This task is about reading the given passage and construct a question about the information present in the passage. Construct a question in such a way that (i) it is unambiguous, (ii) it is answerable from the passage, (iii) its answer is unique (iv) its answer is a continuous text span from the paragraph. Avoid creating questions that (i) can be answered correctly without actually understanding the paragraph and (ii) uses same words or phrases given in the passage.

In 1982, the US Mint began minting pennies coated in copper but made primarily of zinc. With the new zinc pennies, there is the potential for zinc toxicosis, which can be fatal. One reported case of chronic ingestion of 425 pennies (over 1 kg of zinc) resulted in death due to gastrointestinal bacterial and fungal sepsis, whereas another patient, who ingested 12 grams of zinc, only showed lethargy and ataxia (gross lack of coordination of muscle movements). Several other cases have been reported of humans suffering zinc intoxication by the ingestion of zinc coins.
What coin, as of 1982, is now primarily made of zinc?

There are several reasons an otherwise valid and agreed upon treaty may be rejected as a binding international agreement, most of which involve problems created at the formation of the treaty.[citation needed] For example, the serial Japan-Korea treaties of 1905, 1907 and 1910 were protested; and they were confirmed as "already null and void" in the 1965 Treaty on Basic Relations between Japan and the Republic of Korea.
When are most of the problems created that might result in an otherwise valid treaty being rejected as a binding international agreement?

The Yale Report of 1828 was a dogmatic defense of the Latin and Greek curriculum against critics who wanted more courses in modern languages, mathematics, and science. Unlike higher education in Europe, there was no national curriculum for colleges and universities in the United States. In the competition for students and financial support, college leaders strove to keep current with demands for innovation. At the same time, they realized that a significant portion of their students and prospective students demanded a classical background. The Yale report meant the classics would not be abandoned. All institutions experimented with changes in the curriculum, often resulting in a dual track. In the decentralized environment of higher education in the United States, balancing change with tradition was a common challenge because no one could afford to be completely modern or completely classical. A group of professors at Yale and New Haven Congregationalist ministers articulated a conservative response to the changes brought about by the Victorian culture. They concentrated on developing a whole man possessed of religious values sufficiently strong to resist temptations from within, yet flexible enough to adjust to the 'isms' (professionalism, materialism, individualism, and consumerism) tempting him from without. William Graham Sumner, professor from 1872 to 1909, taught in the emerging disciplines of economics and sociology to overflowing classrooms. He bested President Noah Porter, who disliked social science and wanted Yale to lock into its traditions of classical education. Porter objected to Sumner's use of a textbook by Herbert Spencer that espoused agnostic materialism because it might harm students.

When did William Graham Sumner teach?