Volume 54, Issue 8 (May 2020) - The Rampage

The Rampage The Newspaper of the Ramaz Upper School

New York • Volume 54 • Issue 8 • May 2020 • Iyar 5780 • the-rampage.org

Different Semester, Different Anecdotals

Julia Feit ’22

A typical semester at Ramaz consists of in-person classes, tests, assignments, and socializing with friends. This semester of school is anything but normal. Perhaps the biggest change to students’ “new normal” is online classes and interactions through Zoom. However, learning and studying through a screen has proven quite difficult for many students and teachers. Students are not regularly assessed and have few evaluations to predict the semester’s final grade. By nature, Zoom classes limit the amount of communication between students and teachers, putting much of the onus on students in terms of understanding how they are doing in their classes.

The decision to suspend mid-semester anecdotals has further limited the amount of feedback students are receiving from their teachers this semester.

Anecdotals were initially due for teacher submission only three weeks after classes were shifted to online learning. Ms. Krupka explained, “Just as we wouldn’t give anecdotals to students only three weeks into the school year, we felt that it wasn’t fair to give them only three weeks into online classes. It takes time for both students and teachers to adjust to the new system of remote learning and get into the swing of things.” The administration felt that anecdotals would not be as productive as in the past

and would have contained a combination of Zoom and in-person learning feedback. Online testing and assessments had not yet been decided by each

department at that point, and even now, uncertainty looms in final semester grading. Ms. Grossman added, “The timing of anecdotals just didn’t work

out with the schedule of how events were unfolding before us. Anecdotals are very time consuming for teachers who were just beginning to adjust their curriculum to remote learning.” Teachers needed a readjustment period to reevaluate their plans for the remainder of the semester and adapt to this new way of teaching before they could give students feedback on their performance.

Despite the decision to suspend anecdotals this semester, feedback and student evaluations will be communicated via email. In a recent faculty meeting, teachers were instructed to reach out to any student and their parents if the student is in jeopardy of getting a failing or incomplete grade in their class.

Dr. Herzog explained, “Students at Ramaz are doing an amazing job of adjusting, and most don’t need detailed reports on where they stand in their classes.” Teachers will be reaching out to students who need specific feedback, but students also have the opportunity to reach out to their teachers with any questions and concerns that they have. Ms. Krupka added, “Teachers are aware of the current situation and understand that students may want to know specifics about their grades this semester. Teachers are available to talk to students through email or personal Zoom meetings.”

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The Persian Culture Club’s COVID-19 Chesed Samantha Sinensky ’21

Amidst the COVID-19 chaos and social distancing, a high school student was spotted making “food runs” and delivering food packages to healthcare workers in hospitals throughout New York City.

This chesed initiative was spearheaded by Ramaz Persian Culture Club President, Gabby Ostad ’21.

Ostad channeled her love of cooking and Persian pride into this latest project as a way to give back to the healthcare heroes fighting the coronavirus.

The Persian Culture Club joined the club scene earlier this academic year, uniting students of varying Ashkenazi and Sephardic backgrounds and introducing them to Persian cuisine, language, and fashion. Each meeting is complete with unique Persian delicacies, varying from desserts to kebab wraps. “Food is a very central part of Persian culture, and it is really cool that our club was able to unite people over food,” said Ostad. Her personal favorite is tachin (she was snacking on this during our interview), a rice dish layered with dried cranberries, chicken, and saffron with a crispy hard-rice top. It was this passion for flavor that sparked the idea for the Persian Culture Club to create a cookbook, even prior to COVID-19, consisting of various dishes from different towns throughout Iran. Unlike Mediterranean food, Persian cuisine is very rice-based.

The cookbook contains six different rice dishes; a rainbow of white, green, red, yellow, and cherry.

There is also generous use of herbs and vegetables, both in dishes and as a palette cleanser. “Based on where your family is from in the country, there are

Inside this issue...

different versions of the same recipe. We thought it would be fun to compare and contrast these dishes,” said Ostad. This truly was a collaborative project, with recipes contributed by club members and the Persian Jewish communities of New York and California. Persians shared their traditional family favorites from generations ago. Ella Rabbani ’21 said that she “submitted my favorite Persian stew called gormeh sabzi. It’s a staple on my Shabbat table every

week! I love coming home to the smell of it cooking on Friday afternoons, and to know that others will enjoy the same flavors as I do makes me really excited.”

Once COVID-19 struck, the club met virtually to discuss the possibility of selling the cookbooks for $10 each, with all proceeds directed towards purchasing kosher food to be given to healthcare work-

ers. A Taste of Iran debuted shortly before Pesach, with easy-to-follow directions and step-by-step photos. It even includes two recipes for charoset, called halegh in Persian. A GoFundMe account was created for donations, and the cookbook is emailed in PDF format and sent upon purchase. “Our goal was to connect people through food. People from all different backgrounds, inside and outside of Ramaz, were interested in learning about Persian cuisine,” said Ostad. This project is especially timely, as we are all at home in isolation, and people are able to cook without leaving their house. “Experimenting in the kitchen is something to keep people busy and take their mind off the stress,” said Ostad.

This endeavor was a huge success, and the club ultimately raised over $4500. Ostad filled her car to capacity with food boxes, each containing a kosher lunch of individually-packaged sandwiches and side dishes.

The food was delivered to healthcare workers at Mount Sinai Hospital, Lenox Hill Hospital Northwell Health, New York-Presbyterian Weill Cornell Medical Center, and the makeshift hospital in Central Park, Samaritan’s Purse. Ostad went to emergency rooms to deliver the food packages and also gave to EMTs who were on the go in ambulances.

So far, 330 meals have been donated. Healthcare workers are very appreciative of the club’s efforts.

Fatima Aziz, a nurse at Lenox Hill Hospital Northwell Health, who witnessed Ostad deliver the meals said, “It is very meaningful to see kids and teenagers, especially because it can be scary to walk into a hos-

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Exclusive Content from The Rampage Archives!...............................................................................Page 6 Zoom School at Other Schools: How Does Ramaz Compare?...........................................................Page 7 Which Quarantine Personality Are You?.........................................................................................Page 8

Photojournalism: Coronavirus Through the Eyes of Ramaz Students & Faculty..........................Page 10

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May 2020/Iyar 5780

After Two Months of Zoom School, What Did We Learn?

Nicole Hirschkorn ’22

What ever happened to that survey about Zoom classes you took last month? Why are classes still an hour? Why was Monday’s number of classes reduced?

According to Ms. Krupka, who was in charge of interpreting the survey results, the student body’s opinions were heavily divided on almost every topic. In terms of class length, around 50% of students preferred the previously established one-hour class period, and the other half of students felt that classes were too long.

However, a selection of students who did not favor the long classes were asked if they preferred five shorter classes. A deciding majority preferred longer classes if there were fewer classes in a day.

The administration understood that focusing on a screen for (at least) four hours a day can be challenging for the students, so they encouraged teachers to divide up the hour of class time by using breakout rooms and possibly dismissing students a few minutes early.

Concerning breakout rooms, students were also divided equally on this issue. Their preference usually was dependent on the type of class they were in. The administration also shared student feedback with the teachers to make them aware of student concerns and promote transparency between students and teachers.

One opinion that the majority of students agreed upon was that classes on Mondays were too long. In response to this sentiment, the last period on Monday was removed from the schedule.

Another concern that students expressed was that they wanted a longer lunch period. The longer lunch was added to the schedule, and to encourage more community time together as a school, a special time slot was added for a different activity every day of the week.

On Mondays there would be an advisory checkin, on Tuesdays a teacher-taught elective, on Wednesdays a full-school assembly, and on Thursdays a time slot for clubs, clinics, and AP review sessions.

When asked for the reason the extra time slot was added, Ms. Krupka responded that the students felt like they had too much school and wanted more time to do other things during their breaks. The administration believes that they accommodated student needs in a fair way based on the results of the survey.

Item Retrieval: Will the Building Be Open?

Eric Kalimi ’22

Almost a full two months ago, on March 11, the Ramaz building on 78th Street was closed. Despite being warned about the building’s imminent closing, many students found themselves unable to bring all of their books and materials home from their lockers. Some left important notes while others left their tefillin, food, and even clothing.

Ever since the start of online learning, stu-

dents have been approaching the administration about the possible reopening of the building in order to retrieve necessary items they left inside. The plan was to allow students who urgently needed their belongings to pick up their materials one by one in the lobby. Rabbi Stochel posted on Schoology several times about allowing students to return to the building to pick up their materials; he sent out a Google Form for students where he asked them to fill out their locker number, what materials they needed from the building, and why. These strict procedures were put in place to limit the number of people coming into the building for the safety of the students and faculty and to abide by the CDC guidelines.

The first attempt, on March 29, was canceled for students. That day, the building was only open for faculty because it was hoped that school would be back in the building after Pesach, and there were only a few requests for items that didn’t seem urgent.

Once it became clear that students would not be returning immediately after Pesach, students requested that the administration allow them to retrieve their books to study for AP exams, which are being administered online this month.

In response, Rabbi Stochel again posted a Google Form for people to request their items from the building. On Sunday, April 19th, the building

was opened to students from 9:00 AM to 1:00 PM for the first time since its closure so that students could retrieve their possessions. On the preceding Friday morning, Rabbi Stochel, Cito, and Mamadou went through the lockers of students who had submitted requests and packaged their belongings into plastic bags which they left in the lobby. The pickup process was extremely mindful of the safety of those who were present. Students were asked to wear gloves and a mask and maintain social distancing. While waiting for their turn to pick up their belongings, students had to line up down 78th Street, keeping their distance from one another. Rabbi Stochel, wearing a mask and gloves, greeted each of the estimated 65 students, waiting six feet apart outside the door, and guided them into the lobby to take their items. Caleb Rosenfeld ’22 said that he “felt nostalgic about walking into the building that [he hasn’t] been in for over a month with the thought that [he] might not see the building for another five months.” Students who submitted forms but were unable to pick up their belongings had the opportunity to pick up their items the following Friday during classes. The building opened again Sunday, May 17, from 1:00 to 5:00 p.m..

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Can Quarantine Be Positive?

Eric Kalimi ’22

It’s no secret that people around the world are going through a difficult and stressful time. High school students especially, who are already dealing with stress in their teenage years, are struggling with the sudden changes caused by COVID-19. According to a New York Times article written by Lisa Damour that was posted on Schoology by Dr. Zeitchik, over half of teenagers that were surveyed feel that they are falling behind in academic and extracurricular activities because of the pandemic. Similarly, in a school-wide poll where students rated their happiness on a scale of one to ten before and during quarantine, students reported their happiness to have dropped an average of almost 30%. It seems that the coronavirus is negatively affecting the lives of teenagers right now. However, COVID-19 may help benefit the lives of high school students in the future.

Online learning has created an environment in which time seems like an infinite resource. Without the need to actually go to the school building every day, students do not have to wake up as early to get to school on time, saving some students up to three hours a day of commuting. After extracurriculars and a long commute, some students arrive home close to 8 PM, leaving little time to work and barely enough time to sleep. Now that school is coming to the students, chronic lack of time no

longer presents an issue.

Moreover, school hours are significantly shorter than a regular school day—tefillah starts an hour later and classes end an hour earlier. That means that all students gain an extra hour in the morning and another in the evening that would have been spent in class.

A popular complaint among Ramaz students is that there is not enough time to sleep sufficient hours a night.

Now, with ample time to spend at home in bed, students can sleep much more. In order to stay healthy, most teenagers should sleep 7-9 hours a night. Because of the coronavirus and online learning situation, students tend to have sufficient time to fulfill their necessary evening activities and enforce a proper sleeping schedule.

Before Zoom learning began, many students complained that they were unable to find time to exercise and keep their bodies healthy. Ex-

ercising as a teenager helps promote healthy exercising habits in the future, and many students agreed that they are using this extra time to exercise; in a poll, a quarter of students said they are spending their time in quarantine exercising much more than they normally would.

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May 2020/Iyar 5780

The Rampage

The Rampage Weavers: Knitting Communities Together

News 3

Ramaz Upper School

New York • Volume 54 • Issue 8 • May 2020 • the-rampage.org

Editors-in-Chief: Zachary Buller ’20* Sophia Kremer ’20* Josephine Schizer ’20*

Clemi Roth ’22

Chesed is a word used to describe the love and compassion among humans present in daily life.

Helping others is the essential backbone of Jewish Layout Editors: life. Even before Ramaz students started going Hannah Doft ’20* to school, they learned the value of helping their Aliza Freilich ’20* parents and sharing toys with their friends. They were raised to constantly think about ways to imMeme Department: prove humanity through organized and individual Isaac Silverman ’21 donations of money and time to those in need. In this time, where human contact is at a minimum, Faculty Advisor: the challenge to pursue chesed has become much Dr. Milowitz more difficult, yet also much more urgent. While Contributing Writers: many are staying safe at home, stocked up with Sydney Eisenstein ’22 toilet paper and hand sanitizers, many others are Julia Feit ’22 hunkered down alone and lack necessary resources.

Rachel Freilich ’22 Such circumstances lead to fear of the unknown and Nicole Hirschkorn ’22 chronic loneliness.

Daniel Kalimi ’23 As New York Times columnist David Brooks said, Eric Kalimi ’22 “Even in a pandemic there are weavers and reapers.

William Kremer ’21 The Weavers [are those who] try to spiritually hold Caitlin Levine ’21 Rebecca Massel ’21 each other so we can get through this together” (NYT Gabby Ostad ’21 May 2). Mr. Brooks has previously written of his Tammy Palagi ’21 Jewish background and experiences. His understandClemi Roth ’22 ing of chesed challenges everyone to be “weavers” Rebecca Silber ’23 in their own communities. Now that many students Issac Silverman ’21 have extra time on their hands due to the elimination Samantha Sinensky ’21 of commutes, fewer extracurricular activities, and less Andrew Spielfogel ’23 time outside the house, giving to others should fill the Charles Spielfogel ’21 void and provide the opportunity to be a “weaver.”

The Rampage is the student news Many Ramaz students fall into Brooks’ categorizapaper of the Ramaz Upper School. tion of being “weavers” during this period of isolaIt is published on a monthly basis. tion. Students have done an impressive job finding Letters to the editors may be creative ways to engage in acts of kindness and to submitted to rampage@ramaz.org. strengthen communities. Such acts include Zoom Letters must be signed and may be meetings to connect, learn, and share with others, edited to conform to The Rampage donating materials, and showing gratitude towards style and format. essential workers and first responders. Students have taken the responsibility during this crucial time to The opinions expressed in The Rampage are of the author’s alone, bring joy to those in need. and do not represent the views or While many students have been doing chesed opinions of Ramaz, The Rampage, anonymously, many students have shared their or its editors. efforts with the community. Here are some inspiring examples of what Ramaz students have been doing, as * Denotes member of The Ramdescribed by Ms. Benel. page editorial board WELCOMING OUR TROOPS HOME: After returning from a tour of duty in Afghanistan, 300 servicemen and women were forced to quarantine themselves for fourteen days in North Carolina. They were prohibited from reuniting with their loved ones. Ramaz students connected with these isolated service people by sending cards to express their appreciation to them and their families.

CHAVEIRIM: Upper School students have been reaching out to Lower School students to create connections and foster community. They have been reading stories, playing games, and having fun conversations with the children.

CANNING FOR GOOD: Another amazing student chesed initiative was done by Ramaz’s weekly sandwich packers and Tray’s Trio leaders (Mati Finkelstein ’22, Alex Berman ’22, and Michael Lindenbaum ’22). Since neither of these two groups could deliver their lunch bags or leftover trays of food every week, the groups created a

New Zoom Schedule William Kremer ’21

Starting on March 12th with the shutdown of all three divisions of Ramaz, the global pandemic of COVID-19 has redefined the meaning of “school.” What began as a snowday-like feeling of euphoria with school temporarily canceled quickly morphed into a new long-term reality for students and faculty alike. Instantly, the administration reworked how and when students and teachers would connect, for how many minutes at a time, and what to do about assemblies and classes like art and gym. Everything about school as it once was needed rethinking. The sudden change required the administration to quickly adjust and they jumped to create a new iteration of the daily school schedule. The revised Ramaz school day included hour-long classes, a 45-minute lunch break, and 15-minute breaks between classes. The new school day began at 9:45 a.m. and ended at 3 p.m.. Occasionally, mornings opened with a 9:30 a.m. assembly. The assemblies usually ran for about 30 minutes, pushing off the start of school by 15 minutes, ultimately rolling over each period and pushing out “dismissal” accordingly by 15 minutes to 3:15 p.m..

Following Pesach break, after the administration had a chance to reevaluate, students returned to a revised daily schedule. While classes remained one hour long, “lunch” was lengthened to a 1 1/2 hour-long break extending the school day by 45 minutes to a 3:45 p.m. dismissal. The reason for the change according to the administration was because “students needed a longer break with that much screen

PayPal account. They raised $500 for each shipment of canned goods to replace weekly donations.

MASKS AND MORE: As the Ramaz community began to understand the needs of frontline workers, Ms. Johanna Shlomovich collected usable gloves, goggles, and masks from the nurses’ offices, the science labs and cleaning supply closets. Ms. Shlomovich delivered them to hospitals in need.

GOODY BAGS: Many students have been finding ways to show gratitude towards medical professionals and essential workers. Students have packed goody bags filled with candy and delivered them to hospitals. Additionally, some students have also organized food donations to their local hospitals.

SBH: A Call for Callers: Sephardic Bikur Cholim requested help for 20 homebound elderly adults isolated from their families. They requested that some students call and talk to the seniors. Many Ramaz students answered the call and offered their time to make someone else’s day a little bit better.

PESACH AND NUMBERS: Who Knows One? Ms. Rena Lunzer, Ramaz Finance and Human Resources Assistant, called Ms. Benel and explained her connection to #KosherResponse. #KosherResponse received a huge donation of Kosher L’Pesach food packages from Gourmet Glatt, KolSave Market, Landau’s Apple Crisps, and Elegant Desserts, and necessary entrées for NYC hospitals. The packages will be distributed to health care workers who are working tirelessly to save lives. Rabbi Simcha Silverman, Chaplain at Lenox Hill Hospital recognized Ramaz students’ dedication to chesed in the past; Ramaz students have made a weekly mincha minyan for medical personnel, read megillah on Purim for health professionals, and visited families and patients in the hospital. Rabbi Silverman immediately connected Ms. Lunzer to administrative personnel at several NYC hospitals who would dole out the food to patients in need. Over 650 meals have been distributed.

HOME ALONE: ZOOMING WITH OUR FRIENDS: Throughout the year, many Ramaz students work with developmentally challenged young men and women, and knowing that they too are staying home these days, students thought of the idea to have a lunchtime Zoom together. Two Ramaz students were paired with each of these men or women. Maintaining consistent connections is extremely important to everyone right now, especially to those who rely more heavily on constant human interaction.

COOKING WITH CALEB: Since he was 12 years old, Caleb Rosenfeld ’22 has been filming and hosting a cooking show at Mt. Sinai Hospital. Mt. Sinai has its own closed-circuit TV channel and production studio. These days, instead of taping at the hospital, Caleb now films the show from his home kitchen. Caleb’s fun and delicious recipes are enjoyed weekly by the patients, and he can stay safely at a distance.

SKETCHING TOGETHER: Daniella Woldenberg ’23 has been drawing and sketching for many years now. Recently, Daniella began working with a few homebound elderly individuals via Zoom. As she shares her skills with them, she encourages them to be creative. Daniella’s students can sketch the lines and images that speak best for their interests and feelings. The time they spend working on projects can alleviate loneliness. Daniella and her students also enjoy plenty of conversation and laughter.

time, and the various ‘add ons’ during lunches also allowed for much-needed community touchpoints, like advisory,” explained Ms. Krupka. The 90-minute lunch slot also allows for electives including special presentations by faculty such as “BBQ Woodfire Cooking Show” with Rabbi Albo. Once a week, on Wednesdays, there is a school-wide assembly during lunch. The changes implemented were received with mixed reactions.

“We don't need an hour and a half for lunch,” said Ralph Nakash ’21. “I would rather 45 minutes and end the day earlier with more time for other activities after school.”

Other students embraced the change and according to Solly Taragin ’23, “The hour-and-a-half lunch break is great. After ‘suffering’ through two hour-long classes, the huge break in the middle of the day is exactly what I need in order to gather myself for the next two classes.”

Another highly-contested change to the new schedule are the 9:30 a.m. school-wide meetings on Monday and Fridays. As opposed to davening at 9 a.m., which is optional, the new morning meeting is mandatory and students must not only attend but also keep their screens on the entire time.

Ms. Krupka said, “Students were just going to classes but they weren’t part of a school community as much since we’re not all hanging out in the building together. The Monday, Wednesday, and Friday assemblies were a way of feeling like a community, and also, as a community, getting to hear from faculty and other interesting people during the week.”

Yet another controversy since the initiation of online learning has been the administration’s decision to increase the length of each class from 40 minutes to one hour.

Many students were hoping that when the new post-Pesach schedule was implemented, the one hour classes would be abolished. Kira Jacobs ’21, who was hoping the school would do away with the 60 minute long classes, remarked that sitting for 60 minutes at a time in front of a screen is a tall order.

“For me, it’s impossible to stay focused for that long. Doing school from home is hard enough to focus and one-hour classes make that even worse.” Other students prefer the longer sessions and find that the extra time gives them a chance to delve deeper into the subject of each session. In support of the increase, Adam Vasserman ’21 asserted that “since most classes only meet two times a week, one-hour classes just make sense.”

Lastly, some students question why the 15-minute breaks between classes were not cut down as part of the changes implemented. With the weather becoming warmer, many students wonder why the school day was now made longer. Several suggested that the extended breaks between classes could have been cut down to allow for dismissal closer to 3 p.m., which would allow for time to enjoy the outdoors and hang out with friends online. Adam Vasserman ’21 remarked, “Who needs 15 minutes in between classes? Half the time I just sit in front of my computer waiting for the next class to start. I wish breaks were only five minutes so we can end school even earlier and get outside.” Jeremy Miller ’22 partially agreed, saying that 15 minutes does not make sense, but suggested a different viewpoint. “I think they should make breaks even longer, 25 minutes maybe. Fifteen minutes is just not enough time to get anything done.”

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The Rampage

May 2020/Iyar 5780

has done away with in-class tests, a decision that has proven beneficial over time. Students’ grades in English will continue to be reflected in essays, short quizzes, and other writing assignments. The World Language Department has transitioned to using projects and additional homework as a way to compensate for the inability to administer exams.

Most classes, however, will continue to administer assessments by making them open-note exams. The History and Math Departments have already begun using this method with varying results for different classes, due to different students’ abilities to transition to the online testing method. The History Department also uses the annual history paper assignment to calculate a final grade.

Open-note assessments may not be the best solution,

however, as many students may disregard studying prior to the exam and rely too heavily on their notes. The Science Department and most Judaic Studies Departments have not scheduled official assessment dates, and have instead given small quizzes every so often in order to establish a grade. Finals will be structured more like regular unit tests.

Independent of each subjects’ plans for assessments, every department will now weigh participation and behavior to a higher degree. This is something students should take advantage of as much as possible. Ramaz will not be using a pass/fail grading system, but participation in class will have a heavy impact, largely for the better, on students’ final grades.

ty of Chicago, and Mr. Craig Broccoli, Associate Director of Admissions at Binghamton University, to discuss how COVID-19 will impact the admissions process for next year. Ms. Messinger, the panel initiator, prefaced her remarks by reminding the students that each school has its own policy, so what one school discusses may not apply to other schools. She also acknowledged that, as has been the recent trend, things can change daily.

The first topic discussed with the college representative was how to research colleges. Ms. James advised students to explore the virtual college tours and informational sessions on Zoom. Students can participate in Zoom information sessions at the University of Chicago any day of the week. The representative from Binghamton University said that faculty at Binghamton are opening up classroom sessions to the public.

Ms. Messinger commented that although neither Binghamton nor UChicago tracks demonstrated interest in their applicants, there are many schools that do. Ms. James pointed out that, at least for UChicago, students should demonstrate a true interest in learning. She mentioned that she has received emails with very basic and generic questions that can be answered in an info session.

Next, Ms. Messinger asked about transcripts. Ramaz is grading second-semester juniors (i.e. not on a pass/ fail system), while other schools are not. How will these grades be interpreted by schools? Mr. Broccoli said that they are looking at students relative to the school which the student attends and taking into account the adjustment period students are going through. He also said that both in Ramaz and in schools that are pass/fail the developments and changes students are going through can be

reflected in letters of recommendation. Senior-year grades will also take on greater importance than in previous years.

Ms. Messinger’s next question was about standardized testing. UChicago is already test-optional, but how does the university review an application with no testing? Ms. James compared an application to a pot of soup. For some applicants, the lack of a standardized test is a missing ingredient, since the other ingredients are not very tasty. But, in other applications, the ingredient is not missed. Mr. Broccoli said that while Binghamton supports schools that are test-optional, Binghamton is still interested in the SAT/ACT for now.

Next Ms. Messinger asked about extra-curricular activities and summer plans, especially during this time period. Ms. Messinger asked if students should spend their summer learning a new talent or skill that they can write about on their application. Both representatives agreed that it would be impressive but not obligatory.

Ms. Messinger asked the representatives about essays. She wanted to know if the representatives advise students to mention COVID-19 in their college essays, as many likely will. Ms. James recommended against mentioning COVID-19 and reminded students that they had a life before the virus, one they should focus on. Mr. Broccoli added that the admissions office knows that students are dealing with complex issues, but it’s not necessarily a topic best suited for a college essay. He mentioned that those tend to be topics relating more to financial aid.

Overall, the virtual meeting was very informative and addressed many of the juniors’ pressing questions. The college office continues to be a wonderful resource to juniors (and seniors) during these unprecedented times.

How Are Students Being Graded?

Isaac Silverman ’21

With Governor Cuomo’s announcement that NYC schools will remain closed for the rest of the school year, there is one question that needs to be answered: how will students be graded? Originally, when Ramaz was let out on March 11, a majority of students thought that students would be returning at some point, but as time progressed, hope diminished. In response, departments had meetings in which they planned for the situation students are currently going through.

The subjects which are easiest to conduct via Zoom are the ones that have the least-changed plan for grading. Over the past few years, the English Department

College Guidance for Juniors Remains Strong Caitlin Levine ’21

The College Guidance Office has remained active and supportive during this time of social distancing. Throughout the quarantine, the college office has sent many emails to the juniors to ensure they are staying informed and on top of the upcoming college admission process. In addition to the comprehensive emails, the college office planned a virtual college night, which surpassed the expectations of most students.

Juniors received information about different ways to research colleges and demonstrate interest in certain schools, despite the inability to visit these schools.

Guidance counselors suggested that the juniors sign up for schools’ email lists, scavenge the school’s websites, follow the schools on social media, email the Hillel or Chabad, and read reviews of schools written by students.

The College Guidance Office also sent an email with options for summer activities, given that many internships and programs are canceled because of the pandemic. The email featured different online courses and community service opportunities, as well as internships and personal projects to pursue. The college office also listed the schools that decided to go test-optional, meaning they do not require standardized testing (either for the upcoming admissions cycle, or as a lasting change). The email also featured how to prepare for a possible August test.

In addition to the many, informative email communications, the college office also coordinated a meeting on Monday, April 27 with Ms. Grace Chapin James, Deputy Director of Admissions at the Universi-

Remembering and Celebrating the Yoms Through Zoom Rebecca Massel ’21 and Gabby Ostad ’21

Yom HaShoah, Yom HaZikaron, and Yom HaAtzmaut are known to be some of the most meaningful days on the Ramaz calendar. With the current COVID-19 pandemic, the Upper School faculty and administration were faced with the challenge of how they would unite the community online. The school had to figure out how they would commemorate the lives of the six million Jews who perished during the Holocaust, honor soldiers who put their lives on the front lines to defend Israel, and celebrate the 72nd year since the establishment of the State of Israel.

On Yom HaShoah, April 21, the Ramaz Upper School along with Ramaz seventh and eighth graders logged onto a Zoom webinar to remember the Jews lost during the Holocaust. The virtual event was led by Shira Stoll, a specialist at the local Staten Island newspaper, The Staten Island Advance. She created and directed the film “Where Life Leads You: Stories of Staten Island’s Holocaust Survivors,” which presents the painful and inspiring stories of ten Holocaust survivors. Although Stoll did not have family who survived the war, she shared that throughout this project, she felt she was honoring her late babysitter, Helen Freibrun, a Holocaust survivor. Stoll added that she had never recorded Helen’s story, and since then, she has made an effort to record as many survivors’ stories as possible before it is too late. In 2019, she won a New York Emmy Award for her film.

After showing the video, Stoll introduced the audience to Arthur Spielman, a 92-year-old Holocaust survivor featured in the film. Stoll and Mr. Spielman had a loving relationship, much like that of a grandfather and granddaughter, which came through during the live interview. Mr. Spielman spoke about his pre-war life in Poland, his bar mitzvah in a ghetto, and his journey to escape the Nazis. Mr. Spielman and his cousin left Poland, stopping

in Slovakia, and finally reuniting with his family in Hungary. He finished, saying, “Life is precious. I wish everyone long life, good luck, health, and that we will get through the coronavirus.”

This program was led by Ramaz parent Julie Kopel and the rest of the KJ/Ramaz Holocaust Education Task Force. Ms. Kopel explained that she met Stoll through a mutual friend and thought, “It was so cool that someone in their twenties was so interested and invested in Holocaust revival and recording these stories. The work Shira is doing is so important because this is the only way that future generations will be able to learn about what happened in the Holocaust.” The feedback from the presentation was positive. Sam Ostad ’23 said, “I liked how there was both a video and a live interview with a survivor. It really brought the assembly to life, even though it was online.”

A week later, on April 28, Ramaz saluted those who sacrificed their lives for Israel on Yom HaZikaron. Before online classes began, the school held an assembly to commemorate this meaningful day. Rabbi Albo began by speaking about the importance of this day and the dedication of those who were killed. Then, students watched a video of the siren sounded in Israel to commemorate the day. The assembly included a second video with a list of the names of the Israeli soldiers who were killed in battle and acts of terrorism this past year in Israel. Rabbi Slomnicki challenged students to think about what it means to give one’s life for the State of Israel. Isaac Silverman ’21 said, “It is important to commemorate those who died protecting Israel, and even though we are all separate at this time, I felt that the program we had brought us together again. We all have a connection with Israel and our brothers and sisters who gave their lives for it.”

That night, the mourning turned into celebration with the start of Yom HaAtzmaut! On Wednesday morning, students joined KJ for a festive Zoom tefillah. Rabbi Lookstein led Shacharit, and Chazzan Berson led a musical

Hallel with his guitar. Beth Kahn ’20 said, “Davening was a really nice start to the day. I especially loved joining all the KJ members, and it brought a nice sense of community during this difficult time.” After the davening, David Broza, an Israeli singer and songwriter, spoke about his connection to the land and performed for the Upper School students.

Moadon HaAtzmaut is an Israeli performing arts presentation “for students by students” led by music teacher Mr. Elisha. The event, moderated by Ella Rabbani ’21 and Yonah Taragin ’21, featured a variety of performances including songs sung by the choir and smaller groups of students as well as performances by the guitar ensemble and the dance team. Rabbani stated, “I felt more involved with Yom HaAtzmaut because I was part of putting it together.”

Students had to figure out how to record their performances as a group without being physically together.

In order to stay on beat, the choir sang with a guide track, keeping them on pace. The guitar ensemble played their parts the same way. According to Mr. Elisha, “While this was obviously not ideal, it was great that a kid can sit down by himself and record his part. We always prefer in person, but there is a certain intimacy where everyone is talking to you from their bedrooms. In its own way, that is just as awesome as performing on a stage.” Rabbani ’21 added, “The guitar ensemble could have lost touch during this corona situation, but this Moadon helped brighten our spirits and bring us together.” The dance team also struggled with how to perform online. While the captains initially wanted to create a Mossad-themed dance, they realized that this would be impossible with the current situation. So, instead, they reconfigured the RamJam dance to new music. Despite this, Michal Seinfeld ’21 commented, “The dance was amazing!”

Continued online

May 2020/Iyar 5780

The Rampage

COVID-19 and Teacher Feedback Continued From page 1

Teachers themselves disagree on the most effective and compassionate method of grading students during these unprecedented times. Dr. Herzog disclosed, “Teachers are trying to be sensitive to the fact that students are having different experiences, and some have been coping with tremendous losses. I think Ramaz is doing a great job trying to maintain as much normalcy as possible in the lives of students and teachers.” Other schools have opted to abandon traditional grades and switch the entire semester to passfail grades. Some Ramaz teachers disagree with the school’s decision to maintain normalcy this semester and give students letter grades.

After all, this semester isn’t normal. “Personally, I would have preferred if classes were pass-fail this semester.

Teachers understand and recognize these are very uncertain times on a mass scale and the pass-fail system alleviates some of the pressure off of students,” explained Ms. Grossman.

Anecdotals have not been entirely eliminated this semester, though; teachers will be required to give feedback and comments to students in June together with final grades. However, students feel that this defeats the main purpose of anecdotals: to receive criticism and compliments with an opportunity to improve. Anecdotals at the end of the semester don’t serve that same purpose. As students have been coping

with the new methods of learning remotely, they have a variety of opinions on the administration’s decision to suspend anecdotals. EJ Singer ’22 explained, “Not having anecdotals this semester seems unfair because there is a lack of communication during online school, and anecdotals would give the students an understanding of their performance during Zoom classes. They would be especially helpful because teachers have not really explained how our grades will work, so knowing where our performance can be improved would be very beneficial.” Many other students agree with Singer’s concerns and feel that they deserve a chance to hear

individual, direct feedback from each of their teachers. Students are worried about how this decision will weigh into their final grades in June. Caroline Schwartz ’22 added, “I feel that without anecdotals, it is harder for students to become aware of how well they are doing in each class. Anecdotals not only tell students their current standings but also encourage many to try harder. I think that without anecdotals, many students will do far worse than they did the first semester.”

Some students seem unbothered by this ad-

Goodwill in Times of Need Continued from page 1

-pital now. The day that she [Ostad] delivered the food was my first day back at work in three weeks since I contracted the virus myself in the hospital, and seeing her really brightened my day. It is an amazing feeling to know that you are appreciated for your work, especially because we are risking our lives. She [Ostad] could have had a delivery man or another adult go into the hospital to bring the food, but she delivered it personally, and it was really sweet.” Ostad said, “I’ve connected with Persian workers in the hospitals, who are excited to see that we are the Persian Culture Club. I love forming connections with people who are putting their lives on the line to help those affected by COVID-19.” Many people would be reluctant and fearful to enter hospitals at this time, the heart of the coronavirus crisis, yet Ostad said, “These healthcare workers are making the ultimate sacrifice, and when you have the desire to help the community, delivering food packages does not feel like a burden. It is something I want to do. My small act of delivering food for five minutes and thanking them for

News 5 ditional disruption and the delay of anecdotals. Izzie Ottensoser ’22 explained, “Honestly, I don’t think it’s really affecting me that we don’t have anecdotals. At this point in the year, I usually know how a teacher feels about me. Given the current circumstances and the craziness this year, I’m not sure what the teachers would say.” Many students have not fully accepted the reality that classes will continue remotely for the remainder of the school year. They are still adjusting to absorbing information through a computer screen and receiving grades based on a tiny picture. “I don’t think anecdotals are necessary now because teachers can’t really assess how our behavior and class participation is online. Although I like to read what teachers have to say, I don’t think that now they would be so informative,” added Rachel Freilich ’22. While these students typically find anecdotals helpful, they understand that the system is not as effective for online classes. Samara Blatt ’22 agreed with the decision of the administration saying, “I usually rely on anecdotals to tell me how I’m doing in a particular class and what sort of grades I will get at the end of the semester. However, given the circumstances, it makes sense not to have them.”

Although everyone agrees that this semester is a situation like no other, some students still wish that regular anecdotals could have been preserved in the midst of these confusing times.

their efforts to suppress the virus is so minimal as compared to the work.”

Initially, the Persian Culture Club shut down their GoFundMe to focus on delivering food. However, after this initial accomplishment, they opened a new GoFundMe to release the cookbook again. They are also considering creating a second edition.

Interest in the cookbook has grown, especially because of the admirable chesed component. Ostad said, “Coming from a private Jewish day school, I think it is important to remember that we have a responsibility to the Jewish people, but it extends beyond this. COVID-19, in particular, made me realize that. We need to appreciate the work that humans are doing for one another.”

This project is not over, and more food boxes will be delivered to health workers around New York City. Ostad said, “When I enter a hospital and the healthcare workers see that I am delivering food, their faces light up, and we are welcomed with open arms. This is what makes it worth it for me.”

Getting Items from the Building Continued from page 2

Rabbi Stochel was asked in an interview about what the plans going forward would be, assuming in-person school is closed for the rest of the year.

He spoke about the currently unanswered topics of cleaning out lockers before the summer, specifically for seniors who will not be returning next fall, and the distribution of books for English classes that haven’t been given out yet. Rabbi Stochel stated that he will discuss the issue of the new book distribution with Rabbi Blaustein, the Book Master, and Ms. Litwack, the Chair of the English Department, to come up with a final decision if the school remains closed for

the remainder of the year. As for cleaning out lockers for the summer, he said that precautionary measures will be taken, but students may, at some point, return to the building to clean out their lockers if the school is still closed through June. In short, the administration is working its hardest to make sure that all the students will have access to their materials in a safe and timely manner.

A Positive Outlook on Quarantine Continued from page 2

Aside from the possible physical benefits of quarantine, the practice of persevering through difficult times can build emotional strength as well. In an interview, Dr. Zeitchik elaborated on how students and adults can actually use this difficult time to grow.

Three factors influence how people grow from difficult situations, elaborated Zeitchik: the specific circumstances a person faces, personality, and choice. He believes that there are two important steps in order to increase the likelihood of personal growth during these hard times. First, people have to remain realistic and understand that there are limitations both practically and emotionally that limit what can do in this difficult situation. People need to

recognize that there are things they cannot do during quarantine in order to then constructively find a way around these issues or to find unique opportunities

“The key to growth during this crisis is putting in the effort to make this period of social distancing, at least in part, a positive experience rather than a negative one.” for meaning that the situation presents. Second, people should actively take strides to solve these new

challenges instead of avoiding the problems at hand.

By maintaining a realistic mindset that recognizes the challenges that we all face, steps can be taken to make the most of the difficult situation and address the problems at hand. “Learning to grow within these difficult situations and to accept difficult realities and feelings that are part of the human condition, will help make a person more resilient and will help benefit his or her future,” said Dr. Zeitchik. The key to growth during this crisis is putting in the effort to make this period of social distancing, at least in part, a positive experience rather than a negative one.

Although there is much to be learned from this difficult and tragic situation, it is important to remember that growth is more powerful when it emerges from challenging situations.

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The Rampage

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Archives

May 2020/Iyar 5780

Welcome to a new Rampage section featuring excerpts from blastfrom-the-past articles and why they're still relevant today.

Josephine Schizer ’20

A Look at the New Teachers’ Lounge (October 2012) Earlier this year, the teachers’ offices were rearranged, eliminating the teachers’ lounge on the 4th floor. The current Ramaz student body is used to finding their teachers there, but at one point back in 2012, that lounge was new too.

Layla Malamut ’14

With the arrival of the new head of school, Mr. Paul Shaviv, it was widely known—to the chagrin of many faculty members—that the teachers’ lounge would be taken over by Mr. Shaviv for his new office.

Before the school year began, rumors circulated about the potential whereabouts of the office. “I think the top two choices were either the eighth floor or even the student lounges themselves,” said Josh Garfunkel

’14. The teachers’ lounge was relocated to room 402 in the library.

Despite all the drama surrounding the move, it may prove to not be so bad. The new lounge has sufficient space, large windows, and even an excellent drawing of Dr. Gaylord staring right at you when you enter the room. The window on the door is covered in tape, which provides that familiar aura of privacy and mysteriousness just like in the old lounge.

Although many students were curious about

the relocation, they were not greatly affected by the change. Flora Lipsky ’15 commented, “Although the abrupt news of the teachers’ lounge being moved was a surprise to all, it only really concerned those who actually had to relocate. Otherwise, the difference is only that of walking up one extra floor to see teachers.

The teachers’ lounge clique is sure to be the same as always.”

Seniors Put on Grease (March 2014)

Like the Class of 2014, the Class of 2020 was planning to perform Grease as their senior play. Unfortunately, despite lots of work by the directors and the cast, the show hasn’t yet been performed because of COVID-19. This article talks about how performing Grease in 2014 was originally considered quite controversial.

When it came to this year’s performance, according to Maxine Pravda ’20, the decision wasn’t so controversial. Pravda had been discussing doing Grease as the 2020 Senior Play with Theater Director Jason Robinson since her freshman year. Elizabeth Newman-Corré ’20 said, “A lot of the administrators really like the show, so it was just a matter of cutting some of the inappropriate story points. The editing process is time-consuming, but not especially difficult.” Pravda added, “The lines themselves were easy to change because we understood, you can’t really say that in school.” Everyone agreed about changing the most inappropriate lines, but the bigger issue was about props, such as whether students would be allowed to have cigarettes and wine as props. Pravda said this probably wouldn’t have been allowed, but “we never finished having those conversations before the play was canceled. Overall, we were doing really well with choreography, and it was such a letdown that we couldn’t do it.”

Eddie Mattout ’15 SHOW TIME: On February 24th, it was lights, camera, action for Seniors as they performed Grease.

The incredible musical “Grease” hit the stage of Ramaz this month as the seniors put on their Senior play. Grease follows the story of the Pink Ladies and T- Birds —in their last year as high school students in Rydell High School.

In the past seniors were prohibited from using

Grease 2020 Rehearsal Grease as their musical in the Senior Play. The school felt it was not the appropriate choice for a religious Modern-Orthodox institution. This year, however, Mr. Miller allowed the seniors, directed by Rachel Kastner and Shoshana Edelman, to perform the play.

Grease was deemed inappropriate in the past because of the issues it deals with, such as teenage pregnancy, sexual exploration and teenage rebellion. The directors were committed to having Grease as their senior play. “Rachel and I knew we wanted the senior play to be Grease regardless of whether or not we were directing it and we discussed it a lot earlier in the year”, said Shoshana Edelman ’14. Rachel and Shoshana discovered a “high school” appropriate version of the play which they showed to Mr. Miller. “We really pushed for Grease because we thought the show was representative of our grade as a whole, and we knew that it

would be well received by the students, so we worked hard to present a serious proposal to Mr. Miller,” said Kastner ’14.

Shoshana Edelman continued to say: “We knew kids in past years had tried to use Grease as their play but their crucial mistake was that when they pitched it to Mr. Miller they did not present the option of the “school edition”-- an edited and more appropriate version of the show made for high schools. Fortunately, Rachel and I were aware that such a version exists and Mr. Miller was sold”, continued Edelman ’16. “Grease: School Version” was written by Jim Jacobs and Warren Casey just for the purpose of suiting the needs of young audiences and actors who perform the play.

“After they told me that there was an appropriate high school version and they assured me that together with Ms. Goldberg they would

Grease 2014 make the show fitting for Ramaz- I agreed to let them show it” said Mr. Miller. Almost 50 seniors partook in the production. “The play was such an awesome chance to work on something with my grade. It was such a fun time and the show was just awesome” said Samantha Bryk, a cheerleader in the show.

Yossi Yadid and Shayna Brown played the main characters in the show, Danny and

T-birds, Grease 2014

T-birds, Grease 2020 Rehearsal

Sandy. Students, faculty, family and friends of the seniors all came to the show on Monday February 24. “The show was such a fun time. I love the movie and the seniors did such a good job with it. It was really cool to see how they pulled it off. Maybe that’ll be me one day!” said Rebekah Fenster ’17.

May 2020/Iyar 5780

The Rampage

How Does RamZoom Compare?

Rebecca Massel ’21

With COVID-19 sweeping through the country, Ramaz students are missing out on many important parts of the Ramaz experience. While the situation isolates students from one another in some ways, it brings them closer to their peers at other schools.

To get a sense of how Ramaz online learning compares with other academic institutions, The Rampage interviewed students and faculty at six different schools, including Jewish day schools in the tri-state area and other independent Upper East Side schools.

Since the beginning of distance learning, Head of School Mr. Jonathan Cannon and Head of Upper School Rabbi Shlomo Stochel exchanged suggestions and tips with UES schools, local Jewish schools like SAR and Heschel, and schools farther away in California, Florida, and Canada. The administrators also participated in conferences led by the New York State Association of Independent Schools (NYSAIS), of which Ramaz is a member.

One of the first schools in the country to be affected by the Coronavirus was SAR in Riverdale. There, the news that school was closing was a total shock to administrators, students, and faculty. Daniel North, a junior at SAR, explained that on Tuesday, March 3, he woke up and got ready for a regular day of school. But as he was walking out the door, he received an email that SAR has a “suspected case of coronavirus in [their] community,” and would, therefore, be closed “for precautionary measures.”

According to Ms. Adina Shoulson, Chair of SAR’s History Department, the SAR Tech Department had anticipated distance learning early on and even ordered headsets for all teachers before the pandemic spread to the school. A day after closing its doors, SAR High School opened on Zoom.

Many other schools quickly followed suit. The Frisch School in New Jersey closed on Friday, March 6, officially quarantining their students less than a week later. The Heschel School first closed its doors on Monday, March 9, and remained closed through Purim, while a member of the community was tested for COVID-19. Heschel reopened on March 11, but a day later, they officially closed and transitioned to online classes. According to Sabrina Zbar, a Heschel junior, “Heschel was amazing about getting us on Zoom quickly and efficiently; there were (and are) surprisingly few technical difficulties.”

At some other UES schools, in-person classes conveniently ended just as spring break was beginning.

While Dalton and Columbia Grammar & Preparatory experienced their first days of online school when they came back from spring break, Loyola had a two-day test run of Zoom before their break. Emma Veron, a senior at Columbia Prep and the editor-in-chief of The Columbia Blue, remarked, “The time off was honestly very convenient because it gave the administration, teachers, and tech department time to plan.”

Once classes were up and running for each of the schools interviewed, the job of scheduling took center stage for the administration. Ramaz opted for hour-long classes which run from 9:45 a.m. to 3:45 p.m.. This includes four periods each day with an hour-and-a-half lunch period. Ms. Krupka explained that a one-hour class is more productive than a shorter session, especially because each subject is only meeting twice a week. The added length allows time for technical difficulties and for teachers to try new Zoom techniques, like breakout rooms or sharing videos.

Like Ramaz, most other schools have reduced the length of their school day now that they are on Zoom.

However, the length of classes and the number of subjects taught each day varies with each school. At Heschel and Columbia Prep, there are four or five 45-minute classes per day. At Frisch and Dalton, each class lasts a half an hour.

Frisch has seven classes each day, but since the classes are so short, and it is hard to keep up with the material, they have added an extra 45-minute math class once a week.

Dalton schedules each subject twice a week, just as Ramaz does. According to Kathryn Wang, Dalton senior and editor-in-chief of The Daltonian, “Dalton initially started with shorter classes to limit the amount of screen time for students, but as Student Body President, I have heard that although the classes are engaging, teachers are having difficulty fitting in all the material during the short 30-minute classes.”

Because of the challenges presented by online classes, all schools have dramatically altered their workload and grading systems. Ramaz has tried to maintain its high level of learning while being understanding of students’ needs during this unprecedented time. The school determined that each subject will be graded on an appropriate rubric for that discipline. Ramaz is continuing to administer tests on the honor system, but in some cases, is implementing more lenient policies such as open-note exams.

Rabbi Stochel explained, “Assessments are not just about getting a grade on your report card. It is also about showing mastery of knowledge. We do not see it as a penalty, rather as a natural way of showing growth.”

At Dalton, the 30-minute classes make it difficult to cover all the material, so teachers have been covering parts of the curriculum in the homework. Although there are official limits to the amount of work that can be assigned on any given night, students have been getting many papers and assignments.

SAR and Frisch have minimal homework each night, but long-term papers and assignments were not canceled. Neither school has virtual tests, so students are mainly graded on their participation. According to Frisch junior Rachel Susman, “Not having tests definitely takes the weight off my shoulders, and it is important to spend this time with family, but at the same time, I think that it is important to have some work. Frisch struck the right balance.” Ms. Shoulson from SAR agreed, saying, “I am proud of SAR for taking the pressure off students and not continuing business as usual.”

At SAR and Frisch, participation is key; both schools will be grading their students mainly on participation. Frisch teachers have begun to cold call students so students feel forced to listen and participate. At SAR, teachers evaluate engagement based on whether students arrive punctually, show their face on camera, and ask and answer questions.

Dalton and Heschel both guaranteed students that if their grades for this semester are lower than in the past, their overall grades will not drop. For example, at Heschel, if a student has an A- average, and then she receives a B on her paper, it will not be factored into her grade. However, if said student received an A on a paper, that will boost her overall score. Heschel’s grading system is also heavily based on participation. Dalton’s policy is that after the third quarter ends, of which three weeks were online, a student’s grade cannot drop. At Columbia Prep, students are being graded pass/fail this semester. Additionally, students will receive qualitative assessments, a paragraph from teachers describing each student’s work in the online class.

Within the classes themselves, students and teachers at all schools are facing challenges. At SAR, Heschel, and Frisch, where participation is a large factor in students’ grades, they are engaged on Zoom, making comments and asking questions. North said that at SAR, students are still trying to understand the material, even without tests. Teachers at all schools are trying their best to keep classes engaging by incorporating different tools and mediums into their lessons, like splitting a class into smaller groups to work on an assignment. Alex DelFranco, a senior at Loyola and editor-in-chief of The Loyola Blaz-

How Are Students Staying Connected?

Sydney Eisenstein ’22

Social distancing can make it difficult to stay in touch with friends, as hanging out in the lounges, lunchroom, and hallways is simply not compatible with school online. Seeing your friends in Zoom classes is not the same as seeing them in person. How have students been dealing with the social struggles that come along with social distancing?

To overcome the challenges of quarantine, students have found many ways to stay connected. In a poll, students expressed the main ways they keep in touch with friends.

Most students said that they call, text, and FaceTime their

friends almost every day. Additionally, social media has been a major tool in staying connected with friends. Students said that Snapchat has helped keep them connected; a silly picture of a friend can be comforting and make this unstable time feel closer to normalcy. Some students added that Instagram has helped them stay in touch through sharing funny posts and memes with friends. Students also use TikTok to stay updated on their friends’ lives and to see short clips of random activities their friends have been doing. In addition, many students have been playing video games with one another.

Zoom has played a tremendous role in keeping people connected. In addition to having classes over Zoom, many students use Zoom to simply talk to their

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er, is a teaching assistant in physics. He said, “I know [the physics teacher I work with] spent a lot of time redesigning the classes to keep the students involved and on pace.” Ms. Shoulson commented, “It is a challenge to get a conversation going on Zoom, so I have focused more on engaging students by using tools like breakout rooms and videos.”

High school is not only about academic classes.

School programming, assemblies, advisories, and clubs are critical to a successful experience. Although some major high school events like graduation have had to be rescheduled due to the corona pandemic, all of the schools have held assemblies to increase the feeling of unity in their respective communities. At Ramaz, every day offers something different for the students. Mondays and Fridays include full-school assemblies. On Mondays, students also meet with their advisers and have a chance to discuss their reflections on the current situation. Tuesdays offer lessons in entertaining activities such as barbequing or bingo. Wednesdays bring a chance to hear special speakers, like a Ramaz alum who is now a doctor on the COVID-19 floor at Mount Sinai. After-school clubs and post-lunch programming are offered almost every day. Interestingly, Zoom has created new opportunities for students. Clubs can now host speakers from across the country. The Rampage held its first-ever press conference with the administration via Zoom. Even the dance team and choir are meeting on Zoom and recording their performances.

Many other schools have similar programs. At Columbia Prep, 2:30 to 3:15 is designated as school activity time. During this period, students can hear from guest speakers, participate in mindfulness classes, play chess, or take a yoga class. The Columbia Prep student government held its annual Coffee House via Zoom. Students and faculty sang songs, performed dance routines, and read original poems. Veron exclaimed, “It was a huge success.” Frisch holds a full school meeting every morning with their principal. Recently, the school added a period of advisory to the schedule, and the Grade Deans reached out to each student at the beginning of the quarantine. Susman commented, “It is really nice to have time to talk to our friends and reflect on our current experiences.” Heschel also has a number of school assemblies, grade meetings, and advisory. Zbar reflected, “The assemblies are nice, though they make us sad that we can’t all be together.” SAR’s programming is similar. They have a few full-school and grade-wide meetings. Additionally, once a week, there is a double lunch period intended for clubs to meet. There are also non-academic lessons taught by teachers, like cooking classes or fire-building classes. SAR also holds a nightly shiur for students to explore their Judaism in a more relaxed environment than regular classes.

Dalton is also supporting their students through a half-hour advisory meeting, known as House, every morning, and club meeting times. Students can sign up to host club meetings between 12:00 PM and 1:00 PM and from 3:30 PM to 4:30 PM. This time is especially beneficial to students who want to explore new clubs during this time in quarantine. In addition, Dalton students have no classes on Fridays. Instead, students can participate in assemblies and musical performances, and they have advisory periods and opportunities to hear from guest speakers. Wang said, “House and clubs are a major social space for students, especially on Zoom.” Similarly, Loyola implemented community days, where students can participate in activities together. Loyola students are trying to keep up with virtual club meetings. For example, The Blazer is working on a newsletter or podcast to keep students in the loop even from home, and sports teams are meeting online to catch up with one another.

Distance learning is a new challenge for schools everywhere. Each school is trying slightly different techniques, all with the same goal of maintaining learning while also creating a sense of normalcy and calm for its students. One thing that all students agreed on is the herculean efforts put forth by their teachers.

friends and catch up. In order to stay fit and also talk to friends, many students workout together while on FaceTime.

A new feature that has become popular during this period of social distancing is Netflix Party. Netflix Party is a Chrome extension that allows people to watch Netflix with friends online with a group chat alongside real-time viewings of the same show. Many students have said that they watch movies and shows with their friends using Netflix Party. In order to stay close with friends, some students have even been shipping presents, such as home-made bracelets, to their friends’ houses. All in all, students at Ramaz have thoroughly adapted to this new situation and found creative ways to be social while social distancing.

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The Rampage

May 2020/Iyar 5780

Quarantine Personalities: Which One Are You? William Kremer ’21

What has been the line you have heard most often in the past few months?

Is it “there’s nothing to do,” or “I’m bored”? Probably. Although everyone claims they are suffering from immense boredom, almost everyone fits into at least one of these quarantine personalities.

The Chef: No doubt one of the most popular choices. If the first thing you did when school closed was look up a recipe for cookies, mozzarella sticks, or whipped coffee, you are definitely “The Chef.” Ratatouille’s Le Festin, the French cooking song from TikTok, is your anthem, and your “For You” page is definitely flooded with quick and easy recipes. You have finally learned the difference between baking powder and baking soda.

The Binge-Watcher: If you have watched All American, Unorthodox, Fauda, and Tiger King in less than three sittings, you qualify for this position. Your new obsession is Outer Banks, and you follow Sarah Cameron and John B on Instagram to see behind-the-scenes content.

The Online Shopper: You have been non-stop ordering from Amazon as if you are stocking up for an apocalypse. No more than 24 hours go by without a delivery from Instacart at your doorstep.

The Fitness Guru: The moment school was canceled, you realized now is your time to get in shape. You googled workout programs from home and stocked up on protein powder and bars. By now you have probably lost momentum and are sore from Chloe Ting or the Peloton app.

The Gamer: Playstation, XBox, computer. It doesn’t matter. Every free minute you have, you are online.

You are awake deep into the wee hours every night with your squad. Even if you tried to go to bed at a normal hour, you wouldn’t be able to because of your confused sleep schedule and strained eyes.

The Hair Stylist: If you’re a boy, you either buzz cut your hair, have given yourself a lopsided light trim, or look like a caveman right now. If you’re a girl, your hair is one of the colors of the rainbow. Now that the weather is nicer, you are super tempted by the leftover sun-in bottle from Summer 2015.

The Social Butterfly: You have been staying up late on FaceTime every night, catching up with long-lost camp friends, and, if you are a risk-taker, even having reunions six feet apart on front lawns. If anyone had a birthday, you immediately scheduled a call on Zoom. You’ve made a Kahoot for your friend group to enjoy, and you send in Psych or Photo Roulette codes to your grade group chat nightly.

The TikTok Star: You have been spending hours learning TikTok dances, and your dream is to get on the “For You” page. If you’re hardcore, you’ve even ordered light rings or colored LED lights for your room on Amazon.

Café Ramaz: Coffee Rundown Daniel Kalimi ’21

At Ramaz, it is common to see a fellow classmate walk into class with a good old cup o’ joe, but how many students actually drink this beverage?

Have students’ coffee-drinking habits changed during quarantine?

FULL ARTICLE ONLINE

Bored in Quarantine? Here’s What You Should Watch

Tammy Palagi ’21

There are countless ways COVID-19 has negatively impacted all of our lives, but there is always a silver lining! While you’re sitting at home contemplating the future, these shows will help get your mind off things. Here’s your chance to escape reality for a couple hours (or more). Enjoy!

Hunters (Amazon Prime) is a show inspired by true events. The show, set in 1977, follows a diverse group of Nazi hunters in Brooklyn, NY. The group hunts Nazis hiding in America more than 30 years after the war. They discover that the Nazis have new plans for the Jews and the war is not over…

Money Heist (Netflix) is a Spanish show about a master plan to rob the Royal Mint of Spain. A criminal mastermind finds eight of the best thieves in Spain to carry out his plan. They hold hostages while printing money inside the mint for days. It is a story of sacrifice and love.

Will they succeed? You’ll have to watch to find out.

Hostages (Netflix) is an Israeli show that centers around the plot to kill the Prime Minister. The surgeon set to operate on him is kidnapped along with her family.

They force her to kill him, but she doesn’t do it. Why does an ex-policeman want the Prime Minister of his country dead?

Turns out his wife is dying of leukemia and needs a bone marrow transplant… and her biological father is the Prime Minister of Israel.

When Heroes Fly (Netflix) is an Israeli show about a group of men in the IDF reserves who come back from war. They’ve lost their commander, but that is only the beginning. Yaeli, Aviv’s girlfriend and Dubi’s sister, is declared dead in Colombia but a body was never found. Benda sees a picture of Yaeli in the background of a newspaper cover in Colombia. Aviv, The group goes to look for Yaeli in Colombia, but little do they know she’s been held captive by a cult for almost ten years.

May 2020/Iyar 5780

The Rampage

Faculty Book Recommendations

Feature 9

Josephine Schizer ‘20

Do you have some extra time to read while you’re at home? Are you a senior who wants book recommendations from your teachers before you graduate? Here’s a list of “Top 5 books to read before age 25” from 20 different teachers. The Rampage's website features an extended version of this list, including explanations of some teachers’ choices.

College Guidance Mr. Blumenthal: 1. The Source by James Michener 2. The Lord of the Rings by J.R.R Tolkien 3. I Am Number Four by Pittacus Lore 4. ANYTHING by John Steinbeck 5. To Kill A Mockingbird by Harper Lee Ms. Davis: 1. Under the Banner of Heaven by Jon Krakauer 2. All the King’s Men by Robert Penn Warren 3. We Should All Be Feminists by Chimamanda Ngozi Adiche 4. In Cold Blood by Truman Capote 5. The Age of Innocence by Edith Wharton Dr. Honig: 1. The Scarlet Letter by Nathaniel Hawthorne 2. The Sun Also Rises by Ernest Hemingway 3. Great Expectations by Charles Dickens 4. Crime and Punishment by Fyodor Dostoevsky 5. A Doll House by Henrik Ibsen 6. King Lear by William Shakespeare Computer Science Mr. Vovsha: 1. The Elegant Universe by Brian Greene 2. One Dostoevsky novel (The Idiot/Crime and Punishment/Brothers Karamazov) 3. Artificial Intelligence: A Modern Approach

by Russell & Norvig English Dr. Gaylord: 1. The Sound and the Fury by William Faulkner 2. A Portrait of the Artist as a Young Man by James Joyce 3. The Bell Jar by Sylvia Plath 4. Neuromancer by William Gibson 5. To the Lighthouse by Virginia Woolf Ms. Grossman: 1. Infinite Jest by David Foster Wallace 2. Great Expectations by Charles Dickens 3. A Portrait of the Artist as a Young Man by James Joyce 4. Go Tell It on the Mountain by James Baldwin 5. A People’s History of the United States by Howard Zinn 6. Nickel and Dimed: On (Not) Getting By in America by Barbara Ehrenreich Ms. Litwack: 1. Invisible Man by Ralph Ellison 2. Song of Solomon by Toni Morrison 3. A Passage to India by E. M. Forster 4. The Fall by Albert Camus 5. Ceremony by Maxine Hong Kingston History Dr. Bernstein: 1. Zakhor by Yosef Hayim Yerushalmi 2. Hiroshima by John Hersey

3. The Origins of Totalitarianism by Hannah Arendt 4. Beloved by Toni Morrison 5. 1984 by George Orwell Dr. Jucovy: 1. Dr. Faustus by Thomas Mann 2. Tess of the d’Urbervilles by Thomas Hardy 3. Power and the Glory by Graham Greene 4. Lord of the Rings by J.R.R Tolkien 5. Catch-22 by Joseph Heller Ms. Newman: 1. A Tree Grows in Brooklyn by Betty Smith 2. Shotgun by James Clavell 3. Imperium by Robert Harris 4. All Creatures Great and Small by James Herriot 5. We’re Not From Here by Geoff Rodkey 6. The Reapers are the Angels by Alden Bell Math Mr. Letourneau: 1. The Hobbit and Lord of the Rings series by J.R.R Tolkein 2. Artemis Fowl series by Eoin Colfer 3. Harry Potter by J.K. Rowling 4. Pendragon series by D.J. MacHale 5. Tomorrow series by John Marsden Science Rabbi Blaustein: 1. As a Driven Leaf by Milton Steinberg 2. Final Salute: A Story of Unfinished Lives by Jim Sheeler 3. Narrative of the Life of Frederick Douglass, an American Slave by Frederick Douglass 4. The Nineteen Letters by Samson Rafael Hirsch 5. The Tales of Rabbi Nachman of Bratslav, Retold with Commentary by Adin Steinslatz Mr. Klotz: 1. Auto da Fé by Elias Canetti 2. Invisible Man by Ralph Ellison 3. Independent People by Halldór Laxness 4. Ulysses by James Joyce 5. Moby Dick by Herman Melville 6. In Search of Lost Time by Marcel Proust 7. To the Lighthouse by Virginia Woolf Dr. Rotenberg: 1. Tanakh (in its entirety, preferably in Hebrew) by ha-Kadosh Baruch Hu and assorted Prophets 2. Either Mishnah by R. Yehudah ha-Nassi, ed. or Mishneh Torah by Rambam 3. Ecological Imperialism: The Biological Expansion of Europe, 900-1900 by Alfred Crosby 4. A Man on the Moon: The Voyages of the Apollo Astronauts by Andrew Chaikin 5. What Do People Do All Day? by Richard Scarry (Unabridged Edition, 1968. It must be the Unabridged Edition, which is a little hard to find).

Talmud Ms. Gedwiser: 1. The Master and Margarita by Mikhail Bulgakov 2. The Quiet American by Graham Greene 3. Making PCR, by Paul Rabinow 4. The Buffalo Creek Disaster, by Gerald M. Stern 5. In Potiphar’s House, by James Kugel Rabbi Schiowitz: 1. Fear No Evil by Natan Sharansky 2. The Choice by Dr. Edith Eger 3. Fate and Destiny by Rabbi Soloveitchik 4. Pirkei Avot Tanach Ms. Benus: 1. A Letter in the Scroll: Understanding Our Jewish Identity and Exploring the Legacy of the World’s Oldest Religion by Jonathan Sacks 2. Where the Wild Things Are by Maurice Sendak 3. Man’s Search for Meaning by Viktor E. Frankl 4. Vanity Fair by William Makepeace Thackeray Ms. Krupka: 1. Zakhor; Jewish History and Jewish Memory

by Yosef Hayim Yerushalmi 2. Anything CS Lewis of course, but consider starting with Letters to Malcolm: Chiefly on Prayer 3. Philosophy of Hebrew Scripture by Yoram Hazony 4. At Home - A Short History of Private Life by Bill Bryson 5. Acadia by Tom Stoppard Ms. Senders: 1. Option B by Sheryl Sandberg and Adam Grant 2. Fear No Evil by Natan Sharansky 3. The Last Lecture by Randy Pausch 4. Unbroken by Laura Hillenbrand 5. The Sages series by Rabbi Binyamin Lau (translated from the original Hebrew) World Languages Dr. Roldan: 1. Collected Fictions: Jorge Luis Borges by Jorge L Borges, translated by Andrew Hurley 2. Hopscotch by Julio Cortazar 3. Blindness by Jose Saramago 4. Amador: In Which a Father Addresses His Son on Questions of Ethics by Fernando Savater 5. One Hundred Years of Solitude by Gabriel García Márquez, translated by Ilan Stavans

For all faculty members not yet featured on this list, feel free to send your top 5 recommendations to rampage@ramaz.org. We will be updating the list as we get more recommendations!

Features 10

The Rampage

May 2020/Iyar 5780

Scenes from a Pandemic

Ms. Gedwiser The Deer Two Doors Down

Zach Buller Quarantine Outing

Dr. Arboleda Hudson Yards

Avigail Dupont Times Square

Anna Braun The Oculus

Alisa Gleyzer Coney Island

Josephine Schizer Trader Joe's

Adam Vasserman An Empty Golf Course

Eitan Goldberg Solitaire Tennis

Nicole Hirschkorn Signs of Coronavirus

Anna Braun Masks

Tammy Palagi Subway Platform

Josephine Schizer The Reservoir

May 2020/Iyar 5780

The Rampage

Rachel Freilich ’22

er classes. Ms. Krupka also said that the hour-long classes were working because many teachers were not lecturing the whole time. However, many students felt differently. Another sophomore stated that she would constantly be watching the clock on her computer in boredom as she stared at her teacher speak on the screen for the entire sixty-minute long class. This sophomore was also concerned that this setup was not healthy for the teachers, as in a normal class setting when teachers speak for the majority of the period, they are at least walking around our classroom. Sitting in front of a screen for one hour is too long to stay idle.

Another modification to the schedule, longer lunch breaks, does seem to be favorable among the student body.

Having an hour-and-a-half-long break gives time for a gap between screen time and more screen time, but are students really stepping away from their screens during lunch? Definitely not on Mondays and Wednesdays when there are advisory meetings and mandatory assemblies. Additionally, many students use their lunch to catch up on some Netflix or Hulu just in time to get back to their next class.

The senior grade, which has completed most of their major classes for the semester, had a meeting with the

Opinions 11

RAMote Learning: Hearing Student Voices

After the first week of school on the Zoom platform, Ms. Krupka posted a survey to which many students answered openly and honestly. Students took this survey seriously because the consensus was that Zoom learning was the only way that we would be able to finish the material in order to complete our spring semester. In addition, the Zoom platform was the only foreseeable way for our entire class to connect and socialize. After speaking with some of the students about what they wrote, the majority of them mentioned that they asked for numerous modifications to the schedule, but not many accommodations were actually adopted. Izzie Ottensoser ’22 said that she requested that classes be shortened because it felt like too much time to be sitting in one class for an hour, especially when the teacher was lecturing the entire time. Ms. Krupka mentioned that the reason that the administration did not shorten classes was that if classes were shorter, another class would have to be added. She also recognized that the students with whom she spoke said that they would rather have longer, but few-

administration to discuss what they will be doing for the rest of the semester. Administrators gave them two choices: working on a film for the Ramaz film festival or participating in a chesed project. Hannah Doft ’20 said, “I wish we were given more options or more information about what each choice was really offering. They kind of just dumped it on us and expected us to choose. Hopefully, it will be interesting.” Some seniors feel that when the senior grade should be getting their freedom, they are actually being constrained by whatever the administration chooses for them. In response to complaints, the administration offered a third option for this “Senior Experience”: a crash course on Israel taught by Rabbi Sklarin and select speakers from both inside and outside Ramaz. This class is intended to educate outgoing seniors about contemporary political issues involving Israel to prepare them for real discussion about these issues on college campuses.

The current viral pandemic is clearly an uncertain and unprecedented situation. No one really knows what’s going on, including the administration. As a result, it is difficult for every suggestion made to be heard, but everyone is trying their best to create as normal of an experience as possible.

A Summer Like No Other Charles Spielfogel ’21

Summer is usually a time to pursue interests outside of school. This could include summer camps, trips at home or abroad, internships, or summer learning programs.

With COVID-19 taking over the nation and the world, all plans are up in the air. Many camps are undecided as to whether they will open, many trips have been canceled, and many college summer programs have canceled in-person learning and will be offering classes online. All of these offerings are a departure from the norm of our usually-carefree summers. With all plans on a temporary hold, the teenage

population is faced with much uncertainty.

I am scheduled to participate in Kol HaNearim, a program that places American teenagers in homes with atrisk Israeli youth. Throughout the years, I have heard Ramaz students rave about the program, and I am excited for it. I have not heard any news yet as to whether the program will be happening or not. They are waiting until June to make a decision, and I am trying to remain optimistic that it will happen. I have not made any other plans yet, because I am trying to remain hopeful that I will be able to go to Israel and participate in this much-anticipated program.

The College Guidance Office has been very proactive in offering us other choices and things to do should

our original plans all fall through. The college office has sent out an extensive email with links for summer programs and internships. They also created a document with links to college courses to take, other programs, and ideas for personal projects to do during the summer. This has been very helpful and I have been reviewing other options to pursue should my program fall through. With all this uncertainty, I still try and remain cautiously optimistic. There is one thing that is certain: no matter what happens this summer, there is a general understanding that in these extenuating circumstances, there should be no expectations for events and experiences to go as planned.

Junior Year and COVID-19: Overcoming the Unknown Tammy Palagi ’21

COVID-19 has caused many emotions, but for juniors, the most prominent one is uncertainty. The SAT/ACT has been canceled, and many universities have gone test-optional. I was planning to take the April ACT, but it was canceled, so I signed up for the June test, which has not yet been canceled. However, the June SAT has already been canceled, which leads me to believe that the ACT probably will be too. Universities’ new test-optional policies are a very tricky thing to navigate since we will be

the first class to experience these policies at many schools. Nobody definitively knows just yet how these schools will regard students without test scores. I, along with many others, don’t yet have any test scores, and the possibility of not taking the ACT at all, or not as many times as I would have liked, is extremely unsettling and frustrating after I have been studying all year. The college advisors are urging us to remember that we are all in this together, and there’s nothing that we can do to completely change the current situation.

Additionally, many juniors’ summer plans may no longer be possible. In-

ternships, college programs, and travel plans are all up in the air right now since nobody knows what the situation will be like in July and August. I was signed up for the Tikvah Scholars program at Yale which has not yet decided whether they will postpone, hold the program online, or keep the same dates as originally planned. There also may not be any flights to Israel or other destinations until at least September. This ruins my summer travel plans, although I still hope to travel in August.

The college process for juniors has always been stressful, but even more so this year. It’s hard to think ahead without being

able to visit colleges in person. Colleges know what we’re all going through personally and academically and will hopefully take that into account. Universities have virtual tours and students and admissions representatives available to talk to prospective students now more than ever. The Hillels at various schools are also offering various resources and support. With the help of our advisors, everything thus far is running smoothly and all parties are doing the best they can given the situation. Hopefully, everything will go back to normal as soon as possible in time for us all to have the summers we planned.

I’m optimistic!

What To Do With Your Family at Home Andrew Spielfogel ’23 and Charles Spielfogel ’21

As COVID-19 spreads throughout the world, our daily lives have come to a halt. As the world has moved online, people have to come up with creative ways to pass time, especially with their families. There are many fun activities and challenges we have done together as a family that we have particularly enjoyed.

One fun activity is to bake. We have made chocolate chip cookies, carrot cake, and hummus. Recently we discovered a delicious cookie recipe online, and we haven’t stopped baking them since; the more chocolate chips the better!

With all of our free time, we try to go outside as much as possible, whether it’s going on bike rides together or playing tennis against the garage wall. These activities

are a great way to get outside and spend quality time with family at the same time. Charles prefers bike riding, and Andrew enjoys going on runs and exercising in the backyard. After sitting and staring at a computer for hours, going running after school is a good way to relax. We all have the chance to take advantage of the beautiful spring weather. One of the positives of Zoom school is that having more free time makes it easier to exercise. If you have a backyard, exercising outside in the sun can be a nice way to brighten your day; you also don’t have to worry about bumping into other people because of social distancing.

“April Showers” really did live up to its reputation this year, so sometimes, we were forced to stay inside. Rainy days are good days to catch up on work so one doesn’t fall too far behind. But it’s also nice to take a break from screens and pick up a book. Take advantage of the damp days to read. It’s a great way to use the extra time.

Another activity that our family does togeth-

er is going on long walks, usually on Shabbat. Although COVID-19 had confined us to our houses for much of the time, it is important to get outside. Walking can make the day much better, and it is a big stress reliever. Sometimes we take walks during the school lunch break just to get some fresh air.

Lastly, we have been playing many board games with our family. We love Rummikub and Backgammon.

We occasionally play Monopoly, although it tends to last for a very long time. Some other exciting games are card games, chess, Risk, and Scrabble.

There are so many fun things to do while at home. We all miss school and interacting with one another in person, but all we can do right now is stay at home and away from one another. However, we can still interact with family, and we definitely recommend these activities.

Have fun!

Letter to the Editors: Response to “A Renewed Commitment to Recycling at Ramaz” Samantha Sinensky ’21

Thank you for pointing out the struggle we’ve been facing at Ramaz. As Co-President of the Environmental Club, I commend the authors for recognizing the enormous challenge we are facing. We have been highlighting the environmental deficiencies at Ramaz

for years with mixed results (see “Ramaz Visits Trevor Day School,” February 2018, The Rampage where we tried to get the word out). The Environmental Club instituted such programs as hanging up recycling posters in every classroom, and initiating a program in which food scraps from the school kitchen are composted in our composting tumbler on the third floor terrace. In addition, we spoke to the kitchen staff about utilizing

compostable plates and cutlery, and created the Luv Your Lulav Dive where Ramaz and KJ have been composting lulavim after Sukkot for the last three years, just to name a few of our initiatives. We continue to champion environmental issues. It is nice to see that our classmates and faculty are coming on board with our cause.

May 2020/Iyar 5780

The Rampage

Opinions 12

Family Relationships in Quarantine William Kremer ’21

Cabin Fever (noun): “irritability, listlessness, and similar symptoms resulting from long confinement or isolation indoors”.

During this unprecedented period in history, it would not be strange for one to be experiencing “quarantine fever,” along with a host of other new emotions and anxieties. Never before have we spent this much time confined to our homes.

Initially, the idea of the shutdown seemed exciting. Gone were so many of the pressures we put up with each day, including waking up at abnormal hours to commute to school, school itself, endless tests and homework, juggling extracurriculars, and more. While the idea of having our responsibilities cut down to a fraction of what they were before COVID-19 and chilling out round the clock at home sounded appealing initially, after the first few weeks of being trapped with pestering parents, loud siblings, and a host of other housebound related issues, we found ourselves wishing we were back on 78th street. Even if it meant taking finals.

But with no sign of release, many of us shifted our mindsets and got used to the shipwreck of a world we now live in—the “new normal.” What initially sounded AWFUL transformed to usual, even

enjoyable. Spending more time with family than you probably have since you’ve been in diapers is actually not nearly as bad as it once seemed. We can learn so much from each other, get to know each other better, and just become closer in general. Nonetheless, spending all day with our families takes time to get used to. All year round, we spend most of our day at school, and our parents work. We see them only for an hour or so at night and on the weekends at most.

Some parents travel and are not always home, and some of us occasionally get away from our families as well—weekends at friends and relatives, tournaments, and Shabbatons.

Now, here we are with our folks 24/7. Not everyone has the strongest relationship with their families, and some may find just a few hours during the week enough. Not only can this be unpleasant, but for many people across the country, dangerous as well. Domestic violence cases have surged, and for most people, there is nowhere to go to escape abuse with many places being closed.

Domestic violence is obviously an extreme, but many of us, including myself, probably experience annoyance and irritation with our family members. Now would be the time where I would offer my professional opinion on how to deal with annoying siblings or parents, but I am just as in need of a solu-

Puzzles

tion as the rest of you. All I can suggest is to trying to make the most of your time with family and looking on the bright side because, as high schoolers, we only have a few more years before we move out of the house and living with our family becomes just a memory.

For the graduating class of 2020, this pandemic could be a blessing in disguise. These few months are the last time they will live full-time with their families before they go to college, sleep on razor-thin mattresses, and share a bathroom with dozens of even less considerate cohabitants.

Frankly, the only advice I can offer, beyond just “deal with it” is to be optimistic and try to find the best in each member of your household. Does your sibling play a mean game of Monopoly? Can you learn a new skill?

Hopefully, we will soon be able to return to our normal lives, and we won't be spending all day with our families. When that time comes, the likelihood is that you won't regret having played backgammon 8 dozen times in a row with your younger sibling, sat down to home-cooked meals every night for dinner, or lounged around eating popcorn and watching all three episodes of The Godfather and dozens more grainy films from the 70s with your famiglia.

For solutions to both puzzles, check the-rampage.org.

Guess That RamGibberish!

Sydney Eisenstein ’22

Instructions: Unscramble the syllables of these gibberish words to form Ramaz-related words and phrases.

Example: Clue – sun nab shat filled her; Answer – Snapchat filter

Clue – boom glasses Answer: ____________________________________

Clue – joe a neck doe tails Answer: ____________________________________

Clue – pew sketch wool Answer: ____________________________________

Clue – cough see add fiction Answer: ____________________________________

Clue – cringe-worldly flows Answer: ____________________________________

Clue – some her cans Answer: ____________________________________

Clue – care huts sat dome Answer: ____________________________________

Clue – sticks door nouns Answer: ____________________________________

Clue – lime poured intra mouse and lime intra mouse poured Answer: ____________________________________

Crossword Isaac Silverman ’21

Test your knowledge of this issue of The Rampage!

Down: 1. Lately, people have started performing these on themselves.

2. Rabbi Sklarin’s favorite college basketball team; also on Coach Katz’s Zoom call.

4. Source of juniors’ stress, the process.

6. Repeatedly cancelled standardized test.

9. Ms. Benel’s specialty; proliferating during COVID-19.

10. These plans are COVID-19’s next target.

Across: 3. Our new 24/7 companions.

5. Persian Culture Club sold this to raise money for hospital workers.

7. Standardized test successfully moved online.

8. Lack of these present in quarter three.

11. A stimulating beverage; a Ramaz favorite.

12. Online classroom system beginning to get on students’ nerves.