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What’s Going On in This Picture? | April 7, 2025

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What’s Going On in This Picture? | April 7, 2025

Note: We will host a live-moderated discussion about this photograph on April 7. There will not be live moderation on March 31.


1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. 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.)

3. 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.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

We’ll post more information here by the morning of Friday, April 11. Stay tuned!


More?

See all images in this series or slide shows of 40 of our favorite images — or 40 more.

Learn more about this feature in this video, and discover how and why other teachers are using it in their classrooms in our on-demand webinar.

Find out how teachers can be trained in the Visual Thinking Strategies facilitation method.

Students 13 and older in the United States and Britain, 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.

Dozens of Engaging Ways to Make Media Literacy Meaningful to Teenagers

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Dozens of Engaging Ways to Make Media Literacy Meaningful to Teenagers

Part of being media literate is asking questions of everything you read, watch and hear, including the Times sources we’re suggesting throughout this resource. All media has bias, as charts like this one or this one show, and we regularly remind students to do as this lesson plan from PBS News Hour Classroom suggests and compare how different media treat the same news story. But, since the mission of The Learning Network is to help students learn with Times materials specifically, we are focusing here on our own journalism.

While The New York Times, founded in 1851, is widely recognized as the paper of record in the United States, no “first rough draft of history” is without error, and sometimes the consequences of those mistakes can be momentous. For example, this lesson plan focuses on how The Times and other media reported on the Holocaust in the 1930s and ’40s — coverage that Max Frankel, a former executive editor of The Times, called “the century’s bitterest journalistic failure.” This 2004 piece, written by a group of Times editors, analyzes problematic aspects of the paper’s coverage of news in the two years leading up to the U.S.-led invasion of Iraq. No matter what important 20th- or 21st-century world or national event your students are studying, they might use TimesMachine or the Times archives to analyze how the paper covered what unfolded, what the publication did well and where it may have stumbled.

But we also encourage students to think critically about Times coverage as they read today’s news. For example, as they follow reporting on the second Trump administration, students might want to read this Insider piece in which Times editors address common reader questions about how the paper covers the president. To go further, students might also consider pieces by media critics from outside The Times, such as Margaret Sullivan, who was once the public editor for The Times and now writes for The Guardian and has a Substack newsletter focused on the question “Can journalism save democracy?” Don’t forget, too, that, via our Conversations With Journalists activity, students have the chance to pose their own questions to reporters directly, as many did in this recent discussion with a White House correspondent.

Sometimes, however, the most interesting and accessible critiques come from Times readers. In its commenting standards, The Times explains that it “welcomes strong opinions and criticism of our work.” Students can read those by scanning the daily Letters to the Editor column, or by checking out the thousands of comments left on scores of articles and opinion pieces each day. What did they learn? What might they add if they were to join the conversation? Practicing these critical thinking skills as they read The Times will help students become more savvy consumers of all media — as well as more engaged citizens.

How Important Is a Free Press to Our Democracy? Is It Under Threat?

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How Important Is a Free Press to Our Democracy? Is It Under Threat?

In “Trump and the Press,” published March 3, David Enrich, the business investigations editor for The New York Times, frames the issue this way:

Bashing the press is a time-honored tradition for presidents of both parties. But Trump has gone much further, attacking the very notion of an independent news media, one that will refute his distortions. He wants journalists to parrot his views and face consequences if they don’t.

Mr. Enrich explains:

Trump’s crackdown on the press began almost immediately after he returned to office.

The White House excluded Associated Press reporters from events because the wire service wouldn’t reclassify the Gulf of Mexico as the Gulf of America. It plans to select which reporters and news outlets are part of the press pool that covers the president, a tactic used by authoritarian leaders.

He continues:

For Trump personally, litigation remains a favorite cudgel. Last spring, he sued ABC News for defamation after an anchor erroneously said that Trump had been found liable for rape. (A jury found him liable for sexual abuse.) More recently, he sued CBS and The Des Moines Register, arguing that an edited TV interview and a faulty poll were akin to deceptive advertising. In addition, Trump’s lawyers and aides often threaten news outlets with litigation over critical articles.

Mr. Enrich points out that traditionally, lawsuits like these don’t work:

That’s because a series of Supreme Court decisions, starting with New York Times v. Sullivan in 1964, made it hard for public figures to win defamation cases. The court didn’t want the rich and powerful to be able to use litigation to muzzle the press or stop it from informing the public and exposing abuses. So the justices required public figures to prove that reporters knew what they published was false or acted with reckless disregard for accuracy. That is a high — but not insurmountable — bar.

A recent episode of “The Daily” podcast, “Nixon Dreamed of Breaking the Media. Trump Is Doing It,” explains all of this and describes a further problem: The media environment has radically changed since President Trump was last in office, and now he can easily promote his agenda to tens of millions of people without journalistic fact-checking. Sources like X, owned by Elon Musk, and Joe Rogan’s podcast have become megaphones for the president’s messages, but they amplify them without traditional journalistic rules about grounding information in verifiable facts.

Why does all this matter? How does it affect the health of our democracy?

Let’s Discuss: ‘An Epidemic of Vicious School Brawls, Fueled by Student Cellphones’

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Let’s Discuss: ‘An Epidemic of Vicious School Brawls, Fueled by Student Cellphones’

This will be the last Conversation With Journalists of the 2024-25 school year. If you have used this feature, we would love to hear about your experiences. Please email us at LNFeedback@nytimes.com


Cafeteria melees; students kicked in the head; injured educators: Cellphones are stoking cycles of violence in schools across the United States.

Natasha Singer, a Times technology reporter, writes about the troubling national trend:

Across the United States, technology centered on cellphones — in the form of text messages, videos and social media — has increasingly fueled and sometimes intensified campus brawls, disrupting schools and derailing learning. The school fight videos then often spark new cycles of student cyberbullying, verbal aggression and violence.

For her story, Ms. Singer reviewed more than 400 fight videos from schools in California, Georgia, Texas and a dozen other states. She also conducted interviews with three dozen school leaders, teachers, police officers, pupils, parents and researchers.

Do Ms. Singer’s words resonate with your own experiences? Have you seen a connection between cellphones and cyberbullying, verbal aggression and violence? If so, how is it affecting you and your school community? What should adults — parents, teachers, journalists — understand about this issue that they might be missing?

Join a conversation with Ms. Singer, by posting your questions, thoughts and experiences by April 10.

We will be discussing “An Epidemic of Vicious School Brawls, Fueled by Student Cellphones,” published on Dec. 15, 2024.

We’ll be joined by Natasha Singer, the author of the piece.

She a technology reporter for the business section of The New York Times, who writes about how tech companies, digital devices and apps are reshaping childhood, public schooling and job opportunities.

In her Times bio, Ms. Singer writes: “I am fascinated by the far-reaching ways in which social media platforms, artificial intelligence and other technologies are transforming young people’s lives, educational experiences and career prospects.” She also says, “I’ve learned from experience that the best ideas for stories about tech in schools often come from students and teachers.”

In 2019, Ms. Singer was a member of a Times reporting team whose coverage of tech industry privacy violations won a George Polk Award and was a finalist for a Pulitzer Prize in national reporting.

  • What parts of the article — whether individual lines, paragraphs, photos, quotes or anything else — stand out to you? Why?

  • Do you think it is important to include students’ perspectives in articles about schools? Why? How did Ms. Singer incorporate student voices in the featured article?

  • Is there anything that challenges what you know or thought you knew? What did you learn?

  • What connections can you make between this article and your own life?

  • Is there anything missing from this article that you wish was included? If so, what and why?

  • What questions does this piece raise for you?

  • What would you like to ask or say to the journalists who created it?

  • What would you like to ask or say to other teenagers who are reading this article with you?

  • What other tech-related topics that affect schools and students would you like Ms. Singer and The Times to report on?

  • Focus questions: Is there a connection between school fights and cellphones? What are you seeing in your own school? What do you think could be done to address this troubling national trend?

  • First, read the featured article. Use the questions above to help you reflect on them.

  • Respond in the comments. Be sure to introduce yourself and then share your reactions to what you saw and read. Ask Ms. Singer a question, either about her piece or about her work in general.

  • Post your response by Thursday, April 10. Ms. Singer will begin responding by Monday, April 14.

  • Come back to the conversation to read Ms. Singers’s replies and to respond. What is something she shared that intrigued you? What is something you learned about her reporting process? What questions do you still have?

  • Remember that you can reply to and recommend other students’ comments throughout the two weeks. We hope you’ll keep the conversation going.

  • (Not sure what to ask? Check out this list of more than 20 ideas (PDF) — but don’t feel that you have to stick to them!)


Students 13 and older in the United States and Britain, 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 and may appear in print.

Are you a teacher or student who has feedback on this new feature or would like to suggest a Times piece for future discussion? Please post a comment here.

Helping Digital Natives Overcome Digital Naïveté: Four Steps to Media Literacy

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Helping Digital Natives Overcome Digital Naïveté: Four Steps to Media Literacy

David Nurenberg teaches English at Milton Academy in Milton, Mass.

This piece is part of a collection about news literacy and the role of the press. Find links to dozens of engaging Learning Network activities here, and a related conversation forum for students here.

Do you teach with The Times? Tell us about it here, or browse our full collection of reader ideas.


Helping students develop tools and dispositions for critically evaluating media is more important than ever.

We know, as the Carnegie Foundation says, that these are “foundational, essential skills needed to navigate life in a digital world so that we can participate effectively as a citizen in a healthy democracy.” A 2023 U.S. surgeon general’s advisory even elevated media literacy to a public health concern.

Yet the National Association for Media Literacy Education’s 2024 “State of Media Literacy Education in the U.S.” snapshot reveals that only 18 states require media literacy curricula of any sort, and even then, standards and resources remain inconsistent and often woefully outdated. For example, they focus primarily on print media in a landscape where almost 40 percent of Americans under 30 get their news primarily from TikTok.

Given how targeted disinformation on social media may well have played a decisive role in the outcome of the 2024 presidential election, and how Meta and other social media sites have, since the election, largely eliminated their own fact-checking protocols, the stakes could not be higher.

Too often, however, teachers are left to their own devices to figure out effective strategies for teaching 21st-century media literacy.

The approaches below are the ones I use in my journalism elective for 10th, 11th and 12th graders. Like any good lesson plan, they are partly adapted and synthesized from the work of other educators. I hope you, in turn, will modify and revise them to match your students, environment, constraints and resources.

Distinguishing false news from responsible reporting is easier when you understand the rigorous process that journalists undertake. Learning about that process teaches you the right questions to ask of what you read and see.

I learned the importance of understanding by doing from a science teacher who taught his students about global warming by having them conduct experiments shining heat lamps on bottles. They found that the bottles full of carbon dioxide warmed more quickly and became hotter. He also taught his students about evolution through breeding fruit flies for different traits.

“If they don’t actually see for themselves,” he told me, “then it just becomes an argument about belief. Do you believe what the science textbook tells you, or what a climate change denier or creationist tells you? But science isn’t about where you put your belief. It’s about understanding the world through observation.”

Similarly, assessing the value of news reporting shouldn’t come down to a person’s “belief” in the veracity of The Associated Press vs. Infowars. That’s why I ask my students to conduct actual reporting, research and interviews and, importantly, practice fact-checking.

To create their own news podcasts and TikTok videos, they use The New York Times’s standards and guidelines on integrity as one of their models. The guidelines cover fundamentals like how journalists attribute and present quotations, confirm the veracity of their information and ensure they have reached out to all sides of a complex topic. They study how to conduct polls to assess the student body’s opinion and, through the experience, learn the limitations and pitfalls of such polling. They submit their articles to our school newspaper, and on occasions when it turns out they have gotten something wrong, they send corrections.

Later, when I have them critically analyze news items from their social media feeds, they do so with firsthand experience of the “back end” of journalism. Having now made their own media that follows journalistic best practices, the students see the gulf between the thoroughness of their work and what most other content producers create.

Unattributed quotations, polls without information about sample size, no evident attempts to present a balance of sources — these all now stand out as red flags to the students, not because I told them these were red flags, but because they now know from experience what legitimate journalism actually looks like.

When they actually take offense (“Hey, we had to do all this work — why didn’t they?”), I know the lessons have been successful.

Much of social media’s power lies in the immediacy of visuals, and the tendency for us to instinctively bestow legitimacy on photos or videos. Yet students need to learn that seeing an on-screen image is not the same as seeing something live with their own eyes.

To teach this necessary aspect of media literacy, I invite students to use resources like the Learning Network’s “What’s Going On in This Picture?” series to look at photos that have been stripped of their original captions. Then I have them create two different, often conflicting, interpretations — both of which can be supported by the visual details.

Whether or not either of their analyses matches the actual back story, which I eventually reveal, is less important than my students’ developing an understanding of visual interpretation as a thinking process, not an automatic window to truth.

I also employ Erroll Morris’s work with photo criticism, much of which is available via the Times’s Opinionator blog. Students can see, through Morris’s copious examples, how every photograph is, to some extent, staged — if for no other reason than that additional objects always exist beyond the photo’s frame.

My students use their phones to explore Morris’s adage that “there could always be an elephant lurking just beyond the frame” by snapping photos of scenes at school with both wide-angle and close-up shots. They then explain to the rest of the class what wasn’t captured in each photo, showing how this changes the “story” each photo tells.

We examine some infamous faked photos on Instagram and X, like the melted-looking daisies purportedly the result of the Fukushima nuclear disaster. Yet that image offers no clue as to when or where the photo was actually taken. We also look at the debunked “voter surveillance footage” of people putting ballots in boxes that some 2020 election deniers claim is sufficient evidence of fraud. I want students to replace the “seeing-is-believing” instinct with these questions:

In an era where A.I. can instantly create realistic-looking false or altered photos, Morris would argue that photos were never pure representations of truth to begin with. It’s just that now we need additional strategies for distinguishing the hallmarks of A.I. art, such as looking for extra fingers and limbs or blurred and misspelled words on signage. (Knowing all the while, of course, that A.I. is improving every day, and that these may soon be outdated.)

Fortunately, students are not alone in this quest, which is how we get to the next step.

Best practices in contemporary critical media literacy involve lateral reading, developed at Stanford and highlighted recently on The Learning Network. The process asks, among other things, that we double-check information we read — especially sensationalistic, inflammatory information — to see if other sources have also reported this story and to see what else the author has posted.

Particularly with visual posts on Instagram and X, I ask my students to use Google’s reverse image search or tools like TinEye to see if that same image has appeared in other, perhaps different, contexts besides the one presented. For example, a widely circulated image purported to be of U.S. troops being deployed to Israel is easily traceable to old footage from a military exercise in Romania.

There are, of course, the old standby sites to check with, like Snopes and AFP Fact Check. Poynter’s Teen Fact-Checking Network might appeal to younger students.

A standby of media literacy education has often been that sites with .edu and .gov extensions are inherently reliable, but university research is not free from bias, and the federal government has increasingly revised its websites to prioritize political ideology over facts. Even information from .edu and .gov sites should always be compared with what we can find in the larger ecosystem.

Reputable studies disagree about whether older or younger Americans are more vulnerable to falling for fake news. Diagnostically quizzing your students ahead of planning a media literacy unit is always a good idea so you don’t wind up insulting their intelligence. The University of Cambridge’s MIST (Misinformation Susceptibility Test) is one of several free options, or you could create your own. My students, at any rate, tend to arrive highly suspicious of online news and journalism.

Yet worse than credulity — or perhaps just its flip side — is cynicism. Many of my students have the attitude that nothing in the news can be trusted and that sharing fake news is no big deal because everything is just one big joke. Cynicism can masquerade as skepticism (“You can’t fool me”), but as I tell my students, without the necessary follow-through to find the truth, cynicism is a cop-out.

I share with my class some passages written by Hannah Arendt, the philosopher and political theorist, in which she explains how autocrats often lie clumsily and openly, not “to instill convictions but to destroy our capacity to form any.”

If nothing is ever really provable, Arendt writes, then there is no ground to challenge a dictator, only an endless opposition of “he said / she said,” erasing any concept of moral authority that would give a person the right to challenge the powerful.

It’s a big concept but, with groundwork, one that students can grasp. They know the difference between false gossip and genuine facts in their own lives, and they have lived more than long enough to see authority figures in their homes, schools and communities give flimsy or hypocritical justifications for their actions in order to obscure very real truths. Just a little brainstorming is all it takes for them to produce such anecdotes.

True skepticism presupposes that truth does exist and, furthermore, that it’s worth investing time and energy to find it. Without establishing this fundamental assumption as the “why” behind developing critical media skills, the entire enterprise may be doomed to failure.

Now, as the early weeks of the second Trump presidency have presented Americans with an onslaught of false statements combined with an aggressive attack on the civil servants and institutions that provide accountability, it’s not just cynicism that presents a threat, but also exhaustion.

The rapid pace and overwhelming volume of misinformation is consistent with what the RAND Corporation, describing Russian propaganda, dubbed “the firehose of falsehood.” That fire hose depends upon the power of first impressions and relentless repetition either to convince the public to accept a false reality or, more often, to make them abandon trying to figure out the truth at all.

It is challenging, as RAND puts it, to try to “counter the firehose of falsehood with the squirt gun of truth,” if for no other reason than “it takes less time to make up facts than it does to verify them.” When it comes to educating the public to be efficient, skeptical consumers of information, nothing less than the continued existence of American democracy may be at stake.

For that reason, teaching critical media literacy is every teacher’s job: Librarians, humanities teachers and even science educators have opportunities and tools for taking part. As citizens, we need to push our legislators to add media literacy to state tests, because we know too well that’s the only way teachers will be granted the time to teach it.

Listen: ‘A Turning Point for Ultraprocessed Foods’

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Listen: ‘A Turning Point for Ultraprocessed Foods’

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email transcripts@nytimes.com with any questions.

sabrina tavernise

From “The New York Times,” I’m Sabrina Tavernise, and this is “The Daily.”

[THEME MUSIC]

A new study has found that nearly 3/4 of American adults are now obese or overweight. And there’s been growing concern among politicians, scientists, and consumers about one potential culprit —

archived recording 1

Are ultraprocessed foods to blame for —

archived recording 2

For addiction to sugar and ultraprocessed foods?

archived recording 3

Ultraprocessed foods —

archived recording 4

Ultraprocessed foods —

sabrina tavernise

— ultraprocessed food.

archived recording 5

We are all addicted to eating fast food and ultraprocessed foods, and that is melting our brains in real time, straight up.

sabrina tavernise

Today, my colleague, nutrition writer Alice Callahan, on how these foods came to be such a big part of what we eat and why that’s so hard to change.

[THEME MUSIC]

It’s Friday, December 13.

Alice Callahan, welcome to the show.

alice callahan

Thank you. It’s so good to be here, Sabrina.

sabrina tavernise

So you cover nutrition for “The Times.” And you, as I understand, are uniquely qualified to have this conversation about ultraprocessed foods because you literally have a PhD in nutrition.

alice callahan

I do have a PhD in nutrition. That’s right. So, I started out in academia. I thought that I would be a nutrition scientist. But pretty soon after, I actually decided to transition to science writing because I really wanted to be in a position where I could read the science, talk to the scientists, and then be able to turn around and interpret it for everyday people who are trying to figure out what to eat.

And one of the things that we’ve seen in just the last few years in this field is a real change in the way we talk about food. When I was in graduate school, we were learning all about carbs and fats and protein and vitamins and minerals, and how we break these nutrients down and use them in our bodies. Nobody at that time was talking about how foods were processed. And now, just in the last few years, we’re seeing a lot of attention on how food processing might affect our health and especially this category of ultraprocessed foods.

sabrina tavernise

And tell me about this category. What are ultraprocessed foods exactly?

alice callahan

So ultraprocessed foods are this giant category of products that include kind of anything edible that’s industrially produced; things that you can’t make in your own kitchen if you tried, because you wouldn’t be able to get the ingredients and you don’t have the machinery necessary to make that product.

sabrina tavernise

OK, so these are foods that have really long lists of ingredients, the names of which you kind of don’t understand what they are. Right?

alice callahan

That’s right.

sabrina tavernise

OK, Alice, I went to the grocery store this morning, knowing that you were going to come in and be recording with us. And we have some items here.

alice callahan

OK.

sabrina tavernise

I don’t know if you can see this here. Do you see?

alice callahan

Ring Dings?

sabrina tavernise

Ring Dings. Just a few ingredients — high fructose corn syrup, sodium aluminum phosphate, monocalcium phosphate, preservative sorbic acid, sodium caseinate, polysorbate 60, and dried eggs.

alice callahan

Oh, my goodness. Yeah, that’s definitely ultraprocessed. You knew that. [LAUGHS]

sabrina tavernise

I did. You’re right. That’s why I pulled it off the shelf.

I’m just going to show you, here is Wonder Bread. “Monoglycidities?” Let’s see. Hold on a second. Sugar, calcium peroxide?

alice callahan

It’s — that sounds ultraprocessed to me, Sabrina.

sabrina tavernise

OK, here’s one. Looked healthy to me, and I often eat these things. Yoplait Original, “made with real fruit,” Mountain Blueberry Yogurt. OK, it has blueberries, milk, sugar, gelatin, cornstarch, pectin, natural flavor, vitamin A acetate, and modified food starch.

alice callahan

Yes, so that unfortunately is also ultraprocessed.

sabrina tavernise

Ugh! That is ultraprocessed. OK. So everything in my grocery cart is ultraprocessed, even the yogurt.

alice callahan

Pretty much. Yeah. So that’s one thing about this category, is that it’s so huge. And it includes lots of foods that we may think of and know are not very good for us, like soda and hot dogs and chips and cookies, but also these foods like flavored yogurts.

You can have an unprocessed or a non-ultraprocessed yogurt if it just has the milk and the bacteria starter culture in it. A plain yogurt would not be ultraprocessed. But once you add the flavorings and the various ingredients that give it that creamy texture, it becomes ultraprocessed.

A packaged big-brand whole wheat bread would also be ultraprocessed, probably because it has a few ingredients in it, like emulsifiers, that are important for the texture.

sabrina tavernise

And Alice, what’s the universe here? How much of our food is ultraprocessed here in America?

alice callahan

Yeah, so here in the US, about 70 percent of our food supply would be classified as ultraprocessed.

sabrina tavernise

70 percent? 7-0?

alice callahan

That’s right. Yeah.

sabrina tavernise

OK. So here’s my question for you. Most people, I think, would acknowledge that ultraprocessed foods are kind of bad. Now, of course, you make the point that it’s a huge category, but lots of what’s in ultraprocessed foods isn’t really something that we think generally we should be putting a lot of into our bodies. But it’s everywhere. So why have these foods been allowed to proliferate like this? What is driving this kind of expansion of these foods?

alice callahan

So that’s a great question. I think part of the answer is a business story. There’s also a science part of it as well. I think the reason why these foods have come to dominate the marketplace is that they’re made to be really convenient, they’re shelf-stable, they’re pretty inexpensive.

archived recording 6

Get the feel of wholesome refreshment with an ice-cold bottle of Coca-Cola.

alice callahan

We saw them starting to enter the scene, early 1900s, really take off post-World War II.

archived recording 7

Serve Campbell’s Cream of Vegetable soup.

alice callahan

A lot of them allow us to create meals in just a few minutes. And so they’ve been very useful for people. And by the late 1980s —

archived recording 8

Let go my Eggo. Eggo waffles from Kellogg’s.

alice callahan

— ultraprocessed foods were already about 60 percent of our food supply.

sabrina tavernise

Wow. Already by the ‘80s, they were 60 percent.

alice callahan

Yeah. And if you grew up in the ‘80s —

archived recording 9

With Lunchables lunch combinations from Oscar Meyer, you’re —

archived recording 10

The peanuttier “Jif-erence” in Jif.

archived recording 11

(SINGING) Squeeze it, squeeze it; Squeezit fruit drink.

alice callahan

— a lot of us can look back and say, like, yeah, these foods were around at that time.

archived recording 12

Reese’s Pieces, the winning combination.

alice callahan

But something about the foods also changed in the 1980s and ‘90s. And this is something that we’re just starting to understand.

What happened was that tobacco companies — RJ Reynolds, Philip Morris — bought up a lot of food companies. And they maybe did that because regulators were cracking down on the tobacco industry, and they were diversifying their holdings a little bit. But yeah, they started buying companies like Nabisco and Kraft.

And scientists have found that when they look at the food brands that were owned by tobacco companies, the foods that were coming out of those companies looked really different from the other brands that were made by other companies.

sabrina tavernise

In what way?

alice callahan

So the tobacco-owned products were much more likely to be something that scientists call hyperpalatable.

sabrina tavernise

And what’s hyperpalatable?

alice callahan

So this is a term that was defined by addiction scientists to describe a food that has high levels of at least two nutrients. It’s either high fat and high salt, or high carbohydrate and high salt, or high fat and high sugar, so these pairs of nutrients. Like you wouldn’t normally find a food in nature or an unprocessed food that is high in two of those nutrients at the same time.

And scientists think that when we eat a food that’s hyperpalatable, it just makes it harder for us to stop eating it. We want it more, and we reach back into the package of Oreos for another cookie. And not all ultraprocessed foods are hyperpalatable. These are two different terms, but they overlap a lot.

And what you see in the 1980s and 1990s is that more and more of these ultraprocessed foods were also hyperpalatable. And that seemed to be driven by the tobacco companies. They were maybe a little bit ahead of the other companies in cracking that hyperpalatability code. But by the 2010s, basically all of the food companies get on board and bring their products up to speed.

sabrina tavernise

So tobacco companies kind of originally were the pioneers here, bringing us, it sounds like, highly addictive food, kind of like cigarettes.

alice callahan

Yeah, there do seem to be some parallels there.

archived recording 13

[NON-ENGLISH SPEECH]

archived recording 14

[NON-ENGLISH SPEECH]

alice callahan

And they take off, not just in the US, but all around the world.

archived recording 15

[NON-ENGLISH SPEECH]

archived recording 17

Coca-Cola Free.

archived recording 18

[NON-ENGLISH SPEECH]

archived recording 19

— at Burger King.

alice callahan

We see more and more of these foods entering the food supply.

archived recording 20

Doritos Wasabi, [NON-ENGLISH SPEECH]

archived recording 21

Cheetos, [NON-ENGLISH SPEECH]

alice callahan

And meanwhile, obesity rates are also rising. So in the US, for example, our childhood obesity rates have tripled since the 1970s.

sabrina tavernise

Tripled?

alice callahan

Right. So it’s become a huge problem. And we see the same thing happening in countries all around the world, although we may be a leader in this regard. And so this is where we turn from a story about the business of food to a story about health and science because scientists are alarmed.

They’re scrambling to figure out why people around the world are gaining weight. Is it that we’re not getting enough exercise? Or is it our nutrition? Are we consuming too many carbohydrates or too much fat or not enough protein?

But there’s this one scientist in Brazil, named Carlos Monteiro, who starts to look at this question a little bit differently. In his country, he notices that people are consuming less traditional foods like rice and beans, and more foods like instant noodles and sausages. And so in 2009, he is the one who actually coins this term, “ultraprocessed food,” and he creates a system to foods from unprocessed to ultraprocessed.

And so in creating this definition, Carlos Monteiro and his colleagues are now able to quantify how much of the food system is coming from these foods and how has it changed over time. And that allows them to study whether or not it’s linked to obesity. And they find indeed in Brazil, as ultraprocessed food consumption goes up, so does obesity.

Other scientists around the world are like, oh wow, this is an interesting way of looking at diet and health. And they start to see the same link between ultraprocessed foods and obesity, as well as other chronic conditions like type 2 diabetes and cardiovascular disease, some types of cancer.

And so this appears to be kind of a major breakthrough in our understanding of diet and health. But proving that ultraprocessed food is causing those health conditions turns out to be a lot trickier than you might imagine.

[MUSIC PLAYING]

sabrina tavernise

Alice, I bit into my Ring Ding.

alice callahan

How is it?

sabrina tavernise

(LAUGHING) It’s really good.

It is hyperpalatable, like uber hyper.

[MUSIC PLAYING]

We’ll be right back.

So, Alice, what do you mean when you said it was harder than you’d think to prove that ultraprocessed foods cause obesity and other health problems?

alice callahan

Well, this is the eternal challenge of studying nutrition and health. Right? You can observe a large number of people. You can look at how they eat, and you can look at what health conditions they develop or whether they develop obesity. But proving that it’s the food that causes those conditions is really challenging.

sabrina tavernise

In other words, just because people are becoming more obese over time, and as a result, suffering from diseases like type 2 diabetes, that doesn’t necessarily mean that it’s the ultraprocessed foods that’s causing that obesity rise.

alice callahan

That’s exactly right. Diet is really complicated. And then food is just like one of the things that can affect our health, right? And you can imagine that people who rely more on ultraprocessed foods might also be the same people that are getting less sleep and maybe exercising less, or they’re under more stress, or they’re experiencing more poverty or discrimination or less access to health care. All of these other factors might contribute to someone’s health over the long term.

sabrina tavernise

So, Alice, how do you isolate the driver of worse health, then? How do you go about doing that?

alice callahan

So for that, you really need a different kind of study. You need a clinical trial. In a perfect world, you can imagine if you took a large group of people and you randomly divided them into two groups and had one group consuming a diet full of ultraprocessed foods and another group consuming a diet full of unprocessed foods, and you would keep them all living in the same conditions and track them for years and see who develops obesity, who develops type 2 diabetes, that kind of study is obviously really hard to do over the decades that it takes to develop a chronic health condition.

sabrina tavernise

Wait. You’re not really going to say, hey, 10,000 people, come live in my lab for 10 years, and I’m going to control everything, and you’re going to eat exactly the same thing as that guy?

alice callahan

That’s exactly right. What you can do, though, is a trial kind of like that, but for a much shorter amount of time. And so there was this small study conducted by a researcher named Kevin Hall. And what he did was recruit 20 adults to come and live at the National Institutes of Health for a month. And each of those study subjects, during their month-long stay at the NIH, spent two weeks consuming a diet that was made up of unprocessed foods and two weeks consuming a diet made up of ultraprocessed foods.

These diets, they were actually very carefully designed by research dietitians so that they were matched in the number of calories on the plate, the amount of carbohydrates, the amount of fat, the amount of sugar, the amount of sodium. So they really wanted to try to isolate this ultraprocessed factor from the actual nutrition provided in these meals. And they told the study participants that they could consume as much or as little as they wanted of these foods that were placed in front of them.

sabrina tavernise

So what happened? What did the study end up finding?

alice callahan

Well, I think I should say first, too, that Kevin Hall went into this study thinking that they would find no difference in how much people consumed or whether or not they gained weight during their time at the NIH. Because the diets were so carefully matched for nutrition, he thought that was the thing that really mattered, and there wasn’t really anything to this ultraprocessed concept affecting people’s food consumption or health.

But what he found shocked him and shocked, I think, a lot of people. He found that while people were on the ultraprocessed diet, they gained 2 pounds in two weeks, and they ate 500 more calories per day than they did when they were on the unprocessed diet without even realizing it. Like, they had no idea that they had consumed more food.

So it’s a short-term study. You don’t know if that amount of overconsumption of calories and weight gain might continue if the study went longer than that. But in that short amount of time, you see this really striking difference in how people responded to these very different types of meals. It is very clear that people ate more calories than they needed when they were served these ultraprocessed meals.

sabrina tavernise

OK, so in a controlled environment, in the perfect scenario, which Kevin Hall created, it is true that people do eat more calories and do gain weight from these ultraprocessed foods. But do we know exactly why they do, Alice?

alice callahan

We don’t. Kevin Hall is currently conducting a second trial to try to tease that out, and he’s testing a few different ideas. One goes back to that hyperpalatability concept. So maybe it’s the fact that these foods are more likely to have these pairs of nutrients that light up our brains in rewarding ways and want us to come back and consume more.

Another is that ultraprocessed foods tend to pack more calories in per bite, and so you might just subconsciously consume more of them because they take up less space in your gut than an unprocessed food. If you can make ultraprocessed foods that aren’t hyperpalatable and don’t pack as many calories in per bite, then people do seem to consume less of them. So that’s what’s giving us some hints as to what is going on.

sabrina tavernise

These foods are being designed to make us want to eat them and want to eat more of them.

alice callahan

Yeah. It certainly seems to be the case. And there’s another thing about ultraprocessed foods that I think scientists worry about, and many of us worry about, too, is that they contain all of these ingredients that we can’t pronounce. And it turns out many of them, we don’t have a great grasp on how they affect our bodies.

We have some small studies that show, for example, that artificial food dyes maybe affect children’s behavior. Artificial sweeteners maybe change our microbiomes. Some of these other ingredients maybe increase inflammation levels in our bodies. This is really emerging science, but it kind of adds to the accumulated concerns about these industrially made foods.

sabrina tavernise

OK. You should have told me that before the Ring Ding.

alice callahan

[LAUGHS]: Sorry, Sabrina.

sabrina tavernise

OK, so we know that ultraprocessed foods can cause weight gain, at least according to this small study, and we’re starting to get more research to understand why that happens. But why has it taken so long to get to this point?

alice callahan

That’s another great question. I mean, nutrition science has been chronically kind of notoriously underfunded by the government. So a lot of nutrition research actually ends up being sponsored by food companies and industry groups themselves. You can imagine that this has not been top of the list for food companies to investigate these effects.

In the United States, about 5 percent of the National Institutes of Health budget goes towards nutrition research. And I think there’s a growing recognition that we may need to invest more in understanding this issue if we’re going to wrap our heads around what the problem is with these foods and what we could do about it.

sabrina tavernise

What does that growing recognition look like? What’s happening?

alice callahan

Well, I think scientists will always say, we need more research. But we’re seeing countries around the world who are saying, we know enough to start taking action, and we can’t really afford to just let things continue as they are. So we’re seeing countries, for example, putting prominent warning labels on ultraprocessed foods, or at least certain ultraprocessed foods, like big stop signs that clearly say on the front of the package, this is not a healthy choice.

We’re seeing countries limit marketing of ultraprocessed foods to children. We’re seeing them get ultraprocessed foods out of school meals. But here in the United States, when I talk to experts about these types of policies, a couple years ago, they said it seems unlikely that a lot of those policies would really take off in the United States because we have a very strong food lobby.

But things are really shifting, I think, in this conversation. We saw it during the presidential campaign. Robert F. Kennedy Jr. campaigned pretty heavily for himself and then for Trump on this idea of making America healthy again. And he talked a lot about ultraprocessed foods and the effects that they’re having on children’s health. And I think you saw that resonate with a lot of people. And politicians on both sides of the aisle are taking an interest in this.

There was a hearing in the Senate last week where there were no senators who defended Big Food. It was kind of like, yeah, ultraprocessed foods are a problem, and we need to change something in this country.

sabrina tavernise

OK, Alice, here’s the part in the podcast where I ask you how you think about these foods because you’re the expert. I want to probably try to avoid a lot of these foods, and I want to know how you think about doing that, given that they’re kind of everywhere.

alice callahan

Yeah, I think it’s really tough. And we are, again, talking about 70 percent of the food supply. And a lot of these foods I, as a parent, do rely on, things like breakfast cereal, Honey Nut Cheerios, my kids eat occasionally.

But here’s what I would say. We’re still learning a lot. And one of the things we really don’t know is whether or not all of these foods in this huge category of ultraprocessed foods are bad for us. Like, just because they’re industrially produced, are they unhealthy? Probably not. And we’re talking about a category that includes everything from soda to whole wheat bread.

So the way I think about them is I’m looking at sort of degrees of ultraprocessing. Like if it’s a whole wheat bread, that the only thing that makes it ultraprocessed is the inclusion of one food additive that I don’t recognize, I’m less concerned about that. I think try to sort out the worst offenders, which are sugary drinks, ultraprocessed meats like hot dogs and chicken nuggets, and then foods that obviously don’t provide us with very much nutrition and are difficult to stop eating. Those are my kind of red flags for the ultraprocessed foods I’m going to try to avoid.

sabrina tavernise

Thinking about the future of this problem, Alice, I wonder if an analogy is the tobacco companies in the beginning of the conversation and the cigarette industry, right? That back in the beginning, the industry was incredibly well-funded. It was very difficult for scientists to prove that cigarettes were, in fact, bad for you. But eventually, they did, and eventually, they were regulated. And I wonder in some way if ultraprocessed food might also follow that same trajectory, but just be at the beginning of it right now.

alice callahan

Yeah, I think that’s quite possible. I’m seeing more and more addiction scientists who traditionally have studied substances like tobacco and alcohol now turning their attention to foods —

sabrina tavernise

Interesting.

alice callahan

— and trying to really understand the potentially addictive nature of foods. But it’s a bit harder with food, right? Because we don’t need cigarettes, and we can isolate from cigarettes the addictive substance, which is nicotine.

Food is different. Like, we all need to eat, and ultraprocessed foods are convenient and feed many of us with the calories that we need every day. So proving that there’s an addictive nature to some foods is a bit more challenging. But there are a lot of scientists now who have taken an interest in that and are working on it. So I think we may be moving in that direction.

And there is a growing sense that this helps us make sense of the problem that we’re facing. This rise in obesity, for a long time it’s been talked about as a personal failing, like people are not exercising enough and they’re eating too much. And if we’re talking about living in an environment where we’re surrounded by foods that are difficult to stop eating because they’ve been engineered that way, it sort of changes the way you think about the problem and opens the door, I think, for more solutions.

Like if we could change the environment so that it’s not so saturated with foods that are hard to stop eating, then we may have a chance of turning the tide on obesity.

[MUSIC PLAYING]

sabrina tavernise

Alice, thank you.

alice callahan

Thank you, Sabrina.

[MUSIC PLAYING]

sabrina tavernise

We’ll be right back.

Here’s what else you should know today. On Thursday, President Biden said that he was commuting the sentences of nearly 1,500 people and pardoning 39 people in a sweeping act of clemency during his final weeks in office. The White House said that it was the largest number of commutations by an American president in a single day. The commutations affect those who have been released from prison and placed in home confinement during the coronavirus pandemic. The pardons are for people who were convicted of nonviolent crimes, including drug offenses.

As a Senator, Biden had championed a 1994 crime bill that many experts say fueled mass incarceration. He has since expressed regret for supporting that legislation, and he committed during the 2020 campaign to addressing the long drug sentences that resulted. The announcement came two weeks after Biden issued a pardon for his son, Hunter, a decision that was harshly criticized by both Republicans and Democrats.

A quick reminder to catch a new episode of “The Interview” right here, tomorrow. This week, Lulu Garcia-Navarro talks with travel guru Rick Steves about why he spent his life encouraging Americans to get outside their comfort zones.

rick steves

You just feel so good. And you just feel like this world is such a beautiful place, and it’s filled with beautiful people, and nature is so fragile, and it’s just such a delight and a blessing. It changes you.

sabrina tavernise

Today’s episode was produced by Alex Stern, Sydney Harper, and Rikki Novetsky, with help from Olivia Natt and Michael Simon Johnson. It was edited by Lisa Chow and Chris Haxel, contains original music by Dan Powell and Marion Lozano, and was engineered by Chris Wood. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

[THEME MUSIC]

That’s it for “The Daily.” I’m Sabrina Tavernise. See you on Monday.

A Baby and Pointing Fingers

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A Baby and Pointing Fingers

What do you think this illustration is communicating? How does it relate to or comment on society or current events? Can you relate to it personally? What is your opinion of its message?

Tell us in the comments, and then read the related Opinion essay to learn more.


Students 13 and older in the United States and Britain, 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 and may appear in print.

Find more Picture Prompts here.

Word of the Day: quizzical

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Word of the Day: quizzical

The word quizzical has appeared in 21 articles on NYTimes.com in the past year, including on Oct. 4 in the essay “What Does College Football Have to Do With College?” by John Branch:

Even if we dismiss the debate over playing brain-breaking games at institutions tasked with making people smarter (which we collectively do, it seems), does a multibillion-dollar sports enterprise, attached to American universities, make any sense?

These questions, asked of friends before Colorado’s homecoming game, were met with quizzical looks that said, “You OK?”

Can you correctly use the word quizzical in a sentence?

Based on the definition and example provided, write a sentence using today’s Word of the Day and share it as a comment on this article. It is most important that your sentence makes sense and demonstrates that you understand the word’s definition, but we also encourage you to be creative and have fun.

If you want a better idea of how quizzical can be used in a sentence, read these usage examples on Vocabulary.com. You can also visit this guide to learn how to use IPA symbols to show how different words are pronounced.

If you enjoy this daily challenge, try our vocabulary quizzes.


Students ages 13 and older in the United States and the United Kingdom, and 16 and older elsewhere, can comment. All comments are moderated by the Learning Network staff.

The Word of the Day is provided by Vocabulary.com. Learn more and see usage examples across a range of subjects in the Vocabulary.com Dictionary. See every Word of the Day in this column.

Do You Like Talking on the Phone?

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Do You Like Talking on the Phone?

When was the last time you made a phone call? Who was it to? What was it for?

Is dialing a number so rare for you that doing so brings on nerves and anxiety? Or do you make phone calls all the time, so it’s no big deal?

For many, phone calls have fallen out of fashion. Two articles, one from a teenager and one from a New York Times writer, explore why we’ve stopped picking up the phone — and why we should start again.

In “Teens and Phone Phobia,” a runner-up in our Student Editorial Contest, Madeleine Krieger writes about teenagers’ fear of the phone:

Some people fear sharks. Or snakes. Or heights. My peers and I fear … phone calls.

Talking to an actual human being can be terrifying. Parents make our important calls: to doctors and dentists. Our terror of the telephone makes us just fine with that arrangement. One mom writing in Your Teen magazine shares, “My 18-year-old will do anything to avoid talking on the phone. When she had to return a phone call recently, she freaked out so badly she hung up.”

Most teens believe that phone calls are passé. After all, “the average American spends 26 minutes a day texting, and only 6 talking on the phone” (Fast Company). We don’t call; we text. In past generations, teens would tie up the family landline for hours talking to their friends. Now, a Snapchat or a quick text does the job. There can even be a feeling of annoyance when we are with friends, and someone interrupts with a call that could have very well been a text.

In “Love Letters,” a recent edition of The Morning Newsletter, Melissa Kirsch writes about what we’ve lost by abandoning phone calls and other “slow” communication like letters and emails:

A few weeks ago, I placed a phone call to a friend without warning, someone I’d never spoken on the phone with before. It felt a little reckless, a little rude, which made me want to do it even more, because it seems ridiculous that calling someone should be in any way controversial. It should feel wonderful that someone wants to hear your voice, that they were thinking of you and wanted to connect.

While I have a few people that I speak to on the phone regularly, most people I consulted view an unbidden phone call as hostile. They assume there’s an emergency if they get a call from someone with whom they don’t have a regular phone relationship.

My recent surprise phone call was awkward, as I suspected it might be. People used to have the bandwidth to receive phone calls from anyone at any time, even without caller ID. That skill set has vanished, replaced perhaps by the ability to process multiple group texts blowing up at once. Now, even if it’s someone you are happy to hear from, a surprise call feels a little like someone popping by unannounced in the middle of the night.

There are lots of ideas for how to break phone addiction, but not as many for how to regain the romance of what I’m coming to think of as the slow-comms era, the second half of the 20th century when the phone and the mail were our main means of long-distance communication. The ache at the sight of an empty mailbox was, in my memory, more than balanced out by the ecstasy at the letter that finally arrived.

It isn’t just the sane cadence of correspondence that we’re missing now, though; it’s the care and attention we gave to it. We sat down and wrote letters and emails. We may have been cooking dinner or folding laundry while we talked on the phone, but we were literally on the hook for the length of the call. Our communication required presence and continued focus on the other person.

Students, read both articles and then tell us:

  • Do you experience the kind of “phone phobia” Madeleine describes in her essay? Do you get anxious about making calls? Are you surprised when your phone rings out of the blue?

  • What is your preferred mode of communication? Texts, Snapchats, voice notes, phone calls or something else? Why?

  • What do you think about Ms. Kirsch’s longing for a return to phone calls, emails and letters? Do you wish those “old-fashioned” modes of communication would make a comeback? Are you inspired to make more phone calls or write letters yourself?

  • Do you experience an unexpected phone call as rude? What “rules” for communication do you and your friends follow? Do you ever find them exhausting to keep track of?

  • Ms. Kirsch says we’ve lost phone skills like “phone-call readiness and entertaining voice mail delivery.” Madeleine argues that teens need to learn them so they “can be prepared for careers in the real world.” How important do you think phone skills are today? How sharp are yours? How might you start to improve them if you wanted to?

  • Ms. Kirsch writes that we have to be more present when talking on the phone. And when Madeleine experimented with a phone call to a friend, she discovered that “Hearing each other’s voices and laughing rather than sending an ‘LOL’ or emoji gave us a greater connection than texting ever could.” What lessons do you think phone calls can offer us about how to be better communicators? How might you apply those lessons in your own life?


Students 13 and older in the United States and Britain, 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 and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Rubik’s Cube

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Rubik’s Cube

Do you like puzzles? Crossword puzzles? Wordle? Jigsaw puzzles? Sudoku? Brainteasers? Riddles?

Or, do you find them needlessly frustrating?

Have you ever tried to solve a Rubik’s Cube, the iconic 3×3 twist puzzle with 43 quintillion colorful combinations? Did you ever successfully complete one — or at least get a whole side to be one solid color?

Max Park, featured in the GIF above, is a longtime speedcubing world record holder, with a best official time of 3.13 seconds. “It’s like playing chess at the speed of Ping-Pong,” his father said.

What’s your reaction to the video and Mr. Park’s skill and blinding speed?

What’s your favorite kind of puzzle — and why? What do you find most compelling or fun about it?

Tell us in the comments, and then read the article “Don’t Think, Just Solve” to learn more about how Mr. Park solves a Rubik’s Cube in just 66 moves.


Students 13 and older in the United States and Britain, 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 and may appear in print.

Find more Picture Prompts here.