In 1888, Vincent moved to Arles in the south of France. He planned to establish an artists’ commune where his friends could live together to create a new direction in painting. Vincent persuaded the artist Paul Gauguin, who was desperate for money, to move to Arles to help him. Vincent also was lonely. For two months Gauguin lived in the Yellow House Vincent had lovingly filled with paintings hoping to impress his friend. Gauguin bossed Vincent around and criticized his artwork. Eventually, when Gauguin sold a few paintings, he threatened to abandon Vincent. Finally, on Christmas Eve, after a quarrel at dinner, Gauguin stalked off into the streets. Vincent followed him. What happened next is unclear, but Vincent returned to the Yellow House alone and cut off his earlobe (not the whole ear) with a razor. Vincent couldn’t remember the details of this terrible night. But when he was discharged from the hospital a few weeks later, he went right back to work. There have been many theories about Vincent’s condition. The theory most generally accepted is that he suffered from epilepsy, a disease that could have caused his seizures and hallucinations and for which there was no medication. In Vincent’s case, another reason for his “attacks” might have been his habit of drinking absinthe, an alcoholic drink popular in 19th century France. It contains a strong nerve poison, now illegal in most countries. Today many popular performers advertise how dangerous and extreme their lives are by writing shocking lyrics and acted outrageously on stage. They are mimicking the lives of artists such as Van Gogh. But he was not advertising or pretending. He just wanted to be useful—to make art that would last. His glorious paintings are the result of his discipline and dedication, despite the turmoil of his life.  Vincent Van Gogh, The Yellow House, 1888, oil on canvas, Van Gogh Museum, Amsterdam. This is the house at 2 Place Lamartine, Arles, France, where, on May 1, 1888, Vincent van Gogh rented four rooms and where Paul Gauguin lived for nine weeks from late October, 1888. The left wing housed a grocery (French: Comestibles, inscribed on the signboard over the marque). Van Gogh indicated that the restaurant, where he used to have his meals, was in the building painted pink close to the left edge of the painting.  If you are interested in finding out more about Vincent Van Gogh, Jan Greenberg and Sandra Jordan have written an award-winning book on the subject. Click here for more information.  MLA 8 Citation Greenberg, Jan. "Vincent Van Gogh and the Case of the Missing Ear." Nonfiction Minute, iNK Think Tank, 20 Oct. 2017, www.nonfictionminute.org/the-nonfiction-minute/vincent-van-gogh-and-the-case-of-the-missing-ear.
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 Chances are you are eagerly looking forward to the last day of school and nearly three months of free time. Chances are also that you heard that this nice long summer vacation is somehow connected to the early years of the country when agriculture was the most important industry and kids had to help out on their farms during this time. If so, you heard wrong. For starters, there wasn’t much to do on farms in the summer. The busy times were spring (planting) and fall (harvesting). As a result, most farm kids went to school during the summer and winter. At best they spent a total of six months learning the three Rs. It was a very different situation in cities as the country became increasingly urbanized. Big-city kids might spend as much as 48 weeks in class, with a week off every 12 weeks. Since attendance wasn’t mandatory, though, they probably only attended school about as much as they do now. But if so many kids were playing hooky, reformers said, why bother keeping schools open all year? Some doctors backed up the idea of closing for a period of time, saying that keeping kids cooped up for most of the year wasn’t good for their health. So education officials decided to eliminate the summer quarter. The first reason was that schools were not air conditioned back then and almost unbearable during heat waves. Also, there was also a strong belief that summer was the time when epidemics of serious diseases such as polio got started. Many people thought having so many children packed so close to each other in classrooms helped spread the illnesses. Third, upper-class and middle-class families often took vacations during the hot months. With increasing mechanization on farms and many farm families moving to the cities, helping with planting and harvesting wasn’t as important. Farm states added those spring and fall months to the school year and gave kids the summers off, just like big-city folk. However, some research suggests that the “summer slide” causes students to lose an average of a month of learning. Students typically don’t do as well on tests in the fall—after the long summer break—than in the spring when they’ve been in school for several months. Most other developed countries spend more time in the classroom and generally do better on standardized testing. As a result of these factors, a few states are considering lengthening the school year from the current 180 days to 200. What do you think? Jim Whiting hopes all of you have a wonderful summer and that you can carve out some time to read! Your local library may have some of his books, as well as many by the other wonderful authors who have made the Nonfiction Minute such a great success. And be sure to check out Jim's updated website, www.jimwhiting.com MLA 8 Citation Whiting, Jim. "Why Do We Have a School Summer Vacation?" Nonfiction Minute, iNK Think Tank, 15 June 2018, www.nonfictionminute.org/the-nonfiction-minute/ Why-Do-We-Have-a-School-Summer-Vacation?  All of the iNK authors will be working over the summer to create new Minutes for next year. We hope you will become a member of iNK Think Tank. On July 1, 2018, only iNK members will be able to have access to all the Nonfiction Minutes and our archives and the Transfer2Teaching. The public will still be able to see 10 FREE Minutes.
Become a Charger Member of iNK and let us know what else we can offer as our paid membership grows. 
 During the Middle Ages, “going to the bathroom” or “relieving oneself” meant using a privy. A privy typically consisted of a raised board with one or more openings cut in the middle where the users would sit. Their fecal matter would plop into large holes called cesspits beneath them. Over time, the cesspits would fill up and start overflowing. When that happened, gong farmers had to empty them. “Gong” came from a word that means “going.” And the farmers “harvested” the accumulation of months or even years of “going.” To make sure all the foul material was removed, the workers would hop down into the pits, where the feces came up their waists or even higher. Because of the relative ease of getting them in and out, small boys were often employed. The cesspool contents were dumped into carts and taken to larger dump sites on the edge of town, where more conventional farmers would use it as fertilizer. People in the Middle Ages rarely bathed. So gong farmers stunk. Really. Stunk. Because of their horrible stench, they were often restricted in where they could live. They were allowed to work only at night to spare their fellow citizens from seeing and smelling them. Besides the horrible smell and probable lack of friends, gong farmers encountered specific occupational hazards. Decaying fecal matter could produce poisonous gases. At least one gong farmer stumbled into a cesspool he was cleaning and drowned. Violators of the rules for collecting the refuse and disposing of it were submerged in barrels up to their necks and placed on public display for hours on end. On the other hand, gong farmers were well paid, often earning in a day what other workers might make in a week. They had another potential source of income as well. Careless crappers occasionally dropped rings or coins into the cesspits. Enterprising gong farmers combed through the mess with their bare hands in search of those treasures. The advent of better sanitary methods in the 19th century ended gong farmers in many countries. However, it is still practiced in some areas of the world.  With only rats for company, a gong farmer empties his cart into the community pit
You can learn more about Jim Whiting with a visit to his website. He is an interesting fellow with an interest in music and sports and has written lots of books in both fields. MLA 8 Citation Whiting, Jim. "Gong Farmers: Their Crop Was ...Crap." Nonfiction Minute, iNK Think Tank, 15 Dec. 2017, www.nonfictionminute.org/Gong-Farmers. 
In spring 1665 a college student named Isaac Newton studied natural philosophy, what we call “science.” Back then, a good student could learn everything to know about the natural world. But plague, the Black Death, came to England. Cambridge University closed. Isaac went home to Woolsthorpe. For two years Isaac thought about his studies during four years at university. He’d always been thoughtful—not the best at games, making friends, or minding sheep. But everybody knew Isaac Newton liked to think. Folks told time by the sundial he’d drawn on a wall. Home at Woolsthorpe, Isaac’s learning about science and math bubbled up in his head like yeast rising in a loaf of bread. So... Newton unplugged. His mind roamed like that of an artist or composer. He was driven by the need to create—not paintings or symphonies, but questions. “Why do things always fall down?” “Why does the earth move around the sun? “Why doesn’t the moon fall onto the earth?” “Does everything ‘up there” work like things work ‘down here?’” Isaac Newton answered his questions with three science rules, Newton’s Laws of Motion. At Woolsthorpe, Newton grappled with the concept of moving objects. He worked out the math to find the area under curves. He called this math fluxions. Today we call this calculus, useful for launching rockets or tracking TV signals. Once back at Cambridge, Newton said nothing until he read someone else’s paper on fluxions. Newton published a better paper. Soon he was Cambridge’s top math professor. Isaac Newton wondered another twenty years. He played with prisms in a dark room and theorized that white light comprises the visible spectrum of red, orange, yellow, green, blue, indigo, and violet. He practiced alchemy and chemistry, looking for the legendary philosopher’s stone to turn base metals to gold. In 1687, Newton published our most important science book, the Principia. In the Principia, Newton showed how laws of gravity and motion work the same at great distances—far off in space, or in your classroom. We accept these ideas, but in 1687 many still had medieval beliefs that sun, moon, planets, and stars all traveled in their own crystal spheres. Yes, Newton wondered about A LOT:
 Sir Isaac Newton was an English mathematician, astronomer, theologian, author and physicist who is widely recognized as one of the most influential scientists of all time and a key figure in the scientific revolution. Based on a portrait by Godfrey Kneller, 1702, via Wikimedia Commons  Sir Isaac Newton's own first edition copy of his Philosophiae Naturalis Principia Mathematica with his handwritten corrections for the twentieth edition. Photograph Andrew Dunn via Wikimedia Commons  Trinity College, the part of the University of Cambridge where Newton worked and lived. Library of Congress  This statue of the young Isaac Newton stands at the Oxford University Museum of Natural History. Look carefully around his feet for a hint on what he is wondering about. If you can’t figure it out, then read about Newton and gravity. Wikimedia Commons  Featuring 21 hands-on projects that explore the scientific concepts Isaac Newton developed, Kerrie Logan Hollihan's Isaac Newton and Physics for Kids paints a rich portrait of the brilliant and complex man and provides readers with a hands-on understanding of astronomy, physics, and mathematics. A time line, excerpts from Newton's own writings, online resources, and a reading list enhance this unique activity book. MLA 8 Citation Hollihan, Kerrie Logan. "Isaac Newton's Wonder Years." Nonfiction Minute, iNK Think Tank, 21 Feb. 2018, www.nonfictionminute.org/the-nonfiction-minute/ isaac-newtons-wonder years. 
Huh? What does the flu have to do with the US Constitution? Here’s what. The 2017-2018 influenza season shaped up to be the worst on record since 1918, the infamous year when 20 to 50 million victims died of this highly infectious disease worldwide. By mid-season January 2018, the most common type, A(H3), was already widespread throughout forty-nine states and Puerto Rico. Doctor visits were three times higher than normal. And, the proportion of deaths continued to increase sharply. Warnings about the flu’s spread and severity and advice on how to try to avoid it appeared frequently in the media. Fortunately, the flu vaccine reduced the chance of catching the virus and eased symptoms of those who did come down with it, even though the vaccine had been engineered for a different strain. But, what if the disease threatened to fell millions of Americans, overrunning hospitals, closing schools and businesses, and causing panic? Could the government contain its reach by forcibly quarantining people? After all, that’s what some governors did in 2014 when they feared Ebola might run rampant here. Or, might the president or the Federal Aviation Authority halt flights to Hawaii, Alaska or Puerto Rico to at least contain it within the contiguous forty-eight states? Unfortunately, our Constitution is vague about the situations under which the government can detain people during such a state of emergency. Normally, habeas corpus applies. This provision says that people have the right to be released from detention if the government can’t supply a reason to keep them locked up. In 1787, when our Constitution was being drafted, the Framers debated whether there should be any exceptions to this right. Were there any grounds, they wondered, for keeping people confined for no legal reason and with no hope for release? They decided that “in Cases of Rebellion or Invasion the public Safety may require it.” But, a pandemic of bird flu from China, say, never occurred to the Framers. Would that be considered an invasion? More recently, Congress gave the president the power to declare certain diseases “quarantinable” and to order the “apprehension…of individuals…for the purpose of preventing the introduction, transmission, or spread of such communicable diseases.” This is one of the government’s “police powers.” There are genuine questions, however, about what counts as such a disease and at what point in its spread the authorities can intervene. These are serious issues to consider—before an epidemic arrives.  Soldiers from Fort Riley Kansas lie ill with Spanish influenza at a hospital ward. It was the most famous and lethal flu outbreak ever to strike the United States, lasting from 1918 to 1919. It is not known exactly how many it killed, but estimates range from 50 to 100 million people worldwide. -Courtesy National Museum of Health and Medicine, AFIP (Washington, D.C.)  US citizens initiated certain actions of their own during the Spanish flu pandemic. Here a Seattle trolley conductor refuses admission to anyone not wearing a mask. -Wikimedia Commons  The World Health Organization remains on alert for a future pandemic characterized by sustained transmission in the general population. Left: An influenza virus magnified about 100,000 times. Influenza spreads around the world in a yearly outbreak, resulting in about three to five million cases of severe illness and about 250,000 to 500,000 deaths. -Wikimedia Commons Right: The Centers for Disease Control and Prevention recommends that everyone 6 months of age and older get a flu vaccine every season. -Centers for Disease Control and Prevention  Many of the political issues we struggle with today have their roots in the US Constitution. Husband-and-wife team Cynthia and Sanford Levinson take readers back to the creation of this historic document and discuss how contemporary problems were first introduced―then they offer possible solutions. "A fascinating, thoughtful, and provocative look at what in the Constitution keeps the United States from being “a more perfect union.” " Kirkus Reviews - Best Middle Grade Nonfiction of 2017 MLA 8 Citation Levinson, Cynthia. "Flu and the Constitution." Nonfiction Minute, iNK Think Tank, 14 Feb. 2018, www.nonfictionminute.org/the-nonfiction-minute/ flu-and-the-constitution.  |
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The NCSS-CBC Notable Social Studies Committee is pleased to inform you that 30 People Who Changed the World has been selected for Notable Social Studies Trade Books for Young People 2018, a cooperative project of the National Council for the Social Studies (NCSS) & the Children’s Book Council Categories
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