9

CHAPTER

THE ERA
OF
EXPANSION

1865-1920

PRE TEST
1. Political change in the Progressive Era was characterized by the expansion of
A. social welfare programs
B. power for the executive branch
C. individual rights for more Americans
D. civil rights for American Indian tribes

2. Which issue best characterizes the years leading to the Second World War?
A. Expansion of the race for space flight
B. Rise of dictators and totalitarian states
C. Introduction of new information technology
D. Concern for climate change and conservation

3. A defining event of the 1960s in the United States was

A. the Korean War
B. the Vietnam War
C. the launch of Sputnik
D. the resignation of Richard Nixon

4. What was the effect of President Roosevelt's order?

A. Recruitment of American Indians
B. Internment of Japanese Americans
C. Secret research for the atomic bomb
D. Areas designated as ports for warships

5. Early twentieth-century U.S. history is politically characterized by

A. the overreaching of executive power
B. extensive government corruption
C. increasing involvement in world affairs
D. widespread calls for civil rights legislation

4
 Table of Contents

Objectives 4

Background of the period 6

Two Literary pieces 13

- O Captain! My Captain! BY WALT WHITMAN 13

- The Odyssey 13

Assessment 16

5
 Objectives

At the end of this

chapter the student
should be able to

A. Understand the Era

of Expansion
information that help us

BACKGROUND OF THE PERIOD

The Era of Expansion and Reform

"We must abolish everything that bears even the semblance of privilege."
-Woodrow Wilson

Message to Congress, April 8, 1913

Between two great wars - the Civil War and the First World War -the United States of
America came of age. In less than fifty years, it was transformed from a rural republic to
an urban state. The frontier had vanished. Great factories and steel mills,
transcontinental railroad lines, flourishing cities, vast agricultural holdings marked the

6
land. And with them came accompanying evils: monopolies tended to develop, factory
working conditions were poor, cities developed so quickly that they could not properly
house or govern their teeming populations, factory production sometimes outran
practical consumption. The reaction against these abuses came from America's people
and her political leaders - Cleveland, Bryan, Theodore Roosevelt, Wilson. Their
powerfully articulated reforms, idealistic in philosophy but realistic in execution,
accepted the dictum that "legislation may begin where an evil begins." Indeed, the
accomplishments of the period of reform served effectively to check the wrongs
engendered in the period of expansion.
"The Civil War," says one writer, "cut a white gash through the history of the country; it
dramatized in a stroke the changes that had begun to take place during the preceding
twenty or thirty years." War needs had enormously stimulated manufacturing and had to
speed up an economic process whose fundamental factors were the exploitation of the
iron, steam, and electrical power, and the forward march of science and invention.
The 36,000 patents granted before 1860 were but a pale forerunner of the flood of
inventions to follow. From 1860 to 1890, 440,000 patents were issued, and in the first
quarter of the twentieth century, the number reached nearly a million. The principle of
the dynamo, which was developed as early as 1831, revolutionized American life after
1880 when Thomas Edison and others made its use practical. After Samuel F. B. Morse
perfected electrical telegraphy in 1844, distant parts of the continent were soon linked
by a network of poles and wires. In 1876, Alexander Graham Bell exhibited a
telephone instrument and, within half a century, 16,000,000 telephones were
accelerating the social and economic life of the nation. The tempo of business was
quickened too by the invention of the typewriter in 1867, the adding machine in 1888,
and the cash register in 1897. The linotype composing machine, invented in 1886, the
rotary press, and paper-folding machinery made it possible to print 240,000 eight-page
newspapers in an hour. After 1880, Edison's incandescent lamp brought to millions of
homes better, safer, cheaper light than had ever been known before. The talking
machine was also perfected by Edison who, in conjunction with George Eastman,
developed the motion picture.

U.S. History Objectives Unit 1 An Age of Prosperity and Corruption Students

will understand the internal growth of the United States during the period of
1850s-1900.

 Identify the conditions that led to Industrial expansion.

 Compare and contrast the politics of the Gilded Age and today’s governmental
systems.
 Describe how immigration was changing the social landscape of the United
States resulting in the need for reform.

7
  Analyze and interpret maps, tables, and charts.
 Identify key terms. The Expansion of American Industry 1850-1920 Students will
understand the conditions that led to Industrial expansion.
 Identify the conditions that led to Industrial expansion.
 Describe the technological revolution and the impact of the railroads and
inventions.
 Explain the growth of labor unions and the methods used by workers to achieve
reform. Politics, 1870-1915 Students will understand the changes in cities and
politics during the period known as the Gilded Age.
 Compare and contrast the politics of the Gilded Age and today’s governmental
systems.
 Be able to communicate why American cities experienced rapid growth.
 Summarize the growth of Big Business and the role of monopolies. Immigration
and Urban Life, 1870-1915 Students will understand the impact of immigration on
the social landscape of the United States.
 Analyze and interpret maps, tables, and charts.
 Identify key terms.
 Give examples of how immigration was changing the social landscape of the
United States.
 Relate the reasons for reform and the impact of the social movement. Unit 2
Internal and External Role of the United States Students will describe the
changing internal and external roles of the United States between 1890- 1920.
 Explain the coming to power of the United States.
 Discuss the reforms of the Progressive Era.
 Evaluate the role of the United States as a world power. Becoming a World
Power, 1890-1915 Students will understand the role of the United States as a
World Power from 1890-1950.
 Explain the coming to power of the United States.
 Evaluate the role of the United States as a world power. The Progressive Era,
1890-1920 Students will describe the Progress Era in terms of Legislation and
Reforms.
 Identify key Legislation and Policies of the Progressive Era.
 Communicate reforms of the Progressive Era. The World War I Era, 1914-1920
Students will understand the causes and reasons for US involvement in World
War I.
 Explain the causes of World War I.
 Evaluate the key global events that affected the United States at home and
abroad.

8
  Discuss the role of the United States in the peacemaking process. Unit 3 Boom
Times to Hard Times, 1920-1941 Students will understand the economic and
social changes that occurred between 1920-1941.
 Communicate through writing and discussion on how society changed
dramatically after WWI.
 Analyze how America experienced an economic boom while at the same time
planted the seeds of an economic disaster.
 Identify the economic and social changes that occurred between1920-1941.
 Describe the importance of the role of the government in establishing Roosevelt’s
New Deal. Postwar Social Change Students will understand the society of the
1920s.
 Communicate through writing and discussion on how society changed
dramatically after WWI. Politics and Prosperity.1920-1929 Students will
understand the economic, political, and social changes that occurred between
1920- 1929.
 Marriage 17th and 18th Centuries - Most people did not marry young.

The average person married surprisingly late, years after reaching adulthood. Both men
and women married 25-10. Also in W. Europe, 10-20% of men never married. B/C

1) Waited to be independent to support them and future family

2) Laws and traditions discouraged early marriage. Needed permission.

Community Controls - Pattern of cooperation and common action in a traditional village

that sought to uphold the economic, social, and moral stability of the closely-knit
community.
Mom and illegitimate child were a threat to the community.
Traditional village; cooperation and common action.

Charivari -Degrading public rituals used by village communities to police personal

behavior and maintain moral standards.

e.g. The donkey ride and other colorful humiliations showed community effort to police
persona behavior and maintain moral standards.

Illegitimacy Explosion -The sharp increase in out-of-wedlock births that occurred in

Europe between 1750 and 1850, caused by low wages
and the breakdown of community control. Around England,
France, Germany, and Scandinavia.

9
Causes:

1) Rise of sexual activity among young people

2)Rising $ of food, homes and necessities meant men were insecure and couldn't
handle a family
3) Marriage never took place; hesitance to take the burden

Hogarth's Satirical View of the Church - Art by William Hogarth.

William Hogarth
 English artist
 Political satirical illustrator
 Art should serve a moral purpose

Prostitutes in the 17th and 18th Centuries -Mostly working women who turned to sex
trade when forced with unemployment.
 Humiliated by police by disease inspection.
 Retained ties with the communities of laboring poor.
 Came as an outlet of 'sexual desire.' Brief career.
 Aging courtesans (wealthy protectors provided apartments, errants, fashion, and
$) turned to it after they lost their wealth.

Same-Sex Relations in the 17th and 18th Centuries -Even more condemned than
prostitution.

Defied Biblical limitation of sex to the purposes of procreation.

Male to male relations "sodomy" or "buggery" were prohibited and death
punishment worthy. Strict in Spain.
Less so in Scandinavian countries and Russia.
Aristocrats were protected.

E.g. King James I sponsor of the 1st Bible translation had male lovers. Homosexual
subcultures emerged in Paris, Amsterdam, and London in the late 17th Century.

Self-identity of homosexual men "same-sex desire made them different from other
men."
Late 18th Century there is a rise in women-women relations.
Culture accelerated as Enlightenment critics attacked four immortality and preacher
virtue and morality as reins of political power.

10
Anne of Denmark -Had 7 children with King James I (who had male lovers and
lavished in 'mignons'-heterodox sexual young men).
Duchess of Orléans and sister-in-law to Louis XIV of France.
Believed King William of England (hero of Glorious Revolution) was
homosexual. - Ulrika Elenora Stalhammar.

Served as a man in the Swedish army for 13 years and married a woman. Cross-
dresser.
Breast-Feeding Children -In the countryside, lower-class women breastfed longer as a
form of contraception, spreading children apart.
• Precious immunity substances have gotten. In N. France, Scandinavia, and
central and eastern Europe, babies weren't breastfed and had high mortality.
• Believed breast-feeding was bad for woman's health or appearance.
• Women of aristocracy everywhere and the middle class rarely nursed their kids
because they thought it was undignified and interfered with social responsibilities.
• Wealth women hire healthy wet nurses to suckle their babies (send nurse's infant
away to be nursed by someone else) Working women used this to earn a living.
Rural wet-nursing was a widespread business in the 18th century. Common in
northern France.
• Reliance raised levels of infant mortality b/c dangers of travel, lack of supervision
of conditions in wet nurses homes, and the sharing of milk between babies.
Attacked in 2nd part of 18th century for robbing society of full potential.
Still, some women kept them.

Infant Mortality -Rates were higher in overcrowded and dirty cities, low lying marsh
regions, and summertime. Women who didn't breast-feed become pregnant more and
bore more children eventually increasing the population.
Abortions - illegal, dangerous, and rare. Countrywomen often smothered babies after
quietly delivering them. This infanticide was punishable by death.
Foundling Homes -16th Century Italy, Spain, and Portugal and in 1670 to France. 18th
C England petitioned for a foundling hospital. Home for disposing of children they could
not support esp. infants. High immortality b/c of illegitimacy explosion, disease,
malnutrition, and neglect. Both genders were found in foundling hospitals. Edward
Gibbon -1737-1794 English historian. His father named children all Edward hoping one
would survive. The only one that did. Believed the death of a baby before parents were
a fact of life.

Michel de Montaigne -French essayist. Emotional prudence led to emotional distance.

Couldn't connect with new-born children because they have no mental capacity.

11
Ben Jonson - An English poet wrote "On My First Son" about the death of his 6-year-
old son Benjamin during a plague outbreak in London in 1603. Susannah Wesley 1669-
1742; mother of John Wesley the founder of Methodism.
Believed a parent should conquer the will and bring the child to obedient temper. She
beat her children for lying, stealing, disobeying, and quarreling, and forbidden to play
with neighbors. Extreme discipline was a consensus in the time that children were born
innately sinful and parents must overcome. American public in the post World War I
years.

• Explain why communism was a threat to the United States government.

• Identify key issues that affected the outcomes of presidential elections of the 1920s.
Crash and Depression 1929-1933 Students will understand the impact of the Stock
Market Crash and the depression of 1929-1933.
• List and describe the causes of the Crash of 1929.
• Connect social effects and the survival techniques during the early years of the
Depression.
• Discuss the response of the government to the economic crisis. The New Deal
Students will understand the importance of the role of the government in establishing
the New Deal.
• Explain the successes of the New Deal.
• Analyze social programs initiated during Roosevelt’s term and their long term effect.
Unit 4 Hot and Cold War Students will recognize the emergence of the United States as
a leader of the free world, 1931-1960.
• Identify the causes of WWII.
• List the events that led to America’s involvement in the war.
• Communicate through writing the experiences of Americans at home and war.
• Identify the causes, events, and the impact of the Cold War. World War II: Road to
War Students will recognize the causes of World War II.
• Identify the causes of WWII.
• List the events that led to America’s involvement in the war.
• Identify World Leaders of the Era and the events that led to their rise to power. World
War II Americans at War Students will understand the role and impact of the war at
home and abroad.
• Identify the economic sacrifices that Americans endured during wartime.
• Communicate through writing the experiences of minorities and women in America at
home and war. The Cold War Students will recognize the causes and results of the
United States' involvement in the Cold War.
• List the events that led to America’s involvement in the Cold War.
• Discuss the effects of McCarthyism and its impact on a second “Red Scare”.
• Identify the impact of the Cold War on the United States and world relationships.

12
• Define communism and Capitalism. Unit 5 The Period of Turmoil and Change 1945-
1970 Students will understand the political and social turmoil that developed between
1945 and the 1970s.
• Identify the movement for social change that affected almost every aspect of American
society.
• Analyze the deep division and turmoil in the U.S. as the country became increasingly
involved in Vietnam.
• Describe the ideas of a youthful counterculture that was critical of the traditional values
of many Americans. The Civil Rights Movement Students will identify how the civil rights
movement affected almost every aspect of American society.
• Identify key events that led to a demand for civil rights.
• Understand the early groups and their philosophy of non-violence.
• Describe the political responses to the civil rights movement. The Kennedy/Johnson
Era during the Vietnam conflict. Students will analyze the deep division and turmoil in
the U.S. during the Kennedy Johnson era as the country became increasingly involved
in Vietnam.
• Critique the foreign policy of the early 1960s.
• Explain American involvement in the Vietnam conflict. The Era of activism and the
counterculture Students will communicate the ideas of a youthful counterculture that
was critical of the traditional values of many Americans.
• Discuss the feminist and civil rights movements.
• Define the counterculture.
• Recognize new emerging cultural identities. Unit 6 Continuity and Change 1969 to the
Present Students will recognize the role of the United States as a leader in the modern
world.
• Discuss policies of Presidents Nixon, Ford, and Carter.
• Identify the political, social, and cultural upheavals of the 1960s and 1970s and explain
why Americans wanted a return to smaller government and conservative ideas.
• Discuss the sweeping changes in world affairs in the early 1990s that change the face
of world politics. Nixon, Ford, Carter, 1969-1981 Discuss the policies of Presidents
Nixon, Ford, and Carter.
• Discuss Nixon’s Foreign Policy and the Watergate scandal.
• Explain how Ford tried to heal the government after the Watergate Scandal.
• Evaluate the Carter administration and U.S. involvement in the Middle East. The
Conservative Revolution Students will discuss why Americans wanted a return to
smaller government and conservative ideas during the 1980s.
• Analyze the roots of New Conservatism.
• Discuss Reagan’s administration and the social and political changes that occurred.
Entering the New Era Students will discuss the sweeping changes in world affairs in the
early 1990s that changed the face of world politics.
• Interpret world conflicts today and their impact on the United States.

13
LITERARY PIECES

POEM

O, Captain! My Captain!
By Walt Whitman

O Captain! my Captain! our fearful trip is done,

The ship has weathered every rack, the prize we sought is won,
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring;
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells;

Rise up—for you the flag is flung—for you the bugle trills,
For you bouquets and ribbon’d wreaths—for you the shores a-crowding,
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head!
                              It is some dream that on the deck,
                                  You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still,
My father does not feel my arm, he has no pulse nor will,
The ship is anchored safe and sound, its voyage closed and done,
From fearful trip the victor ship comes in with object won;
Exult O shores, and ring O bells!
But I with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.

Epic Poem

The Odyssey
By Homer

14
 Ten years after the Fall of Troy, and twenty years after the Greek
hero Odysseus first set out from his home in Ithaca to fight with the other Greeks
against the Trojans, Odysseus’ son Telemachus and his wife Penelope are beset with
over a hundred suitors who are trying to persuade Penelope that her husband is dead
and that she should marry one of them.

Encouraged by the goddess Athena (always Odysseus’ protector), Telemachus sets out

to look for his father, visiting some of Odysseus’ erstwhile companions such as
Nestor, Menelaus, and Helen, who have long since arrived home. They receive him
sumptuously and recount the ending of the Trojan War, including the story of the
wooden horse. Menelaus tells Telemachus that he has heard that Odysseus is being
held captive by the nymph Calypso.

The scene then changes to Calypso’s island, where Odysseus has spent seven years in
captivity. Calypso is finally persuaded to release him by Hermes and Zeus,
but Odysseus’ makeshift boat is wrecked by his nemesis Poseidon, and he swims
ashore onto an island. He is found by the young Nausicaa and her handmaidens and is
made welcome by King Alcinous and Queen Arete of the Phaeacians, and begins to tell
the amazing story of his return from Troy.

Odysseus tells how he and his twelve ships were driven off course by storms, and how
they visited the lethargic Lotus-Eaters with their memory-erasing food, before being
captured by the giant one-eyed Cyclops Polyphemus (Poseidon’s son), only escaping
after he blinded the giant with a wooden stake. Despite the help of Aeolus, King of the
Winds, Odysseus and his crew were blown off course again just as the home was
almost in sight. They narrowly escaped from the cannibal Laestrygones, only to
encounter the witch-goddess Circe soon after. Circe turned half of his men into swine,
but Odysseus had been pre-warned by Hermes and made resistant to Circe’s magic.

After a year of feasting and drinking on Circe’s island, the Greeks again set off, reaching
the western edge of the world. Odysseus made a sacrifice to the dead and summoned
the spirit of the old prophet Tiresias to advise him, as well as the spirits of several other
famous men and women and that of his own mother, who had died of grief at his long
absence and who gave him disturbing news of the situation in his own household.

Advised once more by Circe on the remaining stages of their journey, they skirted the
land of the Sirens, passed between the many-headed monster Scylla and the whirlpool
Charybdis, and, blithely ignoring the warnings of Tiresias and Circe, hunted down the
sacred cattle of the sun god Helios. For this sacrilege, they were punished by a

15
shipwreck in which all but Odysseus himself drowned. He has washed ashore on
Calypso’s island, where she compelled him to remain as her lover.

By this point, Homer has brought us up to date, and the remainder of the story is

told straightforwardly in chronological order.

Having listened with rapt attention to his story, the Phaeacians agree to
help Odysseus get home, and they finally deliver him one night to a hidden harbor on
his home island of Ithaca. Disguised as a wandering beggar and telling a fictitious tale
of himself, Odysseus learns from a local swineherd how things stand in his household.
Through Athena’s machinations, he meets up with his own son, Telemachus, just
returning from Sparta, and they agree together that the insolent and increasingly
impatient suitors must be killed. With more help from Athena, an archery competition is
arranged by Penelope for the suitors, which the disguised Odysseus easily wins, and he
then promptly slaughters all the other suitors.

Only now does Odysseus reveal and prove his true identity to his wife and to his old
father, Laertes. Despite the fact that Odysseus has effectively killed two generations of
the men of Ithaca (the shipwrecked sailors and the executed suitors), Athena intervenes
one last time and finally Ithaca is at peace once more.

ASSESSMENT

Choose the correct answer below.

1. _________Basic unit of social organization. Beings love, mate, and reproduce.

Teaches the child, imparting values, and customs that condition an individual's behavior
for a lifetime. The 18th century had the evolution of patterns of marriage and family unit.

A. Friends
B. Family
C. Team
D. Fraternity

2. ___________Most people did not marry young. The average person married
surprisingly late, years after reaching adulthood. Both men and women married 25-10.
Also in W. Europe, 10-20% of men never married. B/C 1)Waited to be independent to

16
support them and future family 2) Laws and traditions discouraged early marriage.
Needed permission.

A.Marriage 17th and 18th Centuries

B.Marriage 16th and 18th Centuries
C.Marriage 15th and 18th Centuries
D.Marriage 14h and 17th Centuries

3. ______________Pattern of cooperation and common action in a traditional village

that sought to uphold the economic, social, and moral stability of the closely-knit
community. Mom and illegitimate child were a threat to the community. Traditional
village; cooperation and common action.

A.Community Controls
B.Hazard Controls
C.Team Controls
D. None of the above

4. _____________Degrading public rituals used by village communities to police

personal behaviour and maintain moral standards. e.g. The donkey ride and other
colorful humiliations showed community effort to police persona behavior and maintain
moral standards.

A.Chavelier
B.Charivari
C.Spec Rituals
D.None of the above

5. _______________The sharp increase in out-of-wedlock births that occurred in

Europe between 1750 and 1850, caused by low wages and the breakdown of
community control. Around England, France, Germany, and Scandinavia. Causes: 1)
Rise of sexual activity among young people 2)Rising $ of food, homes and necessities
meant men were insecure and couldn't handle a family 3) Marriage never took place;
hesitance to take the burden

A.legitimacy Explosion

17
B.Illegitimacy Expansion
C.Legitimacy Expansion
D.Illegitimacy Explosion

6. __________Art by William Hogarth.

A. Monalisa
B. Moonlight and Sonata
C. Spolarium
D.Hogarth's Satirical View of the Church

7. _____________English artist. Political satirical illustrator. Art should serve a moral

purpose.

A.Leonardo da Vinci
B.Vincent Van Gogh
C.William Hogarth
D.None of the above

8. _____________Mostly working women who turned to sex trade when forced with
unemployment. Humiliated by police by disease inspection. Retained ties with the
communities of laboring poor. Came as an outlet of 'sexual desire.' Brief career. Aging
courtesans (wealthy protectors provided apartments, errants, fashion, and $) turned to it
after they lost their wealth.

A.Prostitues in 17th and 20th Centuries

B.Prostitues in 17th and 19th Centuries
C.Prostitues in 17th and 18th Centuries
D.None of the above

9. _______________Even more condemned than prostitution. Defied Biblical limitation

of sex to the purposes of procreation. Male to male relations "sodomy" or "buggery"
were prohibited and death punishment worthy. Strict in Spain. Less so in Scandinavian
countries and Russia. Aristocrats were protected. E.g. King James I sponsor of the 1st
Bible translation had male lovers. Homosexual subcultures emerged in Paris,
Amsterdam, and London in the late 17th Century. Self-identity of homosexual men
"same-sex desire made them different from other men." Late 18th Century there is a
rise in women-women relations. Culture accelerated as Enlightenment critics attacked
four immortality and preacher virtue and morality as reins of political power.

18
A.Same-Sex Relations in 15th and 18th Centuries
B.Same-Sex Relations in the 17th and 18th Centuries
C.Same-Sex Relations in 14th and 18th Centuries
D.None of the above

10. ______________Had 7 children with King James I (who had male l overs and
lavished in 'mignons'-heterodox sexual young men). Duchess of Orléans and sister-in-
law to Louis XIV of France. Believed King WIlliam of England (hero of Glorious
Revolution) was homosexual.

A.Anne of Europe
B.Anne of Jutland Peninsula
C.Anne of Denmark
None of the above
D.

11. ________________Served as a man in the Swedish army for 13 years and married
a woman. Cross-dresser.

A.Albert Wallenberg
B.Ulrika Elenora Stalhammar
C.Tron Bergquist
D.None of the above

12.__________________In the countryside, lower-class women breastfed longer as a

form of contraception, spreading children apart. Precious immunity substances have
gotten. In N. France, Scandinavia, and central and eastern Europe, babies weren't
breastfed and had high mortality. Believed breast-feeding was bad for woman's health
or appearance. Women of aristocracy everywhere and the middle class rarely nursed
their kids because they thought it was undignified and interfered with social
responsibilities.

A.Breast-Feeding Children
B.Intentional Feeding Children
C.Feeding program
D.None of the above

19
13. _________________Wealth women hire healthy wet nurses to suckle their babies
(send nurse's infant away to be nursed by someone else) Working women used this to
earn a living. Rural wet-nursing was a widespread business in the 18th century.
Common in northern France. Reliance raised levels of infant mortality b/c dangers of
travel, lack of supervision of conditions in wet nurses homes, and the sharing of milk
between babies. Attacked in 2nd part of 18th century for robbing society of full potential.
Still, some women kept them.

A.Wet-Nursing
B. Dry-Nursing
C.Warm-Nursing
D.None of the above

14. ______________Rates were higher in overcrowded and dirty cities, low lying marsh
regions, and summertime. Women who didn't breast-feed become pregnant more and
bore more children eventually increasing the population.

A.Mortality
B.Morality
C.Infant Mortality
D.None of the above

15. ________________Illegal, dangerous, and rare. Countrywomen often smothered

babies after quietly delivering them. This infanticide was punishable by death.

A.Killing
B.Accident
C.Abortions
D.None of the above

16. ____________16th Century Italy, Spain, and Portugal and in 1670 to France. 18th
C England petitioned for a foundling hospital. Home for disposing of children they could
not support esp. infants. High immortality b/c of illegitimacy explosion, disease,
malnutrition, and neglect. Both genders were found in foundling hospitals.

A.Founding Food
B.Foundling Homes
C.Founding Job
D.None of the above

20
17. ___________________1737-1794 English historian. His father named children all
Edward hoping one would survive. The only one that did. Believed the death of a baby
before parents were a fact of life.

A.Leo Eriksson
B.Ored Peterson
C.Harry Henriksson
D.Edward Gibbon

18. _______________French essayist. Emotional prudence led to emotional distance.

Couldn't connect with new-born children because they have no mental capacity.

A.Maxence Berger
B.Michel de Montaigne
C.Oda Charpentier
D.None of the above

19.______________English poet wrote "On My First Son" about the death of his 6-year-
old son Benjamin during a plague outbreak in London in 1603.

A.Ben Jonson
B.Guarin Tasse
C.Eloi Thomas
D.None of the above

20.__________________1669-1742; mother of John Wesley the founder of Methodism.

Believed a parent should conquer the will and bring the child to obedient temper. She
beat her children for lying, stealing, disobeying, and quarreling, and forbidden to play
with neighbors. Extreme discipline was a consensus in the time that children were born
innately sinful and parents must overcome.

A.Aveline David
B.Dorothee Forestier
C.Susannah Wesley
D.None of the above

ANSWER KEYS

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PRE TEST ASSESMENT
1. C 1. B 11. B
2. B 2. A 12. A
3. B 3. A 13. A
4. B 4. B 14. C
5. C 5. D 15. C
6. D 16. B
7. C 17. D
8. C 18. B
9. B 19. A
10. C 20. C

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