A reminder to all families who have not paid their CAPTS dues—please send your checks!! We are looking for 100% participation this year!

REFLECTIONS FROM THE HEAD OF SCHOOL

What’s Happening at Cardin?
A few weeks ago I asked our community members to answer 3 questions.  Today, I want to look at one of those questions, which is: “What makes Cardin unique?” There were four overarching themes throughout the emailed responses: pluralism, faculty, programming and size. 

Cardins being a pluralistic school is unique to Baltimore.  Deeper, though, is the understanding that “all religious denominations are present…and all are recognized, respected and valued” (Ilene Vogelstein).  In addition, we are “open to, and welcoming of, individuals with a wide variety of backgrounds, beliefs, and goals” (Jonathan Lowenberg). Further, it is our “responsibility to reach out to the entire Jewish community in an effort to provide a superior general studies education in combination with a solid foundation in the core values central to Judaism” (ibid.).  “All Jewish students are not only accepted into the school, but also, accepted by each other” (Marlene Burdett) and “everyone feels like they belong” (Avital Luny). In conclusion, we offer “a creative approach to cultivating a student’s appreciation of the study of Judaism and of our rich and diverse heritage” (Dr. Arlene Bearman).  I will address pluralism in more detail in a later column.  However, because the real world is comprised of people who define their connection to Judaism in a myriad of ways, it is our job as a pluralistic school to mirror the world by assisting our students in understanding those connections and defining their individual, unique places as Jews within it. 

The Cardin faculty was mentioned in almost all of the email.  The faculty members are described as caring, outstanding, engaged and focused, creative, well-educated, and willing to work with individual students.  The faculty is credited with taking “personal pride in their students’ achievements” (Dr. Michael Auerbach) and “knowing every student by their first name, even if the teacher has never taught that student” (Jay Danick).  The “close bonds which develop…between teachers and students” (Lois and Fred Weinstein) is frequently credited as being one of our greatest strengths.  The overall quality of the teaching faculty is also recognized as one of the “most significant assets that Cardin has to offer” as the “teachers’ goals are not simply to transmit material and knowledge to the student, their goals are for the students to absorb the material and incorporate their new knowledge into their lives” (Alison Feldstein).  On a personal note, I am extremely proud of our faculty, and I truly believe they give 110% of themselves daily to our students. 

Programming is intertwined with the faculty, for who, indeed, develops the programming? However, Interim Week was often mentioned as an example of how we teach students to think outside the box, to seek knowledge and not simply the “right answer,” and to analyze those answers critically.  The entire cross-grade and cross-curriculum programming were also often identified as prime examples of ways in which we enrich the educational experiences of our students.  

The final theme, size, was pervasive as it related to the relationships students develop within the entire student body and with the faculty, being able to “make close bonds because it is such a small community” (Kate Mikhalnyuk).  Size was also identified as being behind everyone feeling welcome.  Even shadows (prospective students who visit for a day) “are given a warm welcome” and brought “into the family instantly” (Ze’ev Beleck).  Small classes easily lead to personal attention and lifelong relationships.  “Building relationships is an important skill” (Nancy and Buz Hiken) necessary to make your way in the world. 

In conclusion, we have a school in which every Jewish student is welcomed, challenged by our outstanding faculty and encouraged to develop relationships with peers and faculty.  Cardin is a true jewel in Baltimore.

Text Talk on Parshat Toldot
with Deena Lucas, ’12 and Abby Grobani, ’11
This week, I sat down with Deena Lucas, ’12 and Abby Grobani, ’11 to study Parshat Toldot.  Abby had requested Toldot since this was her bat mitzvah parsha. We spent the beginning of our time hearing from Abby about her ability to connect Toldot to ecology, showing us that with enough study, we can personally connect to any parsha.    Together, we analyzed Rivkah’s relationship with her son, Yaakov.  When and why, we wondered, is it ok for a mother to tell her son to lie to his father and when should a son listen?  Deena and Abby provided the following answers: Esav didn’t deserve the blessing AND he traded it to Yaakov for food; Yaakov was Rivkah’s favorite son; Rivkah had full faith in what God told her when she was pregnant – that “the might shall pass from one regime to the other, and the elder shall serve the younger” (25:23 Stone Chumash); Rivkah was putting the prophesy into action; Yaakov favored his mother, and listened with blind obedience, and Yaakov’s respect for his mother.  If we had more time, I would have asked the girls about obedience to a parent today and different ways in which this scenario might play out.  Since we didn’t have the opportunity, I’d like to pose the following question to you. “Today, when and under what circumstances might it be acceptable for a mother to encourage (and assist) her son to deceive his father, and whether, and if so when, should a son obey such a request?”  Please send your thoughts to me, bprince@shoshanascardin.org so I can share them with Deena, Abby and perhaps the rest of the students.

Shabbat Shalom,
Barbie Prince

WHAT’S DEVELOPING AT CARDIN
The staff in the Development and Marketing offices has been busy! Now that the great news about the land acquisition is public, we are busily working to promote the school in every possible venue. You might want to check out our visibility on the Internet.

Meaningful Gift Giving During the Holiday Season
How about honoring those on your gift list with a contribution to one of our many scholarship funds? Such gifts are long lasting and directly impact the lives of our students. Consider one of the following as you ponder the options for holiday giving. Contact Margi Hoffman, mhoffman@shoshanascardin.org, Director of Development and Marketing for more information.

• Ann Zaiman Judaic Fund – established by Rabbi and Mrs. Joel Zaiman to be used to subsidize enrichment opportunities supporting The Cardin School’s Judaic Studies program.
• Rabbi Seymour L. Essrog z”l Scholarship Fund – established by the children and grandchildren of Rabbi Seymour L. Essrog z”l to provide tuition assistance to eligible students. 
• The Jay A. Meyers z”l Memorial Fund - established by the Meyers family in memory of Jay A. Meyers z”l, father of Jeremy Meyers ‘08, to provide tuition assistance to students in financial need.  
• Friends of Shoshana S. Cardin Scholarship Fund – established by Shoshana Cardin to provide tuition assistance to deserving students. 
• The Jacob Sokoloff z”l Scholarship Fund – established by Ethel Blumenfeld, the sister of Jacob Sokoloff z”l, to memorialize his commitment to Jewish education and to provide financial assistance to eligible students.
• The Library Fund – established by The Cardin School to purchase books, technology, and other materials for The Shoshana S. Cardin School library.
• The Marlene and Stewart Greenebaum Educational Fund – established by The Cardin School to enrich programs for students.
• The Rabbi Mark Loeb z”l Scholarship Fund – established by The Cardin School in memory of our dear friend, Rabbi Mark Loeb, z”l to provide tuition assistance

IN THE NEWS
Sale of land to Cardin by The Associated

• Baltimore Sun Article Online
  
• CityBizList

Rabbi Seltzer Receives Covenant Foundation Award

• CityBizList
• Inside Charm City Blog
• Covenant Foundation Award

There was also a great deal of information passed along on Twitter regarding these two topics as well as our screening of Darius Goes West last Sunday evening at Beth El.

Additionally, The Daily Record has indicated that they want to feature Rabbi Seltzer as the highlighted interview/person in the On the Move section of their December 4th issue.
Ms. Margi Hoffman

JUDAICS.COMMUNICATIONS
Two of Each Kind
There is a Jewish connection to Thanksgiving. Many scholars acknowledge a link between Thanksgiving and Sukkot, a festival when we express thanks to God for the bounty of the earth. But upon closer examination, the Thanksgiving banquet can be traced back to the story of Noah. The Torah teaches, “Two of each kind you shall bring.” My mom (and I would imagine generations of moms before her) interpreted this divine instruction to mean: You shall bring “two of each” to the table, one potato and one sweet potato kugel, asparagus and string beans, coleslaw and noodle salad, zucchini and squash, a turkey and also chicken for those who do not like turkey, an apple pie and a pumpkin pie, chocolate chip cookies and sugar cookies, strudel and rugelach.” As I have matured, I have come to realize that two of each kind have come to concretize my mom’s love for her family, just like the manna concretizes God’s love for the children of Israel.  I no longer question the amount of food she serves because I find myself doing the exact same thing when I have company for Shabbat and Yom Tov. There are always two of each kind: Two challot, one with sesame seeds and one without, two bottles of wine, one sweet and one dry, two vegetables, two potatoes, two main dishes and two desserts, if not more. Noah did so, just as God commanded him, and my mother and I carry on the tradition. Have a happy Thanksgiving!
Rabbi Stuart Seltzer
Dean of Judaic Studies

CLASSES IN ACTION
Mikra 10 – Shemot
After studying the mystery of the burning bush and various interpretations of its meaning, the students were invited to present visually their understanding of the relation between Moses and the bush. They could use colors, shapes and figures to symbolically express their vision of the important event in Moses’ story.
Morah Rochel Czopnik

Honors Physics
Students are continuing their study of Newtonian Mechanics. Here they’re using “Atwood’s Machine” to look at forces in balance and forces that are unbalanced. They will identify the factors that influence the acceleration of the two suspended masses and use one of our Vernier photogates to record the motion.
Mr. Dean Whitfield 

Netivim 9
Students have been studying the key events in Jewish historiography – Exodus and Revelation of the Torah on Mt. Sinai. Both of these were starting points for discussions on modern slavery, ethical heritage and our response today to injustice in the world. We have researched Jewish sources teaching about the issues and learned about various ways in which we can response to the challenges. Students had a chance to personally reflect on these difficult issues: “If we see injustice happening it is our obligation to help stop it in any way we can – if we do not do anything, we are as responsible for the injustice as everyone else” [Miles Greenspoon]; “(The Jews) were supposed to learn not to oppress a stranger because they went through Egypt and were strangers and were oppressed” [Leah Prince]; “Freedom to me is the reality to make your own decisions” [Abe Stein].
Morah Rochel Czopnik

Forensics
Students are studying the physiology of plant structures.  They will follow this activity by looking at the various plant spores under a microscope and making comparisons between different species.  Students are learning about the importance of Forensic Palynology (study of spore) as it pertains to solving crimes. 
Mr. Dean Whitfield

BEYOND THE CLASSROOM
Israel Education: When you lie down and when you rise up
On Monday, November 16, 2009, from 4:00 – 8:00pm, seven Cardin students, Mr. Joel Neft, Morah Zohara Chaban, and I attended the Israel Education and Engagement Summit sponsored by the Associated.  After two keynote speakers, we divided into break-out sessions focusing on nine key issues facing the Baltimore Jewish community and we discussed a range of options for active Israel engagement. Our students were complimented not only for their attendance (we were the largest delegations of teens) but for their participation and involvement.  Here are some of their reactions:
Adin Reisner, ‘10:  I found this program to be very important for people my age to attend.  It gave me and it would have given my peers a new view on Israel-Baltimore connections. 
Shachar Binyamin, ‘10: There are so many people in the shadows of our community who pop out when it comes to Israel advocacy. 
Deena Lucas, ‘12:  I feel that this was an extremely educational program.  I think that it would be wonderful to continue these discussions in school.  After all, we are the youth and future. 
Miles Greenspoon, ‘13:  This program enlightened me, showing me that although there are many Jews in Baltimore, we need to put in the extra effort to bring us all together as a community. 
Gabe Baraban, ‘11: I think it is important that this event focused on young people, the future of our people.  As technology advances, young people are the key to effectively utilize it. 
Emily Boling, 10: This really opened my eyes to what I want to do when I am an adult.  I want to make sure that the foundations of these programs are the glue between all young Jewish people; the future of Israel and Judaism
From 10:00 – 4:00 on the same day, Mrs. Prince, Mr. Neft, Morah Chaban and I participated in a professional development workshop “Reveal Israel” sponsored by the Center for Jewish Education.  The morning included a keynote presentation “Beyond the Camel and the Conflict” by Michael Wegier (Director of Melitz), a panel discussion on Israel Education (Community Voices on a Communal Challenge) and a values clarification exercise on challenging our assumptions about Israel education.  The Cardin team spent the afternoon discussing the Israel narrative we would like to tell in our school. Although the conference raised the challenges of Israel engagement, we felt inspired to start addressing the tough issues.
Rabbi Stuart Seltzer

COLLEGE SCENE
Last week, Dr. Herm Davis, a financial aid expert, presented a college financial aid seminar to Cardin parents.  Ms. Schein also attended an AIMS professional development session on financial aid that was presented by Davidson University.  Below are some key points from both programs: 

1. Deadlines are very important – You should submit the CSS Profile (if the college requires it) as soon as possible.  You can submit this form even before you submit your application for admissions.  You should begin working on the FAFSA by getting a PIN and gathering the appropriate information so that you can submit the form as soon after January 1 as possible.
2. Look for institutional aid and scholarship forms – Read each college’s financial aid website closely to find any additional scholarships that may require additional information.
3. Don’t be afraid to call the college’s financial aid office – Financial aid officers are counselors.  They want to work with you to finance your child’s college education.  You should be honest with them about any unusual family circumstances or concerns.  
4. Need-based financial aid is based upon the family’s ability to pay for college not their willingness to pay
5. The cost of college includes billable costs (tuition, room and board) as well as variable costs like books, supplies, transportation, and miscellaneous personal expenses that can vary by student.

This time of year is very busy for seniors and their families, but you have to keep college applications and financial aid in mind since the deadlines sneak up.  Please continue to contact Ms. Schein if you have any questions or concerns.
Ms. Hallie Schein

SHACHAR’S SHTICK
The Student Government has passed another piece of legislation for the good of its constituents. The National Banking Act of 2009 passed unanimously with all members of the student government agreeing to create a school bank that will provide monetary change for the school. Students shall no longer have a problem when bringing money of high denominations to school. Please save the date for Video Game Night which is on November 28th at 6:45 in the Moadon. The Cardin Winter Dance will be held on December 19th, please stay tuned for more updates for that event. Hope you are all having a great November.
Shachar Binyamin

ALUMNI UPDATE
A Refugee Family’s First Thanksgivings
Every fall semester, I look forward to Thanksgiving break with a special sort of excitement.  Like many college students, I appreciate the time sleeping in my own room, eating home-cooked meals, and seeing friends. This year, I've gained a new perspective on Thanksgiving.  As part of a Government seminar on citizenship, I have been working with a Nepali refugee family who arrived in America early September.  I have spent numerous hours waiting with this family of six at the Social Security Office and the Lancaster County Welfare Office, and coordinating trips to local food banks, ESL classes, and health clinics. Tonight, this refugee family joined my college dorm in celebrating an early Thanksgiving. Although they found the food rather bland, they were truly appreciative of the opportunity to experience their first American holiday. This Thanksgiving, I am glad not only for the chance to do laundry, but for the chance to assist a family in their path toward citizenship. 
Chelsea Schein, ’08

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