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Why Does the Right to Protest Matter?

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Why Does the Right to Protest Matter?

In “In Prison or Out, Navalny Was the Thorn in Putin’s Side,” Anton Troianovski writes:

The death of Russia’s most prominent opposition leader, Aleksei A. Navalny, at a remote Arctic prison on Friday ended one of the most audacious political careers of modern times and left wartime Russia without its most charismatic antiwar voice.

Mr. Navalny, whose death was reported by Russian authorities, stood as the most outspoken critic of President Vladimir V. Putin for more than a decade, harnessing broad opposition to the Russian leader more successfully than any other foe of the Kremlin. After surviving a poisoning widely seen as the Kremlin’s doing in 2020 and recovering in Germany, Mr. Navalny returned to Russia in 2021, and was immediately arrested.

But Mr. Navalny, a joking, gregarious, straight-talking former real estate lawyer, stayed relevant even from prison, publishing Instagram posts via messages relayed by his lawyers that were at once humorous and outraged. He pleaded with Russians not to give up or give in to their fears, and railed against the “criminal” war in Ukraine, which he said would bring the “continued impoverishment of Russian people.”

The reports of his death stunned his supporters and politicians around the world. Mikhail Vinogradov, a Moscow political analyst, described it as the most shocking death of a Russian politician in the country’s post-Soviet history. Russians gathered for impromptu vigils in cities around the world, while images of people laying flowers at memorial sites in Russian cities ricocheted across social media.

In “With Prison Certain and Death Likely, Why Did Navalny Return?” Neil MacFarquhar writes:

There was one question that Russians repeatedly asked the opposition leader Aleksei A. Navalny, who died in a remote Arctic penal colony on Friday, and he confessed that he found it a little annoying.

Why, after surviving a fatal poisoning attempt widely blamed on the Kremlin, had he returned to Russia from his extended convalescence abroad to face certain imprisonment and possible death? Even his prison guards, turning off their recording devices, asked him why he had come back, he said.

“I don’t want to give up either my country or my beliefs,” Mr. Navalny wrote in a Jan. 17 Facebook post to mark the third anniversary of his return and arrest in 2021. “I cannot betray either the first or the second. If your beliefs are worth something, you must be willing to stand up for them. And if necessary, make some sacrifices.”

That was the direct answer, but for many Russians, both those who knew him and those who did not, the issue was more complex. Some of them considered it almost a classical Greek tragedy: The hero, knowing that he is doomed, returns home anyway because, well, if he didn’t, he would not be the hero.

Mr. Navalny’s motto was that there was no reason to fear the authoritarian government of President Vladimir V. Putin. He wanted to put that into practice, Russian commentators said, and as an activist who thrived on agitation, he feared sinking into irrelevancy in exile. The decision won him new respect and followers as he continued to lambast the Kremlin from his prison cell, but it also cost him his life.

Students, read one or both articles and then tell us:

  • What is your reaction to Mr. Navalny’s death, and to the crushing of dissent in Russia? Why do you think his death has inspired such strong reactions, both in Russia and around the world?

  • How important is the right to protest — and especially, protest against one’s government? Have you ever participated in a protest? If so, what did it mean to you? If you live in a place where you can freely protest, do you take that right for granted?

  • How do you make sense of Mr. Navalny’s decision to return to his homeland after he was poisoned? Do you agree with his assertion that we must be willing to stand up and make sacrifices for our beliefs?

  • What other voices of dissent (people who have stood up to advocate a better world), from the past or present, do you admire? Why do you admire them?

  • What, if anything, are you willing to stand up for — even if it might mean sacrificing something? Tell us about a time when you stood up for your beliefs in a big or small way.

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.

Our 11th Annual 15-Second Vocabulary Video Challenge

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Our 11th Annual 15-Second Vocabulary Video Challenge

Simran Kannughatta chose to make a 15-second vocabulary video about the word “erroneous” — one of our top 11 winners from last year.

Do you love the magic of words? Do you enjoy showing off your vocabulary — or finding new ways to expand it? And do you appreciate brevity — keeping things short and sweet?

If you answered yes to any of these questions, then consider entering our Vocabulary Video Contest. We invite students ages 13 to 19 to create a 15-second video that teaches one of our recent Words of the Day (published between June 1, 2023 and Feb. 28, 2024).

Although the video submissions are short — just 15 seconds and under — we are always surprised and thrilled to see what students can do in such a small amount of time with a single word.

Take a look at the full guidelines and related resources below. Please post any questions you have in the comments and we’ll answer you there, or write to us at LNFeedback@nytimes.com. And, consider hanging this PDF one-page announcement on your class bulletin board.

Create a 15-second (or shorter) video that defines or teaches a word published in our Word of the Day column during this school year. Your video can be funny or serious, animated or performed, but you will need to 1) clearly pronounce your word aloud, 2) define it and 3) give the part of speech. Here are the guidelines:

  • Choose a word. This year we’ve added a new requirement: You can work only with words published in our Words of the Day column between June 1, 2023, and Feb. 28, 2024. (Here’s a PDF of over 170 words from which you can choose.)

  • Pronounce the word aloud, define it and identify the part of speech. You have to pronounce the word aloud in the video (students who are deaf can use fingerspelling as a way to address the pronunciation requirement); the definition and part of speech can be written or said aloud.

    Please don’t forget: Every year, we have to disqualify many participants who fail to heed these three rules.

  • Your video should be no more than 15 seconds, but it can be shorter. Please double check the video length.

  • The video should be appropriate for a Times audience.

  • Your video should help viewers understand and learn your word. You can act the word out, animate it, use puppets, draw, sing a song, create a dance, incorporate photographs, create a Claymation or do anything else.

In addition to the guidelines above, here are a few more details:

  • You must be a student age 13 to 19 in middle school or high school to participate, and all students must have parent or guardian permission to enter. Please see the F.A.Q. section for additional eligibility details.

  • Work alone, with a partner or in a group.

  • Only one submission per student. If you submit as part of a group, you cannot enter separately as an individual.

  • Be sure to use only sound effects or music that are not copyright protected. If you incorporate music or sound effects in your video, consider creating your own. Or, if you want to use royalty-free music and sound effects, such as those found on sites like Freesound or SoundBible, be sure to follow the attribution instructions for how to give proper credit.

  • If you use any sounds or music that is not your own, please list your sources in the entry form. You can include the URL of the web page from which you downloaded the sound or music and provide any necessary attribution.

  • You must also submit a short, informal “artist’s statement” as part of your submission, that describes your process. These statements, which will not be used to choose finalists, help us to design and refine our contests. See the F.A.Q. to learn more.

  • Submit your entry by uploading a video file via the form at the bottom of this page (or have an adult do so on your behalf). We are not allowing YouTube links.

  • All entries must be submitted by March 27, 2024, at 11:59 p.m. Pacific Time using the contest form at the bottom of this page.

Here are useful resources so teachers and students can begin planning for this contest:

Answers to your questions about writing, judging, the rules and teaching with this contest. Please read these thoroughly and, if you still can’t find what you’re looking for, post your query in the comments or write to us at LNFeedback@nytimes.com.

QUESTIONS ABOUT VOCABULARY VIDEOS

What is a vocabulary video?

Vocabulary videos aren’t an original idea — in fact, we came up with the idea for this contest back in 2013 after we saw an English teacher, Brett Vogelsinger, post on Twitter that he’d had his students make “Vocabulary Vines.” (Remember Vine?)

There are many different ways to make them and use them in the classroom. For our original contest, we were inspired by the work of Bridget Dalton, a professor who had written extensively about developing vocabulary through multimodal expression. In this piece, she points out that “language learning is social — we learn with and about vocabulary as we experience it in specific contexts.”

That, in a nutshell, is what this contest is all about: taking a word and putting it in a context that helps both the maker and the audience understand the word. But what we hear from teachers is that it’s hard not to have fun along the way.

QUESTIONS ABOUT JUDGING

How will my video be judged?

Your video will be watched by Learning Network staff members and educators from across the United States. We will use this rubric to judge entries.

What’s the prize?

Having your video featured on The Learning Network.

When will the winners be announced?

About two months after the contest has closed.

My video wasn’t selected as a winner. Can you tell me why?

We receive over 1,000 entries annually for this contest, so, unfortunately, our team does not have the capacity to provide individual feedback on each video.

QUESTIONS ABOUT THE RULES

Who is eligible to participate in this contest?

This contest is open to students ages 13 to 19 who are in middle school or high school around the world. College students cannot submit an entry. However, high school students (including high school postgraduate students) who are taking one or more college classes can participate. Students attending their first year of a two-year CEGEP in Quebec Province can also participate. In addition, students age 19 or under who have completed high school but are taking a gap year or are otherwise not enrolled in college can participate.

The children and stepchildren of New York Times employees are not eligible to enter this contest. Nor are students who live in the same household as those employees.

Why are you asking for an Artist’s Statement about our process? What will you do with it?

All of us who work on The Learning Network are former teachers. One of the many things we miss, now that we work in a newsroom rather than a classroom, is being able to see how students are reacting to our “assignments” in real time — and to offer help, or tweaks, to make those assignments better. We’re asking you to reflect on what you did and why, and what was hard or easy about it, in large part so that we can improve our contests and the curriculum we create to support them. This is especially important for new contests, like this one.

Another reason? We have heard from many teachers that writing these statements is immensely helpful to students. Stepping back from a piece and trying to put into words what you wanted to express, and why and how you made artistic choices to do that, can help you see your piece anew and figure out how to make it stronger. For our staff, they offer important context that help us understand individual students and submissions, and learn more about the conditions under which students around the world create.

Who can I contact if I have questions about this contest or am having issues submitting my entry?

Leave a comment on this post or write to us at LNFeedback@nytimes.com.

QUESTIONS ABOUT TEACHING WITH THIS CONTEST

I’m a teacher. What resources do you have to help me teach with this contest?

The best resource we have for teachers are the winning videos from past years. You can find many in this compilation post or in our YouTube playlist, but if you would like to access them all, here are our 2023, 2022, 2021, 2020, 2019, 2018, 2017, 2016, 2014 and 2013 winners, though some of the videos on our older platform can no longer be viewed.

Do my students need a New York Times subscription to access these resources?

No, all of the resources on The Learning Network are free.

We will add the submission form here on or before Feb. 28, when the contest opens.

How Involved Do You Expect Your Parents to Be in Your Adult Life?

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onlinefreecourse
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How Involved Do You Expect Your Parents to Be in Your Adult Life?

When you imagine adulthood, do you picture your parents still playing a big role in your life? Or do you hope to be largely self-sufficient?

American parenting has become more involved — requiring more time, money and mental energy — not just when children are young, but well into adulthood.

The popular conception has been that this must be detrimental to children — with snowplow parents clearing obstacles and ending up with adult children who have failed to launch, still dependent upon them.

But two new Pew Research Center surveys — of young adults 18 to 34 and of parents of children that age — tell a more nuanced story. Most parents are in fact highly involved in their grown children’s lives, it found, texting several times a week and offering advice and financial support. Yet in many ways, their relationships seem healthy and fulfilling.

Nine in 10 parents rate their relationships with their young adult children as good or excellent, and so do eight in 10 young adults, and this is consistent across income. Rather than feeling worried or disappointed about how things are going in their children’s lives, eight in 10 parents say they feel proud and hopeful.

“These parents, who are Gen X, are more willing to say, ‘Hey, this is good, I like these people, they’re interesting, they’re fun to be with,’” said Karen L. Fingerman, a professor at the University of Texas at Austin who studies adults’ relationships with their families.

As for the adult children, she said, “You get advice from a 50-year-old with life experience who is incredibly invested in you and your success.”

Also, these close relationships don’t seem to be holding back young people from reaching certain milestones of independence. Compared with their parents as young adults in the early 1990s, they are much more likely to be in college or have a college degree, Pew found. They are somewhat more likely to have a full-time job, and their inflation-adjusted incomes are higher. (They are much less likely, though, to be married or have children.)

Experts say contemporary hyper-intensive parenting can go too far — and has only gotten more hands-on since the young adults in the survey were children. Young people say their mental health is suffering, and recent data shows they are much more likely to say this than those before them. Some researchers have sounded alarms that one driver of this is children’s lack of independence, and that overparenting can deprive children of developing skills to handle adversity.

The new data suggests that, indeed, young adults are more reliant on their parents — texting them for life advice when older generations may have figured out their problems on their own. But the effects do not seem to be wholly negative.

How Much Do You Know About St. Lucia?

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onlinefreecourse
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How Much Do You Know About St. Lucia?

Can you find St. Lucia on a map? What else do you know about this Caribbean island nation with about 180,000 people?

‘Wild’ Ice Skating

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‘Wild’ Ice Skating

Elaine Glusac, the Times Frugal Traveler columnist, chronicled her adventures last year wild skating — outdoor skating on naturally formed ice — on the pristine frozen lakes of southern Alaska, with 10-story glaciers looming above her.

She writes of the terror and magic of skating on “unblemished patches of ice so precisely reflective of a nearby mountain that the lake looked as if it had been surfaced by a Zamboni.”

Does that sound (and look) fun? Scary? Magical? Would you want to wild skate in Alaska or elsewhere?

What outdoor thrills do you enjoy most? Hiking, rock climbing, mountain biking, kayaking, snowboarding or camping? What excites you about this activity? What tips would you give to novices about how to get the most out of the experience?

Tell us in the comments, then read the related article to learn about the challenges and thrills of wild skating.

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: forsake

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Word of the Day: forsake

The word forsake has appeared in 26 articles on NYTimes.com in the past year, including on May 22 in the Opinion essay “The Most Common Graduation Advice Tends to Backfire” by Sapna Cheryan and Therese Anne Mortejo:

But what strikes us, based on this and other research, is that for many young people, passions seem to be based in large part on internalized societal expectations about what is appropriate for their gender rather than complete and accurate information about what, say, studying computer science is really like.

Consider that most U.S. high school students do not take a single computer science, engineering or physics class. And girls are even less likely to take these classes than boys. That means that many girls who forsake these courses are doing so without ever trying them. Even when girls take these classes, research shows that they often encounter negative stereotypes about their abilities and interests — whereas giving girls positive experiences in these fields can increase their interest.

Can you correctly use the word forsake 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 forsake 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.

What is a domain name, and why do you need one now!

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What is a domain name, and why do you need one now!

What is a domain name, and why do you need one now!

If you’re thinking about creating an online presence, whether it’s for your personal blog, small business, or even a Facebook page, one of the first things you should consider is getting yourself a domain name. It’s not only going to make things easier for you, but it will also help you share your content and give your website a more professional look. In this post, I’ve got you covered with everything you need to know about domains so you can get one with ease!

This is the second post of a 12-part series I have planned for this year. My goal is to help you improve your online presence, whether you have a small personal blog or a well-known business website. So, stay tuned for some awesome tips that will make your online presence shine!

Previous post from this series:

How to Start Planning – Improve Your Website And Get Organized

What is a domain name?

When you create a website or a blog, it’s always better to attach a domain to it. A domain is like a fancy address that can even be added to your social media account.

If you don’t get a domain first, your website or blog will have a long, temporary address. For example, if you create a blog on the blogger platform, it will always have an address like:

www.BlogName.blogspot.com

Since the blog name you want may be already taken, you may end with a really long address, which is hard to remember and doesn’t look good. By getting a custom domain, you can replace it with, for example:

www.BlogName.com

If you’re having trouble finding a domain name for your website because the name you want is already taken, don’t worry! You can try using different domain endings, also known as Top-Level Domains (TLDs). The most popular TLD is .com, which is usually used for commercial websites.

But did you know that each country has its own specific TLD, like .mx for Mexico or .it for Italy? Pretty cool, right? This information can be super helpful when you’re trying to come up with a unique domain name for your website.

Why you should get one?

The main reasons why you should get a domain are:

  • A shorter and better-looking address
  • You can take your domain with you when changing platforms for a seamless transition
  • Your online presence will look more professional
  • The domain can be used to create custom e-mail like [email protected]

How to get a domain + domain costs

Great question! So you’re wondering how to get a domain, huh? Don’t worry, it’s really easy! If you already have a hosting service, you can usually purchase a domain from the same provider. But if you’re just looking for a domain, I’d recommend Bluehost (with my link, you can even get it for a better price).

When purchasing hosting, be cautious of prices. Often, you’ll be offered a free domain or a domain for as little as $1. However, this is not a one-time payment and you’ll need to renew your domain each year. In the second year, you’ll be charged the full price, so it’s important to check renewal prices before accepting a free domain offer. Just to give you an idea, the current renewal cost for a .com domain on Bluehost is $22.

If you are just starting and do not have hosting or domain, make sure to check: How to Start a Blog or Website

I really hope that this short guide was helpful for you in understanding what a domain name is and how to get one. If you still have any questions or concerns, please don’t hesitate to reach out to me at any time via email or by posting your queries in the comments section below. I’m always here to help you out!

Ice Cream

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Ice Cream

Do you love ice cream? Do you prefer classic flavors or more fresh and novel ones?

The Times reports that chocolate chip ice cream, once a year-round staple, has fallen out of favor, with consumers flocking to more fanciful flavors like banana pudding, German Chocolate Cake, Dr Pepper Float and Cinnamon Twist.

Do you like old-school ice cream flavors like chocolate chip or are you bored by them? What are your go-to flavors these days? Have your ice cream tastes changed over the years? What’s your all-time favorite?

Tell us in the comments, then read the related article to learn more about which flavors are in and which are out.

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.

How The Hidden Genius Project Nurtures Black Male Youth in Tech & Beyond

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How The Hidden Genius Project Nurtures Black Male Youth in Tech & Beyond

There are tons of organizations working hard to address the racial gap in tech and make the industry more diverse by empowering people from underrepresented groups with the skills they need to lead lucrative and fulfilling careers. To commemorate Black History and Futures Month, we sat down with one organization to learn more about what empowering communities of color looks like in practice. Introducing: The Hidden Genius Project.

The Hidden Genius Project is a national organization that equips Black male high school students with technical skills and mentorship opportunities so they can work towards successful careers in tech and beyond. “We mentor Black male youth in technology creation, entrepreneurship, and leadership skills to transform their lives and communities,” says Craig Tinsley, a Product Manager turned Innovation Educator at The Hidden Genius Project. The nonprofit was founded in Oakland in 2012 and now has programming sites in Richmond, CA, Los Angeles, Detroit, Chicago, Atlanta, and their newest location in Baltimore launching this spring.

The Hidden Genius Project has several initiatives, including single-day catalyst programs, community events, and a 15-month Intensive Immersion Program where cohorts of Black male students are mentored and taught foundational coding skills by alumni. “That’s the beauty of our work,” says Denzel Russell, The Hidden Genius Project’s Communications Director. “Our Geniuses continue to come back and support the work that we’ve done because they found a place where they can love, support, and uplift each other.” 

Ahead, Craig and Denzel share how they train Black youth to succeed in tech, the challenges and obstacles that hinder them from pursuing careers in the field, some of the organization’s greatest accomplishments, and more.

Learn something new for free

What unique challenges or obstacles do young Black men face when trying to get into tech?

Craig: “A lot of times in the home, we don’t have a lot of family support within technology. Access to technology in early and continuing education, especially for generations past, has been relatively limited in large scale across the United States. So, I think having the focus on technology as a career path isn’t the first thing that comes up for a lot of young people.

The other part is the educational systems of the United States struggling to meet young Black men where they are and [not] understanding their interests and ambitions, the complexities of the backgrounds they come from, and their psychological makeup. We want to provide a foundational kind of playground for these young men to start to tap into different aspects of technology; not just programming, but also understanding how it all fits together and how many different ways they can innovate to bring about new technologies and add our culture and way of being to the technological landscape.”

How do you bring Black boys into the tech space? What skills do you teach them, and what does your training look like? 

Craig: “What’s most important for us is establishing brotherhood amongst each of our cohorts. That’s a really huge thing, because we know that it takes a village to raise a child; but networking is also one of the main ways that you can move through your career more effectively. As we established these cohorts and the curriculum around them, we wanted to make sure that our Geniuses could collaborate amongst themselves, and that they’re encouraged to do so within and outside of this program.

We approach a lot of our education from the Ubuntu standpoint of, ‘I am because we are and therefore we are because I am.’ I believe that having a mindset of collaborative education and co-ownership of the space that we provide gives [our Geniuses] a lot more confidence and assertiveness in learning about technology and the different leadership aspects that we bring to the table.

A lot of that leadership is helping them understand the importance that they play in their generation, as well as in the larger community of Black culture, America, and the world. We want to make sure they know they’re global citizens, and that it’s important for them to have a keen focus on their future so they can look for and capitalize on the opportunities that can help them excel.

As far as technology, we teach the principles of programming, software development, and software development life cycles. We teach Python, JavaScript, HTML, and CSS. We also teach game development with C#, and we’re constantly looking at the bleeding edges of technology to find the best places to plug in curriculum so that [our Geniuses] are current with the movements of the industry.”

With the rise of AI and a very competitive job market, how are you helping prepare your cohorts for today’s tech world?

Denzel: “The Hidden Genius Project has been around since 2012. Obviously, technologies change year over year, and one of our values is innovation through focus and iteration — we understand that we must continuously change and evolve our curriculum to ensure it’s aligned with emerging technology trends such as artificial intelligence.

We offer a rich set of holistic services, and we’re here to mentor and support our Geniuses through the lens of technology and entrepreneurship. When Black boys and young men join our Immersion Programs, they can pick a lane — creating their own websites, apps, or entire business models from scratch. And now, we’ve created an opportunity for them to create their own AI projects and products, like chatbots, which is really cool.”

What are The Hidden Genius Project’s greatest accomplishments? 

Craig: “From an organic standpoint, I’d say our greatest accomplishment is that our Geniuses graduate from our Intensive Immersion Program with their heads held high and knowing that they are capable, they are loved, and they have a community behind them. And we also have a very high percentage of graduates that end up going to computer science programs in different colleges, some of which are HBCUs.”

Denzel: “Our Immersion Program is 15 months — two seven-week summers and a whole school year — so every summer we have a cohort that’s starting the program, and one that’s finishing the program. And at all of our sites, we see mentorship between outgoing Geniuses and those who are just starting. Then they become alumni who have an opportunity to come back and support the organization as youth educators which is a beautiful thing.”

What advice do you have for young Black people who want to get into software development?

Craig: “I would say think about how you want to show up in technology. Do you want to be a creative? Do you want to play the leadership or CEO role and figure out how you can utilize tech to be more efficient and manage different things? Hop on Google and find out what different technologies are out there; jump on ChatGPT and look into the different options. Start a conversation with your friends about technology and spread that conversation into your families and communities. And really start to explore the different opportunities — what kind of world can be created with the technologies that you’re interested in?

I’d also say do a small project, whether it’s a quick little HTML website or a Python ‘Hello, World.’ Find the smallest thing to start with, and then work your way up from there. Just keep pushing forward and understand that this is a lifelong journey.”

Denzel: “Seek out organizations, communities, and resources in your area. There are so many other great organizations doing really amazing work that can help support your interests. You can also lean on The Hidden Genius Project. If you’re trying to find what your path is or need help and don’t know who to talk to — let us be that resource for you. Hopefully, we can connect you with somebody that can support you in your path and/or at least point you in the right direction.

I also want to say to all Black boys, young men, and youth of color: You’re capable, and you’re brilliant. Don’t let people dim your light; let it shine bright. I just think it’s so important to really empower and uplift our young people.”

Conversation has been edited for clarity and length.

Ice Cream Flavors

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Ice Cream Flavors

Do you love ice cream? Do you prefer classic flavors or more fresh and novel ones?

The Times reports that chocolate chip ice cream, once a year-round staple, has fallen out of favor, with consumers flocking to more fanciful flavors like banana pudding, German Chocolate Cake, Dr Pepper Float and Cinnamon Twist.

Do you like old-school ice cream flavors like chocolate chip or are you bored by them? What are your go-to flavors these days? Have your ice cream tastes changed over the years?

Tell us in the comments, then read the related article to learn more about which flavors are in and which are out.

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.

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