ב"ה

Harkham Hillel Hebrew Academy

Teach. Empower. Inspire. Spring 2015 Aviv 5775 Volume 8, Issue 2 Right: Video Production Laboratory Presents Seventh graders Arutz Hillel Maya Maya Schapira, 7th Grade Schapira Hillel has a brand new news channel! It is called Arutz Hillel, and the VPL - and Ari which stands for Video Production Laboratory - is the group of students that work Schlacht film a to produce each news segment. Through this brand-new news channel, we report segment what is currently happening at our school and in the Hillel community. We are to be creating new segments on events and activities that are going on at Hillel. Even included though VPL has an elective time on Fridays, many students devote their time in an during recess and breaks, as well. In Video Production Lab, we learn ideas and episode concepts to filming, editing, and publishing. Arutz Hillel is 100% scripted, filmed, of Arutz edited and produced by Hillel students.This process currently takes us about one Hillel. month from start to finish. Both students Our first segment came out on February 21, 2015. The team introduced Arutz are Hillel and gave a taste of many more shows to come. In our first episode, we involved in the showed how lucky our school was to have distinguished guests visit our school, VPL. such as Senator Joe and Hadassah Lieberman, and Chief Ashkenazi Rabbi David Lau. We then introduced the COW (Computer On Wheels). Lastly, we showed the championship victory of the boys’ varsity and Junior Varsity basketball teams.

Our second episode came out not long after. In the second episode we covered three stories. The first story was about Hillel hosting a shloshim for Rabbi Gottesman. Our next story was on the third graders’ wax museum unit. And our last segment was on the middle school’s science fair. (Continued on p 16). Hillel Launches Robotics Program Talia Myers, 7th Grade Left: Sixth grader Joey Blumofe tests out his robot after programming it on a laptop computer.

Can you imagine what it would be like to be in a class where you do robotics? Earlier this year, the seventh grade girls’ class completed a robotics unit in science class. In the robotics unit, we started off by building a basic robot and we had also had the option to build a puppy, a gyro boy, and a color sorter. My group decided to build the puppy.

In order to build the basic robot, you have to follow the steps that are given to you on the computer. After building the robot, you have to create your own program so that the robot is programmed to do different things. Once we build the robot and create the program, we have to write it in our journals.

Something that you can learn from the robotics is that you are learning how to build the robot and you are also getting to know what pieces you are using. You can also learn that you can program it in such a way that it can actually do things in real life. For example, when we built the basic robot, my group had to go back a few steps because we did something wrong. Something that I learned from this unit of robotics is that you have to have a lot of patience because if you don't have enough patience, it will be really hard for you. When doing the robotics program, I learned that every step you do is very important. For example, if you put a piece in the wrong place, you have to go back and fix it because it affects the next step.

I spoke with the teacher that is directing the program, Mr. Irons, and he shared his experiences and what he thinks about the robotics program. At the beginning of the interview, we spoke about why he wanted us to do the robotics program and he responded that robotics is a way to the future and he wants us to learn about how you are supposed to program the robot.

(Continued on p 16). ב"ה 2 Community life The Hillel Gazette Spring 2015 Aviv 5775 essage from Student Council M Lady Hillel Hawks: Volleyball Dear Students, Faculty and Friends, Leah Golfiz, 7th Grade Volleyball is an amazing sport at Hillel because most people enjoy it. The Hillel Middle School Student Council (STUCO) has had Tryouts were a big deal because it depended on whether you get on the an action-packed last few months. We began the month of Adar with dressing up the week of Purim. During this team or not. Everyone had a fair opportunity to try out. When the team time the Bat Ami did an amazing job decorated the atrium was finally chosen, we were all good, but we could work to be amazing. with the theme of Israeli candies. One more thing on Purim week was a beautiful Megillah reading led by Rabbi Boruch In practice we do many things, such as setting the ball, spiking the ball, Sufrin. serving, and towards the end we play a practice game. When we start One trip student council is remembered for is our Purim practice we do warm-ups. The first warm-up we do is we run around trip. This year, we took everyone in middle school on an the whole court many times for approximately 5 minutes. Then we start exciting adventure to Jump Sky High for a day packed with doing jumping drills such as jumping up and touching the net, followed jumping. During this trip, we had a chance to have fun with by push-ups. We also perform walking squats and other fitness exercises. our friends, and connect with our teachers and Rabbis. Next we get partners and we bump and set the ball to them through Finally, the annual Brandeis Bardin/Color War trip was a various drills. After that, we practice serving the ball over the net. huge success! The day was filled with ruach and fun, and Finally, we have a practice game. really brought the middle school and our community to- gether. Both teams, tzanchanim and golani, had amazing Communication is very important in volleyball because we need to times. After we had an awesome BBQ, followed by a series know who's going for the ball, so that we know that if someone says of songs sang together to end the day off. "mine" then we don't go for the ball. At the beginning of the season, our Look out for more exciting activities that we will have in the communication was average and needed improvement. At the moment next few months! we are good with communication but we need a reminder to say “mine” from our teammates or coaches. Thank you all for your tremendous support, Hillel Middle School Student Council In our first game, it was a little challenging because we had trouble with Written by Jacqueline Englanoff and Josh Mintz, 7th Grade saying “mine” and we were nervous. Although in our second game, we stepped it up and we were outstanding versus Pressman. We improved in all ways. For instance, we got the job done and did what coach said Hillel Gazette Staff and what our teammates said. During the game against Maimonides, Talia Myers we had an amazing game and we showed a lot of improvement and hard work. Even though we lost the game, it was still a very close game Etai Shachar and the coaches were very happy. The last game for the 7th graders was against Pressman. In the game we all did amazingly because we Liam Abucasis always tried saving the ball no matter what. Hopefully, playoffs and Rebecca Cohen championships will be outstanding. Contributing Writers My teammates are working hard for each game. They are working hard because they practice at home and during P.E. a lot. At home, Yonah Berenson Sabrina Jahan Emunah Garmaise even though some of us don't have the equipment, we find a way. For Eleanor Moheban Tala Moradian Bracha Garmaise example, Brittany Marshak uses a soccer ball. Many of us don't have Sarah Nachimson Avital Sarir Rebecca Wizman someone to play with sometimes and if we don't, we use the wall to hit Mitchell Hoenig Dana Even Celine Basiratmand the ball of off. Captain Jordana Glouberman has been doing a great Talya Heyman Shmuel Kligman Jacqueline Englanoff job leading us the right way. Altogether, I think each and every one one Shirin Neman Nicole Klausner Shlomo Bookstein of us are doing extremely amazingly and have improved in numerous Yaelle Shaye Daniel Suriel Jonathan Krombach ways. Shawn Partovi Gideon Gordon Isaac Herskovitz Rena Harkham Uri Cohavy Gabriella Gomperts Our managers, Kira Faerstain and Rebecca Wizman, have a big job. Jake Wainburg Leah Sarir Benjamin Sarir Kira and Rebecca's job is to make sure everyone gets to the games. Kira Joey Blumofe Hannah Shaye Leah Golfiz and Rebecca make the rides for us to get to the games, and they answer any questions that we have. They also make sure there are no problems, Gazette Faculty Advisor Hebrew Faculty Advisor and they do the scoreboard at the games, the score sheets, and last but Samantha Pack Dalia Golan not least they make sure that everyone is happy. One way they made sure we got our questions answered is they made a volleyball group Head of School General Studies Principal chat. In the group chat we ask questions, and they make us confident Rabbi Y. Boruch Sufrin Jason Ablin and motivate us by saying, "You guys are amazing," " You guys got this," "You guys are gonna win!" and much more. Our managers also Judaic Studies Principal give us compliments such as "You did good at practice," "You guys have Rabbi Yahel Tsaidi improved," and more kind compliments such as “Hope you have a fun Hebrew Language Writers Talia Abel practice." All in all our managers, have been doing a great job in their Uri Cohavy Shmuel Kligman Emma Mackler Atara Cohen big job. Mia Fishbein Meagan Rabbani Mia Fishbein Rebecca Rabbanian Michelle Navi Elisheva Ferszt Michelle Navi Barak Kaplan Our coaches are always finding and making ways to get our team on the Noam Barnes Kayla Cohanfard Gabbi Stein Shirin Neman right track. They always have good advice, like to keep a positive and Sabrina Jahan Talia Myers Rachel Simon Rena Harkham motivated mental focus throughout the game. If we do make a mistake, they advise is to acknowledge it and move forward. When someone has Gabriella Bentolila Shmuel Kligman Liam Abucasis Rebecca Wizman Eitan Ulitzky Alya Shriki Tamar Shriki Abby Blumofe trouble with doing something, coach tries either a different technique Haim Oliel Yaelle Shaye Shawn Partovi Doreen Harooni to help the player or re-explain, in case perhaps the player didn't understand. (Continued on next page). Sarah Ratner-Stauber Elie Ibgui Penina Waghalter Shlomo Bookstein Maddie Adatto Celine Basiratmand Jacqueline Englanoff Noa Nelson Abbi Sentchuk Bella Ferszt Tala Moradian Nuria Kerendian Benjamin Edidin Rebecca Cohen Eleanor Moheban Amir Maman Ella Keller Roy Vivat Jordana Glouberman Bracha Rosenberg ב"ה 3 Community life The Hillel Gazette Spring 2015 Aviv 5775 "Few Things in Life are Perfect:" Ms. Elyse Allen's Bone Marrow Donor Story Jacqueline Englanoff, 7th Grade

Eleven years ago, the current Hillel Librarian, Ms. Allen, had a wonderful opportunity to save a young boy’s life. It all started back when she attended a conference in Washington D.C., and did a cheek swab for an organization called "The Gift of Life," which is a Jewish organization that matches bone marrow donors with people in need of it.

Almost two years later, Ms. Allen received an unexpected call from "The Gift of Life," explaining to her that her bone marrow was an exact match to a 7-year-old boy diagnosed with leukemia. They asked her to go through a difficult surgery, and donate a portion of her bone marrow to this boy. The only thought she had was that she could save someone's life by this act.

After a long series of health tests to ensure that she was able to withstand this surgery, she was on her way to the "City of Hope" a hospital in Duarte, about an hour away from L.A. She went through a painful surgery to remove this bone marrow for donation. It was not until two years after the surgery that the organization asked both parties - the boy’s family and Ms. Allen herself - if they would like to exchange contact information. Of course, they both said they would love to. From that initial contact, Ms. Allen has used social media to keep constant contact with the now 18-year-old boy and his family. However, she had never had the opportunity to meet him in person.

Because this boy’s story is so remarkable, his brother decided to write a play based on his brother’s story. This play was entered in a contest in Germany, and came in first place. Because of this achievement, the play was being shown in a major theater in Mannheim, Germany. When Ms. Allen heard this news, she decided that this would be the perfect time for her to meet the boy for the first time, and watch the play.

In March of 2015, Ms. Allen, along with her family and some friends, took a trip to Dusseldorf, Germany for this event. Edis, the 18-year-old who had leukemia, and his family picked them up from the airport, and Ms. Allen and her family stayed at Edis’s house. The next day they all went to watch the play in Mannheim. When watching the play, Ms. Allen realized how much Edis’s sickness affected the entire family. Even though Ms. Allen does not speak German, she still felt that the play was extremely moving.

After the show, Ms. Allen, her family, along with Edis and his family, went backstage to meet the cast. Ms. Allen had the opportunity to meet the character that played Ms. Allen herself! One thing Ms. Allen mentioned was that it was very hard for Edis to watch the play, knowing that this story is his.

Ms. Allen was in Germany a little over a week. After that day, she traveled together with Edis and his family to Amsterdam and Berlin. Throughout this time, she was able to hear how thankful Edis and his family were for Ms. Allen. One thing he said that really stuck with her is, "Few things in life are perfect, and this (everything Ms. Allen did) was perfect."

After this trip, Ms. Allen and Edis have become even closer, and Edis even plans to visit her soon in Los Angeles.

Ms. Allen says that it would be an amazing thing for people to just go to GiftofLife.org or call 1-800-9-marrow and register as a donor, because you can potentially save someone's life.

Left: Elyse Above: Elyse Allen and Edis and Edis's in Germany in family gather March. This together. visit is the first time that Elyse and Edis met face-to-face!

Volleyball, continued from previous page

In the interview I had with Coach Jenna, I asked her what are her best strategies to make your players better. She explained that we should not get intimidated and know that we can accomplish. Coach Jenna also does other sports, such as a spinning instructor, a true passion of hers. She also does long distance running and competes in races. She plays tennis, soccer and of course volleyball! She says, "I love basically every sport but golf! And I take frequent group fitness classes!" Both of our coaches are the best out of all and love what they do.

At the moment, everyone has been working very hard and everyone of us is very proud of them for doing the best job. I think our team is the best and luckiest team because we get to have the best managers teammates and coaches. Right: The girls' volleyball team poses with Coach Jenna Kinsbursky. ב"ה 4 Current Events and Community Life The Hillel Gazette Spring 2015 Aviv 5775 Yom Hashoah at Hillel and in our Community Rebecca Wizman, 8th Grade A day of remembrance. “Remember.” Take a second and think of the word “Holocaust,” and the first words that might come to mind are six million Jews, killing, no freedom of religion, scary, hiding, camps, and some might even think of Hitler.

However, the word “Holocaust” has multiple meanings beyond these words. The Holocaust was a duration of time that was under the power of a man who certainly hated the Jews, and had killed and separated families who were identified as Jews. There were many who survived as well as a tremendous amount who were killed. As part of the Jewish community, and a student at Harkham Hillel Hebrew Academy, I took part in a ceremony commemorating the six million Jews who perished, and many Jewish survivors, which took place at Young Israel of North Beverly Hills on April 16.

In addition, at Harkham Hillel Hebrew Academy, we have the opportunity every year to commemorate those who perished and join in a minute of silence. Our Yom Hashoah assembly, which took place on April 15, expanded on the idea of building a future.

How does one build a future? Of course, there are many different answers, but one mainly important one that needs to become known, is planning out your future! After the war, during the time of liberation, many didn't understand what was ahead of them. A life? A husband or wife? Kids? Family? Good fortune? Money? A house? For many, it was difficult to build a future because they had no one to build it with. One must understand that the past affects the present. Therefore, one must learn concepts and lessons which were learned then.

For example, a Holocaust survivor at the 70 for 70 Memorial ceremony at Young Israel on April 16 constantly repeated the importance of "staying a Jew" and "building your future." As I wondered what had caused her to continue repeating these lines, she explained quietly that when she was kid she didn't know what was ahead of her, and even if she wanted to think of what would be, she couldn't. She said, “I simply couldn't, I didn't have the chance. I didn't have the time. Neither did I have the choice.” She knew, based on the faces we made. The way we looked at her and heard her, she felt our confusion. She could see us wondering, How did you not have the choice, how didn't you have the time, and how couldn't you? Well, during her childhood, she was surrounded by hatred toward her, her family, and the entire Jewish community. Being a Jew, having to hide, and worry about your family and food gave her absolutely no time to think about her future. For that, she wants us to think and build our future NOW!

Left: Aaron Yadegari, Hillel eighth grader, joins community members at Young Israel of Bevery Hills on Yom Hashoah. ב"ה 5 Current Events and Community Life The Hillel Gazette Spring 2015 Aviv 5775 Israeli Elections Spark Debate in Hebrew Classes: My Perspective Liam Abucasis, 6th Grade On March 17, 2015 there were elections in Israel. The winner of the elections, Bibi Netanyahu, was elected for the third time and received more seats in the Knesset. Well, you might be wondering what are “seats?” Seats in the Knesset are the amount of voting power you get when the Knesset decides laws for the country. The extra seats that Netanyahu received were from Naftali Bennett, who left and therefore new elections started because Bibi Netanyahu did not have 61 seats in the Knesset.

In Hebrew class, Morah Dalia talked to us about all the different parties in the Knesset. Two of the parties in the Knesset are the right and left parties. The right party is the party that Bibi Netanyahu is involved with. Their motto is that we want peace but Israel is ours and we don't have to give any land. The left party is the party that Isaac Herzog and Tzipi Livni are involved in. This party just wants peace and might give away part of Israel, because they only want peace.

My personal opinion is that Bibi Netanyahu’s win was a miracle, because if Isaac Herzog and Tzipi Livni were elected, they would give the Arab party a say in the Knesset and would reason with the Arabs for land because they just want peace. Although Bibi Netanyahu is not the greatest prime minister, the land of Israel is more secure when he is prime minister. Now you are probably thinking, How would the land of Israel be in trouble, and how can we keep Israel safe? It is my opinion that Israel would be in trouble if Isaac Herzog and Tzipi Livni won the election, because they would make a deal with the Arabs to give Jerusalem to them. Then, slowly, the Arabs would take over Israel. Not everyone will agree with me, but this is my opinion. ב"ה 6 Community life The Hillel Gazette Spring 2015 Aviv 5775 Holocaust Survivor Generation Program Holocaust Survivors Sarah Nachimson, 6th Grade Eleanor Moheban, 6th Grade Every year, two classes get the opportunity to conduct an activity with Holocaust survivors. I wrote this poem because we had a special This year, the sixth grade girls were honorably selected to participate. The date this program on February 26 with Holocaust survivors occurred was February 26, 2015, which is coincidentally my birthday. The event was visiting our class and I wanted to clarify what a organized by Mrs. Zadok. Four survivors came to our class to enjoy the day with us and survivor really is with this poem. make hamentaschen in honor of Purim. We were also given the task of bringing one important item from our family history. On the day of the event, everyone was very Sacrificing their past excited. Unity We were dismissed early from our second period class to set up for the program. Four Respected tables were set up in one room, and a circle of chairs was set up in the CoLab in the middle school. Downstairs, a photographer took pictures of everyone with their special objects. My Valuable artifact was a doll from my grandmother's childhood. Then the survivors came upstairs. Israel pride We stood up for the survivors when they walked in the door as a sign of respect. When they walked in, they sat down at different tables with a few students at each table. Very prepared Once a survivor, always a All the survivors who came were women who have been involved in this program before. The lady who sat down with Kayla Cohanfard, Abby Shafa, Michelle Navi, and me was survivor Dana. We sat down and started to make hamentaschen with chocolate chips, boysenberry Responsible jam, strawberry jam, and dough created by Hillel's resident baker, Lillian Doueck. We made a few hamentaschen while we were talking.

Then, Dana started telling us about her Holocaust story. She had gone to school for one day and then the war started. She was forced to the ghetto. She ran with her mother for six years. They hid everywhere. Under the stairs, under a building, and anywhere possible. She was sometimes separated from her mother. The rest of her family was killed in the Holocaust. Then we asked her if she had any friends her age. She told us she had one best friend named Lily with curly hair who was really giggly and bubbly. We asked if she survived and Dana said, "No, she perished, but she is the reason I tell my story. So we will remember her. So she will never be forgotten."

Then I asked if she liked to draw and she said she loved to draw. Then I pulled out a pen and paper and she started drawing. The photographer came over and started taking pictures. She drew a woman. It was really amazing. (Continued on page 7).

Above: Sixth grader Tamar Shriki with Holocaust survivor Eva Brettler. ב"ה 7 Community life The Hillel Gazette Spring 2015 Aviv 5775 Yom Hazikaron Shirin Neman and Nicole Klausner, 7th Grade We always start our assemblies at Hillel with the Jewish and American national anthems. Today is the day that we recognize the soldiers of our country who work day and night keeping us safe. We lit a candle to commemorate them. Then we all stood and had a moment of silence. Then, Rabbi Bouskila recited the "Acheinu BaShamayim."

We then watched a video that showed pictures of the soldiers in Israel, how they fought, as well as showed them crying, praying, and smiling. We saw and picture of us as a school and how we try to connect to our home (our choir sang in the background). Adam Sheravi lone soldier. Then a few of the student came up to the stage and listed what a soldiers must do, responsibility, human life, professionalism, discipline, reliability, and dedication to mission in pursuit of victory. This year in Hillel we had an abundance of IDF soldiers come and speak. We also watched a video on one man serving in the army and was awarded a medal for risking his life. We also watched another video in which a girl that just got into the army and she used to be a Bnei Akiva consul or in Los Angeles and she said how happy she was to serve her country. Rabbi Zadok's grandmother made a video on her Aliah to Israel and she said that at the age of 93, she wanted to be with her own people. She said she was a Zionist at heart and since she was little. The Zionism in her drove her back to her homeland, Israel.

A former Hillel student shared her experience over a pre-made video. She does weapons training, and teaches other soldiers to use advanced tools and weapons, like rocket launchers. She graduated Hillel in 2009 and went to YULA. She then went to seminary and served her time in the Israeli army. We also had Rabbi Zadok speak on a video about the soldiers in the Israeli army. He said we should always honor the army and their risks for Eretz Israel. Another former teacher that taught at Hillel for 8 years spoke about our homeland and our future in Eretz Israel. We have to always recognize and support the soldiers in the army who dedicate their time and effort fighting for our country and making us strong, and remember that we will all one day all join together in the land of Israel, our homeland.

Left: Eighth grader Mia Fishbein reads one of the values in the IDF's "Monument of values," symbolized at the Yom Hazikaron assembly as building blocks.

Yom Haatzmaut 2015 Shawn Partovi, 8th Grade On Yom Ha'atzmaut, the whole school came together to the yard to celebrate the 67th birthday of Medinat Yisrael. First, we sat in a square shape around the yard and watched the 8th grade girls perform their flag dance. Next, we all got balloons and let them go in honor of the day. After, we all danced in the yard with miniature flags. We also went around the block waving our flags with pride.

Later, the middle school and 5th grade went on a trip to the Brandeis-Bardin campus. When we got there, we went to the main room and watched a few videos on Tza'hal. After that, we were introduced to our teams and were told which ones we were going to be on. Students we either on Golani (green) or Tzanfanim (red). When each student in each grade got their teams, we split off into different activities. The activities were: Israeli trivia game show, potato sack racing, soccer, rock climbing, arts and crafts to create a song and banners, and a ropes course. When each team finished their last activities, all the groups of each team came together to be taught the group cheer. When we finished learning the cheer, all the students went to the semi-circle bonfire. Each group for each team came to the front to introduce their group flag and song. After, each team came to front to introduce their team song. We then said mincha. Finally, we ate a delicious barbeque cooked by Jeff Remer and Rabbi Broner. The next day at the Hillel Voice, the winning team was announced. They received points for sportsmanship and teamwork, as well as morals and mission accomplished. Congratulations to Golani! ב"ה 8 Community life The Hillel Gazette Spring 2015 Aviv 5775 Grandparents and Special Friends Day Rena Harkham, 6th Grade

On March 13, 2015, Hillel hosted Grandparents and Special Friends Day. First, we watched a video of the 1948 United Nations confirmation of Israel’s statehood, which gave Israel their permanent rights to become a state. After the video was over, some of the grandparents shared their opinions on the video and their memories of Israel. Ariella Khakshooy's grandmother stood up and said, “Every time I go to Israel I feel like the country is my mother, and every time I go I cry.” She also said that she tries her hardest to visit every year, because that is where she and her daughters permanently made a living off of nothing, and it was a miracle they did.

The next grandparent, Sarah Nachimson’s grandfather, said that he remembers sitting at the Shabbat table on Friday nights and talking about how Israel became a state. He said that he remembers clearly the day Israel was named a permanent state. Above: Ariella Khakshooy and her grandmother, ____ name, share a special moment during the discussion of Israel's statehood on Grandparents and Special Friends Day. After, the kids and grandparents went to the atrium briefly to snack on delicious food and the grandparents drank cappuccinos. When the eating time was over, all of the kids from 3rd-8th grade went to the upper gym along with their grandparents and special friends. While the assembly was getting started we were singing songs like Shabbat shalom, Avraham Avinu, and vezakeni.

After the songs ended, Rabbi Tsaidi and Rabbi Sufrin made a conversation about Israel and the Sabbath. When the assembly was coming to an end and the conversation was over, we sang more songs and said goodbye to the grandparents and special friends we cherished.

Overall, Grandparents and Special Friends Day is a day that we all look forward to and we try and cherish every moment of it because some grandparents or special friends fly from another city or state, or they travel from far and we don't see them that often. That is why Grandparents and Special Friends Day is amazing in every way.

Above: A group of eighth grade girls joins arms with Morah Zippi Klein during the special Shabbat assembly on Grandparents and Special Friends Day. Holocaust Generations Program, continued from p. 6 Next, we went into the room with chairs set up in a circle to share our objects. Rabbi Surfin, Hillel’s head of school, walked in to listen. I shared my doll and said that it was from my grandma when she was a little girl and my great grandfather had gotten it for her. Then Dana shared a soup ladle that was the only thing that she still has from before the Holocaust. Next, another woman shared a teapot. She said her father had traded it for food, and the man felt guilty that he had it because he saw the ghetto burn down so he gave it to a museum in Israel and they had exhibited it. This survivor said that the museum thought that her family had perished in the Holocaust. Then, this family contacted the museum saying that they were alive, so the teapot got mailed to her.

Another survivor told us that her father put her on the police's doorstep and gave her a fake name and said, “Save her in the name of Christ," so she would not be sent away. She was raised to be a nun. When the war was over, her father rode around Poland for six months on a bicycle to find her. When he found her, it was the first time she knew she was Jewish. They are making a movie about it.

Some people in our class bought in really interesting objects. Liel Moyal brought in a book her grandfather wrote. He helped smuggle Jews to safety at night and after the war, he was one of the most wanted men, so he ran to Israel. She showed us her name in the book. Two girls brought their parents’ head coverings from Iran. Sara Ratner-Stauber brought a five-page article about her great grandparents, who dug bomb shelters with their bare hands.

After we finished sharing our objects, we ate the baked hamentaschen. They tasted really good. There were so many cookies that they gave out extra at a meeting of the teachers later in the day. Everyone got at least one. The event was really fun and meaningful.

During English class later in the day, we talked about the experience. Our teacher, Ms. Rudin, connected the event to the next novel we would read, which is called The Giver by Lois Lowry. She said that memories are really important. We have to revive the memories and keep them alive. And that is what we did that day. Then, a girl in my class mentioned a memorial in the center of a town in Germany. At the memorial, there is a gigantic cube for every ten thousand people who died in the Holocaust.

The experience was very important. We are the last generation who will meet Holocaust survivors. When we grow up and get married, we will tell our children about this experience. It was a very important event that we will remember our whole lives. ב"ה 9 Community Life The Hillel Gazette Spring 2015 Aviv 5775 Spotlight on: Pre-1! Eleanor Moheban, 6th Grade

Ms. Better’s and Ms. Dalmia’s Pre-1st class has contributed some of their time to sharing what kind of material they are learning and how. While interviewing the class and their teachers, I learned that Ms. Better and Ms. Dalmia teach their students the material that needs to be learned in a fun and entertaining way, and that they are able to interact with the students while teaching.

Hands-on learning is a technique they use to make learning more exciting. By being able to touch and feel different materials that have to do with what the students are learning, students are more interested! For instance, the Pre-1st students made green goo while they were learning about colors. In addition, Ms. Better’s and Ms. Dalmia’s class does lots of exciting art projects and activities. For example, they traced their names and added colored tissue paper to the letters of their names as they were learning to spell. During the fall, Ms. Better and Ms. Dalmia did a program where every day, the students would do a different activity that has to do with fall. For instance, they did a project on parts of an apple during which they colored and labeled all the different parts of an apple. Another project they did in the fall was a project with leaves: the students went out and gathered leaves, glued them on paper, and decorated them.

Something I really enjoyed about their class was that the students were so eager and enthusiastic to tell me about everything! Most of the students in the class were able to write their names for me, and some of them were Above: A picture collage, created by Eleanor Moheban, capable of answering some addition, subtraction and even multiplication showcasing Pre-1's learning experiences. questions. I gave them the problems from their math book. The students were also able to pronounce some words from a small book and spell lots of different words, which surprised me. The Pre-1st class was really adorable, sweet and eager to share what they were learning, and I am eager to share that with you. A Peek into...Morah Elana's Kindergarten Class Avital Sarir, 8th Grade

I started Hillel in kindergarten, and I was in Morah Elana's class. I remember that class like it was yesterday: all my friends that I'm still friends with now, the fun activities and projects we did, and most of all, the warmth and happiness of being in that class. I am now an eighth grader at Hillel, and I write for the Hillel newspaper. Morah Elana asked me to interview her class. The moment I walked into her classroom, all of the memories of her class rushed back to me. I saw all those little kids playing and thought to myself, "Wow! I can't believe that was really me not that long ago!?" When I walked into her class, Morah Elana looked at me with the warmest smile, hugged me just like she always did, and told me that once someone is her student, they are always part of the family.

Morah Elana told me about what her class was doing during their unit, and some of her students also talked to me and showed me what they were doing in her class. In March in Morah Elana’s class, the students learned about sound and related this learning to Purim! The class made groggers by putting beads and gems in water bottles for Purim. The way they related this to Above: Ava Azose pretends to be Queen Esther in sound was whether or not their grogger made more sound or less sound, and then asking, How the palace we created in dramatic play for Purim. would that work, for the grogger to make more or less noise? Once each student hypothesized the answer to this question, each one figured out that the less beads or gems they but in the bottle, the more sound the grogger made. When one of the students was showing me his grogger, I realized I still have my grogger that I made in Morah Elana’s class!

The students also learned the four mitzvot of Purim and decorated the whole class to represent the Purim story. Morah Elana also taught her class how sound is made, and she taught them that sound is vibration. They learned that when your vocal cords move, it makes sound so the the students got to feel their vocal cords when they were moving. That’s also when they figured out that these same vibrations happened when they talked, because they were using their vocal cords when they talked. Then, Morah Elana had the students think of something in their heads and feel their vocal cords at the same time. By doing this exercise, the students realized that just because they think about something in their head that’s mean, does not mean they have to say it out loud, so they are also learning to be mindful of others. Being mindful of others is also very relatable to the Purim story, because it’s all about people being nice to each other. This unit teaches students a lot because these are characteristics - such as being mindful of others - that people carry with them throughout life.

Above: Joey Jahan is very proud of his 'rashan" (noise maker) for Purim. ב"ה

10 Media, Science and Technology The Hillel Gazette Spring 2015 Aviv 5775 Augmented Reality at Hillel and Beyond Liam Abucasis, 6th Grade Imagine you’re in Mr. Irons’s class and he is teaching you about the heart. He can show you how the heart works - how the heart brings in oxygen and releases carbon dioxide. He can also show you how the blood flows through the heart. Guess what he is using? Augmented Reality.

Do you know what Augmented Reality is? Augmented Reality is a four-dimensional experience. I spoke with Rabbi Swigard, who has experience with Augmented Reality. He told me that Augmented Reality could help both the world and the community of Hillel. The way it is going to help the children of Hillel would have been unimaginable to think of a few years ago. For example, in Rabbi Swigard’s class, he is teaching his 8th grade class the topic of the mishkan, and because of augmented reality, he can show his class how the Jews lived, how they compromised, and how they put it all together. He also said that Augmented Reality can affect the way we live - it can have an impact on movies, movie posters, transportation, building, companies, and the economy, and such. For instance, take movie posters: you will be able to put trailers or cut scenes directly onto the poster and experience them. This will make you more interested in the movie.

One of the companies that creates and uses augmented reality is DAQRI. The 6th grade students of Harkham Hillel Hebrew Academy were lucky enough to meet two of the main people that create Augmented Reality and use Augmented Reality for pretty much everything. Their names are Brad Wiad and Drew Minock. They explained that Augmented Reality is something that's different than other technology items, because other technology doesn’t allow you to “hold” things in your hand like Augmented Reality does. They also showed us different apps and techniques to use Augmented Reality.

To create Augmented Reality, you need a tablet, such as an iPad (i iPad2, preferably). Then you need specific apps like DAQRI, Aurasma, Enchantium, Anatomy 4D. You hold one iPad over the second iPad. For instance, if you are using the app Anatomy 4D, the heart of the body pops up on the iPad for you to learn. The ways you can learn from it are many: if your are learning about the human heart, you can see where the bold flows through the heart, where the air comes through, and where the air exits - all in motion! If you are wondering what is the difference between a picture of the heart and Augmented Reality of a heart, it’s this: Augmented Reality shows how the blood moves through the heart. It also shows what a heart looks like in a plain, clean way. Also, your teacher can teach you how the heart works and how the blood flows through the heart or how the blood comes in the heart and how the blood leaves the heart.

You must be thinking: why do we care about Augmented Reality? Well, the reason that you should care about Augmented Reality is because it will change the way we see the world. Also, Augmented Reality will change the learning at Hillel and the way the teacher teaches the student. Microsoft HoloLens: Your Life in 3D Etai Shachar, 6th Grade

Imagine your life in 3D! Now, technology has finally moved out from your pocket and into glasses! The Microsoft HoloLens is a pair of "glasses" that turn your ordinary world way better. For example, wearing the glasses, you can look on your fridge and see the weather in four dimensions.

Let me start by saying what a hologram is. A hologram is a moving 3D projection. It is an awesome three-dimensional experience and can be used in every aspect of our lives: work, home, entertainment, movies, Skype and more. First, you put in the HoloLens glasses and turn them on. If you want to play Minecraft anywhere, instead of seeing the game on your device, you can now play it in 3D in your living room table!!!

The HoloLens can be used for daily life. Instead of looking at your The New MacBook smartphone to see the weather, now you can see it In 3D - now that's Etai Shachar, 6th Grade awesome. Are your sick of the old heavy white MacBook? Well there is some news: It's not magic, its better: it's augmented reality! When you buy the all new MacBook comes in three colors! It comes in Space gray, gold something on Amazon, like clothes, and you don't know if they will and white. Secondly, the MacBook went down in size, 34% to be exact. actually fit, now with Microsoft HoloLens you can see exactly what the 34% might not seem like a lot, but it's a lot. On top of that, generally a actual full size will look like. lot of people have charging problems with their computers. This new MacBook features 9 hours of battery standby. Right now, Microsoft HoloLens is the world’s most holographic computing platform, and it is enabled for windows 10.0. I spoke with Rabbi Michael Cohen, who told me a lot about the new MacBook. Some more pros are that the new MacBook also features a great screen resolution, an anti-heating bottom, and force touch. The old This new MacBook is awesome but not yet perfect. One con about this MacBooks used to heat up to a very high temperature, but with the new MacBook is that if you are a video producer, video maker, or you have MacBook, it has a system to prevent heat and other complications like anything to do with video, you are out of luck. The new MacBook is that. A great thing that Apple has made for this and future MacBooks is not good for working with big movie files those are the only cons so far. ForceTouch, for computer artists. ForceTouch is a program that senses wherever your finger goes and draws. Using the old MacBook, you had to As much as Hillel loves MacBooks, Hillel iPads serve a better purpose push down on the trackpad really hard to draw and often times you would for students at Hillel. First, they are better in size to carry. Second, they mess up. To sum up, the new MacBook has a lot of good features like are better and less complicated for younger students. Thank you for ForceTouch, anti-heating, and screen resolution. (Continued at left). reading about the new MacBook. ב"ה 11 Media, Science and Technology The Hillel Gazette Spring 2015 Aviv 5775 What do genetically modified vegetables, self-watering herbs, and compost have Annual Science-Torah Fair in common? Well, they all made appearances at the Science/Torah Fair this Shmuel Kligman, 6th Grade year. This is an annual event where middle-school students pick topics, research the information behind their topic, conduct an experiment, and create a poster board describing their experiment.

There is also another aspect at the fair, and that is the Torah aspect. Due to the fact that this year is the Shemittah year, all assignments were about rain, fruits, plants, or vegetables. 7th and 8th graders took a topic related to their project and added it to their poster board. 6th graders worked in groups to create projects based on their topics.

They selected their topics in their Halacha class and were given information about their topic. Then, they wrote a report on the information. The next step was to make a plan of what they wanted their final project to look like. Finally, they were given time to see their plan come to life in their own hands.

"It was different for the Torah Fair this year, because this year we needed to make it about Shemittah, rather than just selecting any question," says 8th grader Yosef Talasazan, who was doing his project on whether caffeine affects Above: Eighth grader Rebecca Rabbanian showcases the way plants grow. "We needed to do whatever our teacher told us to do for her Science/Torah fair project to elementary school the questions." I also asked Yosef about whether he knows if different grades students. have worked together. "From what I've known, all the grades worked alone for Science/Torah Fair the last two years," he says. The younger grades have some big shoes to fill, as they saw the projects that Reports middle school worked on. "They came over to me and I asked them if they Sarah Nachimson, 6th Grade wanted to know about my project, and they touched the things I brought and it was interesting for them and for me," says Yosef. However, not only did the Annually, our school hosts a Science/Torah fair for grades 6-8. younger grades see the middle school projects, but the parents could see the This year’s theme was shemita, the year we leave the land to hard work their children put into this event. Yosef also said, "I needed to explain rest. For the Torah portion, grades 7-8 were required to write a my project differently to the parents rather than the kids. I had to use a different short essay on their poster board about the connection between vocabulary." The younger grades have seen the expectations of the teachers for their experiments and shemita year. the Science/Torah Fair, and are probably excited to get started in a few years.

Sixth grade was required to make a project on components For the science aspect, the teachers set deadlines for the students for when of shemita year with a few peers. For the science portion, the different components were due. It was scheduled down to the last day of the students had to conduct an experiment, compose a report and a Science/Torah Fair, and was quite orderly. write-up, and display their write-up on a board. Next year, the 5th graders will become 6th graders, and we will see new projects at the Science/Torah fair in the 2015-2016 year. However, we will also say good-bye to the 8th graders, whose projects have been showcased for three years. Fertilized plants: What is the effect Methods: that fertilizer has on our food and 1) Plant twenty-four peas in egg cartons, twelve with environment? fertilizer and twelve without fertilizer. 2) Water the peas every five days with two cups of Sarah Nachimson, 6th Grade water. Purpose: Written observations: 3) Every week measure pea plants height in I chose this experiment because it went with the theme of centimeters. shmita year. Also, in an issue of National Geographic, there Day 3 4) Takes pictures of pea plants with iPad every other was a featured article about the excessive amount of nitrogen in The seeds in fertilized soil day to see how many have sprouted. our fertilizer and how it was causing algae to grow and ruining have sprouted. 5) Measure nitrogen level in both fertilized and beautiful reefs in the ocean. I wanted to test this scientific fact The seeds in unfertilized unfertilized soils with soil tester kit. in an interesting and educational experiment. In addition, I was soil have not yet sprouted. 6) Compare growth of fertilized plants to growth of interested to learn the significance of fertilizer for producing Most of the fertilized peas non-fertilized plants. crops. have sprouted except four seeds. Variables: Hypothesis: Independent variable -I only added fertilizer to I think that there is going to be more growth in the fertilized Day 5 certain plants. plants because fertilizer cause plants to grow quickly and Only two plants with Dependent variable - The plants with fertilizer grew produce more. I also hypothesize that there will be more fertilizer have sprouted. taller and contained more nitrogen. The unfertilized nitrogen in the fertilized plants because fertilizer contains All of the fertilized peas plants barely sprouted and the soil was low in an excessive amount of nitrogen. There will probably be all have sprouted but one nitrogen. sprouted plants in the fertilized peas because they will have and they are extremely Controlled variable- there was an even amount of more of a boost.Only a few unfertilized peas will sprout because tall. seeds placed in fertilized and unfertilized soil. The they are not given any growth boosters. plants all got the same amount of water. Also, they Nitrogen testing: were all exposed to the same temperature and light Materials: There is a lot of nitrogen (room temperature and near window). Soil, fish fertilizer, egg cartons, peas, water, Nitrogen Soil tester in the fertilized soil, but kit, iPad , ruler, pots, desk, window [for sun]. not much nitrogen is in For Conclusions, see next page. the unfertilized soil. ב"ה

12 Media, Science and Technology The Hillel Gazette Spring 2015 Aviv 5775 Science/Torah Fair Fertilized Plants Report, continued from p. 11

Conclusion:

I have learned a great deal from this experiment. My hypothesis that the fertilized peas would grow more was correct because fertilizer increased plant growth. Also, my hypothesis that the fertilized soil would contain more nitrogen was correct because when I tested for nitrogen the fertilized soil had a sufficient amount of nitrogen. But my hypothesis that all fertilized peas would sprout was incorrect because there was an error with one fertilized pea and it did not sprout. Do not stress over everything or it will become much harder, because when I was stressed about the science fair it was hard, but when I was relaxed about the science fair it became much easier. Fertilizer has so many negative effects on our ecosystem. It clogs up our water and poisons aqua life. But it also has many positive effects. It makes plants grow up to two times as fast, and much stronger. In conclusion, this experiment was quite a learning experience.

Acid Rain & How it Affects Building Materials Shlomo Bookstein, 6th Grade

Purpose: I wanted to see how much damage acid rain might do to buildings and their materials. I am very concerned about the environment and the damage to the trees and plants, but we are also part of the environment as well. If acid rain damages the buildings we live in and we can see it, maybe people will work harder to stop air pollution.

Hypothesis: I thought that the metals were going to be not affected and that the porous materials were going to be the most affected by the acid. I thought that metal was strong and people use a lot of metal in building things to last. The porous items like wood seemed likely to breakdown because they are softer and more acid can get inside.

Materials: All the materials are in glass mason jars with metal rings. I chose glass jars because they can hold pressure and do not corrode in contact with vinegar. Seeing through the glass lets me see the items in the vinegar and if the vinegar changes. I used regular vegetable vinegar of 5% acid. This was listed on EPA.org as being the same acidity as acid rain. It was not expensive and it is easy to find and it is the closest thing I have that is safe to be an acidic environment.

I tested different materials: Terracotta roof tile, regular patio brick, sidewalk cement, slate paving stone, treated lumber, brass hinge, aluminum curtain hook, polished counter-top granite, lathe screw, sinker nail, phosphate covered screw, glass tile.

Methods: I first weighed and took pictures of all of the materials. I put a piece or an identical item to the ones tested aside for the control item. Then I put each one in a glass jar with a label. I left the materials outside in my yard in partial shade so it would be in a better testing environment. I waited three days. I looked at the item in the jar to see if I could notice any change in the item or the vinegar (color, clarity of the vinegar or pieces of the item coming off). I again weighed each item. I threw out the old vinegar because we wanted full strength vinegar each time. I took pictures several times throughout the testing to show when there were changes.

Variables: Independent variable = I tested different building materials: Metal, stone/brick, wood. Dependent variable = Corrosion of the items or the breakdown because of the acid. Controlled variable = I left the items outside to be like they would be in real acid rain environment and they were always in a 5% acid vinegar solution.

Conclusion: Overall, the metals were most affected by the acid, losing up to 50% of their mass. Metal also reacted most visibly to the acid, producing carbonation, the vinegar became cloudy when metals were in it and it made a terrible smell. The metal lost its mass through corrosion. The exception was the stainless steel hook; it lost no mass but became covered in white sediment, made the liquid cloudy and made the vinegar stink! The terracotta tile and brick lost more mass total than the metal, but not as large a percentage of their total mass. The brick and terracotta pieces crumbled and lost their mass through erosion leaving grainy pieces on the bottom of the jars every time I changed the vinegar. What did you learn from doing the experiment? Was your hypothesis correct? Why/why not? I learned that I was wrong in my hypothesis. A better test for what materials to use in building in an area with acid rain might be to see if the material reacts with acid, and not to see how strong it it is or if it is softer (on Moh’s scale) or “tougher”. Also if I were to do it again I would spray the materials with vinegar and not immerse them. I think if the items were allowed to interact with air, the changes would be different. The air might mix with the acid to make more breakdown.

Above: Sabrina Jahan, a seventh grader, showcases her Science/Torah Fair project to elementary school students. ב"ה

13 ArTs, HumAnITIes And culTure THe HIllel gAZeTTe sprIng 2015 AVIV 5775

Right: The Hillel Model Model UN UN team poses with their countries outside the YULA Yonah Berenson, 7th Grade Model UN event. For several years, Hillel middle-schoolers have participated in a Model United Nations event hosted by YULA. Participants are given a country and a current world crisis (one which would be discussed in the real United Nations, such as the confl ict in Syria), and they must research their countries' positions on the issue. After a month or so of preparation, 16 Hillel students, led by eighth grade history teacher, Mrs. Ilana Zadok, participated in the fourth YULA Model United Nations (YULAMUN). Mrs. Zadok led all practices and also facilitated self-motivated research at home, though Schoology.

We were introduced to the Model UN program at a Hillel Voice earlier this year. Many eager future-competitors decided to join, and attended the fi rst practice soon after we returned from winter break. Mrs. Zadok told us that certain teams she has led in the past attended because "their best friend wanted to do it," as she put it, but she told us that we "are all here for the right reasons." She also said that she was confi dent we would all As the members of the Security Council focusing on research the necessary material. Ukraine were about to vote on a resolution, one of the two Secretaries-General burst into the room. "Crisis, The participants also received much-needed assistance from a YULA sophomore and crisis!" she yelled. Similar proceedings occurred in the member of their Yeshiva University Model UN team. Amira Felsenthal is also a former other committees. The crises ranged from realistic, such Hillel student and Hillel YULAMUN team member. Amira joined the Model UN's as obscene torture methods being used on imprisoned Schoology course and answered students’ questions. She also usually posted a "Daily ISIS terrorists, to absurd, such as Gummy Bear pollution! Tip" in which she addressed one of the most-asked questions posed by team members. The delegates quickly wrote up new resolutions, and In Mrs. Zadok's own words, "Amira went above and beyond to ensure that the Hillel voted on them. Afterward, the conversation returned to students were properly prepared." the original topic.

The YULAMUN conference took place on March 15, 2015, at the YULA Boys' School, After a full day of Model UN, everyone returned to the with Hillel, Maimonides, and Emek students participating. It started at 10:00 a.m., when Beit Midrash for the closing ceremonies and awards members got authentic placards with their countries' names on them, a notebook, and presentations. Two awards were presented for each other accessories provided by YULA. At about 10:30, they entered the Beit Midrash committee: Best Delegate and Honorable Mention. for the opening ceremonies. Dr. Soifer, principal of General Studies and coach of the After the conference, all delegates exited the room, all Model UN team at YULA, informed students of their committees' respective locations. feeling very accomplished. As Mrs. Zadok later wrote Then each committee focused on one issue. The topics were: the confl ict in Ukraine, on Schoology, "Award or no award, you all pushed the confl ict in Syria, the UN Environment Programme, and the UN Children's Fund yourselves and rose to the challenge before you." (UNICEF). Everyone realized this, and truly took it to heart.

Once in their committee rooms, some students immediately embraced the atmosphere, Soon after the Model UN conference, Mrs. Zadok held which was very formal, as in the real United Nations, while others were very nervous, a debrief in her room during recess. Mr. Ablin, General and some even admitted that they were literally shaking at the beginning. But soon, Studies principal, and Ms. Pack, seventh and eighth all the participants were speaking with confi dence and fl uency. They began making grade English teacher, also attended. Students talked alliances with like-thinking nations. Not after long, certain participants were taking the about their experiences at YULAMUN. When asked lead, and began drafting resolutions to solve their issues. what was their favorite part of the day, student gave various responses. Some said the crisis and caucuses After two hours of debating and persuading, all of the YULAMUN delegates fi led (when delegates have permission to go around the room in to the Beit Midrash for a second time to hear a lecture from Mr. Gregory Zlotin, and persuade others to join their alliance). Rebecca YULA history teacher, titled "The Crisis in Ukraine." Mr. Zlotin presented his unique Wizman, an eighth grader, said she really enjoyed her perspective of the Ukrainian-Russian confl ict, providing all listeners with an intrinsically committee's icebreaker, during which delegates were interesting keynote address, but the talk especially appealed to those whose topic was the informally asked something about themselves. Jonathan confl ict in Ukraine. Krombach, another eighth grader, said his favorite experience was the speech by Mr. Zlotin. Students were "Lunchtime is work-time!" Mrs. Zadok had told her team before the conference. And it also asked what they felt was challenging, and how they was. Delegates quickly grabbed their lunches, but did not sit down. The entire student "stepped out of their comfort zone." Many of them said lounge was abuzz with conversation, with each delegate convincing the other why he that despite having prepared speeches, the conversation or she should sign the other's resolution. After lunch and mincha, everyone returned to took unexpected turns, and their speeches became their committees and resumed proceedings. irrelevant. Sabrina Jahan, a seventh grader, said it was hard for her to go up against the whole room and stand up for what her country believed in. Others said public speaking in general was hard. Celine Basiratmand, also in seventh grade, said next time she would try to overcome this obstacle by practicing beforehand in front of her family and friends.

All in all, the Hillel YULAMUN team members had a great time at the conference. As stated by Eitan Ulitzky, a sixth grader, on Schoology, "YULAMUN is the best!!! I want to go next year and eighth grade too!" Mrs. Zadok also stressed that the conference was not only fun for the participants, but also great preparation for the "real world." ב"ה 14 Features The Hillel Gazette Spring 2015 Aviv 5775 Students in Grades 3-8 Love Writing Mystery Stories! Faculty advisor: Dr. Elizabeth K. Glass Jonathan Kellerman Author Visit Inspires Mystery Writers Yaelle Shaye, 5th Grade Hillel had the honor of having Dr. Kellerman, a renowned mystery author, address the students and their parents on April 28. He spoke about many things, including how he had always enjoyed writing when he was young and how he had not, in fact, started out as a novelist, but as a psychologist. His talk will help me greatly in the process of writing my mystery story. Dr. Kellerman inspired and encouraged me with his talk and I will be sure to use his advice and to remember to always push Above: Fifth grade students work on their mystery stories as part of Dr. forward and work hard. Elizabeth Glass's program. Dr. Kellerman told us about his childhood. He said that he attended Mystery Story Beginning (Untitled) Harkham Hillel Hebrew Academy. He also went to UCLA. While he was growing up he knew that being a novelist wasn't a very dependable job, Jonathan Krombach, Shawn Partovi, and Daniel and, in truth, it isn't. Instead he got a PhD in psychology. Suriel, 8th Grade, and Uri Cohavy, Shmuel Right: Kligman, Shlomo Bookstein, and Joey Blumofe, Jonathan Kellerman 6th Grade speaks As I looked down at my guitar and started tuning the strings, I saw the reflection with the of someone on the instrument’s polished body. A person, arm outstretched, was 3rd-8th holding a mandolin case above my head, ready to strike me. As I continued to graders in look, I saw mountains, and then I woke up. Let me introduce myself. My name is the library Spartacus Octavius Jerome, III. I am an acoustic guitar teacher. about his career, I don’t usually get nightmares like this; it really shook me up. But, I still had a job and offers writing to go to. On the way to work, I saw a flyer for a music competition. The reward advice for winning was $500,000. As I saw the flyer I thought to myself, “I can always to young use extra money for my investments.” I took down the flyer and stuffed it into my writers. back pocket and almost forgot about it. Almost.

As I was teaching guitar to one of my long-standing students, his mother suddenly said, “My child is doing really well at the guitar, I’d like to give you something as a way of expressing my appreciation. Do you need any extra money?” He spoke about how he writes crime novels, but that all authors have their own style of writing. he emphasized that we shouldn't “Actually, I need some money for a new guitar. I plan on entering a music base our stories on what critics say. In fact, Dr. Kellerman contest and my odds of winning would be increased if I had a new one because doesn't pay attention to the reviews. He told us that it is okay to this one is pretty beat up.” I replied. have different styles of writing and that we should write what we enjoy. He also said how he had tried to "write what he knew" and The next day, while I was doing laundry, I spotted the flyer in my back pocket. I he wrote a psychology book and guitar book. called the number, wanting to find out more information. We started out having a chat but then I said, “Let’s get down to business. About this musical contest, This visit was meaningful to me because I got to hear a person may I enter?” speak who had first hand experienced the process of writing. His talk taught me many things that will be tremendously helpful to The man replied, “I am sorry, but this isn’t the theatre you want. This is Bob me during my own process of writing. Fickelstein. I can give you the theatre’s number because there was a typo on the flyer. Lots of incorrect calls, you know.” Titles are a very special topic and they came up in one of the questions. Dr. Kellerman told us that a title and a cover is an Spartacus said, “Thanks for your help” and the man on the line said, “No advertisement for your book. You have to make it special and problem…Spartacus.” unique so that a reader will pick your book out of the many, -- many others on the shelves. (Continued on next page). The Heist Gabriella Gomperts, 4th Grade Chapter 1. Scarlet Barnes woke up at exactly 7:47. She liked to remember what time she woke up. She felt it was nice to know what time her day started and what time it ended. It completed her day.

She is excited because today is the first day of winter break. No more homework and no more bullies (A.K.A. Hanna Heet!) for a whole week! Most people think its crazy to wake up so early on a Saturday, but Scarlet wanted to savor every moment of it. The only problem was that she had no idea what to do. Scarlet put on her slippers and walked down the stairs of her charming, old New Orleans home. She got to the kitchen, where her dad was watching the news. Scarlet listened to the newsreader as she poured milk over her cereal. "A priceless portrait of Marie Antoinette was stolen last night from the New Orleans Museum of Art, also known as N.O.M.A. Detective Neville Glass is on the case. (Continued on p. 17). ב"ה 15 Features The Hillel Gazette Spring 2015 Aviv 5775

The Worldwide Hack 2. Isaac Herskovitz, 3rd Grade June 6 2012, 11:35 pm: In city of Pohang, South Korea Just 1. unloading cargo in port. - I have met all the crewmembers. 11:35, AM June 4, 2012: Osaka, Japan- a man, mid 30s walked into the These are my accomplices: shop. 1. Benny Stein: 6”1, Mid 40s. He says he used to live in As the door closed, he said “ Hello. I am Shane Abe. I am visiting from Bucharest. Halifax.” 2. Milan Tádic: 5”5, Blue Eyes, British POW. 42 “Hello”, I said. “I am Sensei Fukuda. What would you like?” 3. Melinda Chirac: 5”9, Green Eyes, Stein’s Girlfriend, 32 “ I was hired by a man named Benny Stein. He is recruiting you for 4. Jen Tádic: 5”8, Blue Eyes, Milan’s Wife. 40. something .” “Ah, yes. The hacking.” I replied. “ I got the e-mail.” June 7, 2012: 12:00 AM. We checked into Appletree Hotel Three days before, Junichiro Fukuda had gotten an email from about 5 minutes ago under Sam Arbor (Benny), Sapphire Benny. He was “employing” men to help hack governments. Arbor (Melinda), James Diablo (Milan), Shelby Diablo (Jen), “Well, we are going to visit every country that we hack in person.” Shane told and I am Mike Arbor-Diablo. me. “OK. It will be risky, but fun. Which country is first?” I asked. “South Korea. Mr. Stein’s boat is waiting in the Harbor.” As Junichiro walked towards the yacht, little did he know what was ahead.

The Boy Who Cried, "Burglar!" Left Roni Shiff, Gideon Gordon, 3rd Grade fourth grade, Not so long ago, in the 1960s, there was a boy named Alex. Alex was created a cover for her story a weird kid, he wore shorts instead of bellbottom pants and he had "The Wedding short hair instead of long. Many people bullied him or made fun of Mystery!" using him. He wanted to get back. He wanted to do something about it. BookCreator. Yesterday his dad gave him $200 as a present and he put it near the window and went to the bathroom. He heard some noise and assumed it was a squirrel. He got out of the bathroom and found his $200 were gone. Alex calls his dad and the cops. About 15 minutes later the cops and a detective and his dad come. The detective was 20 years old; he was new to the force. Alex tells the detective to check Sam’s house. He says, “It was most likely Sam. He is a grumpy old man.

Jonathan Kellerman Visit, They went to his house and see a 200 dollar bill right on the couch. That is all we need to see. “Sam, you are under arrest for stealing continued from previous page $200.” One of the highlights was when he spoke about his very first days in writing and how he had to constantly work between psychology On the way to the police station, where no one can see, Sam said, and writing. I will forever remember when he quoted Thomas “You know it can’t be me” and he shows them his badge. Edison and said, "Genius is one percent inspiration, ninety-nine The detective says, “How do I know that isn’t fake?” percent perspiration." Dr. Kellerman explained how he had worked hard as a psychologist and had started his own practice and then, They go to the police station to see if Sam is a secret agent. Just as after realizing that he could not juggle between the two jobs of they are about to reach the police department they get a call saying writing and psychology, he switched permanently to being a full another crime similar to the other one had just occurred but this time time novelist. He went from working on his stories late at night to the victim’s stuff was smashed. There was a note with magazine letters working on them 3, 4, and 5 hours a day. He worked very hard and so you won’t know who wrote it stating,” If you ever want to stop me didn't quit after 13 or 14 years of not having any books published. you’ll have to pay me $10,000. Leave the $10,000 next to the statue in After all of his work, he got 46 books published and 36 were on the the park on Jefferson Boulevard and Washington Drive.” New York Times Bestseller list. I believe that Dr. Kellerman is a perfect example of Edison's quote and I believe that he is a great Back at the police station they find out that Sam really is a secret person to look up to as a role model, in both his writing, his hard agent. They say sorry, take him home and tell him to watch over the work, and his perseverance. city very carefully.

A day goes by and cops have to pay $10,000 or else the criminal Left: Gal will steal money from other people and break things. Sam gives the Cohavy, fourth cops an idea. “We can make our own money that looks real, but our grade, created money will have Abraham Lincoln on $10 bills, Benjamin Franklin on the cover for $1 bills George Washington on $100 bills and Thomas Jefferson on $5 his mystery bills.” story using the BookCreator app. They left the money at 10:00 pm near the statue. The burglar takes the money, looks at it to be sure it isn’t fake, and sees the wrong people’s faces on the bills.

“Those cops are going to pay!”

The criminal rushed into the richest man’s house and steals $1,000; he breaks the fancy mirrors and typewriters and throw everything on the floor. ב"ה eatures 16 F The Hillel Gazette Spring 2015 Aviv 5775 VPL and Arutz Hillel, continued from front page Around Pesach we introduced our first "special" episode. It covered how the Hillel community cleans and prepares for Pesach. VPL interviewed Mrs. Ciment, visited Pico Glatt Mart, and met up with senior Rabbi of Beth Jacob to talk about information on Mechirat Chametz. Alexis Newman, the history teacher for 6th and 7th grade, is the faculty advisor for the VPL and Arutz Hillel. Most of the filming takes place in her classroom under the professional lights and green screen. Mrs. Newman helps the students organize and schedule interviews. She also escorts us when we need to do filming off-campus. VPL is an extracurricular activity for kids who want to be creative movie makers. In the beginning of the year, VPL had about 11 students. As students started to see our work, more people joined and continue to do so. Right now, we have about 20 students working on different segments. We currently have five executive producers: Ben-Tsion Oliel, Ari Schlacht, Maya Schapira, Sabrina Jahan and Joey Aynesazan. An executive producer’s role is to take care of all aspects of the process, including planning, making sure stories are finished, editing, choosing music, filming and photography. As part of the VPL team, I had the opportunity to interview Mr. Jason and Mrs. Lisa Gruenbaum who are the donors for the VPL program. Some of the questions I was able to ask them were, "What interest you about VPL?" and "Do you have a favorite episode that we've published?" Jason and Lisa feel that the opportunity for students to get in front of the camera is important. (Continued on next page).

Robotics, continued from front page

Mr. Irons stated that you have to be confident and when you are doing the robotics program, and while you do the program, your self-confidence is building up. A thought that he had about the first year was that even though it was the first year, it was a big success. Next, we spoke about his opinion on the robotics being interesting he shared that part of learning the robotics program is that the students learn about engineering and the students should have a journal to record all of the programs that the used to program the robot. Lastly, he said that the robotics program really taught the students about perseverance and that if you encounter a problem, you will have an easier time solving it.

I thought that it was very interesting to meet Mr. Mauck and see what he thinks about the robotics program and the elective that he is running. As I started the interview, I asked him what influenced him to start the robotics program Above: Deborah Littman, a fourth grade teacher at Hillel, is and he answered that he likes the ability to make it hands on. Going more into interviewed by the VPL crew for her segment on an Arutz Hillel the interview, I asked him how he prepared for the program and if he went episode. to a workshop to learn about the program. He shared that he had a training with an instructor from Palm Springs and he said that he is planning to go to a robotics program this summer. Also, I asked him what he thinks the students are learning from the program. He said that it helps them with problem solving, math applications, and teamwork. Lastly, I asked him if he thinks that the Robotics, technology of the robotics system helps and why. After asking the question, he responded that he thinks that it helps because it gives the students the ability to continued from front page test their math quickly through trial and error. זה חשוב לבית הספר שלנו להתקדם בטכנולוגיה. אני ראיינתי תלמידים לבדוק מה הם חושבים. לדוגמה, שאלתי את התלמידה טליה היימן אם I thought that it was really cool to interview Talya Heyman to see what she היה קל או קשה לבנות את הרובוט. היא אמרה ״זה לא היה קל או קשה thinks about the robotics program. At the beginning of the interview, I started כי אנחנו עשינו דברים שונים בכל הכיתות.״ לדעתה כדאי ללמוד off by asking her what she made. In response to my question, she said that she רובוטיקה, כי התלמידים משתמשים בידע שלהם במתמטיקה, במדעים built the basic robot. Also, she mentioned that she spent most of her time on ובמקצועות אחרים. התלמידים שבונים את הרובוט מבינים איך the programs. Going further into the interview, I asked her what her robot did. She said that there was a sensor on her robot that was used to pick things הטכנולוגיה עוזרת לשנות את הדרך שבה הם חושבים. up. Another question that I asked was how she enjoyed the Robotics Program. She shared that she really enjoys when she works really hard with her group to make the program and then it actually works. In other words she said that it's worth doing it. I continued by asking what her experience was when she did the robotics program. Her response to this question was that she made a program that wasn't so accurate so the robot made weird moves, fell off the table, and they had to rebuild it in result of it breaking. Another question that I asked her was if it was easy or hard. In response to this question, she said that it wasn't hard all the time or easy all the time, because they did different things throughout the different classes, it depended on what they were working on. For the next question, I was trying to get her to think more about the question that I was asking. I asked her how robotics connects to the world today. Her response was that the world is changing a lot and robots are used for many different jobs such as amazon warehouses. Lastly, I asked if the robot worked the way that it was supposed to work and if it didn't was it frustrating. Her response was that it wasn't so frustrating because if something was wrong, she always tried to fix it with her group member until it was right.

I interviewed sixth grader Joey Blumofe about his experience in the robotics Above: Seventh grader Jacqueline Englanoff programs her robot for a elective. As I started the interview, I asked him what he build and what his robot race against her classmates. (Although her robot did not win the robot did. His response was that he built a robot that can move blocks in any race, she did program it to sing!). direction once it was programmed. (Continued on p. 22). ב"ה 17 feATures THe HIllel gAZeTTe sprIng 2015 AVIV 5775 Mystery Stories, continued Secrets Within the Chip Yaelle Shaye, 5th Grade Inside one of the most secured laboratories in the world a highly skilled scientist was fi nishing one of the latest, most advanced pieces of technology ever created. A metal chip, that acted like a usb, that could install its own security, have fi ngerprint and facial recognation, cameras, contain all the pentagons secrets, and could most possibly be any scientist's highway to fame. Inside the third fl oor laboratory of the pentagon Victoria Dare stood hunched over a lab table. She brushed her bangs behind her ear, pushed aside her shortly cropped, shoulder-length black hair and gingerly placed the thin red wire into the small 2 ml by 2 ml metal cube, that was attached to the chip. This was very fragile work. But however fragile it may be it was still amazing technology. Sparks fl ew as Victoria connected the rest of the wires. She had done it. Feelings of accomplishment and pride rushed through her. Excitement fi lled her body as she turned around and faced Conrad Above: Lehava Segal's cover, made in Book Creator, for her mystery story. Maplen, who was just a few ranks higher than her in their work at the pentagon. In other words, her boss. "It is done." She said. "The wires are attached?" Conrad questioned her[“ “Conrad questioned her, his auburn curly hair partly hidden behind his newsboy cap, his hat making him seem taller then his normal height-5'10". "Yes." "Are they secure?" "Yes." "The security?" "Better than on the diagram, Conrad." Victoria grinned while saying this hoping that he wouldn't catch the happiness in her voice when she said Conrad instead of sir. "Excuse me?" "Better than on the diagram sir." Victoria winced as she said it as if it the words were diffi cult for her to say. "Give this to Phineas. If he says it is in need of more security then bring it back to me. If not then drop it off at the safe." Conrad told her, shifting in his laboratory chair. Victoria grumbled in frustration as she walked out of the room, on her way to show their newest creation to the head of the pentagon. Conversations with her boss always ended this way. And she hated it. "Oh, and Victoria?" Victoria heard Conrad call from behind the door. Hope fl uttered inside of her like a swarm of butterfl ies. This could be her big break. One reward from her boss, one promotion, was all she wanted for completing what “what was to be one of the greatest technologies of the pentagon. She turned. "Fetch me a venti soy vanilla latte from the lounge on the way back." Above: Daniel Sentchuk, a fi fth grader, designed a cover for Before he had fi nished his fi rst words Victoria felt her hope defl ating inside of her. The his mystery story titled "Murder After Curfew...". pack of butterfl ies had just gotten stopped from fl ying, from going from fl ower to fl ower. Promotions did not start with, "Fetch me a venti soy vanilla latte." Victoria turned on her heels and stormed out of the room, angry beyond belief and with no intentions of bringing him that latte. To be continued... Arutz Hillel, continued from p. 16 The Heist, continued from p. 14 Jason says, "The idea we had when starting this program was to give kids another way to advance their opportunities using technology." Lisa has a little He says there's not much evidence, but he promises to get to the bit of experience in video production. She majored in broadcast journalism bottom of the case. Now Gary Hale, with the weather. Any rain at NYU. She also had worked at Good Morning America and Access tonight Gary?" Hollywood. Lisa says, "I see the value in it & seen where the world has gone". She feels lots of children like to see news in a YouTube type format. Jason Scarlet was so absorbed in the news, she didn't stop pouring the and Lisa came up with the idea of "VPL", on an airplane. "We didn't have milk and it was overfl owing! She snapped back to reality when she wifi on a fl ight, I'm serious." Jason said. Mr. And Mrs.Gruenbaum feel that felt something wet soak through her slipper. She looked down and seeing the older kids presenting, and talking about things that are important, she immediately stopped pouring the milk. inside and out of their day to day lives is incredibly valuable. "Shoot," she muttered. Her dad heard her and looked over the counter. He frowned. VPL also gives kids an other outlet for their creativity in a way they may "Sorry," she murmured, avoiding her dad’s gaze. not get usually. Lisa explained, "It's a very diff erent kind of media - it's just He helped her clean it up while he muttered something about another way to express themselves, which I think is valuable." They thought wasted milk. that Arutz Hillel would be something a little bit out of the box. The last But she was smiling. She knew what she was going to be doing question I asked Lisa and Jason was, "Is there anything you want us to add during winter break. to our news channel?" They answered "The goal initially was to have a 9 to 11 minute segment, including Isreal news. This can happen as students Chapter 2. get more comfortable with the process, and to expose the students to more." It was perfect! Her parents didn't care where she was. She knew VPL will hopefully one day achieve that goal. VPL and I would like to thank a ton about mysteries. And, Neville Glass was the worst detective the Gruenbaums for their time with the interview, and for their generous ever! She was going to solve the case! If this plan (which she hadn't donation. We really appreciate it. fi gured out yet) worked, she might even be in the paper! Let's see if In addition to the new segments on Arutz Hillel, Video Production Lab Hanna Heet could top that, she mused as she ate her cereal. To be also produces and works on other fi lms, including holiday specials. VPL is continued... a wonderful opportunity for Hillel students to work together to provide our community provide valuable information while using cutting edge technology. ב"ה 18 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775 Theater Review: Lifeboat Dana Even, 7th Grade Three words that describe Lifeboat; thrilling, powerful, amazing. Lifeboat is a play that was recently shown at the Wallis Annenberg Center for the Performing Arts. With several props, two women act out a captivating true story. The tale is centered on two adventurous teens, Bess Walder and Beth Cummings, in Germany, during World War II. The 15-year old girls have the opportunity to go to Canada by ship, and leave the solemn and bitter Nazi-controlled country. They board the craft on September 14, 1940. Along with many other hopeful children, they have the time of their lives inside the boat, with games, singing, and unlimited food.

However, four days after boarding, the ship gets torpedoed, causing flames and chaos to erupt. Crew workers try to assist the children, throwing lifeboats into the ocean with frightened kids inside. The two girls clung on to dear life in the rough seas. With not much hope, they force themselves to survive and wait for help. Above and right: Continuing to fill the audience with suspense, Bess and Beth see a boat in the Photos from the distance, wave and try to capture some attention, but it is all pointless, for the boat show Lifeboat, turned around. depicting the emotion of the The girls are not far from giving up when, after nineteen hours, a helicopter finally performers. spotted them and their upturned boat. As a result of the bombing, many children died and only eleven survived, including Bess and Beth. The play concludes by showing pictures from the actual event.

Lifeboat has an interesting setup as well. The play goes back and forth between totally different scenes. One second, they are talking about how noisy the girl’s brother is and a second later, they are clinging on to their lives. The play begins with mostly showing what types of lives Bess and Beth had, discussing their family, their interests, and their personality. This clever script captures the attention and keeps you thinking, “What’s going to happen next?” In addition, even if acting a tragic event, the show provides some jokes here and there, sometimes even mocking the unimaginably harsh, and insane lifestyle. Not only is Lifeboat a truly heartwarming play, but it is also a fun way to teach and create awareness of this World War II event.

My Experience with Contact Lenses Tala Moradian, 6th Grade

I remember my first day with contact lenses was the best. It was like looking at the world in a clearer way without glasses. I went to the doctor’s office, scared but excited, and I just waited until the doctor called my name. As soon as they called me in, they sent me to this machine. The machine’s job was to measure my eyes. I was a little scared because the doctor said there was going to be a little puff of air going into your eyes. When the air went into my eyes, my eyes felt really good. After the doctor measured my eyes, we went into other measurements with my glasses. The reason she measured my glasses was to see if my glasses became too weak. I was so excited to see the world in a clearer way.

After they checked my eyes to see which type of contacts I should have, the doctor told me to lay back because she was going to put contact lenses in my eyes. I was freaking out! I felt like she was about to poke my eyes! Of course, I was just overreacting, and she easily put it into my eyes. I blinked, moved my eyes around, rolled my eyes, it felt different, in a good way. My parents told me to look around, make sure I was comfortable and it was really great. It felt great to see without having my glasses. After the doctor talked to me, she told me someone was going to teach me how to put them in, take them out, and care for them. Taking the contact lenses put was very hard but putting them in was quite simple and easy. They told me that if I don't keep the contacts clean, they could effect my eyes in negative ways.

So they told me to try them out for a few weeks. I had to make sure the contacts were comfortable and after a few weeks, they were just right. I really did not like the way my glasses looked on me, so that is why I decided to get them, so no one would have to glasses on me. I would not really wear the glasses often in public, but when I would talk to my friends I sometimes wore them. If you really want to try something, I say go for it, even if the outcome isn't what you were hoping for, it is still worth a try. You can never blame someone for trying. ב"ה 19 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775 Persuasive Writing in Fifth Grade A Look Back at Fifth graders engaged in a persuasive writing unit earlier this spring. These are Kindergarten samples of their writing - get ready to be convinced! Rebecca Cohen, 6th Grade It had been so long since I was in kindergarten that March 9 2015 I had almost forgotten what it was like, until I went

to interview the kids who are in kindergarten now. Dear Mr. Ablin, I found out a lot about what the kids like, what they don't like, what exactly they do, and how different it Have you ever wondered how much better our school can be? Did you know there's a is from my kindergarten. 43% better score average by only doing one easy thing? Finland used this strategy and is now educated the best in the world. Hillel should give us more recess because it supports health, I had three questions to ask them in order to fully academic achievements, and prevents long term consequences. Hillel must give us more understand what they think of kindergarten. The recess. first one was: what is your favorite thing to do or One reason you should give us more recess is because it supports our health. First of all it learn in kindergarten? Then I asked them: what supports healthy bones and muscles. It also reduces the chances of obesity and other diseases. is your favorite project to do in kindergarten? Finally, recess reduces depression and anxiety and promotes well being. As you can see My last question was: what do you not like about recess will make health better at Hillel. kindergarten? My second reason that you should give us more recess is for academic reasons. According to the Centers for Disease Control and Prevention (CDC), students who have more recess There are three kindergarten classes. The first one have 43% better scores on tests. Another study proves that they feel 20% safer. A last fact to I went to was the one taught by Morah Diane, who support this is that schools that give more recess have 34% less time to transition. If you want was my reading teacher in second grade, Morah Ally, Hillel to have a good academic record, give us more recess. and Morah Tirza. When I walked into the classroom, My third and final reason why you must give us more recess are the long term I was a little hesitant to meet these children. But consequences. An example to support this is another study by the CDC, which concludes when I saw them happily bouncing around and that 15.2% of high school students don't play 60 minutes a day, 7 days a week, which is low talking over each other to answer my questions, I felt considering they have sports teams and P.E. and recess. Another detail to support this is only a lot more comfortable. 20% of 12th graders participate in P.E. My final example to support this is by looking at these statistics, you can see that exercise declines as young people age. You need to change I asked them my first question about what they kids when they're young - you must help. You talk about what a good Hillel graduate looks like about kindergarten, and the kids immediately like. If you care about the success of your students after they leaves the walls of Hillel, you started answering. They had many opinions, and must give us more recess. This is my final reason why you must give us more recess. everyone was eager to share about their favorite I know what you're thinking; the kids are not going to have enough class. However it will part of kindergarten. My first answer was "Playing turn out that from a bigger break, kids will actually learn more. By giving kids more recess outside" which was said by Adam Yellin. Then Adelia it will decrease transition time and you won't lose any class time. It also brings a feeling of Moheban, whose older sister is in my class, said that calmness. These are all reasons why there is no downside to giving us more recess. she liked "learning to clean up". The next answer, I think I convinced you that because of health, academic, and long-term reasons, you reading and writing Hebrew, was said first by Josh must give us more recess. If you agree you should, right here and right now, change our Heuman then eagerly seconded by Sasha Mittman, recess schedule to an extra ten minutes, a five minute addition to each of our fifteen minute Noah West, and Olivia Feinblume. Maya Brodt said, recesses. similarly, that she loved to learn and write all of the

Hebrew sounds. Jacob Anynesazan said that he loved Your student, playing with the toys. Chaim Hecht said that he loved Jake Wainberg his kindergarten classroom. Noah West said that he loved playing soccer after school. Lastly, Barry Fox Dear Mr. Ablin, said that he loved to draw pictures. Then I went on to my next question. (Continued on p. 20). Hillel is a great school but there should be some changes. Most schools in America don't have uniforms and their students can show their personality, And don't you want your students to be like that? Then maybe the school should change their uniform policy. I believe the uniform policy should be changed because students don't get to share their personalities, and uniforms can negatively affect their learning. Students come to school with Hillel pride when wearing uniforms. Well, then maybe students can have Hillel pride and show their personality when not wearing uniforms. It's important that students should feel unique about what they are wearing . Students should be able to express their feelings about what they are wearing. Students should be creative because once they get older, in their future they will need to be creative. As I have heard, "The most creative ones are the most successful ones." This is why I think students should show their personality.

Students come to school mainly to learn and uniforms can easily get in the way. When students come back from recess hot and sweaty in uniforms, it can distract their learning. "Putting an outfit together” is a form of a problem-solving that could translate into school work. It can also affect learning in general. This is why I think uniforms can affect learning.

Some of my ideas might not connect with you, but you should know how students feel when wearing uniforms. I think students should express their feelings, because when they are older, they will need to and if they don't do it now, when will they? You might say that students will feel differently, but in general, kids need to express their character. As you say in the Hillel portrait of a graduate in every classroom, there is a topic called CHARACTER and it says, "the Hillel Graduate is committed to Zionist ideals and supports the state of Israel." And uniforms can get in the way. Sincerely, Leah Sarir ב"ה 20 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775 A Look Back at Kindergarten, continued An ongoing project that this classroom is working on is a project on life cycles that Morah Diane is doing with them. This was explained to me by Barry Fox. They take a 3-D model of what they are learning the life cycle of and draw out it's life cycle on a part of it. They first learned the life cycle of a human. They learned that we go from a baby to a toddler, then to a child, then to a teenager, then to an adult, then to a senior, then we pass on. Next, after they finished learning about the life cycle of a human, they learned the life cycle of a frog, because the timing was so close to Pesach. A frog goes from an egg, to a tadpole, learns to hop, grows larger, and continues to hop around the world. After Pesach break, they learned the life cycle of a butterfly.

The kids on the first classroom were so excited to go to their recess that I only got one answer to my third question, asking about what they don't like about kindergarten. Adelia Moheban said that she didn't like having to sit down for too long.

I walked out onto the yard with this class so that I could talk to more kids. The next kids that I talked to were from the classroom taught by Morah Rakefet, Morah Andrea, and Morah Riki.

Before I even asked them what they liked about kindergarten, there was a group of kids clustered around me. When I asked them the first question, they got into a line in front of me and started talking, one by one. The first person to share their thoughts was Michael Dweck, who said that he loved to "play with Legos". Immediately, Eriz HaLevi and David Sinai "me, too!"-ed. Eriz HaLevi said that he also likes the bikes that are brought out during recess. Next came the girls, Hannah Sinai and Zoe Hayoun, who both said that they liked the magnet tiles the best. Lastly, Barron Weiner said that he loved "Kitchen and outside time and everything else". So I went on to my second question. Jacob Hami said that his favorite projects were painting and markers. Janie Toiserkani and Sienna Goldman agreed that their favorite project in kindergarten is coloring. And then the last question came along... What they don't like. Talia Corn thought for a second then answered, "nothing". Aww... Lilly Terzi had a very different idea. She replied, "Hebrew".

Then I went to the last class, the class that I was in the first year that I came to Hillel, the one that made me think of my classmates as my second family. This class is taught by Morah Elana, Morah Mehri, and Morah Charlene. I have amazing memories of this class, and playing in all of the stations on the classroom. Up until this year, the teachers in this class have made personalized photo books for and about each child in the class, including both me and my little sister, Leah, who is in second grade here at Hillel. These photo books include pictures of the child playing in each of the Learning Stations. These stations are fun, but they also have a learning purpose. For example, in the center for dramatic play, they learn how to use their small muscles from putting on dress up clothes, they understand people's roles in society from pretending to be grown-ups, and they learn to group objects in categories from separating cups and plates at clean-up time.

As I started the last (but definitely not least!) class of my interview, I was taken back to my kindergarten in a very special way. When I asked them the first question, as with the other classes, they were very excited to reply. Ayala Katz-Bick, whose older sister, Aliza, is in Leah's class, said that her favorite part of kindergarten is playing in the writing center. Then, Ella Schwartz said that she liked going to all of the different centers and that her favorite is dramatic play. So I went on to my second question. Gabriella Elkus said that she likes using the markers. Similarly, Justin Dayani said "Coloring". And..... Last but not least...... What they don't like. If my kindergarten self had been asked this question, I would have answered "Nothing!" because kindergarten was an amazing experience. But, unfortunately, not everyone feels that way. Julia Lavian said that she didn't like the writing center and Elan Gaft said that he didn't like working hard. (Don't tell him or anyone else in this grade that it only gets harder!)

Left: (From left to right) Kindergarten students Julia Lavian, Ella Schwartz and Ayala Katz pose at the bottom of the slide during Rebecca Cohen's interview on the yard.

Left: All the ducks ready to play Duck Duck Goose! Kindergarteners Nehorai Rashidi Doust, Janie Toiserkani, Jacob Hami, Lilly Terzi, David Sinai, Talia Corn, and Noam Small relax on the yard. ב"ה 21 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775 Pre-1 and 7th Grade Join Forces for Reading Buddy Program Celine Basiratmand and Talya Heyman, 7th Grade Have you ever had the experience of reading with a 5 or 6-year old? Around February, the whole seventh grade started reading to the Pre-1 students two days a week. Every other week, we had a different buddy because they have an A and B week. The first time we read to the kids was a wonderful experience because we had to figure out how to make them focused.

Teachers Mrs. Newman, Ms. Pack, Rabbi Swigard, Ms. Dalmia, Ms. Better, Ms. Marion, and Morah Lauren helped put this program together to help the kids to get used to learning with other people and make them comfortable. Mrs. Newman, Ms. Pack, and Rabbi Swigard are the seventh grade advisory teachers and Ms. Dalmia, Ms. Better, Ms. Marion, and Morah Lauren are the Pre-1 teachers.

At one point, we made games for the Pre-1 students to play, and the games had to do with their sight words. Some of the sight words are: a, and, I, run, yellow, jump, little, three. Some games were on the iPads and some weren't. On the iPad people used Explain Everything, Tinytap and Quizlet, and the other people used a whiteboard or made a board game. When the Pre-1 teachers asked how their students liked the buddy program, the students said they enjoyed playing board games that had to do with their sight words. Above: 7th grader Ariel Kahen reads with Pre-1 student Eitan Posy.

The seventh graders definitely enjoyed reading to the Pre-1 students, and the Pre-1 students’ teachers asked them what they thought, to see what they had to say. One student said, “When I was reading with my buddy, she gave me compliments and I liked that." Another student said, “It's cool having them as friends."

One of the seventh graders said that it’s nice for the Pre-1 students to know more people in your school and to have older friends - it makes it more friendly to get to know not just your grade. The students also said that they “liked when seventh graders read books to us." After three weeks of doing the buddy program in the Pre-1 classrooms, we moved to the library to change the scenery and to have more options of books to read. On March 25 the seventh graders and Pre-1 students had a little celebration to close off the buddy program. All of the students made bookmarks for each other. The program helped us to communicate with other ages. The Pre-1 students learned how not to be shy and how to communicate with older students. As seventh graders, we felt like their friends.

Right: Maya Horosh, Pre-1 student, reads with seventh graders Maya Schapira (left) and Emma Mackler (center).

Right: Pre-1 student Noah Hendeles and seventh graders Ethan Benelyahu (left) and Jonah Zelkha (center) read together Above: Seventh grader Talya Heyman and Pre-1 student in the library. Alissa Bernstein read together in the library. ב"ה 22 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775 Math Olympics: Robotics, continued from p. 16 From Preparation to the Medals Isaac Herskovitz, 3rd Grade Going more into the interview I asked if he enjoyed the robotics program About a month ago, third grade started a strenuous activity, called and he shared that his favorite part was programming the robots and the Math Olympics, which was a competition for third grade only. building the Legos. As I asked him about his experience, he said that It is an annual event in its second year. At the end of the Math it was hard and they really had to cooperate and focus on what they Olympics, there is an award ceremony. There were six categories: were working on. Going further into the interview, I asked him if he Most Improved, Computation, Problem Solving, Division, experience the program as being hard or easy and he said that it depends Multiplication and Best Team. For about a month, the six teams on the way that you look at the situation. had been long awaiting the moment when medals may (or may not) be strung over their heads. The Math Olympics consists of Furthermore, I asked him how he thinks robotics connects to the world three rounds per category. This long activity has been taking place today. He shared that when people are doing the robotics program, they in Mrs. Littman and Mrs. Benporat’s class. are preparing themselves for the next generation of their lives. Lastly, I asked him if his robot worked the way it was supposed to and if it didn't, it was frustrating. He said that it worked but it was very frustrating when it didn't work.

Robotics is very successful because it engages students. For example, students really learn how to work together and they learn new things from each other. As I did some online research, I read about teachers’ opinions on robotics across the nation. One teacher, Sasha Chizhik, says, "robotics is a constant opportunity to solve problems."in the opinion of Sasha Chizhik, we learn that it creates a dynamic environment for the students because they're not just sitting in the classroom being bored with nothing to do, they are actually learning in a fun way. Another example that we learn from Ian Chow-Miller is that when he started teaching robotics to his classroom, his students were very self-motivated and disciplined. He says, "They want to build, create, and own their work and they don't want the teacher getting in the way!" Above: Third grade students display their spirit during the Math Olympics competition.

The six team names are: Products, Divisors, Multiplicands, Multipliers, Quotients and Dividends.

I interviewed Rami Melmed, a silver medal winner in the Word Problems category and Abigail Kestenbaum, a contestant in the Division category.

Isaac: What did it feel like to be in the Math Olympics? Rami Melmed: It felt great to be in the Math Olympics. I love how Hillel has made learning hard facts into a fun competition. Abigail Kestenbaum: It felt good to be there and to be able to compete.

IH: Did you feel like it was a full-blown competition or just a friendly competition to up your math skills? RM: I thought it was a full-blown competition, with good sportsmanship all around. It definitely improved my math skills. AK: I felt like it was a pretty friendly competition. I mean, sure people wanted to win, but it was still pretty nice. IH: Do you think you gained anything besides being better at math from the Math Olympics? RM: Yes. I learned how great everyone in the 3rd grade is at math! AK: Yes. I think everyone gained something but I gained being able to lose or win and not make a big deal of it. IH: If there could be one thing that you could change in the Math Olympics, what would it be? RM: If I were in charge,I would change the way that the finalists are selected. Now, the team votes for three finalists and whoever gets the highest vote is the finalist for that category. I think that there should be more than two qualifying rounds, and finalists should be selected based on test results. If one person gets the highest score in more than one category she goes to the second round in two categories, then the third round and so on. AK: I think there is one way it could change. I think maybe during training, the students should be paired up by how well they know their facts, not randomly picked The children who did not make it to the final competition were in either Mrs. Littman’s or Mrs. Benporat’s classroom working on chants, cheers, and posters for their team.

On March 27, the Lower Gym filled up with parents, students, siblings and anticipation for the awards ceremony. The awards were given out and then the parents came and brought the children home. The crowd was cheering as the awards were given. I liked the Math Olympics because it encouraged students who previously did not like math to try a new thing. Next year, I hope everyone likes the Math Olympics as much as I did. ב"ה 23 Community Life The Hillel Gazette Spring 2015 Aviv 5775 IsraAid Lends a Hand Far and Wide Hannah Shaye, 7th Grade

IsraAid, a non-government organization, has been helping people overcome extreme disasters and has given vital support for a more sustainable life. A man named Yotam from Israel, who works at IsraAid, grew up in a Jewish community in L.A. He came to speak to Hillel students to explain what IsraAid is, and what his story is.

Yotam shared with us that the news he saw during his childhood "was very far from my world." Yotam came and talked to the middle schoolers about the ways IsraAid provides short-term materials for the survivors of natural disasters. One major message Yotam shared with us was during the first minutes of the assembly. The projector was not working, and therefore Yotam said,"We have to do what we do when a natural disaster happens, we improvise!" Yotam shared past experiences and heartwarming stories about children survivors and their families.

Ebola Ebola is one of the most deadly diseases, and it has killed thousands of people in Africa. IsraAid workers and volunteers risked their lives to help the people in Africa. Yotam explained that on their trip to Africa, the workers and volunteers of IsraAid met a lady that thought Israelis are awful and cold-hearted people, but she quickly realized they are amazing. She also saw that Israelis spread the idea of tikkun olam, which is changing the world in a more positive way.

Japanese Tsunami When workers and volunteers of IsraAid arrived in Japan to help after the tsunami, Yotam played guitar with a small Japanese girl, and she taught him Japanese. Speaking and singing with him was the first time this little girl spoke since her mother had died in the tsunami. This shows the love and support that IsraAid provided to the survivors of the Japanese Tsunami. IsraAid volunteers were able to understand the children because Israeli children deal with a lot of trauma from terrorist attacks and bombings.

Typhoon in the Philippines After the typhoon, IsraAid was there to help the victims. One of the questions Yotam asked himself was, "What can I do to help? Where can I start?" He posed the same question to the middle school students and got many unique answers in return, such as medical support, food, and housing. Yotam explained that there is no wrong answer to this question, because every possible way to help is equally important.

The Most Important Help Yotam mentioned that rather than just providing the victims with supplies that they need, IsraAid would teach the survivors important skills such as, sewing, cooking, building, and more. IsraAid does this because all of this allows the country to really get back on their feet.

Left: A recent photograph from IsraAid's website shows the relief effort that the Israeli- based organization is working towards in Nepal. Nepal was hit by a devastating earthquake on April 25, 2015.

Scuba Diving Dana Even, 7th Grade During my recent trip to Mexico, I had the amazing opportunity to learn how to scuba dive. When we first booked the activity, I was a little nervous, but also extremely curious to know what it feels like. So the next morning, me and my dad took the class. In the beginning, we were given a brief introduction about the sport. Next, we were taught all the pieces of the diving equipment. I thought it was fairly heavy; a full oxygen tank and a belt that has weights is not that light. Nevertheless, our instructor, Luis, led us to a pool where we would practice several necessary skills that are needed before diving in the ocean.

To communicate underwater, divers use hand motions, such as “thumbs down.” Contrary to the common negative meaning of this gesture, it actually means ‘go down’ underwater. Whenever Luis would like to indicate that it’s time to dive deep, he would do this. Also, because of the constant water pressure, a diver’s ears may feel weird, just like in an airplane. Luis taught us various ways that can relieve the slight pain. If a diver continues to have a problem and feels that something is wrong with his ear, he points to his ear and makes a ‘so-so’ movement.

Along with these motions came many more. We practiced that in case of an unlikely emergency, when a diver finds himself with no oxygen, every diver’s BCD, buoyancy control device, contains another regulator that provides the oxygen-free diver with oxygen. A regulator is the mouthpiece that a diver breathes into. So the diver without oxygen can borrow one of his fellow divers’ extra regulator, thus sharing the oxygen.

When we were all done practicing in the pool, we came back to the dive shop and had a break before moving on to the serious stuff: diving in the ocean. I felt comfortable with all the instructions given at the pool, so I figured I’d do alright in the ocean and hoped for the best.

Anyways, time flew, and before I knew it, it was time to get on the boat that would take us to the dive site. The boat sped and crashed into waves, splashing refreshing cold water from the sides. After several minutes, the boat slowed down, and I knew it was finally the time. We quickly prepared and placed our oxygen tanks on. (Continued on next page). ב"ה 24 Community Life The Hillel Gazette Spring 2015 Aviv 5775 Walk Through California Emunah Garmaise, 4th Grade The Walk through California began weeks before the day of the program. Each student in fourth grade received a green-colored card, which had information and one topic to research. I researched mountains. Other examples of topics that were researched were words like erosion, ranch, reservoir and maybe even something about precipitation. These topics all pertained to California’s geographical and natural history. Every fourth- grader had to memorize his or her part and then research the answer to the question.

The day of the program flew by like the wind. Suddenly, it was here! On the day of the program, everyone came vouchsafed with the knowledge of the card, and everyone was dressed beautifully in an assortment of different costumes, ranging from cowgirls or cowboys, miners, and prairie girls, just to name a few.

Many parents came to join the program. The enticing Walk through California program was filled with creative ideas that helped the event run smoothly, such as “Time-Travel Position.” Another fun idea was when you were participating and the guide noticed, he said, “Go for the gold!” Fourth graders, if the permission was addressed to them, were allowed to run towards the laminated map of California with lollipops taped to it. You lifted one lollipop and saw if it had gold painted on the bottom. If not, then you sit down and save your lollipop for later, but if you do us have gold, then we said, “Eureka!” and earned points for our team.

Anyways, everyone kneeled over when our guide said “Time-Travel Position,” and warped to a different time in history. When each team earned points, there was a special, unique cheer.

And after each time travel, the guide talked to us about the time in history, which was around 1849 (the gold rush, but our guide took us back in time to time earlier than that, around the early 1800’s.) When he spoke, he mentioned our words and we ran up to the Expert Chair, and we said our memorized lines (our green card). During this program, we learned about the missions, presidios, priests, the gold rush, natural happenings and much more!

The Walk through California was truly a “walk through California.” The program was a herald of information and fun. It was an immense pleasure to walk through California!

Left: The fourth grade girls pose for a photo in their costumes. Right: Hilly Nachimson adds a prop to the giant California map as peers and parents observe.

Scuba Diving, continued from p. 23 It’s go time. One by one divers on the boat flipped off the boat. Literally! With one’s back facing the water, a diver flips himself/herself backwards into the deep blue ocean. Divers do this because the equipment is heavy and there is not an easier way to enter the waters. Once we were in the water, Luis motioned the thumbs down sign. So we deflated our vest little by little, with a button on the BCD, and made our way down with a rope attached to the boat. As we relieved our ears from water pressure, we came closer to a sandy bottom.

Once we got to the ground, we started exploring. I spotted all types of fish. Small, big, skinny, and fat! There were some beautiful fish with mesmerizing colors! One that I remember in particular, had a really unique, bold shade of aqua with a black and white stripe in the middle. I will always remember that I saw a school of fish! Tons of medium-sized silver fish were all cluttered together, swimming happily in the same direction. One of the highlights of my scuba experience was seeing a manta ray slither Above: Dana Even learns to scuba dive in Mexico. across the smooth, cream-colored sand. Not only was all this fauna around me, but flora was all around too, because it was a coral reef. There were magnificent coral structures along with splendid plants.

I truly believe that I learned a lot from the scuba diving experience, not only technical diving skills, Above: Dana Even learns to scuba dive in Mexico. but teamwork, and overcoming obstacles. It may seem scary at first, but it isn’t at all once you are familiarized. So if you ever get a chance, make a thumbs down, deflate your BCD, and dive to see the amazing underwater world for yourself. ב"ה 25 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775 Creative Writing at Hillel Students across grade levels explore their creativity in writing, experimenting with various modes of expression. The soft music trilled from the violin. “Good, good,” Mr. Bailey said, stroking his beard A, B, D, C thoughtfully. “Let’s work on A, B, D, C now. Okay?” Emunah Garmaise, 4th Grade “Okay.” Griffin said. She tucked a strand of her strawberry-blonde hair behind her ear. “Then can we work on my bass guitar?” “Fine, Griffin. But you know – antique music always pays off,” Mr. Bailey finally relented. “The revolting, screechy sounds of those rock star instruments – what a waste of culture!” Griffin shrugged – she wanted to be a rock star someday, and violin definitely did not fit in the category of her talents, which were playing bass guitar and planting in her backyard. “Griffin, please stay focused.” Mr. Bailey was saying for the fourth time that afternoon. “I’m sorry.” Griffin winced, snapping back to attention. She didn’t like to disappoint Mr. Bailey. “I’ll focus from now on.” And true to her promise, Griffin studiously worked on her violin for the rest of the class, neglecting any dreams of getting to play her bass guitar. *** “How was your lesson?” her mom asked as soon as she climbed in the car. “It was good.” Griffin said vaguely. “I am trying to learn A, B, D and C. Mr. Bailey is very patient but I often get sidetracked.” “Yes, Mr. Bailey did mention that to me last week. What’s on your mind, Griff?” her mom wanted to know. “I don’t know…I just want to play bass guitar and Mr. Bailey is convinced that violin is predestined for me, which it simply isn’t.” Griffin explained, fidgeting with her seatbelt. “Violin?” her mom asked, swerving the car forward. Griffin jumped in her seat. “I remember when I was in a college band, not so long ago.” “Really?” Griffin asked. She giggled at the thought of her mom, now a pediatrician, jamming a bass guitar. “What were you called?” “Raindrops on Roses.” Her mom said, a smile lighting up on her face. “We adapted it from The Sound of Music.” Griffin grinned. She would never forget this one. “That’s funny.” Just then, they pulled up in the driveway. Neatly trimmed roses lined the driveway and a small, neat garden surrounded their quaint cottage. “Griffin!” her dad greeted her, wrapping her in a huge bear hug. “How was music lesson?” “It were great.” Griffin said, now in better spirits. “I guess I’ll have to be patient about the bass guitar, though.” “That’s okay.” Her dad said with a smile. Griffin followed him into the living room. She had no idea where they were going. “Just be patient and pursue your dreams.” Her dad looked dreamy – and his eyes looked as sidetracked as Griffin had felt during her music lessons. “Your dad and I want to talk to you,” her mom said with a secret smile. She plopped down on the couch. “Don’t worry – it’s a good thing.” Griffin’s heart raced nonetheless. What was going on? Was her cute brother Alex okay? “Alex!” Griffin suddenly shouted. “Where’s Alex?” Maybe something had happened to him! What if…. “Alex is at a friend’s house.” Her dad said, concerned. “What’s wrong?” “Nothing.” Griffin muttered. “What’s up?” Since when do one-year-olds have “playdates?” “I don’t know how to say this,” her mom said. “What?” Griffin asked, “What’s going on?” “Um….” Her mom paused. “We’re going to have another a baby. A boy.” “Another boy?” Griffin exclaimed. For a second, she felt disappointed, but when she looked at her mom, who was so devoted to her and Alex, she felt a rush of…appreciation. “Do you want a consolation prize?” her dad asked. “If you feel left out…” “Nope!” Griffin said with a proud grin. For the only consolation prize she needed right now was her loving family, and of course, her dreams of becoming a star bass guitarist! The Bedbug Saloon Benjamin Sarir, 3rd Grade “Sing it again,” yelled dirty Dan. Little boy Jackson But Jackson ran away. He ran all the way to Bedbug. age 6 was working at the saloon in Bedbug. Little He got scared and cold. It was a dark night so Jackson Jackson came with his father to the gold fields in went out for shelter. He finally found a crate to sleep 1850. Jackson was 5 years old when he came. His in. After 4 days of singing with no food or water, five father got ill and died after six days at the gold fields. miners dropped in Bedbug for a little game of cards They took Jackson to the court. They decided to take after striking it rich. Two of the men heard him and him to an orphanage. Little Jackson got so dreary and brought the group to listen. They told the owner of started to cry. They took him in the wagon. the saloon.

Little Jackson was fanatic about singing and had the He loved it so much he offered him a job. Little best voice you would ever hear. Jackson couldn’t take money so the owner said, “You While the men were taking him to wagon he was work for me and I’ll give you food and shelter.” Little crying all the way to Bedbug when a group of bandits Jackson was so happy, he sang all day so they gave snuck up on them and shot all of them except little him the name Happy Jackson. The saloon made Jackson. three times what they were making because people wanted to hear him. People left all over just to listen, They took the emergency money and left. Little even some of the miners with very little gold came. Jackson was crying and singing when a farmer was Happy Jackson was so popular the whole world knew going to his farm. When he heard little Jackson, him. He made so much money when he was older. he looked and saw Jackson. He asked what had He became the main singer of a famous band called happened. He was sorry for the tragedy and took THE BEDBUG SALOON. him home for supper. They gave him a room and everything he wanted. ב"ה 26 Arts, Humanities and Culture The Hillel Gazette Spring 2015 Aviv 5775

Photo at left: The eighth grade girls perform the flag dance on the yard during hillel's annual Yom Haatzmaut celebration.

Chidon HaTanach Mitchell Hoenig, 7th Grade The Chidon Hatanach program is a class that focuses its study on the in-depth study of three chosen books of Tanach. Every student enrolled in the program takes a total of three tests that are given to over 700 students nationally. After its completion, students who scored in the top third among all the students are invited to the National competition in New York. This year, the National Bible Contest took place in New York on May 2, 2015. Rabbi Sufrin and Rabbi Tsaidi brought the Chidon program to Hillel because as Rabbi Tsaidi Every year at the end of the three regional tests, said, "It is the best program to help students have a strong knowledge of Tanach." When Rabbi the regional champions are announced. In all Sufrin and Rabbi Tsaidi brought Chidon to Hillel, they had some goals. They wanted students three years of Hillel’s participation, the West to love learning Tanach and for students to learn Tanach independently. (Continued below). Coast champion has been a Hillel student. Penina Waghalter, an 8th grader at Hillel, won the award for the "West Coast Champion" two years in a row. This year, she came in 11th place nationally at the competition in New York! (Continued at left).

Chidon at Hillel has been going for three years and Rabbi Tsaidi wants it to continue, "until after the Moshiach comes."

The Chidon program challenges the students' mental capabilities because they learn one whole chapter of Tanach (in Hebrew) every day. The Chidon students learn different books every year, but the class is not complete without the Morah Klein! Morah Klein has been teaching Chidon at Hillel for three years. She was inspired to teach Chidon because of her students.

Besides the Chidon contest, there is a Chidon video contest with the same schools. In this video contest, the contestants had to make a video about the content that they learned. In this video contest, Hillel came in second place. Above: Sabrina Jahan, Penina Waghalter and Yonah Berenson, members of Hillel's Chidon HaTanach team (and their supporters), at the regional competition in New York. ב"ה 27 Opinion, Editorial and Reviews The Hillel Gazette Spring 2015 Aviv 5775

Book Reviews The Wish Stealer Goose Girl Bracha Garmaise, 4th Grade Rebecca Cohen, 6th Grade Griffin Penshine is a girl who believes in wishes. She wishes that her mom will have a baby girl. Griffin wishes that her new school will smell "She was born Anidori-Kiladra Talianna Isilee, Crown Princess like chocolate chip cookies. When she meets Mariah, an ancient lady at of Kildenree, and she did not open her eyes for three days" (Hale 9). the antique store, Griffin suddenly finds herself alone with her while her The Goose Girl by Shannon Hale is the first book in a series called pregnant mom, Dr. Penshine, browses the store. Mariah gives Griffin an The Books of Bayern. These are the first lines of the book. They unexpected gift: a set of valuable Indian Head pennies. The pennies feel suggest drama, excitement, mystery, and more. hot in her hand, as she and her mom escape a hurling tornado. The book is based on a fairy tale of the same name by The Grimm Brothers. When Griffin is in the basement alone, while her mom grabs flashlights The Goose Girl begins with Anidori's aunt being the one to upstairs, she opens the box of shiny pennies. Inside the velvet lined box, make her open her eyes, three days into her life. This aunt, loved by Griffin finds a note. It explains that Mariah is a wish stealer, someone who Ani (Anidori's nickname) but mistrusted by the king and queen, is steals people’s wishes after they are thrown in the penny fountain. Only the Ani's teacher and constant companion for the first five years of Ani's wish stealer’s bad wishes will come true. The note mentions that Mariah life. Unfortunately, the aunt cannot stay and goes to her home, far had never seen such red hair, the color of red autumn leaves, except on a away. Later, Ani receives word of her aunt's death. very young girl long ago at a hotel. The note also mentions how Mariah Her aunt had taught her the story of the languages. When the “made people’s wishes into a hair ribbon she bought with the pennies.” earth began, all of nature had a language, and every creature knew Griffin finds labels on each of the pennies, such as “graceful,” “STOP” and every language. As time went on, the creatures began to forget every “pretty.” Griffin Penshine realizes that these labels were people wishes. language but their own. Ani learned the language of the birds from her aunt, and for the Griffin comes home from school to find her mom and dad gone, with a rest of her life she was able to speak to birds. note saying that they had gone to the hospital because Griffin’s mom is Later in the book, when Ani is sixteen, her father dies while almost ready to have the baby and that Griffin should go to the neighbor’s riding a horse with Ani one afternoon. Ani’s mother, the queen, house. gives a speech to her people after her husband, the king, dies. She tells them that her oldest son, Calib-Loncris, will take the throne With an ailing grandma in the hospital and her mom having a baby, when she dies. Does anything about that sound wrong? Exactly. things have changed in Griffin’s life. Picking up some things at Grandma Anidori was the Crown Princess, and was being raised all along for Penshine’s house for her, she finds the same glowing, red ring Mariah had, the throne. but in a calm blue. Griffin asks Grandma Penshine about this ring, and her The queen explains to Ani why she said that: she was not grandma says that she had seen Mariah before. She was stealing wishes confused. Years before, the prime minister of a country called and Grandma Penshine, a young girl at that time screamed, “STOP!” and Bayern had come to discuss matters with the queen. There had been throws a penny into the fountain. She saw Mariah cool off her hands in the unrest between the two countries and they needed to take action. fountain and stanch some pennies while at it. Griffin finds it hard to believe So, Ani's mother made a deal with the man: when Ani turned that Grandma Penshine, an elderly lady with grayish hair, once had red sixteen, she would travel to Bayern and marry the crown prince. hair like Griffin’s. On Ani's journey to Bayern, a huge tragedy happens that sets the rest of the plot in motion. I highly recommend The Wish Stealer because it is a fast-paced, smart But this is only the first hundred pages. Later, there are and fun book. The lesson in The Wish Stealer contains themes about how murders, betrayals, and so much more. valuable family and friends are, and to never give up. Wherever there is Readers will love characters like Enna, Finn, Razo, and Geric darkness, there is a spark of hope in Griffin's world. I like it most because of and hate characters like Selia and Ungolad. the story that doesn't always end up as a "happily ever after" ending. This book is part of a four-book series. It sets the background for every other book in the series. After finishing this book, middle It’s up to a spirited redhead, a box of Indian Head Pennies and an school readers will be begging their parents to let them to get the unheralded friend to return the pennies to allow all of Griffin’s and other next book, Enna Burning, which is about one of Ani's best friends. people‘s good wishes to come true. Clearly, The Goose Girl by Shannon Hale is a book that all middle schoolers and almost any other person should read. Mindspeak Rebecca Cohen, 6th Grade

"Jack’s lips stretched into a tight line. His eyes locked onto mine—stormy blue to what had to be freaked-out green. 'The secrets end today'"(Sunseri 212). This is a line from one of my favorite books, Mindspeak by Heather Sunseri. It is the first book in the Mindspeak series. This book is about Sarah Alexandra Roslin, known by everyone as Lexi Matthews since she was eleven and her father made her change her known-by name and move to Wellington Private School. At the time of the book, Lexi is seventeen and living a semi-normal life. She is on the swim team, she has an amazing roommate named Danielle, and she is introducing a boy named Jack DeWeese to the school. Lexi has always known that she is special. Since a young age, she has been able to alter other people's thoughts. She doesn't do it very often, because it gives her bad headaches and nosebleeds, but she is able to influence anyone to do what she wants. But then her life turns upside down. It starts simply with Jack's father punching Lexi's father in the face after they hadn't seen each other in over a decade. Then it continues with Jack revealing that he, too, has a unique power. It only gets crazier and crazier, and the ending takes a very unexpected turn. Readers will be asking questions like: "Who is Smoking Man?", "Where does Briana fit into this story?", and the haunting "Who really are Seth and Sandra Whitmeyer?". This book is an amazing story filled with adventure, science, and unforgettable thoughts. It is perfect for readers ages 10-110. Just one warning: once you pick up this book, you will not be able to put it down. ב"ה 28 THe lAsT word THe HIllel gAZeTTe sprIng 2015 AVIV 5775 Hawk Pride Tamar Shriki, 6th Grade THe HIllel gAZeTTe Is A sTudenT-run newspAper. All sTudenTs Are encourAged To submIT ArTIcles, ArTwork And IdeAs for publIcATIon In THe gAZeTTe. pleAse conTAcT sAmAnTHA pAck, spAck@HIllelHebrew. org, regArdIng submIssIons And AdVerTIsIng.