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l ion’s News
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News
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tale Volume 27 • Issue 4 Color War Physics Phun

June 8, 2010 • 26 Sivan 5770
Charles E. Smith Jewish Day School • 11710 Hunters Lane • Rockville, Maryland • 20852

Discipline:
incidents trigger
mixed emotions
by Josh Boxerman
During the month of April, the Upper
School community was rocked by three sep-
arate incidents of serious violations of the
school’s behavioral expectations, including
the consumption of illegal substances and the
distribution of inappropriate images. In total,
nine students were disciplined, including four
who will not be returning and five suspensions.
The range in both the nature of the offenses
and ages of the offenders lead some to believe
that a widespread problem exists, while others
believe the incidents were isolated.
Dean of Students Roslyn Landy said that
while the school does spend time on education
to prevent these types of incidents, the curricu-
lum needs to adapt to the changing times.
“I believe that our students do know what
is right and wrong but nevertheless take a risk
they should not take. After our experience in
the last few weeks, we will reevaluate our
affective education program so that we can
make improvements. I think it is important
for our students to understand that we do hear
about what’s going on, we do follow up and
we do give consequences. We will not just
preach about the dangers of drugs and alcohol,
we will impose consequences to their risky
behavior,” Landy said. “It is probably time to
Kay appointed principal
by Daniel Liss
Dr. Michael Kay was named principal
of the Upper School by Head of School
Jonathan Cannon at a school-wide as-
sembly on March 17. Kay, who currently
serves as Director of Judaic Studies, will
assume his new role on July 1.
In a letter addressed to parents, Can-
non explained that Kay has excelled both
as a Jewish Text, Thought and Practice
teacher and as an administrator since he
joined CESJDS in 2006.
“[Kay] has demonstrated exceptional
leadership coupled with clarity of vision
and unswerving dedication to the success
of our school and our students,” Can-
non wrote. “As both a director [of Judaic
Studies] and teacher, he has been a sound
guide and inspiration to our school com-
munity.”
According to Cannon, Kay is one of
the country’s leading authorities on plu-
ralism and how to foster it in a school
environment, which makes him a prime
candidate for the position of principal.
“He has abilities not just to be a good
educator himself, but to inspire others to
be great educators,” Cannon said.
“I think my experience in this school
specifically, as both a member of the fac-
ulty and administration, has given me
some level of insight into how things
work here, that I think
and hope will enable me
to transition into this po-
sition of leadership,” Kay
said.
As principal, Kay
hopes that he will be able
to evolve the curriculum
to continuously meet the
needs of the 21st century.
“What it meant to be
an exemplary Jewish day
school 20 years ago, 10
years ago, five years ago,
or even two years ago,
is not the same as what
it will mean to be an ex-
emplary school two years
photo by Shira Singelenberg
from now,” Kay said. eyes to the future Dr. Michael Kay speaks in the
“Just as we have done an gym after he is announced principal. The high school
outstanding job preparing has been without a principal for the last two years.
our graduates in the 20th
century, we now need to lum... is going to involve hearing back
do an equally excellent or even better job from colleges on what they want to see
of preparing our graduates to thrive in the our students do,” Kay said. “It [will] in-
21st century.” volve gathering information from a lot of
According to Kay, JDS will need to sources outside of the school in order to
consult a variety of sources from both understand what they are going to need
inside and outside the immediate school our students to be, and matching that up
community in order to determine exactly with our own conception of what educa-
which skills should be emphasized in its tional excellence means.”
curriculum.
“This process of tailoring the curricu- see PRINCIPAL, page 5

Arts show chai-lights students’ talents

begin educating our students at a younger age.
It might be that we consider moving our Hu-
man Development course from tenth grade to
middle school.”
Additionally, the administration met with
each grade on May 26 and 27 to discuss the
incidents and their impacts.
A ninth grader was found to have con-
sumed alcohol at a party on April 10. Accord-
ing to Director of Judaic Studies Michael Kay,
after learning of the incident from “multiple
sources, inside and outside the school,” the
student was indefinitely suspended the follow-
ing week.
Some students felt that because the incident
was outside of school, the consequence was
unjustified.
“I feel that the school should not have got-
ten involved, because it was an out of school
matter, and it didn’t have anything to do with
the school,” freshman Natalie Eyob said.
Kay and freshman Jake Mintz disagreed.
“We are a school that takes an interest in
what our students do on and off campus, both
because caring about the overall wellness of a
person’s best interest doesn’t start or end at a
certain time and because actually living within
the values of the school is something that has
to be done on and off campus,” he said.
“What he did was pretty stupid and illegal
and deserved to be punished,” Mintz said.
On April 20, ten days after the first inci-
dent, an eleventh grader brought brownies
laced with marijuana to school and consumed
and distributed them on campus. After other
students reported what was taking place to the
administration, an ensuing investigation over
the course of the following week implicated
see DISCIPLINE, page 5
by Adam Weinberger “Of course I love seeing my own child
perform, but all of the different groups did
Over 500 CESJDS students, parents, such a great job. And having the hands on
teachers and administrators flocked to experience here: watching people [make]
the Upper School in collared shirts and pots and the weaving and the collaging
flowered skirts to see the first ever Arts and the still life. I saw such a busy, active,
Chai-lights on the night of May 26. The productive place. It was just incredible
event featured student artwork and per- to watch,” Michelle Solkowitz, mother
formances, as well as interactive coloring of Aviva (’17), Naomi (’14) and David
and drawing stations. (’13), said.
Student photographs, sculptures, Art teacher Gretchen Gobin liked get-
paintings, and drawings were displayed ting the chance to hear her students per-
throughout the building but were cen- form.
tered around the Cardo. A pottery wheel, “[My favorite part was] listening to the
weaving board and drawing stations for music because I don’t get to see my own
students of all ages attracted many to the students sing. So, I pretty much hung out
gym. The a cappella choir, various student in the theater the whole night listening to
bands and other groups performed. the jazz band and a cappella choir,” Gobin
said.
Performances were given
in the theater, Beit Midrash,
end of the Cardo and front the
building. At any given time
multiple bands, groups or art-
ists were playing and perform-
ing.
In the Beit Midrash Lower
School students went to music
classes with their parents and
Upper School students read
their poetry. The other areas
were home to musical and dra-
matic performances.
Freshman artist Andrea
photo by Adam Weinberger Wilk suggested that the teach-
painting in place Junior Katie Kessler pants a ers should also be able to
pastel portrait of Stephanie Prigal during the Art showcase their work.
Chai-lights night. “I would probably have
some teacher art be in the show so that the
parents and the faculty could see how the
instructors know what they’re doing, and
they’re talented people,” Wilk said.
Gobin suggested trying an exculsively
Upper School arts show in the future.
The event was produced by soon-to-
be Arts Program Director and current
Academic Dean David Solomon and Di-
rector of Third and Fourth Grade Penina
Freedenberg with help from a number of
JDS parents, including Liz Smith and Jil-
lian Cannon, the Arts faculty and the ad-
ministration.
Head of School Jonathan Cannon
wrote that the event would allow visi-
tors to “enjoy our students’ imagination,
inventiveness and talent. [Visitors] will
discover how important the arts are to our
students academically, but also how cru-
cial the arts are to their identities.”
“I think the goal was to show people
what the kids, kindergarten through 12,
are doing in the arts department. I think
it was a huge success because parents
maybe that don’t come to school and look
at the arts, came specifically to do that,”
Gobin said.
“I thought it was really organized and
well planned. I think that it was an awe-
some idea to showcase students work be-
cause it’s never really appreciated and no-
body really knows about the art program
here. And I think that it should definitely
be something annual, and even more of-
ten, maybe two or three times a year, so
people can really get a sense of what the
Art Department does,” Wilk said.
 the
2 News lion’s June 8, 2010
tale

Latin closer to death New courses offered

by Emily Shoyer
Next year, the Latin curriculum will
be phased out, because students are tak-
ing more of an interest in other languages,
such as Spanish and Arabic.
“Of course it is a shame that more kids
don’t want to take Latin,” said Dean of
Students Roslyn Landy.
“But it’s exciting that now more kids
want to take Arabic.”
Latin began at CESJDS in September
1983 as an extensive program taught as a
year long course with classes with as large
as 20 students.
Currently, there are about 15 juniors
taking the semester-long class. Similar to
the problems with the French program,
each class began with a large group of stu-
dents, but by junior year, only a few stu-
dents remained.
“A language is a different way of look-
ing at the world, now they will lose a pow-
erful tool for learning how to think,” Sci-
ence Department Chair and five-year Latin
teacher Nick Miller said.
Miller views Latin as a connection to
the heritage of Western culture, as well as
a tool for better understanding of the Eng-
lish language.
“This language influences all of us and
that is why you study Latin: to know and
appreciate your own culture and to be able
to walk out among other cultures and ap-
preciate them,” Miller said.
Students taking Latin with Miller enjoy
his passion for the language and believe
that it is a draw for the class as well.
“I took it mostly for the ACT, but also
Mr. Miller was like ‘let’s save western civ-
ilization,’ and with Mr. Miller you cannot
resist, so he made me passionate about it,”
junior and three-year Latin student Staci
Smith said.
Smith is not the only Latin student who
values Miller’s passion.
“Mr. Miller is amazing, and he really
gets everyone energized about learning the
language and history of ancient Rome,” ju-
nior Michael Weinberg said.
“Certainly it is wonderful for a school
to be able to offer a variety of courses. No
school is able to offer everything, and a
school always has to make decisions about
what is best to offer and what courses it
can and will run. It’s a challenge that every
school is faced with,” Academic Dean Dr.
David Solomon said.
by Julia Schwalb
In order to cater to the changing inter-
ests of the student body, the administration
is proposing a variety of new courses.
Not all of the proposed courses will
be offered next year, so they are being in-
cluded in a pre-registration survey meant
to determine student interests.
“I give the students lots of choices and
we do a tally the first time around, and I’ll
see which courses they want more than
others, and then we drop the ones where
kids show no interest,” said Dean of Stu-
dents Roslyn Landy. “It really depends on
the class and what [the students are] inter-
ested in. I generally start with pretty much
the same courses unless someone comes to
me with a phenomenal idea.”
Some examples of potential course of-
ferings next year include a course on Jew-
ish philosophy, an evolutionary biology
course and an acting course. Depending on
demand, a computer science elective may
be offered or integrated into the senior
math curriculum.
“The administration does not sit and
think, ‘What kind of exciting thing we
can offer’ because it is certainly not in my
field, the teachers either raise them or the
kids come to me,” said Landy. “The kids
come a lot when they want something.”
One example is the proposal of a new
senior language elective by English teach-
er Kelly Enochson.
“It’s called language study. It’s a lin-
guistics class where we’ll study all dif-
ferent languages. It’s not the type of thing
where you learn to speak a lot of different
languages but you look at how languages
are structured and how people use lan-
guage,” Enochson said.
Oftentimes, when there are no teach-
ers available to teach a proposed class, the
class is tried out as a club. If it achieves
critical success and high enrollment as a
club, the administration might then recon-
sider it for a class.
The administration informs the student
body about potential course offerings at
grade meetings.
“I’m really eager to hear about next
year’s new classes,” freshman Ilanna Starr
said. “It’s exciting to have the chance to be
a part of interesting new courses that are
not generally offered.”

Blue Avatars beat Gold Ninjas on Color War

by Daniele Marx After tug-of-war as the winners, I went straight to my of-
there were three peri- ficers and just enjoyed the moment with
As students strolled into school on ods of activities. them, my friends on the blue team, and my
May 14 for Color War, they were wel- Students selected friends on the gold team,” Shapiro said.
comed by scenes from Pandora and Ja- their activities several “I was so excited and nervous if we were
pan. weeks in advance. going to win leading up to Color War and
The hallways were crowded with “The activities were most of the actual day, but by the time of
golden ninjas and blue Navi, the inhabit- really varied which al- closing ceremonies I didn’t care anymore,
ants of Pandora, from the film Avatar. lowed all students to win or lose, because either way it was one
Each team had two captains, two lieu- enjoy activities that of the best days. When the green team said
tenants and a sergeant (all juniors) in ad- they like doing on Col- that we won I was shocked and so thrilled.
dition to two generals (teachers). or War,” sophomore It was really the cherry on top of an amaz-
The gold team captains were Rachel Nechama Nelson said. ing experience,” Cytryn said.
Milner and Joshua Rosenberg. The lieu- Altogether, these Although the blue team won, the gold
tenants were David Weinberg and Dani- periods lasted almost team leadership was still satisfied with the
elle Clemons. The sergeant was Ariella two hours and were day.
Eisen. The team’s generals were Eng- followed by lunch. Af- “I think that we [the Golden Ninjas]
lish teacher James Webner and ceramics ter lunch, each team were an amazing team. We won our songs
teacher Gretchen Gobin. had an additional meet- and banner and some other aspects of the
The blue team captains were Barry ing where they learned day. It was so much fun, how could I be
Shapiro and Marissa Cytryn. The lieu- their team’s song. bitter? Plus, I was happy for the blue team
Photo by Ilana Braier Following the meet- officers when they won,” Clemons said.
tenants were Tamar Bardin and Jeremy one, two, three, pull! Juniors Barry Shapiro and Brandon Va-
Dingott. The sergeant was Michael rone show off their strength battling the gold team during tug- ing, both teams went Officers from both teams agreed that the
Schoenfeld. The team’s generals were of-war. Blue prevailed at this year’s tug-of-war event. directly to the final day was a success.
math teacher Matthew Feldman and ceremony. During the “I had a great time getting to dress up
English teacher Kelly Enochson. people points for doing good things, like final ceremonies, both like an Avatar, despite the fact that I looked
“My favorite part about being a general sportsmanship, because that is what Color teams presented their English and Hebrew more like a blue girl than a cool Avatar,”
was dressing up and acting like a maniac. War is really about,” Baron said. songs, their final cheers, their cakes and Schoenfeld said.
Being a general entails high energy and The day began with the opening ceremo- their banners.
running around getting the kids excited for ny at which the teams met their officers. As the green team tal-
Color War, preparing an outfit and learn- The Golden Ninjas and the Blue Avatars lied up the final points
ing songs,” Gobin said. “It was awesome; I gathered on opposite sides of the gym as for the day, blue and
loved every second of it. I would be a gen- the green team introduced themselves with gold went outside for
eral again in a second.” a fashion themed video they created. popsicles.
Color War is entirely planned by the “The green team video was hilarious. I Both teams then gath-
Student Council’s green team. knew this Color War was going to be in- ered at the hill behind
This year’s green team included sopho- credible based on it alone. It was clear they the school as they waited
more Henry Baron, juniors Noah Berman, worked really hard and really cared about anxiously for the results.
Dov Block, David Greenberg, Melina Misri making this a great Color War for every- After announcing that
and Neville Brodie. body,” sophomore Andrew Yanovski said. the gold team won both
“Being on the green team involves a lot “Being that I had made one of the mov- songs, the final cheer and
of tedious work, like looking over activity ies, I was both interested and nervous to see the banner and that the
sheets for every student. Even though it how people would react to it. I was pleas- blue team had won the
takes a lot of effort, in the end it was really antly surprised by the crowd’s reaction, as bake-off and tug-of-war,
worth it,” Baron said. well as with the quality of all three movies,” the green team bellowed
The green team plans activities, makes Schoenfeld said. “All three were very funny in unison that the blue
sure that the officers are organized in plan- and got people excited for the day.” team was victorious.
ning, tallying points throughout the day Both teams then met outside on the field “This was my first
and leading the opening and closing cer- for tug-of-war matches. win ever in JDS Color
emonies. “Tug-of-war, in my opinion, is the best War history, so it was
“It was nice to finally have a release part of the day. Everyone is together and on a pretty solid feeling. I
photo by Ilana Braier
from work and not have to do anything the their feet cheering the whole time. Whether knew it was going to be
tug, tug, tug! Seventh-graders Cameron Yolles and Jacob
entire day,” Misri said. “It was also nice to you win or lose everyone seems to be cheer- close, but I did not know
Feinberg battle the blue team. Eleven games of tug-of-war
have people suck up to you for points.” ing for you,” Yanovski said. “It’s the perfect we were going to win.
“My favorite part of the day was giving way to start the day.” When they announced us were played during Color War.
 the
June 8, 2010 lion’s News 3
tale

Sophomore’s invention wins big at science fairs

by Naomi Brooks
Sophomore Daniel Liss was
grocery shopping about a year
ago when he noticed two pack-
ages of meat, one fresh, but the
other rotten with a puncture in its
wrapping.
Liss said, “This got me think-
ing, how could such a tiny little
puncture make such a dramatic
difference in the meat’s appear-
ance?” Liss’ answer to this ques-
tion, and the science project that
ensued, won him more than 10
awards and prizes at regional and
international science fair compe-
titions.
Liss spent more than 600 hours
working on his project, entitled
“Energy Efficient Food Preserva-
tion Device and Process.” He de-
signed an entirely new method of
preserving food, which works by
changing the atmosphere within a
food storage container so that it
prevents or slows food spoilage.
“In my process, I chemically
transform the oxygen within a
container into carbon dioxide.
This depletes the amount of oxy-
gen in the container, essentially
depriving aerobic bacteria of life-
sustaining oxygen, and increases
carbon dioxide, which is known to
inhibit a broad range of bacteria,”
Liss said. “Using my process, I
am able to stymie the growth of
a wide variety of food spoilage
bacteria.”
Liss conducted critical test-
ing for his new process and de-
vice under the mentorship of Dr.
Leda Cummings at the Walter
Reed Army Institute of Research
(WRAIR). She first met Liss last
summer when he participated
in the Gains in the Education of
Math and Science (GEMS) pro-
gram sponsored by WRAIR. Liss
contacted Cummings after he
came up with the idea, and she of-
fered to act as his mentor for the
project. This summer he will be
an assistant teacher at WRAIR’s
GEMS program.
From May 17-21, Liss present-
ed his project at the International
Environmental Project Olympiad
(INEPO) in Istanbul, where he
won a gold medal. On Earth Day,
he exhibited his project at the Na-
tional Sustainable Design Expo
on the National Mall. From April
14-19, Liss presented his project
at the International Sustainable
World (Energy, Engineering &
Environment) Project Olympiad
(I-SWEEP) in Houston, where he
won a bronze medal.
Liss has dubbed his new pro-
cess of food preservation, “trans-
formed atmosphere packaging” or
“TAP” for short. He hopes that it
will eventually make its way into
the commercial setting.
According to Liss, modifying
atmosphere within a container to
preserve food is not a new con-
cept. The innovation of his proj-
ect was to modify the atmosphere photo courtesy of isweeep.org
within a container in an extremely sharing scientific findings Sophomore Daniel Liss explains his proj-
inexpensive and energy efficient ect to a judge at the International Sustainable World (Energy, Engi-
manner. The current method in- neering, & Environment) Project Olympiad. Students from more 70
corporated by food processors countries and 43 states presented projects at the fair.
involves evacuating the air from
of different directions he could Despite these achievements,
a container then injecting a new
take his idea of transformed atmo- Liss surprised himself.
mixture of gases. Liss’ method
sphere packaging. Liss plans to “I was never planning to com-
involves burning carbon fiber in-
build a more user friendly version plete a science project. When I
side a container with an electrical
of his container, so that it would first came up with the idea I was
current to convert the oxygen into
be more attractive to companies only tinkering around in my base-
carbon dioxide.
and consumers. ment.”
Liss is considering a number

Resolved: debate team wins top spot at county finals

by Jacob Schaperow
Here’s how jury nullification works. If
someone is accused of a crime and brought
before a jury, the jury has the power to find
the person innocent despite the weight of
evidence against him or her if they believe
that the law in question is unjust. Jury nul-
lification has been the subject of numerous
court cases.
It was also the topic of debate at Winston
Churchill High School last March, during
the Montgomery County Debate League fi-
nals.
Juniors Naomi Parr, Joshua Boxerman,
Galit Krifcher, Asher Mayerson, Alexander
Levy, Nathan Forman and freshman Elana
Leone qualified for the finals this year,
which were held March 3-4.
Boxerman and Parr went on to become
Montgomery County Debate League co-
champions. They argued both sides of
jury nullification with debaters from other
schools.
The case for jury nullification, according
to Parr, is that “You don’t want someone to
go to jail for a law that’s unjust.” The case
against it is that “The law should be the de-
ciding factor, not laymen,” she said.
“The other thing is there are a lot of
instances of jury nullification being used
when it’s wrong,” Parr said. “For example,
if I really hated immigrants from China, and
I go and vandalize their store, I’ve clearly
done something wrong. But in my trial, the
entire jury is made up of people who hate
immigrants, too. They’ll find me innocent
even though I did something wrong.”
“It was never formally agreed upon that
this is something that they can do, but they
kind of do it anyway, and apparently it’s ex-
isted for a long time,” Parr said.
After winning their debates, Parr and
Boxerman requested to be named co-cham-
pions.
“It’s not something that was usually
done. In the past, there have been times
where two debaters from one school got to
the county finals championship debate, and
they debated each other. But we asked, and
they let us do it,” Boxerman said.
Debate team members learn more than
just how to argue.
“I’ve improved my writing. I’ve im-
proved my speaking abilities,” Boxerman
said. “When I started freshman year, I was
afraid to get up and talk in front of anybody,
but debate helped me gain the confidence
that I needed.”
For anyone new to debate, Parr advised
that, “To actually do well, you have to be
really confident. That’s like the number one
Mock Trial reaches county
by Jacob Schaperow
When the teams arrived on Thursday,
March 11 at the Rockville Courthouse, the
atmosphere was light and breezy. CES-
JDS team members greeted each other and
members of the Hebrew Academy mock
trial team.
Later that evening, after two hours of
statements, witnesses, cross-examinations
and objections, juniors Benjamin Cannon,
Dov Block and Noah Berman, along with
the rest of the JDS mock trial team, waited
for the verdict.
“I find the defendant not guilty,” pro-
thing we tell new members. Before any-
thing else, before you even have a good ar-
gument, you have to be really confident in
yourself. You go in there and you act like
you own the room. That alone will get judg-
es to believe that you know what you’re
talking about.”
claimed the judge, Catherine Savage. To
Cannon, Block, and Berman, attorneys for
the prosecution, this meant the end of a suc-
cessful season in which JDS made it all the
way to county finals.
The case featured the defendant, Corey
James, who allegedly harassed fellow stu-
dent Taylor Madigan on several occasions.
They met to resolve the conflict, but it end-
ed in Corey pushing Taylor and knocking
her head into asphalt, causing her to enter
a coma.
The JDS team argued that Corey in-
tended to cause serious injury, while the
Hebrew Academy team argued she did not.

Juniors learn physics while riding roller coasters at Six Flags

by Penina Graubart
Twenty five juniors, accompa-
nied by their physics teacher Laura
Jacobs, went to Six Flags Ameri-
ca in Maryland for a field trip on
April 23. The physics students’
assignment while at Six Flags was
to collect data on four rides to be
analyzed later.
Students were free to choose
which rides they rode and collect-
ed data for, provided at least two
of the rides were roller coasters.
They calculated the potential
energy at the top of the ride, the
kinetic energy at the bottom and
more.
photo courtesy of Laura Jacobs Once they completed this as-
let’s get physical Junior physics students Hannah Birnbaum, Ra- signment, the juniors could relax
hel Fainchtein and Ilana Weisz record data for a physics lab at Six and go on any rides they wanted .
Flags. At the park, students measured the time it took each ride to Jacobs decided to plan this field
complete a run, and the difference in speed going up and down hill. trip so that the students could ap-
ply their knowledge of physics to
the real world.
“Six Flags is a huge physics
lab, there’s a lot you can learn
from it,” Jacobs said. “I hope that
the students took away the idea
that physics is a lot of fun and is
in everything they do, physics is in
every aspect of our life.”
“It really made it apparent that
physics is all around us and is re-
ally important in designing things
such as roller coasters as we expe-
rienced on the trip, and of course,
we have a 50-point lab to work on
that comes from the rides of our
choosing to apply what we have
learned to the real world,” said
Nathan Azhdam.
Rebecca Siegel agreed with
Azhdam.
“Often in physics we refer back
to things like roller coasters and
every component in an amusement
park relates back to physics,” Sie-
gel said. “Going to the amusement
park after knowing physics was so
interesting. It was awesome; I like
physics a whole lot!”
“It was nice taking a break
from normal class and actually
seeing how the coasters work and
how the things we have learned in
class relate to almost every ride we
saw or went on,” Solomon Shapiro
said.
Jacobs hopes to take next year’s
juniors on this field trip and bring
along special equipment that can
be used on the rides to record
data. She does not own the proper
equipment this year.
“I hope the students take away
that even in their most fun mo-
ments in life, physics makes ev-
erything possible,” Jacobs said.
 the
4 News lion’s June 8, 2010
tale

Newsbriefs newsbriefs compiled by Brooke Friedman, Jacob Schaperow, Nathan Forman, Rebecca Rubin and Danny Schwaber

New Web site for next ing strong stances in opposition to genocide
across the world.
Juniors have program energy.
Morrison taught the club various ways
year being discussed STAND also had an event on May 21. on alcohol awareness one can motivate others to make societal
On that day, students stood for the first five changes to clean energy and energy-effi-
As early as this fall, a new CESJDS Web minutes of each class to make a statement in Juniors attended an alcohol awareness cient products.
site will be up for students, parents, teach- opposition to genocide. program during sixth period on May 11. “I thought that Morrison would be
ers and potential new members of the JDS “Even if we can’t act directly in Darfur The program, developed by Jewish Com- an interesting person for the club and the
community. and other places, it’s important to have an munity services in Baltimore, featured a club members to meet,” said sophomore
The site will feature a new look in addi- anti-genocide club, especially at JDS, to speaker, Sara, who talked about her past in- Michael Greenberg, who organized the
tion to a place where students can log in and shed light on these atrocities,” sophomore volvement with alcohol abuse. speaker presentations. He felt that having
access information about nightly homework Rebecca Fradkin, co-president of the CES- Sara told the students that her abuse of speakers would be a good way for the club
assignments and grades. JDS STAND chapter, said. alcohol started at 14, and stopped after an to become more knowledgeable about what
Parents will have access to a calendar excessive drinking episode at a party which they can do for the environment.
with school events such as sports, drama
and other activities.
Harry Potter fans hold caused her to go to the ER.
About two years since that incident, Sara
The school Web site has not been redone end of year dance said it is still difficult for her to be around Solomon named
since 2006 and Director of Information
Technology David Ritzmann feels that the The Class of 2012’s Quidditch themed
alcohol, but she has managed to stay sober
through the support of various alcohol edu-
Director of Arts
time has come to update the site.
“A new Web site can have a positive im-
dance took place on May 16 in the Upper
School cafeteria.
cation programs.
She said that the most important thing
Programing
pact impact on the entire school community. Class of 2012 co-president Jordan for teenagers or anyone who has a drinking Current Academic Dean, Dr. David Solo-
In addition to new learning and communica- Brandt said that the sophomore class gov- problem is to speak up. mon has been named Chairman of the Arts
tion tools for current students, teachers and ernment had been working with a Harry Department for the upcoming school year.
parents, it is also a way to reach prospective Potter theme this year and decided to stay
with it for the dance.
Seventh graders Solomon will oversee arts programming
and education, and he will teach classes.
students and parents,” Ritzmann said.
A new student information system, Pow- “We did [Quidditch] shirts earlier this participate in Global “[My position] includes curriculum de-
erSchool, will be used to keep track of tran- year that were really successful,” Brandt velopment. It also includes experiential
scripts and grades. said. “We sold tickets, someone went to buy Health Conference education such as field trips, workshops,
It is also the program used for course reg- decorations, and now we are here. This is hands-on activities and evening events as
istration this year. the first dance we have planned on grade Seventh graders participated in the sixth well,” Solomon said.
government.” annual Global Health Conference on March In order to expose every student to the
STAND club helps raise The grade government was well-orga-
nized in planning the event, according to
25 in the Upper School Atrium.
According to history teacher Janet Col-
arts, Solomon wants to give all students an
opportunity to go to a performance, concert
awareness for Darfur Class of 2012 co-adviser Carrie Michelson. lier, the Global Health Conference is a grade
wide activity in which the seventh students
or museum and discuss their experience.
“They used committees [for] decora- In addition, he would like to give stu-
On Wednesday, March 10, 12 students tions, food, things like that. They divvy up work on their research skills and learn about dents the chance to see connections between
attended a STAND movie night. The stu- the responsibilities,” Michelson said. global health issues. the arts and other classes.
dents watched “Hotel Rwanda,” a film de- Michelson also said that planning this “They also learn about a lot of different “Students studying The Great Gatsby
picting the 1994 Rwandan genocide of the dance was challenging because of the lack statistics that we use to measure the general could learn about jazz at the same time,”
lighter-skinned Tutsi Rwandans by the dark- of available dates. well being and health in particular, and learn Solomon said.
er-skinned Hutus. “Maybe in the future, the first day of to compare that with the United States and Solomon will work with the arts depart-
The film was chosen to raise awareness school [we should] pick a date, but that’s their [assigned] country,” Collier said. ment, teach arts classes and help foster a
about issues involving genocide. always a challenge,” Michelson said. “You had to know your material because sense of community through the arts.
STAND is the student-facilitated branch Sophomore Maya Lieber said that she people [parents and teachers] were asking “[The arts] are an opportunity for stu-
of the Genocide Intervention Network. The attended this dance because she wanted to you questions. So you had to make sure to dents to understand themselves better, to
name STAND was chosen to represent stu- support her grade and the grade govern- give them the best answers,” said seventh- understand the world better, and it’s a way
dents because it demonstrates students tak- ment. grader Yale Friedman. to deal with all the pressures of the world…
Seventh-grader Anna Katz said that the [they] are about working as a group, and
independent research required for the con- working with students and helping students
Roll, Cogan fill director positions ference helped her to gain a deeper under-
standing of global health.
realize their potential as artists,” Solomon
said.
She liked how the project encouraged her
by Shira Becker to learn about ways to alleviate some of the
problems facing global health.
Two directors joined the Katz’s project was on the high suicide GSA breaks the silence
CESJDS community this
spring. Sharon Metro Roll
rates in Hungary.
Seventh-grader Rachel Silverman said
with LBGT speakers
is the Director of Develop- that the Global Health project was different
ment, and Sandy Cogan is the from other projects she has done for school. On May 17 students observed the GSA
Director of Marketing and “We haven’t really presented a project Day of Silence. During club period, mem-
Communications. before to our parents or our friends,” Silver- bers of the the Upper School attended a
Roll graduated from the man said. “So it was kind of different that “Breaking the Silence” assembly where lo-
University of Baltimore Law photo by Meryl Kravitz we had to explain our project to everyone.” cal teenagers, who are openly gay, spoke
school and has been involved joining the team Director of Development Sha- “There is something about disease in about their experiences. They spoke of the
with B’nai Brith since she ron Metro Roll and Director of Marketing and particular, though not all projects are about hardships they faced as teenagers struggling
was a teenager. Roll will run Communications Sandy Cogan discuss student disease, but it’s something seventh-graders to feel accepted.
the Ma’ayan annual fund- work at the Arts Chailights event. can really relate to,” Collier said. “And the “I think a lot of people have their ideas
raising campaign and plan gross out factors of some of the diseases is about the gay community or gay rights in
events honoring the school’s donors. amazing students,” said Cogan. “I am the abstract, more as an academic issue,”
a plus.”
“I work with lots of wonderful parents currently working on focus group re- Spencer, one of speakers said. “I think it
and community volunteers to find people search to determine what parents look Speakers give tips on is very hard to put faces to those ideas and
who are willing to help the school by do- for in a school in terms of programs and I think it takes on a whole new dimension
nating money so that we can provide all values, teachers and class size so that we how to go green when instead of saying it is two men in the
the important things that make JDS spe- can better communicate with new audi- abstract, just out there, than if it is someone
cial,” said Roll. “Tuition alone doesn’t ences of parents in ways that resonate Cheryl Kagan and Leslie Morrison spoke that I’ve seen, someone that I’ve talked to,
pay for everything the school needs like with them.” to the Environmental Club on March 24, in well, then it takes on another dimension,”
the art programs, wonderful teachers and “My work will enable many more order to teach students how they and their The program was held to help spread
the tuition assistance program” parents looking for the right school for communities can become environmentally awareness of the struggles in the gay com-
Cogan has worked in Public Relations their child to see ours as a rich opportu- friendly. munity and to help others feel accepted and
for the Academy for Educational Devel- nity that will help their child develop the Kagan is running for state Senate next be accepting.
opment at the Center for Health Commu- kinds of values important as a Jew and as year, while Morrison is an environmental “One of the great gay-rights advocates
nications. As the director of marketing a citizen of the world. Over time, I think community organizer working for the Ches- was San Francisco city supervisor, Harvey
and communications, she will work on my work will contribute to a larger stu- apeake Climate Action Network. Milk, and he wanted to encourage people to
enhancing the school’s public image and dent body,” Cogan said. The Chesapeake Climate Action Net- come out because when you know someone
improving the school’s internal commu- Roll’s position was previously held work and JDS Environmental Club have in your community or someone in your fam-
nications. by Andrea Wasserman; Cogan’s position similar goals. ily it takes on a whole new dimension. So I
“I will let many more people know is funded by a gift from the Smith-Ko- Both are locally oriented organizations am trying to do that it my own little way,”
about our exceptional school and its god family. that want to educate and mobilize citizens Spencer said.
to act against global warming and conserve

June 8, 2010
After incidents, healing
DISCIPLINE, from page 1
six juniors in the consumption of mari-
juana both inside and outside of school, in-
cluding the distributor.
According to Kay, all six were indefi-
nitely suspended as soon as “credible evi-
dence” was found for their involvement.
The distributor was not permitted to return
to school, and the other five received sus-
pensions ranging from five to eight school
days.
The suspended students were also put on
probation for the senior Israel trip, meaning
that they need to meet certain qualifications
in order to participate. Students who were
found to have used marijuana outside of
school had their on-campus parking privi-
leges revoked because it was possible that
they had driven while under the influence of
drugs.
According to Kay the consequences were
determined based on a number of different
factors including whether or not the activ-
ity happened on or off campus, any previous
incidents on the students record and how
cooperative the student was in the process.
However, Kay said that the nature of the ac-
tion itself is the most important factor.
All of those involved in the marijuana in-
cident were also referred to a drug counsel-
ing program that the school plans to moni-
tor.
“The goal is not to treat these students in
any particularly punitive way. But I think
there is education that is required,” Kay
said.
After the consequences were handed
down, there was a heated debate within the
the
lion’s
tale
junior class and the entire community con-
cerning the nature of the offenses and the
appropriateness of the consequences.
“I understand where the school is com-
ing from with its response. I understand that
when you’re a school sometimes you have
to make decisions about what you think will
reflect best on the school community. Per-
sonally, I think that there was another op-
tion,” junior Dina Lamdany said. “I think
an extended period of time of suspension,
longer than what other students received,
and then required drug testing every week
from now until graduation would have had a
positive effect on the student involved, and
also I think would have reflected well on
the school because it shows how much the
school is committed to helping its students
in their lives long-term rather than just in
their lives at JDS.”
“I couldn’t say exactly what I would do,
but I don’t think there’s any reason to ques-
tion the administration’s decision in this
case,” junior Asher Mayerson said. “It’s our
job to understand the decision, and see why
they disciplined the students in the way they
did, because the offenses by the students
were outrageous and they have no place in
our school community.”
Landy said that the concept of Teshuvah
(repentance) was taken into account, but
that it could only go so far.
“In most cases, we’ve certainly believed
that kids make mistakes,” Landy said. “In
most cases we give a second chance. Some-
times there is that line that you cross that has
to have not a second chance. The belief was
there was enough information, or that the in-
fraction was serious enough that this had to
News
Michael Kay named principal
PRINCIPAL, from page 1
Juniors Katelyn Marmon and Sarah
Sokolow look forward to having Kay as
principal next year, largely because of
their experiences with him as director of
Judaic Studies.
“I am really excited about having Dr.
Kay as our new principal because it will
be great to have someone who cares so
much about both secular and Jewish as-
pects of JDS. Even though I will only
have him for five more months [before I
graduate],” Marmon said.
“I’m excited for Dr. Kay. All the stu-
dents I know really like him, and I am
sure he will make a great principal,” So-
kolow said.
Study Hall teacher Jay Matula thinks
Kay will succeed in his new position be-
cause he has a solid understanding of the
culture at JDS.
be the consequence.”
The third incident resulted in two sopho-
mores leaving the school. The students used
the Internet to acquire inappropriate images
of female students. The students then sent
the images to others, and the images were
eventually circulated to many among the
student body.
As with the other incidents, student opin-
ion on the punishments was divided.
“No, I do not think that [the students]
should have been expelled, given the cir-
cumstances and given the other punish-
ments given or not given to others,” sopho-
more Josh Singer said.
5
“I think he [Kay] has shown leader-
ship qualities in the past and [I] look for-
ward to that continuing,” Matula said.
Cannon said that he was not surprised
that Kay demonstrated himself as a com-
pelling candidate for principal. He says
Kay builds open, trusting and respectful
relationships with everybody in the JDS
community, and as a result, parents, fac-
ulty and students feel confident with his
leadership.
“I think we already knew when we
had the opportunity to hire Dr. Kay,
that he was coming with a phenomenal
reputation and a great skill set. Everyone
who worked with him had high hopes for
who he would be,” Cannon said. “There
was definitely an inkling that he would
look for leadership. I am glad it is at our
school.”
 
Additional reporting by Brooke Friedman
“Yeah, that’s a pretty serious offense,
what they did. I think the school was right to
do what they did,” sophomore Ilana Braier
said.
In an e-mail to parents, Kay and Head of
School Jonathan Cannon wrote about turn-
ing the incidents into a learning experience.
“These types of episodes occur seldom
within our community,” the e-mail stated.
“When they do occur, we seek to use them
as opportunities to demonstrate the values
that we uphold and to remind everyone that
protecting the physical and emotional well-
being of all of the members of our commu-
nity is our top priority at all times.”
 the
6 Editorial lion’s June 8, 2010
tale
Editorial

Academic dishonesty poses a major problem

When examining the results of the recent Li-
on’s Tale poll on academic honesty, it can be easy
to get caught up in hyperbole. However, simply
concluding that JDS students are unequivocal
cheaters is both unfair to them and, more impor-
tantly, neglects larger issues of which cheating is
a symptom.
In essence, these poll results must be examined
in context: the context of the atmosphere at JDS
as well as the context of what goes on at most high
schools around the country. Many national studies
show that cheating is rampant amongst the cur-
rent generation of high school students. In fact,
the Educational Testing Service found that 75%
of students admitted to some kind of academic
dishonesty.
Whether this still-high percentage is because
of new technologies that facilitate cheating or a
different sense of morality then their parents is
irrelevant—the fact remains that JDS students
cannot reasonably be expected to be significantly
superior than their classmates around the country
so long as the environment in which they learn is
not. In fact, the environment at JDS is one that is
conducive to academic dishonesty.
The dual curriculum defines JDS. The fact that
it imparts high quality Jewish and secular educa-
tions is one of the main reasons parents send their
children to the school. However, because of the
extra courses and longer day, students have that
much more material to absorb for tests and quiz-
zes, whether or not the school places limits on
homework.
Additionally, many parents understandably
look for quantifiable ways to measure their return
on the significant investment that is a Jewish edu-
cation. Oftentimes, this can result in further pres-
sure on students to achieve good grades, making
the motivation to cheat stronger.
Finally, there is lax enforcement of the rules on
the part of the faculty. If the rules were enforced
in full, it is highly unlikely that such a high per-
centage of students would be able to cheat. De-
pending on the teacher, there are certain classes
in which students intuitively know that they can
escape punishment.
The environment created by these factors can
be dangerous to students when they leave JDS
too. Because colleges and universities have much
stricter investigative and enforcement procedures
than JDS does, if a student acts the same way in
college that many students do at JDS, they could
risk their academic futures.
To remedy this situation, the Lion’s Tale edito-
rial board hopes that incoming principal Dr. Mi-
chael Kay fosters an atmosphere of honesty, one
where cheating is not only no longer tolerated but
in fact looked down upon by both the faculty and
the student body. Teachers ought to realize that
these poll results reveal that more students are
cheating than perhaps was realized, and that great-
er vigilance and more consistent enforcement are
necessary. Parents ought to remember that while
grades are important, it is only to a limited degree
that letters and numbers can quantify an educa-
tion. If their children have learned something new
and different then their money was well spent.
Finally, while the school possesses a high pres-
sure environment, it is the student who makes the
decision to cheat. Students must be more aware of
the moral and practical implications of their ac-
tions: not only are they doing something wrong,
but they are hurting their own education and their
own potential to benefit from going to such a
unique school.

Debating and defining diversity at JDS

Adam Weinberger Danny Schwaber

The objective ‘I’ You can’t stump the Schwab

Some students laugh when they hear the education that every child deserves. Diversity at JDS… huh? I know what ranging opinions and statements and are,
the words ‘diversity’ and ‘JDS’ in the We do have Students in Action Day, you’re thinking, but let me explain. in fact, encouraged to do so.
same sentence. As a junior who is starting and we help out at the Hebrew Home, but Diversity, it’s not some- Even though
to look at colleges, I chuckle along with the JDS community can and should make thing you normally think we don’t come
them. a greater ef- about when you picture There is always more to be from the most
When I go to visit fort to engage a small, private Jewish done, but the people who diverse ethnic or
schools, many boast Both the students and the school with all of the day school in Rockville,
say that JDS is not diverse socioeconomic
of their multifari- as a whole should do a better job local commu- Maryland. However, while background,
ous student bodies at all are being naïve.
that hail from the far
of reaching out to people who nity, not just
those who
this school may not look
diverse on the outside, my
there is a large
diversity within
reaches of the globe are different from them. conveniently 12 years as a student here these smaller
and encompass doz- live in Rock- have taught me otherwise.  categories. 
ens of religions and a ville. I know I can’t make the argument that The diversity of opinion leads to a bet-
colorful array of races. For example, Students in Action Day, it is an ethnically or racially diverse place, ter and more complete understanding and
Clearly, JDS cannot have this kind of which is held every other year, hardly has but come on, who would? discussion.
diversity; everyone has to live reasonably the lasting impact of a standing Monday Also, I am not here to talk about how This school also teaches us to accept di-
close to the school and nearly 100 percent night session. JDS does help out in its JDS does everything they can to be as versity in all forms. From day one at JDS
of the students are Jewish. Additionally, own community, but we only get see how diverse as possible because honestly, I do we are taught that the boy to our right,
the vast majority of students come from at middle-class, mainly white, Jewish people not think that is wearing tzitzit and
least a middle-class background, despite live. true. a kippah, and the
our very gener- A good start is the There is always In classes, we debate topics girl on our left,
ous financial aid JDS isn’t diverse because Church-Jewish Relations more to be done, ranging from international who hardly ever
program. we are such an insular class, but we need to go but those who say
policy to the intricacies of polar goes to syna-
But that isn’t further than meeting and that JDS is not gogue, although
why I think JDS community. talking to middle- and diverse at all do graphing and in all of these, the they are differ-
isn’t diverse. JDS upper-class, private school not fully appreci- diversity of opinions is clear.  ent, they both
isn’t diverse be- attending Christian kids. ate all that JDS have acceptable
cause we are such an insular community. Only then can we foster a community of has to offer. and reasonable
I don’t expect the school to be able to compassion and environment of under- A diverse student body is not only viewpoints.
attract poor minority students from inner- standing. about whether you are a boy or a girl, Whether you pray three times a day or
city D.C., but I do think we can do a better Both the school and the student body black or white, rich or poor. It is about do not believe in God, you are accepted
job of broadening our bubble and reach- need to reemphasize reaching out to whether you are liberal or conservative, at JDS, and we are taught to accept each
ing out to other groups of people who live people who are different from us. This pro-choice or pro-life, a Justin Bieber fan other.
very different lifestyles. means having long term community or not. This acceptance carries over to the
For example, I have a friend who goes service projects and dialogues where our Being diverse is also about how we world around us and helps us to be open to
to Georgetown Day (GDS) where the tu- entire school community gets to know a express those ideas, and JDS is a welcom- the diversity in the world around us.
ition is $6,500 more than at JDS and there very different community intimately. Not ing and open community. In classes, we I, after 12 years here, can say that I am
is a similarly strong financial aid program. only would it be a great learning experi- debate topics ranging from international comfortable and accepting of the diverse
However, GDS is more diverse because ence for the students, but I think everyone policy to the intricacies of polar graphing world around me.
they have programs where they reach else in the JDS community could learn a and in all of these, the diversity of opin- It is not only the diversity in the school,
out to disadvantaged kids in D.C. Every lot from such an experience. Only through ions is clear.  but also the diversity we are taught to
Monday night, they read to kids who go consistent exposure will we be able to JDS is a host for diverse and sometimes learn about and accept that makes JDS a
to elementary schools that lag behind the truly understand the challenges that others starkly contrasting viewpoints and beliefs. diverse environment. 
national testing averages and don’t receive face. In the classroom, students voice wide-
 the
June 8, 2010 lion’s Opinion 7
tale
Rebecca Rubin and Noah Zweben

the
lion’s
tale
Editors-in-Chief
Danny Schwaber
Adam Weinberger

Managing Editor
Josh Boxerman

Copy Editor
Jacob Schaperow

News Editors
Daniel Liss
Daniele Marx
ass’t: Nathan Forman, Brooke Friedman

Israel Editors
Briana Felsen
Eitan Sayag
ass’t: Elana Leone, Arielle Panitch

Feature Editors

Letters
Haley Cohen
Meryl Kravitz
ass’t: Samantha Wiener, Elana Schrager

Community needs to be more supportive

In-Depth Editors
Ranana Dine
ass’t: Emily Dworkin, Scott Goldstein

The recent disciplinary ac-
tions that have arisen at JDS
have uncovered a problem that
needs to be formally addressed
by the school. As JDS juniors
and members of the community,
we feel this problem needs to
be addressed. One of the things
that JDS guarantees its students
upon enrollment is that they will
be part of a community. And this
community is broken.
One of the best lessons that
JDS successfully teaches its stu-
dents is the value of self-respon-
sibility, for accepting one’s mis-
takes as well as the consequences
of those mistakes. This lesson
shone through during the recent
eleventh grade drug scandal,
when the majority of students
who were questioned about the
event admitted their mistake.
However, alongside self-
responsibility exists another
equally important Jewish con-
cept: communal responsibility.
The famous rabbinical commen-
tary Kol Israel Arevim Ze la Ze
presents the concept of a Jewish
mutual responsibility for the ac-
tions of others. In this case, the
Alcohol assembly out of touch
On April 12, the junior class
had an assembly with a speaker
around our age. She spoke to us
about her experiences as an alco-
holic and her recovery.  If the program had been re-
While we commend the
speaker on her bravery by con-
fronting this issue, we feel that
the message of the speaker was
too extreme for an audience of
JDS students.
Although there are, as there are
in every high school, members of
our community who consume al-
cohol, many people walked away
feeling like the school was trying
to use scare tactics to prevent us
from drinking.  it in a different and more useful
The truth is that the message of
a girl who had consumed liquor
every day does not really apply
to the majority of our grade. We
school did not address this com-
munal responsibility; rather, it
neglected the community’s re-
sponsibility for issues that may
have caused the incident in the
first place.
This individual was in a very
difficult situation and obviously
required the help of the commu-
nity, but instead of actually tak-
ing action to help that person, the
school cut that person loose and
claimed, as Dr. Kay did in his ad-
dress to the eleventh grade, that
it was for the benefit of the com-
munity and that individual.
In fact, the school acted like
an impersonal insurance com-
pany, terminating the policy of
one of its customers as soon as
it became costly to care for him
or her.
Everything we know about Ju-
daism tells us that this is wrong.
It is wrong for the school to ne-
glect its responsibility to those
community members who need
its help by simply deciding to re-
move them from the community.
And it is wrong for the school
to claim that this is for anyone’s
benefit, or in order to protect
feel that our school should focus
on alcohol education, rather than
personal stories that are hard re-
late to.
placed by someone telling us the
dangers of excess drinking in one
instance, rather than a speaker
who had a continuous disease
since she was very young, more
people, including ourselves,
would be better prepared to make
the right decisions.
We do not disagree with the
necessity of having a meeting;
however, we believe that the
school could have gone about
way.
Adam Goldfarb
Marissa Cytryn
juniors
anyone in the community.
We had the opportunity to
help someone in need and teach a
greater lesson to the entire school
community. Instead, the school
rid themselves of their respon-
sibility. After all of our years
at JDS, it’s shocking to learn
that this community is so ready
to disassociate itself from those
who need the benefits of commu-
nity the most.
We certainly get a communal
feeling from the students, teach-
ers, and faculty, but the recent
events have made us question the
message that the school’s actions
send.
We do not believe that the
individual should not have been
punished, in fact, we ourselves
would have imposed a punish-
Latin, ad finem
Despite the efforts of sev-
eral students who really want
to take it and their parents, JDS
is dropping Latin. The biggest
problem many schools have
right now with Latin is finding
teachers to teach it. 
Retirement is diminishing
the ranks of trained teachers
at the same time that Latin is
enjoying an unprecedented re-
vival: the number of students
sitting the National Latin Ex-
aminations grew dramatically
earlier in the decade.
Many of the best high
schools in the nation report
NLE winners on “brag sheets”
the same way schools report
National Merit Scholars, and
reports from the Educational
Testing Service show Latin stu-
dents scoring the highest on the
verbal section of the SAT every
single year since 1997 when
compared to students of other
or no foreign languages.  these factors before canceling
As grammar has fallen out
of elementary-school curricula
while the emphasis on writing
ment that would allow for the
student to learn from their ac-
tions and correct them for the
future. Such a punishment could
have been included rehabilita-
tion, removal from the Israel
trip, continual drug testing, and
a heavy suspension.
The community should be
like a family. We would not ex-
pect our families to abandon us
in our greatest times of need in
an attempt to keep the rest of the
family “safe.” A safe family is
a whole one and a trusting one.
The message sent by the school
has shown that this family is
neither.
Noah Berman
Dov Block
juniors
well grows, Latin is increas-
ingly seen as the way to fill the
gap.
From three year-old Boys
Latin of Philadelphia (a char-
ter school in the inner city) to
375-year-old Boston Latin (a
public-school magnet older
than nearby Harvard) admin-
istrations believe that study-
ing Latin boosts English com-
prehension, vocabulary, logic,
analytical skills, and provides
a foundation for Romance lan-
guages, Russian, German, Ara-
bic, Chinese, and Japanese.  letters must be typed and signed. Letters may
Private schools too are also
beefing up their already-robust
Latin programs and have an
easier time finding teachers.
And the story at JDS? JDS
has current Latin students in
many grades and an experi-
enced teacher (Nick Miller of
the science department). The
school should remember all of
such a beneficial program.
Jonina Duker
CESJDS parent
Sports Editors
David Weinberg
Zachary Wexler
ass’t: Jonathan Kader, Joshua Singer
Imaging and Photography Editor
Rebecca Rubin
Imaging Editor
Noah Zweben
Web Editor
Shira Becker
Reporters
Jonathan Block, Naomi Brooks,
Jacob Dorn, Helene Katz, Alex-
ander Tritell, Devin Yolles
Photographers
Ilana Braier, Rebecca Fradkin, Da-
vid Herman, Matan Kline, Nicole
Nabatkhorian, Shira Singelenberg
Business Manager
Michael Weinberg
Faculty Adviser
Samantha Gendler
Adviser Emerita
Susan Zuckerman
Member: Columbia Scholastic Press Associa-
tion, Maryland Scholastic Press Association,
National Scholastic Press Association, Quill
and Scroll
Recipient: CSPA Silver Crown, Gold Medal-
ist Award; MSPA Marylander Award; Quill and
Scroll George H. Gallup Award
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
be e-mailed to jdslionstale@gmail.com.
Published by the students of the Upper School
Charles E. Smith Jewish Day School
Annette M. & Theodore N. Lerner Family
Upper School Campus
11710 Hunters Lane Rockville, MD 20852
phone: 301.881.1404 fax: 301.230.1986
www.lionstale.org
 the
8 lion’s In-de
tale

Cheating th
Examining academic dishonesty
by Ranana Dine “I’ve asked people [other students] what questions are
on a test if they took it the period before me. Also if there’s
Students who make a habit of reading the Washington Post a teacher who doesn’t pay attention, I can ask friends
in the morning would have seen a remarkable headline be- for answers in class,” an anonymous sophomore said.
tween spoonfuls of Cheerios on March 4. The front-page head-   “I looked at my neighbor’s paper, also if I take a test before
line blared, “Criminal investigation opened in grade-changing my friend I’ll tell them what’s on it,” an anonymous seventh
scandal at Churchill High.” The article discussed a new kind of grader said.
cheating scandal in high schools: students hacking into com- The most common form of academic dishonesty reported
puter grading systems and changing grades. in the Lion’s Tale survey is giving other students answers; with
At Churchill, a Montgomery County public school near 69 percent of students who had admitted to cheating saying
CESJDS, eight students were accused of changing 54 grades. they had done so. The second most common form of cheating
These eight students is talking about answers
soon left Churchill. But with other students who
this incident brought Why do students cheat? have not yet taken the test,
up several questions at 60.00%
with 66 percent of cheat-
JDS. How academically 50.50% 51.50% ing students admitting to
dishonest are JDS stu- 50.00%
have done so.
dents? Why are students 40.00%

cheating? How are 30.00%

Dictionary
students using technol- 24.95% 25.35%
definitions
ogy to be academically
18.76%
20.00%

dishonest? And how can 10.00%    One major issue when

the administration and it comes to academic dis-
teachers help cut down
0.00%
A.Under too much B. Not enough time to C. It's easy D. No one cares E. Other honesty is the definition.
the level of cheating? pressure study
    “Sometimes I think that
there’s legitimate lack of The need to cheat
Cheating by the numbers knowledge of what constitutes academic dishonesty in some
cases. I think that sometimes, particularly in a school that val- There are many reasons why students cheat, even though
Administrators, teachers and students had varied opin- ues and emphasizes collaboration as much as we do, sometimes they know it is wrong. Some examples are pressure from par-
ions on how much cheating is going on at JDS. there can be a line that to students may seem blurred of what ents and themselves, a need for good grades and a lack of time
“My fundamental belief is that our student body is not is collaboration and what is academic dishonesty,” Kay said. to study.
dishonest in any way and not academically dishonest. I think     “It [academic dishonesty] can include but is not limited “Sometimes it’s that the workload has piled up, sometimes
that there are episodes in which people do things that we con- to: plagiarism, failing to identify sources, copying somebody it’s that there’s a lot going on in their lives outside of school
sider to be academic dishonesty,” Director of Judaic Studies else’s work, handing your work to another student and handing and it feels overwhelming, sometimes there are personal situ-
Michael Kay said. in work as your own that was actually the product of two or ations, sometimes it’s a lack of trust in their own abilities to
Math teacher Dina Levitt disagreed, “I think [academic dis- more students [when it is not group work],” Academic Dean succeed,” Solomon said. 
honesty] is everywhere. I don’t think it’s worse at JDS than David Solomon said. “[Student’s cheat] be-
anywhere else, unless you think we are supposed to live on a The definition is even more spelled out in the student hand- cause they’re worried about How many students adm
higher standard.” book, which can be accessed online. Even with a definition, their grades and college and
70.00%
“I just think at this school because there is so much pres- there are still varying standards when it comes to academic they think if they fail they 63.4
sure, there’s so much cheating. I think if you asked any kid dishonesty. wont get into college so 60.00%
in the school, they would say they’ve cheated at least once,” “I tell classes that they should not even say whether a test they want an easy way out,”
sophomore Talia Byck said.  is easy or hard. That’s being academically dishonest and it’s junior Nathan Azhdam said. 50.00%

In a recent survey, The Lion’s Tale attempted to measure shooting yourself in the foot. I had a student fail a test one time “I think students are 40.00% 36.52%
how much academic dishonesty is going on at JDS. The sur- because she received that information from somebody else,” sometimes academically
vey resulted in 63 percent of Upper School students admit- Levitt said.  dishonest because everyone 30.00%
ting to having been academically dishonest at least once. is so pressured on quizzes
Thirty-three percent of those who admitted to cheating said The ethics of cheating and tests, you feel like if
20.00%

they had used technology while doing so. When The Lion’s you do badly you’re disap- 10.00%
Tale broke the statistics up into middle and high school, Another important issue when it comes to academic dishon- pointing everyone. Your
they found that 67 percent of high school students admit- esty is understanding why it is considered to be wrong and why parents, your teachers…the 0.00%

ted to being academically dishonest as compared to 59 per- it is punished so severely. first thing I think when I
Have never cheated Admit to

cent of middle school students. The amount of students us- According to Hebrew teacher Yaffa Dagony, “Cheating in get back a bad grade is ‘My
ing technology to cheat was also higher in the high school, Israel wasn’t such a big deal, because people said ‘everyone’s parents are gonna kill me,’”
46 percent, as compared to the middle school’s 17 percent. doing this, don’t worry about it.’ Here it’s a bigger deal than Byck said. 
    These numbers are lower than the national average of high that.”  Levitt pointed out that academic dishonesty is not only
school students who admit to cheating, which is 75 percent, “We want students to grow, grow as individuals, as thinkers about the students. “How much needs to be on the students and
according to the Educational Testing Service. The school’s and as ethical, moral people. That can’t happen if it’s merely how much needs to be on the teachers. You leave the answers
63 percent is also down from April 2005, when 75 percent passing along someone else’s work… being a student is hard, out in front of people; don’t expect them not to look at them.”
of JDS students admitted to cheating in a Lion’s Tale survey. there’s no question about that, it is hard, and the struggles that a Students who have not cheated also feel that cheating puts
    “I think that instances of cheating come up in any school student faces are generally healthy struggles, and in life we’re them at a disadvantage. As hardworking students, they might
I’ve ever heard about. I don’t know that it’s something that’s faced with difficult situations that we have to work through and put in hours of studying while their neighbor gets a better grade
rampant in our school to cheat means that you are for faking his or her work.
or the middle school. avoiding the practice of “It makes me angry but I
There’ve been some working through challeng- Most popular forms of cheating can’t blame them, because ev-
years where I’ve ing situations,” Solomon eryone has that time when they
heard that it was. I said. 70.00%
68.55% are completely overwhelmed by
have not heard that it “I think cheating is 68.00% a test,” junior Rahel Fainchtein
66.35%
is right now,” Middle wrong because essentially said. “I’m angry especially be-
66.00%
School Director Joan it’s really gaining an unfair cause I take so much care to be
Vander Walde said. advantage and taking cred- 64.00%
honest.”
it for something you really 62.00%

The “how to” didn’t do on your own,” 60.00% 59.12% 58.81% Cutting the copying
of history teacher Michael
58.00%
Connell said. “So it’s just
cheating like cheating in a sports 56.00%
The school and the teachers
have various ways of preventing
game. It’s an unfair advan- cheating.
Students admitted 54.00%
tage and it’s wrong. It just “I think that there’s a range
to cheating in many 52.00%
ways. shouldn’t be tolerated.” B. Copied C. Recieved D. given answers E. talked about of things that teachers do [to

answers Answers answers
protect against cheating]. One is
epth June 8, 2010 9

he system
Students ‘getting away with it’
do, I feel as though I have been cheated by the system. Our
by Emily Dworkin
school and our country value hard work,” junior Asher
In a recent survey, 63 percent of all CESJDS Upper Mayerson said. “Cheating undercuts that hard work and
School students admitted to cheating, but as many as 54 sends a negative message which, in essence, encourages
percent of students said they had never been caught cheat- cheating to succeed.”
ing or seen another person caught cheating. Another 39 Some students believe class atmosphere contributes to
percent said they had only seen another student caught cheating. Sophomore Sara Barth said, “Some classes that
once or twice in their JDS academic careers. As cheating aren’t core subjects have more of a laid back, lighter at-
occurs at JDS, the question arises, how are students getting mosphere and kids can get away with talking to each other
away with it? during tests and quizzes without the teacher noticing.”
There are several viewpoints within the student body as JDS maintains a strict protocol to academic dishonesty.
to why kids repeatedly get away with cheating. Students who engage in academic dishonesty are supposed
“Groups of students get away with cheating together to receive a zero on the assignment. But many students
because the teacher doesn’t suspect them” junior Dor Segal feel this policy does not get followed through.
said. “They are smart students so [the] teacher doesn’t “I have witnessed on many occasions other kids in the
suspect them to be cheating during a test.” class cheating and never worried for them. They’re rarely
An anonymous sophomore said, “Once in a while when caught, and when they were all that happens is that they
I’m taking a quiz and the teacher isn’t paying much atten- have to erase the answer or simply retake the test by them-
tion, I can talk to my friends that sit near me or even across selves, ” junior Liel Carmel said.
the room and mouth answers, I’ve never been caught.” In response to the numbers of students getting away
Many students and teachers have lost their patience with with cheating, Academic Dean David Solomon said, “What
the amount of cheating that goes on undetected. “I think it students need to realize is that students who cheat eventu-
would be naïve to think that we even catch 10 percent of ally do get caught, whether that happens now, or whether
the cheating,” math teacher Dina Levitt said. that happens in college where things are much more seri-
“When people cheat and receive better grades than I ous, you can’t get away with it forever.”
teachers talk to students about what it means to do quality re-
search and to attribute sources. Teachers talk about plagiarism, like stealing a test or hacking into a grading system. The harsh- nology made cheating easier to do.
some during the taking of a test. Some teachers do put up fold- ness of the punishment also varies by the level of the infrac-
ers between test takers. But ultimately the responsibility lies tion, ranging from a zero on the assignment to recommenda-
upon the students,” Solomon said. What’s next?
tion for expulsion.
“When I have more than one class taking a test I have dif-
ferent versions prepared. So that it doesn’t really matter if they     With new innovations in the world of technology every
Technology’s day, there will be new ways to be aca-
talk to other students, they really don’t gain any advantage
from that. Then I make sure when they are taking a test that
reach demically dishonest. At the moment, JDS
they have dividers so they can’t see other student’s work. And How does technology affect academic has no immediate plans for changing
 With the increase dishonesty? any of its policies when it comes to aca-
I obviously stay present and ob-
in technology as a demic dishonesty. A new ‘student honor
serve what they are doing during 90.00%
tool for academic 82.25% code’ may implement some initiatives
mit to cheating? the test,” Connell said.
dishonesty, cheating 80.00%
when it comes to academic dishonesty. 
 “The tests are many times not
becomes “supremely 70.00%
    Kay said that the school would be “very
47% cheatable. Which means that many
easy” according to 60.00% open to thinking about whether our current
of them are writing… it’s not like
Levitt. Students now policies are effective and if there’s any-
multiple choice questions where 50.00%
have the ability to thing we should change,” after seeing what
you can look over and see what 40.00%
use Google translate they learn about the nature of academic
answer somebody else chose,”
on foreign language 30.00%
dishonesty in JDS uncovered in this article.
33.33% Dagony said. 17.75%
assignments, plagia- 20.00%    Solomon had a more specific idea of what
rize whole papers 10.00% he would like to see happen with academic
The hard fast rules from the Internet and dishonesty at JDS.
0.00%
instant message or Make it easier Make it harder “I think that this is a great discussion
If a student is caught cheating, text answers to each that I hope students will get involved [in],
that person receives a zero on the other like never be- because when students go to college, situ-
cheating Admit to having used
assignment. If the student is in fore.  ations involving academic dishonesty become far more serious
technology to cheat middle school, they have the op- “I’ve used Facebook before, either ask- in terms of consequence so it’s important that students have a
tion of redoing the assignment in ing people to Facebook chat me answers or in- keen understanding of what academic dishonesty is and why
certain instances. Whether or not box answers,” an anonymous sophomore said. [at] educational institutions it is responded to so seriously,” he
the student is in high school or middle school, a note is placed    “I don’t use it, but a lot of people will go on Google and said.
in the students file, parents are informed and the student can research answers to tests, especially in the beginning, Additional reporting by Emily Dworkin, Scott Goldstein
be suspended from extracurricular activities. Colleges will be when we first got the tablets. I think teachers are catch- and Michael Greenberg
informed if they ask about a student’s past cheating, but it does ing on now but it used to be even easier,” Azhdam said.  Drawings by Noah Zweben
not go on the student’s transcript. If the situation is perceived    “Students sometimes wind up using sources and they don’t
as serious enough, an investigation by the school is also pos- really know where they have come from because of the nature
sible.  of the Internet,” Solomon said. He also added a point about us-
“It [cheating] should be reported on the transcript, there ing technology to catch academic dishonesty. “It [technology]
should automatically be a zero, there’s no re-test, there’s not has made it [cheating] easier to catch. Much easier to catch I
chance to make it up, I think it should just be zero. And on would say. Information to cheat off of is readily available for
the transcript,” Lisa Fisher, mother of eighth-grader Danielle students, but it also easier to find when a student has cheated.
Fisher, said. I think the temptation may increase for the student because the
At Watkins Mill technology makes the
High School, one opportunity available at
How often do students cheat?
of the Montgom- your fingertips.”
ery County Public 60.00%
53.46% Indeed, in the Lion’s
Schools, violations of 50.00% Tale survey, 23 percent
academic dishonesty of students who admit-
are placed on three 40.00%
ted to cheating said they
different levels, the 30.00%
28.62%
had used the internet,
first being for minor 22.64%
21.07% 21.38%
their phones or their
20.00%
infractions like copy- 11.64% 12.26% iPods to cheat. Eighty-
ing homework and 10.00%
5.03% two percent of students
the last level for more 0.00% said they thought that
serious instances of A. Cheat on B.When didn't C. frequently
quizzes have time to
D. other E. On tests F. Only in
classes that
G. Rarely H. Once, felt
guilty, never new innovations and
academic dishonesty study don't matter agin
advancements in tech-
 the
10 Feature lion’s June 8, 2010
tale

Living up to great expectations

by Haley Cohen
Siblings have plenty in common: the
same family, the same last name, often
the same looks and sometimes even the
same teachers.
Having the same teacher of an older
sibling has advantages and disadvan-
tages.
“Some teachers love me because they
taught my older brother and loved him,”
said sophomore Hannah Sherman whose
brother Aaron graduated in 2009.
Freshman Elise Kolender had an eas-
ier time adjusting to the Upper School
when she first came in seventh grade
because she already knew some of the
teachers that her brother Daniel (’10)
had.
“I got a chance to know more
people when first coming to the Up-
per School because my brother had al-
ready been going here,” Kolender said.
    However, for some students, having
an older sibling who went to CESJDS
causes more stress than comfort.
Sophomore Yoni Shair feels that his
older sisters set the bar very high, aca-
demically speaking. In class, Shair feels
the pressure to meet those expectations.
“My sisters Lital (’06) and Maya
(’10) have both always been smart-
er than me, so I feel compelled to
strive towards the academic prow-
ess that they achieved,” Shair said.
    Junior Liel Carmel feels differently
than Shair. Although his sister Tal (’09)
also excelled in classes, Carmel does not
Double Take Sophomore Naomi Eyob and her freshman sister Natalie mingle with
Jewish History teacher Dr. Sara Coxe. “When I came into the school, Dr. Coxe knew School, I felt more comfortable than I
who I was when I walked into class for the first time because of my sister Naomi,” would have without having a brother here.
Natalie said.
feel the need to impress teachers simply be-
cause his sister did.
“Teachers who taught my sister had
high expectations for me, but they quick-
ly learned I’m not her,” Carmel said.
   Science teacher Carrie Michelson insists
   Jewish Text, Thought and Practice
teacher Lauren Granite agrees with Mi-
chelson that there are often differences
between siblings.
“I have a sister, and she and I are
very different, so I feel it would be
wrong [to judge a student] based
on their sibling,” Granite said.
In some cases, however, teachers may
not be aware that they are confusing a
student with their sibling.
“Certain teachers refer to me as ‘Aar-
on’s little sister.’ It’s like, ‘I do have my
own name,’” said Sherman.
Sophomore Nate Druckman feels that
his eighth-grade sister Hilary deals with
the same problem as Sherman.
“I’m pretty well known amongst
teachers so when my parents went to
conferences for Hilary, the teacher recog-
nized them as my parents and questioned
who their daughter was,” Druckman said.
  Having an older sibling can cause
stress for some students who do not feel
that they can meet the expectations their
photo by Meryl Kravitz brother or sister set, but Kolender feels
the benefits often outweigh that.
“The first time I came to the Upper
It really helped, having him here,” Ko-
lender said.   
that she has gives no consideration to a While younger brothers and sisters
student’s older sibling. often complain   about “hand-me-downs,”
“I always think siblings are their own it seems at least for some JDS students
person, so I never come up with expecta- “handing down” a teacher might not be so
tions. But I do enjoy seeing similarities and bad. 
differences between siblings,” she said.

Kids at Hart draws itself into the community

by Samantha Wiener
Last January, junior Danielle
Clemons went to Stepping Stones,
photo by Shira Singelenberg
Building bonds with beads Junior Laura Serfaty
creates jewelry with a Friendship Circle partici-
pate.
a homeless shelter, to volun-
teer and help the children who live
there. What began as an afternoon
art project, has turned into a 501(c)
(3) nonprofit organization
called Kids at Hart that
uses art to help people in
need.  Wednesday at Stepping Stones for
After that first visit in
January, Clemons started
to go back regularly to
help the children resi-
dents with art projects.
A few months later,
she was joined by junior
Laura Serfaty and by the
summer there were sever-
al volunteers joining each
week.
The organization has
expanded to other proj-
ects including painting
a mural at the Hebrew
Home to help patients
with Alzheimer’s disease.
Over the summer
Clemons had the idea to create a
formal organization with tax ex-
empt status, giving it the ability to
raise money to fulfill its mission.
The group has 60 members cur-
rently and is growing.
Kids at Hart meets every
an informal art class.
However, starting May 5, Kids
at Hart will expand to hold regu-
lar classes at the Greentree Shelter
and will periodically hold classes
in connection with The Friendship
Circle, a group dedicated to help-
ing children with developmental
disabilities.
When looking for volunteers,
Clemons and Serfaty are not nec-
essarily looking for people with
artistic talent.  talent, but more about
“We help people through art,
but you don’t have to be interest-
ed in art to participate,” Clemons
said.
According to Clemons, the best
thing about the program
is the joy that volunteers
are able to bring to the
residents.
When Clemons walks
in the door, the kids run
to her for hugs.  
“The art is only one
aspect of the program. It
also gives [the residents]
attention and the art just
helps give them the time
to enjoy and relax…
There’s a quote by Picas-
so that ‘all children are
artists’ and I think that
quote really epitomized
what Kids at Hart is re-
ally about. It’s that art is photo by Shira Singelenberg
not about a God-given Taking it to heart Junior Dani-
elle Clemons perfects a mural to
enjoying the process and be placed in the Hebrew Home.
helping others,” Clemons “I think that simply adding a
said. mural to the walls will add a
splash of color to the resident’s
lives,” said Clemons.

How to...
1. Catch some Zzzs:
•In order to stay focused dur-
ing the test, get at least eight hours of sleep.
Make sure your room is completely dark.
Any light, even from TVs or computers can
keep you awake!
•Stay away from those LCD screens!
Many computers and TVs contain LCD
lights, which many sleep experts say, can
prevent you from falling asleep.
throughout the test.
2. Brain Food:
• Eat a dinner full of omega-3 •Exercising releases endorphins which
the night before the test, which
improves your concentration. Fish, walnuts
3. your calculator, three sharpened
Be Prepared: Don’t forget numb your body and decrease depression.
Taking a study break to exercise can benefit
and greens all improve concentration. pencils, an eraser and any other material you greatly.
•On the morning of the exam, avoid any you may need.
artificial sweeteners and sugars which will
5. exam,
Treat yourself! After the
cause you to crash during the test. Eat a
healthy breakfast with a lot of protein which
4.Relax Yourself: To avoid
feeling overwhelmed, try yoga or
stop thinking about it. Go
out and treat yourself for ice cream
will give you energy and keep you full any other form of exercise which will help for all your hard work!
you de-stress.
 the
June 8, 2010 lion’s Feature 11
tale

Watch TV? I’m busy saving lives

by Rebecca Rubin
and Samantha Wiener
On a Sunday afternoon, while some trainees.
students are relaxing or preparing for the
upcoming school week, junior Alexandra overnight.
Smith races to the scene to assist a teenage
girl who was assaulted. Smith is an Emer- arduous one. Students are required to take
gency Medical Technician (EMT) for the eight hour classes, once a week for 16 weeks
photo courtesy of Erica Jacobs
Rescue Breathing Junior Erica Jacobs
observes a classmate practice CPR on a
dummy. In EMT class, students take a
test to become CPR certified.
Cabin John Volunteer Fire Department and
racing to emergencies is a typical Sunday
for her and other CESJDS EMTs and EMT
But becoming an EMT does not happen
The process of becoming an EMT is an
in order to fulfill class requirements. Not
only are students required to attend these
classes, but students are also given home-
work. Every week, hundreds of pages of
reading are assigned with frequent surprise
tests and assessments. In addition, students
are given tests that are extremely onerous;
it takes only two failed tests to fail out of
the class.
But to them, the reward for finishing the
training is well worth the efforts.
“You grow so much, you really learn
what’s important, and you learn how to pri-
oritize. You also learn to really appreciate
your health and appreciate what you have
and to thank God every day that you made it
through the day without you or someone you
love being injured. You really appreciate that
life can drastically change in the blink of an
eye,” said junior Allison Jacobs, who volun-
teers at Glen Echo Fire Department.
The skills and the lessons taught in the
EMT courses give students the confidence to
know how to handle a situation where some-
one’s life is at risk.
“Being able to know that I have the ability
to perform CPR, or I have the ability to save
someone is so beneficial in my every day
life,” said junior Spencer Balkin, a volun-
teer at the Rockville Fire Department.
The students’ experiences give them
the tools that they need to manage obsta-
cles that may occur in their everyday lives.
“To organize the crew to attack a fire is
similar to help organize a group of people
to attack a problem in life,” said Lieuten-
ant Robert Katz, who volunteers at the
Cabin John Volunteer Fire Department
and teaches an orientation class for EMT
trainees.
Becoming an EMT has many benefits,
but there are many challenges and sacrific-
es that EMTs must face. Because the EMT
classes are so time-consuming, students
are forced to make difficult decisions.
Family, schoolwork, friends and loved
ones are four major things that an EMT is
forced to sacrifice at times in order to fully
commit to becoming an EMT.
For Katz, the biggest challenge is time
management. He has to balance his time
between his job and his family.
For those who may have some interest
in pursuing EMT training, the JDS EMTs photo courtesy of Alex Smith
want others to know that it is very reward- How to save a life Junior Alex Smith
ing but must be taken seriously. holds stabilization while splinting a stu-
“You should not do it for the label or dent’s knee. During EMT training, in-
the community service because of the ef- structors have students practice proce-
fort and time and the seriousness required. dures on other students to get a glimpse
You should do it if you have an interest in of a real life situations.
medicine and truly care about helping oth-
ers,” Smith said.

A Cinderella story for middle school actors

by Elana Schrager stein’s Cinderella, Cinderella
The horses, driver and coachmen ery to bring the show to life. Her lutely essential to tell the story.
(Yael Krifcher) is forced to work
bounced up and down in sync with balanced staging was especially But the clever use of lighting
for her wicked stepmother (Elana
one another, so that one felt that noticeable during major musical gave the set richness and depth
Using minimalistic set pieces,
Steinlauf) and stepsisters (Raquel
the carriage was actually moving, numbers, when all the members of leaving the viewer with the im-
brilliant light work and choreog-
Weinberg, Rebecca Panitch)
rolling down the road toward the the large cast were on stage. She pression that the set was much
raphy, Cinderella rode her coach
ball and the prince. Meanwhile, Prince Christopher guided the ensemble into positions more ornate than it actually
on stage with the appearance of a
On Thursday, March 18, the (Jack Gruber), constantly trailed in which they could be seen and was. The scene in which Cin-
moving carriage. Using black box-
by his butler, Lionel (Micah Cow-
theater was full of chattering peo- appreciated without distracting the derella rides in her coach with
es for seats, a coach in the shape
en), dreads going to the ball his
ple waiting for the premier of the audience’s eye away from center her fairy godmother was a mas-
of a pumpkin was projected onto
parents, King Maximillian (Rob-
middle school musical Cinderella. stage, where the main characters terpiece of minimalist set piec-
the curtain at the back of the stage.
In Rodgers and Hammer- ert Ost) and Queen Constantina were. es and brilliant light work and
(Claire Mendelson) The scenery, which recycled set choreography. Although they
are throwing for pieces from the high school musi- lost two weeks of rehearsal due
him. cal Suessical, was minimal. Chris- to snow, the cast managed to
Cinderella tenson used only what was abso- put on an enjoyable show.
wants to go to the
ball and is assisted
by her fairy god-
mother (Yarden
Jablon). However,
Theater workshop
she must leave the The program lets students
ball by midnight, by Haile Zola act by reading monologues and
otherwise her In an effort to help improve interpreting them.
beautiful clothes the theater skills of students in “This will help me interpret
will turn to dust. middle school, Jane Christen- plays better and give me more
She and the prince son, who directs plays at JDS, emotion on stage,” eighth-grad-
meet and fall in leads an interactive workshop. er Jack Gruber said.
love, but she runs “It has always been an op- So far, reading monologues
away at midnight, portunity for students to pur- is the only activity that students
leaving a fallen sue what they are interested in have participated in, as this pro-
glass slipper as the without the pressure of a pro- gram is still young. Participants
only trace of her duction,” Christenson said. have had positive reactions to
identity. This program meets Tues- the monologues and look for-
After a long days and Thursdays. It began ward to engaging in new exer-
search, the prince in April after Christenson sent cises as the course develops.
finds Cinderella. out an e-mail notifying students Both Torchinsky and Gru-
They get married about the workshop. ber said that they will probably
and live happily “My friend forwarded me want to continue to be involved
ever after. the e-mail, and I thought that I with this program in future
photo by Ilana Braier Director Jane would try it out,” eighth-grader years.
The perfect date Yael Krifcher (Cinderella) carefully watches Elana Steinlauf (evil Christenson deftly
stepmother) open up a letter from a prince inviting her to the royal ball. Raquel combined staging, Shira Torchinsky said.
Weinberg and Rebecca Panich (stepsisters) glare at Cinderella with jealousy and costumes and scen-
plan a way to ruin her opportunity.

12
Wexler talks about peace
by Briana Felsen
On March 19, former congress-
man Robert Wexler spoke to Se-
nior Associate, Israel Engagement
Initiatives Aileen Goldstein’s Ar-
ab-Israeli Conflict class about the
Arab Peace Initiative and Israel.
The Arab Peace Initiative is an
eight-year-old proposal originally
drafted by Saudis and Jordanians.
It states that if Israel will with-
draw to the 1967 borders then all
the Arab countries will normalize
relationships with Israel.
“It’s a promising statement,
but it falls short. Arabs must help
to further define the Arab peace
initiative. To make clear that there
will be no so-called Palestinian
right of return and that way Isra-
el will be insured to be a Jewish
state,” Wexler said.
Wexler said that the 1967 bor-
Israeli Aluf Shamni visits juniors
by Daniel Neuberg
On April 19, Major General
Gadi Shamni of the Israeli Defense
Forces spoke to the Junior Class.
Shamni, the highest ranking
official at the Israeli Embassy in
Washington D.C., spoke to stu-
dents on Yom HaZikaron about
the importance of the Israeli De-
fense Forces (IDF) in maintaining
a strong Jewish homeland. He also
talked about issues currently fac-
ing the armed forces in Israel.
Shamni started by saying that,
Advocating for Israel
by Tamar Eisen
More than 7,500 activists gath-
ered at the DC Convention Center
to take part in the annual Ameri-
can-Israel Public Affairs Commit-
tee’s policy conference on March
21.
The conference brings pro-Is-
rael delegates together to lobby on
Capitol Hill and to hear opinions
of speakers ranging from senators
to pastors. This year’s speakers in-
cluded Israeli Prime Minister Ben-
jamin Netanyahu, US Secretary of
State Hillary Clinton and senators
from New York, South Carolina
and Indiana.
“Clinton obviously disagreed
with certain actions that Israel
took, but she made sure to try
and maintain a friendship with
JPost reporter shares experiences
by Eitan Sayag
CESJDS alumna and Jerusa-
lem Post staff writer Rebecca Stoil
spoke to the junior Arab-Israeli
Conflict class about her job, Israeli
politics and her personal experi-
ence in Israel.
Stoil graduated from JDS in
1998 and went to the University of
Chicago and American University
before making aliyah. In the IDF,
she served as a combat medic.
Israel
why can’t we be friends?
Former congressman Robert Wexler
shares his knowledge with juniors in the Arab-Israeli Conflict class
regarding the Arab Peace Initiative and his recent trip to Israel.
He was recently appointed president of the Center for Middle East
Peace and Cooperation.
ders are a reasonable place to start
negotiation from the Arabs’ point
of view, but he thinks that Israel
should not return to those borders
because the Israeli demograph-
ics have changed drastically since
“The existence of the State of Isra-
el could not be achievable without
the IDF.”
Shamni spoke about how im-
portant Yom HaZikaron is to the
Israelis.
“For 24 hours the country looks
totally different,” he says.
After Shamni’s talk, students
participated in a question and an-
swer session. Questions addressed
a wide array of subjects from the
Goldstone Report to the withdraw-
al from Gaza.
Students were impressed and
grateful to hear such a high-rank-
AIPAC,” junior David Greenberg
said.
Strong messages were deliv-
ered by both leaders, particularly
in the wake of the disagreement
between the US and Israel over
settlements and building in Jerusa-
lem. While AIPAC officials want-
ed to downplay the controversy,
Clinton said when there are con-
flicts, the American administration
will make them public.
More than 1,300 students at-
tended, the largest delegation in
AIPAC’s history. The CESJDS
students were Greenberg, juniors
Dov Block, Arielle Eisen, and
sophomore Jordan Brandt
“It was really interesting to go
with my friends and see their per-
spectives and then compare them
with yours,” Brandt said.
Stoil has covered the Knesset
and internal Israeli security for
the Jerusalem Post and was also
the Web editor. Her main talking
points revolved around how lo-
cal politics and laws in the Knes-
set can affect the conflict and the
peace process. She also spoke
about her position as the only fe-
male combat medic in the army.
The classes asked to hear her per-
sonal stories, so they could learn
about life in Israel.
the
lion’s
tale
photo by Meryl Kravitz
1967. There are now many Israelis
living outside the 1967 borders.
He believes the Initiative does not
take that into account, which it
needs to do.
ing Israeli official and appreciated
his candid answers,
“I thought the general provided
great insight into the both the dip-
lomatic and military responsibili-
ties of the IDF. Unlike other speak-
ers we’ve had, I was impressed by
the depth with which he answered
our questions,” junior Jake Romm
said.
The 23-year IDF major gener-
al ended the discussion by thank-
ing the school and the students for
a wonderful opportunity “to create
more discussions between us.”
photo by Rebecca Rubin
waving hello Eighth-grader
Alexandra Lustig introduces
herself to her pen pals in Israel
through the organized Skype
meeting.
Jews are making the news at the JTA
by Adam Weinberger
In order to supplement a unit
about Jewish journalism, former
Jewish Telegraphic Agency (JTA)
Board Chairman and Board of Di-
rectors President Danny Krifcher
spoke to Jewish history teacher
Cynthia Peterman’s junior Jews in
the News class on Friday, March
19.
Krifcher talked about the role
of the Jewish press and the cur-
rent state of the JTA. He said that
the Jewish press traditionally has
and still does chronicle the Jew-
Singing to remember
by Abigail Birnbaum
On Sunday, April 18, the
Israeli Embassy organized a
Yom HaZikaron ceremony that
featured a performance by the
CESJDS A cappella choir.
The ceremony, which took
place at the B’nai Israel Congre-
gation, was in Hebrew.
The a cappella members
were the first non-Israeli partici-
pants in the ceremony since its
inception.
“I thought it was really cool
that we were selected to sing
there, because we’re the first
Americans to ever be invited to
that ceremony, and it was cool
to be the first group as Ameri-
Israeli medic in Haiti
by Arielle Panitch
On March 12, the Class of 2011
heard Dr. Mitchell Schwaber, in-
fectious disease specialist and
uncle of junior Danny Schwaber,
share his experiences in Haiti
working at the IDF Field Hospital
after the recent earthquake.
Schwaber, who works at the
Tel Aviv Sourasky Medical Center
and the Israel Ministry of Health,
showed a slideshow and several
videos.
“[The most challenging aspect
was] the mental switch between ci-
vilian medicine and disaster medi-
cine. It was hard not being able to
satisfy each patient,” he said.
Talking to sister school
by Arielle Schoenburg
On May 12, a group of 67
eighth-grade students were en-
gaged in a unique, technologically
advanced experience.
Thirty-two CESJDS eighth
graders gathered in the beit mi-
drash at 8 a.m. to Skype with a
class of 35 eighth graders from the
Hartuv Regional High School in
Mateh Yehudah, Israel.
The Skype call was part of
an ongoing project throughout
the school year between the two
schools. After the call connected
the Israeli students, led by their
teacher Noam, introduced them-
selves in English one by one.
Next the JDS students came up
ish community, defend Judaism,
inform the Jewish people and pro-
vide a Jewish perspective to the
world.
“I thought he did a very good
job of presenting and engaging us.
I was surprised by some of the in-
formation that was given like how
small the JTA is, but I thought it
was very interesting to hear about
how they have to so many free-
lance reporters all over the world,”
junior Evan Szymkowicz said.
Krifcher said that the JTA pro-
vides Jewish articles to over 100
print media outlets worldwide.
Sixty percent of the JTA’s income
June 8 , 2010
cans and to represent Ameri-
can Jews commemorating Yom
HaZikaron,” A cappella mem-
ber Brendan Pell (‘12) said.
The choir, which prepared
for two weeks before the cer-
emony, sang two songs: “Sh-
neinu Me’oto HaKfa”, and “Mi
SheChalam Lo.”
“It was wonderful to be part
of an observance for the Israeli
community,” Director of Ad-
missions Robin Shapiro said.
Shapiro helped publicize the
ceremony.
Both Pell and Shapiro agreed
that if given the opportunity,
JDS would participate again in
a similar observance.
The living conditions were not
easy; Schwaber had to use out-
houses, live in a tent and go with-
out electricity.
“As difficult as our living con-
ditions were, it was like a five-star
hotel compared to everything go-
ing on outside of camp,” Schwaber
said.
“It was an amazing experience
to hear from someone who had
taken action and gone to Haiti. A
lot of times you hear about these
[disasters], but here it seems more
tangible because we talked to
someone who is related to some-
one in our grade who actually
went there and was involved,” ju-
nior Amy Lieberman said.
to the camera one at a time to intro-
duce themselves. Five Israeli stu-
dents then read excerpts about ex-
periences in Jerusalem as either a
pilgrim or a tourist. Middle School
English teacher Kelly Enochson’s
class had two representatives pres-
ent a poem about Jerusalem in both
Hebrew and in English. Three stu-
dents from Jewish Text, Thought
and Practice teacher Rabbi Janet
Ozur Bass’ class presented a draw-
ing of the Western Wall. The stu-
dents in Mateh Yehudah presented
a class song.
Due to time restrictions the
program was cut short and both
classes joined together and sang
Hatikvah.
is donated, and it has a staff of
eight full time reporters with 75
additional contributors. These
contributors are part-time report-
ers for other publications.
Krifcher also posed a series of
discussion questions and hypo-
thetical scenarios involving Jew-
ish journalism, some of which
were based on his own experi-
ences. These included the dilema
of whether or not Jewish publica-
tions should print stories that may
reflect negatively upon the Jewish
people and how Jewish publica-
tions should balance accurate re-
porting and Jewish advocacy.

June 8, 2010
If you will it, it is no dream
by Briana Felsen
and Eitan Sayag
The 17th annual Zimriah competition as
part of JDS’ Yom HaAtzmaut celebration
took place on April 20. In honor of Theo-
dore Herzl’s 150th birthday, the theme of
this year’s Zimriah was “If you will it, it is
no dream.” All the songs were themed with
the idea of hoping for peace in Israel’s fu-
ture.
In the competition between the grades,
the victor was the freshman class, second
place went to the junior class and the sev-
enth grade won the banner competition.
The judges were Nancy Hamburger, for-
mer president and current board member of
the PTO as well as mother of two CESJDS
graduates; Caroline Mendelsohn, a JDS
graduate of the Class of 2009, who currently
lives and works in Israel; Galit Baram, who
is the Counselor of Public and Academic Af-
fairs for the Israeli Embassy and Josh Lip-
sky, a JDS alumnus (‘04). Director of Judaic
photo by Ilana Braier
just like a waving flag Sophomore An-
rew Yanovski inroduces his grade at Zim-
riah as an Israeli soldier. The sophomore
class were the defending chapions, but the
winners of Zimriah were the freshmen.
the
lion’s Israel 13
tale
Studies Michael Kay sat in as a non-voting
judge and observer to make sure the judges
knew what was going on and to make sure
that the judging of the competition was fair.
“We tried very hard to make sure the
judges were prepared, I still don’t think they
were fully prepared for what they were go-
ing to see,” Hebrew teacher Yaffa Dagony
said.
The ceremony started out with a creative
introduction to what the competition would
entail. Jewish History and Arabic teacher
Dodie Goldstein and Academic Dean Dr.
David Solomon posed as judges in a mock
American Idol. They were judging the Ara-
bic II class, consisting of sophomores and
juniors. The class performed the song, “Sha- photo by David Herman
lom Aleichem,” which was a song half in yom kvar ba Freshmen Michael Paretzky, Danielle Masica, Michael Gould and Julia
Hebrew and half in Arabic to symbolize the Schwalb dance their class to first place. Their song, “Yom Yavo,” was about trying to
unity of the people of Israel. The class also bring people together and bridge differences between groups.
prepared a skit in Arabic and a banner that
was presented to the school. After the skit Zimriah champions, the Class of 2013, They showed up in their splatter-painted
and introduction, each grade had a chance offered a very spirited rendition of “Yom coexist shirts. The grade really took this
to perform their prepared song. Yavo” for their first year in high school. theme to heart being one of the only grades
First time Zimriah participants, the sev- They performed a skit about the contentious to decorate their hallway. Their hallway was
enth grade, came ready to perform when issue of Jacob vs. Edward from the hit mov- a replica of the old city of Jerusalem bring-
they showed up with their award-winning ie and book Twilight. Though the skit was a ing together the Arabs and Jews of Jerusa-
banner, and fresh rendition of “Noladiti bit off topic from the day’s theme, they truly lem. By doing this they attempted to portray
L’shalom.” shined with their tye-dyed shirts and their coexisting within a community that has had
Coming from last year’s second place spirit from their hand motions to their facial trouble getting along in the past.
upset, the eighth grade strutted their stuff expressions. They knew what they wanted “We have a lot to learn from this year and
in front of the school when they let their and they didn’t bring anything short of win- hopefully our last Zimriah will be the best,”
inner Snookis and Tyras loose during their ning. sophomore Rebecca Fradkin said.
skit and their loud and spirited version of “This year every single person sang and With their last Zimriah, the Class of 2011
“Hineh Ba Hashalom.” The grade was uni- contributed in some way. People stepped up really raised the bar with their simple yet
fied with their pre-ordered matching shirts as leaders to help organize and unify our cohesive shirts and their comical and well
with doves to symbolize peace for Israel. grade,” freshman Ariel Lanes said. thought out skit. Skit writer, director and
“I think our skit was pretty good. May- Last year’s defending champions, the producer Rebecca Siegel made sure her
Class of 2012 got the grade together dur- grade’s reputation for humorous skits was
be it should’ve gone on longer and the ac-
ing the skit in which the grade had a role. upheld. Stepping out of the box, the grade
tors could’ve been a little bit louder but
Though the class is small in numbers they performed the Subliminal rap “Tikvah,” let-
the whole Snooki and America’s Next Top
made up for it with spirit and dedication ting student début their talent of rapping in
Model fight was pretty good, I thought,”
while singing “HaShanah Ainshallah”. front of the whole school.
eighth-grader Hannah Halpern said.
 the
14 Israel lion’s June 8, 2010
tale

Israelis making the switch Celebrating Yom HaAtzmaut,

by Elana Leone
and Arielle Panitch
What many teens would find challeng-
ing, children of Israeli Embassy officials
go through constantly. Every spring, CES-
JDS says goodbye to Israeli students and
every fall welcomes new ones. They make
friends, adjust to a new school and become
immersed in a foreign culture.
For junior Shai Joseph, who has lived in
Israel, Russia, Singapore and now the U.S.,
the transition is never easy but always re-
warding.
One of the hardest aspects of moving for
Joseph is saying good-bye to friends. How-
ever, she has found ways to maintain close
contact.
“With the technology today: Facebook,
Google Chat and cell phones, it is so easy to
stay in touch,” Joseph said.
Joseph values her education at JDS.
It has helped her with her transition into
American life. By not being in an ESOL
class she learned English quickly. Although
her Hebrew vocabulary and grammar did
not improve, she was surprised to find that
the English program at JDS helped improve
her writing in Hebrew as well.
“It is a very welcoming community and
it’s good to know that everyone supports Is-
rael,” Joseph said.
Overall, Joseph enjoys the experience of
Commemorating fallen heroes
Seventh grader Ma’yan Meron and eighth graders Rotem Drory, Rotem
a solemn day
Shoshani and Shachar Rubin set the tone for Yom HaZikaron. This year the Israeli
students in the middle school conducted and presented the assembly to the school.
being an “embassy kid.” She loves experi-
encing a different culture and meeting many
new people.
“It’s a great opportunity that I’m lucky
and glad to have…[I] enjoy not doing stuff
the regular way,” said Joseph.
Freshman David Issacharoff moved back
to Israel this past summer. Prior to his re-
turn, Issacharoff spent four years at JDS.
“I didn’t want to [move to America] at
first, I had my friends and I was connected,
but once I was in America it wasn’t so bad,”
Issacharoff said.
The Israeli Hebrew class helped Issacha-
roff transition into American life. It gave
him a chance maintain his Hebrew; it also
provided a group of peers going through
similar circumstances.
For Issacharoff, one of the most interest-
ing things about being an embassy kid is the
involvement in politics.
“It’s interesting to watch the Israeli-
American relationship in action and see
how diplomacy really works” said Issacha-
roff. As an “embassy kid,” Issacharoff has
had the opportunity to meet several foreign
dignitaries and leaders.
It is always difficult to transition from
one country to another especially when they
are, so culturally diverse, such as America
and Israel. For Joseph and Issacharoff, be-
ing an “embassy kid” is a rewarding experi-
ence, however, Israel is always truly home.
photo by Rebecca Rubin
learning about Israel
photo by David Herman
a learning experience Above, from
left, Mathew Wolff (’10), Nathan-
iel Azhadam (’11) and Henry Baron
(’10) participate in an Israeli dance
photo by Shira Singelenberg
workshop. Right, Juniors Ariella
Eisen and Miriam Thorne lead a Yom HaAztmaut workshop in a model Bedouin tent.
Midde school and high school students who did lead workshops chose three hour-long
presentations that they wanted to attend during the morning.
In the end, there were some workshops
by Naomi Brooks composed by Club Israel but juniors volun-
teered most programs. A major part of Club
On Yom HaAtzmaut sophomore Nicole
Israel was to make Yom HaAtzmaut more
Nabatkhorian was sitting in a mock Bedouin
about Israeli independence rather than Zim-
tent eating traditional Bedouin snacks. “As
a group we talked about current issues the
Bedouin people and the Israeli government
riah.
Club Israel, which consisted of a group
of juniors, the Hebrew Department and Ai-
are dealing with right now,” said Nabatkho-
leen Goldstein developed the program to
rian, “This time we actually learned about
achieve this goal.
Israel, which I thought was missing from
“The middle School program was much
past years.”
more interactive and activity-based,” junior
Before this year the Yom HaAtzmaut
Miriam Duffy said. “The program for the
celebration was only the Zimriah celebra-
High School was in some ways the same,
tion. This year, Club Israel and the junior
but more innovative and interactive.”
class planned workshops and programs to
As for Yom HaAtzmaut 2011, junior Ka-
expand Israel education with in the student
tie Marmon hoped that the Class of 2012
body.
would continue the new tradition.
In addition to the Bedouin tent workshop,
“Hopefully the high school program can
there were workshops, which discussed
be more involved,” referring to the talent
women’s rights, Jewish identity and minori-
show. “The talent show should open up for
ties in Israel. There were also more activity-
more talents and maybe the Class of 2013
based workshops, such as Israeli dancing
will be involved in preparation for their ju-
and a simulation of Tzahal boot camp.
nior year,” Marmon said.
During the months leading up to Yom
Both Marmon and Duffy agree that this
HaAtzmaut, juniors could propose work-
year’s program was a nice way to expand on
shops; some of the students had it as an as-
Israeli culture education at school.
signment in their Modern Israel course.

choir singing “Anachnu Shneinu” by Naomi

by Gabriella Mendick
On April 4, an assembly was held in the
theater to observe Yom HaZikaron, Israeli
Memorial Day. In addition, throughout the
day Judaic Studies teachers incorporated
themes related to Yom HaZikaron into their
lesson plans.
The school was adorned appropriately
for the occasion. Numerous photographs of
fallen soldiers were displayed in the main
entrance of the school.
“When I saw the faces of all the people
who have died for the country of Israel, I
wasn’t seeing faces of ordinary people. I
was seeing the faces of heroes,” freshman
Noa Levin said.
Hebrew teachers Yaffa Dagony and Sha-
ron Khen coordinated the assembly. Identi-
cal assemblies were held for the middle and
high school respectively. Khen’s middle
school Hebrew class, all whom were Israeli,
participated and planned the assembly.
“There was something very authentic,”
Khen said about having a class composed
of only Israelis. She believes that Americans
can relate to the experiences and emotions
connected with Yom HaZikaron, but only
the Israeli students have lived it.
The ceremony began with the a cappella
Shemer. The song is about two friends who
grew up in the same village and one’s sub-
sequent death in war. Shemer’s composition
set the somber mood for the remainder of
the ceremony.
There was also a slide show that demon-
strated how Yom HaZikaron is observed in
Israel today. In Israel a moment of silence
is observed. A siren goes off and the whole
population stops what they are doing. In or-
der for the school to have a sense of how
this time is marked in Israel, a siren was
sounded during the assembly for a moment
of silence.
Eighth-grader Noa Laks sang the Hebrew
song, “A Million Stars,” which is about a
girl whose brother died in war. Later in the
ceremony, Laks, Noam Drory and Shachar
Rubin, two other eighth graders, performed
an interpretive dance that expressed the con-
flicting emotions at the funeral of a loved
one.
“We wanted to tell a story with no words.
We wanted it to be so powerful, and we
thought that it was beyond words,” Khen
said.
“Our goal was to have people touched, to
photo by Evan Szymkowicz
have people moved,” Khen said. According happy birthday herzl Juniors Adam Goldfarb and David Greenberg joke around at
to Khen, feedback from the school commu- the Yom Ha’atzmaut opening assembly to get everybody in the mood for a day of cel-
nity indicated that the goal was achieved. ebration. The assembly included a performance by the school A capella choir.

June 8, 2010
Riley hired as new Athletic
Director in place of Rose
by David Weinberg ence (PVAC) events.
“It has been an honor and a
pleasure to serve so many wonder-
Jeff Rose has decided to leave
ful students and share their suc-
JDS to become President of the
cesses. Their team spirit and good
National Health and Exercise Sci-
sportsmanship are admirable qual-
ence Association and Vice Presi-
ities, and they have worked very
dent of the Maryland State Ath-
hard in both practice and competi-
letic Directors Association.
tions to do the very best they could
He has helped the school to
do. These students have enriched
have certified, better trained
my life, and I am thankful to the
coaches and passionate and better
community for the opportunity to
trained athletes.
serve them.” Rose said.
During his tenure, the list of
In order to fill the opening cre-
sports offerings expanded, a sports
ated by the departure of Mr. Rose,
medicine program was introduced,
Michael J. Riley has been appoint-
and JDS athletes won 48 Champi-
ed Director of Athletics. He will
onship Banners and Honors at the
be arriving June 14.
Potomac Valley Athletic Confer-
BVV takes a hit and a spike
by Zachary Wexler In order to help and develop
the boys varsity team, varsity
girls sometimes practiced with the
Boys varsity volleyball had a
boys.
difficult season.
Dudash said, “Since it was a
They made it to the playoffs
small, young team, I felt it was
with a record of 0-11. They were
necessary to bring as many people
defeated by Edmond Burke in the
with experience and knowledge of
quarterfinals.
the game. The girls brought some
They were coached by three
extra advice and expertise to the
year veteran, Lower School physi-
boys which assisted me in coach-
cal education teacher, Patrick Du-
ing.”
dash.
According to Dudash, “We
Last year, there wasn’t a boys
[boys varsity] could have won a
varsity team because there was a
few matches, so I don’t think our
loss of interest; this year the team
record truly reflected their ability.
was made up of eighth graders.
These boys were also hard-work-
Girls tennis: a smash hit
It takes hard work, long hours
by Josh Singer on the court, and a strong sense of
Going undefeated is not an easy community and friendship within
thing to do. the team.
The Girls Varsity Ten-
nis team has managed to
beat the strongest com-
petition in the PVAC and
hopes to hold the number
one spot going into the
tournament.
“In the past, WIS
[Washington International
School] has been our main
competition and last year
we lost to them, but this
year we beat them,” junior
Danielle Clemons said.
Clemons knows exactly
how tough it is to get this
far without a single loss.
“Usually the guys’ team
is better, but this year we
have a really strong team
and we have the better re-
cord,” Clemons said.
“We’re a lot more com-
petitive than we were last
year, but I think that ev-
eryone really enjoys play-
ing together and there’s a
lot of comradery. I think
it may be one of the more
close teams in the school”
continued Clemons.
by Evan Szymkowicz
Strong senses of
hit it up Hannah Becker (‘13) hits a serve
friendship and leadership
to her opponent the championships.
the
lion’s
tale
During his more than 30 years
with MCPS, Riley served as the
Athletic Director for Clarksburg
and Poolesville High Schools
and as Acting Athletic Director
for Richard Montgomery High
School. He has also coached bas-
ketball, track and assisted in foot-
ball.
Mr. Riley has won several
awards, including the U.S. La-
crosse Association Unsung Hero
Award, the Poolesville Com-
munity Service Award, and the
Maryland State Athletic Direc-
tors Association District II Ath-
letic Director of the Year Award.
ing and resilient.”
“The girls really helped us
train and develop as a team. They
brought the experience and exper-
tise that we need in order to be a
successful team in the future. In
addition, we also bonded well and
the team chemistry was superb,”
eighth-grader Jacob Borenstein
said.
The team’s most challenging
opponent was Paul VI Catholic
High School’s team.
“They have been the cham-
pions for the past two seasons
and have always been difficult to
play.” Dudash said.
are important to the success of the
team.
“Galit’s a very good leader.
She’s extremely vocal and she’s
very good at controlling situa-
tions and just a great captain,” said
Coach Ray Istas about team cap-
tain Galit Krifcher.
The team’s chemistry and
friendship on and off the court was
going to be the deciding factor in
how far they go in the tournament
approaching shortly.
“All of the players know where
they stand on the team and that
certainly helps them feel a little bit
more comfortable when it comes
to playing in matches,” Istas said.
With everyone’s role set, the
court cleaned of all leaves and
rocks, the tennis balls fresh out of
their container, the Girls Varsity
Tennis team looks on with opti-
mism as they moved toward the
tournament.
After a long season, the cham-
pionship tournament would be a
test of how they had grown and
what they had learned.
As a whole, the team was suc-
cessful in winning the champion-
ships and having an undefeated
season.
“It was nice to win together
because we had become so close
over the year. Everyone played so
well.” junior Abigail Litman said.
Sports
Golf places well
by Alex Tritell
It was another successful sea-
son for the Varsity Golf Team. The
CESJDS golfers placed third at the
PVAC championship tournament
and second in the regular season.
Math teacher Dominic Lee was the
main coach this year and stepped
up the program from past years.
The team practiced two or three
times a week at the driving range
and a few times on an actual golf
course.
Coach Lee, who said he always
had wanted to coach, thought that
his past experience as a competi-
tive player at the high school and
collegiate level could really help
the kids advance as players. Ac-
cording to Lee, his favorite part
of coaching was, “seeing the kids
develop and spending some time
with them outside of school.”
Three of the team’s six mem-
bers will be graduating next ye Ju-
nior Solly Shapiro said than next
Boys tennis wins big
power shot Sophomore Jonathan Kader swings back his arm as the
ball comes towards him.
by Josh Singer
After a powerful cheer of, “Go
tennis!” the boys varsity tennis ath-
letes are ready to go. With junior
Neville Brodie and sophomore
Jonathan Kader acting as captains,
the team is confident they will be
as successful as last season.
Although the team suffered the
devastating loss of four powerful
seniors last year, the team, includ-
ing Coach Ray Istas, is confident
that they will be able to meet the
same level of competition as they
did last year.
There are 10 players on the
team this year, many of whom
were non-starters last season.
“We lost a lot of boys from last
year, but we’ve had a lot of the
younger guys pick up the slack,”
said Coach Istas.
“All of our starters graduated
[last year] and we had a lot of
players step up. All but two of our
starters last year graduated and
those two have really shown good
15
year, “We will have a very young
team, but one that has potential,
especially with kids like Ben Li-
eberman, a seventh grader who
had a great season, and other up-
coming players.”
The team is looking for im-
provement and more time to prac-
tice in the future.
Shapiro, the number two spot,
played every match with fellow
classmate junior Josh Lerner, the
number one spot on the team.
Shapiro said that the experience
was “competitive, but during our
matches I always say jokes to
brighten the mood and make it a
more enjoyable time.”
Lerner, who has been playing
golf his whole life, was chosen
along with Lieberman as a PVAC
All Conference Selection.
“As an experienced golfer, the
JDS team gave me the experience
for out of school tournament play,
and a fun yet serious atmosphere
to play,” Lerner said.
by Evan Szymkowicz
leadership so far.”
Both Brodie and Kader have
stepped up as captains and it
shows. The boys only lost one
game this season.
A normal practice for the team
consisted of stretching, several
skill-based drills and at the end,
the team usually ends with inter-
squad scrimmage matches.
“We typically do a few chal-
lenge matches during practice,
just to see how we would do in a
game-type situation,” freshman
Ben Steren said.
“We’re not as powerful as we
were last year, but we’re still mak-
ing up for it and have really come
out hard this season.”
As the PVAC tournament crept
closer and closer, every athlete on
the team was working harder and
harder to ensure a win. This plight
was successful.
“It was remarkable that the
team chemistry developed so well
throughout the season. It helped us
become a championship winning
team,” said junior Andrew Siegel.
 S S
June 8, 2010 the
lion’s
16
tale

Bases loaded for leadership roles on BVB
by Jonathan Kader
The Boys Varsity Baseball team started
their season very strong, mercy ruling three
opponents, but as the season progressed the
games got harder, and they ended losing in
the semifinals of the championship.
The BVB team ended the regular season
with only two losses, making them the third
seed in the tournament.
Before playing the Field School, the
BVB team won all the games with the mer-
cy rule. They beat Sandy Spring Friends
School 11-1, Hebrew Academy 14-0, and
Grace Brethren 26-1.
This year, the BVB team introduced a
new cheer adopted from the Nebraska foot-
ball team that has really helped the team
play better.
“We have a short prayer that we like to
announce before each game. I think it in-
timidates the other team when they hear us
yelling and screaming about how good we
are. Our wonderful captains have brought
this to us, and I have been privileged to be
able to lead the cheer before each game,”
sophomore Max Ungar said.
Because the BVB team won with games
with ease, it gave opportunities to other
port
people on the team.
“Since we mercy-ruled three of our op-
ponents, the coach has let other people who
would not usually play, play. Not everyone
has started, but everyone has gotten to play
this year,” freshman Michael Paretzky said.
This year, physical education teacher
Stephen Forestieri started as the head
coach, but due to personal reasons he has
been away from school.
Athletic Administrator Jeff Rose then
became the head coach of the team.
“It’s an interesting experience to have a
coach switch in the middle of the season.
We have to put a lot of responsibility on
ourselves to lead the team with Mr. Rose.
This course doesn’t take anything away
from our great coaches,” Ungar said. “I
think it’s hard for the team to have Mr. For-
estieri not here. Having said that, I don’t
think we are playing worse, though.”
Rose feels that there is almost no change
in coaching for the team.
“I don’t think it is hard for the team in
this situation because  both Mr. Forest-
ieri and I have very similar philosophies
to coaching baseball and developing high
school student athletes,” Rose said.
“We have coached together for six years cohesive unit and that’s what we need to
at CESJDS in which I was the head coach win,” Junior David Greenberg said.
for four of them,” Rose said. “Coach Fores-
tieri and I have always worked to-
gether so whether he assumed the
head coach role or I, the end re-
sult and philosophy are the same.
Based on our history coaching
together, we have three PVAC
championship banners.”
Student leadership on the team
has also greatly helped the team’s
success.
“I am really impressed with
the junior class leadership as well
as our sophomores. They have re-
ally stepped up with off-season
training throughout the year. It
has been a really rewarding expe-
rience for the younger group hav-
ing these leaders,” Rose said.
The juniors also agree and feel
that the team is becoming closer
because of good leadership.
“I like being a mentor role and
being able to help other guys out. by David Herman
I feel the team is doing really well pitcher perfect Sophomore Max Ungar pitches
and we are coming together as a during a home game. Ungar is one of the few
sophomores that pitch.

Track leaps forward MS swings for the fences

by Jacob Dorn
School having just ended for the
day, boys and girls begin to circle the
building, intent on their purpose.
The rain has left the ground slight- run, or breaking times. Running with
ly damp, yet they proceed undeterred.
What could be going on? The track
team is beginning to practice.
The roughly 70-member team is
organized by Azuree Catledge, the
sprinting coach, and Jason Belinkie,
the head coach, whose focus is dis-
tance runners.
The team practices Monday
through Thursday after school, except
when there is thunder or lightning.
Those practices begin with a warm-
up of two laps around the school.
Then the team’s captains lead stretch-
junior Greg Wiess, sophomore Jamie
Strassman, junior Rahel Fainchtein,
junior Orly Farber, and junior Olivia
Tomares.
“For me personally, the best part
of track is “getting better every time I
my friends, even,” Baron said.
“I’d have to say that my favor-
ite thing is probably just being with
friends and… playing a sport,” Farber
said.
The team’s future looks quite good.
The majority of the team is in ninth
grade or below.
“We have a lot of young runners
that have been running in some of
our meets, and I’m hopeful that we’re
going to do very well in a couple of
weeks at championships,” Belinkie
said.
by Michael Paretzky
The Boys Middle School Baseball team had
a strong 7-3 record. However, the Girls Middle
School Softball team was plagued by injuries
and did not fare as well, finishing 1-7.
The GMS team lost all three of its top start-
ing pitchers for various injuries. Two of the
pitchers, including team captain Kivah Zola,
were injured.
“They are positive and upbeat. We try to
keep it positive in light of all the injuries,”
GMS Coach Nicholas Rich said.
According to Zola, the reason why the team
is able to stay upbeat is due to the fact that ev-
eryone is so supportive of each other.
“When someone messes up everyone en-
courages them and picks them up off the
ground,” Zola said.
Despite Zola’s injury, she is still showing a
strong commitment to the team, according to
the team captain Laynee Lichtenstein.
“She still comes to the games and we all
try to support her even though she can’t play,”
Lichtenstein said.
Despite a solid regular season, the BMB
team lost in the in championships.
“Overall we came out to play every game,
every practice, and put in 100%. The outcome
wasn’t ideal. But at the end of the day every
kid worked their hardest and did the best they
could,” BMB Coach Brian Westerman said.
“I think we were a pretty solid team until the
last game of championships. It wasn’t our best,
but we tried hard throughout the year to play
our best and win the most games we could,”
eighth grader Ayal Subar said.
Additional reporting by Jonathan Kader

GVS returns to play hard ball

ing before one of two possibilities.
Most often, the team’s sprinters
work out near the
school, while dis-
tance runners go off- strengths and we improved as individuals and as a
campus. by Jonathan Block team we all realized winning wasn’t so far out of
“Sometimes the question and pushed ourselves to win,” Felsen
[Coach Belinkie] After a year’s absence of a team, the Girls Var- said.
makes us do ten by sity Softball team has returned with high spirits. “At the beginning of the season, I think the
400s [ten laps around The school received several complaints from team was just happy to actually have a team, but
the school, with a girls who wanted a softball team and were upset we weren't quite expecting to go all that far, but
two minute break be- with the sport being cut out of CESJDS’ athletics as we improved, the team definitely gained con-
tween laps],” sprinter last year. fidence and we became a stronger team,” sopho-
Aviva Weinstein said. First-year Coach Jay Matula took upon himself more Stephanie Liss said.
“But sometimes he the task of fielding a team and raising interest in The Lions went into the playoffs as the under-
cuts it down.” the sport in order to recruit enough girls to play. dogs playing the Grace Brethren Eagles, but came
Those times, the “I was really glad that there was a team this away with the win. They then lost in the sec-
team plays games year because I really enjoy playing softball, and I ond round against the undefeated Sandy Spring
instead of running, play it out of school,” sophomore Briana Felsem Friends School.
keeping their routine said. Despite the Lions’ early exit, 3 players made
fresh. “I got the chance to play softball with class- PVAC all-star teams.
The team is led not mates and bond through sports with people I Freshman Molly Schneider made the First
only by their coaches, might not otherwise be friends with,” Felsen, one team All-Conference and Felsen made the Second
but by a wide range of of two team captains,said. team All-Conference along with eighth-grader
captains, sophomore At the beginning of the season, the girls were Becky Geller.
Alex Tritell, junior by David Herman focused on just having a team, but they soon be- The players are confident about the future of
Josh Dalva, sopho- jump, jump around Sophomore Alexander Burger came more competitive. the team. “In the next couple of years we will con-
more Henry Baron, jumps over a hurdle during a track meet. “But as the season progressed we realized our tinue to grow and improve as a team,” Liss said.