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.
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/
The Running Encyclopedia
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/
All of the iNK authors will be working over the summer to create new Minutes for next year. We will be posting three lists of 10 Minutes for the Summer. It will highlight each of our wonderful authors. The first Summer Minutes will be published on June 23rd, tghe next on July 20 and the final list before the school year starts on August 10th. Make it a wonderful summer and every Minute!
celebrating nature, inspiring good writing
Lots of people are fond of the cartoon character called Taz. He is loud, always hungry, not very smart, and sometimes spins his body around like a little tornado. He pops up in video games and even appears in television ads.
Cartoon Taz is based on a real animal known as a Tasmanian devil. The “devils” are marsupials related to kangaroos and wombats. They used to live in Australia, but now survive only on Tasmania, an island state just south of the Australian mainland.
Tasmanian devils have black fur, short legs, and are about the size of a beagle dog or a big house cat. Long ago, people named them "devils" because of their sounds. They grunt, huff, snarl, and click their teeth but especially give out loud, fierce, blood-curdling screeches and screams.
And you know that spinning tornado thing that cartoon Taz does? It is based on the animal's actual behavior. When a Tasmanian devil is in a fight, or defending itself, it moves very rapidly. It flashes a view of its side, making itself look as big as possible. Then it quickly shows its front, with gaping mouth and teeth. Back and forth, back and forth it turns, showing two kinds of threats, and appearing to be whirling around.
Tasmanian devils fight a lot. They battle over food, and in mating season, males compete for females. This behavior has helped put their whole species in big trouble. Beginning in 1996, a disease began to kill the devils. It's a cancer that grows quickly on the faces of these mammals. When they fight, they often bite one another's face. This spreads the disease. An infected animal soon dies. In less than 20 years the whole Tasmanian devil population dropped by ninety percent.
Still, there is hope. Scientists have learned more about the disease, and perhaps a vaccine can be created to protect devils. Also, healthy devils are being kept in zoos and other places where the disease can't reach them. And scientists have learned that some wild devils in Tasmania seem able to resist the disease.
With help from people, Tasmanian devils may survive. We can hope these fascinating creatures make a comeback, and once again scream loudly in the Tasmanian night.
We have been taught to fear scorpions in any form. But scorpions usually sting either to subdue their prey or to protect themselves. In fact, Earth has two thousand scorpion species, but only a few dozen are deadly to humans. With vivid descriptions of scorpions’ life cycle, body structure, habits, and habitat and beautiful, realistic illustrations, Laurence Pringle's Scorpions! Strange and Wonderful explores one of nature’s feared and misunderstood creatures. For more information, click here.
MLA 8 Citation
Pringle, Laurence. "Taz in Big Trouble." Nonfiction Minute, iNK Think Tank, 9
Feb. 2018, www.nonfictionminute.org/the-nonfiction-minute/
For Vicki Cobb's BLOG (nonfiction book reviews, info on education, more), click here: Vicki's Blog
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
African American History
Anderson Marian 1897-1993
April Fool's Day
Brill Marlene Targ
Carson Mary Kay
Cartoons & Comics
Carving (Decorative Arts)
Cinco De Mayo
Civil Rights Movements
Civil War - US
Clocks And Watches
COBOL (Computer Language)
Code And Cipher Stories
Collard III Sneed B.
Collectors And Collecting
Congressional Gold Medal
Declaration Of Independence
De Medici Catherine
Douglass Frederick 1818-1895
Ebola Virus Disease
Edison Thomas A
Forensic Science And Medicine
Hollihan Kerrie Logan
Hot Air Balloons
Lafayette Marie Joseph Paul Yves Roch Gilbert Du Motier Marquis De 17571834
Lewis And Clark Expedition (1804-1806)
Louis XIV King Of France
Massachusetts Maritime Academy
McClafferty Carla Killough
Montgomery Bus Boycott 1955-1956
Montgomery Heather L
New York City
Oaths Of Office
Patent Dorothy Hinshaw
Schwartz David M
Swinburne Stephen R.
Thompson Laurie Ann
Trung Sisters Rebellion
Us History Revolution
Weatherford Carole Boston
Woman In History
Women Airforce Service Pilots
Women In History
World War Ii
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