Thursday, December 23, 2010

The Pythagorean Theorem

The Geometry class has been working on problems involving the Pythagorean Theorem and the Distance Formula, which is derived from the Pythagorean Theorem. This right triangle relationship was named for Pythagoras, a Greek mathematician, who lived in the sixth century B.C. He founded a school for the study of philosophy, mathematics, and science. It is believed that an early proof of the Pythagorean Theorem came from this school. It is known that the Babylonians, Egyptians, and Chinese were aware of this right triangle relationship before the time of Pythagoras.

Today, the Pythagorean Theorem is one of the most famous theorems in Geometry. More than 100 different proofs exist, including a proof discovered by future U.S. President Garfield in 1876.

~Michelle Greenbaum
Math Instructor

Monday, December 20, 2010

Completing the Square

All over America, Algebra II and Precalculus students are learning how to complete the square.

Completing the square is an algebraic trick we use to solve quadratic equations. Consider this one:

It can't be factored or solved on sight. What to do? We realize that looks an awful lot like . Thus, we add to both sides of our original equation to get


The rest of the solution is as easy as square rooting both sides and doing some minor simplifications.


Ta-da!

Although gajillions of methods have been used to solve quadratics throughout history, completing the square is the one most commonly used in American high schools to derive important results such as the quadratic formula.

Now watch me use it to demonstrate that :










What went wrong? The first five people to let me know at tbryant@shoshanascardin.org will be mentioned in my next post.

~Todd Bryant
Mathematics Instructor

Friday, December 17, 2010

Entering This Shabbat With Repentance On My Mind

On the Hebrew calendar, today is the 10th of Tevet, a minor fast day, lasting only from sunrise to sunset.

Today, we enter Shabbat fasting, to commemorate that on this day, the King of Babylonia laid siege to Jerusalem and beleaguered it till its final conquest.

According to the rabbis, the essential significance of a fast day is not primarily to evoke grief and mourning, rather the aim is to awaken our hearts toward repentance.

And it struck me, that Shabbat provides a good model for thinking about repentance. So, as we begin to daven Kabbalat Shabbat, and the 10th of Tevet draws to a close, let us consider the three main ideas in the experience of Shabbat: Creation, Revelation, and Redemption.

These ideas which we are supposed to open ourselves to on Shabbat, can also instruct us on repentance, as the 10th of Tevet is supposed to do.

The theme of the Biblical passage quoted in the Friday night service points to creation:
“The heavens and the earth, and all they contain, were completed. On the 7th day…God ceased from all God’s work of creation.”

Shabbat asks us to cease from activity in order to complete creation. As Shabbat asks us to contemplate the beauty of creation, repentance asks us to contemplate our behavior.

The theme of the Shabbat morning service deals with revelation: “May Moses rejoice in the gift of Torah He received.”

For Shabbat, revelation is the discovery of the meaning and beauty of creation. It turns us toward the Torah to bring us closer to God and to one another. For when we know the meaning of things, we come closer to being in the image of God, especially in our actions toward other people. In repentance, we also need revelation, to discover the meaning and morality of what we have done, and how we can do better.

The Shabbat afternoon service pronounces redemption: “You are One and Your Name is One.”

After opening ourselves to creation and revelation, we let go of the old week and prepare for the new challenges of the work-week. We become refreshed and renewed. In repentance, we also let go, forgive ourselves and take action to repair what we have done.

As we travel through these three stages – creation, revelation, and redemption – on Shabbat and in repentance, we become new, we are given a second chance, ready to start the new week, with a strengthened spirit and extra-soul.

~Rabbi Stuart Seltzer
Dean of Judaic Studies

Wednesday, December 15, 2010

College Applications

It’s that time of year again; the time when high school seniors rush home to frantically check their mailboxes for decisions from their priority and early applications. The Cardin students have experienced great success with applications so far this year. Even at this early stage in the year, there are already a few seniors who know exactly where they will be attending college next year.

It is important to remember that this is a very personal process. Every student is different and it’s crucial to be sensitive to each child’s experiences. There is no perfect formula for college admissions and disappointment is a natural emotion in this process. As a supportive community, we should not put more pressure on students by asking them about their impending college decisions. By May 1, everyone will have a place to go. The process always works itself through and it’s important to remember that every child is unique. There are over 3,000 colleges in the United States and students may take their own path to get where they want to go.

Cardin students thrive wherever they go. I am happy to share the news that Julia Minor ’07 will be the first Cardin graduate to obtain a college diploma. Julia will be graduating from the University of Pittsburgh this weekend with a double major in Political Science and Religious Studies and a minor in Public Service. Mazel tov to Julia and her family!

~Hallie M. Schein
Director of College Counseling

Tuesday, December 14, 2010

Cardin Athletics, What's Important?

As I started to write for this blog, I asked myself that one simple question, “What is important to our community in regards to Cardin athletics?”


So, what is important? Is it the wins? Is it the popularity? Is it pride? Is it the sportsmanship? Is it the character-building opportunities? Is it the effect it has on admissions?

Honestly, the list could go on and on, but the truth is, that it’s all of the above. Cardin prides itself on a value system focused around sportsmanship and healthy competition. I am reminded of this every time I watch one of our sporting events, but was most recently reminded of it during our AIMS visit this past week. Going over our program with the AIMS committee, I realized just how important our athletics program has been, currently is, and will continue to be to our school. To summarize what our athletics program is all about I’ll quote an excerpt from our website:

"Athletics is an integral part of the total education process at The Shoshana S. Cardin School. Our competitive team sports program focuses on mastering sports skills while encouraging physical fitness, teamwork, leadership, discipline, loyalty, and a sense of healthy competition. In addition, Cardin Athletics provides an occasion for a shared experience with all members of the school community, building school spirit and unity."

Now, reading that and then going out and watching one of our basketball games, everything starts making sense. With the support of our community, the leadership and determination of our coaches/teachers, and the drive and willingness to learn of our students, our athletics program becomes important in all aspects of our school.

So, what is important?

Is it the wins? Of course it is!! We are a competitive high school program!!

Is it the popularity? Of course it is!! There are few things in life which serve such a positive purpose in a high school student’s life, while also being the “popular” thing to do.

Is it the pride? Of course it is!! We have high school students competing and pushing themselves to their physical breaking points. Pride is a necessity to sustain the ups and downs of athletics.

Is it the sportsmanship? Of course it is!! Our students and coaches know that they are representing Cardin and that a strong value of our school is Derech Eretz. So at all times we must consider how we are conducting ourselves with propriety and respect in relationship to others.

Is it the character-building opportunities? Again, of course it is!! Leadership, discipline, hard work, perseverance, accountability, and this list never stops.

Is it admissions? Yes, and this is probably the one area where people are affected and nobody ever knows it. Athletics is one of the driving forces behind a student's decision about where to apply. Even if a student never plans on playing a sport, knowing that the opportunity to be proud of his or her school due to athletics plays an important role in that student’s decision. How we look, how we act, and how we play directly affects the greater community’s perspective of our school. When we have a full gym of excited fans and we have a team that looks and acts like they want to go compete, we are selling our school.

Our school is an integrated machine and every aspect of every department plays a vital role in the life of our school. Our students work extremely hard in the classroom and after a more than 8 hours of academics, a large percentage of these students dedicate another 2-3 hours to our school through participation in athletics. It’s obvious that athletics at our school is important for numerous reasons, and due to the hard work and dedication of our students we are able to have a strong athletics program.

So come out and support our students as they make it possible for Cardin to shine outside of the classroom. See firsthand just how well our students represent our school and how important it is that we continue to support and encourage them. The next home games are Thursday, December 16 with the girls playing Key School at 4pm and the boys playing Waldorf at 5:30pm. All home games are at the Park Heights JCC.

Special thanks to the seniors on our basketball teams: Hadassah Emuna, Shira Glushakow-Smith, Ally Richmond, Beth Zaleon, Joey Danick, Alex Verovsky, Steven Verovsky, and Rubin Waranch. Also, thanks to the senior managers, Daniel Solomon and Zevi Lowenberg.

~Foye Minton
Athletic Director and Dean of Students

Friday, December 10, 2010

Celebrating Rosh Hodesh

Hanukkah is the holiday of lights and heroes. It is quite appropriate to talk about our heroines on a day traditionally dedicated to women – Rosh Hodesh. To celebrate it we remembered and learned about over thirty great Jewish women, who are a source of inspiration to us today.


 
Among them were some well-known names, like Henrietta Szold, Hannah Arendt, Sarah Bernhard or Emma Goldman. There were also women famous in their fields: science, medicine, physics or astronomy, like Helen Brooke Taussig, Hertha Ayrton or Fay Ajzenberg. We learned about a big number of social activists and politicians, like Shulamit Aloni, Rosa Luxemburg, Bella Abzug and Ernestine Rose, among others. We learned about women passionate about art, like Molly Picon, Annie Leibowitz or Nelly Leonie Sachs.

 
Among them we encountered an illiterate Israeli immigrant fighting for the right to education and the advancement of women, partisans giving up their lives for others, scientists struggling with sexism and anti-Semitism, doctors saving lives under dire circumstances, activists fighting for equality and workers’ rights, educators, actresses, physicists, writers, politicians, mothers, daughters… heroines.

 
Our students noticed a lot of common traits among them: they were dedicated, strong, involved, winsome, independent, wise, tenacious, perseverant, creative, accepting, influential, and full of determination and passion.

 
We asked the students to imagine what the message would be from the heroines to us today. Here is some of what they said:

 
  • “Fight for truth.”
  • “Make a difference.”
  • “Work with others who share your vision.”
  • “Let us grow stronger each day.”
  • “Always do what you can to help.”
  • “Sometimes you have to break the rules.”
  • “Be passionate.”
  • “Fight for equality and justice.”
  • “Women can do anything if they try.”
  • “Don’t let your gender limit you.”
  • “Don’t shy away from your passions and helping others express theirs.”
  • “You can’t stop women from talking.” and
  • “Stay true to your religion, culture and education.”

 May these words inspire all of us!

  
~Rochel Joanna Czopnik

Judaic Studies Instructor

 

Tuesday, December 7, 2010

History

Helping students grasp the importance of world events that occurred in the past.


Inspiring students to learn about their past and find their academic passion for the future.

Sharing our thoughts and opinions regarding why and how events occurred.

Trust in this generation to lead our world to peace.

Objectively analyzing events and interpreting their influence on today.

Re-examining long-held notions through fun projects and learning experiences.

Yesterday’s events, today’s understanding, tomorrow’s successes.

~Amy Fink                           ~Ari Isaacs
History Instructor                  Class of 2011

Saturday, December 4, 2010

Chanakah Lights


Repeat after me…peer-sue-may knee-sah. Nice job!

 Pirsumei nisa are two Aramaic words which mean “publicizing the miracle.” That’s the phrase the Rabbis used to explain why we light the Chanukiya at the doorways or on the windowsills in our homes – to publicize the story of Chanukah to passersby. It’s a concept uniquely associated with Chanukah.

It’s interesting that we place the Chanukah lights on the windowsill and go out of our way to draw the attention of people to what’s going on inside our homes. Many of us are probably uncomfortable with the idea of people peering into our homes on a regular basis, but for Chanukah, that’s exactly what we encourage.

In the original Temple, the Beit Hamikdash, there were strategically placed windows. The Yalkut Shimoni, a collection of midrashic commentary on the Torah, tells us something interesting about those Temple windows. He says that while castle windows might be narrow on the outside and widen towards the inside, the Temple windows were just the opposite. They were narrow on the inside and widened towards the outside. The purpose he explained was to demonstrate architecturally that the Temple was a source of light for the community and perhaps even the world. The energy and spirit of the Temple was launched into the world through windows specially designed to amplify and disperse the energy. It so happened, that one of those windows was opposite the menorah, the 6 branched candelabra that was kindled each night by the High Priest. The menorah in the Temple was its eternal light and that light was a beacon to be projected and shared with those outside the Temple.

While our chanukiya is really not the same as the Temple Menorah, the idea that we light it at the window for all to see is strikingly similar. Our homes, ideally, are mini Temples and the love and warmth and values that begin there and are (hopefully) displayed there should be shared with those who might be looking in.

Here at the Cardin School, we try to remember that our windows are wide on the outside and we endeavor to share the light of Torah, the light of community and the light of authentic Jewish values with all who might choose to look in.

Chag Urim Sameach.
May we all have a joyful and light filled Chanukah!


~Rabbi Yaakov Chaitovsky
Judaics Faculty

Thursday, December 2, 2010

Love For Reading

Sometimes English teachers get upset if our students don’t seem to love reading as much as we do.  In the days when some of us grew up, books were frequently the main source of entertainment:  we escaped to the lands of Oz and Tolkien’s Middle Earth, traveled to Treasure Island, and visited Ann Radcliffe’s gothic castles or Jane Austen’s drawing rooms. 

One of the explanations for a decline in reading books is that today’s students have more entertainment options than we did at their age.  Video games, digital music players, and DVD rentals, for example, offer far more choices to fill up the precious, elusive leisure time that could also be spent curled up with a good book.  The most recently cited “culprit” for stealing reading time is the Internet, particularly the social network sites…

But instead of being a grumbly old teacher who complains about “kids these days,” I prefer to look at things from a more positive perspective: 

Maybe students aren’t reading as many full-length novels—but whenever they’re on a computer, they’re likely still doing some reading.  The Internet could be considered the world’s biggest book (and one that changes by the second!). 

As part of my teaching job, I get to make students read GREAT classic stories they might not otherwise read on their own time.  I wonder if I should assign another, really big book…

I could give extra credit points to any students who actually finish reading the entire Internet…  Good luck!

~Dr. Norman Prentiss
English Department Chair

Wednesday, December 1, 2010

Gratitude and BLEWS

I had such an enjoyable Thanksgiving and feel especially grateful at this time of year. As always, my holiday began with a fun road race called the Turkey Trot. It’s such a great community event and I always feel ready to eat my heart out after running that 5k!! I was then off to Allentown to spend the weekend with my entire family – three sisters and brother in laws, 11 nieces and nephews, and one very proud mom. We cook, shop, sing, and laugh for four days straight. Coming back to work on Monday, I felt recharged and enthusiastic about being in such a warm and cohesive environment.


As luck would have it, last night this feeling of gratitude continued when I had the opportunity to attend the BLEWS, The Black-Jewish Forum of Baltimore’s Annual Dinner Meeting. They honored State Senator Delores Kelley and Councilwoman Rikki Spector for their exemplary public service and contributions to interracial understanding and cooperation. It was exciting to be sitting along side other attendees such as Councilman Cark Stokes, Bernie Berkowitz, and Mayor Stephanie Rawlings-Blake. It was humbling to hear about the continuing efforts of the BLEWS members, and the honorees in particular, toward advancing social and economic justice for all. I have a great appreciation and a whole lot of gratitude for these leaders who don’t just walk and talk the "walk and talk". They do what it takes to inspire those around them to make the changes necessary to advance Baltimore.

~Jackie Villet
School Counselor

Tuesday, November 30, 2010

AP Physics Students Make Hovercrafts

In our AP Physics class, we were tasked with the assignment to construct a small hovercraft capable of going across a classroom on its own.  We could only use computer fans and motors to keep the vehicle hovering.  The hovercraft needed to go straight while hovering, and had to be able to race with the hovercrafts of the rest of the class.  My hovercraft had a large Styrofoam [piece], while others used a garbage bag for a skirt in order to allow it to hover.  One of the biggest problems that we all encountered in the building process was finding a way to cancel out the rotational inertia of the fan that was allowing our projects to hover.  The fan would make the hovercraft spin around and it was hard to make it go in one direction.  Some people in the class used two fans at the end to push it, or angled [their] back fan to cancel out the central fan, while others used a motor and a regular fan to push it.  In the end, Steven Verovsky’s hovercraft narrowly beat out Mr. Whitfield’s fan to win the AP Physics championship.  Naturally, my fan broke before the race and one of Alex Verovsky’s fans blew out after one race.

The Race Participants
(Mr. Whitfield, Alex Verovsky, Daniel Solomon, Steven Verovsky)

~Daniel Solomon
Class of 2011

Tuesday, November 23, 2010

Sustainability

As we celebrate Thanksgiving and enjoy time with our family and friends we often focus on abundance. This time of year we enjoy plentiful food as we indulge in the holiday feasts. This is usually not the time of year we focus on preserving natural resources and living sustainably (using renewable resources).


Cardin’s biology classes have just finished learning about ecology and conservation. We reflected on the resources we use at school and in our homes by taking the carbon footprint quiz (www.myfootprint.org). Many of the students found this to be eye-opening. We compared the amount of resources we as Americans use to the resource consumption of other nations.

Together, the students brainstormed some ideas about how we can conserve resources. Some suggestions include:

• Reducing water consumption by doing full loads of laundry or taking shorter showers
• Using energy saving appliances
• Strive for a waste-free lunch (pack only reusable containers)
• Unplugging devices you’re not using (chargers that are plugged in still use energy)
• Eating locally grown food
• Eating seasonally available food
• Carpooling or taking public transportation or even walk (it’s also a healthy option)
• Consider buying a hybrid vehicle or more fuel efficient car
• Encourage your politicians to pass environmentally-friendly legislation

We hope you will find some of these friendly reminders helpful as you celebrate the holiday season.

~Ms. Alexandra Sloane
Science Instructor

Thursday, November 18, 2010

A Day of Interaction, Understanding, and Cooperation

On Wednesday, November 17, the 9th, 10th, and 11th graders joined 35 students from the St. Frances Academy, a Catholic school, in sharing an experience at the Jewish Museum of Maryland. The purpose of our trip was for both groups to gain greater insights as to the commonality that both faiths share. Small groups were formed, comprised of members of both schools, and students went on an information scavenger hunt learning from an exhibit that details Jewish influences, relationships, and policies of Pope John Paul II.


The second aspect of the field trip was exploring the Lloyd Street Synagogue to learn about it’s transformation from a Catholic church to a synagogue. Students from both schools participated in a show and tell that described religious ritual artifacts from both faiths, and compared and contrasted their function. Common ground was established and understood by participating members.

The experience accomplished all of its goals, and it was a joy to observe students from both schools interacting, discussing the information from the exhibit, and enjoying the experience together. Cooperation and understanding was the theme for the day.

~Robert Cantor
Social Studies Chair

Tuesday, November 16, 2010

Fear Not the "B" Word

“How to Save on (Nearly) Everything,” “60 Tricks for Enjoying Life on Less,” “Save $1000 this Month,” “142 Ways to Save Time and Money,” “12 Sneaky Ways You Can Save $5,000” – seems as though every magazine cover these days promotes an article on how you can save money. Interestingly, the word “budget” is very rarely used in these headlines. Just like the word “diet,” the term “budget” has been perceived as a negative tool in the battle to manage your money. Over the past two weeks the Personal Finance class has been learning not to fear the B-word. We’ve discussed how taking the time and energy to discover where your money has gone and plan for where it will go helps you meet your goals. Those goals may be short-term, such as being able to buy prom tickets, or long-term, such as being able to go to college or buy a car. It takes planning to reach goals.


The students practiced preparing a personal budget in class as we played our own game of life. Each student received an “Income Card” disclosing their annual salary and monthly net pay. They were also dealt a random “Expense Card” with details of their fixed and variable expenses – car payment, rent, gas, food, and entertainment. Every card also required the student to record an expense of “savings” at 10% of their net pay each month. Then, as they calculated whether they needed to cut back on expenses or had money to allocate as they wished each month, I distributed two more “Surprise Cards” representing how reality sometimes forces us to make adjustments to our plans.

As we summarized the experience of making a spending plan, the students understood that budgets offer flexibility and the freedom for them to take control over their money. Hopefully, that lesson will remain with them for many years to come.

~Jan Schein
CFO, Personal Finance Instructor

Friday, November 12, 2010

Hebrew

בכיתת המתחילים למדנו שיר על ה"שלום" כל תלמיד נתבקש לצייר את בול השלום האישי שלו. התלמידים ציירו בולים ססגוניים בצבעי הקשת ואמרו שכך הם היו רוצים לראות את העולם. שכל הארצות יפסיקו להילחם ויחיו בשלום זה עם זה.


סידני: " אני רוצה שהילדים (יהיו) שמחים"

גויי: "אני רוצה שלום בין לבנים ושחורים... בכל העולם"

טובי: " אני רוצה שלום בכל השפות..." הוא כתב שלום בעברית, באנגלית ובערבית.

בן: כתב את הרעיון שלו בסמלים של שלום ואהבה. "לא למלחמות, כן לשלום"

השבוע ביקרה אותנו המדריכה מנטע, התלמידים היו נהדרים, השתתפו יפה בכיתות והעמידו את בית הספר שלנו באור חיובי מאוד.

כל הכבוד לכל התלמידים בקרדין יישר כוח!

~Morah Zohara Chaban
Hebrew Instructor

Thursday, November 11, 2010

Cultural Literacy

It’s one of my favorite weeks of the year: the week I show the great classic (and possibly the finest movie ever made), Citizen Kane, to the seniors as part of Senior Seminar.  We’ll finish watching it today and then spend tomorrow discussing it – everything from the plotline and symbolism to the directorial choices and camera angles.  It’s a great, great movie, and part of the “cultural literacy” that’s so important to have.  Friday my seniors and I will be listening to music – we’ll explore the differences between Classical / Romantic music and the beginning of the moderns – like Stravinsky and Gershwin.  We’ll probably touch on jazz and the beginnings of rock ‘n’ roll.  In my freshman class, now that they have spent time studying the story of the Iliad and several books from the Odyssey, we’re enjoying a movie of the Odyssey produced by Francis Ford Coppola.  Next week the freshmen and I will invite our art teacher into our classroom so we can make shields in the manner of the great ancient Greek hero, Achilles.  And of course this weekend starts the auditioning process for the play….there’s always something exciting going on here at Cardin!

~Leslie Smith Rosen
Dean of General Studies

Wednesday, November 10, 2010

Cardin Scholars Program

Details of the new Cardin Scholars Program were revealed at our Open House on October 31st.  For those unable to attend the Open House here is a description of the program:

The Shoshana S. Cardin School is a co-educational college-preparatory school for grades 9 through 12 that pursues the rigorous integration of Judaic and general studies and achieves excellence in both. Guided and informed by Torah, the School transcends denominational affiliations. As members of a pluralistic school, students and faculty who vary in philosophy, theology, and ritual expression participate fully in an environment that fosters respect, acknowledges differences, and encourages growth. The School’s dynamic learning community inspires its graduates to engage in life-long learning, to fulfill their responsibilities as Americans, and to be committed members of the Jewish people.

The Shoshana S. Cardin Scholars Program recognizes highly motivated students who exemplify the mission of the School and who demonstrate a desire to learn, talent in a particular discipline, leadership potential, and commitment to activities beyond the classroom.

Cardin Scholars will work with a specialist in their discipline throughout their four years at Cardin, and will meet several times throughout the year for additional enrichment opportunities.

Up to ten incoming students for the class of 2015 will be granted scholarship awards of up to 80% of tuition for four (4) years, to be applied against school tuition upon enrollment in 2011-2012. Scholarship recipients are also eligible to receive financial aid in accordance with the tuition assistance criteria.

Disciplines
Athletics
Community Service
Hebrew Language 
Judaic Studies
Leadership
Literary Arts
Math
Performing Arts
Science
Visual Arts


Eligibility and Application Process


All interested students are invited to apply to Cardin in order to be considered for these highly valued awards. To further promote opportunities at Cardin, the school will encourage rabbis, community leaders, and school administrators to nominate qualified students. Family members of current employees or Board members are not eligible to apply.

Only students who have submitted a completed application to enroll in ninth grade may compete to be a Cardin Scholar. Additional documentation to complete will be detailed on the Cardin Scholarship form. Forms will be available by December 1, 2010. The deadline to submit material to be considered for a scholarship is January 28, 2011.

For more information about the Cardin Scholars Program, please contact Anne Tanhoff Greenspoon, Director of Admission at 410.585.1400, ext. 207 or agreenspoon@shoshanascardin.org .

Friday, November 5, 2010

Found Poetry

Pirke Avot teaches us that in order to know where we are going, we need to know from where we came.


Today concluded a very special week with artist-in-residence Betty McIntire. Our 9th and 12th grade students re-read their Bar and Bat mitzvah Torah readings in order to see how they connect NOW to their portions. Betty led several workshops in which she instructed them on how to make found poetry collages. Using the words of their Torah portions, each student made a collage. They turned out amazing and to be poignant reminders and arrows pointing to the people they have become.

My Torah portion was and still is Lech Lecha. Abraham has always been somewhat of a mentor to me. He speaks to me, as a visionary, as living in the present with a dream of the future; as someone who had a dream of the future and held on to it despite the many obstacles that seemed to make the dream impossible.

Here is my found poetry:

Be A Blessing
And you shall receive a great reward - An exceedingly heavy burden
Exceedingly
Exceedingly
Many
In peace
At a ripe old age

May we be granted the vision of Abraham to always see beyond the reality of the present, seeing the blessings of future multitudes in each and every Jew.

Shabbat Shalom,

Rabbi Stuart Seltzer
Dean of Judaics

Thursday, November 4, 2010

Spanish

Much of this semester has been spent on the students and I getting to know one another. Classes have had to adjust to a few changes in schedule and placement. Through this process students are learning how to be flexible and adapt.


An important part of learning a language is learning about the culture. In a Spanish IV unit on identity, ¿Quién soy en realidad?, we analyzed some prints of the well-known Mexican artist, Frida Kahlo. I chose this artist due to the myriad aspects of her own identity that she expressed in her art. Frida's cultural identity (Jewish father and indigenous Mexican mother), her physical ailments, and her infertility were all vividly portrayed in her art.

Spanish II and III students shared some Pan de Muertos, a sweet bread eaten on the Day of the Dead, November 2nd. We discussed the symbolism of this day, how it is celebrated in different states in Mexico, and even worked on simple tissue paper flowers and “papel, picado”, ornaments.

~Rosemarie Steinberg
Spanish Instructor

Wednesday, November 3, 2010

Understanding Adolescence

Earlier this week I had the great opportunity to attend the AIMS Conference with thousands of educators from all over Maryland. I chose two incredible workshops that supported my growing knowledge on what makes adolescents tick. The first seminar was titled, “The Adolescent Brain: Open during Reconstruction.” Did you know that the adolescent brain is not the same size as an adult brain, and that it isn’t fully developed until early adulthood (around age 25)? Interestingly, the frontal lobes are the last to mature and those areas control decision making, planning ahead, impulses, higher-ordered thinking, and reasoning. It’s no wonder that these teenagers we work and live with can’t operate the way we can.


The second workshop, “Understanding and Working with the Challenges of Adolescence” provided superb insight and understanding into the different “selves” of adolescence, which include physical, emotional, thinking, academic, social, and spiritual selves. An interesting note, among many that I took away from this training, was that on the adolescent journey, teenagers attempt to form an identity, increasing their risk-taking behaviors. Risk-taking can be appropriate, such as pushing oneself to join a sports team or register for an upper-level class and it’s up to the adults around them to encourage these kinds of challenges.

I could go on all day about the information that was presented and I’d be happy to. Please contact me at jvillet@shoshanascardin.org if you’d like to continue the conversation.

~Jackie Villet
School Counselor

Tuesday, November 2, 2010

Is Slavery Acceptable from a Jewish Perspective?

This is a question that my 9th grade students discussed in a class the other day. Most of them agreed that oppression is not compatible with Torah teachings. Yet, we learned that there were Southern Jews who did own slaves. How could they justify their behavior?


Our tradition emphasizes obligations toward our fellow human beings. From the prohibition against oppressing a stranger and the commandment to pay the worker a just wage on time, through prophetic calls against social injustice to the great cry to never forget our own experience in Egypt, these should teach us empathy and solidarity with all the underprivileged and oppressed of the world. The Talmud even tells us that if we see evil happening and we are able to do something, but choose to do nothing, we are as accountable as the evil doer (Shabbat 54b).

Our tradition also tells us dina d’malchuta dina, “the law of the land is the law”: we are obligated to follow and obey secular laws established in the state we made our home (Baba Kama 113b). Most of the time, this rule is not an issue.  I understand why taxes and traffic rules are necessary. But it may become an issue if the laws clash with Torah teachings.

If we live under laws we find morally wrong we have a choice. We can either stand up, or we can do nothing, justifying our decision with the rule “dina d’malchuta dina”. That was the decision made by many of the Southern Jews in Antebellum America. They owned slaves and some participated in slave trade. Did they struggle with their decision? Or was it a no-brainer? My students made a great comment – in order to react to an evil act one needs first recognize it as such. It requires sensitivity to the suffering of others, courage and independent thinking. It takes selflessness and a set of priorities where the dignity of the other is placed high on top.

We know also about numerous Jews who chose the first option – to protest unethical laws through peaceful acts of civil disobedience, joining organizations supporting abused workers, or empowering underprivileged minorities.

Each of us has a chance to interpret our tradition in a personal way. Each of us has a choice.

~Rochel Czopnik
Judaics Instructor

Thursday, October 28, 2010

Debate: Should Nora have left?

“It is better to debate a question without settling it than to settle a question without debating it.”

Joseph Joubert


At the end of A Doll's House, the protagonist, Nora Helmer, has to make a decision: Stay at home with her controlling, ego-driven husband, or to leave, setting a new paradigm for women. If she leaves, her 3 children will be raised without a mother. Torvald's treatment of Nora until this point in the play leaves much room for empathy; and indeed, most readers accept her decision to leave as a natural consequence of his treatment. But, upon further examination, Nora's decision is complicated: Just like her friend, Christine, Nora will risk social depravation without a husband. So, having set up the premises, my 10th graders engaged in an important debate: Was Nora right to abandon her husband and kids at the end of the play?

The 2 sides, affirmative and negative, spent time preparing their cases, crafting arguments around Nora and Torvald's relationship with a focus on societal expectations. The debate, just like the conclusion of the play, gave the audience a window into Nora's difficult decision. Below I will chronicle some highlights from the debate:

1st Affirmative (Nora was correct in abandoning her husband and children): The 1st affirmative came out strong with arguments that Nora could not develop as a person if she stayed with Torvald. This, they argued, was a basic human right that he had denied to her. They followed up this argument with a discussion about Nora’s inability to parent her children in her current condition — here they argued, that she was incapable of being a mother-figure for them.

1st Negative: (Nora was incorrect in abandoning her husband and children): The 1st negative came back strong: They argued that given the societal expectations placed on Torvald (and the family), should Nora leave, he would have his reputation damaged. Further, they argued, Nora chose to forge the signature on the document — whether or not it was necessary — and therefore Torvald had a right to get upset at her. They concluded with remarks about Nora’s sense of selfishness driving her decision to leave.

After both sides had the opportunity to ask questions, the debate moved into closing remarks. Here, students again emphasized their main points: The affirmative discussed Nora’s right to pursue her own life, free from Torvald; the negative reworked their argument about Nora’s dishonesty through the play.

Most impressive of all — though there were many impressive aspects— was the spirit in the debate; students presenting cogent, thoughtful arguments and engaging in the great intellectual tradition of debate. Students respectfully listened and responded to arguments from the other side, acknowledging the legitimacy of the points, but using sources from the text to refute them.

As election season wraps up, I am reminded of the importance of civil discourse, whereby disagreeing sides can come together — not to coalesce about their similarities — but instead to share in the ancient art of debate; a tradition that my 10th grade students engaged in this last week.

~Joel Neft
English Instructor

Wednesday, October 27, 2010

AP Latin

Even though I love teaching Vergil’s Aenied, I do have one major complaint with the AP approved course syllabus. While the curriculum does suggest that students have some familiarity with the Homeric epics, the Iliad and the Odyssey, it tends to use these texts to establish the epic tradition in which Vergil is writing and then simply to place them as mere background information for the Aeneid. In other words, knowing the basic elements essential to epic poetry and learning a few characters and events, for the purposes of the AP exam, can replace the reading of the Homer, which it absolutely cannot. This is not to say that one can’t read and enjoy the Aeneid independently from its predecessors. Quite to the contrary, it is a beautifully written work with well developed characters and exciting narrative. Nevertheless, Vergil was writing for an audience that had grown-up with, and had been educated by, the Homeric epics. Therefore they knew these poems inside and out. It was this intimate knowledge of the Iliad and the Odyssey, on which Vergil would rely when he would virtually transpose Greek passages from these epics into his Latin text, but with a twist on character, circumstance or context. What might strike a modern reader as copy write infringement was an ancient poet’s way of shouting out to his audience, telling them to compare his text to those that came before, and to use theses intra-textual connections to enhance the meaning of his work.


In AP Latin we recently worked with dialogue between Juno and Aeolus, king of the winds. In the conversation, Juno, the queen of the gods, approaches Aeolus, a lesser god, and asks for a favor - that he release the winds to create a storm on the sea that will destroy Aeneas and the Trojan fleet. We looked at the structure and language of Juno’s speech, which begins with flattery, slides in the “ask” and then finishes with a bribe - a beautiful nymph as a new bride for Aeolus. Juno’s supplicating demeanor and the bribe, in particular, strike not only the reader, but even Aeolus as little odd and unnecessary. In fact, Aeolus basically responds, “you don’t have to do anything for me. I have to carry out whatever you order,” and proceeds to unleash the fury of the winds. Yet this scene is not so awkward, when viewed along side a scene from Book XV of the Iliad, in which the god of sleep, Hypnos, refuses Hera’s (the Greek Juno) request to put Zeus to sleep while the other gods rejoin the fighting in the Trojan War. Fearing Zeus’ reprisal, Hypnos rebuffs Hera, until he realizes that she has something he wants - one of the graces as his wife. When Hera agrees to this quid pro quo arrangement, Hypnos, puts Zeus to sleep. Regardless of whether Juno in the Aeneid really feels that she has to take this deferential tone with Aeolus or whether she just wants to cut to the chase, skip the ensuing negation similar to the one she had in past (the Iliad) and thus hurry the Trojan destruction; Aeolus does not react as she expects and she only expects a particular reaction because of the scene in the Iliad. In fact, it is not clear if Aeolus ever takes her up on her offer. He simply obeys.

~Maureen Beabout
Latin Instructor

Friday, October 22, 2010

Pluralism in Action

As we were studying the first mishna in Berachot and came to Rabbi Eliezer’s opinion that we may recite the evening shema “when the kohanim enter the Temple to eat their teruma”, the hands shot up in the air. “We looked at the commentary”, the students said, “and we see that Rabbi Eliezer means that we can say the shema at nightfall, when it’s dark, because that is when the kohanim could eat their terumah food.” I congratulated them on figuring that out. They continued, “but if he meant nightfall, why didn’t Rabbi Eliezer just say that? Why the reference to the destroyed Temple and to no longer viable kohanim and teruma foods?"


“Excellent question,” I said.

Just then Rabbi Seltzer walked into the room…and a magical moment of pluralistic Torah learning began.

I, an Orthodox rabbi, answered the students’ question by pointing out that the Rabbis of the Mishna would constantly refer to the Temple and the rituals performed there not only to remind the people of their glorious past but also to emphasize their unshakeable faith that the Temple would be rebuilt and the practices of old will once again resume.

Rabbi Seltzer, a Conservative rabbi on the other hand, offered that the Rabbis understood the realities that lay before them and grasped that Judaism was forever changed by the loss of the Temple. The reimagining of Judaism required radically new thinking that made reference to the past as a way to establish credibility and authenticity. Their view of the future did not necessarily encompass the old ways of the Temple.

Two rabbis…two opinions.

And then the students began offering their ideas and opinions about what the Rabbis might have been thinking. There was no shouting, no dissing, and no rolling of the eyes.

There was conversation and dialogue. There was respect, integrity and a sense of community.

There was Torah.

And there were smiles on the faces of two rabbis at the Cardin School.

~Rabbi Yaakov Chaitovsky
Judaics Instructor

Wednesday, October 20, 2010

Bully Prevention Awareness

October is National Bully Prevention Month! Last week marked the kickoff of the counseling department’s Bully Prevention initiative. Mrs. Villet and Ms. Schein spoke to the students about the recent media attention on bullying.  Bullying can be physical, verbal, and non-verbal. The students discussed the recent Rutgers tragedy and other teenager suicides as a result of bullying. As a community, we want to make sure no student ever feels that desperate or left out.


The 11th graders participated in a classroom activity with Ms. Schein where they learned about many different types of bullying and the effects on victims, bystanders, and bullies. The students made posters advocating against the different types of bullying. These posters are displayed in the modulars and are meant to teach other students about the different types of bullying and how to recognize and prevent these types of behaviors.

Throughout the month, Mrs. Villet and Ms. Schein will continue to work with students, faculty, and parents on increasing sensitivity and empathy and creating a school culture free of bullying. The Cardin students always show tremendous derech eretz and the counseling department is hopeful that Cardin students will continue to be role models for tolerance and acceptance throughout our community.

~Hallie M. Schein
Director of College Counseling

Tuesday, October 19, 2010

Making Rock Candy

Given the time of year and all that candy in the aisles at your local grocery, the science department thought it might be nice to try and make your own candy at home.


Making rock candy is a lesson in supersaturated solutions, evaporation, crystalline structure, seeding, and deposition. Great vocabulary words for any budding scientist and all well worth the google search.

There are a number of recipes, but this is my favorite from “The Accidental Scientist, Science of Cooking” http://www.exploratorium.edu/cooking/candy/recipe-rockcandy.html

Gather:

• 4 cups sugar
• 2 cups water
• a small saucepan
• a wooden spoon
• a candy thermometer
• a small, clean glass jar
• a measuring cup
• cotton string
• a weight to hang on the string (such as a screw or galvanized washer)
• waxed paper
• a pencil (to suspend the string in the jar)

Directions:

1. Heat the water in the saucepan over medium-high heat until it comes to a boil.

2. Completely dissolve the sugar in the boiling water, stirring continuously with the wooden spoon until the solution grows clear and it reaches a rolling boil.

3. Remove the solution from the heat, and then carefully pour it into the jar. Cover the jar with a small piece of waxed paper.

4. Tie the weight to one end of the string, and then tie the other end to the middle of the pencil. The string should be about two-thirds as long as the jar is deep. Dip the string into the sugar solution, remove it, lay it on a piece of waxed paper, straighten it out, and let it dry for a few days.

5. Gently suspend the prepared string in the solution and let sit at room temperature, undisturbed, for several days. You can check each day to see how much your crystals have grown. It’s tempting, but don’t touch the jar until the experiment is finished—it usually takes about seven days.

6. At the end of the week, the crystals on your string should be clearly defined, with sharp right angles and smooth faces of various sizes. In the field of crystallography, these are called monoclinic crystals. Their shape is determined by the way the individual sugar molecules fit together, which is similar to the way the shape of a pile of oranges is determined by the shape of the individual oranges and the way they stack together.

Additions:

• Try adding food coloring or flavoring to your sugar syrup before making the rock candy.

~Dean Whitfield
Math and Science Chair

Monday, October 18, 2010

Cardin Athletics

The fall sports teams are moving along well with cross country in meets nearly every week and the girls and boys soccer teams continuing their full schedule.


In cross country, Zevi Lowenberg leads the pack, placing in the top 5 in every meet this year. Close on his heels, Ze’ev Beleck is running well, clearing the top 10 in the conference on a consistent basis. All of the runners continue to dedicate hours of running each week preparing for what is for surely going to be an exciting Conference Championship on October 28 at the Jemicy School.

Prior to the beginning of the girls soccer season, the boys soccer team kicked off their season in a situation that was less than ideal. Going into their first game, the boys team had multiple injuries putting them in the position of having to play a man down, or even having to forfeit. Arielle Bodner of the girls soccer team offered to play for the boys simply so they could have enough players for a complete team. The exciting part of this story is that the boys ended up winning the game 3 to 1 and Arielle scored two of the goals. Since that game, the boys have recouped and now have a full squad, playing very competitive soccer both in and out of conference. The team is led by goalkeeper, Matt Danoff, and stopper, Alex Verovsky.

The girls soccer team have also dealt with a numbers issue. It’s been a tough season and the girls have played some really competitive soccer over the last few weeks, but just couldn’t find a way to get into the win column. Last week all of that changed. The team refocused its efforts on communication and all-out hustle. In doing so, they jumped out to an early lead against Cristo Rey and never looked back. The final score was 3 to 1, but the more impressive score is that all of Cardin’s goals were scored by different girls, none of which were the leading season scorer for the team, Arielle Bodner. Showing that type of teamwork and positioning says a lot about this team. Early in the game, 9th grader Jessica Miller took advantage of a crossed pass by Bodner to start the scoring. In the second half, more impressive passing and communication took place as Leah Prince, Ally Richmond, and Chelsea Connor (Waldorf) scored off passes from each other.

Overall, the fall sports teams are doing very well and continue to improve. Please come out and support our students as they represent Cardin on the athletic field.

You can see all of our schedules on www.highschoolsports.net. Keyword: Shoshana S. Cardin School

~Foye Minton, CAA
Dean of Students and Director of Athletics

Engaged in History

9th and 11th graders have been actively engaged in some exciting history projects! We aim to achieve a deep understanding of the material and think beyond the text when exploring history.


This week in U.S. History, students are studying the American Revolution. For many years there has been a debate as to whether this was truly a revolutionary war or whether it was simply a war for independence. Though we have not come to a consensus as a class, the discussion was lively and fun! In addition to our discussion of how to classify this war, in two groups, we created journals from the perspectives of the British and the Colonists as they entered the war, and what they wanted out of it. They reflected on battles as though they themselves were fighting. It was amazing to watch students try and understand the perspectives of the people directly involved in the war.

While the eleventh graders were studying about the American Revolution, the 9th grade world civilizations courses began to study about Ancient Greece. We started with politics, culture, and geography, and we’re moving into literature and leadership. Students will be exploring the influence of Greece on our society today, and next week they will present PowerPoint presentations on people and events from Ancient Greece.

~Amy Fink
History Instructor

Tuesday, October 12, 2010

Oobleck

This week, chemistry students are learning about the states of matter. We know that there are three states of matter—solid, liquid, and gas. However, what happens when something doesn’t fit nicely into one of those 3 options? To explore this, the students made oobleck, a substance that’s sort-of-a solid, but sort-of-a liquid too.


We tried out two recipes to see what would work better.

Recipe 1: 2 tsp water, 2 tbs glue, 2 tbs borax, and food coloring

Recipe 2: 1 cup water, 1 ½ cups cornstarch, and food coloring

As a class, we had lots of fun playing with the oobleck and learned that this is a “non Newtonian fluid” because it has variable viscosity. We then discussed the difference between compounds and mixtures and the differences between chemical change and physical change.

We will fondly remember playing with oobleck as we examine more properties of matter and change this year in chemistry!

~Alexandra Sloane
Science Instructor

Friday, October 8, 2010

A Hebrew Debate

My Hebrew III-02 and III-01 class are learning about “youth movements” and about uniforms. When we finished learning the unit, in order to practice the vocabulary and the grammar we learned, I divided the students into two groups and they had debate for and against wearing uniforms at Cardin. Here are some of the ideas the students brought up in their debate:


Kate Scher:

"אני לא רוצה ללבוש תלבושת אחידה כי אני רוצה להיות מיוחדת. אם אני לובשת תלבושת אחידה, אני לא מרגישה מיוחדת. וגם, תלבושת אחידה היא סמל לעולם הישן! וילדים אוהבים ללבוש מה שהם רוצים ולא מה שההורים אומרים להם ללבוש."

Adina Golob:

"אני כן אוהבת תלבושת אחידה כי בבוקר אני עייפה מאוד ואני לא צריכה לחשוב מה אני לובשת... וגם כל הילדים לובשים אותו הדבר." "

Arielle Bodner:

" אני אוהבת תלבושת אחידה כי כל הילדים ניראים אותו הדבר וככה לא יודעים למי יש כסף ולמי אין כסף. וגם אם יש לנו תלבושת אחידה, הילדים לא חושבים על אופנה והם לומדים יותר טוב... " "

Avital Luny:

"אני לא רוצה ללבוש תלבושת אחידה כי אני אוהבת בגדים אופנתיים, האופנה יפה ואני רוצה ללבוש בגדים אופנתיים. " "

Yaakov Weinstein:

" בית ספר קרדין לא צריך תלבושת אחידה. הבגדים שהילדים לובשים עכשיו בסדר! אם כל הילדים לובשים חולצה לבנה ומכנסיים כחולים, זה משעמם מאוד! אם בית ספר קרדין רוצה תלבושת אחידה אז רק אחרי השנה הזאת..."

~Morah Zohara Chaban
Instructor of Hebrew

Thursday, October 7, 2010

Connecting With An Audience

Cardin had been abuzz about the recent publication of an essay by a current senior, Alex Hershon. Alex's essay, "A Kid and His Kindle," was published in The Reader, an internationally respected literary journal. We're all proud of Alex's accomplishment--writing the essay, submitting it, and getting it published where his words can be widely read.

That's one of the big points of writing, isn't it? When your work is published, your ideas and images and stories connect with an audience. Publication can take many forms, especially with today's technologies: in addition to print books and magazines/journals, there's eBooks (as Alex talks about in his essay), online magazines, and online blogs.

There's also an "old fashioned" way to share your work with people in your community: the high school literary magazine.

A school literary magazine's main goal is to offer young writers their first chance at publication. It provides a showcase for many different types of writing: fiction, poetry, essays. It offers a nice way for artists and photographers to share their creativity as well.

The Cardin literary magazine is currently open for submissions, and we're interested in seeing all varieties of creative work from students (and--dare I say it?--from faculty). Help your work connect with an audience--send the editors some of your creative work to be considered for publication in the school literary magazine!

Cardin had been abuzz about the recent publication of an essay by a current senior, Alex Hershon. Alex's essay, "A Kid and His Kindle," was published in The Reader, an internationally respected literary journal. We're all proud of Alex's accomplishment--writing the essay, submitting it, and getting it published where his words can be widely read.

That's one of the big points of writing, isn't it? When your work is published, your ideas and images and stories connect with an audience. Publication can take many forms, especially with today's technologies: in addition to print books and magazines/journals, there's eBooks (as Alex talks about in his essay), online magazines, and online blogs.

There's also an "old fashioned" way to share your work with people in your community: the high school literary magazine.

A school literary magazine's main goal is to offer young writers their first chance at publication. It provides a showcase for many different types of writing: fiction, poetry, essays. It offers a nice way for artists and photographers to share their creativity as well.

The Cardin literary magazine is currently open for submissions, and we're interested in seeing all varieties of creative work from students (and--dare I say it?--from faculty). Help your work connect with an audience--send the editors some of your creative work to be considered for publication in the school literary magazine!

~Dr. Norman Prentiss
English Department Chair

Tuesday, October 5, 2010

Personal Finance

Wise money management skills do not come easy for many people. Most of us never received formal education in budgeting, saving, and spending. Thankfully, the 12th grade students in Personal Finance are being introduced to the basics of financial literacy. Many of the topics we cover are suggested by the National Endowment for Financial Education (NEFE), an independent nonprofit organization committed to educating Americans about personal finance and empowering them to make positive and sound decisions to reach financial goals.


Recently, NEFE commissioned a study examining impulse buying which showed that 80% percent of American adults say they’ve made impulse purchases in the past year. The NEFE survey found that 66 percent of adults who have made an impulse purchase this year say they later regretted that decision. Controlling our spending impulse is an important lesson to learn. Perhaps all of us would benefit from reviewing the following tips from NEFE.

~Jan Schein
CFO and Personal Finance Instructor

Take Control of Your Spending with These Tips:

• Prioritize. Before you head to the store, make a list and stick to it. You will avoid falling prey to enticing retailer displays and coming home with all sorts of stuff you don’t need.

• Return. If you end up buying something you don’t need, return it immediately. If you feel that you are unable to return to the “scene of the crime” without either spending more or exchanging for a lower-priced item, ask a spouse or friend to run the errand for you.

• Save receipts. Keep all receipts in a designated pocket of your purse or checkbook for easy recovery.

• Keep the tags on. Resist the urge to rip off the tag on an item after you buy it. It could have a defect you don’t see in the store, or you could decide you don’t like it the next day.

• Be patient. While shopping, if you see something you like, leave the store for 30 minutes. You might find you don’t want the item as much as you thought.

• Use cash. Leave your credit cards at home, and shop with cash. That way you know you won’t have enough money to buy extra stuff, even if you are tempted.

• Find a buddy. Shop with a trusted friend or relative who will tell you “no” if you feel the urge to spend needlessly.

• Avoid retail therapy. If you have had a bad day, the last thing you should do is go shopping. Find another activity, such as exercise, to make you feel better.

Wednesday, September 29, 2010

Math

The Algebra and Geometry classes are off to a strong start this year. Algebra 1 students begin the year by learning about expressions and simplifying numerical and algebraic expressions using number properties. They review the use of exponents, solve simple equations, and solve word problems by translating English phrases into algebraic expressions. Soon, students will begin to use logical arguments and justify steps in solving equations.


Algebra 2 students begin the year by reviewing sets of real numbers and real number operations and properties. They write and solve equations in order to solve word problems. Students review exponential and scientific notation, and use properties to justify algebraic statements. In addition, the standard class will study analyzing and displaying data using frequency distributions and histograms.

Geometry students are introduced to the basic elements of geometry: points, lines, planes, segments, rays, and angles. Students learn the difference between a definition, a postulate and a theorem. They are also introduced to reasoning skills which they will use throughout the course. Students begin with inductive reasoning (making predictions and conjectures based on patterns they observe). This type of reasoning will lead them to a study of deductive reasoning (proving conjectures using a logical argument) in subsequent chapters of the textbook.

I am pleased with the progress students have made so far. I am looking forward to the rest of the school year.

~Michelle Greenbaum

Monday, September 27, 2010

Transitions

Transitions are difficult. We have high expectations for our teens to be able to transition well. At this time of year, we expect students to have made the transition from waking up at their leisure during the summer to waking up early for the school day. We expect them to be able to transition from class to class, on time and with all supplies. And as we wind down the fall chaggim season, we expect them to transition from 2 or 3-day school weeks to 5-day school weeks.


As I observe our Cardin students, I see that they easily live up to our expectations. They come to school cheerful – if sleepy – with smiles on their faces, ready to start each new day. While they had fantastic summers, on USY on Wheels, at camp, working, or just hanging around, Cardin students are prepared and excited to learn this school year. I’m excited, too – my before-school excitement jitters start over again each week as it feels as if we are transitioning anew after each chagRosh Hashanah, Yom Kippur, Sukkot, and later this week, Simchat Torah. I enjoy the holidays, spending time with my family and time alone contemplating what 5771 will hold and what 5770 did hold, but I also enjoy Cardin and look forward to really beginning the rigorous academic school year next week.

~Barbie Prince
Head of School

Friday, September 17, 2010

We Are Family


I will never forget when I interviewed for a job at Cardin almost five years ago.  I came early for the interview to provide me with time to observe behavior of students and faculty on a one-hall school.  My first impression was of the informal, warm interactions that was a universal for the entire community of administrators, teachers, and students.  I knew at that moment that this was a culture that was a perfect match for my values and philosophy of what a school can be.  Fortunately, I was hired to work at Cardin.  

Entering my fifth year, I am proud that my initial observation has not changed.  Cardin is a different kind of school.  A small but pluralistic group of students learn to respect each other, value their differences, and develop an attitude that the possibilites of life-long friendships are part of the Cardin culture.  Teacher-student relations are friendly, but clear-cut role divisions are understood.  Many alumni communicate with teachers via email, facebook, or visits to the school years after graduation (four graduation classes so far).  At Cardin, we are family.  Please hum the music from the famous song of this title (I love the song, but I still am reminded of the 1979 World Series with the “We Are Family” Pittsburgh Pirates. Ouch!).  I invite anyone to visit Cardin and enjoy this experience.  Student maturation and growth takes on many dimensions.  Attending a small school in a loving environment has an impact beyond academic studies.  This is the Cardin difference!



~Bob Cantor
Social Studies Chair