Bornblum Bulletin, 2018-2019, Issue 2

BORNBLUM BULLETIN

2018-2019 ISSUE 2 5778-5779

Curious Minds Hard at Work, p. 2 Faculty Feature: Getting to Intellectual Curiosity
Know Mrs. Rovner p. 3
The Curiosity Code, p. 4 In this issue of the Bornblum Bulletin,
Curious Alumni, p. 6 we explore the myriad of ways that
Building Curiosity Through our incredible faculty fosters
Jewish Text Study, p. 5 Campaign Kickoff, p.7 intellectual curiosity—what we call the
drive to invest time and energy into
learning more about a person, place,
thing or concept.

Intellectual curiosity is at the core of a
Bornblum education.

We encourage intellectual
inquiry to create independent
thinking, reasoning and
learning. Our students develop
an acute ability to passionately
create and express their own
thoughts, which establishes a
strong sense of self and a
lifetime love of learning.

—BJCS Mission, Vision & Values

Why do we focus so heavily on
intellectual curiosity? It is true that it
promotes student success during
school and later in life. But we focus
on it because intellectual curiosity is
linked to adaptive behaviors such as
tolerating anxiety and uncertainty,
feeling positive emotions, having a
sense of humor and playfulness and
out-of-box thinking.

As is evident in these pages,
promoting intellectual curiosity is
about more than allowing questions.
It is about teaching children to be
problem solvers and independent,
well-rounded students.

“The greatest thing in our favor was growing up in a family where
there was always much encouragement to intellectual curiosity.” Orville Wright

CURIOUS MINDS HARD AT WORK

Native American Musical Instruments School Houses Then and Now

Fourth grade teacher, Eve Cooper, recently let student Often, encouraging intellectual curiosity means a teacher
curiosity take over and the results were phenomenal. This must be extremely flexible and constantly on the look out
year, the study of Pre-Columbian America focused on music. for opportunities to engage students. Such was the case
Students were divided into groups where they chose a native this fall for third grade teacher Ruth Samuels.
American tribe to study. Among the groups chosen were the While reading their Social Studies magazine, students
Sioux, Hopi, Iroquis and Mandan. Students were given an became interested in what school houses were like 100
open-ended assignment to discover the types of music used year ago. Seizing their curiosity, Miss Samuels decided to
by the various tribes and the purpose of the music. let her students dig deep into the subject of school houses.
With their curiosity unleashed, students learned some And dig they did. For the next month, students worked in
amazing things. They learned that different tribes had groups to research and eventually build models of school
different types of music for different purposes. They learned houses from 100 years ago.
that music was used as a call to war, as a rain dance, to court Students asked so many questions. Where did students
mates or to start a Pow Wow. They learned that different sit? What did they write on? What was hanging on the
tribes used different instruments, like the pan flute, flute, walls? How did they see inside the building and how did
rattles and drums. One group even learned that Hopi tribes they stay warm in winter? Every question led to another
had a special dance where participants danced with snakes and every answer filled in more detail not just of what a
in their mouths while the flute was played (presumably to school house was like 100 years ago, but what life itself
keep the snakes calm). was like.
To create their school houses, students were given a
Mrs. Cooper tasked her students to create a musical selection of supplies to choose from. And while they were
instrument from their tribe that made sound and to present
the information they learned in a meaningful project. To at it, Miss Samuels had the
help, Mrs. Cooper provided the students a worksheet with students learning math and
72 ways to present information. Students’ curiosity led the science. They learned how to
way as they created instruments out of all types of materials. measure precisely so all of the
Through experimentation, they learned about design desks in their school house
adjustments needed to make the instruments play the would be the same size. They
desired sounds. According to Mrs. Cooper, “Their curiosity also needed walls that were
was infectious and watching them capture their own sized correctly to stand up.
curiosity and create projects that answered their own Science played a role as they
questions has been a highlight of this year.” tried to figure out what would
happen to the smoke from the fireplaces that heated their
2 schoolhouse. In the end,
not only did students learn
about old time school
houses, but their curiosity
led them to important
discoveries about the
luxuries they have and their
unique position in history.

GETTING TO KNOW MRS. ROVNER

If you want to get to know Mrs. According to Mrs. Rovner, running a classroom that is
Rovner, be prepared for a mind constantly evolving based on student curiosity requires
altering adventure deep into the practicing creativity. That is why eachBMmorrson.rbnPluianmugl’as, MAGrrrtseT.eeRnaobcvehnregerr
heart of curiosity! In fact, visiting her thinks of an object and then lists eight non-standard uses
class is like taking a tour of a child- for that item. “It is a kind of mental exercise that reminds
centered world where students me that any expression of curiosity by a child can be turned
explore their own interests, learning all of the core into a teachable moment.”
concepts of first grade, usually without even realizing
they are learning. Q&A WITH MRS. ROVNER
Mrs. Rovner, who holds a BA in Early Childhood
Education from Yeshiva University Stern College for When you aren’t teaching, what do you like to do?
Women says, “By being aware of the whole curriculum, I I love spending time with my children, exercising, dancing,
can use any moment as a teachable opportunity.” And karaoke (I can't sing, but I love to), painting, and spending
this is not just a philosophy but a way of life in her time with close friends.
classroom. Mrs. Rovner knows the benchmark skills she What drew you to teaching?
is planning to teach, but is watching and listening every I felt like school was a prison my whole life. In fourth grade,
day for evidence of student interests that will lend my teacher, Mrs. Cochin, loved me and cared about me and
themselves to learning the skills they need to learn. not my grades. She taught me geometry through origami,
This fall, in social studies, the students were learning spelling through drawing, and math using games. She
about recycling and she asked them to bring in recycled taught me that I was capable of learning, and that I was
materials. She placed these materials in the art station in talented. She taught using my strengths instead of my
her room for them to use. One day, she arrived at school weaknesses. It is because of her that I became a life long
planning to teach math concepts of perimeter and learner. It became my life goal to give children value they
addition when she noticed that her students were might not feel and power over themselves and their
obsessed with the recycled materials and using them to learning.   
construct things. On the spot she changed her entire If you were going to be stranded on a desert island,
lesson to teach those math concepts using construction what one food and one person (living or dead) would
as the basis. She captured the students’ curiosity and you want there with you? 
began an exploration of the various subjects and first If I was stuck on a desert island, no one would last five
grade benchmarks, all through the lens of construction. minutes with me. I can't stay in one place very long no matter
The kids were hooked and the learning flowed freely. how delicious the food, or how good the company!
The same thing happened in last year’s first grade when How does your own intellectual curiosity express
they were learning the properties of matter. She heard itself?
her students talking a lot about weather and frost. This I am EXTREMELY curious! I enjoy meeting new people,
led to a semester-long, in-depth study of water and ice to evaluating new environments and creating. My intellectual
explore not just the states of matter but many of their curiosity comes out in my teaching. I learn something from
other subjects as well. While this year there was no buzz almost every conversation. I like to translate those personal
about weather, the class was hooked on construction, so lessons into classroom lessons, either socially, emotionally or
Mrs. Rovner presented the states of matter through academically.
construction instead. The children explored a myriad of What is one thing that you hope every one of your
questions like how water moves through pipes and what students will learn this year?
happens when the water freezes in the pipes. I hope they remember the feelings... I always do!

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THE CURIOSITY CODE

Welcome to the wonderful and instructions line by line to cause their from one point on a game board to
mysterious world of “coding.” At its robot to reach a goal. They not only can another. Once they master these
most basic level, coding is writing see the goal, but they can see the steps basic skills, students come up with
instructions to make an object or it takes to reach that goal. It brings goals and projects of their own and
computer perform a task. While we structure to their curiosity and provides then create the defined steps to
all use computers, very few of us them the intellectual tools they need to accomplish them.
know how to write the code that capitalize on their creativity. Even when that goal, task or curious
makes the computer do what we Nationwide, schools participate in the question a student has is not related
want. At Bornblum, learning how to “Hour of Code,” where the goal is to to a computer, they can apply the
code is a core part of the school’s expose students to code. While same thinking to explore their
technology curriculum. laudable, the Hour of Code is not creativity. Having these skills in their
While it is certainly engaging to enough for Bornblum. Our goal is not toolbox means that as students’
students to write code and to see just to expose students to code, but to curiosity is sparked by the world
their character move on screen or teach it to them, and more importantly, around them, they are not left with
their robot perform a task, coding has to share with them the mindset, the idle curiosity. Instead, they can apply
a larger purpose at Bornblum. tools and the intellectual discipline the intellectual tools they learned in
Bornblum students have the required to achieve success. coding and figure out how to
opportunity to explore the objects of To accomplish this, the early stages of meaningfully explore their many
their curiosity every day. But without teaching code engage the students in questions.
the tools and structure for engaging accomplishing simple, pre-determined
their curiosity, it is merely aimless tasks like moving an electronic image
mental meandering. This is where
coding comes in.
By learning to code, students are
learning a mental structure—a way of
thinking that they can apply to
whatever drives their curiosity.
Coding teaches students to write

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GROWING UP HOW JEWISH TEXT STUDY ENCOURAGES CURIOSITY
ETHICALLY
Middle school students studied the book of Kings which sparked a wide ranging exploration of ideas.
The life of Achazia Below are some of the areas of study that they explored laid out in the form of a page of Talmud.
the King sparked a
conversation about FOLLOWING ORDERS MEDICINE IN
growing up ethically, ANCIENT ISRAEL
educated in the laws Students confronted a very
and values of relevant question in this chapter
Judaism. of Kings—whether or nor it is KINGS II Students were curious why
Students questioned proper to follow an immoral Chapter 1 the king was at risk of dying
whether the King order from a king or superior. from a fall. This question led
was responsible for to two areas of inquiry. First
seeking Ba’al’s students learned that
opinion about In this case, the King sent three Chapter I of the Book of Kings starts with the death archeological evidence
whether he would groups of soldiers to bring Elijah of Ahab, who was a powerful king of Israel in the related to the Shomron
survive his fall, rather back to the palace so the King time of Elijah the Prophet. Ahab’s wife, Jesabel Palace showed that it was a
than consulting could kill Elijah. These soldiers worshipped Ba’al and promoted this worship massive fortress with high
Elijah, God’s prophet. know that Elijah is a prophet of throughout Israel with Ahab’s blessing. walls. With this
After all, the King’s God. The first two groups of Ahab is succeeded by his son Achazia who suffers a architectural evidence, it
mother Jesabel soldiers demand that Elijah terrible fall from the balcony of his palace at was plausible that King’s fall
taught the King to surrender. Elijah declares that if Shomron. He is gravely injured and sends was very serious.
worship Ba’al. And he is a man of God, fire will come messengers to consult with Ba’al as to whether he But students wanted to
she framed a from Heaven. The soldiers set will recouperate. Along the way, the messengers know more. They explored
landowner by aside everything they know about encounter Elijah the prophet who asks if there is no what it was like to be
obtaining two Elijah and the laws of the God in Israel to consult. Elijah sends the messengers injured in those times. They
witnesses to swear Promised Land to obey the orders back to the King to say that he will not recover. The learned that there was no
falsely that he had of the King rather than to honor King inquires what the prophet they encountered diagnostic equipment,
cursed the King. This the God of Israel. The third group looked like and from their description, the King casts, antibiotics or
was the house that begged for their lives, said they knew it was Elijah. The King sends three groups of surgeries that could be used
the King grew up in. were acting under order of the soldiers to retrieve Elijah. to save the King’s life.
Given these facts, King, and requested that Elijah
students wondered if come to the king. They, at least, The first two groups of soldiers are slain by fire from heaven because they demanded
King Achazia should recognized the power of God and
really be condemned their lives were spared.
for his actions since Elijah go to the King. The third group begs for their lives and for Elijah to come to the
he was educated to Together, the class explored other King. Elijah agrees and goes to the King where he prophesizes that the King would
act the way he did. modern questions on the same not survive his injuries, which he does not.
topic. For example, was it moral
Scan this QR code to shoot a handcuffed prisoner?
Students learned about the mystery of Bus 300 and whether, when handcuffed terrorists were killed by a superior officer,
IDF members should have spoken out. Students explored other values and choices that Jews made throughout history,
such as the choice of the Zealots to die on Masada rather than surrender and the choice of the great rabbi Yochanan Ben
Zakkai to escape in a coffin from Jerusalem before its destruction. They also met with a former IDF soldier and learned
about his service in a fighting unit. Students then wrote reflections on the lessons learned from this interaction.

To watch a classroom What I learned was that we have to treat everyone Student I am amazed knowing that one second, one
discussion about humanely. Even if they have done the Responses moment can affect someone’s entire life. That
the ethics of unspeakable. We have to be the bigger one interaction between two humans, no matter
following orders. people and show the light some people can’t see. how short, even if you don’t know their name,
even if you didn’t talk, could alter your life.
—Emerson Schaffer (8th)
—Sara Smith (8th)

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CURIOUS ALUMNI Currently, Andrew works for a technology startup in
Knoxville called General Graphene Corporation which has
MARTIN KLAZMER (‘01) developed a manufacturing system that aims to provide
graphene in industrial quantities at marketable prices,
When Martin started school at Bornblum making it available to the material innovators of the world. 
(6th – 8th grade), it was a time when he According to Andrew, “Graphene is a one-atom-thick layer of
felt equally challenged and positively carbon atoms arranged in a hexagonal lattice. It has a
motivated by his teachers and multitude of astonishing properties which repeatedly earn it
classmates. He recalls Bornblum as the the title ‘wonder material.’ Graphene is the thinnest material
perfect environment for him prior to known to man at one atom thick, and incredibly strong -
transitioning into high school and then college at the about 200 times stronger than steel. On top of that,
University of Kansas. At KU, Martin studied Business and graphene is an excellent conductor of heat and electricity
Communications and from there started his career in and has interesting light absorption abilities. It is truly a
marketing for Med-Tech companies. material that could change the world.”
Andrew feels blessed to have gotten to spend eight years at
According to Klazmer, “The stimulating and encouraging Bornblum. “Every step in my life has been a stepping stone
environment at Bornblum is one of the core traits I was to develop me into who I am now and who I continue to
able to retain on my journey into a medical device career.” become, and I thank Bornblum for helping shape me, and
To date Klazmer has been responsible for the launch of for putting up with my class clown silliness for eight years. “
more than 40+ medical device products in the spine and
foot and ankle markets (NuVasive in San Diego and LDR SARAH PELZ (’95)
Spine in Austin, TX), and he is currently the Director of
Marketing for a startup Foot & Ankle Medical Device Sarah Pelz fell in love with books even
company (CrossRoads Extremity Systems). Martin lives for before she joined the nurturing
problem solving in the medical device space. For him, “the environment of Bornblum, but it was at
biggest return is having the ability to work with surgeons Bornblum where that love cemented into
and engineers to design and launch products that make a lifelong passion.
patients’ lives better. “ After high school at White Station, where she was a star
swimmer and National Merit Scholar, Sarah went on to
Martin lives in Memphis with his wife (Jamie) and has two become a poetry major and Phi Beta Kappa graduate of
children (daughter Averi who is 2, and son Ryan who is 6 Dartmouth College. Today, she is an Executive Editor at
months). “We love being in Memphis and are taking full Atria Books, a division of Simon & Schuster, one of the
advantage of all the fun things to do in this city that didn’t largest book publishers in the world, where she works
exist when I was a kid! We also are very happy to be a part with a variety of nonfiction books and authors.
of this awesome Jewish community.” She credits her teachers at Bornblum with giving her the
confidence not only to find her passion, but to follow it.
ANDREW VOGEL (’08) In addition to a love of learning and literature, the years
she spent at Bornblum gave her a deeply rooted Jewish
After graduating Bornblum, Andrew identity that she is now inspired to pass on to her
attended White Station High School and children. Sarah lives outside of New York City in
The University of Tennessee at Knoxville. Westport, Connecticut with her husband and two
There he participated in the UT Pride of daughters.
the Southland Band for five seasons.
After graduating, Andrew found himself wanting to work for
a startup and be in a setting where he could take on many
roles. He began working for an innovative medical device
startup focusing on developing less invasive instruments
and implantable devices for neuro-surgeries.

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ANNUAL CAMPAIGN KICKS OFF WITH $100,000 MATCH

Today, as Bornblum begins its fourth decade educating and and future sustainability of
inspiring the children of the Memphis Jewish Community, Memphis’ Jewish community,
Bornblum alumni are community leaders, synagogue the Bornblum Foundation has
members, and committed Jews who serve this and other graciously agreed to match
Jewish communities with the passion and joy they first every new or increased dollar collected during this year’s
learned at Bornblum.  The school’s track record shows that a Campaign up to $100,000. That means for every new
gift to Bornblum’s Annual Fund will go a long way to dollar a donor gives; the school will get two!
ensure the long-term viability, not just of the school, but of Bornblum also introduces its Family of Funds this year.
the Memphis Jewish community as a whole. Each of these funds represents a major area of the
operating budget that is in need of funding. The funds
Did you know that the cost to educate every child at include: Enrichment Activities Fund, Judaic Studies Fund,
Bornblum exceeds the dollars we receive from tuition and Scholarship and Financial Aid Fund, the Felicia Riedell
the generous support of both the Bornblum Foundation General Studies Fund, the Israel Education and
and Memphis Jewish Federation? This is why, each year, Scholarships Fund and the Teacher Salaries and
our team goes to work to raise money for the school’s Professional Development Fund.
Annual Fund. For the 2018-2019 school year, the school’s To give to the Annual Campaign, please contact Scott
fundraising goal for the Annual Campaign is $375,000. Ostrow, Director of Development at (901) 747-2665,
Understanding the importance of achieving this goal and [email protected] or donate online .
recognizing the critical role Bornblum plays in the present

A MESSAGE FROM OUR BOARD PRESIDENT

On behalf of the Board of Directors, I hope you enjoyed the There are many opportunities for you to come see the
second edition of this year’s Bornblum Bulletin.  As you staff’s hard work in action. Catch one of our class
see, our teachers and staff spark the intellectual curiosity in programs this spring or join us for Kabbalat Shabbat on
our students every day.  It is that curiosity which has Friday afternoons at 2:30pm. It is becoming a standing
allowed our alumni to succeed in high school, college, and room only event that you don’t want to miss. Please come
beyond.  by the school, say hello, and see for yourself. The smile on
The Board is committed to Bert Bornblum’s wish to allow your face when you leave is free.
every Jewish child to receive an outstanding Jewish
education. In this year of transition, the Board has focused Marc Sorin, President
on establishing its role as the stewards of Mr. Bornblum’s
dream. We hired Daniel R. Weiss, an incredible leader, as 2018-2019 Bornblum Board of Directors
our new Head of School. Mr. Weiss has brought an
infectious enthusiasm to our hallways and beyond into the Marc Sorin, President
greater Memphis community. We see that enthusiasm in Jill Shanker, Vice-President
the growing number of people volunteering; or from the Rachel Phelps, Secretary
fact that a group of alumni took it upon themselves to raise
the funds for an upcoming renovation of the playground. Adam Lazarov, Counsel
We also strengthened our commitment to ensure that the Lisa Harris, Immediate Past President
school grounds are as safe as possible with the hiring of an
armed guard. Kara Bierman Margo Fogelman Anne Reef

Mark Cantora Mitch Hodus Janice Ringel

Amy Egerman Herb Gerson Jerry Siegler

Judy Moss Patti Weiss

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HONORARIUMS AND MEMORIALS

To make a donation in honor/memory of someone, please visit www.BORNBLUM.org or mail to 6641 Humphreys Blvd., Memphis, TN 38120.

In Memory of Mrs. Arlene Segal In Honor of the Birth of Leora VanderWalde
Dr. and Mrs. Michael Wertheimer Mr. and Mrs. Daniel R. Weiss
Ms. Erin Ostrow
Dr. and Mrs. Roy Greenberg In Honor of the Birth of Elijah Meir Strauss
Mr. and Mrs. Larry Moss Mr. and Mrs. Daniel R. Weiss
Mr. and Mrs. Michael Egerman
Mr. and Mrs. Daniel R. Weiss In Honor of Yosef, Raanan, Dov, Orli, Nava and Ethan VanderWalde
Mr. and Mrs. Jerry Siegler Mr. and Mrs. Joseph VanderWalde
Mrs. Lisa Harris and Mr. Shawn Wood
In Honor of the Bat Mitzvah of Rayna Berlin
In Memory of Mrs. Joan Newman Mr. and Mrs. Daniel R. Weiss
Mr. and Mrs. Jerry Siegler
Mr. and Mrs. Daniel R. Weiss In Honor of the Bar Mitzvah of Joseph Cassius
Mr. and Mrs. Patrick Almalem
In Memory of Mrs. Margaret Friedman
Dr. and Mrs. Paul King In Honor of the Bar Mitzvah of Ethan Evans
Mr. and Mrs. Patrick Almalem
In Memory of Mr. Marvin Ballin
Mr. and Mrs. Kurt Lane In Honor of the Bar Mitzvah of Jordan Giles
Mr. and Mrs. Stephen Shankman Mr. and Mrs. Patrick Almalem
Mr. and Mrs. Peter Felsenthal
Ms. Sandra Shinault In Honor of the Bat Mitzvah of Abigail Hodus
Mr. and Mrs. Patrick Almalem
In Memory of Melvyn Epsman
Mr. and Mrs. Kurt Lane In Honor of the Bat Mitzvah of Irish Meyers
Mr. and Mrs. Daniel R. Weiss
In Memory of Pnina Gewirtz Schacter
Mr. and Mrs. Daniel R. Weiss In Honor of the Bar Mitzvah of Gabriel Paz
Mr. and Mrs. Daniel R. Weiss
In Honor Dr. Avi Halzel’s Honorary Doctorate
Mr. and Mrs. Marshall Ostrow In Honor of the Bat Mitzvah of Rachel Perlman
Mr. and Mrs. Daniel R. Weiss Mr. and Mrs. Daniel R. Weiss

In Honor of the Bornblum Faculty In Honor of the Bat Mitzvah of Brooke Sanderson
Mr. and Mrs. Rick Baer Mr. and Mrs. Michael Egerman
Mr. and Mrs. Patrick Almalem
Mr. and Mrs. Daniel R. Weiss In Honor of the Bat Mitzvah of Emerson Schaffer
Mr. and Mrs. Patrick Almalem
In Honor of Daniel R. Weiss
Mr. and Mrs. Irvin Serenco In Honor of the Bat Mitzvah of Sara Smith
Mr. and Mrs. Patrick Almalem
In Honor of Mr. and Mrs. Larry Moss
Mr. and Mrs. Lester Lit In Honor of the Bar Mitzvah of Yaron Weiss
Rabbi and Mrs. Feivel Strauss
For the Speedy Recovery of Mrs. Patti Elster Mrs. Tamar Hershkovitz
Mr. and Mrs. Ted Roberts Mr. and Mrs. Martin Mandel
Dr. and Mrs. Roy Greenberg Mr. and Mrs. Michael Egerman
Mr. and Mrs. Jimmy Ringel
In Honor of the Birth of Noah Bradley VanGunda Mr. and Mrs. William Hartstein
Mr. and Mrs. Daniel R. Weiss

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