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“More Deadly than War:” Interview with author Kenneth C. Davis

I am delighted to share my conversation with middle-grade and bestselling author Kenneth C. Davis. Kenneth is well known for his book of Don’t Know Much About® History and other books in the Don’t Know Much About® series, but on this occasion, we focused on his most recent book, More Deadly than the War, which was published in May 2018.

I wanted to talk with Kenneth about his book because it commemorates the 100 years of one of the most devastating historic events that have affected the entire population of the planet. More Deadly than the War turned out to be a fascinating story that is about much more than just how a deadly disease killed millions of people.

What is More Deadly than War about?

The book is about the Spanish flu, the worst disease outbreak in modern history, which happened 100 years ago. The stories and voices of the people caught in this chaotic period in history tell us about what it was like to live in a time much like a zombie apocalypse scenario. This worldwide epidemic coincided with the last year of World War I, and the consequences of this coincidence were so dramatic that the entire world almost stood still. Corpses were piling up in hospitals. Doctors had never seen anything like it and didn’t know what to do. Business and life in general slowed down to a crawl. People were terrified and blaming each other. I found most terrifying that it can happen again.

If the Spanish flu had so much influence on world history, why most people don’t know much about it?

 One hundred million people around the world didn’t make it. There were 675,000 Americans who did not survive the Spanish flu. To put it in perspective, more Americans died from the flu in about one year than all the U.S. soldiers who died fighting in World War I, World War II, the Korean War, and the Vietnam War combined. One of the reasons this story was forgotten is because many people thought that it was so terrible, so awful and tragic that they didn’t want to think about it, or talk about it, or write about it. They just wanted to forget it.

You were not deterred to tell this story. What inspired you to write this book?

 In a way, writing this book was a lucky accident. My editor had a bad cold, and mentioned that her grandmother had died of the Spanish flu and that she knew very little about this worldwide epidemic. I began researching and found an amazing story that connected science – the flu – and history – World War I – in more ways than I had anticipated.

This was a detective story because I had so many questions I wanted to answer about it. Where did this flu come from? How did it affect so many people? How did it affect the war? How did the war influence the spread of the flu? I discovered that all these things were completely interconnected and for me it was very important to show those connections. When you look back in history, you find that disease has been incredibly important in every phase of civilization, but we tend to push it to the side. “That’s science, that’s not history,” some people say.

Without giving anything away, tell us, of all the things you learned when you were doing research for this book, what surprised you the most?

 It surprised me to learn the tremendous consequences the Spanish flu had on the war, and the influence the war had on the Spanish flu. As a historian, I understood the causes of World War I, how dreadful the fighting was, and why America eventually got involved. But, I really didn’t understand the enormous effect that this pandemic also had on the war and that the two of them went together.

What else will readers discover in More Deadly than War?

Readers will discover how a real, end-of-the-world scenario can happen when two major powerful events come together; in this case a serious, easily spread disease and a merciless war. These catastrophic events transformed the world and taught us important lessons. The real reason we study history is to make sense of the world and to learn from it both the mistakes we made and what we got right.

For instance, in 1918 there was a lot of propaganda, the ultimate form of fake news. In World War I, Germany was the enemy to the U.S. Propaganda made Americans think that the Germans were causing the flu pandemic by poisoning the water or medications, which was not true. So, the idea that fear, ignorance and propaganda can influence what we think and how we behave, is an important part of this story.

Kenneth C. Davis. Photo by Nina Subin

Let’s learn about you a little bit. How did you become an author?

For as long as I can remember, I have enjoyed reading both fiction and nonfiction books. I have always been very interested in biographies and history because they are about what real people did.

In middle school, I was stronger in English and history, not surprisingly, than I was in math or science, and I always enjoyed writing. Even though I loved to read and write, I never had the idea that I could be a writer. Fortunately, I was put in a position later on where I realized that I could do what I loved, to do research and to write and to talk about it, and actually make a living from it.

Becoming a writer was more of a lucky accident than evolution of my part. I was half way through college where I was a liberal arts and English major. I thought that I was in a track to become a teacher because I have always enjoyed being in front of a classroom speaking to a group of people, sharing information. But, then, I took some time off from college to work in a bookstore. Someone I was working with read some of the articles I had written for the college newspaper and she said, “You should be writing books, not selling them.”

That woman was so smart I married her. True story. My wife and I have worked together very closely for more than 40 years. She is a journalist and editor, a publisher in her own right, and our careers have been built completely around the book business and our love of books and the impact that they can have on people. And that is such an important idea. It’s wonderful to read books for pleasure or to escape to another world, but books also can shape who we are as people, our attitudes, and our lives. They also can change the world. I think that the highest calling for a writer is to fulfill a mission to bring people very important messages, and I hope that in my own way my books have done that.

Well, More Deadly than War has certainly opened my eyes about how a deadly combination disease and war can be, and I hope this amazing story can help us all prevent such a thing from happening again. Thank you very much for your time!

 

Thank you!

Follow Kenneth on Twitter and YouTube

Helping Middle Graders Find a Story They’re Excited to Write

“I don’t know what to write about.” This is often the first thing I hear when beginning a writing workshop with middle graders. It’s also a subject dear to my heart. Because the best techniques I know to help youngsters find a story they’re excited about are the same ones I’ve used with teenagers and adults.  Yes, my students have ranged from third graders to senior citizens. But although they are diverse in age, experience and ability, when we talk about how to find a great story, the most important tools I use with all of them are the same, Seminal Experience and Spiritual Geography.

 

In her book, Dakota: A Spiritual Geography, Author Kathleen Norris, defines spiritual geography as the way our external geography, or landscape, shapes our internal geography. When I work with middle graders and teenagers, I explain spiritual geography as a place that helped shape their lives and their character thus far. Some of my students have written about the countries they emigrated from, their neighborhoods, apartment buildings, and schools. Others have written about a library, a basketball court, a subway line, and a fire escape.

 

In much the same way, seminal experience—an event that has contributed to who a person is inside—can teach young people to write reflectively. My current crop of teenagers is writing about subjects that include the betrayal of a friend, being understood by a grandparent, overcoming a health challenge, and struggling to learn English. Their writing teaches them to better understand and appreciate their lives. They are learning what makes them happy and unhappy.

 

My favorite anecdote about a seminal experience comes from award-winning author Katherine Paterson. In her book, Gates of Excellence: On Reading and Writing Books for Children, Ms. Paterson remembers the February 14th when she was in first grade, and came home from school without a single valentine. She writes: My mother grieved over this event until her death, asking me once why I didn’t write a story about the time I didn’t get any valentines.“But Mother,” I said, “all my stories are about the time I didn’t get any valentines.”

 

Here is a start on the many wonderful works of autobiographical fiction by MG Authors. You’re welcome to add your favorites in the comments section below.

 

Some Great Autobiographical Fiction

 

Bridge to Terabithia — Katherine Paterson

Lucky Broken Girl — Ruth Behar

El Deafo — Cee Cee Bell

Brown Girl Dreaming — Jacqueline Woodson

Hello, Universe — Erin Entrada Kelly

Inside Out and Back Again — Thanhha Lai

The Crossover — Kwame Alexander

One Crazy Summer — Rita Williams Garcia

Better Nate Than Ever — Tim Federle

When Pirates Came to Brooklyn — Phyllis Shalant (a.k.a. Annabelle Fisher—that’s me!)

 

 

 

 

 

STEM Tuesday — Deep Space and Beyond — In the Classroom

Let’s launch into nonfiction literacy with this month’s theme, Deep Space and Beyond!

Space is the star of the show this month. From asteroids to zero gravity, there are human interest and general STEM themes interwoven with this theme.  Have a blast as you explore the Solar System and beyond!

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Try a Trio.

Emphasize the human heart of science as you compare and contrast the stories in a trio of books: Team Moon (Catherine Thimmesh), Mission to Pluto (Mary Kay Carson), and Voyager’s Greatest Hits (Alexandra Siy).  Focus on the motivations, challenges, worries, and risks involved in reaching for big, ambitious goals that advance scientific and technological frontiers.  Students can consider which missions they find most interesting; which one they think they would most like to have been involved in; and where else they think humanity should explore. They might also write about what they see as the advantages and disadvantages of  human explorations compared to robotic ones.

Support Independent Bookstores - Visit IndieBound.org Make an Impact.

Elizabeth Rusch’s IMPACT! Asteroids and the Science of Saving the World focuses on professional scientists’ efforts to understand asteroids and their, er, impacts, both past and potential, on Earth. Then Rusch invites readers to get involved in citizen, or amateur, asteroid science. (After reading this book, who wouldn’t want to join the fun?) Page 64 offers resources to help engage your group, or just one motivated kid, in efforts to track asteroids, discover one, or even save the world from an asteroid! Rusch provides tips for meteorite collecting, but it might be easier to collect tiny micrometeorites. Their incredibly long adventures through space can end on rooftops and in downspout debris. They’re ready for pick-up by the well-informed, slightly lucky, prepared amateur with a magnet. Check out Popular Science’s DIY article for details. (Be sure to get all the appropriate permissions and scout only in safe areas when collecting!)

 

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Readers zipping through Dr. E’s Super Stellar Solar System  (Bethany Ehlmann with STEM Tuesday’s Jennifer Swanson) might appreciate the mind-boggling size of the solar system after they make and revise solar system models to various scales. Get started with a scale and relevant data for a football field-sized model, found on page 18. Before heading out to the gridiron, however, help students map out the model.

Begin by sketching the football field on cm-grid graph paper and locating the planets’ orbits on it. (Each cm represents one foot on the field and 5 million miles in real space.) At this scale, students will find the field is too small for all orbits; students will need to adjust the scale so all planets can fit. New map in hand, head outside. Students can position themselves at the scaled planetary distances from the Sun.

Reading on, as students find that the solar system extends farther than the planetary orbits, they can track distance data for all Solar System features mentioned in the book. At the scale students used before, where in the community beyond the field would these features have to be placed?

For more depth, consider the scale of the objects and other models.

  • Is the model of the Sun (an orange) the right size for this scale?
  • If not, what would be?
  • What are the strengths and limitations of various 3D and illustrated visual models of the solar system that students have encountered?

 

Support Independent Bookstores - Visit IndieBound.org Support Independent Bookstores - Visit IndieBound.org Explore Metaphors with Black Holes.

Metaphors and imagery help scientists flesh out ideas for themselves. Piggy-backing new ideas onto ones we already grasp is also important in science communication, especially when it comes to fascinating but abstract, challenging concepts related to black holes.

Keep a class log of the metaphors, analogies, and other comparisons used by scientists and the authors—including Sara Latta, author of Black Holes: the Weird Science of the Most Mysterious Objects in the Universe and me, author of A Black Hole is NOT a Hole. You’ll find some, for example, on page 35 of Black Holes, where Latta quotes Neil deGrasse Tyson describing galactic (and black hole) cannibalism : “…the big galaxies get bigger; the little ones get eaten”. By contrast my book begins by challenging  such anthropomorphism (“monstermorphism”?); soon, starting on page 8, the text compares a black hole to a whirlpool.

  • What other examples can readers find of scientists or writers using metaphorical language to describe black holes and related ideas?
  • In what ways does each metaphor work as a model and in what ways does it break down? What metaphors do students come across in other science contexts?
  • Based on their own world experience, what metaphors can students develop for the science concepts they are learning?

 

Make It Your Mission. Just as it took 400,000 people—Team Moon–to launch humanity to the moon, it takes a big Team STEM Tuesday to launch kids into getting the most of their STEM and STEM reading experiences. We would love to hear from you.

  • What books on this month’s list do you want to bring to your young readers?
  • Which of this month’s suggestions intrigue you most?
  • What other ideas, thoughts, and questions around using space books with your young learners do you have?

 


portrait of author Carolyn Cinami DeCristofanoSTEM author Carolyn Cinami DeCristofano writes books for kids about space and other topics. Her lively author programs bring engaging science and writing experiences to readers.  As co-founder of Blue Heron STEM Education, she provides teacher professional development and creates curriculum resources for classrooms and other contexts.