Volume 29 Issue 6

{charles e. smith jewish day school • 11710 hunter’s lane, rockville, maryland • vol. 29 issue 6 • monday, april 30, 2012}

A whole new world: when fantasy invades dinarabinovitz and hannahwexler reporters

In the weeks leading up to the release of “The Hunger Games” movie, rows of students could be seen reading during lunch, hidden behind shields of gray-andgold book covers.

Even in the halls of the school, “literally everywhere you looked … at least one person was reading the book,” junior Arielle Fontheim said.

Most students normally spend their free time in school socializing with friends or roaming the hallways.

However, since the “The Hunger Games” craze began, students, teachers and administrators have spent their time so absorbed in the books that it can be hard to find someone without a copy in hand.

Every year, when the “Harry Potter”and “Twilight” movies hit theaters, students throughout the school are consumed with reading and discussing the fantastical worlds created by the authors.

“The Hunger Games” craze has found a strong audience in teenage girls, who are most interested in the love story. Some girls have established such deep connections with the characters that they have begun to root for their favorite couples.

“I personally love Peeta,” Fontheim said. “He’s so cute and romantic and I love him and Katniss together.”

It is not only the love story that appeals to teenagers.

They can also relate to the characters and events.

“I read something recently about how the whole book is just a metaphor for the struggles of adolescence. ... You feel like you are fighting for your life and you’re trying to define yourself,” math teacher Reuben Silberman said.

“Harry Potter” and “Twilight” have similar elements to those that captivated the readers of “The Hunger Games.” Freshman Zoe Orenstein believes the Harry Potter series became popular because it spun the timeless tale of a boy coming of age in an entirely new setting.

“I think that people are drawn to [the excitement of an underdog rising up] because everyone wants to believe that they are extraordinary as well,” Orenstein said.

“Twilight” features an ordinary protagonist whose

life changes when she falls in love with a vampire.

The book captivated sophomore Sydney Greene, who was able to lose herself in the story.

“I enjoyed the book since Bella was a character that was completely different then myself, so I was able to experience a different sort of life,” she said.

The rainy, modern world of “Twilight” contrasts remarkably with that of “The Hunger Games.” “The Hunger Games” trilogy takes place in a future dystopian world after the destruction of what is now North America. “[‘The Hunger Games’] is very surreal,” freshman Aviva Braier said. “[It’s set] in the future, where kids have to kill each other. It’s … really bad and really crazy to think about the future in that way.”

“The Hunger Games” series combines many aspects of young adult literature, such as romance, action, violence and comedy, yet it has its own unique ideas about a barbaric future. “‘The Hunger Games’ has … elements that everyone likes,” Braier said. “Teenagers like romance, teenagers like action, teenagers like rebellions and wars, and [in ‘The Hunger Games’] it’s all put together.”

The transformation of these series into movies has added to the popularity of the books, spreading the craze to others.

“I think [‘Twilight’] started becoming popular with the movies,” Katz said. “[With the movies], it’s just easier to visualize [the books].”

“The Hunger Games” movie was so powerful that it brought in new fans for the book series. “[I was visiting my sister] for Pesach and everyone was going to see the movie and I was like, fine, I’ll come along,” Principal Michael Kay said. “I saw the movie first, and actually, that’s what got me to read the book.”

J.K. Rowling’s “Harry Potter” books put such a spell on readers that some devoted fans disliked the movies when the plot lines differed from the original stories.

“I used to be really upset when I watched the [Harry Potter] movies and compared them to the books, but then realized that I just had to think of them as movies based in the world created by J.K. Rowling, and … I could enjoy them as just movies,” Orenstein said.

art by Jonthan Reem, R’ay Fodor and Elana Schrager

2

news april 30, 2012

7th grade takes on Global Health met before. I think it turned out very well,” Manley said. “Lots of family and friends senior reporter were here in the building and the stuSeventh-graders experienced one of the dents really rose to the challenge,” he said. most important academic nights of their year Seventh-grader Samuel Strickberwhen they presented at the Global Health ger enjoyed working on his project.

Conference on the evening of March 28.

“I learned a lot from this experience The students were assigned a specific because it combined a lot of the things we health issue in different countries. No two learned this year into one project. Presentstudents had the ing was very fun and I wish same topic and we could have one more day country.

They because it was a very fun exwere then givperience,” Strickberger said. en a few weeks Seventh-grader Benjamin to conduct reKlayman felt similarly about search and work presenting in front of parents. on the project.

“I thought it was sort “I think the of cool to meet new peoGlobal Health ple and to tell them everyConference is a thing I learned throughphoto by Linor Shemesh high point for Noah Green: “I learned that there are many out the project,” he said. s e v e n t h - g r a d - horrible diseases in the world and that we The project did more ers because should stop [them] ... by contributing to organithan just aggregate inthey’re chal- zations like WHO and UNICEF.” formation learned over lenged in a limthe year, Manley said. ited space of time “I think we try to keep to research and create a presentation a standard of expectation so that we about a very specific issue,” History De- know what we’re looking for in the sevpartment chair Steven Manley said. enth grade so that we can measure them “No one else in the entire grade has fairly and look at where they’re skills [another student’s] topic, particularly, and are. This project is one of the things that [the students are] challenged even more by JDS does to set the seventh grade up having to present that to parents, friends to succeed in eighth grade,” he added. of parents and people they have never

matthalpern

photo by Hannah Becker

Eli Zajicek: “I learned presentati on skills during class, [including how to] take the most important det ails in order to give quick, accurate information.”

photo by Linor Shemesh

ented For her project, Sara Hughes pres ... to ned lear “I a. nesi on Cholera in Indo I felt first At th. dep in very c topi explain my rs], nge stra uncomfortable [presenting to what all but then I sort of got the hang of was going on.”

Advertisement

photo by Linor Shemesh

Max Strickberger: “I like that we got to all learn about other people’s countries and show everyone what we worked on.”

photo by Linor Shem

esh

Trifolds surrou nded the Card o on March 28 Here, Abril Sc . hujman presen ts her project on cardiovasc ular disease in Turkey.

Advertisement

597 Students and their Families

Are waiting to see your Ad

Advertise with us.

Email: lionstalebusiness@gmail.com

3 Teachers come to JDS for students, colleagues and special events april 30, 2012 news

Arab, Jewish soccer team visits JDS

copy editor

senior reporter

There is nothing unusual about a soccer team visiting CESJDS. Visiting months after the season ended is more unusual. But it was the different heritages of eight Israeli girls that interested Jewish History teacher Doran Katz.

Katz invited the team because four members were Arab and four were Jewish. The players talked to three of Katz’s classes, including two Arab-Israeli Conflict classes and one junior Arabic class. They helped students get a grasp of the Arab-Israeli Conflict and having native Arabic speakers to reinforce the language. In the Arabic class, one of the Arab girls, Challa Otman, asked JDS students, “What do you think of all of us here together, Jews and Arabs?”

The students came to a general consensus that there is hope for Jews and Arabs to one day make peace. Students felt that the team provided a valuable perspective.

“It was cool seeing people who lived through the conflict we learn about at school. I feel like we only get the Israeli side — I mean, the Jewish-Israeli side — so it was cool that the program included both [Jewish] Israelis and Arab Israelis,” junior Elana Handelman, who takes an Arab-Israeli conflict class, said.

The team crosses communication barriers by speaking both Hebrew and English. They were sent by SPORT, at the Peres Center for Peace, whose goal is to “bring Palestinian and Israeli youth from disadvantaged communities together through sport, providing a medium for communication and an avenue for encouraging social change.”

This was the first visit to the U.S. for the girls and they took advantage of their time in Washington.

“We visited a synagogue already and we are going to the White House in a few days,” Latifa Barhom, one of the Arab students, said.

The JDS students were not the only ones who got a lot out of the visit from the soccer team. Yarden Shimon, one of the Jewish students, said that her two years in the SPORT program have been an amazing experience.

“I have learned a lot since I started, and I know a lot more now about Arabs,” Shimon said. “I also hope that when we talk to people like this, they leave knowing more, too.” additional reporting by jacobdorn

On the second page of the student handbook, CESJDS describes itself as a “learning community.”

Teachers come to JDS because of the communal atmosphere. Math teacher Victoria Ball especially likes the cohesiveness between the faculty and students.

“I really like that I work in a place where I can go on a weekend retreat with students and get to know them in other ways,” Ball said.

“I like the absurdist spirit in our building, when it begins to feel like a camp,” Ball added. “I really like Color War and Zimriyah. I really like the fact that the math department dresses up in costumes. It’s really nice that there’s just fun stuff going on there.”

History teacher Michael Connell, who has been teaching at JDS for 12 years, also likes special school events.

Connell, who has served in the U.S. military and on the Joint Chiefs of Staff, now teaches, among other courses, the War and Civilization course for seniors, which he described as his “favorite.”

“JDS gives teachers a lot of latitude, especially in electives,” he noted. “I don’t think I’d necessarily be able to teach that at a different school.”

Ball agrees with Connell that JDS affords its teachers many options to choose how exactly to teach the curriculum. Both stated that it plays a major role in their loyalty to JDS. “I think there’s a lot of good to that [flexibility],” Ball said. “There’s a lot of inphoto provided by Dominic Lee dividuality at JDS … and a After getting pied in the face, Math teacher Dominic Lee poses with eighth-graders (from left) lot depends on teaching to Ari Mendelson, Yoav Margolis, Nathan Pepper, Gabriella Pilarski and Bryan Knapp.

Eighth grade makes own rules at Model Congress robbiebelson reporter

As part of the Government and Economics course, the Class of 2016 took part in a simulation of the United States legislative process in the annual eighth grade Model Congress .

Each student wrote a piece of legislation for the event, which took place on March 27 and 28. Bills were debated first in classes, which simulated Congressional committees. Those that passed were then debated, amended and voted on by students in the House and Senate.

The project was coordinated

by History teacher Michael Connell, who believes that the program is a valuable experience for students studying government. “[The project] is a culminating activity that gives the eighth-

the needs of the classroom.”

Ball sees individuality among both students and faculty.

“We can have highly intellectual, compelling discussions about literature or politics or something like that in our department. I’m just really happy to see those people every day. They help me to grow as a professional and as a person,” Ball said.

Math teacher Reuben Silberman helps plan events where teachers lecture other faculty members about a subject that interests him, such as Hebrew teacher Lea Magali’s lecture on Kurdish Jewry.

“I think that we want a great faculty to feel close to one another,” Silberman said. “We enjoy learning and thinking, and we wanted to create an activity to create respect or admiration.”

“I have a lot of fun with my colleagues. It’s a fun, funny, ridiculous workplace and that makes us excited every day.” Silberman said.

stukrantz

davidsolkowitz

graders a chance to see how the Congress actually works,” Connell said.

Eighth-grader Uri Schwartz’s bill concerning treatment of enemy dead was submitted and passed in the grade-wide House. Schwartz enjoyed the hands-on learning experience. “[Model Congress was interesting] because it was fun to act it out and act as Congress,” Schwartz said.

Eighth-grader Joshua Paretzky said that the majority of the grade was very involved in the project, often taking the debates out of the classroom.

“Students were discussing [the bills] at lunch and arguing about [them] afterwards,” Paretzky said. “[The students] learned the process on how bills become laws and it was a great opportunity for the teachers to see how the students put forth the effort and participate in public,” Connell said.

photo by Emily Shoyer

Eighth-graders listen while Shira Gould argues for her bill about legalizing medical marijuana in the simulated House during the annual Model Congress.

Students review new Hebrew program evankravitz reporter

The new Hebrew curriculum, in its first year of implementation, is receiving positive feedback from students and teachers alike.

In a recent Lion’s Tale survey, nearly 75 percent of students said that the Hebrew curriculum has improved from recent years. This is the first year since 2001 that Hebrew classes are not using Hebrew University’s NETA program.

“The NETA curriculum was very set and there were special topics that people did not like to talk about. These were actually weaknesses of the curriculum,” Hebrew Department chair Yaffa Dagony said.

The school had been aware of some of NETA’s flaws and was willing to change the direction of the Hebrew program.

“The school’s view was that the [NETA curriculum] was not leading to a Hebrew program that would be as effective as what our expectations would be for the curriculum that is currently in use,” Principal Michael Kay said.

However, several students expressed dissatisfaction with this year’s curriculum.

“All we do is speak … and we don’t write on the board. [There are] no simple assignments in books. My whole class doesn’t understand what’s hap-

pening and it’s frustrating,” sophomore Alyssa Rothfeld wrote in the survey.

While Rothfeld sees too much class discussion as a problem, freshman Drew Hein thinks that spending time away from the workbook benefits students.

“Last year, the [NETA] curriculum mainly focused on working in our workbooks and learning stuff that we would forget a day later. This year we are focusing a bit more on the more important things like discussions, vocabulary and tenses,” Hein wrote in an email.

Dagony agreed that this year’s Hebrew program has been successful. “[Students, teachers and parents] feel that the school has more flexibility to do what students like to do,” Dagony said. “The teachers do other activities that were not done before. Teachers decide what they want to teach, so this makes it more user-friendly as a [Hebrew] program.”

Kay emphasized that the Hebrew program is still developing and is changing to adhere to students’ needs.

“It takes a long time to build something into a fully structured program. It is going to be a multi-year process,” Kay said. “So far, most of what I heard from students is positive, and that they do feel that there is greater relevance and greater opportunity to speak [Hebrew].”

4

chadashot april 30, 2012

Getting to know the presidential candidates Newt Gingrich and Israel: A closer lo k

, ave ish Jewght to hthe come – nowit was d e h “ T e a ri that e tim tate, ve ha d hav elieve e at th as a s at we’ rabs aney e l e h p b d o pe , and I ere ma alestin think tn fact A And thof I P e i t w ty. d ty e o a a st ts that was n ire, an who ar muni a varie ainst m p e g n r r co .” fo ra ple Em he me mit ber, t oman an peo e Arab es and this wa’s tragic t m h c i t t i t d e a , n l rem f the OPalesti part of any p ustaine I think hannel t o nted cally go m ve s . And ishC r a p ve tori a 40s Jew n e to e h an i ere his chanc sons w the 19 w with 011 w ad a l rea ince rvie . 9, 2 h itica w s inte Dec pol rael noom an Is -Fr

matthewfoldi

Pho

to p

chadashot editor Earlier this year, the former Speaker of the House and current Republican presidential candidate Newt Gingrich made international headlines when he claimed that the Palestinians are an “invented” people.

After the outcry that resulted from these remarks, Gingrich’s campaign backed down but never formally renounced them.

When questioned about the accuracy of his statements, at an ABC debate on Dec. 11, 2011, Gingrich responded by saying, “Somebody ought to have the courage to tell the truth. These people are terrorists. It’s fundamentally time for somebody to have the guts to stand up and say, ‘Enough lying about the Middle East.’”

Gingrich’s statements have drawn fire from both sides of the political spectrum, with both GOP rivals and Palestinian nationalists criticizing him. Jewish Text, Thought and Practice teacher Grace McMillan disapproved of Gingrich’s remarks. “[Gingrich]’s statements can be too grandstanding,” McMillan said. “[The Palestinians are] no more invented than any other modern nationality. Nationalism is a modern ideology.”

JTTP teacher Paul J. Blank believes that Gingrich deliberately “panders to certain elements of the Jewish community,” Blank said that Gingrich’s comments were “disgusting.”

While Blank used to support Gingrich, after the candidate made these remarks Blank decided that he could no longer support him.

Sophomore Benjamin Shemony agrees with Gingrich’s remarks, saying that “it’s important to have American leaders say what needs to be said.”

Although sophomore Noah Mayerson agrees with Gingrich, he believes that Gingrich’s words were too inflammatory.

“While it may be historically accurate, statements like these are not conducive to a lasting Middle East peace,” Mayerson

Nurturing a love of art by Annie Schtevie

Students attend AIPAC Policy Conference

said.

Gingrich has also promised that if elected President, his first executive order would be to move the U.S. embassy in Israel from Tel Aviv to Jerusalem.

“It’s important to show our solidarity with Israel, and affirming that their eternal capital is Jerusalem is a good start,” Shemony said.

Blank disagrees, saying that “it’s shameful and embarrassing that this should be a priority.”

Jewish History teacher Doran Katz views this move as necessary.

“There is no recognized Jewish sovereignty over Jerusalem at all, East or West, and this is the first thing to address in my opinion,” she said.

Shemony and Katz feel that Gingrich’s support for Israel is unquestioned.

“I’ve been impressed by his extremely strong stances on Israel and the way he has stood by Israel from the beginning of this campaign, even though it sometimes makes people question his viability as a candidate,” Shemony said.

His strong stance on Israel has led some to support his candidacy, such as his highest profile supporter, billionaire Sheldon Adelson.

Katz “appreciate[s] Gingrich’s political honesty, intellect, and excellent grasp of world history and politics.”

“Gingrich’s tendency to voice his opinion, regardless of the consequences, will either benefit him in the long run or cost him the nomination,” Shemony said.

matthewfoldi

chadashot editor Every year, thousands of proIsrael activists come to Washington, D.C. to attend AIPAC, the American Israeli Public Affairs Committee policy conference. Their goal is to lobby members of conference about the importance of a strong relationship between the U.S. and Israel.

The AIPAC Conference, which took place March 3-5, had speakers ranging from U.S. Congressmen and Senators, including former Speaker of the House Rep. Nancy Pelosi, D-Calif., Senate Minority Leader Mitch McConnell, R-Ky. President Barack Obama, and Israeli Prime Minister Benjamin Netanyahu.

This year’s conference focused on the issues that the activists believed would be key in maintaining a strong U.S.-Israel relationship: the dangers of a nuclear Iran, the importance of aid to Israel and ensuring that the U.S. and Israel continue working closely to meet any potential threats to Middle East security.

This year CESJDS provided three free tickets to juniors to allow them to

attend the conference. Shira Becker, Katie Hamelburg and Sydney Solomon represented JDS at the policy conference. Other students attended separately from JDS. In order to receive tickets, students had to express interest in going to AIPAC and follow up with a member of the Jewish History department and by email.

Applications were open to juniors committed to ensuring a strong U.S.Israel relationship for years to come.

Jewish History teacher Doran Katz believes that three tickets is not enough to allow students “to engage in the exciting political opportunities offered in Washington.”

Katz believes that “the entire high school should attend the conference for at least a day.”

Katz also said that there is “nothing more powerful than uniting in large numbers in order to learn and enact change.”

Sophomore Benjamin Shemony was unable to attend the conference due to the cost.

“I think the importance of our relationship with Israel is enough of a

rov

ided

by U

SA.

gov

reason for JDS to provide its students with more tickets,” Shemony said.

Some, however, are more skeptical of AIPAC best interests.

JTTP teacher Paul J. Blank questions AIPAC because he believes that it “raises questions of one’s allegiance and is irrelevant to Israeli politics, as it should be.”

Blank agrees that JDS should send students to AIPAC, as long as it is not “merely a measure to express solidarity with AIPAC, because that would be wrong.”

Shemony, however, believes that maintaining a strong relationship with Israel is in the US’s best interests.

“There are very few areas where Israel and the United States should disagree, and I think that AIPAC is a very important way to convey these messages to dedicated Americans,” he said.

“It’s too bad this conference is only once a year, but I can’t wait to go next year, representing JDS,” Shemony said. “The centrality of Israel to JDS’s mission statement is paramount, and AIPAC’s Policy Conference is a valuable way to further this love of Israel.”

24-hour vigil, commemoration ceremony honor victims of the Holocaust stukrantz and haleylerner copy editor and chadashot editor

“How would you feel?”

That was the question asked of CESJDS students as they silently filed into the theater for an assembly on Yom HaShoah, a day to commemorate and remember those who died in the Holocaust.

Every year, the sophomore class assumes the responsibility of planning the Yom Hashoah ceremony and vigil as well as preparing the decorations. However, what made this year different than previous ones was the 24-hour vigil that sophomores planned and attended from 7 p.m. April 18 through 7 p.m. the next night. The vigil involved reciting names of those who perished in the Holocaust, location of birth and death, year of birth and death, along with age at time of death.

“It was wonderful,” Jewish History teacher Cynthia

photo by Gabi Mendick

Sophomore Natalie Mark reads names of concentration camps during the April 19 Yom HaShoah ceremony. The Class of 2014 was in charge of planning and conducting the remembrance.

Advertisement

Peterman, who organized the vigil, said. “We’ve been trying to have a 24-hour vigil for a long time. It had been done many years ago, but this is the first time in a while [the sophomores] pulled it off.”

Sophomore Joshua Bloch, who took part in the overnight vigil, said that the experience was “very meaningful.”

“It wasn’t fun, but it had a very powerful emotional effect,” Bloch said.

Fellow vigil participant sophomore Juliana Isaac said that the vigil made her feel a personal connection to each victim.

“It felt like I was honoring each one of them, like I was honoring other people,” she said.

Sophomores also set up a reflection hall in the atrium, which went hand-in-hand with the vigil. Students wrote responses to a prompt about the amount of evidence documenting the Holocaust.

“The reflection area was nice for people coming from the vigil. There were short biographies of victims and it really allowed people to react,” Peterman said.

Eighth grader Shira Gould agreed, and thought that the decorations added another great element to the day.

“They really captured the emotion that was felt during the Holocaust and even now how everyone feels about it,” Gould said.

Another special event to commemorate Yom HaShoah was the remembrance ceremony. As the ceremony focused on teenagers in the Holocaust, the

5

Illustration by Annie Schtevie

The mission to

april 30, 2012 chadashot

ceremony participants asked several reflection questions of the audience. The leaders of the ceremony asked students what they would have done had they been in the same situations as the teenagers of the Holocaust. “[The ceremony] was really nice because you got to think about what it would be like if you were there,” reshman Emily Levy said.

Junior Madeline Paulson did not find the theme of the ceremony meaningful.

“The focus on teenagers was mentioned a few times to help the students connect with the lives that were lost,” Paulson said. ”But I don’t know how helpful it was to make the teenagers the focus.”

In past years, the ceremony and vigil have been hastily planned in the days leading up to Yom HaShoah.

But this year’s events were different.

“We started planning months ago and getting people involved in things,” Peterman said. “It’s a tribute to the dedication [of the participants] that they take time out of their busy schedules for Yom HaShoah.”

Sophomore Hannah Iskow was touched by her grade’s dedication to making the vigil a meaningful experience.

“I honestly thought the best part of Yom HaShoah was the vigil,” Iskow said.

“I was really impressed at the dedication in our grade.

There were nine people who were able to stay overnight for a 24-hour vigil and I think that made the entire experience a lot more meaningful for me.”

6 opinion april 30, 2012 • • • • ourvoice: staff columns • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Anonymous yet powerful student voices April. A time of beginnings, but also a time of endings.

We’re all beginning to go outside, get in shape, toss our sweaters into our closets and turn our faces up to the sky.

But as students, our year is also ending. We are looking forward to that time slightly less than two months from now, when we can crumple up the year in our old papers and renew ourselves with the sun. We squish aside the knowing feeling squiggling in the back of our heads, the one that tells us that all too soon, we will have to return.

And return we will. But, as always happens, some of us won’t. Students will leave. And, to much of the returning students chagrin, so will teachers. Those of us who have attended CESJDS for many years have experienced quite a lot of teacher turnover. Many, if not every year, students protest against their teachers leaving. In the tightlywoven fabric that is JDS, the removal of even one thread, for whatever reason, affects the surrounding cloth and changes the overall pattern considerably.

Why do our teachers — our friends, our mentors — leave? Often enough, they give their reasons: to go back to school, to work at their dream job, to live in another country, to start a family. But all too often, there are teachers who will not (or cannot) give us their reasons for leaving.

Already this year there are rumbles in the student body about certain teachers leaving. Last month, freshman and Lion’s Tale graphics editor R’ay Fodor created an online petition, asking the school to retain a teacher whom the student body had recently found out will not be returning to school next year. One hundred and six students and alumni signed it.

At the end of last year, half of the English department left, in addition to a number of other teachers. Many

students speculated as to the reasons behind what seemed to be an abnormally high volume of departures.

The talk was fueled by the lack of satisfactory explanation by the departing teachers.

In an article titled, “Departing teachers explain reasons for leaving,” published in the June 2011 edition of The Lion’s Tale, departing English teacher James Webner cited his reasons for leaving. He explained that anonymous student feedback prevented him from effectively communicating with students. Ultimately, the communication barriers with both the administration and his students contributed to his departure.

As The Lion’s Tale acknowledged in our Oct. 3 staff editorial, many of the factors that contributed to the departure of a relatively large number of teachers last year, including those mentioned by Webner, have been dealt with effectively by the administration. Teacher evaluations have become much more standardized and transparent than in previous years, and the studentteacher conferences earlier this year provided more opportunities for direct student-teacher feedback.

There are still steps to be taken, but we at The Lion’s Tale applaud the administration’s efforts in improving the school this year. Now, fellow students, it is time to examine ourselves.

We’ve all heard it, and we’ll hear it throughout the rest of our time at school and throughout our lives. We are incredibly fortunate to attend JDS. Whatever our complaints may be, by the time we leave this school, we are nearly as prepared as a person can be for college and life in general. We are taught to think independently — not to memorize and regurgitate information, but to analyze and write and question the big things and the

Gender bias in dress code I will never forget rushing into school as a middle schooler, pulling down a skirt that was clearly too short, running past administrators on days that I chose to wear leggings, or pulling up a shirt that was just a little shirabecker managing editor too low and hoping I would make it through the day without getting “dress-coded.” I viewed the dress code simply as school policy. It wasn’t until I grew older that I began to understand the Jewish implications of modesty. I came to realize that our school community supports a sexist view of modesty that plagues the international Jewish community.

The Jewish idea of modesty comes from the concept of tzniut, which is defined as humility and proper conduct. Humility is a central Judaic value. Moses, as an example to all of B’nai Israel, is referred to as “exceedingly humble, more than any man in the world” (Bamidbar 12:3). The verb tzana “to be humble” also is found in Micah 6:8 where it states “What is good; and what does the Lord require of you but to do justly, to love mercy, and to walk humbly with you God.” However, a more modern interpretation of tzniut has changed the definition of modesty to apply to women specifically, centering around the idea that a woman should cover herself up to prevent male sexual arousal and attract attention.

An extreme example of this dangerous interpretation of tzniut occurred recently when an 8-year-old girl living in Beit Shemesh, Naama Margolese, was spat on by religious extremists who believed that she was not dressed modestly enough. Where is the concern for tzniut, humility and proper conduct, among men? Why is it the responsibility of an 8-year-old girl to cover herself to ensure that she doesn’t attract attention?

little things and how it all connects. The process can be extraordinarily painful at times, but the results are usually worthwhile.

All too often, we take out the pain of learning on the very people who are trying to help us: our teachers. In moments of anger, over a bad test score or a project that forced us to stay up into the wee hours of the morning, we say things and do things that could weaken the fragile bond between students and teachers.

From a young age, we are taught to believe that grown-ups are the powerful ones, that no matter what we say or what we do, grown-ups know better than us, and are perfectly capable of grinding us beneath their heels. But in school, the balance of power shifts. One of the things the administration does remarkably well is listening and responding to complaints, especially from students and parents. Although it sometimes doesn’t feel like it, and is easy to forget, the students’ thoughts, opinions and well-being are the driving forces behind administrative decisions.

So we have a warning and reminder to our fellow students. Before you rashly react to a bad grade on homework or a test, think carefully about what you are saying, and what the results of your actions will be. JDS gives us a lot of power and respect. It is our responsibility to use it well.

—The Lion’s Tale Editor’s Note: As the publishers of a private school’s newspaper, the CESJDS administration has chosen to exercise its legal ability to prior review the content of this editorial.

provocatively. While this is incredibly offensive and a violation of the Jewish value to never embarrass another publicly, it also fuels this interpretation of tzniut.

The Talmud never says that it is the responsibility of women to compensate for male sexual urges. Rather, the Talmud places the responsibility on men. In other words, this is not the problem of Jewish woman. I’ll wear what I think exemplifies my humility in the eyes of G-d (without breaking any dress code rules of course) and men can work on fixing the way they view women in society.

Our school must begin to enforce

This understanding of modesty is not only shared by religious extremists, but also by many rabbis I have spoken with.

I would be rich if I had a penny for every time I was given the, “Women must be covered so that men do not have improper urges,” talk at Jewish student youth group overnights. Even more disturbingly, the same rabbis and adults who kindly ask girls to change their attire in the name of modesty allow boys to roam around in their so-called “wife beaters.”

I have personally observed instances in the school that display this Since I arrived at misinterpretation of tzniut. the Upper School, I have On Purim, many girls were regularly gone to the asked to change by teachers library to study and use the and administrators due resource books.

But this year, to their inability to follow I have noticed a change.

I the dress code. While I have witnessed a revolution. understand this, what set Librarian Michele Zemsky me off was that boys who has welcomed Mirele Davis samanthawiener were wearing short shorts managing editor to the library staff. Davis’ and sleeveless basketball arrival this year was like jerseys were not asked to Mary Poppins arriving at change. Further still, who the Banks’ household.

The mundane suddenly can forget the Purim skit, became exciting.

It was suddenly the place to be. in which two male teachers Zemsky has a talent for matching students acted on stage wearing with the perfect books, both for research and fun. sleeveless, slim-fitting She ensures that the library collection remains up dresses in blatant violation to date, always adding new books to the library. of dress code that I, as a The combined efforts of Zemsky and Davis have female, would never be shown the students of CESJDS that there is more allowed to wear at school. to the library than encyclopedias and laptops.

The final instance I We have magazines, ranging from Seventeen observed this year was to Lilith to National Geographic. There are even when a group of girls was newspapers like The Washington Post and The confronted in front of others New York Times. And there are the librarians. in my grade by a teacher on Zemsky and Davis have made the library a our shabbaton for violating welcoming place for collaboration and guidance. the dress code. Accused In September, Davis came into my English of dressing for attention, class to talk to us about citations for the 11th they were warned that grade research paper. Expecting to be lulled to men do not listen to the sleep with a series of monotonous directions feelings of girls who dress

not only dress code equally to both boys and girls, but also focus on modesty, humility, and appropriate behavior. Tzniut goes beyond appearance. Students must understand the Jewish values behind the dress code in order to understand its purpose. With proper understanding, maybe students will willingly follow the dress code instead of resent it. Stop making dress code about how boys and men will react to what girls are wearing. It is unfair to ask women to remove their femininity from their public presence because of our skewed understanding of modesty.

Changes revolutionize library atmosphere describing every possible way to footnote, I was pleasantly surprised to find that Ms. Davis had a fun and interactive lesson planned.

She spoke with passion about the research and explained citations with a music video, which featured math teacher William Kaplan doing the worm the tune of Ke$ha’s “Tik Tok.” But like Poppins’ bottomless bag, there was so much more she had to share. Davis decorates the library with informative colorful posters, displaying various teachers’ favorite books to read.

Davis’ enthusiasm extends beyond the walls of the library to the hallways and classrooms.

Davis can be found pushing her mobile library, offering exciting new books for students to check out of the library. She has showed that the JDS library is more than a place for school research.

It’s a place to explore a range of books from politics to adventure and from science to science fiction. Davis has made the library resources more accessible to students, reaching out to students from the science hallway to the math department.

I have grown to appreciate the passion and enthusiasm that Zemsky and Davis have brought to the library. Although it remains a quiet place to study, there is an overriding cheerful and welcoming atmosphere. I hope all of the students have the chance to rediscover this wonderful resource.

april 30, 2012 opinion

7

• • • • yourvoices: point/counterpoint • • • • • • • • • • • • • • • • • • • • • • • • Is ‘occupation’ the correct word to use in describing Israel’s relationship with Gaza and the West Bank?

Editor’s note: As we prepared the previous issue, we received a letter to the editor from junior Eli Shurburg outlining his opinions about Israel’s relationship with Gaza and the West Bank, the result of an assignment from his Arab-Israeli conflict class. We wanted to give voice to both sides of this contentious issue, resulting in the point/counterpoint that you see on this page.

I

Bank is divided into three distinct sections.

Area A is controlled entirely by the Palestinian Authority, or PA. This means that the PA governs the people living there and control the civil security of the territory. Area A comprises 18% of the land in the West Bank and 55% of the Palestinian population of the West Bank lives there. Area B is a mixed with civil control in the hands of the PA, while security is with the IDF. This has 41% of the Palestinian population and it takes up 21% of the land in the West Bank.

Interestingly, Area C is 61% of the land in the West Bank, but only 4% of Palestinians in the West Bank live there. Area C is entirely governed and controlled by the Israeli government and all legal West Bank settlements are located in Area C. Majority of the land ends up going to the minority of the people living there. And just as in Gaza, people living in the West Bank go through similar hardships when it comes to freedom of movement. Their lives are dictated by the occupation of the West Bank. Someone going to the market from their home or refugee camp may be subjected to checkpoints, searches, or illegal detentions, like most recently with the cases of prisoners Khader Adnan and Hana al-Shalabi. Getting a job in Israel is near impossible if you live in the West Bank. Military actions take place on a regular basis in villages like Bil’in and Nabi Salih that protest the occupation and the Separation Wall, which sections off various portions of the West Bank, tearing down Palestinian homes. The Separation Wall has been deemed illegal under international law.

International Law. when dealing with Middle East politics, define the West Bank and Gaza as occupied as per the conditions of the Geneva Conventions, and for a extremely short (two week) period, Israel also ruled that the Occupied Territories were in fact, occupied. United Nations Security Resolution 242, the United Nations General Assembly, the United States, the EU, the International Court of Justice and the International Committee of the Red Cross, and the people experiencing everything I’ve described all see Gaza and the West Bank as occupied. But don’t just take my word for it. I encourage you to research and look up everything I said. When people talk and write about polarizing subjects or any subjects, it’s too easy for the reader to think that whatever they read is right or wrong without really looking at what’s front of them.

art

colearonson stevenreichel

miriamisrael ass’t: rebeccapanitch

chadashot editors

graphic editors

matthewfoldi haleylerner

r’ayfodor annieschtevie

abbybirnbaum aaronboxerman stukrantz

news editors dorefeith jessezweben

entertainment editor eitansnyder

r

editor-in-chief

s

odo

photo editor

copy editors

yF

in depth editors

shirabecker samanthawiener

R’a

EDITORS • • • • • • • • managing editors

O cc u p a tion is, without a doubt, the wrong word to describe the Israeli relationship with Gaza and the West Bank. benshemony J e w s sophomore have lived in the land of Israel longer than any other people in the world. Starting with Abraham, through David and Solomon and the kings of Israel, Israel has been the land of the Jews.

There is archaeological evidence to prove this, as well. The Western Wall was part of the Temple during the Roman era, long before there was a Palestine or any Palestinians. Many artifacts have been uncovered in Israel that are associated with Jewish inhabitants that date to more than 1000 years ago.

The second point I want to address is the security issues and the terror organizations associated with Gaza.

Gaza has no IDF soldiers stationed in it today, and Gaza has its own elected government of Hamas, a terror organization recognized throughout the world and by the U.S. State Department.

Hamas publicly calls for the destruction of Israel, openly denies the Holocaust and engages in acts of violence against Israeli citizens and soldiers. It’s absurd to hold up the Geneva Conventions as evidence that Gaza is occupied when the leaders of Gaza scorn the Geneva Conventions.They are known to use unconventional and unethical fighting methods such as using human shields and deliberately putting mortars, rockets and munitions in highly populated civilian areas such as schools and mosques.

When they launch rockets at innocent Israeli civilians in cities like Ashdod, Sderot and Ashkelon, this

forces Israel to respond with air strikes and ground incursions as we saw in 2008 in Operation Cast Lead. When Israel hits back at rocket and mortar positions that are placed in schools and mosques, some civilians will be killed, as they have been in every war fought in human history. I believe that many people do not understand that the IDF and Israeli intelligence agencies try their very best to avoid civilian casualties as best as they can. The Israeli army is known for its high morals and ethics toward civilian casualties. There is a term that any IDF soldier knows which is called the “Purity of the Weapon” which means that you will do your very best even if it costs you your life to avoid killing innocent people. According to an article in Haaretz published in February 2009 titled “IDF phones Gaza residents to warn them of imminent strikes,” Shin Bet operatives (Israeli FBI) call targeted houses and tell the civilians to leave the vicinity at least 20 minutes before a strike is carried out.

They even go as far as to cancel airstrikes that could cripple Hamas because there is too much of a civilian presence in the area. Does Hamas call ahead and warn Israeli civilians of incoming rocket attacks?

No, innocent Israelis usually have 20 seconds to make it to a shelter before missiles rain down on their neighborhoods.

Israel delivers massive amounts of aid to Gaza. (For example, in May 2010, Israel delivered 14,000 tons of aid, including food and construction supplies, into Gaza.) BUT, Hamas usually seizes most of the aid and uses it maliciously to build weapons, and then sells the scraps to the Gaza residents at exorbitant prices. Hamas, the organization which pro-Gaza people support, uses Israel’s help to extort its own people.

The third and final point I want to make is about the West Bank. The IDF has to have a presence in the West Bank in order to protect Israeli civilians that live there and to combat terrorism.

In March of last year we saw the need for these security forces when two Palestinians carried out an unjustifiable act when they brutally murdered five members of the Fogel family in the Itamar settlement in the West Bank. The West Bank is disputed as territory but again, it is as part of Israel as is Gaza.

Israel is not occupying Gaza or the West Bank. Suggesting that Israel does, is ridiculous and offensive to the true seekers of peace in the world.

“I think that this section proves beyond all doubt that Chadashot is the best section on Lion’s Tale, and Haley is definitely the best co-editor I could have asked for.”

“Copy editors aren’t irrelephant.“

elanaschrager

by

would say that occupation most nearly defines the relationship between Israel and Gaza and the West Bank. The people living in the occupied territories (Gaza and the West elishurburg junior Bank, although it is worth noting that this term is disputed by Israel) experience this occupation on a daily basis through various means. While the occupation of the West Bank and Gaza isn’t the textbook definition of direct military control of land, the reality of house demolitions, detentions, random searches, military checkpoints, and excessive use of force makes it so for the people experiencing it.

I know, I know. It seems like it doesn’t make sense. Occupation? Without really occupying? Yes, in Gaza there aren’t officially any soldiers stationed there. And yes, there aren’t Israeli settlements in Gaza anymore. There was a unilateral “disengagement” from Gaza in 2005. I used quotations around disengagement because while there are no troops stationed in Gaza anymore, a military presence is felt by the people living in Gaza on a daily basis.

The airspace is controlled, with the Israeli Air Force patrolling the skies over the Gaza Strip. The port in Ashkelon (which is controlled by Israel but is the location where goods and supplies enter the Gaza Strip) is rigorously monitored by the IDF and everything coming into Gaza is inspected upon entrance. Certain materials aren’t allowed into Gaza, the most controversial of which being building materials and for a while, medical supplies. Building materials and other items are considered “dual-use” and are often blacklisted, damaging the already fragile and decimated infrastructure of the Gaza Strip, especially after the destruction caused

by Operation Cast Lead. Military actions, detentions and house raids are fairly common in the Gaza Strip as well. Someone who lives in the Gaza Strip would witness and without a doubt personally deal with the things I mentioned. It’s impossible to avoid or escape. The Gaza Strip may be controlled politically and legally by Hamas, but Israel dictates the daily lives of the people living there through their military might and security measures.

The West Bank is much easier to define as occupied. As of right now, the West

features editors alisonkraner yaelkrifcher

web editor jacobdorn

STAFF • • • • • • • • • • reporters photographers ariellefontheim symonginsburg maxgreenberg samhofman hannahjosovitz jessicakamjou davidkulp evansatinsky

design editor

senior reporters

sports editors

jonathanreem

aricharnoff jeremyetelson alexanderflum

jongalitzer

reubencohen matthalpern gefenkabik gabimendick emilyshoyer davidsolkowitz

“I am enjoying making the sports section better every issue and working with two of the best co-editors in the world.”

business editor social media editor davidkulp

robbiebelson maddiedworkin jeremykaplan evankravitz mattlitman adinapollack dinarabinovitz alecschrager ninasimpkins hannahwexler alliewiener shiraungar

staff adviser claireburke

adviser emerita susanzuckerman

“Working in the production office has been great.

All the editors were extremly nice and helpful.”

The Lion’s Tale is a forum for student expression. Its purpose is to inform the CESJDS community and to express the views of its staff and readers. The staff has made every effort to ensure the accuracy and objectivity of its news.

Editorials reflect the opinion of a majority of the LT board. The Lion’s Tale encour­ages its readers to write letters to the editor and reserves the right to edit letters for length and clarity. All letters must be typed and signed. Letters may be emailed to lionstale@ cesjds.org.

The Lion’s Tale is made possible by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Levenson Endowment for the Upper School Cultural Arts and Student Publications.

Charles E. Smith Jewish Day School

11710 Hunters Lane, Rockville, MD 20852 phone: 301.881.1404 www.lionstale.org

in depth april 30, 2012

Jonah Schrock Eighth-grader

Community we ighs

in

8

Talia Weiss Junior

Technology at JDS can both help and hinder a student. I bring my computer to almost every class.

It is important to me because sometimes when I use school computers, I become disorganized. All of my files can be stored on my computer including essays, Power Point presentations, notes and test work. It is also ecofriendly to bring my own computer, which is something I believe in strongly. When I bring my computer I do not need to print out Power Point presentations, and the majority of my guided notes and worksheets are online, so I can access them electronically and save paper. My computer can become a distraction to me in class, but it is nice to have a little distraction from a hard day of school. Overall, I am glad that I can bring my own computer to class.

Technology has been progressing rapidly in the past years, and all of the advancements can be very useful for educational purposes in school. I believe that we should take advantage of all these advancements in the school for the purpose of bettering education and school work. JDS has done an exceptionally good job of this.

Just this year they upgraded the network of computers in the school. Every classroom has a projector which makes it much easier to show whatever teachers might need to show to the class. This may include notes which can be available on the website an advantage that does not work with a conventional whiteboard, and there are other examples too.

This technology doesn’t only help with convenience and efficiency, but also with research. The school has access to many research databases including Encyclopedia Britannica, new versions of which will not be printed.

Melissa Fisanich English teacher

I think selective and thoughtful use of technology can be an amazing asset to both students and teachers. Since returning to teach at JDS last year, I have discovered some applications of technology that have allowed me to teach more effectively and more conveniently than I had thought possible. Using Google docs, particularly, has enhanced my ability to teach writing. However, I think we should be mindful that technology should always be in the service of better teaching, and that it should not be injected into the classroom just for its own sake. I don’t think the technological tail should be allowed to wag the entire educational dog.

Off the Grid stevenreichel in depth editor

photo by Hannah Becker

In Depth editor Steven Reichel lives without technology for a day

Friday, March 23, 7:00 a.m.

ble to understand the NASA guy

send her a celebratory email. I’m

am being dumb for the sake of

Turn head away from TV, can’t

from the back. Maybe Google

sure she’ll appreciate it.

journalism.”

listen to radio. Wondering what’s

translate could help. Or maybe

After school Friday means no

8:00 p.m. Family is great but I

going on in the world. And what

Pocket Tanks.

track. Not exactly sure how I am

miss my digital friends. I need a

of Facebook?

Period 7 English assignment

getting home. My father is prob-

relapse.

Minyan Glad praying hasn’t

requires I look up pictures to

ably calling me frantically.

9:00 p.m. Reading. Haven’t had

required technology for over

characterize Frankenstein crea-

4:00 p.m. Life without TV isn’t

so many free hours to record my

4,000 years.

ture. I did not do well drawing

so bad. I find I have a lot of time.

actions since the last blizzard.

Period 4 Chemistry. I couldn’t

the project.

I clean up, pretend to read and

10:00 p.m. Decide bed is a

understand chemistry with tech-

Period 8 Human Development.

decide to go outside.

good option. Can’t fall asleep.

nology anyway.

Get a study hall. I forgot to do

6:00 p.m. Dark out, had to

The deep blue Facebook logo

Period 5 Refuse to use tablet to

my trigonometry homework last

come inside. It seems my only

haunts my dreams.

watch Spanish video. Doesn’t go

night for Ms. Ball’s class and I

options for entertainment are

Last thought before bed:

over well. I miss my iPhone, espe-

can’t check the website. Ball will

eating, reading and sock pup-

Life without technology presents

cially Pocket Tanks. (Ask Dr. Coxe

not be pleased.

pets.

difficulties.

for information about that app.)

Period 9 Ball is decidedly not

7:00 p.m. Mark asks what I

Period 6 Assembly. It is impossi-

pleased. I will do it tonight and

am doing, to which I respond “I

april 30, 2012 in depth

9

Integrating new technologies years ago, the extent to which she could monitor her students’ writing before a draft came in was “fairly limited.”

Thornton said that one of the useful things about collaborative writing is that teachers can be with stuTechnology is everywhere at CESJDS. Students are dents every step of the way. greeted in the morning by flat screen televisions. Once History teacher Michael Connell thinks that technolthey go to class, they use tablet computers to do projogy can be useful both inside and outside of the classects using new programs like Google Apps for Education, room.

Slide Rocket and Noodle Tools.

“I use technology to … facilitate the instruction by Full time teachers at JDS are required, either by either providing visual means in the classroom to reinthemselves or with colleagues, to produce four technolforce what I’m teaching or … a means for the students ogy-related lessons per grading quarter. Additionally, in to interact outside of the class through … a discussion the past few years, the school has begun to emphasize board, things like that, ” Connell said. Connell agrees with technologies that aid collaboration. Programs like Google Thornton that the collaborative work that students do docs, Voice Thread and Dropbox are designed to make it outside of the classroom would be “very difficult” without easier for students to work together on projects and for technology. teachers to give feedback on students’ work.

“I think the important thing is to prepare effective It is in this area of technology that Director of Instruclessons … that instruct the students well, and when techtional Technology Ginger Thornton thinks teachers are nology supports that it should definitely be integrated,” having the most success.

Connell said.

“Where the teachers have found the technology He thinks there are also situations where students most beneficial in the classroom is in terms of collaboralearn better without technology. tion,” Thornton said.

“I think the students taking notes in their own hand But, Thornton recognizes, there are some downsides … reinforces their learning by kind of forcing them to to technology in the classroom. write down what they just heard as opposed to just read“I think teachers find students are particularly dising it or listening to it, ” Connell said. tracted by computers,” Thornton said. “Part of that is mulPrincipal Michael Kay emphasized the importance of titasking … because the computer is always a possible using technology correctly. distraction.” She said that both adults and students at the “When applied thoughtfully and appropriately it school should work on “managing distractions” in order aids, and when applied in other ways it hinders,” Kay said. to optimize the utility of the technology the school proKay also made it clear that while “it is expected that vides. teachers are going to teach through the integration and Thornton believes that the writing process has incorporation of technology, ” there are reasons why the been made much more efficient by the use of techschool emphasizes the use of technology that relate to nology. the technology itself.

“I think the English department has done really “Familiarity with and comfort with modern technolgood things with [technology and the writing proogy is going to be a crucial — is a crucial component — cess], and that there are opportunities to do that in for success in the modern world. So, promoting that goal other areas as well where writing is a significant part with our students is important for its own sake,” Kay said. of the curriculum,” Thornton said.

“I think there are definite and defined educational outShe said she would like to see more use of “collaborcomes that we seek to achieve, some of which are outative tools” because “they make the kind of peer reviewcomes in the area of technology specifically. ” ing that has been done for years … much easier, much For students, technology has become most visible more seamless.” and, sometimes, most frustrating, in the classroom.

Thornton said that when she taught English several “I think that some teachers try too hard to incorporate [technology] Jonathan Orbach when it’s not necessary, Sophomore and it ends up making the In my opinion, with technology comes power. When one uses technology, she classes more complicated, ” has the choice to use it with scholastic intentions or to just go on Facebook sophomore Hilary Druckor other distracting websites. For me, the internet is an open-ended domain man said. with countless distractions. I find it difficult to stay on task. However, once I Science teacher Laura get settled and actually work, I find technology a wonderful instrument to Jacobs feels that while techdo so. With programs that let students share their collaborative work with nology has uses in the classeach other and with teachers, there is no denying the potential technology room, like affording teachhas. Overall, technology’s great utility needs to be handled correctly. If it is ers the ability to post notes handled efficiently, it can be very helpful. online, there are also serious downsides.

colearonson in depth editor

“Last year I had terrible projector problems. It would conk out like two or three times a period. And by the time I started it up again we had wasted a lot of time,” Jacobs said. Jacobs shares Thornton’s concern about computers being a distraction.

“I am concerned about students who bring computers into the classroom. … For all I know, they’re shopping on Ebay,” Jacobs said. “Another thing that troubles me a great deal is that when my students say, ‘Is this going to be online?’ and I say ‘yes,’ I think their brains [turn off ].”

Freshman Micah Cowan has mixed feelings about the way technology is used in the classroom.

“I feel that it can be really useful, but in some ways it’s overused,” Cowan said. Cowan cites projecting notes on the board as one area where technology can be beneficial, and test taking as an area where it should not be used because of increased risks of plagiarism.

Druckman agrees with Thornton that technology can help students collaborate with classmates.

“Google Docs has been really useful in getting projects done and in English class,” Duckman said.

Junior Elise Kolender agrees.

“Google Docs has definitely helped students over the years,” Kolender said.

She also thinks that teachers should not be required to use technology in the classroom.

While Jacobs incorporates technology into her classroom regularly, she thinks that the requirement of full time teachers to come up with four technology related lessons per quarter is “just more on top of what we already have to do” and “an imposition.”

“I think that [technology has] become a panacea and it’s not,” Jacobs said. “People have learned without technology for countless centuries, and some of the greatest geniuses … did not have a computer.”

When asked what she would say if a teacher told her that he could teach a class with essentially no technology other than email, Thornton said, “I’d disagree with that pretty vehemently. … I think we’re not just charged with teaching students … content. The purpose is also to prepare [the students] for the world [they’re] going to live in.

And that’s going to be a world that’s technology driven. If we don’t teach students to live in that world and learn in that world … we’re not doing our jobs.”

On the whole, Thornton believes the school does a good job of encourage teachers to use technology “wisely and well.” But, Thornton adds, “there are always ways that we could improve.”

While she feels that some programs, like Microsoft Power Point, enhance her learning, Druckman thinks that technology should generally be used less.

“We should focus on actually getting the material in instead of trying to make it fancy just because we’re in the modern world,” she said.

All sides hope that technology will, in Kay’s words, be integrated into the “pedagogy of the school in a thoughtful way.”

Sara Coxe

Robert Snee

Assistant Principal and Director of Studies When Encyclopedia Brittanica announced the cessation of its print volumes this year in favor of a digital-only format, we saw just the latest piece of evidence that things simply are not the way they used to be. But that’s only a small fraction of what we know today to be the use of technology in education. The sea of published research will always be there for us to access — from anywhere.

More exciting and fascinating is how devices such as the iPad, the iPhone and myriad tablets and laptops are changing the way students deal with and create information and how they interact with teachers and with each other. And not just within a single school community, but across continents and cultures. The global classroom is here. Let’s hope we’re all paying attention.

Jewish History teacher Technology is the double-edged sword of the contemporary world.

Technology can open up the world for us, but it can also distract us. This applies to the uses of technology for education, as well. The use of computers and web tools can help us learn to analyze material and apply it. The public square on the internet is vast, and it can lend authenticity to our learning. In other words, students can produce a project, or even a thought, and have it be seen, read, and responded to on so many different levels because of the web. Yet, this also brings its challenges. The other edge of this knife is that there is so much information available to us that we must be even more careful to evaluate each piece for accuracy and perspective. If we fail to do this, we find ourselves in the dark ages where information was scarce and believed because it was out there, not always because it was accurate or worthwhile. This brings us to the subject of responsibility. We must all use technology responsibly, in class and in the world. If we are not responsible, technology can lie to us, distract us, and influence us negatively. If we are responsible, technology opens up the world to us. It offers the opportunity to see the world from another’s perspective, to explore ideas that we never would have stumbled upon on our own, to learn how to evaluate and assess, and to invite others to participate in our lives.

10 advertisement

april 30, 2012 Advertisement

Which Test Should You Take?

The SAT vs. The ACT Preparing for college can be a stressful process.

Top Test Prep, a local tutoring company, counsels students who are struggling to decide which entrance exam they should take.

First of all, it’s important to know nearly all colleges and universities accept both tests. Your personal learning style will be the biggest factor in deciding which exam you should take.

There are a few basic differences between the tests. The ACT is a “newer” test, and has gained popularity within the last 3-4 years. It’s a curriculum-based exam, which means that it’s going to test you on your actual knowledge of material that you’ve covered during high school. The SAT, on the other hand, is more of an intuitive test, which means that you’re going to be drawing on your reasoning skills to find the right answer.

Another difference between the tests is the formatting.

Both exams are about 3.5 hours.

The ACT covers English, Math, Reading, and Science, but its essay is optional. It’s divided into four different sections, which are presented individually in 45-60 minute chunks of time—you’ll only see each subject once. We often describe it as being like your normal classes, but with a definite time crunch. You’ll receive a score out of 36 on each of those sections, which are averaged together to find your composite score, also out of 36.

The SAT is broken into ten sections which are approximately

25 minutes each. You’ll switch between three main subjects: Writing, Math, and Reading.

There’s an essay that’s required for the SAT as part of the Writing section, and you’ll receive a score out of 2400 points—800 for each section.

We encourage our students to take diagnostic tests to get a feel for the exams, and to take an indepth look at the results with their tutors. We build custom lesson plans for each of our students based on their results, so that they have the opportunity to target their weaknesses and maximize their overall scores.

There are definite advantages to having strong test scores.

Colleges and universities will use these standardized tests as a way to distinguish between students with similar strong academic profiles. Many schools will offer scholarships based on your SAT/ACT scores, and it’s an opportunity to compensate for an area that hasn’t always been the strongest on your transcript.

Ross Blankenship, Director One thing that differentiates the ACT from the SAT is that there isn’t a “guessing penalty.” On the SAT, you get a point for each correct answer, and -1/4 point for each incorrect answer. Skipped questions are worth 0 points. Therefore, it’s better to guess on a question only if you’re able to eliminate at least two of the answers. The ACT counts incorrect and skipped questions equally—it’s in your best interest to make sure you have an answer down for each question.

Knowing the differences in the tests can help you determine on which exam you’d be most likely to score the highest. Also, looking at your PSAT and PLAN scores can help you determine which test will be best for you.

Charles E. Smith Students!

Call (202) 618-4474 for Your Free 15-minute Consultation

We’d be happy to talk about your options with you. Simply call the number below and speak with one of our educational specialists. We want to make sure that you get the most out of your testing experience, and are happy to offer you a free 15minute consultation about your testing plans.

Ross Blankenship is the founder and director of Top Test Prep, a local tutoring company that specializes in one-on-one, inhome tutoring. You can contact us by calling (202) 618-4474, or by emailing our team at support@toptestprep.com.

Take 15% off any program: Mention code “Lions”

april 30, 2012 entertainment

11

ENTERTAINMENT SECTION

Your guide to the JDS arts scene presents...

The artistic side of the college process she to major in theatre or another field of the arts, it would not be as simple as choosing a major. Simply applying to college can be a hassle for students planning to study the arts.

Rexford notes that college arts programs generally have very specific application or audiReality is a tough concept in the arts. Works of art create vivid depictions of unfamiliar tion processes and requirements. When a student tells Rexford that he or she wants to life. It is hard to realize that these creations are fueled by blood, sweat and tears necessary pursue the arts in college, her priority is to make sure the student, as well as the student’s to succeed in these industries. parents, can keep up with all the deadlines and have everything required for the student’s “It’s just a reality of going into the arts that you have to have something to do when application. the job is not available,” Director of Arts Education David Solomon said. “You have to rec“Any time you have a program like that that requires a specialized application proognize that passion for the art is crucial and important, but it’s not enough. You have to cess, you have to talk to the family to make sure they know all the ins-and-outs of it. For be practical about it.” example, if a student is applying to an art school, sometimes the student has to present This type of practicality is necessary to consider when deciding whether to pursue a a portfolio in a very specialized way,” Rexford said. “Students need to know up front that career in the arts. In Director of College Guidance Susan Rexford’s line of work, this level they need to present a certain type of piece. What you need to know and guide the stuof practicality is often talked about and considered. Rexford dents in is understanding the process.” realizes the types of sacrifices a person needs to make in With such complicated processes for a degree in a order to have a successful career in the arts and discusses field that does not necessarily need one, some students them with her students. take gap years or skip college entirely in order to pursue “It’s a profession, unfortunately, where you really have their craft, as degrees are not necessary for the job they to pay your dues,” Rexford said. “But it’s a question of how want. While Rexford is fine with allowing a student to skip much you want it, and what else you want and are willing college, she wants to make absolutely sure that the stuto give up.” dent has a plan for their future.

In high school, Solomon was very involved in the arts, “It’s not one of those things you can leave to chance. singing in several choirs, performing in every play and muIt’s not a good idea to leave high school without having at sical and designing posters for plays. However, Solomon least a focus or a direction,” Rexford said. was apprehensive about turning his passion for performRexford added that college education is more imporing into a full-time acting career, because he was wary of tant than a means to get a certain job. the business side of the arts.

“Maybe not everyone needs a college education for Solomon agrees that it is possible to have a successful the sake of getting the job they want, but I think everyone arts career. However, Solomon stresses that practicality is owes it to themselves to get a college education to make sometimes necessary to make it happen, whether a person themselves a better, more well-rounded person,” Rexford is performing on stage or teaching in a classroom. said.

“The thought of constantly having to audition, the thought of constantly having to Solomon firmly believes that there is a way not only to have a career in the arts, but get your name out there and not knowing where your next job was going to be sound- also to keep the arts in your life after high school. ed pretty scary to me,” Solomon said. “I “It’s something you can keep thought it would detract from my love “It’s just a reality of going into the arts that you have to have something in your life in a variety of ways,” for the arts.” to do when the job is not available. You have to recognize that passion Solomon said. “You don’t have to Junior Penina Graubart made a be an actor on the stage to have an similar choice in deciding not to pursue for the art is crucial and important but it’s not enough. You have to be arts career. People think that that’s theater as a career, citing the economic practical about it.”-Director of Arts Education David Solomon the only route for someone interstruggles of actors and lack of job secuested in the arts and it’s not.” rity as reasons.

Despite the sometimes harsh realities and necessary practicalities of the arts indus“I would love to pursue theater as a career, but since it is such a cut-throat career it tries, Rexford continues to encourage students to follow their dreams. seems impossible,” Graubart said. “Either you make it and you are extremely successful, or “One thing I think you’ll find is that people who do what I do are in the business of like most people, you don’t and are living on the brink of poverty.” trying to help students realize their dreams instead of squashing them,” Rexford said.

She says that although she would love to combine theater with her career, it is not Even though Graubart has ruled out theatre as a career, she intends to take it with her likely to be financially beneficial or stable. wherever she goes.

“Ideally, I would love to be able to combine my passion with theater and my career, “Having participated in at least one show a year since I was eight, I cannot imagine my however it seems like that would give me many limited options and not enough money,” life without it,” Graubart said. “I know that even if it is not my main career, I will always find Graubart said. a way to incorporate it in my life.”

Graubart plans to major in journalism or English, and minor in theatre. However, were

eitansnyder

entertainment editor

SPOTLIGHT ON ALUMNI

Q: What inspired you to create ChemoCounters?

A: In 2008 my mom was diagnosed with breast

cancer. We have no history of breast cancer in my family, so this was a huge shock. I did some searching on the Internet and found very few products on the market that are both aesthetically pleasing and functional to give to a breast cancer patient as a way of supporting them through their chemotherapy and radiation therapy treatments. After a bit of trial and error, ChemoCounters were launched and since creating them they have begun to help more women through this difficult time.

Q: How do ChemoCounters work? What are they?

A: ChemoCounters are a set of bracelets. The pur-

chaser, either the patient or someone giving a gift to the patient, would purchase the number of bracelets based on the treatment plan for the patient. For example, most breast cancer patients are given a treatment plan of four, six or eight chemotherapy and/or radiation therapy treatments. It of course all depends on how the doctor wants to treat the cancer. The bracelets are sold in packs of four, six or for eight treatments you can purchase two packs of four bracelets. The patient

Q

& with

Dana Karesh Pelzman Class of ‘96 Founder of ChemoCounters compiled by Eitan Snyder

A

then places all of the bracelets, each one representing a treatment, on one wrist. After each treatment ends, they move one bracelet to the opposite wrist. It is a simple gesture, but symbolizes that the patient is one step closer to ending their course of treatment and hopefully beating this disease. When the treatments are finished, the patient has a set of bracelets to add to their collection of jewelry, though these pieces will always have some sentimental value.

Q: Did you ever take any kinds of arts courses during your time at JDS? What was your experience like with them?

A: In the Upper School I always took art as my elective. I was never

great at drawing or painting, but I do remember enjoying the freedom of creativity. I really enjoyed the Judaica projects we created in high school, as this was the first time I was exposed to the integration of making something meaningful that was related to Judaism. I still have the silhouette cut out of my profile on marbled paper with the blessing for a daughter going around the perimeter in Hebrew calligraphy. My mom framed it too. I was always proud of that piece.

Q: What do you love most about your job?

A: I feel as though I have many jobs. I work full time as a middle

school art teacher and I am a mother and a wife. ChemoCounters is another hat on my head, though I really love that the concept was created from a desire to help others get through a difficult time in their life.

12 features

april 30, 2012

9:30 p.m. Upon answering emails from students and Facebook messages from our seniors in Israel (yes, I miss and love you all too), it’s time to relax and make Jeff watch another AMAZING Israeli movie with me that I just got internationally FedEx-ed from Israel.

5:30 a.m. Wake up bright-eyed and bushytailed ready to teach what I love to those I love. It will just be another day in my crazed and passionate life. Repeat my mantra in my head: “Be there for my students, teach the [HECK] out of what I love, and INSPIRE!” 7:00 a.m. Get in my car, try yet again to understand why people enjoy the Kane show … Idan Raichel it is. Nothing gives me the energy to conquer the day ahead like a large coffee from Dunkin’ Donuts and [Idan Raichel’s] “Brong Brong Faye.”

7:35 a.m. Well, maybe 7:45 a.m. thanks to my year of minyan duty freedom.

Wish Mark [the security guard] a great day, greet every student with a warm smile and wishes for a great day, especially those of you I see since you are busy roaming the halls instead of being in minyan!

Minyan Read the news headlines: Jerusalem Post, Ynet, Haaretz, Times of Israel, Arutz 7. Caroline Glick, why can’t you post for me every day?!

Period 1 Before the bell rings to start class, I must trek to the galut of 112 and make photocopies. Ugh, the faculty restroom is occupied. I must pee with the kids and remind the girls [looking] in the mirror that they look great with their hair up and down and to GET TO CLASS. I slap five with Ms. Ball and we pine over the difficulties of finding bonding time. I enter my room with a loud, “Sabah alcheir [good morning].” My amazing students are all seated and ready to learn, I say to myself, “Yes, being a stickler for tardies works!” No guys, we cannot sing the AlifBa song AGAIN! Period 2 Foldi catches me in the hall.

“I know, Matthew, how do people still

not get that Islamic fundamentalism is a threat to world stability?!” I read my awesome student blogs on the Arab-Israeli Conflict and email sophomores who are not in my class with lengthy and exhausting book lists of what I am currently reading as per their request. I love that in March, they are actually building their summer reading lists (Cole Aronson, cough, cough) and want my input. Currently, as per a recent exchange with a JDS parent, I have returned to my nostalgia for Leon Uris. Yes, Ari Ben Canaan, you will always be my first love and return me to my days of being 15 and pining for you.

Period 3 No big deal, just trying to teach the Holocaust to an amazingly kind, bright and insightful group of sophomores. I find myself lending pink polos to Rina so she can play Cady Heron for Purim, doing research in order to answer brilliant and obscure questions from Leonard and Dore and correcting and smiling at Noah and Juli’s Arabic that they left on the board before class. I think to myself, “I am finally getting to know Scott Gershman. YES!” It is time before the end of class for my weekly anecdote into Dodie’s life. It’s a fan favorite. Run into Aaron Boxerman, recommend obscure books that he actually reads, SCORE! Period 4 I know guys, the room is cold for me too! Of course you can go get your jackets! We debate the Arab-Israeli Conflict. Yes, Shira, it is a travesty that this is the first time in your life that you have been exposed to learning about the almost 1 million Jewish refugees from the Mizrach! We debate double standards when it comes to Israel, misperceptions and lies. I think to myself how much I appreciate your thoughtfulness and how much I learn from all of you.

Lunch Eat with students who want to talk Israel, meet with Yael and Alison to discuss my Day in the Life anxiety, discuss recommendations for college/summer programs with students, visit with kids who just want to catch up.

Period 5 My advanced Arabic kids are second to none. We digress (that never happens) to a discussion of Zimriyah. David expresses his concern of wearing metallic tights that they will “make his butt look big.” The college anxiety is hitting you all badly.

(Maddy, cough cough.) I rant and rave reminding you all how beautiful and special you are and to reach for the stars. We love our life lesson conversations. Elana Leone, how did you not tell me it was your birthday?

Period 6 Miriam Duffy speaks about her life as a soldier in the IDF. You ask awesome questions about Hebrew, food, sleep, friends, and basic training. You learn about the threats facing Israel; they are dangerous and real. Yaly and Natalie express their admiration for the contributions of young people. Yes, these young soldiers are our heroes.

Club period What will Arabic club hold today? I hope it is belly dancing and not sword fighting, but then again, maybe we will make baklava. That baklava was yummy even with our technical difficulties, right guys?

5:00 p.m. Read obscure books on curriculum theory.

7:00 p.m. Go to Zumba class. My salsa is getting FIERCE, watch out!

9:00 p.m. Jeff, “Center Stage” is WAY better than “Transformers!” We switch between channels, debrief our days, report the good, the bad and the ugly. Time to start it all over again!

Up

ph oto

illu str ati on

by

Ya el

Kr ifc he r

A Day in the Life of Doran (Dodie) Katz (Goldstein)

Step Time to aaronboxerman copy editor

Every year, as the seniors countdown to their last week of high school, juniors and sophomores anticipate assuming their roles as the new leading grades.

With the benefits of being upperclassmen comes the responsibility of filling the now vacant leadership positions in minyans, clubs and sports teams. Students are compelled to step up and face the challenges that

come with replacing the departing seniors.

“The usual effect is [that] we always feel bad when the seniors leave, when we lose that energy of those people,” Sephardic minyan leader Nick Miller said. “On a metaphysical level, the constellation of souls in the room is different than what it was.”

Miller explained that after the seniors leave, “people are always a little depressed because the people who they’ve prayed with, often for years, are gone.”

One of the many challenges for juniors and sophomores is adjusting to their increased responsibilities without the seniors’ authority and guidance.

Sophomore Gavriel Kleinwaks, one of the new leaders of the Drisha Social Action minyan, had difficulty when the seniors left.

“I think it was harder for the students in that minyan to take us seriously … since [we are] younger than some of them. So without the seniors, the minyan was

initially at loose ends,” she said.

Kleinwaks emphasized that despite a shaky transition, she decided to take on the challenge of assuming a leadership position because it gave her a chance to share her new ideas and take the minyan in a new direction.

“I liked that there was a Social Action minyan, but I thought we should be focusing on different things, ” Kleinwaks said.

After accepting new responsibilities, students sometimes find it difficult to step out of the shadow cast by departing seniors. Sophomore Ayal Subar experienced this when replacing senior Brendan Pell as the new Shir Madness a capella choir conductor.

“It’s hard to fill [Brendan’s] shoes,” Subar said.

While the choir had to cope with an absence of leadership when the seniors left, it gave other members the opportunity to grow into their roles as upperclassmen.

“I feel like the juniors have stepped up as the new seniors, because they are the new oldest members of the choir, and everyone looks up to them now that the seniors are gone,” freshman Micah Cowan, a member of Shir Madness, said.

Despite their sadness and challenges, students enjoyed the chance to show their love for their minyans and clubs as the new leaders.

“I’ve wanted to give back to the choir, because when the seniors left, and when there were vacancies to be filled by underclassman, people knew they had to step up,” Subar said.

april 30, 2012 features

Prospective parents and students describe first impressions of JDS features editors

An average school day finds CESJDS students filing into school, eyes barely open as they walk the halls, too accustomed to the school’s complex system to notice it.

However, a prospective parent or student visiting for the first time is aware of everything around them as they review the school. Even the smallest detail can make an impression.

Many factors are involved when choosing the best school both for students and their parents.

“Every child is different and has different needs and is looking for different things,” prospective JDS parent Sheila Jelen said.

Some, like Jelen, view a strong Jewish education and culture as a necessity.

“We are an observant family. … I really wanted [my kids] to know Hebrew and have an engagement with Jewish text and Jewish history,” Jelen said.

Sophomore Ruth Gopin, who was homeschooled from sixth through ninth grade, considered JDS because she wanted an environment in which she would not have to explain her religion.

“I wanted to have an active Jewish life and I didn’t want to have … a lot of friends who wouldn’t understand when I said I can’t go out on Saturdays or, you know, have to sit there and explain about Shabbos and Passover,” she said.

Others are more concerned with class sizes, learning paces, art programs and secular studies.

“I’m interested in [the] curriculum hand-inhand with the religious aspect,” prospective parent Stacy Sheppard said.

In order to find out whether JDS could meet these requirements, parents and students visited the school to sit in on classes and interact with the school community.

Before even entering a classroom, they gained an impression about the school through the building itself.

“When you walk in, it’s just gorgeous. It’s striking in so many ways,” Sheppard said.

Prospective parents found that the architecture added to the school’s communal atmosphere.

“When we first walked into the building it was such a warm and welcoming environment,” Borten said. “It was both calming and also there was a very positive energy.”

Parents continued to tour the school to see student life in the halls. Jelen was particularly interested in this area of JDS because of her concerns about her daughter adjusting from a public school to a less diverse private school. “[My daughter] has some concerns about the homogeneity that she perceives to be present at JDS,” Jelen said.

Borten was also struck by the differences she saw between the JDS community and those of the public schools she had considered, though for a reasons apart from Jelen’s.

“I visited the public high schools [my son] would go to. … it felt like a traditional public high school with lots of energy and lots of people and that’s all great. ... I think when you walk into JDS, the atmosphere that’s there, I think that will be great for my son,” Borten said.

She found this energy to be present in classes as well as in the hallways. This, combined with the advanced level of dialogue between students and teachers, improved her outlook on the school’s aca-

demics. “[There] was just this very collegial, interactive, college feel to the discussion, and the kids seemed very engaged, which I liked,” Borten said.

She added that the high level of academic discussion was especially present in the Jewish History and Text,

“When we first walked into the building it was such a warm and welcoming environment. It was both calming and also there was a very positive energy.”

—Prospective parent Cathy Borten

nnie Sch

tevie

Thought and Practice classes she attended.

Jelen was not only interested in the academics of the Judaic studies but also in the spiritual aspects. She met with Rabbi Janet Ozur Bass, Principal Michael Kay and other members of the administration to learn about religious plurality in Judaic studies classes.

“It’s very rare to find a Jewish institution where all these different kind of Jews can sit together and speak respectfully together,” she said.

Pluralism and religious tolerance also appealed to Borten.

“It didn’t feel like there was any sort of overriding religious component. … There were definitely people there from all levels of observance and everything was accepted,” Borten said. “There [were] definitely [people] across the spectrum, but even sitting in on the Jewish law class and Jewish history class, it wasn’t based on observance level.”

In addition to sitting in on classes, parents met with administrators and department chairs to gain a better understanding of the school’s curriculum. Jelen said she benefited greatly from her communication with the administrators.

“I have found that the administration has been incredibly forthcoming and incredibly helpful and candid. ...

They have really spent time talking things through with us,” Jelen said.

Borten also appreciated the personal attention of the administration. “I was saying what I needed, what I thought [my son] needed, they were right on board and understood it all,” Borten said.

While they acknowledged the benefits of their contact with the administration, some parents pointed out that their JDS visit lacked both direct contact with students and a better explanation of the school’s arts program.

“The only thing missing for me was conversation with the students,” Jelen said. “It would be nice if a student were to take prospective parents around and would emphasize [the arts] part of their tour.”

Borten, on the other hand, said that for now she is satisfied with her understanding of the school.

“I didn’t feel that there was anything missing or that there was anything I didn’t get a chance to do. I definitely have questions, ... but that all comes later,” Borten said.

She feels confident that her impression of the school lived up to expectations.

“Everything I was told by [JDS parents], I experienced,” Borten said. “I could absolutely see where they’re coming from and I could see why they had those experiences.”

art by Annie Schtevie

alisonkraner and yaelkrifcher

art by A

13

14 sports

april 30, 2012

Lion’s List of

Prey 4/30/12

Boys Varsity Volleyball vs. Burke Boys Varsity Baseball vs. Field School

5/1/12

Boys Varsity Tennis vs. St. Anslem’s Boys Varsity Volleyball vs. Spencerville Academy

5/2/12 Boys Varsity Baseball @ Sandy Spring Girls Varsity Softball vs. Washington International School Varsity Track & Field @ Magruder

5/3/12

Boys Varsity Tennis @ Washington International Girls Varsity Softball vs. Edmund Burke Boys Varsity Baseball @ St. Anslem’s Boys Varsity Volleyball @ Hebrew Academy

5/7/12

Boys Varsity Volleyball @ Spencerville

5/9/12

Boys Varsity Tennis vs. Montrose Christian Boys Varsity Volleyball vs. French International

The predominance of spring sports: reubencohen senior reporter In a recent poll conducted by The Lion’s Tale, 63 percent of the 66 students surveyed said that they believe that boys varsity baseball is the most popular CESJDS spring sports team.

Varsity baseball member junior Yaacov Adler thinks there is something special about high school baseball games.

“People may say that baseball is kind of boring, but high school games can get very exciting,” Adler said. “People always seem to enjoy coming out [to watch].”

Only two poll respondents thought that varsity softball, the only girls sport of the spring season, receives the most attention from students.

Junior Ariel Lanes, a member of the girls’ varsity softball team thinks that many girls’ teams receive less attention than their male counterparts.

“We get two or three people and our parents,” Lanes said. “That’s not that much, considering the baseball team has a lot of regulars that come to the games.”

Varsity track, a co-ed team, Volleyball received 19 percent 1% of the vote. Despite

Students vote on which team they feel receives the most attention

having the most members of any of the spring teams, the varsity track team receives little attention and few students attend their meets. Sophomore Hilary Druckman believes this is due to the nature of a track meet.

“Track meets take over two hours, but the action only lasts for a short period of that time, so I guess it can get a little boring for fans,” Druckman said.

The boys varsity tennis team has been the most successful spring team in recent years.

The team has won seven out of eight possible banners over the

Baseball 65%

Tennis

12%

past four years. Despite their success, the tennis team does not receive much attention from the school community.

Only 12 percent of people polled thought tennis receives the most support of all the spring sports. Sophomore Jason Cohen, a member of the tennis team, does not understand why they are so often overlooked.

“Because of our success I would think we would get more support,” Cohen said. “[However,] we rarely get more than 10 people at each match.”

Lanes believes that the way teams carry themselves is reflected in the support they receive.

“I think that the success of the team has to do a lot with not only how much the school puts into it, but also how much the players put into it,” Lanes said. “[Their support is] not because of the school, it’s just because of [the team’s] attitude.”

Adler agrees that a greater outreach effort has raised the level of attention that boys varsity baseball team draws from the school community.

“We’re outward and we try to draw people in and get people excited about baseball and to come to our games,” Adler said. “[We] really try to engage with the rest of the JDS community.”

Track

19%

Softball

3%

photo illustration by Jeremy Etelson, Hannah Becker, Jesse Zweben

additional reporting by aricharnoff

5/10/12

Boys Varsity Volleyball vs. Paul VI

5/15/12

Varsity Track & Field @ Magruder (Championship)

5/16/12

Varsity Track & Field @ Magruder (Championship)

Sports Team

RECORDS Boys Varsity Baseball 7-1 Girls Varsity Softball 3-2 Boys Varsity Tennis 4-2 Boys Varsity Volleyball 2-5 Middle School Baseball

4-1

Middle School Softball

Varsity Track and Field

Middle School: Baseball and Softball

robbiebelson reporter

maddiedworkin and evankravitz reporters

With the season halfway done, the varsity track runners have made great strides from the beginning of the season.

In everything from the 100 meter sprints to the long jump and hurdles, the team has improved as the athletes continue to break their personal records and win races.

“I feel like I’ve improved from last year,” sophomore Kobi Fodor said. “My speed in general I think is better, my acceleration, my jump has improved. I’m still working to get better.”

The team has seen great improvement from last year. According to seventh-grader Reuben Winston, this improvement is due to the addition of indoor track as a winter sport.

“I did [indoor] winter track, so I think that helped me a lot. But this season I have been improving even more,” Winston said.

For the athletes, track is not just about breaking personal records. The players love the environment the coaches have created, which has helped to cause the outstanding athletic performances.

“I love the people on [the team], I love the coaches. They have so much knowledge about running and I’m really glad to have them,” freshman Daniel Zuckerman said.

While the runners are improving, they know they must continue to work in order to be ready for the championships.

“The whole point of running is to improve and when you get a personal record in meet it motivates and inspires a runner to push even harder and do even better,” Winston said.

The CESJDS middle school baseball and softball teams hope their early success will take them far this season.

The boys middle school baseball team started off its season well with a record of 4-1, while the softball team has a record of 2-2.

The baseball team is proud of their success, but hopes to improve their hitting.

“We’re going to really work at practice on our fundamental skills and our batting,” Head Coach Brian Westerman said.

Captains Gabriel Swagel and Eli Lerner, both eighth-graders, help lead the team and inspire their teammates to play to their highest potential.

The softball team attributes their success to the effort they put in during games and practices.

“We have done a lot of repetition this year which has helped our team understand the concepts that we have been working on,” eighth-grader Ellie Mendelson said.

The team is led by eighth-graders Daphne Lerner and Talya Kravitz, according to Head Coach Jason Leonard. The team hopes to finish the year off strong.

“We will continue to learn and improve and I think we will do pretty well,” Leonard said.

2-2 Records accurate as of April 24.

Guest opinion:

Daniel Grossman on the sport of fencing

On [any given] weekend, many American families sit down on their couches to watch football, basketball or baseball the three classic American sports. But in a little warehouse complex in Silver Spring, there is a fluorescent-lit gym, home of the D.C. Fencers Club. danielgrossman In this club, a community of sophomore roughly 100 people gather during

the week to participate in the ancient sport of fencing. What attracts me and most fencers to the sport is the psychological, as well as physical, aspect of fencing. You need speed and determination, a sweet combination.

Fencing has no boundaries you can watch a veteran world champion fence a 12-year-old who is brand new to the sport. After the

bout, another beauty of the sport emerges, the social interactions.

They will turn opponents once trying with all their power to strike one another with their blades into friends who want nothing more than the improvement of their club mate.

All in all, fencing is a magnificent sport and I think that all students would benefit from trying it.

photo by Jeremy Etelson

april 30, 2012 sports

Athletic trainers: ‘We save lives’

15

aaronboxerman copy editor

jured, it’s up to us,” sophomore Barak Bader said.

Wrestling coach Jordan Lipp also appreciates the program’s benefits.

Injuries can occur at any moment. One second, an ath“It’s very comforting to have an extra pair of eyes on lete is poised to make the catch, sprint down the court or my athletes. They bring a lot of expertise and safety to our reach for the ball, and next, they have fallen and are in pain. team,” he said.

Who can help treat and, perhaps more importantly, preAnother central part of the athletic program is the revent, these kinds of injuries as they occur? CESJDS’ student sources that the trainers prepare. Everyday after school, the athletic trainers have assumed this responsibility. trainers organize the materials they and the sports teams “The role of the athletic trainer is basically first aid, wa- will need for the upcoming practices and games. ter, preparation and managing a [serious] situation,” Certi“Many people don’t see all the work they do,” Physical fied Athletic Trainer Jessica Matula said. She emphasized Education teacher Carolyn Holmes said. the uniqueness and strength of the program.

She also said that student athletic trainers are funda“While student athletic trainers may mental parts of all teams. be a common sight at JDS,” Matula said, Many coaches’ and athletes’ ex“Mrs. Matula can’t be “they’re a rarity in many schools.” periences with student athletic train“Our program is one of a kind in everywhere. If someone ers has been very positive.

Montgomery County,” Matula said. “[In gets injured, it’s up to us.”

“I’m very appreciative for all of most schools] the coaches actually have their hard work and commitment,” to stop their practices to help out with inWilliam Kaplan, the girls junior varsity — Sophomore Barak Bader soccer coach and softball assistant juries. It makes time more useful for the coaches.” coach, said.

Athletic Director Mike Riley agreed that Athletic TrainFreshman Ben Lieberman also acknowledged the help ers are a highly valuable asset to the school. athletic trainers provide.

“I’ve been involved as a coach and as an administrator “Athletic trainers prevent the most common and painfor almost 30 years, and this is the best [athletic training ful injuries,” he said. program] I’ve ever seen at a school,” he said.

Some athletes, however, have had more negative exAt some schools, Riley added, there isn’t even a full- periences with athletic trainers. time athletic trainer, let alone a program with student par“Whenever somebody gets hurt, they just run and get ticipants.

Mrs. Matula,” sophomore Ethan Steinberg said.

“It’s a huge asset for our athletic program to get that Matula and Holmes said that undervalues the trainers. care,” Riley said. “[Student] athletic trainers need to be given more credProviding constant care is a central part of an athletic it than the student status they have. They’ve taken Sports trainers responsibilities.

Medicine and they have a plethora of knowledge about “Mrs. Matula can’t be everywhere. If someone gets in- how the body works,” Matula said.

“

“

My arch was hurting and I was worried I would be prevented from running, so I was hesitant to go to the doctor to hear bad news. So I went to Mrs. Matula, because she is knowledgeable, and easy to talk to. She told me to roll a cold can, and her advice allowed me to continue my joy of running.

Sophomore Hilary Druckman [Athletic trainers know] what’s going on with an individual if they’re coming back from an injury.

Middle school baseball coach Brian Westerman

“ “

When I hurt my foot in cross country, I came in and they were really helpful.

Seventh-grader Sam Kapner I had bad ankles [playing] soccer, and Mrs. Matula and the trainers gave me helpful exercises to do that really helped.

Sophomore Michael Greenberg

” ” ” photo by Jeremy Etelson

”

Sophomore Student Athletic Trainer Barak Bader carries water bottles to a team practice. Bader, along with the other student athletic trainers, assists sports team practices by helping to keep athletes hydrated and healthy.

photo by Jeremy Etelson

Sports Medicine II students, sophomores Matan Meloul, Rachel Skulnik and Shira Torchinsky, are taught how to use a defibrillator by Certified Athletic Trainer Jessica Matula. “Mrs. Matula is such a good teacher no matter what she teaches us, whether about the knee or an AED, it always makes so much sense,” Meloul said.

Update:

CONCUSSIONS stukrantz and matthalpern copy editor and senior reporter Baseline concussion testing at CESJDS has been very successful since its inception during the winter sports season.

Concussions have been frequent injuries at JDS, so the new baseline testing software is welcome by athletes and coaches.

According to the ImPACT Concussions website, these tests provide “computerized neurocognitive assessment tools and services that are used by medical doctors, psychologists, athletic trainers, and other licensed healthcare professionals to assist them in determining an athlete’s ability to return to play after suffering a concussion.”

“We have had quite a few head injuries in the past, so this is some very good software to have,” head athletic trainer Jessica Matula said.

Sophomore Daniel Thorne sustained a concussion during a soccer match after taking several hard hits to the head in the span of only a few minutes.

Since soccer is a fall sport, the software was not available to determine if he did have a concussion.

Due to this experience, Thorne was happy when the school eventually began baseline testing.

“I think it was smart [to test] because initially it wasn’t clear that I had a concussion because my eyes weren’t dilated, but I was displaying [some] concussion-like symptoms,” Thorne said. “If they had been able to test me it would have been beneficial.”

Matula said she plans to continue using the software for all JDS athletes.

Reporter Maddie Dworkin sits down with Jessica Matula

photo by Alexander Flum

MD: What is the job of a student athletic trainer?

JM: The job of a student athletic trainer is completely voluntary.

They assist all of the athletic teams that we have here at JDS. I try to assign a minimum of one student athletic trainer per team. To be a student athletic trainer, you have to know how to stock and utilize first

aid equipment. They prepare the water, such as water bottles, water cooler and injury ice. But they are there primarily to watch the sport, and if something were to unfortunately go wrong, they are the first responder to help out in that situation.

MD: What would you say to

younger kids who are considering taking Sports Medicine and becoming athletic trainers?

JM: Kids that [have] a possible

interest in sports medicine, first of all they have to understand what sports medicine is. It’s not just sports, a lot of people get thrown off because

they see the word “sports” and think I want to learn more about that.

It’s not the background of sports.

It’s more about the mechanics of our body and how we are able to perform certain actions to participate in sports and how can we prevent the injuries from keeping us out of the actual game. [In] Sports Med, I build a foundation to learn more about your body. It’s about HIPAA (Health Insurance Portability and Accountability Act) patient confidentiality, they can’t tell other people’s stories, so it’s only your information to share and you are there to help out with people. I teach them all about the ankle, the knee, and the shoulder. In Sports Med II, I focus more on how to save people’s lives. [I teach] first aid, CPR,

and AED certifications. I’m trying to teach them lifelong skills that they can benefit not only themselves but others once they’ve taken this course.

MD: How do you think this

course influences students after they take it?

JM: I think it helps for when

they go to doctors, just normal physicals and stuff like that, or if they actually have to go due to their own injury they know the right questions to ask. That way you’re not just taking a doctors diagnosis and not really understanding it. It’s helping them learn more about their body so they can ask more inquisitive, informing questions from the doctor to learn about how we prevent this from happening again or how [we] create

the best healing environment. I also have a lot of students interested in [becoming an] EMT after they take this course. JDS has quite a few student EMT people, meaning they volunteer at either the fire station or ambulances and they ride along.

MD: I understand March was

athletic training awareness month.

Can you briefly speak to me about that?

JM: Every year there is a theme

set forth by the National Athletic Trainers Association. This year it was, “We save lives.” The theme was appropriate because we now have the license to save lives. In October 2011, Maryland passed a law for certified athletic trainers to become licensed through the Maryland Board

of Physicians and to give certified athletic trainers the credentials of knowledgeable healthcare providers.

These credentials allow certified athletic trainers to clear athletes after a possible concussion because we are backed by physicians.

Athletic trainers are now able to make decisions on when athletes can go back to into sports after a head injury. Being able to recognize signs of concussions and assess if an athlete is mentally and physically prepared to be on the field allows us to pull them from games and practices or clear them to go back into athletic activity. Being more knowledgeable in the medical field and having credentials to back our knowledge, we are now able to say that we save more lives.

sp rts

page 16 • april 30, 2012

davidsolkowitz senior reporter

Varsity Baseball

This season, the varsity baseball team is 7-1 and they are working their way toward a PVAC championship win.

In order to get there, they must defeat their rival, St. Anselms, which has knocked them out of the playoffs for the past three seasons.

Going into their March 28 game against St. Anselms, the team knew that it was one of the most important match-ups of the season.

Junior Jake Mintz, who has been on the varsity team since eighth grade, has had a difficult history with St. Anselms.

“We lost [to St. Anselm’s] in eighth grade in the semifinals [three years ago], same with ninth grade and last year, ” Mintz said.

This time, it was different. The boys varsity baseball team won 6-5 on a walk-off RBI single by junior Michael Paretzky.

“I knew I could put the ball in play and I knew exactly what pitch I was going to get and where it would be,” Paretzky said.

Paretzky and Mintz agree that the game was the most competitive game that they had played all season, and they hope that the game will serve as a precursor for a championship.

Their hopes this season stem from a new team attitude among this year’s team.

“The biggest difference between this year’s team and last year’s team is that last year we lacked a serious attitude and the ‘nittygrittiness’ and this year we want to win the championship,” Mintz said.

evankravitz reporter

photo illustration by annie schtevie They finally won. The CESJDS boys varsity volleyball team’s hard work has rewarded them with talent and experience, which has resulted in them finally breaking an over three-year losing streak by defeating the German School.

The team is composed of four new players and nine returning players, led by junior captain Ilai Elimelech and sophomore captains Andrew Siegal and Jacob Borenstein.

“I am confident that we will be successful this year due to the fact that we have returning players with a lot of experience and we also have new players that add a new energy to the team,” sophomore Jacob Borenstein said early in the season.

The Lions made progress early in the season by winning their first set on April 3 against the Hebrew Academy. The Lions lost the match by a score of 1-3, but they still held their heads high. This was the first set they had won in three years.

On April 19, the tide turned when the team won both games in a doubleheader against the German School Wildcats, ending the losing streak. “[We were] so pumped that we knew we had it this time,” sophomore Ben Shemony said.

In the first match the team won two out of three sets, and in the second match the team won both sets of the best of three series. With the wins, the team improved to 2-5 this season.

s: k out tip

r

lin’s wo

Exercises leg raises . Straight

1 V-Ups 2. Layingyour obliques rk 3. Wo

atthalpern compiled by m um and alexanderfl

ne PE xt CT iss OR ue AL : S

photo by Jere

my Etelson

u y reps as yo •Do as maanbout 100 reps per can. I do exercise. be your abs to want u •You need o y , rd a o b . like a wash d e n fi de them to be t any differen • If you do ymou are hitting exercises,from every your abs position. possible

Boys Varsity Tennis

Led by first year Head Coach Nicholas Rich, the boys varsity tennis team has started its season strong with a win against the rival Washington International School and a 4-2 overall record.

Rich has two goals for his first year as head coach. He hopes to continue the team’s tradition of success and help the younger team members mature into successful players.

Rich also recognized his captains’ effort in leading the team, both on and off the court.

“My captains have stepped up to help me develop drills, help me work with other players and work with the younger players, ... [they] have helped all the other guys on the team [and] they have done a phenomenal job,” Rich said.

As co-captain and the oldest and most experienced player on the team, junior Ben Steren feels responsible for teaching his teammates the games fundamentals as well as bringing the team closer together. “[I’m am looking forward to] winning some matches, going to the tournament, having a good run, hanging out with the tennis kids and it should be a lot of fun,” Steren said.

While the team does want to have fun, Rich makes it clear that the team’s main goal is to win the championship.

“My goal is to just unleash on everybody in the PVAC, take control, go into the tournament, let’s win a banner, and let’s win the championship,” Rich said.

VARSITY REPORT

Boys Varsity Volleyball

Mr. Smo

robbiebelson reporter

davidsolkowitz senior reporter

Varsity Softball

The varsity softball team is led by a drive for aggressiveness. Whether it is advancing an extra base after a walk or stealing home on a passed ball, aggression on the base paths is the team’s specialty.

This attitude has helped the team to a 3-2 record this

season. “[We] try to score as many runs as we can,” Coach Jay Matula said about his decision to have his team steal bases. “We are working more on the running aspect of aggressiveness during games.”

The team uses a softball method called “small ball”. Small ball means trying to produce runs without always getting extra base hits. “[We play] small ball in the sense that we steal a lot and we try to manufacture runs without always getting big hits,” Matula said.

In a game against Oakcrest, the Lions drew base runners, not by hitting, but by being strong in their approach to the plate. In the first inning of the eventual loss, the team had three runners draw ‘hit-by-pitches’ in order to reach base, and stole home on several occasions.

“We have gotten better at being aggressive, and we are becoming more confident, but we do have a lot more to do,” junior Arielle Fontheim said.

Fontheim and Matula both agree that the teams continued aggressive attitude will be essential to their success.

Athlete goes All-American Junior Max Smith is named an All-American wrestler - Captain of the CESJDS varsity wrestling team and undefeated in PVAC competition.

- Placed eighth at the Private School National Wrestling tournament.

- Ranked as high as second best wrestler in his weight class in the state of Maryland.

- Placed first in the Damascus Wrestling Tournament, among the top teams in Montgomery County.

- Wrestled in the quarterfinals of the Beast of the East wrestling tournament.

photo by Miriam Israel