce yourself. To most, this situation seems unenjoyable and nearly impossible. However, there are some people who find this to be an amazing experience.

Ms. Abramson is one of these people--she enjoys going on silent retreats. These retreats are a way for her to truly connect with herself. She has time to just think and be tranquil, and get away from the rest of the world’s constant motion. Ms. Abramson loves the quiet and peace away from all of the movement and media of the everyday.

After a week of silence Ms. Abramson says she comes out “feeling like a dog”: everything around her feels new and different. She is amazed by everything she sees and becomes extremely cognizant of her surroundings.

These retreats give her time to escape her problems and let go of her stress in a peaceful and relaxing way. Ms. Abramson recommends a silent experience or meditation of some sort for everyone, as she believes that they have a powerful ability to help one find oneself.

People often have difficulty connecting to music and the arts, as they feel distant and sometimes too abstract. Yes, people usually have a favorite album or band that they’ll listen to to break up the monotony of a subway ride or a commute, but the art world as a whole is often seen as the realm of the AP Art students, and the music world is seen as the territory of an older generation. Forte: The Music and Arts Magazine is intended to break just this manner of thinking. This publication, which I founded along with Elizabeth Newman-Corré ’20 at the beginning of second semester, will hopefully spark a connection between Ramaz students and the art and music worlds, causing the students to realize that these worlds are within their reach. This publication is intended to feature any news, reviews, or opinion articles that relate to music and art, covering events such as the Grammy Awards, Fashion Week, and students’ experiences attending New York

City concerts for their music classes.

Mr. Henkin is the faculty advisor of the publication and will help organize the issues and make sure that publications come out on a regular basis. Having consistent issues of the magazine is vital to achieving its main goal of enriching the lives of students by informing them about what is going on in the music and art worlds. Everyone is invited to write for Forte, and hopefully the new publication will be a success!

Sports The New Look of the NBA All Stars Game Gabrielle Ostad '21

Every year, the National Basketball Association, the NBA, hosts an All-Star Weekend, which consists of an All-Star Game, a dunk contest, a ThreePoint Contest, a Skills Challenge, and a Rising Stars challenge. The games took place at the Staples Center in Los Angeles during the weekend of February 16-18.

However, this year’s game was different from those of years past. It has been customary for the teams in the game to have players from the East play against those from the West. Fans used to nominate their favorite players from both parts of the country, and the players with the most votes made the cut. This year, the Association decided to change it up. This time, there were captains from both East and West. The fans voted for which players should be the All-Stars of the game, and the two players with the most votes were declared captains of each team. Once the captains were selected, they had the authority to choose their teams. This year, the captain of the East was Lebron James from the Cleveland Cavaliers, while the captain of the West was Stephen Curry from the Golden State Warriors. Each team consisted of five starters and seven

reserves. The East team had to use its reserves to replace some of the starters rather early on: due to inevitable injuries, Gordon Dragic replaced Kevin Love, Paul George replaced Demarcus Cousins, An-

Booker took home the title in this year’s competition. Last year’s skills champion was Kristaps Porzingis, a player from our home town, New York, yet he lost his title to the Californian Spencer Dinwiddie.

dre Drummond replaced John Wall, and Kemba Walker replaced Kristaps Porzingis.

Last year, the West was victorious in a high scoring game of 192-182, and the reigning dunk champion from that year was Glenn Robinson III. This year, Donovan Mitchell is the champion. The current three point defending champion from last year was Eric Gordon, and Devin

Both fans and players enjoy and anticipate the game between the East and the West. The players have the opportunity to play against and alongside players from other teams and the other conference. The dynamic between the two teams is generally a friendly one, resulting in usually high scoring games. These games are less competitive than other types of competitions.

Adding to the diverse array of events available during All-Star Weekend is the Rising Stars Challenge, a game that teams up rookies and second year players born in the USA against an opposing team of rookies and second year players born outside the country.

Additionally, every year there are new uniforms that the players and fans look forward to either wearing or admiring. This year, the Association sponsor’s changed from Adidas to Nike. The cherry on top of the weekend’s lineup of entertainment was the musical performances: Fergie and Barenaked Ladies performed the national anthem, while Kevin Hart and Pharrell Williams put on a great show for half time.

All eyes were watching to see if the new set up would add to the excitement of the NBA All-Star Weekend, and it definitely was a thrilling game to watch, after Team Lebron won the All-Star Game, pulling away the win by three points to end the game with a score of 148-145.

The Rampage Ramaz Upper School

Opinion

The Rampage • February 2018

New York | Volume 51 | Issue VII | February 2018/Shevat 5778

Editors-in-Chief: Rebecca Araten* Abigail Huebner* Julia Levi* Faculty Advisor: Dr. Milowitz Contributing Writers: Esti Beck Zachary Buller Maya Chaovat Hannah Doft Basia Fellner-Dublin Suzi Dweck Jeremy Goodman Natalie Kahn Sophia Kremer Caitlin Levine Rebecca Massel Paola Mattout Gabby Ostad Josephine Schizer Harry Shams Ben Silverman Samantha Sinensky Daniella Symonds Becky Tauber

The Rampage is the student newspaper of the Ramaz Upper School. It is published on a monthly basis. Letters to the editor may be submitted to rampage@ramaz.org.

Letters must be signed and may be edited for space and to conform to Rampage style and format.

The opinions expressed in the Rampage are of the author’s alone, and do not represent the views or opinions of Ramaz, the Rampage, or its Editors.

Natalie Kahn ’19

APs for Juniors?

With all its academic rigor and prestige, the Ramaz curriculum is still lacking in one regard: there are no Advanced Placement courses for any students other than seniors and a select handful of juniors.

Some juniors take senior-level math classes and therefore take the AP Calculus exam, while others choose to supplement their American history courses by opting in for some extra studying and taking the AP US History exam in May. Nevertheless, such behaviors are most certainly not the norm, and most students go through their first three years of high school without taking a single one of those advanced standardized exams.

Over the years, APs have started to lose significance in terms of giving an advantage to students in their respective colleges. While some institutions accept AP scores from high school as valid forms of college credit, many either don’t count them at all or give very few credits to AP takers anyway. Furthermore, taking the exams doesn’t seem to give students an edge in the college admissions process, as colleges, knowing Ramaz, don’t seem to really care about how many APs Ramaz applicants have taken. Still, if the school believes that there is enough value in taking an AP course as a senior, they should

hold that the same is true for juniors, and they should also give them the opportunity to take APs. After all, the value lies not only in the potential credit, but also in the experience of taking a college-level

class. Additionally, AP exams may allow students to place into more advanced classes during their freshman years of college.

The SAR schedule makes room for APs, and although students are only allowed to take a maximum of four APs in junior and senior year combined, APs in science and history are offered in junior year. For science, students have the option of either taking physics or continuing with AP biology (AP chemistry never seemed to become popular there).

SAR’s system provides greater preparation for science-related standardized tests in general, and it highlights a difficulty that arises from Ramaz’s system: when students decide to take an SAT subject test in science, they only know a frac-

"The value lies not only in the potential credit, but also in the experience of taking a college-level class"

tion of the material and pretty much have to learn all of the extra material by themselves, either by electing to study over the summer or by increasing the workload during the year with extra material. Engineering schools require at least one science SAT II, and taking an AP course would prepare the students with all of the material necessary for those standardized tests.

Despite the slight drawbacks of this system, I agree with Ramaz in this case. It’s important that everyone take all three sciences before making a judgment about which AP to take. A student might love biology but not know enough about physics to realize that he or she actually prefers it to biology. If this student chooses to take AP Biology during junior year, he or she will discover a passion for

physics only in senior year. Furthermore, for students who apply to colleges early decision or don’t need to send senior grades, colleges may often want to see a transcript that lists all three sciences, including physics, rather than just two and an AP.

My question with the system is more directed towards the lack of an AP US history class. Ramaz juniors use an AP history textbook, so why not just make an AP class for those who would want to take it? This way, students would be very prepared to take the US history SAT II and could study a different area of history during senior year. Ultimately, taking more APs earlier on in high school could allow for more variety in senior classes, when there is a much more diverse list of classes to choose from. The seniors’ schedule is organized into bands. Students can only take one class in each band, and taking some APs junior year might give students more leeway to really take the best advantage of the assortment of classes offered senior year. For example, AP French, AP Spanish, and AP Music Theory take place during the same band, so students can only take one of these classes. If AP Music Theory were to be offered junior year, then students interested in both could take both classes without driving themselves crazy and overloading themselves with APs during their final years of high school.

Even juniors would benefit from some free choice if they were to have the option of taking an AP. Ramaz students always complain that the school doesn’t have electives, and APs are sort of like electives to a certain extent, since students can choose which APs they wish to take and to focus on.

While introducing APs to the juniors is not a completely essential change, it is certainly one worth considering for future 11th graders, as it could encourage them to pursue specific areas of interest and helping them develop a useful mastery in certain subjects.

Lead by Example

The Trouble with Lebron James's Recent Political Statements Caitlin Levine '21 I spent part of our pre-President’s Week vacation in South Florida, visiting my grandparents. During that time, there were two stories that dominated the press over there, both of which had national spillover. The tragic murder of 17 innocent people at Marjory Stoneman Douglas High School, a local school, was certainly the most pervasive and heartbreaking news.

Also heavily covered by the news was Lebron James’ twitter war with talk show host Laura Ingraham, in which James defended his right to be a voice and a leader on political and social issues. While these two news stories are not nearly of equal significance, I feel that there is much to be gained by analyzing both.

On Sunday night I sat down to dinner with my Uncle David, who had just come from attending a shiva minyan at the home of one of the five Jews who was killed in the Parkland tragedy. These victims did not come from shomer-Shabbat homes, and my uncle had no connection to the families, but he and

many other Jewish men and women from his community visited the shiva homes, wanting to show these families that others cared about the shootings and felt their losses.

My uncle, having a daughter the same age as the victims in the shooting, and living very close to the scene of the tragedy, was very emotional about the shootings.

However, he did not take to social media to bash our current president and hold him personally responsible for this tragedy, as did others. He did not use words to get his message across. Rather, he spoke with his actions.

After all, blaming the shootings on our president does not accomplish anything and is not even sensible. School shootings go back to Columbine in 1999 and have occurred during the terms of three past presidents: Clinton, George W. Bush, and Obama. The dangerous public school environment has prevailed over the presidencies of two Republicans and two Democrats. Politics aside, however, I think that my uncle’s response

to the Parkland tragedy endorses the old adage, “Actions speak louder than words.”

This motto stands in strong contrast to the reaction of NBA player Lebron James.

In a recent interview of both Lebron James and Kevin Durant regarding our president, James said, “The No. 1 job in America, the appointed person is someone who doesn’t understand the people. And really don’t give a [expletive deleted] about the people.” Kevin Durant went on to say, “When we’re talking about leadership, and what’s going on in our country, it’s all about leadership. And I learned that playing basketball.” In response to this, Laura Ingraham questioned the intelligence of Lebron James, citing that he had never been to college, and in crude terms she called him simply a basketball player. James went on to defend his right to speak out on any issue, saying that people listen to him because he is followed by many due to his success.

James and other athletes have since continued to use their popularity as Continued "NBA Issues " page 13

February 2018/Shevat 5778

Continued from page 12

The Rampage

Opinion 13

NBA Issues

professional athletes to speak out about gun violence in our country. An article I read in The Palm Beach Post quotes Mr. James as saying, “How is it possible that we can have minors go buy a gun?” Miami Heat Guard Wayne Ellington adds, “These young people (are) doing unexplainable things, hurting each other and hurting innocent people.” Like my uncle, James, Durant, and Ellington are responding to their grief over the Parkland tragedy, though their response is with words rather than with actions.

While I do feel that all people have the right to speak out and voice their opinions, in this case I believe that Mr. James has gone too far. By using a four-letter word in an interview to reference the American President, one loses all moral high ground in my book.

Also, I find it most ironic that James was the one who during the presidential election denied the existence of “locker room talk,” even though he uses such talk in a public interview. This aside, however, what I feel is James’ and the other athletes’ worst offense is their haste to use their athletic standing as a defense of their right to be moral leaders, despite their collective historical lack of condemnation of immorality amongst other athletes. While these athletes’ rhetoric may, at times, be on target, many athletes in the NBA have repugnant conduct. And while James himself may have never done anything wrong, he can surely appreciate that so many young people look up to professional ath-

letes who lead by example and not just by their words.

Unfortunately, the actions of NBA players set many bad examples: there was Kobe Bryant raping a woman in 2004, then the married Tony Parker sleeping with his teammate’s wife in 2013. Let’s not forget Latrell Sprewell choking his coach in 1997 and then lamenting how hard it would be to feed his children

"As long as players and coaches from the NBA and other sports continue to beat and rape women...they lose their right to lecture about how others should conduct themselves." on a 3 year, $21 million dollar contract. There was Jason Kidd beating his wife in 2001 (and still going on to a successful playing and coaching career), Ron Artest assaulting his wife in 2007. Of course, there was the 2009 showdown between Gilbert Arenas and Javaris Crittenton involving loaded, cocked guns in the locker room. And don’t get me started on the NFL!

Simply put, as long as players and coaches from the NBA and other sports continue to beat and rape women, promote violence and guns, and display morally problematic conduct, all while being viewed

by young men and women as role models, they lose their right to lecture about how others should conduct themselves. Until their conduct matches their words, their words are worthless. If somebody really wants his or her voice to be heard, then he or she should do something to prove his or her voice worthy.

We are living in a society in which much music glamorizes violence, video games reward violence, and movies sensationalize violence. Blaming violence on the current president is weak. In response to the Parkland shootings, many people are pointing fingers. Some argue that we need metal detectors in schools, while others argue for better gun control.

Yes, we need metal detectors, and yes, we need better gun control. But we also need better role models, and we need to improve the way people treat each other, as mental health and the feelings of alienation/bullying also permeate these murder stories. If we want to make a difference, we cannot simply get up and talk.

So if Lebron James wants to make a difference, he should push for lifetime bans for NBA players involved in violence and ostracize those in his basketball community who break the law. Jason Kidd should not have a job in the NBA. Metta World Peace should lose his job too. Kobe Bryant should not be in the Hall of Fame. Until tangible changes take place in the NBA and in other professional sports, in conversations about social morality, athletes belong on the sidelines.

Should History Papers Be Mandatory?

Esti Beck ’19

Every year, as second semester begins, relief over having completed another eighth of high school is supplanted by anxiety over the impending history paper. Even though history is just one subject, it takes up a disproportionate amount of students’ time. There aren’t many other classes that require students to write papers that are over ten pages long and to read long, dense books that could take weeks to finish.

Whenever teachers assign a portion of the paper to be due the same week as a science test or some other semi-apocalyptic event, students struggle with their competing priorities and with finishing their submissions on time.

The juniors had to submit the first assignment for their dreaded papers— the bibliography—on a Friday in early December, which, incidentally, was very close to the date of the ACT, the SAT, and the SAT Subject Tests.

The result: a handful of students hadn’t even sent in their assignments by the Monday following the due date. These students’ assignment grades sank with each day that passed after that Friday, and many of them didn’t ever get around to submitting the paper, thereby casting their overall history averages to suffer.

There’s a degree of unfairness to this. The history paper can cause a student who behaves in class, participates, takes perfect notes, and does well on both history tests to get a lower overall grade than they strictly “deserve.” The counterargument, of course, is that students should not be having any difficulty scoring well

on their assignments, as they have months to work on their papers—more than enough time to complete them.

But how much free time do students really have? Students are already busy with regular homework and tests, which they generally try to balance with extracurricular activities, standardized testing, applications, sports teams, sleep, and some semblance of a social life. The students have a hard enough time juggling these activities without being forced to dedicate long hours to banal history assignments, such as writing notecards that the students will never actually read again. What’s the point of taking the time to track down

of their procrastination. A student can hardly watch an hour of Netflix without the slight feeling of anxiety that accompanies an unfinished assignment, as there is almost always more work than can be done on the history paper.

The history department’s defense of the history paper would probably revolve around the idea that the fault rests on the book-laden shoulders of the students: it is their job to utilize the notecards in the other other stages of the history project, and each assignment was carefully thought out to help them in writing their final papers. I can’t speak for the whole student body, but I know that when I read the books,

specially colored cards or ink, of carefully printing out sources and materials, only to submit the cards and never look at them again? The history paper assignment is really the Ramaz student body’s sword of Damocles, as it constantly hangs over the students’ heads and makes them feel guilty about any

I make my own underlines and notes on the margins, use post-its to keep track of important pages and passages, and then use my own note-taking system to put together the notecards. I end up making notecards on my notecards and spending all too much time worrying about blue versus red ink

and trying to figure out how much to write about each “historian opinion,” all to the detriment of the overall quality of my work. Just as no two students take notes the same way, confining all of them to one notecard-taking system is short-sighted and doesn’t help the students actually write the paper.

That’s not to say there are no benefits to the final paper itself. After all, the end of high school only spells the beginning of all the papers us students will have to write in our lives.

College brings more papers, and then many careers after that also require writing, so writing the paper itself is important. However, the numerous time-consuming projects that lead up to the paper amount to nothing in the long run. There should be some other way of ensuring that students make progress on their assignments, without forcing them to spend hours on useless notecards that do nothing but lower their final averages.

Arts & Entertainment

The Rampage • February 2018

I, Tonya: Reviewed Harry Shams '19

I, Tonya tells the story of Tonya Harding, a figure skater turned social pariah. Harding is infamously known for her involvement in a violent attack on skating competitor Nancy Kerrigan, which was carried out on January 6, 1994. Kerrigan was attacked by an assailant hired by Harding’s then-husband, Jeff Gillooly, and the assailant struck Kerrigan’s knee with a baton, injuring her. Following extensive media coverage and a federal investigation, Harding pleaded guilty for her involvement in the attack and was subsequently banned from competing in any national figure skating programs.

It’s not easy to “spin” the Tonya Harding story. After pleading guilty to injuring Kerrigan, Harding was labeled as an insane athlete willing to commit heinous crimes just to beat a competitor. How can you expect an audience to sympathize with such a person? That’s where I, Tonya deserves major praise. The film is unique in its ability to make viewers sympathize with the clear “villain” of the story. Craig Gillespie, the director of the film, shows audiences a side of Tonya Harding unseen by the public eye. He depicts the emotional abuse that Harding went through as a child and the resulting effects that abuse had on her as a skater. By the end of the movie, you’ll find yourself feeling sorry for Harding, even though

she was involved in planning the attack on Kerrigan.

The film is also praiseworthy for its accurate depiction of Harding. Margot Robbie’s performance as Tonya Harding is simply incredible. The Australian actress manages to capture Harding in all her glory and grief. She nails the figure skating sequences (Robbie actually spent four months learning how to skate) and does a brilliant job at capturing the type of emotional abuse sustained by the skater. Harding’s mother, played by Allison Janney, also gives an amazing performance, for which she won in the Supporting Actress category at the Academy Awards.

I, Tonya is a great movie for a couple of reasons. For starters, the film contains stellar acting: Robbie and Janney steal the show with their performances and have both been rightfully acknowledged with Oscar nominations. Additionally, the movie is extremely well-written and has a killer retro-soundtrack on par with Guardians of the Galaxy. But most importantly, I, Tonya is an achievement, because it manages to change the public perception of a former villain. The movie shatters any and all preconceived notions you may have about the figure skater and has thus far managed to restore Harding’s reputation and rebrand the former villain as a “victim” of the story.

Pitch Perfect 3: Reviewed Suzi Dweck ’19

The term “a capella” used to be reserved for the musicians and the singers, while its meaning was unbeknownst to the general public. However, the word has become very much mainstream, as pop culture has brought it into the spotlight—most recently in Pitch Perfect 3, the final chapter of the well known Pitch Perfect trilogy. The Bellas, the members of the Barden University all-female a capella group, are now long past their college days and are out in the real world. As the Bellas return from winning the World Championships, they realize that it takes far more than a cappella to succeed and prosper in life. The Bellas find themselves split apart, with dreadful jobs that do not include the novelty of making music with one’s mouth. Therefore, when given the chance to reunite for an overseas tour of Europe on behalf on the United Services Organization, the Bellas grab the chance to make music together one last time.

Despite the confusing plot at certain points in the movie, it is clear that the actors and actresses genuinely

enjoyed themselves while filming—the excitement of the characters throughout the movie is infectious. Not only does Pitch Perfect 3 displays a heartfelt assertion of teamwork, it also shows and promotes female empowerment.

All of the Pitch Perfect movies are known specifically for their covers of contemporary pop music, and Pitch Perfect 3 follows the trend, incorporating a series of popular musical montages that combining the likes of Beyoncé and Sia. Additionally, protagonist Becca (Anna Kendrick) creates her own solo song with a beat machine, reminding us of a famous scene from the first movie, in which Becca sings “The Cup Song” using vocals and percussive rhythms from a cup.

There is never a dull moment in Pitch Perfect 3, as it is both entertaining and hilarious. If you have ever watched and enjoyed one of the previous Pitch Perfect movies, or if you simply love the quirks of a musical movie, I advise you to check out this a capella adventure as soon as possible.

The Greatest Showman: Reviewed Hannah Doft ’20

The Greatest Showman tells the the story of American circus pioneer, P.T Barnum. As the film progresses, viewers watch Barnum’s rise from “rags to riches,” while observing the pressures of living in New York City in the 1800s.

The film focuses on Barnum’s recruitment for his circus during a time of discrimination against anyone who was “different.” Barnum builds a successful circus but struggles and gets wrapped up in his fame, causing him to stray from making the right decisions. In the end, he realizes where his true values lie, although there are definitely many moments in the film where viewers feel tempted to clench their fists tightly and yell at Barnum to get his act together.

The cast of the movie consisted almost entirely of star actors and actresses, including Hugh Jackman, Zac Efron, Zendaya, Michelle Williams, Rebecca Ferguson, and Keala Settle, among others. However, the magic of the show rests heavily on the shoulders of Benj Pasek and Justin Paul, the songwriting duo that wrote the show’s original music. The cast of the show recorded a soundtrack for the film, which clinched a spot as number one album on the iTunes chart, while the song “This is Me” won a Golden Globe for Best Original Song and was also nominated for this award at the 90th Academy Awards. The soundtrack was riveting to listen to as an audience member, and although the movie received mixed reviews from critics, the combination of the storyline and the musical elements made this movie a must see for all ages. I would definitely go back and see the film again.

February 2018/Shevat 5778

The Rampage Arts&Enternainment 15

Oscar Predictions anD Results Harry Shams ’19

Before the Academy Awards aired on March 4th, movie buffs found themselves wondering who would take home an Oscar and who would be left disappointed. Here are the Rampage’s predictions for who will and who should take home a trophy in each of the major categories, and then who actually did end up winning.

Best Picture Who will win: Graham Broadbent, Pete Czernin and Martin McDonagh (Three Billboards Outside Ebbing, Missouri)

Who should win: Scott Rudin, Eli Bush and Evelyn O'Neill (Lady Bird)

Who actually won: Guillermo del Toro (The Shape of Water)

Best Director Who will win: Guillermo Del Toro (The Shape of Water) Who should win: Christopher Nolan (Dunkirk) Who actually won: Guillermo del Toro (The Shape of Water)

Best Actor Who will win: Gary Oldman (The Darkest Hour) Who should win: Gary Oldman (The Darkest Hour) Who actually won: Gary Oldman (The Darkest Hour)

Best Actress Who will win: Frances Mcdormand (Three Billboards Outside Ebbing, Missouri) Who should win: Margot Robbie (I, Tonya) Who actually won: Frances McDormand (Three Billboards Outside Ebbing, Missouri)

Natalie Kahn ’19

Best Supporting Actor Who will win: Sam Rockwell (Three Billboards Outside Ebbing, Missouri) Who should win: Willem Dafoe (The Florida Project) Who actually won: Sam Rockwell (Three Billboards Outside Ebbing, Missouri)

Best Supporting Actress Who will win: Allison Janney (I, Tonya) Who should win: Allison Janney (I, Tonya) Who actually won: Allison Janney (I, Tonya)

Best Original Song Who will win: Benj Pasek and Justin Paul for “This is Me” (The Greatest Showman) Who should win: Sufjan Stevens for “Mystery of Love” (Call Me by Your Name) Who actually won: Robert Lopez and Kristen Anderson-Lopez for “Remember Me” (Coco)

Best Original Screenplay Who will win: Martin Mcdonagh (Three Billboards Outside Ebbing, Missouri) Who should win: Emily V. Gordon & Kumail Nanjiani (The Big Sick) Who actually won: Jordan Peele (Get Out)

Best Adapted Screenplay Who will win: Aaron Sorkin (Molly’s Game) Who should win: Aaron Sorkin (Molly’s Game) Who actually won: Luca Guadagnino (Call Me By Your Name)

Best Animated Feature Film Who will win: Lee Unkrich and Darla K. Anderson (Coco) Who should win: Lee Unkrich and Darla K. Anderson (Coco) Who actually won: Lee Unkrich and Darla K. Anderson (Coco)

Molly’s Game: Reviewed

Molly’s Game tells the true story of Molly Bloom, an Olympic-level skier whose dreams are crushed by a devastating accident in the Olympic trials. Having been accepted to Harvard Law School, Molly takes a year off and ends up running poker games for some of the wealthiest players in Los Angeles and New York, such as members of the Russian mafia, and lands herself in terrible legal trouble.

I really enjoyed the fact that the film was based on a true story, even though Molly constantly says she has changed all the names except her own--knowing that someone had lived through all these experiences made the story all the more impressive. Still, the film relies a bit too much on exposition and not enough on development of characters aside from its spirited protagonist. It also was a little too long, running two hours and twenty minutes, and could have cut down some runtime with fewer gambling scenes and shorter court scenes. It is saved by Aaron Sorkin’s clever screenplay, which has garnered Golden Globe, BAFTA, and Academy Award nominations.

Molly’s narration, skillfully read by Jessica Chastain, was both witty and engaging. Even after the first two minutes of the film, I already had a sense of Molly’s unique character and was rooting for her to succeed.

While Molly’s Game is certainly a drama, its

dialogue is filled with humorous, light-hearted lines.

Jessica Chastain shines as Molly, both physically and artistically. She manages to look refresh-

ingly beautiful in every single outfit worn by her character (and believe me, there are many) and captures Molly’s humor but also her emotional downslide into drugs and illegal business, as well as her strong moral compass: her performance is nothing short of a powerhouse, despite a disappointing snub from the Academy Awards.

Idris Elba gives a solid though somewhat unoriginal performance as Charlie Jaffey, Molly’s prominent attorney who initially only takes on her case after she promises him a portion of $2 million dollars she can collect from gambling debts and eventually becomes one of her greatest advocates, but his performance paled in comparison to that of the fiery Chastain. Kevin Costner’s role as Molly’s overly competitive, pressure-cooker dad (ironically a clinical psychologist) is dislikeable, apt for seventy-five percent of the movie, but fails to become likeable at a critical point toward the film’s conclusion.

Though Molly’s Game wouldn’t make the list as one of the top films of the year, it is certainly one worth seeing: if not for its intriguing plot, then at least for its superlative leading lady.

Crossword Puzzle

The Rampage • February 2018

Ben Silverman '20

ACROSS 3. Cause of a much-needed break 6. Girls Varsity Voleyball team, for one 11. Dov's office, colloquially, with "the" 14. Alleged affliction spreading amongst 12th graders 15. Rare beverage in the lunchroom 16. Beloved Ramaz security chief 18. Outgoing President of the G.O. 19. NCAA basketball tournament, informally

DOWN 1. Hamlet's buddy 2. Object of legend on the 8th floor 4. Jew of Eastern European descent 5. Foreign supreme leader who supposedly wants peace 7. We turned the _____ (why I lost an hour of sleep) 8. 2018 blockbuster about Wakanda 9. Chair of the math department 10. 10 hour sophomore requirement 12. Day with fresh pizza for lunch 13. Cause for alarm 17. Camelid whose name is also a Hebrew question