Volume 30 Issue 5

Three Presidents of the United States. Six iPhone models. September 11. Twelve seasons of “American Idol.” Eighteen gold medals for Michael Phelps.

13 years. 90 students. 0 more days.

lion’stale

the

charles e. smith jewish day school 11710 hunters lane, rockville, maryland

monday, february 25, 2013vol. 30 issue 5

Congratulations to the Class of 2013!See pages 6, 14, 16 and the graduation insert for stories on graduates.

photo provided by Freed Photography

02 • the lion’s tale • opinion

lion’s talethe

print editorseditors-in-chief •

ari charnoff, dore feithmanaging •

stu krantz copy •

aaron boxerman, dina rabinovitz design •

jeremy etelson, jonathan reemnews •

malka himelhoch, nina simpkinschadashot •

matthew foldi, shira ungar features •

alison kraner, yael krifcherentertainment •

eitan snyder, hannah wexlerin depth •

maddie dworkin, haley lerner sports •

brian schonfeld, jesse zwebengraphic •r’ay fodor

photo •david kulp

social media •yosi vogelbusiness •

alec schrager, allie wiener

senior reporters kobi fodor • matt halpern

gefen kabik • danny waksman

reportersmijal altmann • robbie belson

michael berkowitz • cole cooper

isaac dubrawsky • emma hofman

sj hyman • yonah hyman

hannah nechin • gaby pilarski

steven reichel • uri schwartz

jonah shrock • carol silber

photographerssamantha berman • daniel brandsdorfer

noa dahan • hadas elazar-mittelman

hannah josovitz • talya kravitz

joshua lempert • jonathan silverman

staff adviserclaire burke

adviser emeritasusan zuckerman

The Lion’s Tale Editorial and Ethics Policy

As the student newspaper of the Charles E. Smith Jewish Day School, The Lion’s Tale is a forum for student opinion and expression. All content is

determined by students. 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.

Signed columns reflect the opinion of the writer; staff editorials reflect the opinion of the majority of The Lion’s Tale editorial board. The Lion’s Tale staff

welcomes letters to the editor and guest columns, all of which must be signed. The staff reserves the right to refuse any material and may edit letters or

columns for length, clarity, libel, obscenity and/or disruptiveness.

Submissions may be emailed to [email protected], mailed to The Lion’s Tale, or brought to room 328.

The Lion’s Tale is funded by The Simon Hirshman Endowment for the Upper School Newspaper and The Kuttner-Levenson Endowment for the Upper

School Cultural Arts and Student Publications, and community advertisement. The Lion’s Tale reserves the right to refuse advertisement for any reason.

The staff will adhere to the ethics policies of The Society of Professional Jour-nalists and the National Scholastic Press Association. The adviser will be held

to the Journalism Education Association’s Adviser Code of Ethics.

web editorseditors-in-chief •

alexander flum, jeremy kaplancopy •

cole aronson, jonathan orbachsection editors •

evan kravitz, matt litman & adina pollak

The efficacy of advocacyDomestic Violence Awareness

Week. A gun control petition. Fundraising efforts to help the victims of both child-hood cancer and the Sandy Hook shooting. An auction to raise money for the victims of Hurricane Sandy. A campaign to extend lunch hour to at least a half hour. And that’s just the past couple months.

Student activism has been an import-ant part of student life at CESJDS at least since some se-niors made t-shirts that said “Free Goober” to protest one of their classmates being put in deten-tion. An im-portant part of each student’s JDS education is the study of Jewish values such as tikkun olam, Hebrew for “repairing the world,” and tzedakah which is Hebrew for “righteousness” but which also connotes chari-ty. In suburban Washington, where the hard-ships of poverty and violent

conflict seem distant, our Jewish values teach us that there

are always others who need our help. The school does an excellent job of continuing to teach us the virtue of charity, par-

ticularly during the eighth grade b’nai mitzvah project,

in which students allocate funds to student-nominated charities.

Even with our Juda-ism-inspired good inten-tions – in some cases, es-pecially with them – it can be difficult to decide for which causes it is worth being active. Some causes are indisputably

noble, such as raising money for the Sandy Hook shooting

victims’ families and working to find cancer cures. Efforts regarding some causes, however, while they are generally approached with good intentions, can yield adverse results. Gun control is a good example: all agree that gun violence should be reduced, but there is little consensus regarding how to do so or whether existing measures have been effective.

The general point goes beyond any single cause. Good intentions are important, but most people have them. As our seniors depart to the world of college – where they will encounter causes of

unques-tionable and ambigu-ous nobility – we suggest that our fellow students not only think about the Jewish values that cause them to try to do good, but also to think critically about the results their well-intentioned actions will have.

It is no coinci-dence that the root of the word tzedakah is tzedek, the Hebrew word for “justice.” Just as justice re-quires dispassionate scrutiny together with

earnest pursuit, so too do attempts at tzedakah, which also require not only strong belief in the cause, but also sober assessments of the potential effects of action. Without this reflection, the whole process becomes meaningless, since the goal of our school is to create people who not just mean well, but do good.

lion’s talethe .org

For more tales from the lion’s den, visit:

07NEWS Activism works

08INDEPTH Learning styles and A.D.H.D. SPORTS 16 Previewing spring sports

FEATURES 14 Rules of babysitting

ENTERTAINMENT 11 Jack Gruber: “Piano Man”04CHADASHOT The Orthodox minority

opinion • the lion’s tale • 03

Dress code problems

Reforming fan free throw behavior

The students at CESJDS share many common traits: heritage, com-munity and religion. But how does one stand out among a crowd in which so many as-pects are the same? One way is through self-expression. Each individual has their own way of expressing themselves, whether it’s through music, art, academics or intellec-tual debates. Personally, we express ourselves through the clothes that we wear. We not only wear what we do to make a fashion statement, but to separate ourselves from the crowd. At JDS it is so easy to fall into the current of your peers because we are such a tight-knit community with a small population.

Since self-expression is such a valued characteristic for many adolescents, the limitations of the school dress code poses a problem. The rules of the dress code irk us, not because we want to dress

provocatively, but because we want to dress differently. We understand and respect the school’s decision that it should be a rule to dress modest-ly, but one can be equally as modest while showing your shoulders, or the

space between your mid-thigh to your knee. The way in which we are allowed to express ourselves should not be diminished due to arbitrary rules and regulations.

What if an artist was told that he was no longer allowed to doodle in class because it was distracting the student sitting next to him? Although this example and the one we are presenting are different acts, they share a common idea. The students who attend JDS who have a “passion for fashion” are being told that they are supposed to moderate their clothing choice due to the fact that it may distract the learning of neighbor-ing classmates.

It should be the student’s choice whether or not he wants to wear long pants or shorts during the springtime. The individual should have the right to decide how he wants to be viewed by those around him, not how the admin-istration wants him to be viewed. Even though JDS is a private institution, isn’t one of its core values finding out who you are? JDS is a pluralistic school meaning it isn’t affiliated with one type of Judaism and as such you should be able to dress based on whatever type of Jew you associate yourself as being. JDS should advocate free will, which is why there should be no more dress code.

by annie rodney and rachel steren freshmen

I’ve been an avid Baltimore Ravens fan all my life, and after coming so close for many years, my team finally made it to the “Big Game.” Super Bowl XLVII was in full swing in New Orleans. I’ve heard numerous stories about New Orleans, but everyone has always told me that I’ve got to experience it firsthand. This was my chance.

When I got to New Orleans, I realized that the party had already started without me. People were yelling and screaming. Trying, but failing to hide their excitement for the game. Since I was wearing a Ravens hat, inebriated Ravens fans came up to me and enthusiastically said, “Duuude! Gimme some, maaan,” or “Yeah!!! Let’s go baby, let’s go!” I got high-fived so many times that my hand just stayed in a stationary high-five position wherever I walked around.

But after experiencing what New Orleans was like during the day, my dad and I wanted to see what it was like at night. We chose to go to Bourbon Street, and what a bad idea that was.

As soon as we arrived, we saw a street jam-packed with people. Mardi Gras beads were raining down on me from all different angles, even hitting my head a couple

times. I wished I had a helmet. People shook me, pushed me and knocked me around, trying to get into any bar or club they could find. There was even a dance battle in the middle of the street.

To be honest, I felt like I didn’t belong, like I was not supposed to be there. Here I was in this supposedly great and fun city, but everyone was just partying. I questioned myself. Should we have come? Should I have come? Maybe my brother, who is 21, should have come instead of me, at least he could have had some fun. What’s the point?

Then I remembered, I was here for the Super Bowl. Oh yeah! It’s only the biggest and most important game of the year! I had a chance to watch my team win it all, first hand. It was the day I had been waiting for all season. And once I got to the stadium where the game was being played, I felt a lot better. I felt like I finally belonged there.

At the end of the game, after the Ravens had won, the confetti had fallen, the players had celebrated and I had gone back to my hotel room, I felt that, as crazy as it may seem, I was a part of that win. I was one of the many factors that enabled the Baltimore Ravens to win the Super Bowl. And for that, I was glad that I made the trip to the Super Bowl and to New Orleans.

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by matt litmanweb section editor

In his remarks at this year’s graduation, David Smith quoted Mary Schmich’s famous “sunscreen” graduation speech. The speech touches on the tendency to fantasize about old times, to mistakenly insist that in the past, “children respected their elders.” It’s my 10th year at the school and I try not to view the past with rosy glasses, but I have observed a decline in the respect of our students in one very specific regard: the relatively new practice of being loud and obnoxious while opposing basketball teams shoot free throws.

Of course, scream-ing during foul shots is an important and fun feature of professional and even college-level basketball. But the behavior of paying fans

in 20,000-seat stadiums shouldn’t always inform our PVAC traditions. Our private school gyms are small enough that we can hear individual variances in pitch and volume, and what may feel like raucous school spirit from the midst of the behind-the-basket bleachers

can sound mean-spirited from just across the court.

I understand that it’s a hard sell to convince our fan base to be less spirited, and if this really is a league-wide change in tradition, so be it. In that case, though, let’s be classy about it. Let’s make as much exciting noise as we

can throughout the game, but refrain from contribut-ing that extra scream just as the ball leaves the opposing free throw shooter’s hands. Our wins will be that much sweeter if our “sixth man” plays with just as much sportsmanship as our players on the court.

by reuben silbermanmath teacher, lions fan

Fans go wild during the boys varsity basketball team’s game against He-brew Academy on Dec. 18. Fans often make noise during free throws hoping to distract the opposing team’s shooter.

photo by Hannah Becker

04 • the lion’s tale • chadashot

Junior Barak Bader wakes up and goes to school at 7:30 a.m. He talks to his friends about football, girls and television until the first bell rings. As he walks to minyan, he begins an intense Talmudic discus-sion with one of the other students in his minyan. When the second bell rings, marking the beginning of the school day, Bader finishes his debate and begins to pray. He wraps himself with tefillin, begins to focus on his Judaism and starts praying as one soul in a minyan.

Bader does not mind being in the Orthodox minority at CESJDS. Rather, he enjoys it and feels like it makes him special.

“Well, the thing about JDS that I love is that it is so open [and] non-denominational,” Bader wrote in an email. “I like feeling the most religious and the least at the same time, it reminds me of God. He is all powerful and yet He has time to listen to a small Jew with a prayer.”

Freshman Alysse Weinberg, who is more secular than some of her friends, does not mind having a few Orthodox peers. However, when planning social events, she runs into the occasional conflict.

“If [we are] going to the mall then we’ll wait until Sunday,” Wein-berg wrote in an email. “But, if it is something that can only be done in the afternoon on Saturday, then [my orthodox friends] do feel left out.”

Weinberg feels bad for people who are strongly encouraged by their parents to be Orthodox but endorses the idea if it is genuine. Weinberg herself would not want to be more religious but feels like she would want to join a closer Jewish commu-nity.

“I wish I went to Beth Sholom [a modern orthodox synogogue,] in-stead of a Conservative synagogue,” Weinberg wrote.

JDS has a wide range of min-yans, with a lot of different meth-

ods of prayer for students to try.Director of Jewish Life Miriam

Stein believes that JDS has equipped its students with enough information to know what to do in these situa-tions.

“I think a lot of [respecting your Orthodox friends] has to do with being sensitive to all people in the school,” Stein said. “Part of the kehillah is making sure people feel comfortable. So, we might not be able to dictate when, specifically, you can or can’t hang out, but we can tell you to be respectful.”

Eighth-grader Aaron Schon-feld belongs to Orthodox Mechitza Ashkenazi minyan. He feels that stu-dents should go to whatever minyan they feel is right for them.

“I think it’s good for people who want that type of minyan,” Schonfeld wrote in an email. “If they want that minyan, and that is that person’s belief, then that person should go to that type of minyan.”

Sophomore Daniel Zuckerman attends yoga minyan. It helps him relax and prepare for his day, some-thing he would not be able to do in a

prayer minyan.“A praying minyan wouldn’t do

anything for me; yoga is something productive for me [as] opposed to prayers,” Zuckerman wrote in an email.

Bader was not always Orthodox, but when he moved to Maryland, he saw an opportunity to become more spiritually fulfilled. Bader stopped eating non-kosher foods, starting keeping Shabbat and began to pray more. Bader feels that, although it will be difficult, he will maintain his level of observance as he grows up.

“I’m not saying I miss the occasional cheeseburger, but I feel spiritually and emotionally filled because of Judaism,” Bader wrote.

Bader is proud to be Ortho-dox and to be part of the Orthodox minyan. He feels that Orthodoxy has help him connect spiritually.

“The important thing is to have a connection either through God or knowledge or even tradition and heritage,” Bader wrote. “Whatever it is, if you can connect, it will stay with you.”

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by danny waksmansenior reporter

Student minyan choices reflect different lifestyles, traditions, forms of prayer

Derekh Tefillah 19%

Egalitarian 19%

Drisha 18%

Mechitza Ashkenazi 14%

Presha 7%

(only offered

to freshmen)

Havurah 8%

Masorti 8%

Mechitza Sephardi 7%

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Minyan by the numbers

Science Chair Nick Miller leads Mechitza Sephardi minyan in their daily Shacharit services.

From left: freshmen Uri Schwartz and Ilan Blask work with junior Juliana Isaac to assume their re-sponsibilities for the Masorti minyan. From left: sophomores Evyatar Ayish, Roei Rozen

and Tuval Nimni chat in Derekh Tefillah, which pro-vides them with the opportunity to socialize and pray.

chadashot • the lion’s tale • 05

For those of you who thought that Ameri-can politics were filled with in-trigue and suspense, mixed with

the occasional stab in the back, I have good news. Israel’s elections were just as, if not more, dramatic than our own despite the ballots having been cast, the future of Israeli government is far from certain.

Although incumbent Prime Minister Benjamin Netanyahu won reelection, with Likud-Beitenu receiving the most votes by a com-fortable margin of around 300,000 votes, there technically is a chance he won’t even remain prime minister due to the technicalities of Israel’s political system, with Yair Lapid’s Yesh Atid party pulling off a true upset.

Going into the election, there was little doubt that Likud would retain its majority, but they were predicted to win well over a third of the seats in the Knesset, but the reduction in seats is seen as a signif-icant setback for Netanyahu, with a new need to expand his coalition to the right, as well as potentially the center.

But where will the government go from here? Immediately following the election it seemed that Netanya-hu’s coalition would be composed of parties on the political right, but recent developments seem to shift a change in his attitude. I, for one, had expected that Netanyahu would op-pose Lapid entering his coalition, be-cause Lapid would be given tremen-dous power, with the potential ability

to wreck Netanyahu’s government by withdrawing from the coalition. The most recent step taken by Lapid that seems to demonstrate a willingness to work with Netanyahu, as well as ensuring that Netanyahu will remain prime minister. Ever since Election Day, it has been feasible for Lapid to form a coalition, albeit a weak one,

that would lead to a takeover of the Knesset from Netanyahu, but Lapid recently stated he will not attempt to form a coalition.

Lapid himself is in a fragile position, and he must ensure that he burns no bridges with the Israeli opposition, which he may well find himself leading, if he does not get a spot in Netanyahu’s coalition.

Within Likud itself, the party

structure was dramatically changed by a primary that catapulted the more right-wing members into high positions on the party slate. More moderate members of Likud were sidelined by voters eager to see Netanyahu’s party lean further to the right.

This is indicative of a trend that

is remodeling the Israeli political landscape: although in America, young voters lean to the left, in Isra-el, they are joining the right. Herein lies the problem facing Israel’s left-wing political parties. They are forced to deal with a country that simply does not agree with them politically and are left wondering what the future holds in store for them. They have managed to make

themselves irrelevant due to their insufferably large egos as well as policies that are outside the main-stream to most Israelis. Faced with the realization that most Israelis seem to disagree with them on issues pertaining to national security, they attempted to focus on the economy, despite Israel’s fairly strong econom-

ic footing given the economic down-turn the globe as a whole is facing.

On Netanyahu’s other flank, Naftali Bennett has been waiting for his own opportunity to be given his share of power. Despite his long-standing feud with Netanyahu, for reasons that have never clearly been explained, Bennett’s Haba-yit Hayehudi is assured to be the other major player in determining the course of the proximate Israeli government. Despite being the last major party to meet with Netanyahu, their chances of working in the new coalition are great because, to put it simply, Netanyahu needs their support.

Sources with intimate knowl-edge of the coalition negotiations believe that Netanyahu desires a coalition as broad as possible, and as such is willing to meet with parties that have announced their aversion to joining his coalition, such as Meretz. That said, Netanyahu’s will-ingness to even attempt negotiations demonstrates his willingness that is far more moderate than his oppo-nents have suggested that it will be.

Ultimately, regardless of who is in the coalition, they will be faced with the same issues that were cam-paigned on: the looming threat of Iran’s nuclear program, the potential drafting of Haredim and Yeshiva stu-dents, the Israeli economy, and now Obama’s upcoming visit to Israel.

In America, Election Day deter-mines who the next president will be. At the end of the day, there is often a clear winner. In Israel, however, Election Day does not tell the whole story.

In American elections, citizens vote for a specific candidate, whereas in Israeli elections, citizens vote for a political party’s list. This vote determines the number of seats each party gets in Knesset, the Israeli parliament, as well as who will be prime minister.

The number of seats any given

party gets is determined by the percentage of votes it receives in the election. A party receives a seat in Knesset for every two percent of the popular vote it wins.

The Israeli president, who is elected separately by the members of Knesset to a seven-year term, usually asks the winningest party to form a coalition government. A governing coalition is a group consisting of two or more parties that together hold 61 of the 120 seats in the Knesset and have agreed to work together as a government. If a coalition cannot be formed by the chosen party, the president may choose a new party to

form a coalition or he may call for a new election. The leader of the gov-erning coalition becomes the Prime Minister of Israel.

On Tuesday, Jan. 22, Israeli citizens voted in elections for the 19th Knesset. Benjamin Netanyahu’s conservative Likud-Beiteinu party received 31 seats and President Shi-mon Peres has tapped him to form the coalition.

Yesh Atid, a new centrist party led by former political journalist Yair Lapid, surprisingly gained 19 seats, making it the second-largest party in the Knesset.

Both Netanyahu and Lapid have

announced that they would be inter-ested in forming a coalition, but the difference in their parties’ views on several issues including government spending and taxes will likely make doing so difficult.

Israeli freshman Yuval Davi-dovitz said he was pleased with the results of the elections because it meant that one party did not have much more power than the other.

“The country is balanced, and not so much left-wing or right-wing,” Davidovitz said. “I like it that way because it’s better for the country.”

Junior Adir Hakakian said that he was pleased that Netanyahu got

the most votes. Hakakian believes that Netanyahu is a great leader for Israel due to his education at MIT and his stance on the Israeli-Pales-tinian conflict.

“I truly love and agree with what Bibi said during the war with Gaza in 2012,” Hakakian said.

Hakakian was referring to the statement made by Netanyahu during the airstrikes against Gaza in November 2012. Netanyahu has said that if the Arabs put down their weapons, there would be no more violence, but if the Jews put down their weapons, there would be no more Israel.

by carol silber reporter

by matthew foldi chadashot editor

Democracy in Action: Israeli editionInside the process of Israel’s Knesset elections

Op-ed: After elections, where are Israelis headed?

From left to right: Benjamin Netanyahu, Yair Lapid and Naftali BennettPhotos provided by Remy Steinegger, The Israel Project, and Mati Milstein via Creative Commons

06 • the lion’s tale • news

Resting up: seniors relax during ‘gap month’

Junior Ayal Subar marches to the beat of his own drum.

Subar, the conductor of the Shir Madness a cappella choir and an experienced drummer, recently got an internship at Blue House Productions, a music production studio owned by Jeff Gruber, father of junior Jack Gruber. Subar inter-viewed with Jeff Gruber for the job and showcased some of his editing skills.

“I came in Monday … [and] I stayed the whole day,” Subar said. Although he did not get much editing work on his first day, he “got to watch Jeff mix a jazz combo song, which was really cool.”

Subar has begun to spend more time at Blue House Productions as part of his internship. As a result, he has been able to work on more interesting projects.

“I’m branching out and getting experience with things I might not necessarily be doing [on my own], and that’s the goal,” Subar said.

Initially, he was not interested in music production. However, with

this internship, his enthusiasm for it has grown.

“I’ve been listening to music for a while,” Subar said. “I would hear certain things in the music and was like, ‘How ... did that sound come to be?’”

Subar thinks that when people hear a song, they often do not appre-ciate the extensive editing that goes into it. Now, thanks to his intern-ship, he does.

“I think about how the sound went into a microphone, went through a cable, went into a [pream-plifier], how it got into the computer, and then you edit it in the comput-er,” Subar said. “Then you hear it in the speakers. So that also interests me. So when I listen to music, that’s what I think about and hopefully I can answer those questions by work-ing in a studio environment.”

Aside from understanding the way that songs are produced, Subar has also started editing videos.

“[Blue House Productions] recorded a performance of some middle school orchestra at George Mason [University] and they had four cameras set up, so I had to do

editing and switch between shots,” Subar said.

However, not all of Subar’s tasks at Blue House have been glamorous.

“My first task was wrapping cables for about 30 minutes,” Subar said. “Then I had to vacuum the entire studio, which probably took another 30 minutes. I [was] doing kind of boring stuff.”

He added, however, that he believed it was worth it because he needs the experience.

Subar sees music production as something he wants to focus on in college and sees it as a potential career path.

“I’m also learning and enjoying myself,” he said. “If I can do that, hopefully that can help me get into music technology programs or music programs in college, where I would really learn how to do stuff in the studio.”

Ultimately, Subar is thankful that he pursued his initial interest in music production.

“It was just a curiosity,” he said. “A spark.”

by yonah hymanreporter

Professionalism and a passion for music

And the beat goes on

photo by David Kulp

Junior Ayal Subar plays the drums, his primary instrument. Subar tries to practice an hour each night. The QR code above links to one of Subar’s practice sessions.

by robbie belson and emma hofmanreporters

The Class of 2013 stormed the hallways on Jan. 18, celebrating their final day of high school. However, the students’ experiences together as a grade were far from over. After completing their final semester of high school, the seniors had the opportunity to forget the stress of the rigorous school year and enjoy their last weeks at home before embarking on their trip to Eastern Europe and Israel.

Ethan Blank (‘13), like many

other seniors, took advantage of his free time by simply relaxing.

“I’m just hanging out, going to the gym, watching some TV [and] just doing normal things I’m not going to get to do in Israel,” Blank said during the month off. “I’m just making the most of my time.”

Aron Cannon (‘13) believes that the break is well-deserved and is crucial to preparing for the trip.

“One month gives us time to relax, plan for our trips, practice for graduation [and] Siyum and just take time to spend with our families before we go away for three months,”

Cannon said. “This month lets us do all that with minimal pressure and stress.”

In addition to recreational pur-suits, seniors attended workshops at school until their graduation on Feb. 10, covering subjects from personal finance to alcohol and drugs.

Aliza Layman (‘13) expressed that she thought that the “Life on Campus” workshop was the most helpful since it gave her a good idea of what it is going to be like at college.

“Since students in college were leading the workshop, they were able

to answer the questions really well and help us be prepared for what’s going to come up,” Layman said.

While most seniors were con-cerned with packing lists and work-shops, some were preparing to enter the world beyond high school. Devin Yolles (‘13) was looking for a job as an ER technician while the rest of his class travels to Israel.

“I recently became more religious,” Yolles said. “I have never been to Israel and I was worried because my first experience in Israel would not be Orthodox.”

Nevertheless, the numerous

workshops and other things to do did not stop the seniors from enjoying their gap month. Cannon was positive when asked about his experience.

“At CESJDS we get the oppor-tunity to have half a senior year but still be better prepared than most schools that have two semesters,” Cannon said. “On top of all that we’re given the opportunity to spend three months in Israel with [the] majority of our grade. This is something that most students never do and it will give us experiences they would never have.”

news • the lion’s tale • 07

Junior Na-talie Mark would like to introduce you to Kiara.

In her Kabbalat Shabbat speech, Mark spoke about the story of Kiara, a victim

of domestic violence, kicking

off the inagural CESJDS Do-

mestic Violence Awareness Week.

For Domestic Violence Awareness

Week, the Women’s Minyan handed out purple

ribbon stickers, organized an all-purple outfit day and read stories during lunch to increase understanding of the suffering experienced by victims of domestic violence.

The minyan, led by Mark, Ilanna Starr (‘13) and junior Sydney Greene, felt that this topic was important to them both as women and as teenagers.

“We recognize that domestic violence is something that occurs and happens to men and women alike, but we knew we wanted to support women and we wanted to be connected as a Women’s Minyan and united as the women

of JDS,” Starr said.The minyan’s adviser,

English teacher Kate Arm-strong, believed the week’s

theme reflected the minyan’s popular discussion topics.

“Most of the discussions we’ve had in Women’s Minyan have very much been driven by issues having to do with identity, independence and being able to be your own person and make your own decisions,” Armstrong said. “Those who suffer from domestic violence are put into a position in which they have very little power. ... The women

in Women’s Minyan wanted to advocate for people who didn’t have a voice.”

The minyan hoped that this week would shed light on an issue that usually receives little attention.

“I think that domestic violence is an issue that people who are from a younger generation want to … turn their cheek away from and they don’t want to talk about it,” junior

Hannah Halpern said. “The truth is [domestic violence] could happen to anyone, boy or girl, no matter what race you are, and it’s an important thing to be aware of and know that it does happen.”

According to Mark, aware-ness is especially important when trying to prevent domestic violence.

“I think [awareness] allows people to not hide in the shad-ows,” Mark said. “It’s important to be aware of this kind of situation, to know that the world is not completely safe and to know that there are dangers out there. ...

It forces you to understand that there are dangers out there and to take actions against them.”

Starr added that students are only able to make a difference once they are aware.

“[Domestic violence] is one of the issues that needs to be presented in a way that really promotes awareness because nothing can be done, no woman can be helped, no man can be helped,” Starr said. “If … students

around the world don’t know that these terrible, horrible actions happen, then nothing can ever be resolved.”

Students had an opportunity to attend an open dialogue about domestic violence on Jan. 30 during clubs. Kiima Morrison, of In Honor of Her, an organization that supports victims of domestic abuse, ran the dialogue.

The minyan hoped that this week would educate students about what to do if they were to encounter domestic violence.

“I think [teenagers] have to be careful who they trust,” Mark said. “In many of the [domestic violence situations] there are kids who are very vulnerable, so it’s really a week to make sure you put your guard up when you feel cautious.”

Starr hoped that once stu-dents were educated, they would not only be aware, but be able to act.

“The one takeaway [from the week was that] we wanted people to be thinking about the issue,” Starr said. “We wanted them to recognize … what domestic violence is and that it does affect many more than we would all think and to understand that if we’re all aware, we can do so much more. If we know what is happening in the world around us, we have the potential to reach out and help others.”

Breaking the silence

“Those who suffer from domestic violence are put into a position in which they have very little power, and … the women in Women’s Minyan wanted to advocate for people who didn’t have a voice.”

-English teacher Kate Armstrong

by dina rabinovitzcopy editor

Women’s Minyan dedicates week to domestic abuse

Danielle Masica (‘13) and Junior Samantha Gruhin listen to Kiima Morrison, of In Honor of Her, an or-ganization dedicated to raising awareness about domestic violence. On Jan. 30, Morrison and junior Hannah Halpern led an open dialogue about domestic violence.

photo by Nina Simpkins

08 • the lion’s tale • in–depth

Editor’s note: All student names have been changed to protect student privacy.

The words are thrown around casually, a mix of jargon and medical terms: A.D.D., extended time, “hyper,” structured study hall. A.D.H.D. is, para-doxically, a disorder which is the most discussed but least understood at CESJDS — even by those diagnosed with it.

Attention-Deficit Hyperactivity Disorder, or A.D.H.D., is not a single, monolithic diagnosis. According to the Diagnostic Statistical Manual-IV, a manual of mental health disorders published by the American Psychiatric Association, it comes in two types. A child prone to distractions is classified as “inattentive.”

“When I sat down, it would take me to four, five hours just to get focused, because I would just float away,” sophomore Mary said.

Others have an addi-tional aspect to their diagnosis: hyperactivity, meaning that they are con-stantly restless. Eighth-grader Victor was diagnosed at a young age with the hyperac-tive form of A.D.H.D.

“I think my parents said [I was diagnosed] somewhere around [preschool],” Victor said. “... I get distracted easily, I get bored easily. ... I feel like if I’m sitting down, the longer I sit, the closer it is to my blood bursting out

of my body.”Children with A.D.H.D. are

also likely to have other disorders that come with, or are “co-mor-bid” with, their main diagnosis — in other words, students with

A.D.H.D. often have to juggle a second, or even a third diagnosis.

“In addition to A.D.H.D, I have depression, so I have to take other medica-

tions,” freshman James said. “It took a while to get them to work together.”

JDS tries to help all students negotiate their course load. This applies doubly for students who have to try to mitigate a psychological diagnosis of A.D.H.D. To this end, the school has established the Educational Support Services program, which has the goal of academically helping students with A.D.H.D., learning disorders and language disabili-ties.

“Educational Support Services has the goal of leveling the playing field for students with learning difficulties,” Chair of Upper School Educational Sup-port Services Susan Zuckerman said. “We do not en-able … we provide an even playing field for students who have functional cognitive challenges.”

Educational Support Services, or ESS, as the program is commonly known, has several aspects. The most obvious to a typical student is extended time, which allows students with learning difficulties to have up to double the time of a normal student during tests.

ESS also provides students with Structured Study Hall, where students work with learning spe-cialists and tutors to stay organized.

“It’s basically like regular study hall, but with people who can help you with pret-ty much anything you need,” Mary said.

Victor thinks that the purpose of Structured Study Hall, and the ESS program generally, is the unlearning of bad habits.

“It’s like this: If you’re always walking on your heels and always losing your balance, then they’re going to try to give you a method of breaking out of the habit … and start walking with the whole of your foot,” Victor said.

Students with learning challenges may also be placed in a special, “structured skills” English class, which has the goal of closing skills gaps.

James took Structured English in seventh grade. He counts it as one of the most significant academic experiences in his life.

“Before I took [Structured] English with Dr. Worden … I didn’t really know how to write,” James said. “No one had ever realized that before. But Dr. Worden helped me, word by word.”

Not all students with A.D.H.D. take Structured Study Hall or structured classes, however. Junior

LifeWith

by aaron boxermancopy editor

“What I’ve noticed is that there’s no one normal. There are just people with less prevalent [issues].”

-Eighth-grader Victor

in–depth • the lion’s tale • 09

Edward did not really see it as a significant option.

“My parents and I agreed that it wasn’t a good fit for my schedule ... and that it would be better to do something more academically chal-lenging,” Edward said.

Most students, however, find that A.D.H.D. requires more than an academic or personal solution. Ultimately, many choose to use medication.

In junior Audrey’s family, the decision to use medication was fairly uncontroversial.

“When it got to a certain point, we were just like, ‘We should really try medication,’” Audrey said. “If I didn’t have medication, it’d be bad.”

However, for Mary, it was a difficult and serious decision.

“I didn’t use drugs … for months,” Mary said. “I didn’t want to do it.”

Zuckerman acknowledges that there can be drawbacks to medica-tion.

“It’s a tremendous struggle, because there can be side effects,” Zuckerman said. “For some kids, it affects their sleep patterns. For some kids, it affects their eating habits. … This is why you work with a doctor who knows pharmacology well.”

Whatever their path through the dizzying array of choices they confront, students with A.D.H.D. often succeed to the same extent as do typical students.

“I remember coming in to Structured [Skills] English that first week,” James recalled. “Dr. Worden said to us, ‘You are not stupid. You are just as smart - if not smarter - than anyone.’”

Besides, as Victor contends, there is no “typical” or “average” student.

“What I’ve noticed is that there’s no one normal,” Victor said. “There are just people with less prevalent [issues].”

Diagnosed

by maddie dworkinin depth editor

Every morning, I have the same routine: I wake up, brush my teeth, wash my face, get dressed and take my Adderall. I was diagnosed with attention deficit hyperactivity disorder (A.D.H.D.) when I was in fourth grade and have been taking medication ever since. Without that orange pill my day would be completely different.

Most days, my medicine kicks in by the time I get to school. Some days I get to school and run around my hallway, but by first period I am sitting still and taking notes. Those are the days my med-icine takes a little longer to kick in. Then there are the days where I’m running around the hallways and by first period I can’t sit still, let alone focus on schoolwork. Those are the days I forgot to take my medicine.

Although I have fun goofing around when I am off my med-ication, focusing on schoolwork is a challenge. I sit down in class

and right away I’m itching to get up and walk around. Oftentimes I have trouble concentrating on what the teacher is saying, which limits my comprehension of the information. I have to put in much more effort to pay attention when I am off my medication.

Getting home after school is the hardest part of the day. As my medication wears off, my urge to go on Facebook and Twitter grows. Even when I’ve blocked these sites on my computer for the evening, I manage to find something to dis-tract me from my work. I know my A.D.H.D. cannot be an excuse to not do my work, so I force myself to complete my assignments even if it means staying up late.

To cope with my A.D.H.D., I need more than just medicine. I have much more energy than a regular person and although my medicine helps me calm down I still have to exercise at least once a day. Without exercise I would be unable to go home and sit for hours doing my homework. Part of having A.D.H.D. is knowing yourself, and what you need to do to cope with it. For me, it is taking my medication every morning, get-ting plenty of exercise and setting aside a large portion of time every night for homework.

I am not ashamed of my A.D.H.D. I know with some effort and my little orange pill I can accomplish just as much as anyone else.

Sophomore Maddie Dworkin talks about life with A.D.H.D.

Approximately 25% of all CESJDS students are in the ESS program

Not all students in the ESS program have A.D.H.D.

Students in the ESS pro-gram are often in many Honors, Scholars and Ad-vanced classes

Not all students in the ESS program have extended time

graphic by Jonathan Reem

Information provided by Chair of Upper School Educational Support Services Susan Zuckerman

10 • the lion’s tale • advertisement

entertainment • the lion’s tale • 11

Students observe him as he stares intensely at his sheet music and trans-lates what he sees into tremendous sounds. His fingers fly across the piano, each movement creating a cascade of musical vibrations which resound through the room. Most students know him as the “piano guy” and are always looking forward to hearing him play.

Junior Jack Gruber has been play-ing the piano since he was eight years old. However, the instrument which would later become a significant part of his life was not the one he wanted to play at first.

“When I was younger I always wanted to play drums,” Gruber said. “But the piano’s a very approachable instrument, so I just kind of started tin-kering around, and my parents were like ‘Oh, that sounds pretty good, you should get lessons.’”

Gruber attended his first class nine years ago. He started out by playing at small events in school. As he became a stronger player, he began playing more

frequently at larger venues.Gruber regularly plays solo at

school assemblies and together with the school band at the weekly Kabbalat Shabbat ceremonies.

“Every performance in Kabbalat Shabbat [is] a good experience,” Gruber said. “I had a fantastic time and I think that’s a great outlet for my self expres-sion not only musically but artistically as well.”

Although much of Gruber’s musical success has come from his talent and personal improvement, Gruber explains that he would not have been able to reach his level of expertise without his “mentor,” Music teacher Charles Ostle.

“Mr. Ostle is such a profound inspi-ration to me not only instrumentally but also morally,” Gruber said. “I wouldn’t play the same way as I do today ... if it were not for Mr. Ostle.”

Gruber’s artistic triumphs have been vast. They include playing at the Mid-Atlantic Jazz Festival, the Rockville Hilton for multiple years, Duke Elling-ton Night at the Strathmore Orchestra and the Takoma Park Jazz Festival.

His latest accomplishment is his

acceptance into the Maryland All-State Jazz Band as its pianist.

The Maryland All-State Jazz Band is a col-lection of Maryland’s most gifted high school musicians. They record an album together and perform in a live orchestra in early March. They only accept one pianist, and they chose Gruber.

“My friend told me I got accepted and I just put it on my Facebook auto-matically,” Gruber said. “I was so happy. I was dancing around.”

Gruber made it clear that his future in music is important to him. He plans to continue studying in college and to attend a musical conservatory to propel

his artistic career.“[I want to] do what I love and have

a lot of fun,” Gruber said. “I really like having people smile when they hear me play. [I want to] make people feel something.”

The film “Les Miserables” is nominated for the Academy Award for Best Picture, making it the only musical movie

nominated this year. Like most musical movies, since the material being performed is so well-known and so beloved by a large audience all over the world, the movie was bound to be a huge commercial success. In addition, “Les Mis” is both technically and emotionally difficult to perform, so critics were bound to love the film for taking famous film actors and making them prove themselves by singing through this difficult score.

The film will always be

compared to the stage musical, sometimes favorably, sometimes not. The real question about “Les Mis” is not if the movie is good (which it is, for the most part), but instead if “Les Mis” is a musical that really benefited from being made into a movie.

In order to answer this question, it is important to look at prior musical movies to see what they did right and what they did wrong.

“Chicago”, the 2002 film adaptation of the famous musical of the same name, is a movie that got it right. Even though movie musicals are often nominated for Best Picture at the Academy Awards, “Chicago” was the first to win since “Oliver!” 1968. There are more than a few reasons why “Chicago” did what no musical movie in 40 years had been able

to do.Firstly, Tim Robey wrote about

“Chicago” in The Daily Telegraph, saying, “makes the most prolific use it possibly can out of one specific advantage the cinema has over the stage when it comes to song and dance.” Essentially, he is saying the golden rule of musical movies: in a musical movie, do what you cannot do onstage. “Chicago” is successful at this.

Comparing “Les Mis” to this standard, I’ll use arguably the most famous moment in the movie: Anne Hathaway’s rendition of “I Dreamed A Dream.” While Hathaway’s performance was earth-shatteringly beautiful, the entire shot is just on her face. While that is a powerful frame, it is nothing new. The stage musical would have the actress in a lone spotlight, the equivalent of what is done in the

movie.Still, despite what “Chicago”

does right and “Les Mis” does wrong, both of them achieve varying levels of success in terms of casting. The general goal of musical movies is to take famous films actors and make them sing or to take famous singers and make them act to show off their skills outside of what they are primarily famous for. Catherine Zeta-Jones won the Best Supporting Actress award for her work in “Chicago” because she did such an impressive job at a skill few knew she had.

“Les Mis” does a pretty good job in this as well. They cast famous film actors like Hugh Jackman and Anne Hathaway and showed the audience how fantastic they are at singing as well as acting. However, some of these casting decisions went horribly wrong. While Eddie

Redmayne remains a great actor and plays the part very well, his strained and limited voice brings down his acting.

To sum it all up, Les Mis is not perfect, but neither was “Chicago.” Still, “Les Mis” is probably not going to win Best Picture, because when you put it next to a past Best Picture-winning musical movie like “Chicago,” it pales in comparison. “Les Mis” is certainly worth seeing as the performances by Jackman, Hathaway and Samantha Barks are too great to miss. However, before jumping up and down at how good the movie is, it is worth considering how much “Les Mis” really needed to be turned into a movie, as well as how much better it might be done live on stage.

by eitan snyderentertainment editor

by uri schwartzreporter

Does “Les Miserables” measure up?

The key to loving the piano

photo by SJ Hyman

Junior Jack Gruber plays the piano in the school’s music room. Gruber initially wanted to play drums but fell in love with the piano. “The piano is a very approachable in-strument, so I just kind of started tinkering around,” Gruber said.

The acclaimed film is nominated for Best Picture at the Oscars this year, but may not look as good when compared to a musical masterpiece

12 • the lion’s tale • entertainment

#TheWorldIsListening

GRAMMY AWARDS BALLOT

Kelly Clarkson, “Stronger (What Doesn’t Kill You)”fun. featuring Janelle Monae, “We Are Young”

SONG OF THE YEAR

Carly Rae Jepsen, “Call Me Maybe”Miguel, “Adorn”Ed Sheeran, “The A Team”

✓

“Ed Sheeran is the only person who wrote the song himself. It is actually meaningful and has lyrics that make sense and aren’t just stupid dance song lyrics. They are very powerful and spread a mes-sage.”

— junior Sara Kresloff

Adele, “Set Fire To The Rain [Live]”

BEST POP SOLO PERFORMANCE

Carly Rae Jepsen, “Call Me Maybe”Katy Perry, “Wide Awake”Rihanna, “Where Have You Been”

✓Kelly Clarkson, “Stronger (What Doesn’t Kill You)”

“[Adele] has the strongest and most powerful voice I have ever heard and it is so clear and full of emotion. I really love her.”

— sophomore Zoe Orenstein

Alabama Shakesfun.

BEST NEW ARTIST

Hunter HayesThe LumineersFrank Ocean

✓

“Hunter Hayes came out of nowhere this year and he totally rocked the country world. It’s like someone sprin-kled dew, sunshine and Hunter Hayes on the grass one morning and out of nowhere this kid had a voice.”

— sophomore Sarah Hirsch

GRAMMYS 2013

Students weigh in on Grammy results and music trends

✓The Black Keys, El Caminofun., Some Nights

ALBUM OF THE YEAR

Mumford & Sons, BabelFrank Ocean, Channel OrangeJack White, Blunderbuss

“Not only has El Camino sold millions of copies but the unique sound that comes from it is just magical.”

— junior Eli Friedland

features • the lion’s tale • 13

Inventing It is not often that a school curriculum encourages its students to become experts in the history of anti-war music. Or the mafia. Or the circus.

But each year, the 11th grade is given that opportunity, when juniors are assigned to research and analyze topics of their choice in the English curriculum’s iSearch and the history research paper. Students enjoy the new freedom that comes with deter-mining the course of these essays.

“I feel like sometimes we put our individual beliefs under the blanket when we do structured work,” junior Andrew Siegal said. “I am always happy to do independent studying on issues that I am interest-ed and passionate about.”

Some see the advantages of researching a chosen topic for its usefulnesses. Sophomore Lila Bilsky plans on writing her history paper about medicine, in the hopes of gain-ing a real-world skill.

“It’s something that I would probably do later in my life as op-posed to some of the stuff we study

in school we don’t actually use later in life,” Bilsky said.

History teacher Mark Buckley thinks that when given the oppor-tunity, students should prioritize studying their passions.

“What will be more useful to [high school students] later on in life I think is a little bit unclear, so you want something that in the immedi-ate you are going to take something from and learn from,” Buckley said.

However, experienced juniors often caution underclassmen to choose their topics carefully — these difficult, long term assignments have been known to turn a beloved subject into a chore.

“By the end of the process you don’t understand that you’re going to end up hating your topic,” junior Ethan Steinberg said. “You put in so much work that if it’s a show you like, if it’s your favorite movie, you’ll never look at it the same way again. And people don’t realize that before they start the paper.”

Steinberg argued that the bene-fits of gaining expertise in students’ primary sources do not always out-weigh the consequences that follow.

“You get a better understanding of your topic,” Steinberg said. “But every time I see [Black Hawk Down] all I can think about is the weeks of late nights I had to spend writing that paper.”

The iSearch and history research papers are, evidently, no small task, but the English and History departments work to ensure that juniors are prepared to take on the challenge.

“In terms of maturity-level-skill building-journey year, it’s kind of the year where it’s determined that stu-dents are, in terms of skill develop-ment and capability, [prepared for a] more individual task, something that they can work on independently,” Buckley said.

Bilsky agrees that the ability to do open-ended assignments is one that grows with time and practice.

“It’s helpful when teachers give students structured projects in the beginning [of high school] because it really helps students figure out how to do projects and later in life they can go and do it without all the struc-ture,” Bilsky said. “It is important to have beginning stages.”

If you could be an expert in one thing

by yael krifcherfeatures editor

music

broadcasting

economics

fashion

dance

birds

performing arts

movies

mar

ine

biol

ogy

num

ber

theo

ry

sign

lang

uage

literature

fairy tales

harry potter

com

pute

r sc

ienc

e

sociology

polit

ical

sci

ence

physical therapyin

tern

atio

nal

rela

tions

dessert

spanishgend

erpolitical theory

communications

psychology

med

icin

e

cooking

engineering

sleepgenetics

spor

ts jo

urna

lism

basketball

maththeater

dreamsrunningart history

animationenglish

scie

nce

sports civil rightsphotography

history

anat

omy

neurobiology

wor

ld w

ar II

spor

ts

stem cells

Exploring freedoms of choosing a topic,

your

researching a passion, and dealing with the consequences

essay

Editor’s note: The topics above are a graphic interpretation of the results of a survey conducted by The Lion’s Tale. Size of words does not correlate with number of responses.

14 • the lion’s tale • features

Step three: have funStep one: find a job Step four: make money

The rules of babysittingStep two: wow the parents

But how much should you charge?

Elie Katz does not charge a spe-cific amount, but usually gets paid $15-$20 for babysitting two hours.

Sophomore Leah Fogel high-lights that some people are less flexible in terms of salary.

“I don’t babysit often but when I do, I usually charge $8-$10,” Fogel said. “However, I know some people that charge two dollars extra per child.”

Lerner said that her age re-stricts the amount of money she gets paid.

“You’re not even really allowed to start until you’re 12, and I turned 12 in September, but [I get paid] $5-$7 an hour,” she said.

Cowan emphasizes that getting paid is not the most important part of the job.

“[Let them] know that you’re [taking the job to help them] and not for money,” he said.

Where should you turn?Freshman Elie Katz gets jobs

through families she already knows. “I have a couple of neighbors

who I always babysit for,” Katz said. “They usually spread my name around the neighborhood.”

Sophomore Micah Cowan ar-ranges jobs through his synagogue.

“[The preschool director at my synagogue knows] parents who need their kids to be babysat during the year,” Cowan said.

Cowan uses his fluency in He-brew to his advantage in acquiring babysitting jobs.

“There are some Israeli kids and there aren’t really a lot of babysitters in the area who can speak [He-brew],” Cowan said.

Seventh-grader Lena Lerner uses her little sister’s help to get babysitting jobs.

“[My mom] asks [the parents of my sister’s friends] if they want me to babysit,” Lerner said.

Dealing with children can take some getting used to.

Elie Katz emphasized the im-portance of having fun and playing games, saying that matching games and “Go Fish” are always big hits with little kids.

But Cowan added that it is also important to be strict with the kids.

“Let them know that you’re in charge and that there will be conse-quences,” Cowan said.

Cowan said the amount of at-tention he gives kids depends on how old they are.

“If they’re older they usually like to go do their own thing,” Cowan said. “If they’re really young then you really have to give them a lot of attention.”

Cowan emphasized always being open to how the kids want to spend their time.

“Don’t give them a game plan,” he said. “Give them a general idea of what the plan for the evening is.”

An afternoon in the life of a graduating senior

11:58 a.m Wake up to the sound of birds chirping just in time to expe-rience two minutes of morning. Go back to sleep. 12:40 p.m. Am rudely awakened by a call from my mom who is wonder-ing what I have accomplished so far today. Tell her that I have already cleaned my room, walked the dog, baked her a cake and made a list of things I need to buy for the Israel trip. She is pleased. I am the perfect daughter. 1:00 p.m. Actually get out of bed (unfortunately) and make my way

downstairs to forage for something to eat besides sugar free cereal and soy milk. Discover a banana and chocolate chip cookie. Success!1:35 p.m. I decide it is time to be productive so I head back upstairs to catch up on some TV. 3:30 p.m. Finally manage to escape the demons of Hulu and stumble out of my room, squinting. When did it get so bright outside?3:45 p.m. Am amazed at how suc-cessfully I managed to not do any-thing the entire school day. Realize that this is not so unusual from when I did go to school.3:46 p.m. Realize that my mom will be home soon. Speedily head back to my room and make a list of things I need for Israel and Poland. Turns out I need everything. My mom is going to be so impressed. 4:00 p.m. Decide to go for a run.

This decision is mostly motivated by the fact that the treadmill is in the same room as the TV. I spend some time creating the perfect workout outfit of neon shorts and old Zimri-yah shirts.4:15 p.m. Hear my siblings enter the house. Turn [White Collar] up louder to drown them out so I can better focus on Matt Bomer’s beauti-fully chiseled features. 5:10 p.m. Check my phone and realize that I have several unopened text messages. So maybe I really do have friends!5:11 p.m. Generously invite some people over to my house later. I feel like some human interaction could be good at this point. 6:00 p.m. I am now busy trying on my prom dress for the 17th time. My brother looks at me like I’m crazy but it’s just really fun to walk around in.

7:00 p.m. Time for dinner, my first normal meal of the day. I tell my family the entire plot of White Collar and then there is an intense discus-sion on why school is always so cold. 8:00 p.m. Some of my friends show up. We sit around for a while updating each other on how exciting our lives have been since we last saw each other — yesterday. I recount Matt Bomer’s most recent White Col-lar exploits. Everyone is fascinated. 9:30 p.m. We decide we’re hungry. We spend the next thirty minutes on Pinterest looking at beautiful images of peanut butter caramel chocolate brownie cookies and other irresist-ible delights. 10:45 p.m. The cookie baking goes surprisingly well, although by the time we are ready to put them in the oven we realize a good fourth of the batter has already been eaten. It

must have been the dog...11:15 p.m. Mmmm, definitely the best chocolate chip cookies I’ve had all day (except for maybe the ones I ate for breakfast...)11:58 p.m. I have now been awake for twelve hours. Phew, no wonder I’m so tired. My friends and I head to the basement so we don’t disturb the poor members of my family that actually have to go places in the morning.2:30 a.m. We suddenly realize it is uncomfortably late. Not sure how that happened. Wait ... don’t we have to be at school for a workshop at 9:00 am tomorrow?

by jonah shrockreporter

Step five: become a pro

Interacting with parents is something that babysitters can struggle with. Eighth-grader Dahlia Katz says it is really simple.

“Say ‘please’ and ‘thank you’ if they give you anything,” she said.

Elie Katz added that she always gets the parents’ cell phone num-bers and other contacts in case of emergency.

Freshman Mayan Beroukhim says she makes sure to ask the par-ents about the children and how she should treat them.

“[I ask] if they have any aller-gies or if there is anything else I should know like if they have any difficulties with doing anything,” she said.

Seventh-grader Zev Margolis said he makes sure to ask parents about how the kids should spend their time.

“[I ask the parents] if they’re allowed to watch TV for a long time,” Margolis said.

Tips from junior Hilary Druckman:

“One of the greatest tips I have as a babysitter is to bring toys for the kids. They love getting to play with something new.”

“You can’t be self-conscious or think of yourself as their superior. You are there to have fun, so just enjoy the simplicity and spontaneity of chil-dren. If you can keep in mind your duties while paying attention to the children, then you can be a success-ful babysitter.”

“It is also important to keep in mind that you are still a guest in someone’s home. I always try to get the children to bed early enough to leave me time to go back and clean up the house. Make sure all game pieces are put in their box, all trash is thrown out, and all dirty dishes are cleaned or at least in the sink.”

by Miriam Israel

sports • the lion’s tale • 15

“CESJDS varsity football … still undefeat-ed,” runs the slogan — the sweatshirts were made famous because JDS has no football team. Still, some students play football outside of school. Example: sophomore Gabe Roark.

Football has been a part of Roark’s life for years.

“I just really liked watching football as a kid and then it just really inspired me to go out

and try it myself and I really liked it so I kept on playing,” Roark said.

Roark now plays wide receiver and de-fensive safety for the Germantown Panthers as part of the Mid-Maryland Youth Football League. He has been playing wide receiver from the start because he wanted to get his hands on the ball.

“At first I played [wide receiver] when I was little because it was my favorite, I liked to catch the ball,” Roark said. “I don’t mean to sound cocky but I’m just much better at that position than a lot of other people are.”

Roark kept playing football after many kids stopped. Balancing practice and home-work is hard, which discourages many JDS students from playing football.

“People [from JDS] have played but I know that once they got to high school they either left to go to another high school or stopped playing, ” Roark said.

Sports can be hard on anyone and Roark attends football practice three times a week for two hours. Practices are tough, and Roark is

normally exhausted afterwards, but still has homework to do.

“A lot of times [practice] did [interfere with school work] because I was just either so tired from school or so tired from practice. [I have had] a lot of late nights,” Roark said.

Many feel connected to their sport teams and out-of-school sports are no exception.

“I have a really great communi-ty with my team and it’s definitely a much different group of people than that are at the school … we build a really strong community, really strong teammates,” Roark said

Although Roark loves football and his team, he feels this past sea-son was probably his last, unless he switches schools.

“I think this was my last year … because it’s a lot of work and I can’t really handle it anymore,” Roark said.

Mr. Smolin’s workout video

by gabi pilarskireporter

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HOW TO BENCH PRESS

Roark chooses unorthodox sport

photo by Daniel Brandsdorfer

Gabe Roark prepares to catch a football. He played wide receiver for the Germantown Panthers.

photo by Daniel Brandsdorfer

sports • the lion’s tale • 16

As the Class of 2013 prepares to take on the various challenges of college life, some graduates plan to pursue their passion for sports at a college level. Graduates Max Smith (‘13), Jake Mintz (‘13) and Sahara Reiz (‘13) hope that wrestling, base-ball and horseback riding, respec-tively, will remain an integral part of their college lives.

After leading the Lions to a 9-3 record this season, Smith will be wrestling for the Naval Academy. Not only will Smith be remembered for his wrestling accomplishments, but also for his promotion of the wrestling at CESJDS.

“Before everyone went out for basketball and track and baseball,” Smith said in an interview for the Washington Jewish Week. “Now wrestling is definitely one of those big sports.”

Mintz’s future playing baseball

is less concrete. He plans to try out for the baseball team at Washington University in St. Louis, but is unsure whether he will make it.

Regardless of the results during tryouts, Mintz recognizes that base-ball will always play a role in his life.

“Baseball is what I want to do with the rest of my life in some sort of capacity,” Mintz said. “I just want to wake up every morning and have that in my life. I don’t see myself living without it.”

Mintz has had a love for the game ever since he was two years old. Some of his other accolades include: competing in the Little League regionals twice, playing varsity baseball from eighth grade

through junior year and receiving first team all-PVAC awards for three straight years. Mintz’s tenure with the team was capped off with the regular season Most Valuable Player (MVP) award.

Moving forward, Mintz realized

that the college process would not move as swiftly as his high school baseball career.

“When the time came to decide where I wanted to apply early decision, it was either going to be Haverford College, where I knew I had a better chance of playing on the team, and [Washington University

in St. Louis], which was just the opportunity to walk on,” Mintz said. He ultimately chose Washington University.

Mintz is eagerly awaiting his chance to make the team during tryouts in the spring.

“I plan on walking in there on the first day of tryouts and making [the coach] remember who I am,” he said.

Sahara Reiz will be horseback riding for Baylor University. Her horseback riding career began over nine years ago, but now she will be taking it one step further.

When the college process began, Reiz communicated with many coaches, eagerly awaiting their decisions as she continued to update

them on her progress. Without any specific college in mind, she received offers from the University of South Dakota and Baylor University and in the end chose to attend the latter.

In preparation for her college career, Reiz has been working with her trainer to become accustomed to the challenges of collegiate horse-back riding.

“[College horseback riding] is a lot different than what I am doing now, mainly the setup of the competition because it is a one-on-one competition in college,” she said. “Also, I will not have the luxury of riding my own horse [who] I know very well.”

Nevertheless, Reiz plans to return home during breaks and the summer to compete with her current horse and trainers.

“I don’t have any specific goals but I want to have a good time and I want to work very hard to become a better rider and be the best I can be,” she said.

From the backyard to the big stage: graduates eye collegiate athleticsby robbie belsonReporter

“Baseball is what I want to do with the rest of my life in some sort of capacity.”

-Jake Mintz (‘13)

The Pitch

photos by Gabi Mendick, Samuel Felsen, Jessica Kamjou, Hannah Becker, Elana Handelman and courtesy of Sharon Zissman

The Leap

The Swing

Last year the boys varsity track team finished ninth and the girls team finished fifth.

Spring Sports Preview: Photos and records from last season

Last year the varsity softball team went 5-3 in the regular season.

The At-Bat

Last year the varsity golf team went 2-1. It finished in third place.

Last year the varsity baseball team went 9-1. They were the regular-season champions and the tournament champions.

Last year the boys varsity tennis team went 9-2 and were regular season champions.

The Stroke

Last year the varsity volleyball team went 6-8 and lost in the first round of playoffs.

The Spike