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What Role Does Religion Play in Your Life?

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What Role Does Religion Play in Your Life?

In “Saying Goodbye to Hanukkah,” Sarah Prager writes about celebrating traditionally religious holidays without religion:

Growing up, my sister and I ate our Hanukkah latkes next to stockings our mother had cross-stitched with depictions of Santa. The white flickering light from the menorah’s candles mixed with the glow of colorful electric lights on our locally cut Christmas tree, decorated with tinsel and Stars of David. Celebrating two holidays at once was normal and a joy. But I’m making different choices with my own children, who won’t grow up with Hanukkah at all.

My sister and I never attended religious services for any Jewish or Christian holidays, but we were still raised with religion. My family attended a Unitarian Universalist meeting house where it was common to celebrate multiple religions’ holy days. We looked forward to the annual Festival of Lights, where each room of the building had a different activity set up: Kwanzaa candle dipping, gingerbread house decorating, reindeer craft making, dreidel spinning, Yule wreath building.

My father’s Jewish tradition only appeared at Hanukkah for the American “holiday season.” We didn’t celebrate Passover or Rosh Hashanah or any other Jewish holiday as a family. In contrast, my mom’s Catholic upbringing emerged not only at Christmas, but also for Easter, though that was only about eggs, bunnies and the resurrection of spring, not Jesus.

We celebrated every holiday secularly, like Halloween or Thanksgiving 一 except Hanukkah. Each of those eight nights we’d recite the Hebrew prayer about God while lighting the menorah. We memorized the syllables and repeated them, but they had no meaning to us and my parents didn’t expect, or want, us to believe what we were reciting. We were trying to honor my dad’s heritage, but it wasn’t a custom he truly wanted to hold on to.

Ms. Prager goes on to explain that, now, she and her wife identify as “nones” — people with no religious affiliation — and that they raise their children celebrating Christmas and Easter, but not in the context of religion:

I respect the incredible value of keeping traditions alive, especially those that centuries of persecution have sought to erase. But while I have more of a connection to Judaism than some, I am not Jewish and it doesn’t feel authentic to celebrate a Jewish holiday religiously. My kids may end up playing dreidel sometimes, but they won’t learn the prayer that begins Baruch atah Adonai, sacred words that are nonetheless empty to them.

Discontinuing my family’s Hanukkah celebration fits right in with our family’s tradition of bucking tradition. Most families do this in some way, even if just adjusting the Tooth Fairy’s gift for inflation. As a queer person, I know my kids will grow up alongside other children whose families created their own way of doing things because the old way hurt or didn’t fit.

Pride in June is my favorite holiday, but this year, the first as our completed family of four, we couldn’t go to a parade. I missed that much more than any holiday rooted in a religion that isn’t mine. I hope that the balloons, floats and rainbows that typically mark its celebration will be a special part of my children’s memories as they grow, and that they anticipate our invented Pride Fairy’s gifts as much as the Easter Bunny’s.

Students, read the entire article, then tell us:

  • In a few sentences, how would you describe your religious or spiritual beliefs — or your choice not to subscribe to religion?

  • What role does religion play in your life? Do you pray each day? Do you participate in religious traditions through the clothes you wear or the food you eat? Do you have a spiritual community that is important to you? Do you participate in religious holidays?

  • Katarina, a student, suggested this question: “Can you pick and choose which aspects of religion to follow?” What do you think? Is it possible to participate in only some elements of a religion, like holidays or prayers, without following all of a religious tradition? Do you do this in your own life? If so, how do you decide which parts of your religion to observe and which parts to leave behind?

  • If you are not religious, do you have other beliefs, traditions or practices — like meditation, yoga, art, music or being in nature — that ground you or give you a deeper sense of purpose or connection to the world? If so, what are they and what do they mean to you?

  • Which holidays are most important to you? If they are traditionally religious, is their religious nature important to how you celebrate them? Or do you celebrate them without the religious stories or rituals, like the writer of the article?

  • To what extent is your relationship to religion your own choice? Is it important to your family that you are connected to religion? Do you observe your religion in the way you are instructed to by religious leaders or texts? Or have you been able to explore and form your own spiritual beliefs? When you grow up, do you think you will choose to practice religion differently than your family does now? Why or why not?


About Student Opinion

• Find all our Student Opinion questions in this column.
• Have an idea for a Student Opinion question? Tell us about it.
• Learn more about how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Holiday Flicks

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Holiday Flicks

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

It’s that time of the year again, when we’re inundated not only with holiday commercials and music — but with holiday movies. Do your family traditions involve watching holiday films? What are some of your favorites? Or do you think those films are sappy and overly sentimental?

Tell us in the comments, then read the related article for a list of classic, family-friendly holiday movies.


About Picture Prompts

• Find all our Picture Prompts in this column.
• Have an idea for a Picture Prompt? Tell us about it.
• Teachers, discover more ways to teach with our Picture Prompts and learn how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Film Club: ‘$30,000 Sneakers? As Demand Grows for Coveted Shoes, So Do Prices’

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Film Club: ‘$30,000 Sneakers? As Demand Grows for Coveted Shoes, So Do Prices’

4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

6. To learn more, read the 2018 article “How Much Is That Sneaker in the Window?” Bee Shapiro writes:

To walk into the 3,000-square-foot Stadium Goods store in SoHo is to be confronted by rows and rows of pristine, shrink-wrapped athletic footwear. Look closely and you might be a little stunned by the price tags.

On a recent afternoon, for instance, a pair of white Nike Jordan 1’s by the fashion designer Virgil Abloh (Off-White, Louis Vuitton) originally priced at $190, was selling for $2,750. (No wonder it was enclosed in a glass case.) Nearby was a rare pair of Adidas PW Human Race NMD TR, designed by the musician Pharrell Williams. Price tag: $12,350.

This is clearly not Foot Locker.

The high-end sneaker market is big business these days, and the three-year-old Stadium Goods, a consignment reseller of rare or limited editions, has established itself as the Tiffany’s for sneakerheads.

Sneaker fanatics have been around for decades, with swaps and buys largely happening on eBay or as personal transactions. But it’s only in the last few years that the reseller market has accelerated and gone sharply upscale. John McPheters, who co-founded Stadium Goods with Jed Stiller, says the shift has been driven by “men who are now learning from childhood how to treat fashion as a sport — the way that women have always treated fashion.”

The point is not utility, but rather about expressing identity. “Sneakers are the single most flexible and acceptable way to communicate personality for these new shopping-obsessed men,” Mr. McPheters said.


More?

• See all the films in this series.

• Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.

What Works of Art, Culture and Technology Flopped in 2020?

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What Works of Art, Culture and Technology Flopped in 2020?

But to get inspired, read what Times critics and journalists had to say about art, culture and technology in 2020:

In “Review: An Audio ‘Streetcar,’ Not Yet Reaching Its Destination,” Jesse Green critiques an audio adaptation of the play “A Streetcar Named Desire”:

After the pandemic forced the cancellation of its live season, Williamstown took the novel and in many ways noble route of reconfiguring most of its planned offerings as, essentially, radio dramas, produced with Audible Theater, the audiobook and podcast division of Amazon. “Streetcar,” the first out of the gate, was released on Thursday; three other titles will follow this month, three more in the new year.

Most of those upcoming plays being new works, they may not suffer as much as “Streetcar” does from the unasked-for translation to a medium in which it is literally impossible for a director to show us anything. And it turns out that Williams’s pungent language, full of poetic touches for Blanche and brutal ones for Stanley (Ariel Shafir, replacing the better-suited Bobby Cannavale), needs more showing than prosaic plays do, not less. Without faces and bodies to anchor them, and despite McDonald’s willingness to go anywhere emotionally, the lines too often float away or, in Stanley’s case, sink with a thud.

What remains isn’t so much bad as flat. Even with sophisticated engineering, audio has a difficult time detailing subtle emotional contours: Everything seems to be happening everywhere all at once.

In “The Lesson We Are Learning From Zoom,” Brian X. Chen airs his grievances with the videoconferencing app now used in workplaces, homes and schools across the country:

Ever since many of us started working from home in the coronavirus pandemic, I’ve been invited to countless gatherings taking place on Zoom, the videoconferencing app. Virtual happy hours, work meetings, dinners, you name it.

I’ve been a no-show, and it’s not just because my hair has grown embarrassingly long. It’s because I have a fundamental problem with Zoom. …

But for the last year, I’ve been wary of the app. Zoom has had multiple privacy snafus in that period, which have come up so frequently that they became a game of Whac-a-Mole.

The missteps included a weakness that would have allowed malware to attach to Zoom and hijack our web cameras. The issues with basic security practices culminated with “Zoombombing,” in which trolls crashed people’s video meetings and bombarded them with inappropriate material…

And with in-person dining out of the question for so many people these days, Priya Krishna writes about home-cooking fails in “Fancy Cakes? Quarantine Sourdough? Not for These Hapless Home Cooks”:

When she began self-isolating in her apartment in College Station, Texas, in March, Melissa Hodges thought it would be her big opportunity to finally learn to cook. After all, so many of her classmates at Texas A&M University, where she is a senior, were posting Instagram photos of glossy strands of spaghetti carbonara and citrus scones drizzled with a sticky glaze.

Then she tried to heat up a frozen cheese pizza.

“I stuck it in the oven at a random temperature because I didn’t bother to read the instructions,” recalled Ms. Hodges, 22, who didn’t put the pizza on a dish. “About 20 minutes in, it fell through the cracks of my oven.” The result was both doughy and charred. “I sat on the floor and started crying.”

After that disaster — and another involving undercooked pasta that crunched when she bit in — she is resigned to dinners of breakfast cereal and other undemanding foods. “The kitchen just sits there and stares at me,” she said.

Students, choose one of the articles to read in its entirety, then tell us:

  • If you were to create a “Worst of 2020” list, what works of art, culture and technology would be on it? It can include movies, TV shows, online performances, books, video games or any other artistic work, as well as technology like Zoom or Google Classroom, and even cultural trends like a particular meme, pandemic baking experiment or Verzuz battle.

  • Choose one thing from your list that you would warn others against experiencing, whether because it is poorly done, shallow, dull, overrated or just plain terrible, and write about it. Why was it such a flop? What parts of its structure, design, appearance or experience made it so cringe-worthy or unbearable? Why do you think others should take care to stay away from it?

  • The live audience is one essential element of TV, sports, comedy and politics that has gone missing because of the pandemic. How has this affected your experience of arts and culture — whether as a performer or a viewer? Are you still as eager to watch these shows or events now that their formats and presentations have changed?

  • In general, how well do you think the arts, culture and technology have adapted to this moment? Have you enjoyed at-home versions of live events, galleries and restaurant food? Or can you not wait for the day you can go to a concert, dance performance or restaurant again? Are there any parts of the digital arts and culture experience that you hope will stick around once the pandemic ends?

  • If you’re having fun panning a work of art or culture from 2020, consider turning what you wrote into a review to submit to our Student Review Contest, which runs from Dec. 8, 2020, to Jan. 26, 2021. Please be sure to read all of the rules before entering.

Updates to our Learn Java Content

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Updates to our Learn Java Content

Exciting news! We are updating our Learn Java course. This update will provide additional exercises that cover new topics as well as modifications to currently existing lessons.

Why?

We’re excited to announce that we are creating a path geared toward students taking the AP Computer Science A exam. You can expect this new path in late December. The AP curriculum uses Java as its primary programming language; thus, we made the decision to update our Learn Java current content to meet the AP standards so that we can give learners a more in-depth exploration of the Java programming language while providing AP students some extra study material.

When?

The changes to Learn Java will go live on December 16, 2020.

How does this impact you?

If you’ve already completed Learn Java, your completion is retained and your certificate is still available. If you started the course but haven’t finished it yet, you won’t lose progress on any of the coursework you have completed. Phew! You will notice that there’s new content available and that your progress percentage will most likely decrease. In partially completed lessons, you might need to redo some exercises.

What’s getting changed?

As we’ve stated, part of the reason we’re updating Learn Java is to meet the standards of the AP Computer Science A exam. In some exercises, you might come across some sections that say Keep Reading: AP Computer Science A Students. We added this in order to cover some very specific topics without making the exercise too vocabulary heavy. If you’re not taking the AP exam, feel free to bypass these sections; in the same vein, also feel free to read these sections to get a little extra Java knowledge!

Let’s take a look at what to expect once the update is live!

Updated Lessons

The following existing lessons have received modifications to parts of their content:

  • Hello World
  • Variables
  • Manipulating Variables
  • Introduction to Classes
  • Methods
  • Conditional Operators
  • Arrays
  • ArrayLists
  • String Methods
  • Loops
  • Inheritance and Polymorphism

New Exercises

Take a look at the new exercises being offered:

  • Hello World
  • Manipulating Variables
    • Compound Assignment Operators
    • Order of Operations
    • Final Keyword
  • Conditional and Control Flow
    • Nested Conditional Statements
    • Combining Conditional Operators
  • Loops
    • Break and Continue
    • Removing Elements of a List
  • Inheritance and Polymorphism
    • Child Classes in Method Parameters

We’re also adding two new topics to Learn Java. Be on the lookout for new lessons, projects, and quizzes on the following subjects:

  • Access, Encapsulation, and Static Methods
  • 2D Arrays

Recap

On December 16, 2020, we’re updating the Learn Java course. The updates will add additional exercises to cover new material, expand on current content with some exercise modifications, and create an even better experience for you, the learner. There will be no impact on past completions and certificates.

10 Fonts For Holiday Crafts You Need to Know

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10 Fonts For Holiday Crafts You Need to Know

Christmas is almost here! Do you have all the decorations ready? If you are like me, and still have lots to do, grab this list of 10 Fonts for holiday crafts. You will find here everything from the classic typography to funny but still stylish shapes. My personal favorite is a Nordic Dream font as I can see myself using it even outside of Christmas.


Best Fonts For Holiday Crafts

Below you will find our 10 picks with links to their pages.


Pin me for later!

If you are browsing this post at work or just do not feel crafty right now, we have something for you too! All the fonts collected in one please on easy to pin graphic so you can save those inspirations for later.


Show us your works!

I would love to see what you will create using those perfect fonts for holiday crafts. Make sure to let us know in the comments, or share your creation on social media and tag Designer Blogs.

Don’t forget to let us know which font is your favorite. Do you like graphic fonts, or would you rather see a compilation of classic fonts?

Still looking for a perfect font? Check the list of 20 Best Free Holiday Fonts.


P.S This post includes affiliate links so by clicking them you are supporting us. Thanks!

See you in 2021!

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See you in 2021!

What a year! We’re taking a break to spend (even more) time with members of our households. We hope that you are able to stay safe and take time to enjoy the end of 2020! We will be back in 2021 with our next blog post on January 21st!

Word + Quiz: scud

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Word + Quiz: scud

verb: run or move very quickly or hastily

verb: run before a gale

noun: the act of moving along swiftly (as before a gale)

_________

The word scud has appeared in four articles on NYTimes.com in the past year, including on Feb. 22 in “The Winter Surfers of Rockaway Beach” by Elisha Cooper:

Rockaway Beach, even in winter, is always in flux: waves, clouds, creatures. Nothing stays in one place for long. Sandpipers racing, sea gulls hovering, snow geese rolling over waves (they almost look as if they’re surfing). Dawn sky sliding from pink to gray. Container ships scud the horizon. Overhead, a winged leviathan, Japan Airlines Flight 006 from Tokyo, breaks through the clouds and descends toward John F. Kennedy Airport. A line of surfers floats offshore, waiting.

_________

Do You Think People Have Gotten Too Relaxed About Covid?

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Do You Think People Have Gotten Too Relaxed About Covid?

In “It’s Time to Scare People About Covid,” Elisabeth Rosenthal argues that our public messaging about the virus should explain the real costs — in graphic terms — of catching the virus:

I still remember exactly where I was sitting decades ago, during the short film shown in class: For a few painful minutes, we watched a woman talking mechanically, raspily through a hole in her throat, pausing occasionally to gasp for air.

The public service message: This is what can happen if you smoke.

I had nightmares about that ad, which today would most likely be tagged with a trigger warning or deemed unsuitable for children. But it was supremely effective: I never started smoking and doubt that few if any of my horrified classmates did either.

When the government required television and radio stations to give $75 million in free airtime for antismoking ads between 1967 and 1970 — many of them terrifyingly graphic — smoking rates plummeted. Since then, numerous smoking “scare” campaigns have proved successful. Some even featured celebrities, like Yul Brynner’s posthumous offering with a warning after he died from lung cancer: “Now that I’m gone, don’t smoke, whatever you do, just don’t smoke.”

As the United States faces out-of-control spikes from Covid-19, with people refusing to take recommended, often even mandated, precautions, our public health announcements from governments, medical groups and health care companies feel lame compared to the urgency of the moment. A mix of clever catchphrases, scientific information and calls to civic duty, they are virtuous and profoundly dull.

The Centers for Diseases Control urges people to wear masks in videos that feature scientists and doctors talking about wanting to send kids safely to school or protecting freedom.

Quest Diagnostics made a video featuring people washing their hands, talking on the phone, playing checkers. The message: “Come together by spending time apart.”

As cases were mounting in September, the Michigan government produced videos with the exhortation, “Spread Hope, Not Covid,” urging Michiganders to put on a mask “for your community and country.”

Forget that. Mister Rogers-type nice isn’t working in many parts of the country. It’s time to make people scared and uncomfortable. It’s time for some sharp, focused terrifying realism.

She states:

I’m not talking fear-mongering, but showing in a straightforward and graphic way what can happen with the virus.

Students, read the entire article, then tell us:

  • Are Americans insufficiently alarmed by the coronavirus pandemic? After nine months of social distancing and vigorous hand-washing, have we as a nation become too relaxed about Covid-19? Or do you think the people in your community are taking appropriate precautions to combat the virus?

  • What are you doing to keep safe and to minimize the spread of the coronavirus? Have your habits and behavior changed over the past year? Do you think you are as vigilant as before — with washing hands, wearing masks, avoiding indoor gatherings? Are your friends and family?

  • In the Opinion essay, Ms. Rosenthal says she believes that many coronavirus public service announcements like the C.D.C.’s “I Wear a Mask Because” and Michigan’s “Spread Hope, Not Covid” feel “lame compared to the urgency of the moment.” Watch a few of the P.S.A.s linked in the article and tell us whether you agree with her assessment.

  • Ms. Rosenthal writes: “It’s time to make people scared and uncomfortable. It’s time for some sharp, focused terrifying realism,” Do you find her argument persuasive? Why or why not? Should public messaging try to scare us? Do you think any of the proposed ads Ms. Rosenthal offers would be better than the “Mister Rogers-type nice” ones she criticizes? Which do you find most compelling?

  • Have you ever seen any scare-tactic public service announcements like the anti-cigarette ads Ms. Rosenthal describes in the opening of her essay? Did you find them affecting or effective in changing your attitudes and behavior?

  • On Dec. 8, President-elect Joseph R. Biden Jr. announced his plan to combat the coronavirus pandemic in his first 100 days in office, framing his call for all Americans to wear masks around patriotism rather than fear:

We need your help. Wear a mask for just 100 days. It’s the easiest thing you can do to reduce Covid cases, hospitalizations and deaths. Help yourself, your family and your community. Whatever your politics or point of view, mask up for 100 days once we take office, 100 days to make a difference. It’s not a political statement. It’s a patriotic act.

What is your reaction to Mr. Biden’s approach? Do you think it is more effective than calls for scaring the public? If you were president, what kind of message would you send to people about masks and about getting serious about Covid?

  • Now it’s your turn: Design your own public service announcement using still photographs or video, text, statistics and music.

    What kind of approach would you take? “Mister Rogers-type nice”? “Terrifying realism”? Who would be your target audience — teenagers, adults or the general public? What message would you want to convey? What, specifically, does your audience need to know about the risks and realities of Covid-19?

    If you are inspired, consider storyboarding your public service announcement, and, if you have time, record, edit and share it with your class and your school or on social media. Scholastic provides some useful tips and a sample P.S.A. storyboard.


About Student Opinion

• Find all our Student Opinion questions in this column.
• Have an idea for a Student Opinion question? Tell us about it.
• Learn more about how to use our free daily writing prompts for remote learning.

Students 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘No Papers, No Jobs: The New Street Vendors of Queens’

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Lesson of the Day: ‘No Papers, No Jobs: The New Street Vendors of Queens’

Students in U.S. high schools can get free digital access to The New York Times until Sept. 1, 2021.

Featured Article: “No Papers, No Jobs: The New Street Vendors of Queens” by Juan Arredondo and David Gonzalez (also available in Spanish)

Make the Road New York, an immigrant advocacy group, says that more than 60 percent of its members lost their jobs and at least 50 members have died since the coronavirus pandemic started. This is the climate that many Latino immigrants are navigating: a pandemic that is twice as deadly for Latinos as for white people and a lack of work opportunities. Some immigrants — particularly those who are undocumented — have started working as street vendors in an attempt to make ends meet and to support their families back home.

In this lesson, you will see these New Yorkers in their daily lives and hear their stories. Then you will make past-to-present connections as you compare the experiences of street vendors in New York City today with those from a hundred years ago.

Where do you — or your family members — buy most of your groceries? Do you ever shop for fruits or vegetables at a stall on the street or at a local farmers market?

The featured article shares the stories of immigrants who work as street vendors in New York City and the difficulties they face during the pandemic. However, there is a long history of immigrant-run street markets in New York and other cities.

Compare the two photographs below: The first image is from 1923 and the second is from 2020. As you look closely, respond to questions adapted from our What’s Going On in This Picture feature:

Read the article, then answer the following questions:

1. What are some of the ways the pandemic has affected Cristina Sanchez and the other people profiled in the article?

2. How have undocumented immigrants been uniquely affected by the pandemic?

3. What does it mean that Jackson Heights was part of the “epicenter of the epicenter” of the pandemic in New York? Use examples from the article to explain what that means.

4. Alyshia Gálvez, a professor and founding director of the Mexican Studies Institute at Lehman College, said, “This is the kind of creative resiliency that immigrant communities have always engaged in.” What are some examples of this “creative resiliency” in the article?

5. What are the goals of the Street Vendor Project? How might its efforts, and other similar initiatives, help someone like Sabina Morales, a veteran street vendor?

6. How have the New York City government and the Police Department made it difficult for street vendors to operate their businesses?

The featured article relies heavily on photographs, videos and the words of the interviewees to tell the story. Reflect on what you read, how it made you feel and what you are left thinking about by creating a one-pager.

You can start by using this worksheet and including a photograph from the article (or a drawing), a quotation that you found particularly meaningful and one question you are left with after reading the article.

If you would like to expand on your one-pager or prefer to do a free-form artistic interpretation, you can start on a blank sheet of paper and add these elements:

  • One word that feels representative of the article or a key theme. This word can be written repeatedly around the perimeter of the paper to create a border.

  • A visual symbol that represents a main idea from the article.

  • One feeling word that you are left with after reading the article.

  • A second quotation, image or question.

Once you have created your one-pager, you can go on a gallery walk in person or virtually by spending about one minute with each one-pager in your class and writing down what you notice and wonder about the creation. After that, you can debrief as a class about recurring themes you noticed and elements of different one-pagers that you found particularly effective.

You started this lesson by looking at two photographs: one from 1923, which featured a predominantly Eastern and Southern European immigrant neighborhood, and the other from the featured article in 2020. You compared what was visually similar and different between the photographs. Now consider what might be similar or different about experiences working as a street vendor across history and attitudes that the city had toward street vendors.

Read this excerpt from a 1938 New York Times article, “La Guardia Renews War on Pushcarts”:

Declaring that pushcart peddlers are a menace to traffic, health and sanitation, Mayor La Guardia yesterday appealed to civic organizations to join a drive to eliminate them from the streets. He said he had asked the City Council to give prompt consideration to the problems created by the “6,000 peddlers roaming the streets without licenses.”

The article continues with an excerpt from Mayor La Guardia’s letter to several merchant and commerce organizations:

“The open pushcart market is not only antiquated and unnecessary, but also, in many instances, unsanitary. In almost every instance these peddlers are a danger to themselves and to others by creating traffic congestion. It is my policy, where a market is necessary, to build a proper covered market so that these same peddlers may be permanently placed in such market under proper and wholesome sanitary conditions. … ”

After reading the excerpts, respond in discussion or in writing to the following reflection questions:

  • What is your reaction to Mayor La Guardia’s resistance and disgust with pushcart markets?

  • How is the city’s attitude toward street vendors and the struggles faced by the vendors themselves in 1938 similar to and different from the situation in New York today?

  • What do you think the city’s policy should be toward street vendors? Should it restrict the number of vendors using permits and licenses? Should it relax restrictions during the pandemic? Why or why not?

If you want to learn more, The Times cataloged articles from the archive about street vendors in this 2014 article, “New York City vs. Street Peddlers, a Brief History.” It starts with an article from 1903, “War on Fish Peddlers,” and ends with a 2004 article about new laws to regulate street vendors. You can create a timeline and observe how attitudes changed and remained the same over time.


About Lesson of the Day

• Find all our Lessons of the Day in this column.
• Teachers, watch our on-demand webinar to learn how to use this feature in your classroom.’