A Cardinal Direction

As I was musing on the philosophy and identity of The Shoshana S. Cardin School, (as I continually do), I thought of related words that may express special meaning, as I am also accustomed to do.  This quality of mindfulness regarding words and meaning is one that I encourage and attempt to enhance in and out of the Latin classroom, for myself and for students.  I thought of the people that are part of this community and the values that are important to us.  I thought of our excellence in learning, our inclusiveness, our creativity, and our care.  I thought of students walking through the school hallways wearing cardinals on their sweatshirts, as the Cardinal is the mascot of the school. 

            One word that remained on my mind was “cardinal”, which is derived from the Latin noun “cardo, cardinis”, meaning “hinge” or “axis”.  In English, as an adjective, cardinal means “of fundamental or central importance” and could also imply a red color, or the cardinal bird itself.  A cardinal circumstance or status is one of fundamental significance, a hinge point for action and motion.  Cardin is always, but most especially in this special time of transition, functioning as an axis, and in essence as a center of fundamental and positive significance for the community, and is itself, at a hinge point for motion into an exciting and promising future as the high school of the Independent Jewish Academy of Baltimore. 

Before the closing of this academic year, in March, students will take part in the National Latin Exam.  This Exam will test their skills at each of their respective levels, and provide an opportunity for competition and positive affirmation.  Despite being named the National Latin Exam, the exam allows students to participate in a worldwide competitive community that includes many countries.  Students have performed very well in past years, and will receive certificates of participation.  Students will have the opportunity to earn medals for excellent performance.    

Students will also have the opportunity for special interdisciplinary activities highlighting Greek and Roman culture for “Exelauno Day” , which is on March 4^th.  In Ancient Greek, there is a verb “exelauno” which means “I march forth”, thus we celebrate “Exelauno Day” on March 4^th.  March 4^th falls at the beginning of Interim Week at Cardin, which is an engaging, week long interdisciplinary learning experience with a special focus.

I am looking forward to the remainder of the 2012-2013 academic year, and I am optimistic about all of the opportunities that The Shoshana S. Cardin School has ahead for the future.   

    

Sara Priebe, Latin and Music Instructor

Shoshana S. Cardin School Reunion: A Place Where Everybody Knows Your Name

Thanksgiving is a time for bonding with friends and family, reflection upon bounty, and gratefulness for all that is good in the world, the tangible as well as intangible. It also happens to be a fine time for high school reunions, as a sizeable number of graduates come home to roost for the long holiday weekend.

This past Saturday night, two Cardin Class of ’07 graduates took it upon themselves to organize and host such a reunion at the Lebanese Taverna in downtown Baltimore. What a gorgeous gathering spot! The view alone was worth the drive.

At first, I wasn’t sure if Vadim Kashtelyan and Yoni Grossman-Boder had the time or inclination to pull off this large-scale event. After all, both lead very busy lives, with Vadim teaching religious school and studying for the MCAT, and Yoni a first year at Duke Law. For the record, I was pleasantly surprised. Not only did they handle all arrangements and details with the grace and expertise of seasoned party planners, but also they managed to make each guest feel like a regular at “Cheers.” This is no easy feat when hosting young adults who haven’t seen each other since high school, not to mention people who began working at Cardin long after these graduates left the building. Finally, I was able to match the smiling adolescent faces that line the walls of my office with their more mature adult counterparts.

Faculty and former students chatted like old friends, dined on a delicious smorgasbord, engaged in trivia challenges, and laughed at tender memories only Cardin pioneers can share. These are the students whose families took a leap of faith and enrolled them in the dream of a new college prep school, an educational experiment steeped in critical thinking, self-direction, and Pluralist Judaism. I had a great time getting to know each one. Our school can be very proud of their accomplishments.

In the fall of 2013, that dream will be reborn as Cardin transitions to become the high school of The Independent Jewish Academy of Baltimore, a K – 12 Jewish day school built upon the foundation of Cardin’s top-notch curriculum. It’s an exciting time for Jewish education in Baltimore. The success stories of flourishing graduates are all the more reason to embrace its future.

Cheryl Taragin, Director of Recruitment and Alumni Relations

Our Great Quadrennial Election Simulation

Congratulations to all our Great Quadrennial Election Simulation Participants!!!!!  A review of the highlights follows:

Part I: The Debates:  As we detailed earlier, each advisory was responsible for advocating for a major issue or candidate (Obama; Romney; Stein; pro- and anti- questions 4,6, 7).  They each prepared a mini-speech, delivered by one of their members, in front of the whole school, judged by our fearless leader, Mr. Prashker.  Particular congratulations go to the groups represented by Abram Foster; Ben Levine; Miles Greenspoon; Jesse Solomon; Toyam Cox; Jordana Lachow.

Part II:  The Map Challenge.  Groups were challenged, using a map with only the state lines evident, to identify all the states (and the District of Columbia) with the correct postal code and the accurate number of electoral votes.  Most of the groups had a better than 90% accuracy level – special kudos to the following groups: Mr. Creeger, Ms. Wann, Ms. Carney, Ms. Stack, Dr. Prentiss, and my own!  As of this writing, Florida is still not official, so I cannot determine the final results because of the important “Electoral College Prediction,” but the following groups are the most likely to pull this off: Mr. Creeger’s, Ms. Carney’s, Ms. Stack’s, and my own, depending on how Florida falls out.  That being said, all the groups predicted the winner correctly.

Part III:  The Mock Election. The popular vote compared to the electoral vote of the Cardin School was somewhat reflective of the “real” election: the electoral vote was more “lopsided” than the popular vote, both in President Obama’s favor.  The majority of the school community also voted for the passage of questions 4&6, and narrowly defeated question 7.

We will announce the winner (and the prize) as soon as we know it!

I’m already looking forward to 2016 and seeing if the classes of 2017, 2018, 2019, and 2020 can keep up with the cohorts of 2007 through 2016!

~Leslie Smith Rosen

“So, what’s it like?”

I have gotten this question again and again from my colleagues in the education world. They aren’t just being nice; they really want an answer. When one works in education, one is constantly looking for anecdotes, searching for strategies, comparing and contrasting, and looking for what works. A simple conversation over coffee is like a mini fact-finding mission. And those simple conversations are great opportunities to share what we are doing well. Student Support is an area where Cardin has an extraordinary advantage.

The role of Student Support at Cardin is a dynamic one, one that requires knowledge from several people in order to set students up for success.  We have the knowledge of Esther Gunther, who has helped many Cardin students make the leap from our small (but mighty) nest into the wide world of higher learning. We are very lucky to have Shannon Carney on our staff to help support students from an emotional and mental health standpoint. The need for academic support is where I come in. One of my roles is to support the teachers in helping them to serve all students, particularly those who might have difficulty in class for a variety of reasons. In addition to directly working with students, I am often involved in teacher consultation, parent meetings, and coordination with community professionals. We are so blessed to have a group of professionals who are committed to doing as much as possible to meet the needs of diverse learners, who are open to communication, and who are willing to work as a team.

When people have asked me “what it’s like,” here at Cardin, I can only say that it’s exceptional. Rarely does one walk into a school and feel so immediately at home. Our aim is to ensure that every student feels this way. At Cardin, we know that everyone has a different learning profile. We know that some students may need remediation in certain areas while others may need enrichment in order to have the best possible educational experience. Through professional collaboration, we have the agility and adaptability to give students what they need. That’s what it’s like here at Cardin (and I can’t wait to tell everyone).

 Elise Stack, Student Support Services

Remember When...

On the Cardin Web page, in the Athletics section, you will find a short blurb describing the athletics program. Athletics is an integral part of the overall education process, and the rest of the blurb does accurately convey what we try to provide here at the Cardin School to our students.  But if someone were to ask me what the most important thing I want each student/athlete to obtain during their time here, I would say “remember when’s”, and not of just victories or championships, although those events do provide their own types of memories.

When I am with my high school buddies, if we reminisce on our days at our alma mater, it is not “remember when we beat ….. It is more likely to be, “remember when we gave Coach a lemon meringue pie facial at the end of the season for all the suicides he made us run?”, or, “remember when we were allowed to spend the night sleeping on the infield of the newly resurfaced track to keep off foot tracks from walkers and runners before it dried?” How about, “remember when Glen took his outfield position but left his glove on the bench, and Coach made him play out there without it for the rest of the inning?” (Fortunately no balls were hit to him).

This year so far, our athletes have been working hard, and have experienced individual and collective success, as well as learned the lessons developed in defeat. Their skills and knowledge have improved, fitness and stamina increased, and a respect for their teammates, coaches, and opponents gained. Important things all, in any athletic program. But if I hear one student say, “remember when…”, that will make me smile the most.

Dan Conway, Athletic Director

Hero Worship and the Ego Ideal

     Children often use hero worship as a means to create an exalted image of what or who we would like to be.  Freud called this concept the ego ideal.  As a child I was as a fan of the Washington Senators baseball team, and suffered through years of "First in war, first in peace, and last in the American League."  Yes, the Senators were a terrible baseball team, but Frank Howard made the difference for me.  He was a huge man who could hit the baseball further than any non-steroids player in the history  of the game.  Unfortunately, he would have only two or three streaks a year, but oh my, they were awesome to observe.  He was a shining star for any baseball loving youth in Washington DC.  

     Was his prodigious power enough for the ego ideal?  Howard was a gentle giant who always had time for the fans and the community.  He was a positive role model who let his actions speak louder than his words.  Yes, to the youth of DC, he was worshiped. It has been my lifelong goal to express my love, admiration, and gratitude for the lessons he taught me in my youth.  I even have a poster of Frank Howard in my classroom that I pay homage to every day.  

     At the Nationals playoff series, Frank was throwing out the first pitch for the second game, and he was available for a Question and Answer session before the game.  I went to the game with an old friend, also a native Washingtonian, and we were at the session early.  I was able to ask Frank about playing for the great Ted Williams, and after the session I expressed my gratitude and shook his hand.  There are tears in my eyes as I write this blog, and I feel that my childhood choice for the ego ideal was right on the money.  Thank you Frank for everything!

    As a psychology teacher at Cardin, storytelling is an important component of generating associations for deep processing of concepts.  As we incorporate left and right hemisphere thinking to enhance learning, success for our students grows.  

Bob Cantor- Psychology and History Teacher

A New Year has Begun

The High Holy Days came early this year (do they ever come on time?) and Cardin students were engaged in various ways to make the most of them almost from the very first day of school. Here are some of the highlights of this very busy start to the year.

 

Our school joined together with Chevrei Tzedek Congregation for an inspiring Selichot service filled with music and reflection. More than 50 people attended. Rabbi Avram Reisner and myself, with the able assistance of Cardin students Nadav Korman, Jesse Solomon, Leah Rubin, Miriam Maaravi, and Tovi Robinson led the service.

The entire school – students and faculty – participated in a High Holy Day Soundtrack and Playlist project. Each grade researched and studied the themes of the High Holy Days and then compiled a playlist of favorite contemporary songs whose lyrics evoked the themes they studied. Students compiled both personal and grade level playlists.

BHC Cantor Robbie Solomon led the students on an uplifting musical journey through the liturgy of Rosh Hashana and Yom Kippur, presenting classical and contemporary settings of key prayers. 

Our students also studied and participated in a traditional Tashlich ceremony, symbolically tossing away the sins of the past year.

In honor of Sukkot, we studied  the ushpizin and ushpizot, special historical “guests” that join us in our sukkah on each night – Abraham, Isaac, Jacob, Joseph, Moses, Aaron and David, Sarah, Miriam Deborah, Avigail, Hannah, Huldah and Esther – whose lives modeled various special qualities and whose symbolic presence adds a certain luster to our sukkah. Groups of students then created their own personalized Ushpizin lists, extending invitations to people whose lives taught lessons worth remembering and reflected values worth emulating.

A new year has begun. The holy day season has passed, but the energy and joy it represents will carry us through the entire year.

May it be a great one for all!

Rabbi Yaakov Chaitovsky

School Rabbi