Volume 54, Issue 5 (January/February 2020) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 54 • Issue 5 • January-February 2020 • Tevet-Shevat 5780 • the-rampage.org

Outcomes of the New Makeup Policy

Isaac Silverman ’21

This year, a new policy was established for the test makeup system: students are only allowed to take a maximum of three makeup tests per semester. At first, there were mixed reactions to this policy. This worried a majority of students, not just those who had previously taken advantage of the system in case a student was unprepared for a test. Was the policy effective? The Rampage interviewed Ms. Krupka and polled students to get their reactions to the policy’s outcome.

A significant apparent outcome of this new policy, according to Ms. Krupka, was the incredible decrease in the number of makeups

taken. Ms. Krupka feels as though “it worked as a deterrent,” discouraging students from abusing the makeup system. As a result of this “deterrent,”

many students have not even used their three allotted makeups for the semester. For those few students who did reach and try to exceed their three makeup limit, Grade Deans scheduled meetings to discuss why they had missed so many tests and decide how to proceed.

Additionally, with the new AM Assembly test system, all history, world language, Hebrew, and physics tests will be taken by the entire grade at once and proctored by another teacher like during finals. Ms. Krupka believes that this system will make it “much easier to monitor who has missed a test” and create “an even further deterrent” to missing tests because now there will be stricter monitoring for attendance. Although this new system did not originate in correlation with the new makeup policy, “this was just a total side benefit,” according to Ms. Krupka. One thing that was hard for the administration to monitor was if they were to count a test as a makeup if a student came late that day. Now the administration is able to catch if a student comes to school considerably late around 9:30 AM, and then can notify the student that they are aware of their lateness, and as a consequence, the test will count as one of their makeups.

The results of the poll support the numbers Ms. Krupka suggested. Of the 35 students who participated in the poll, nearly 25% took zero makeups throughout the semester, nearly 50% took one makeup, and the other 25%

split between two and three makeups, leaning towards two. There was also no notable difference between the amounts of how many makeups were taken for General vs Judaic studies. When asked for what reason they had taken the makeup, 51% of students responded that they were sick, 26% restated they hadn’t taken any makeups, and a 14% minority of students said they were away, as well as a variety of personal reasons. The reason behind the makeup is very important because with a legitimate reason it will be easier for students to plead their cases if they need to go past the three makeup maximum.

In the end, though this policy was extremely controversial to begin with, everything seems to have worked out well for the majority of students. Now the controversy is focused on the new AM Assembly test system. Students will have to wait to find out how that system will work out.

Intern from Down Under Bowled Over by Ramaz Rebecca Massel ’21 and Samantha Sinensky ’21

Ramaz prides itself on hosting a plethora of interesting guests—YU/Stern students in the Kollel program, Israeli soldiers, and interns hoping to major in education. While most interns are local residents, for three weeks, Ramaz had the privilege to host Australian student Asher Klein. Klein studies at the University of Sydney and is majoring in English and drama. He is working toward a bachelor’s degree in education. During Klein’s visit to New York, he observed various English classes and witnessed the Ramaz classroom and extracurricular environment.

Klein came to Ramaz through the Brownstone Internship Program, a program that sends Australian University students to New York and pairs them with an internship in line with their field of study. “I was eager to experience firsthand how an American high school class was run and operated, especially in a Jewish setting,” said Klein.

Klein started each day with a meaningful tefillah in the Sephardic Minyan. Next, he was able to observe a large sampling of classes of various subjects with different educators and teaching styles.

Initially, Ms. Benel helped Klein set up his schedule.

Over time, Klein directed his attention towards English classes, as this is his major. He observed classes taught by Dr. Milowitz, Dr. Gaylord, Ms. Litwack, and various other teachers. “I was able to see how a teacher fosters class discussion in a productive and meaningful manner,” said Klein.

Klein expected Ramaz students to be apprehensive towards him. However, he was pleasantly surprised. The Australian guest felt welcomed from day one, as students approached him in the hallways and introduced themselves. “I did not feel like a fish out of water,” he exclaimed.

Klein was most impressed with the en-

Inside this issue...

gagement of the teachers. In Australia, high school teachers are restricted to the curriculum designed by the state. According to Klein, it can be “stale and boring.” Ramaz differs because “the curriculum is created by teachers, so they focus on their interests and what they are excited to teach. [At Ramaz], there is more passion.” Klein found this especially true in Ms. Dashiff ’s infectious diseases senior class. He sat in on the students’ final presentations and witnessed

the engagement of the teacher and the interest of the students.

However, Klein was surprised by the leniency of American teachers with regard to deadlines and grading. “In Australia, if you miss a deadline, you get a zero,” he said. Klein felt these flexible deadlines and tests lead to less stress for Ramaz students than Australian high schoolers’ experience. In Australia, four years of high school culminate in the HSC exam, a test covering all subjects taught in high school. “This exam counts for half of your grade,

and if you botch it, that can really negatively affect which universities will accept you.”

In addition to witnessing the excellent classes Ramaz has to offer, Klein participated in stimulating extra-curricular activities. He was astounded by the chesed, and said, “I have never seen a school on this level of commitment to chesed. The incredible amount of time and effort that students give is really special.” He was especially impressed by the weekly sandwich packaging program run by Ms. Benel, and the students’ willingness to dedicate their time, even those who live out of the city. He also attended the popular Sephardic tisch during Friday homeroom, and “felt the high energy in the atmosphere.”

Another difference that Klein found between Ramaz and his high school was the amount of “silliness.” In Australia, students and faculty were constantly running programs like pajama day, crazy hat day, dance parties, or fundraisers. However, he felt that at Ramaz, there is less goofiness. Klein did acknowledge that his visit overlapped with finals and the weeks leading up to it, a time when much school spirit is not expected.

It was especially important for Klein to intern at a Jewish day school, as there are few in Australia. There are only four Jewish day schools in Sydney, the largest city in Australia. “It’s remarkable how every student is engaged with and knowledgeable about all aspects of Jewish learning, including Talmud, Tanach, and Hebrew,” he said.

Reflecting on his past three weeks at Ramaz, Klein felt that he learned how to capture the attention of the class. “Watching the Ramaz teachers, I learned that engagement is key,” he said. “This school is such a special place. I wish I could spend more time here.” He is grateful to the school for this opportunity and looks forward to utilizing the skills he learned at Ramaz in his classroom.

Interview with Decor Chair: Rachel Araten..........................................................................................Page 7 Trump’s Executive Order: Beneficial or Detrimental to the Jews...... ......................................................Page 10 Fear at the Solidarity March...............................................................................................................Page 12

News 2

The Rampage

Jan-Feb 2020/Tevet-Shevat 5780

Jewish Pride: No Hate. No Fear. Solidarity March Rebecca Massel ’21

Almost every night of this past Chanukah, as Jews lit the candles, they prayed that the antisemitism would be over. However, every night, new headlines appeared covering the stabbings in Monsey, violence on the streets of NYC, and harassment in the subways. For the past few months, antisemitism has been on the rise in the New York/New Jersey area. These attacks shocked the tri-state area and left citizens confused on how to react. It felt like this wave of antisemitism would never end. In response,

the Jewish community came together to declare that this form of hate will not be tolerated.

On Sunday, January 5, approximately 25,000 people, Jews and non-Jews alike, marched with the UJA Federation in the “No Hate, No Fear Solidarity March.” The rally was sponsored by many different organizations including the Jewish Community Relations Council (JCRC), the ADL, the AJC, the New York Board of Rabbis, and Brooklyn Borough President Eric Adams. With tremendous police supervision, the crowd walked across the Brooklyn Bridge to Foley Square to declare their right to pray in synagogues, celebrate holidays, and wear a kippah on the street without fear.

Ramaz, always at the forefront of Jewish activism, was quick to urge students and their families to attend this event. At a full-school davening on the Friday before the event, Rabbi Steinmetz spoke about the importance of being proud Jews and standing up for ourselves. Rabbi Steinmetz emphasized that it is important to not be afraid. He said that the Jewish community needs to stand up and declare: “Ani Ivri!” Jews need to be loud and proud, stand united together, and support one another. On Shabbat morning, Rabbi Steinmetz gave a similar lecture to the KJ Community, stressing the importance of the march to parents and grandparents.

Additionally, the Ramaz Leadership Team sent out an email to inform parents and students about the event. “For the last week and a half, there have been attacks against Jews in the New York metro area on an almost daily basis. It is time to say enough!” the email read. “We can't just shake

our heads when we read about another attack on Jews; we must take action. We can defeat this, if we stand together.” Although students were repeatedly urged to attend the event as a vital expression of the school’s mission, the plan did not include a central place for students to meet and march as a school.

Rabbi Stochel, who was at the march, explained, “We thought of it as a family and community event held on a Sunday and not during the school day. We wanted families with children of all ages to march together, demonstrating the urgency of the march across generations. And it was quite moving to see grandparents, parents and even small children in strollers and baby carriers joining on a cold winter day.”

On the day of the rally, in the freezing weather, thousands arrived. For three hours, Jews marched across the bridge, breaking out in song and dance. One group, The Jewish Federation Against Hate, brought a marching band and dance troupe to express their Jewish pride. Overall, the energy on the bridge was hopeful and motivating.

After crossing the bridge, the crowd gathered in Foley Square to listen to speeches. “Today we are all Pittsburgh, we are all Poway, we are all Hasidim, and we are all Jews, and we are all American,” proclaimed Devorah Halberstam, an Orthodox Jew who is fighting for her son’s 1994 murder to be recognized as an act of terrorism. Other Jewish speakers shared similar messages. They declared that the Jewish people were united and would not stand to be persecuted. Matisyahu, an American Jewish singer, sang his song “One Day,” expressing a prayer for peace. “Stop with the violence, down with the hate,” he sang. Additionally, many of the speakers were political figures. Governor of New York Andrew Cuomo stated, “What has happened in Brooklyn, what has happened in Monsey, NY, was an attack on every New Yorker, and every New Yorker has felt the pain.”

He announced that New York State would give an additional $45 million to protect religious institutions, including religious schools or cultural centers.

State police would continue to closely watch neighborhoods with large Orthodox populations. Also, a new tip line was put into place for people to report potential hate crimes.

Antisemitism in America affects all Jews, from Charedim in Monsey to Reform Jews in Pittsburgh. Therefore, many Jews and non-Jews from various backgrounds attended the march. Much of the turnout was by non-affiliated, Reform, and Conservative Jews. Diane Reiser, a 74-year-old Reform Jew, explained, “I am a Jew, but I would be here even if I wasn’t because I am also an activist. I have struggled for the last three years with the question: What would I have done if I was a German during the Holocaust? Would I have helped save the Jews? I have come to many demonstrations. I support Muslims and immigrants. I am setting an example for my grandchildren.”

As a result of the Ramaz/KJ community’s endorsement of the march, many Ramaz families arrived with their young children that Sunday morning. Ramaz parent Jennifer Yashar said, “I came with my children to show that we will not stand for an-

tisemitism or hate toward any group. The emails and Instagram posts motivated me and others to come.”

Daniela Niditch, a former teacher at the Ramaz Lower School, explained that there was in fact some debate between parents about whether this event was appropriate for children. She said, “We want our kids to live in a bubble and believe everything is good and safe. But, I brought my daughter and told her that we need to show that we are proud Jews, regardless of who doesn’t like us. Just seeing the magnitude of people who are here is so overwhelming and beautiful, even if she doesn’t really grasp the severity of the event.”

With growing antisemitism comes blame.

Some of this political debate was represented at the march. Some accused President Trump for this new wave of hatred. Signs read “impeach Trump!” or “Trump has unleashed hate and violence.” According to Reiser, “The leader creates the atmosphere.

Trump made it acceptable to act with craze and created a place for hate in our society.” Others blame the governor and mayor of New York, as this rampant antisemitism has its core in the New York area.

Niditch said, “I blame political figures in the New York area for not taking a stronger ground against antisemitism.”

Another issue raised is the question of how to protect against this hate. Niditch said, “Criminals should be jailed and must show up to hearings without being offered rewards. It is no longer a scary thing to commit crimes of antisemitism. That is the problem.” On the other side of the spectrum, the Care Not Cops Contingent came to the event, handing out their flyers. Rosza Zushuk, who describes herself as a fourth-generation secular Jew, said, “I am really distressed with the response I have seen coming from large Jewish nonprofit organizations.

Police and jails are not the solutions to antisemitism.

Instead, we need to confront those who are spreading antisemitism. This starts with the president. We are seeing that he is spreading antisemitism and we

need to stop it. This is a slow and complicated process, but it is necessary.”

Continued on Page 9

Ramaz Celebrates Siyum Hashas Daniel Kalimi ’23

On January 1, 2020, 92,000 Jews joined together at MetLife Stadium to celebrate the completion of the 13th daf yomi cycle, with another 10,000 at Barclays Center. The Siyum Hashas marks the ending of the approximate seven and a half year cycle of learning one full page of Gemara every day in order to eventually complete the 2,711 pages in the entire Talmud. This program was created by Rabbi Meir Shapiro in 1923 in order to unify Judaic learning. Rabbi Shapiro envisioned a Jew traveling to different countries having the ability to go to any beit midrash and find other Jews learning the same daf that he learned that day. At the Ramaz Upper School, students celebrated the siyum with singing and dancing.

Students also heard speeches from people who participated in the daf yomi cycle, as well as people who went to the siyum at MetLife Stadium and Barclays Center.

The celebration started off with a speech from Ramaz alumnae Ms. Fern Resmovitz ’75 who completed the daf yomi cycle herself. She discussed her motivation to implement daf yomi into

her daily routine and her experience partaking in the program. Ms. Resmovitz said that she had to

learn it rain or shine and even showed us a picture of her studying the daf yomi on the day she gave birth to her son. She concluded the speech saying that she had an amazing experience and could not wait to do it again.

Ms. Resmovitz’s speech followed with student Sammy Aschendorf ’20 speaking about his experience at the Siyum Hashas at Metlife.

He explained how amazing it was to see so many Jews congregated in one place to celebrate such an astonishing achievement. Josh Chetrit ’23, one student who attended the Siyum, said, “I had a great time. It was such a spiritual experience.”

After Aschendorf ’s speech, Rabbi Stern spoke to the students about the numerous times he has completed the Talmud and the privilege of being able to learn Torah. He then proceeded to recite a blessing for the end of daf yomi as well as a special kaddish for Holocaust victims who never had relatives say kaddish for them. After that, the students sang and danced with the speakers.

Jan-Feb 2020/Tevet-Shevat 5780

The Rampage Ramaz Upper School

New York • Volume 54 • Issue 5 • Jan-Feb 2020 • the-rampage.org

Editors-in-Chief: Zachary Buller ’20* Sophia Kremer ’20* Josephine Schizer ’20* Layout Editors: Hannah Doft ’20* Aliza Freilich ’20* Crossword Editor: Avery Sholes '20 Meme Department: Avery Sholes ’20 Isaac Silverman '21 Faculty Advisor: Dr. Milowitz Contributing writers: Ethan Davidovitch ’22 Sydney Eisenstein ’22 Julia Feit ’22 Daniel Kalimi ’23 William Kremer ’21 Caitlin Levine ’21 Rebecca Massel ’21 Tammy Palagi ’21 Alexandra Paul ’23 Taylor Roslyn ’21 Clemi Roth ’22 Rebecca Silber ’23 Samantha Sinensky ’21 Issac Silverman ’21 Andrew Spielfogel ’23 Charles Spielfogel ’21 Aliza Teller ’23 Aryeh Teller ’20 Judah Wahba ’20

The Rampage

News 3

SFAC Update Caitlin Levine ’21

do scheduling for the school should meet to see if the logistics of this suggestion could be worked out.

The third Student Faculty Administration Committee (SFAC) meeting took place on January 16th. Many topics discussed in the November meeting were readdressed with updates given by their respective committees.

Student-Teacher Conferences At the last SFAC meeting, the committee discussed how student-teacher conference day is very hectic, and students often do not get enough time with their teachers.

One idea to solve this issue was to have a second day for such meetings. Another suggestion was to have student schedules and a program for the students not meeting with teachers. Another recommendation was to divide the school into two groups: one group to meet with teachers and the other to participate in a program. The groups would switch for the afternoon. The discussion ended with an agreement that giving schedules to students, just like those given to parents, seems doable. Also, perhaps teachers should have office hours so that students can still meet on another day.

Co-Curricular Activities The committee readdressed the idea of clubs meeting during school hours to make it easier for more students to attend. The proposal at this meeting was to create a schedule that has a “Club Period.” Instead of B4, a period would be desThe Rampage is the student newspaignated for club per of the Ramaz Upper School. It is meetings on a published on a monthly basis. Letters non-rotating to the editors may be submitted to day, Monday or rampage@ramaz.org. Letters must be signed and may be edited to conform Thursday. Each to The Rampage style and format. month, three out of four of those The opinions expressed in The periods can be Rampage are of the author’s alone, selected for clubs and do not represent the views or to meet. The one opinions of Ramaz, The Rampage, or remaining peits editors. riod could be used for other * Denotes member of The Rampage editorial board prog ramming, including a monthly advisory (since B4 would not exist). Also, each of these dates would be designated to a specific section of clubs—like Special Interest Clubs (example: Business Investment Club, Language Clubs, and Appropriate Teams).

The meeting times of these clubs sometimes overlap with more “demanding” clubs such as Model UN or Model Congress. One problem presented with this approach is what the students who are not part of a club would do with this period. The discussion concluded that the follow up group (the group that is assigned to investigate how to implement suggestions) and the two people who

Ramaz Atmosphere The next topic raised was how to enhance ruach at Ramaz. One member stated that Ramaz needs more school spirit. This led to a discussion about which events result in the greatest amounts of spirit to see if the school can try to implement more of these spirited events. The Boys Varsity Basketball game in the Glouberman Los Angeles tournament last November was one instance of wonderful school spirit. A member said, “It was great to see the whole school watching. The competitiveness of the sport kept people interested.” Other events mentioned were the school wide retreats, the Chagigah in Adar, and gradewide Shabbatons. The problem raised was that students sometimes think the event is forced and feel that they are “too cool” to participate. Someone suggested that the G.O. should implement spontaneous events. Maybe the extra B4 period from the suggestion above could be used for those kinds of events. The topic will continue to be explored by a follow up committee. Look out for spontaneous events!

Communication with Faculty Should students email or use Schoology for public announcements? What are student expectations of response time? Some students prefer email while others like Schoology; it is very dependent on the individual student. A faculty member responded that although she does not like general announcements, like about missing AirPods or club tryouts, she does use Schoology and expects that if she posts an assignment on Schoology with a reasonable amount of time before the deadline, students will complete it. One member said the school should suggest that students turn on their notifications so they don't miss assignments. Another mentioned that different teachers assign work in different ways, and it is the student’s job to realize which teachers use Schoology. One member mentioned a flaw with the app and the online version of Schoology. The app doesn't always mention announcements. This must be addressed. Another member stated that his Schoology and emails are linked, so he is constantly checking both and recommended that more students connect them. A follow up group was formed to

continue this discussion.

Citizenship reports What are the goals of citizenship reports? When are citizenship reports usually given? Does the faculty find citizenship reports an effective way to communicate with parents and students? One member clarified the process that is involved with citizenship reports. She explained that when a faculty member finds students who they feel are violating school policies such as dress code, talking at inappropriate times, or disrespecting a teacher, the student is sent to the office and instructed to write out what happened. The reports are emailed to the advisors and Grade Deans. How are they used? One member stated that they are used at certain times, for example, when the school holds elections. Bad reports could cause a student to be disqualified. It is concerning to students that there is no consistency and often no ramifications of the reports.

Many faculty members will not have the students fill out a report, but rather, reprimand the student on the spot. For other teachers it is easier not to get involved, and rather, just send the student to fill out this report. Yet, even with a report, what kinds of punishments are there? Also, if a student is not following certain rules, how can the school change this behavior? Should there be several warnings before a punishment is enforced? In regard to inconsistencies, one student mentioned that she has gotten emails about coming late before finals but never about citizenship reports. The citizenship reports seem to get forgotten. The difference between the old disciplinary reports and the new citizenship reports was also discussed. The citizenship report focuses more on what the student is doing to affect the people around him or her. Also, the decision as to whether parents should get notified when a student is instructed to fill out a citizenship report was addressed. Right now, parents are not notified. A follow up committee was formed to further explore this topic.

New Test Scheduling Policy The last topic discussed was the experimental test policy. Several problems have arisen from the current testing system: it is difficult to find days to schedule tests, students share test questions with other students in different classes who will take the same exam later in the day, and extra-time students come late to classes they have after their tests. With the new testing system, all the tests for a few specific subjects will be administered at the same time during an AM assembly period. This scheduling will benefit students since they will be taking the test earlier in the day, rather than later on when they are tired. The new policy will benefit teachers as well because all the students will take the exam together, and teachers will not have to worry about students relaying the questions to each other.

The faculty is eager to hear how students feel about this new policy. The experiment will begin this semester.

As always, committee members are encouraged to speak to others about any issues of concern. Similarly, students should feel free to alert SFAC members of any topics that need to be addressed. Follow ups and new discussions will take place at the next meeting.

Ramaz Faculty Member Nominated for Grammy Award Taylor Roslyn ’21

Over the past few years, students in the Ramaz Band have had the opportunity not just to dream of becoming stars, but to play with one too. Oded LevAri, the band’s faculty advisor, was nominated for the most prestigious award in music—a Grammy. Oded joined the Ramaz music department 15 years ago and has led dozens of successful Ramaz Band performances at school-wide events such as the Annual Dinner and Celebration of the Arts. In his free time, Oded has been up to more than just playing background piano for Ramaz school musicals. Along with his longtime musical partner Anat Cohen, Oded composed works within the now-Grammy-nominated album “Triple Helix.” The album includes compositions by Oded and Anat, as well as Astor Piazzola and other composers.

Oded and Anat began playing together at Israel’s Thelma Yelin High School for the Arts, a specialized school, where Anat played saxophone (along with a few other instruments) and Oded played piano. And ever since high school, they have not stopped working together. Oded went on to serve in the Israeli Defense

Force Orchestra after high school and is a recipient of the America Israel Cultural Fund scholarship. He has written more than 500 arrangements and compositions for chamber and wind ensembles, big band and symphony orchestra, as well as various jazz combos. In 2018, Carnegie Hall offered Oded the opportunity to write a piece for Anat to play. Oded took the offer and wrote a concerto for clarinet and ensemble and named it “Triple Helix.” Oded decided to name the full album “Triple Helix” in honor of the original piece he wrote.

According to Oded, most artists present background with their music to inform the listener what inspired the composer to write the piece. But Oded chose otherwise: “I am not inspired by one single event, as everything inspires me to write music,” said Oded. “It is my job to create, so I can’t just wait for inspiration to do so. The actual writing is what inspires me, so when I start, I cannot stop.” Oded further noted that he does not want to have a say in how his music evokes emotion in a given listener. He does not want to provide a story with which to associate the piece; he wants each individual listener to associate the piece with his or her own stories.

When Oded found out that his album “Triple Helix” was nominated for a Grammy in the “Best Large Ensemble Jazz Album” category earlier this year, he was overjoyed. “Words cannot express how happy I was when I heard the big news,” said Oded. “I never expected my piece to be chosen out of the hundreds [competitive for the nomination.]” Unfortunately, Oded didn't win the Grammy, but the nomination itself is a big honor.

Jan-Feb 2020/Tevet-Shevat 5780

The Rampage

News 5

Sophomore Shabbaton Ethan Davidovitch ’22

For the second time in their Ramaz careers, the sophomores embarked on their grade Shabbaton in Asbury Park, New Jersey. Following a grade-wide davening and a small breakfast, the students headed out to the buses. Coming out of a difficult two-test week, the sophomores finally realized that they had made it to Friday, and a relaxed vibe began to flow throughout the grade.

Before arriving at the hotel, the grade spent a few hours at an indoor ice skating rink in New Jersey. Although not everyone skated, it was an enjoyable experience for the whole grade together. The informal environment was a great way for students to interact with each other in a different way than in school. More importantly,

students who had not previously conversed began to interact. After a pizza lunch, the sophomores boarded the buses and headed to the hotel.

Upon arrival, excitement filled the air as students found out who they would be sharing their rooms with and went upstairs to begin preparing for Shabbat. A couple hours later, all dressed up, the grade congregated downstairs for Kabbalat Shabbat and Maariv.

Following davening, the sophomores began the first of their two sessions. Much different than the signature “speed dating” they experienced on Freshman Shabbaton, students engaged in a series of “Would you Rather” questions about various topics such as mortality, theology, and religion. Rabbi Dov Pianko explained the difference between the nature of the sessions on each Shabbaton. “Each Shabbaton has its own theme. The theme of Freshman Shabbaton is friendship, so that’s why sessions involve getting to know each other and discussions about what it means to be a friend. The theme of Sophomore Shabbaton is choices. The sessions involve different aspects of decision making while being able to explain your position to your peers.” The sessions were a more serious part of the Shabbaton, but the more structured program provided a slight change and a positive experience, as well as a chance to talk with faculty members who might not otherwise be having conversations on these topics.

After dinner, there was free time to hang out with friends until curfew. For many, the best parts of the Shabbaton were the unstructured and relatively unsupervised times. This allowed students to forget about their

workload and relax.

On Saturday evening, after what seemed like the thousandth meal of the weekend and a motzei Shabbat party, the sophomores got back on the buses to go to Sky Zone, an indoor trampoline park. The venue was dimly lit and provided neon colored shirts, creating a glow-inthe-dark effect. The different activities at Sky Zone ranged from warped walls to dodgeball to an obstacle course reminiscent of American Ninja Warrior. Hanging out at Sky Zone was a memorable time and a great way to culminate a weekend filled with fun and friends.

As pleasant as a weekend at home can be, the Shabbat spent with classmates brought entertainment and excitement and strengthened relationships between students.

The Evolution of Ramaz Vacation Schedules Gabby Ostad ’21

Ramaz students throughout the years have wondered why the school does not give students Yeshiva break. This year, students also wondered about the reason for removing the week-long February break.

Ramaz has always had vacation in December, not coinciding with Yeshiva break, in order to give days off for the two legal holidays in that period, Christmas and New Years Day. Mr. Cannon added that this time coincides with college intersession which further allows families to be together. Olivia Sakhai ’20 said, “I enjoy having winter break in December because the timing coincides with my cousins who are not in Yeshivot, so we are all able to spend break together.” In addition, by having a break in December, the school is respecting the non-Jewish employees who want to celebrate Christmas and New Years with their families. Both SAR and Heschel also have December break.

Rabbi Stochel added, “whichever way we lean poses a challenge to families.” December break time tends to

match more parents’ work schedules, but is also a more costly time to travel. Both Rabbi Stochel and Mr. Cannon acknowledged that a few parents have requested to move winter break to Yeshiva break, but not many.

Additionally, changing the break schedule would have to be an institutional decision, so it is not up to one person, but a group of parent and administrative board members.

Ramaz has experimented with many configurations for February break. At one point, students had Friday and Monday off, then there was a two-year trial of having vacation the week before Presidents Week, and for this year’s break, the school gave Friday, Monday and Tuesday off. Passover vacation was also extended to two full weeks. Practically, the Ramaz administration did not feel a full week of break was worthwhile for the students. After finishing finals, the break only gave teachers time to teach at the end of January and the first two weeks of February, not allowing for a thorough continuation of new material.

Rabbi Stochel stated, “having February break the week

Chanukah Highlights Joyce Salame ’23

Chanukah at Ramaz is an exciting time for both students and faculty, with days full of trips, chesed projects, and inspiring programming meant to elevate the spirit of the holiday. This year, Chanukah coincided with winter break, so all Chanukah activities took place during the last week of school in December.

On Wednesday, December 18, Ramaz took the freshman, sophomore, and junior students out of school on a special trip in celebration of Chanukah. The freshman class went to Bryant Park to go ice skating, in addition to spending time in the small winter-themed shops of Bryant Park Winter Village where students enjoyed purchasing socks, kosher hot chocolate, cookie dough, and even fedoras. Sophomores spent the day at the Nickelodeon theme park in American Dream Mall, and the juniors went rock climbing at High Exposure in New Jersey.

The next day, Yachad members came to Ramaz to spend the day with the students. They baked cookies special for the holiday in the shapes of dreidels and menorahs, decorated tzedakah boxes, sang songs, told stories, and lit the menorah. Every member of Yachad was then sent home with a bag full of cookies; everyone

had a great time.

That Friday, the students were privileged to take part in an assembly about how individuals can all be purveyors of miracles in their own lives. Rabbi Sklarin spoke about his experience donating bone marrow: when he was in college, he was asked to get his cheeked swabbed for a potential bone marrow donation. What started out as an insignificant five-minute break from his day ultimately became a multiple-occasion life-saving bone marrow donation to those in need.

Additionally, Seth Davis of IsraAid came to speak about the miracles that he and his team help make happen in different communities affected by natural disasters around the globe. IsraAid not only directly provides urgent aid but also teaches the community members how they can reduce the risk of disasters in the future, for example, teaching them how to purify their water. Seth Davis explained that in times of crisis, “We are the first to arrive and the last to leave.” IsraAid has helped many people and communities throughout the world, and embodies the overall message of the Chanukah programing at Ramaz: learning how to infuse the idea of a miracle into peoples’ daily lives.

before Presidents Day provided a more affordable vacation option for those who may not go away during winter break.” However, the break was shortened to maximize the number of school days for the year. Gabby Schwartz ’20 said, “I would rather have two weeks off over Passover because I don’t feel that I need a break two weeks into second semester.” On the other hand, Izzie Ottensoser ’22 stated, “I preferred having a week off in February because Passover break was long enough before, and I prefer having breaks throughout the semester.” Last year, the school received twenty feedback emails regarding the break both from those in favor of the time off and from those who wanted to remove the week-long break. Rabbi Stochel added that all breaks are intended to be convenient for both the faculty and parents, which the school attempts to do by linking breaks to weekends.

Although winter break seems to be staying in December, February break is not set in stone, and students should expect a plethora of changes in the future.

Jan-Feb 2020/Tevet-Shevat 5780

The Rampage

News 5

Hairspray: Winter Play Clemi Roth ’22

This year’s spirit week was filled with exciting events including a pep rally, unique excursions for each grade, and a meaningful Community assembly. However, the highlight of the week was the school’s production of Hairspray the Musical. The set depicted the famous row houses typical for downtown Baltimore.

The live, vibrant music brought the soundtrack to life.

Maxine Pravda ’20 led a cast of 15 Ramaz actors telling the story of young aspiring television star, Tracy Turnblad. In 1960s Baltimore, Tracy Turnblad, an outsider, realizes she may never be popular in the eyes of the “it crowd.” The popular, wealthy kids are usually featured on the program while others are denied the opportuni-

ty to dance on the show. Tracy finds some new friends from the “wrong side of the tracks” who join her in her push to allow anyone, regardless of where they live, to be included in the Corny Collins Show.

Since the plot of the original play is centered around the civil rights movement, many students were interested in how this would be portrayed in a school with a “very specific demographic,” as director Jason Robinson put it. Before the production began, Robinson addressed the school and explained that there was a lot to consider when deciding to do this play because of the main themes. Jessica Moskowitz ’22 explained that “Jason and the rest of the cast thought it would be inappropriate to portray the Civil Rights movement since none of our ancestors went through that discrimination.” Ultimately, the decision was made to still produce

Hairspray the Musical, but instead of incorporating the civil rights movement and issues relating to body image, the play emphasized the theme of outsiders and classism. Even with the adjustments, the audience fully grasped the concepts and enjoyed the production, and the cast had an enjoyable time performing.

Overall, students and cast members thoroughly enjoyed Hairspray. “It was really good; I thought that the costumes were really detailed, and they put so much effort into it,” said Talia Berman ’23. “Even their hair looked like it was from the 1960s!”As students left the auditorium they were overheard commenting, “I can’t wait to see what the drama department produces in the spring!”

Winter Sports Update Caitlin Levine ’21

off a buzzer-beater shot. The team’s toughest loss was against Shaare Torah. It was a back and

This year, Ramaz Upper School sported forth game, and Ramaz ultimately collapsed in eight athletic teams during the winter season: the fourth quarter. boys’ and girls’ JV and Varsity Basketball, boys’ The girls’ Varsity Basketball team is havJV and Varsity Hockey, and girls’ JV and Varsity ing a solid season, with a record of eight wins Volleyball. and four losses going into the playoffs. The

The JV boys’ Basketball team had a suc- team’s captains and leading scorers are Alyscessful season leading up to the playoffs with a record of seven wins and three losses. The team’s captains are Julius Rubinstein ’22, Morris Dabah ’22, and Jeremy Miller ’22. Captain Julius Rubinstein is also the team’s leading scorer. The basketball team’s most intense game was against Frisch. Off of a two-game losing streak, the JV Rams defeated Frisch, a school known for their talented team, by 20 points. This game was extremely important because it legitimized the JV Rams as a strong competitor. However, the team faced a tough loss in their game against TABC. Despite anticipating a good game, the players did not meet their standards. Although the team started off in the lead, they ended up losing.

The JV girls’ Basketball team has also had a successful season and hopes to make the playoffs with a record of four wins and six losses. The team’s captains are Julia Feit ’22 and Jordan Sebag ’22.

The team’s leading scorers are Lila Ellman ’23 sa Garbulsky ’20, Sophia Kremer ’20, Gabby and Chloe Gad ’23. The girls’ JV team’s toughest Schwartz ’20, and Olivia Sakhai ’20. The team’s loss was against SAR, their biggest rival. Their most intense game was against Flatbush. The most intense game was against Flatbush. It was Rams were barely ahead at half time and worked a very tight game and either team could have really hard to come up with a win. The team’s won, but in the end, Ramaz lost. Whether the toughest loss was in their first game against girls’ JV Basketball team makes the playoffs or Maayanot. Despite playing a great game, Ramaz not, all agree it was a fun and exciting season. lost by 7 points. The team lost in the first round

Boys Varsity Basketball has had a great of the playoffs against Frisch. season leading up to the playoffs with a record The boys’ JV Hockey team unfortunately of eight wins and six losses. The team is led did not make it to the playoffs, and had a record

by Yoni Vilinsky ’20, Ryan Leibowitz ’20, and of 1-8-0-1 from the regular season. The team Spencer Rubinstein ’21. Spencer Rubinstein is does not have captains, but their leading scorer also the team’s leading scorer. Unfortunately, is Alex Freilich ’22. The team’s most pressured Spencer was injured in a recent game against game was against JEC. Ramaz almost won, but MTA and will be out for the season. The team’s in the end, did not pull through. The team’s toughest game was against their rival, Frisch. toughest loss was against TABC, by 15 points.

During the Glouberman Tournament, the The players are enthusiastic about next year’s Varsity team played a nail-biter against Frisch team. which ultimately resulted in a win for the Rams The Varsity boys’ Hockey team has

made it to the playoffs with a record of 9-4-0-1.

The team’s captains are Eddie Catton ’20, Isaac Schertz ’20, and Jeremy Baruch ’21. In addition to being team captain, Isaac Schertz is also the leading scorer. The team’s top rival is SAR. Ramaz Varsity Hockey experienced their toughest loss to SAR because the game went back and forth the entire time. The team’s most intense game was against Frisch, who came in as the underdogs and played a really hard game that was super close. In the end, Ramaz came through with the win.

The girls’ JV Volleyball team has a record of three wins and five losses and has made it to the playoffs. The team’s captains are Clementine Roth ’22, Eliana Casper ’22, and Riva Ash ’22. Talia Larios ’23 is the leading scorer. Ramaz JV Volleyball’s biggest rival is Bruriah because they are undefeated, and Ramaz is the closest team to beating them. If Ramaz makes it into the playoffs, the game against Bruriah will definitely be intense. The team’s most extreme game was the most recent home game they had against SAR. During the first set, Ramaz was down by 12 points.

Ramaz then caught up by a lot but did not get the win. The team did win the second set, and the competition went to a third set. Unfortunately, Ramaz lost the last set by two points. The team’s toughest loss was against SAR. Ramaz played incredible ball and had a few remarkable comebacks. The team describes the game as, “the best we had ever played.” It was a hard loss for Ramaz.

The girls’ Varsity Volleyball team has a record of six wins and four losses and hopes to make it to the playoffs. The team is led by Rachel Guidanian ’20, Maya Hoff ’20, and Daniella Feingold ’20. Maya Hoff ’20 takes the lead in points. The team experienced their greatest loss during their first game against Frisch. We hope to watch the girls Varsity Volleyball Team fight their way to the playoffs.

The Rampage congratulates all Ramaz’s winter sports teams on their hard work, commitment, and sportsmanship. We look forward to rooting for our teams in the playoffs and championships. May we continue to dunk, spike, and slapshot our way to victory!

Features 6

The Rampage

Jan-Feb 2020/Tevet-Shevat 5780

Big Win for Ramaz at the Annual Alan T. Brown Hockey Game Aryeh Teller ’20

Every year, the Ramaz Rams compete in a hockey game sponsored by the Alan T. Brown Foundation, an organization which seeks to raise money for paralysis. At the game, players sold raffle tickets for numerous prizes such as Rangers tickets and Dougies gift cards. This year, Ramaz faced off against SAR and defeated this rival school in a stunning overtime victory.

In this second meeting between the two teams, Ramaz looked to avenge its overtime loss to SAR two months prior. The Rams were surely up to the challenge of a good SAR team as goals from

captain Eddie Catton ’20 and Eitan Linhart ’21 pushed the Rams to victory. Goalie EJ Singer ’22 also played a phenomenal game. While this game was surely a momentum builder for the Rams heading into the playoffs, their road to the championship won’t be easy. The Rams not only fail to play a single playoff game at home but also face the difficulty of a top team like Frisch once again.

But there’s no reason why the Rams can’t handle the pressure as was evident from their stunning upset

over Frisch and a big road win over HAFTR. If the Rams continue to play aggressive offensively and slow down the opposing teams attack, the Rams could make a run come playoff time.

Where Can I Find My Teachers?

Charles Spielfogel ’21

Over the past few weeks, many teachers have moved their office locations. This was motivated by the administration’s belief that it would be more effective for all the teachers from each department to be in the same locations. The science, math, and Judaic Studies departments have always shared offices for their departments. However, the other departments were fragmented and spread out, like the history department for example, with each teacher situated in a different office. According to Ms. Krupka, “it used to be just random teachers in all these places, so we kind of moved things around so that everyone is sitting by department now.” However, the fact remains that not all department chairs were actually moved; Dr. Jucovy and Ms. Barak are still in their previous

office locations, not sitting with their departments.

According to Ms. Krupka, the teachers’ lounge previously held many teachers, but many were lacking places to sit or assigned desks. Now, the former teachers’ lounge houses the Hebrew language and foreign language departments. According to Madame Bellaiche, a French teacher, “I think it is a better situation to be with your department. It makes more sense.”

The math department has always been together on the SC level. Ms. Lowry said, “I enjoy being able to discuss issues regarding the math curriculum and institutional techniques with my colleagues, but I miss the interaction with teachers from other departments.” According to Dr. Bernstein, “It is helpful to be around other history teachers because now we are able to talk to each other more readily. I suppose it is now easier for students, too, because they now know

all the history teachers are in the same place.”

For all students who are now looking for their teachers: the history department is located in the office in the library. The Hebrew language and foreign language departments are in the old teachers’ lounge.

The science department remains in the science office on the fifth floor and the Judaic Studies department remains in the SAC. The English department is now in the office near the gym. The math department remains next to the SC seminary room.

Hopefully, this new system should provide more organization and ease of which to find teachers during the day. Though some teachers miss being around colleagues from different departments and no longer have a common place to hang out, the administration believes that in the long run, this will benefit the running of the school.

Ramaz Students’ Superbowl Predictions Gabby Ostad ’21 45 students in all four grades casted predictions about the Superbowl. Super Bowl LIV took place on Sunday, February 2,2020 between the Kansas City Chiefs and the San Francisco 49ers in Miami, Florida. See the results below!

Jan-Feb 2020/Tevet-Shevat 5780

The Rampage

Opinions 7

Interview with Decor Chair: Rachel Araten Caitlin Levine ’21

For the past three years, Rachel Araten ’20 has served as Ramaz Decor Chair. This is a very unique position that Ramaz is proud to offer to artistically talented and creative students as part of the school’s concerted effort to enhance the students’ environment and thereby boost the overall experience. The role of the Decor Chair is to decorate the building and enhance spirit in the school for holidays and special events. Rachel has a tremendous impact on the school and students.

A few of the exciting projects which Rachel pioneered this year included beautifully decorating the school lobby for orientation, adorning our sukkah, and accessorizing the school for Spirit Day. Although Rachel is proud of everything she has accomplished this year, when asked to highlight the project she enjoyed most, Rachel said, “My favorite project to work on was decorating the lobby for Yom Haatzmaut. I feel that the building ambiance was able to express the feeling of excitement everyone has for Israel in a creative way.”

Rachel acknowledged that her job is demanding and certainly was not easy in the beginning. She ex-

plained that there was a learning curve. Specifically, she had to figure out when and how to order supplies to be delivered in time for events. Rachel is grateful for the assistance of Rabbi Dov, Rabbi Slomnicki, Ms. Chechik, and Joe. They are all instrumental in helping Rachel accomplish everything she wants to do smoothly. Although Rachel does not have an assigned committee to assist her, a lot of students, especially student government leaders, have offered their support. Rachel emphasized, “I have had the amazing help of the G.O. as well as a few friends that I have recruited to stay late and decorate with me. I want to give a huge shout-out to them!”

Rachel’s work in the school continues throughout the school year. She is looking forward to Purim and Yom Haatzmaut as well as more exciting events that will involve decorating. When asked if she plans to pursue her artistic talents in college and beyond, Rachel said that she does not plan to attend an undergraduate art school. She does hope to study studio art and art history while in college and potentially minor in it. Rachel said, “Art has always been a part of my life, and I want to keep growing in that area of my life. I am hoping to pursue a career in special education and would be interested

in learning more about art therapy and how that could help me in my future career.”

The Rampage thanks Rachel for her incredible contribution to our school and looks forward to what she has in store for the rest of the year.

Ramcast: The New Ramaz Podcast Aliza Teller ’23

Ramaz students are given the opportunity to pursue their passions. Gabe Kraiem ’20 exemplified this ideal by creating his

own podcast through Ramaz. Gabe has always enjoyed speaking with friends and sharing his complex ideas. He is a curious individual and is always asking questions. He got his inspiration from his cousin, Ramaz alum Juda Kishk ’16. Gabe got the idea to start a podcast from his peer Aaron Solomons ’20. Gabe, a persistent student, met with Rabbi Stochel to see where he could take the idea. And so, Ramcast was created.

Ramcast helps Gabe express his ideas on important

topics and current events. His goal is to create a podcast in every area with other Ramaz students hosting interviews, not only Gabe. He hosts students and teachers who specialize in different fields to speak. Gabe hopes Ramcast will be another source of information for students.

Gabe plans to talk about philosophy with rabbis, technology with Mr. Vovsha, and morality with science teachers. If he does not know a lot about a topic, he asks another student to contribute to the questionnaire. Although Gabe is graduating this year, he plans on finding someone to take over so the podcast can continue.

How Do Ramaz Students Spend Intersession?

Gabby Ostad ’21 Over 100 students in all four grades answered a poll about how they spent their intersession.

Jan-Feb 2020/Tevet-Shevat 5780

The Rampage

Opinions 8

Is a Judaic Studies Paper Necessary?

Tammy Palagi ’21 and Avigail Dupont ’21

Beginning last year, all juniors are now required to write a Judaic Studies paper in their Tal-

mud classes. Ramaz students are no strangers to history papers, but the feeling amongst many juniors is that the addition of the new Judaic Studies paper is an unnecessary burden during an already very difficult year. Juniors are instructed to ask a specific halachic question that pertains to them and research that area of halacha to compile a myriad of responses. Across both students and faculty, there are many different opinions about how complex the requirements for the paper should be, or if the paper should even be assigned at all. For this article, The Rampage aims to understand both sides of the argument by interviewing Rabbi Schiowitz, Talmud Department Chair, who is in favor of the Judaic studies paper, and Rabbi Albo, who is not. Here’s why…

Rabbi Albo feels that although the paper is a nice idea in theory, as of now, it is not benefiting students and must be changed. The paper was intended to provide students with an opportunity to strengthen their writing and researching skills in Judaic studies, but according to Rabbi Albo, this has not been the result. “The parameters of the paper are unclear to students across the levels,” said Rabbi Albo, “The paper needs to be adjusted for each specific class.” He feels it is unfair to expect the same level Talmud paper from a student in a general or regular class, who isn’t as seasoned in their Talmudic education, as from an accelerated or honors student. An inquisitive, less formal

and lengthy assignment would much better suit the general and regular levels. “Honors students should be coming up with their own thesis, while the accelerated levels should simply do research,” Rabbi Albo suggested. “The way it is right now, it does not accomplish what it’s meant to accomplish. I feel it should be adjusted by level, and taken more seriously across the board. If you’re not gonna do something 100%, don’t do it at all.”

Many students would agree that the specific instructions for the Talmud paper are extremely unclear; popular opinion also remains that this assignment is one that takes a lot of time but produces very little reward. In order to dive deep into relevant halachic questions, most students would much prefer discussions in class or in Mishmar after school to writing a paper. Students usually choose Talmud-paper topics of interest to them, but the fact that the paper is graded detracts from that interest. Since this paper counts toward a student’s grade as much as a test, it’s difficult to take the time to really enjoy the halacha students are learning—they think of it as more of an obligation.

On the other hand, Rabbi Schiowitz believes that the Talmud paper is a beneficial and necessary assignment. It is not a strictly “Talmud” paper, but rather an “analytical assignment that allows students to research a field of Judaism that is of interest to them,” said Rabbi Schiowitz. “The idea is to encourage students to be driven by their own interest in Torah.”

Additionally, it helps students practice their writing skills. Since Ramaz is a dual curriculum school, it makes sense for there to be a writing assignment in

the context of Judaism.

To address the common complaint that the Talmud paper is adding more work to an already very hectic junior year, Rabbi Schiowitz said that one of the junior Talmud tests was dropped to compensate for adding the paper. Therefore, in retrospect, the amount of work evens out. Additionally, “Every grade has some form of a Judaic writing assignment,” he added. Freshman write questions about the parsha, and sophomores write divrei Torah. The Talmud paper is clearly a more difficult and time-consuming assignment than the other grades’ assignments, but as students learn more throughout their time at Ramaz, it makes sense for assignments to get harder.

When it comes to the question of whether the difficulty of the assignment should be adjusted by level, Rabbi Schiowitz responded that “the assignment is slightly modified for each level,” and each teacher tailors the assignment to their specific class. A student’s personal interest in their topic provides them with a deeper appreciation of the research, all while enhancing their Judaic skill set and satiating their curiosity.

All in all, the Junior Talmud paper is not as scary as it seems. Rather, it should be approached as an opportunity to conduct proper research about a topic of personal interest and write about it. Above all, for students in a yeshiva, the paper presents an opportunity to advance the depth of Torah knowledge.

Students have access to faculty in the entire Judaic department for assistance, and the Talmud paper is an opportunity to extend Judaic learning beyond the traditional classroom environment.

Juniors Beware: Early Decision Process Rundown Samantha Sinensky ’21

Every December, thousands of nervous high school seniors anxiously await the verdict from their early-decision (ED), early-action (EA), and restrictive early action (REA) college applications. While these decisions are released around the same time, months prior to the regular decision releases in April, there are distinct differences between early decision, early action, and restrictive early action.

Early decision refers to the process of applying to a college by a November 1st deadline. This school tends to be a student’s “dream school,”— the college they would like to attend above all else. Yet, even if a student is applying early decision, he or she is permitted to apply early action to other schools.

One who is accepted early decision is required to attend and cannot break this commitment. The student, college advisor, and parents sign a contract with the college as part of the application, officially stating that upon receiving acceptance to the school, the student will attend this college and withdraw any pending applications. This is a binding agreement, and there are severe consequences for breaking it. “It looks very bad for you and the school to not accept your early-decision acceptance, and it is overall a bad idea,” said Dr. Honig, Associate Director of College Guidance. If you are accepted through early decision, your college advisor will not send your high school transcript to any other school, making it impossible to apply to a different school in the regular decision round. Because the rules are so stringent, Dr. Honig advised that “the student [applying early decision] should really know what he or she wants, and should have seen the school, researched it thoroughly and talked to people about it.”

While the early decision system may seem very rigid, it is becoming increasingly popular among students. Firstly, there is a higher acceptance rate and a smaller pool of applicants during the early decision round. In the case of state schools, it is much more difficult for an out-of-state student to be admitted regular decision, as “these schools need to fill a large chunk of their class with in-state kids” explained Ms. Messinger, Dean of College Guidance. Applying early demonstrates a greater interest in the school, which generally translates into a greater chance of acceptance. Colleges know this student desires to attend their school above

all others, and “they don’t have to spend extra resources on courting you after they accept you,” said Ms. Davis, Associate Director of College Guidance. Colleges also take their yield into account. This refers to the number of students who ultimately enroll after being admitted.

It is optimal for the number of enrolled students to be as high as possible, and the binding aspect of early decision helps to produce a greater yield. The effects can be mutually beneficial for both the student and college: “typically schools are filling half of their class in early-decision, so the odds are really in your favor,” said Ms. Davis. Moreover, applying early allows for the possibility of being finished with the college process before winter break, and feeling relieved in the closure of the uncertain process. “Students don’t have to continue writing college applications, and waiting and worrying through April,” said Ms. Davis.

For others, applying early is not always the best course of action, sticking to one school obviates the possibility to select between multiple financial aid packages.

Moreover, because the applications are due earlier, students may feel that they will not be viewed in their best possible academic light at that time, usually because of unsatisfactory scores on standardized tests or the desire to present grades from the first semester of senior year.

Not all schools offer early decision, however, instead offering early action (EA). This application option allows students to apply to other schools in addition to a completely non-binding agreement. The only difference between applying through early action and through regular decision is that a student will apply and hear back in the fall/early winter for early action. When students hear back from these schools, they can either be accepted, denied or deferred. A deferral means that a student has not been accepted in the early round, but will be considered again in the regular decision pool.

A small group of schools, including Harvard, Princeton, Yale, and Stanford, offer restrictive early action, a third permutation of early admission methods.

REA differs from ED in that a student is prohibited from applying to any other private schools early (unlike ED), but once a student is accepted, the student is not obligated to attend and may apply to other schools through regular decision. The college advisors explained that these schools tend to produce a high yield, so they do not have to worry about convincing admitted students to ultimately accept an offer of admission. In addition,

restricted early action inhibits the applicant from applying to schools that offer early decision, yet permits the student to apply to state institutions. For example, a student can apply REA to Stanford, while simultaneously applying to the University of Michigan (a state school).

While restricted early action is not binding, Ramaz previously had a policy that required all REA admitted students to attend the school anyway, essentially treating REA as absolutely binding. This was put in place in order to maintain good relationships with colleges.

“We are thinking about future students, and making sure we have good relationships with those colleges, so that future students benefit as well,” said Ms. Davis. “If the REA school you applied to wasn’t your first choice, then why did you apply?” said Ms. Messinger.

Ramaz recently changed this policy and no longer requires students to attend REA schools upon acceptance. Perhaps this policy was deemed unnecessary, as the assumption from students admitted to Harvard, Princeton, Yale, and Stanford is that they will indeed attend these schools. “It is not unethical or bad to apply to other schools for regular decision if you are not ready to commit to the REA school you were accepted to,” said Ms. Messinger. For cases such as these, Ramaz’s change in policies is to the benefit of the student, as they do not feel the pressure of a binding acceptance.

As the application deadlines quickly approach, it can be difficult to narrow down a student’s list of colleges and make the final decisions about which schools he or she should apply to. Ms. Messinger suggests “visiting [different] types of schools, such as state schools, and small liberal arts schools. Students should also know if they prefer an urban or rural campus.” Visiting schools for the weekend or a Shabbaton is also a fantastic way to gauge the Jewish student life. “A student can see how many kids attend Shabbat services, whether he or she feels at home there, and likes the people and the environment” said Ms. Messinger.

The college admissions process is often a very stressful process for both students and parents, but it is important to realize there isn’t only one school that is right for a student. Dr. Honig explained that “the process does not have to be painful, it is all about how you approach it.” College is not about bragging rights to your or your parents’ friends, it is all about the right fit for you as an individual. Once you admit this to yourself, the process can actually be a fun adventure.

Jan-Feb 2020/Tevet-Shevat 5780

The Rampage

Opinions 9

Behind the Scenes of the Ramaz Admissions Process Rebecca Massel ’21

All students remember the day they were accepted to Ramaz, excited and ready for a full, untarnished high school experience ahead of us. However, the process of getting into Ramaz has changed over the years. Director of Upper School Admissions Shara Lipson and Assistant Director of Admissions Aviva Lieber explained that next year’s freshmen who are currently going through the process have experienced significant changes in Ramaz admissions that have affected how Ramaz crafts its upcoming class. When an eighth-grader from outside the Ramaz community is interested in applying to Ramaz, he or she receives a mailing invite to the Ramaz Upper School Open House or can sign up online. After the Open House, students and parents can go onto the Ramaz website and apply. The application consists of contact information, an application fee, and having the parents write a short paragraph about their child. There is no student essay involved. According to Ms. Lieber, this is because students often overthink the essay, or parents write it for the students.

Once a student applies, the admission office emails them with a visiting day. They schedule a day together that the student can miss middle school. The

visiting day has changed throughout the past three years since Ms. Lipson became the Director of Admissions. Now, both the visit and interview with a teacher occur on the same day. “This is to give students the best possible experience at Ramaz,” said Ms. Lipson. The interview is two periods long, and the prospective student usually visits three classes.

During the interview, prospective students meet with both a secular-studies and a Judaic-studies teacher. “This is just a conversation to get to know the kid,” explains Ms. Lieber. Every teacher asks about their own subject. For example, an English teacher would ask a student about the book they are reading in school and a science teacher would ask about the child’s science education. The interviewer also

promotes Ramaz by relating the child’s talents to the school. If the child plays guitar, the interviewer would steer the conversation towards the guitar ensemble and the dinner performance. The Judaic teacher asks the prospective student to read from the Chumash as well as a Rashi. “It doesn’t matter what academic level a child is at, every single kid is treated the same exact way,” said Ms. Lieber. The teachers are chosen to interview based on their availability and their time at Ramaz.

The students then write an essay answering an open-ended question, like an essay promoting their favorite book or proposing a new invention.

“This essay is really personal and about the student.

We learn so many interesting things from students’ writing,” Ms. Lieber said. Additionally, applicants must write a paragraph in Hebrew as it is a requirement that all Ramaz students can write in Hebrew.

Students spend half their day with a freshman buddy. This buddy shows them around classes and allows the prospective student to experience a “real Ramaz experience.” There are no mock classes; instead, applicants have the opportunity to hear from real Ramaz teachers and students. Ms. Lieber generally tries to avoid world language classes and gym, as putting a student in a class taught in a foreign language or one that requires personal connections with ready-made friends can be an awkward experience for a visitor.

Ms. Lieber works meticulously to try and pair each applicant up with a buddy that suits them.

Ms. Lieber’s biggest resource is the freshman grade dean, Dr. Aharon. “Dr. Aharon knows the kids on a personal level and knows their personalities,” Ms. Lieber said. Ms. Lieber also attends Freshman Shabbaton to get to know students. Ms. Lieber further explained that after spending time with students on their visits, she gets to know them pretty well, so she even remembers each child’s personality for the next year’s buddies.

The process for the students applying from Ramaz Middle School is more complicated. To start, Ramaz Middle School students are not interviewed.

While other Jewish schools require their respective middle-school students to interview in order to apply to the high school, Ramaz does not. “It is very difficult to turn down a Ramaz family,” said Ms. Lipson.

In the past, Ramaz students would visit the school with buddies for the opportunity to tour the high school. This system was changed three years ago: Ramaz Middle School students now visit the school and receive a schedule but do not have a buddy. Ms. Lieber explained that this change was made primarily due to the disruption caused by the overload of buddies. With half the eighth grade sitting in on half of the ninth grade’s classes, the disruption inhibited both grades from learning productively. Moreover, there was no proper time for middle schoolers to visit the school with buddies: freshmen are not settled into school in October, so they cannot show students

around, and if middle school students are invited to the high school in February, parents are offended. The office’s solution is to invite middle school students to the high school earlier in the year, but not buddy them up with high school students. Additionally, Ramaz sends high school teachers to the middle school to get to know Ramaz eighth graders. “This is not an official interview, but we don’t want Ramaz students to miss out on the opportunity to meet with high school teachers and get to know the Upper School,” said Ms. Lieber.

On average, ten percent of Ramaz Middle School students leave Ramaz before high school. Last year, however, fourteen percent of the grade left. Half of these students went on to secular high schools.

According to Ms. Lipson, this was not because of the [Ramaz] admission process. “The large percent of Ramaz students who left has nothing to do with their opinion of the high school. The problems [and reasons that they left] came way before,” she said.

Ramaz students sometimes believe that the Open House and visit days do not accurately portray a day at Ramaz. The admissions office wholeheartedly disagrees, responding, “We try to represent Ramaz fairly and honestly. We do put our best foot forward.”

There are three primary and competing co-ed Modern Orthodox high schools in the New York/New Jersey area (Ramaz, SAR, and Frisch), so the admissions office feels that their honesty is especially essential.

“To lie means to get kids who are unhappy. They don’t want to be here and we don’t want to convince them to be here if they don’t want to.”

“I have grown up here, and I know all different types of Ramaz students,” said Ms. Lieber. “Not all students need to be A students in honors classes, but they need to behave and we need to have a class the child can excel in.” The Ramaz admissions office also aims for diversity. There are no quotas based on prospective students’ past middle school or ethnicity. “We spend hours and get to know each and every student. We want an authentic student body of people who really want to be here.”

March Against Antisemitism Continued from Page 2

Despite the recent attacks on ultra-Orthodox Jews, few of them were actually present at the march. According to Jacob Kadoe ’21, who attended the rally, “This affects all Jews, so it is important that the ultra-Orthodox show up. We need to represent our strength.” Of the ultra-Orthodox who did attend, many of them were from Chabad. Noach Kane, a member of the Chabad in Crown Heights, said, “If anyone would think that there should be more visibility of ultra-Orthodox Jews, I would respond that in Chasidic communities, their whole life is a Jewish pride march! When they go to the DMV, when they go to the grocery store. They do not need to be together with signs to show that they are proud to be Jewish!” Alexander Rapaport, Executive Direc-

tor of Masbia, a kosher soup kitchen, attended the rally with his brother Yosef. The two Chasidic brothers were holding signs that read, “#MeJew Don’t wait till we are dead, show solidarity with our way of life.”

Yosef Rapaport said, “Of course I feel a unity with all Jews, but you shouldn’t react only when Jews are killed, you should support Jews who are living visibly Jewish and are prevented from doing that. When the New York Times blames the ultra-Orthodox for measles, UJA Federation sits silently. The Chasidic community is blamed, and nobody stands up to support us.”

It is important to note that while this rally was against antisemitism, there were non-Jewish activists who came out to support the Jewish community. Fatima Dia, a fourteen-year-old black Muslim girl, said, “I have already experienced hate and

discrimination from the time I started to wear my hijab. Today, I am here to show that no form of hate is acceptable.” A large contingent from the Catholic Church of St. Francis Xavier also came to show their support. Cathline Cagnine said, “We are all a family.

We will be here and [Jews] can rely on us. We are not here for political reasons, rather to show that we are here for all humanity.”

On January 5, the Brooklyn Bridge overflowed with people. Some were in strollers. Some used canes or wheelchairs. Some wore kippot. Some did not. Some had payis. Some had pink hair. Some wore crosses or hijabs. Some blamed political figures. Some blamed the police. Some sang in Hebrew.

Some in English. Some played the drums. But, every person stood in solitary to declare: I will not stand for antisemitism.

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Opinions 10

The Case of the Ungraded Test Tammy Palagi ’21

Ramaz. However, students also have many classes, overwhelming amounts of work, and

The first thing that most students lives outside of school — well, sometimes. wonder when putting down their pencils and breathing a sigh of relief after finishing a test is: what did I get on this?! After putting in immense amounts of effort into writing essays, putting together projects, and studying for tests, there is nothing more frustrating and stressful than the feeling of waiting and waiting before knowing results. Essays that aren’t graded for months and tests that are returned two weeks later leave students feeling nothing other than anxiety and discomfort.

Students don’t have unlimited amounts of time to take or study for an exam, so why should teachers be able to take as much time as they please to grade our assignments? It is unfair and simply illogical. It is understandable that teachers have their own Teachers should have exactly one week to lives outside of school, teach multiple class- grade an assignment. If a test, assignment, es, and have numerous duties as a teacher at or essay is not graded within a week, each

additional day after that, students should be awarded an extra point until the assignment is returned. Life happens, and things take time—I get that. Therefore, it is okay to take a lengthy time to grade; we will just receive points in exchange for our anxiety while waiting for our grades.

Just as the new makeup policy this year penalizes students for taking a test late, teachers should be penalized for taking an extended period of time to grade a test or assignment. Many teachers will simply not accept a late assignment at all. This seems unfair when that same assignment is returned three weeks later to students who handed it in on time. If teachers can take three weeks to grade then why can’t students turn in work after the deadline? No more anticipation or waiting— we want our grades! If students must do the assignment within a certain amount of time, teachers should have the same constraint for grading.

Trump’s Executive Order: Beneficial or Detrimental to the Jews?

Rebecca Silber ’23

On Wednesday, December 11, 2019, President Trump signed an “Executive Order on Combating anti-Semitism.” The executive order clarified that Title VI of the Civil Rights Act of 1964—which prohibits discrimination on the basis of race, color, and national origin—protects Jews. For example, this will allow the federal government to prosecute discrimination against Jews at taxpayer-funder universities. The Anti Defamation League reported 201 anti-Semitic incidents on college campuses during 2018. In the past three months alone, anti-Semitic incidents—including vandalism in residential housing and campus libraries—were reported at Syracuse University, Marshall University, Emerson College, University of Montana, Indiana University, Worcester State University, Wheaton College, Iowa State University, University of Georgia, Bellevue College, and the University of Central Florida. With college on the minds of many Ramaz students, it is important for our student body to understand the existence and significance of this executive order.

In order to gauge students’ knowledge about Executive Order’s content, The Rampage conducted several informal polls from students.

The Rampage polled a random sample of 15 Ramaz students, and only 4 knew of Trump's Executive Order. The Rampage then interviewed those students—each from a different grade—and they reported the following: Rebecca Silber: What is your opinion on the executive order? Do you think the executive order is positive or negative concerning the safety of Jews in general?

Freshman: I think that the executive order is good for the Jews, because the amount of an

ti-Semitic attacks will hopefully decrease in the near future. However, there’s also a possibility that this attention placed on the Jews can influence other people to attack us now that we are legally considered somewhat different.

Sophomore: I believe that the executive order can be seen in a positive light, but also may have led to the more recent attacks on the Jews across America.

Junior: I am hopeful for the executive order.

There is no place for anti-Semitism (or any hate for that matter) and a good step towards getting rid of it is making changes within the government.

Senior: I find the executive order to be beneficial for the Jews. This is because everybody already considers us a minority, which is why we are so often attacked. We might as well become an official minority because with that comes a certain degree of protection.

you. However, with the new executive order in place, any Jew on campus will have a support system no matter where they are.

Junior: As a junior, it is comforting to know that there is the executive order in place as a form of legal protection. I hope to see a real change in what has been happening on college campuses.

Senior: I definitely feel much more comfortRS: As a high school student, do you feel able heading to college, because we Jews now more or less comfortable heading to college have legal protection, which will hopefully act as a deterrent for additional anti-Semitic with the new executive order in place?

Freshman: As a Jew heading to college in attacks. a few years, I honestly feel less comfortable Trump's executive order is similar to with the executive order in place since it might cause others to think that the Jewish legislation under previous administrations people are getting some type of “special treat- that has had wide bipartisan support. And ment.” However, I feel very comfortable and while the ADL and the American Jewish appreciative of the fact that President Trump Congress strongly support this order, othis recognizing and acting on behalf of the er Jewish leaders argue that it will suppress Jews who are being affected by this increase free speech for critics of Israel. In addition, classifying Jews as a “nation” alarms many of anti-Semitic crimes.

Sophomore: I feel much more comfortable left-leaning Jews who feel that a minority staheading to college with the new executive or- tus will de-Americanize them. Whether this der in place. With a much more diverse and executive order will succeed in combating widespread community, college brings out anti-Semitism is unknown. However, there is each person’s individuality. Having a differ- no denying that anti-Semitism is an unfortuent identity than everyone else can bring in nate reality that Jews must face. various people who may support or despise

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Talmud vs. Tanakh: Why So Many Talmud Classes?

Rachel Freilich ’22

If you ask a Ramaz student, “What’s valued more at Ramaz: Talmud or Tanach?” they would probably say Talmud. From freshman through senior years, Ramaz students could experience up to nine periods of Talmud a week and, most definitely, nine periods of Talmud per rotation. While walking through the halls of school, you can almost always see students at any given time carrying a Talmud for their previous or next classes. Talmud class is appreciated because it enables students to examine Jewish texts critically and leads them to think, understand, and relate different areas of Judaism and secular classes. However, Tanach class is also another gateway to develop those same skills.

Why do we have so many Talmud classes? According to an online source, the answer to this question is fairly simple: in order to learn Tanach properly, we need the commentaries and rabbinic guidance of the Talmud.

However, despite this answer, many Tanach classes at Ramaz are taught without Talmud.

It seems to me that Talmud and Tanach at Ramaz are both strong subjects, yet there is little connection made between the two courses.

Although this answer seems promising for

Crossword Avery Sholes ’20

Jewish education in general, I am sure that Tanach class can be taught without the Talmud’s commentaries and guidance, as is done throughout the Ramaz high school education.

Although Talmud is essential for developing a critical thinking Jewish mind, Tanach is also an important subject in Jewish learning and should be emphasized at Ramaz.

It is also frustrating to me that Tanach class is referred to as “Bibs” because it sounds derogatory. Tanach is the foundation of our religion’s core beliefs. In my opinion, it should be taught more frequently. Talmud may seem more important to Ramaz students because it meets more frequently, but they should recognize that Tanach is still a significant class as well.

While I do think that there is too much of an emphasis on Talmud education throughout the Ramaz Judaic Studies curriculum, if there is no action taken to increase the value placed on Tanach education, then there must be an effort by the faculty to teach an interdisciplinary Tanach-Talmud curriculum.

Additionally, I believe this would help students gain a greater appreciation for Tanach as a whole and treat Tanach classes with the respect they deserve.

Opinions 11

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Opinions 12

Full School Davening Poll Judah Wahba ’20

Fear at the Solidarity March William Kremer ’21

On January 1, 2020, as 90,000 Jews gathered to celebrate the 13th cycle of completing daf yomi with a Siyum Hashas at MetLife Stadium, thousands of others read a New Year’s Day editorial in the New York Times titled, “It’s an Old and Insidious Hatred. And New Yorkers Can’t Stand for It: A show of support for the true spirit of New York.” The article called attention to the fact that of the 421 hate crimes reported in New York City in 2019, more than half were directed at Jews.

The Times suggested: “How beautiful would it be to see thousands of people, Jews and non-Jews alike, walking arm-in-arm through the streets of Brooklyn?”

This statistic and call to action felt extra-loaded, just days after what is now dubbed the “Chanukah Stabbing,” the 10th atrocious anti-Semitic attack in the tri-state area within just a couple of months. Jewish activists took the cue, decided enough was enough, and organized a rally against anti-Semitism. On Sunday, January 5th, thousands gathered to speak out against hatred. Ramaz strongly encouraged students to attend and be present as active members of the Jewish community.

This sudden call to action made me think about a lot of things. Although none of the anti-Semitic attacks took place on the Upper East Side, I had already been walking around the city in fear, especially over the past few months. I don’t

feel comfortable wearing my kippah on the street anymore. (I once did.) That's why when I heard about the rally, I didn’t want to attend. My first thought was, “Seems like a great idea, gather all the Jews in one place to make it easier for the people that hate us to kill us.” Nevertheless, though I tried to find a way to get out of it, none of my lame excuses worked, even studying, and my parents made me go.

As we walked up to Foley Square, I was amazed at how many people actually showed up, including many marchers who were not even Jewish (and carried signs that represented other religions). All of these people took their time on a cold Sunday morning, at last minute’s notice, to show they care about anti-Semitism. Their presence actually consoled me and made me feel more secure in knowing that not only those of us who regularly express our Judaism in a public way— by wearing kippot and entering Jewish schools, synagogues, kosher restaurants and other places where we would be targets—felt so strongly about defending our faith. As much as I noticed

the non-Jews at the rally, the absence of ultra-Orthodox Jews was glaring. In the sea of hundreds surrounding me, I couldn’t spot anyone who was outwardly identifiable as ultra-Orthodox. I must say, that surprised me. One would think that as the targets of so many of the crimes and a group that can be instantly identified as Jewish, they would have come out to protest against the hate.

However, then I realized that they already had their own march on January 1st. By gathering together at MetLife Stadium, they had already said, “We aren’t scared; we are here and a powerful mass who will never stop outwardly expressing our Judaism.” We all fight anti-Semitism in different ways, whether by rallying against hate or celebrating the completion of the learning of shas. Attending January 5th’s Solidarity March was a way of showing that we aren’t scared, and we will show our pride together.