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PDF Test Bank For Social Welfare A History of The American Response To Need 8 E 8Th Edition Mark J Stern June J Axinn Online Ebook Full Chapter
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Chapter 2
The Colonial Period: 1647 - 1776
CHAPTER SUMMARY
This chapter covers the early settlers’ experiences from 1647 to 1776. The
use of the English Poor Laws did not fit the realities of the new society for
various reasons. The settlers faced challenges in establishing new
settlements that were very different from their lives in England and Western
Europe. Disease, frequent wars, and harsh living conditions created
significant economic hardship for many individuals and families. This was
especially true for those who were ill, elderly, widowed, or orphaned. The New
England colonies used different methods, including almshouses and
apprenticeships, to respond to the needs of the deserving and undeserving
poor. Although the family and local volunteer efforts were central to
addressing the needs of the poor, the needs often overwhelmed the local
communities’ resources.
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CHAPTER OBJECTIVES
• Students will be able to understand the contributions of the English
Poor Laws to Colonial Poor Laws in the development of public relief.
• Students will be able to distinguish between the role of settler and
conqueror in the expansion of colonial America.
• Students will examine the role that religious beliefs played in
approaches taken towards the poor.
SUGGESTED DISCUSSION PROMPTS
1. Colonists were concerned with the threat to economic survival as more
strangers and poor who needed public relief moved into their
communities. This fear outweighed any value these individuals might
bring in terms of their labor skills. How does this compare to thoughts
about the poor and immigrants today?
2. Another trait of early colonists was a common set of religious beliefs
and moral or ethical values. These motivations led to accepting or
rejecting certain groups to their communities. What current
movements are occurring in the US that seem to reflect these earlier
mores?
3. Benjamin Franklin argued for the abolishment of the Poor Laws. In his
arguments, he stated that “the support of the poor should not be by
maintaining them in idleness, but by employing them in some kind of
labor suited to their abilities.” How does this statement apply to current
political trends?
4. As early as 1624, welfare measures have been very different for
veterans than they are for the general population. Why has this been
the case? Do you agree that veterans are entitled to special treatment
over other groups? How does this agree or conflict with the NASW
Code of Ethics?
5. The stigma of poverty was made public in certain colonies by forcing
the poor to wear a letter indicating which colony was providing public
relief. What was the rational for this action? Can you think of other
examples of similar action taken against other groups in history?
9. In the US during the Colonial Period, the purpose for children being
indentured or apprenticed was to
A. discourage parents from having large families
B. increase the labor pool for new industries
C. assure that the wealthy would have servants
D. prevent against the danger of pauperism
Answer:
D
Difficulty:
3
Competency: Critical Thinking
11. One primary theme about children in the US from the Colonial Period
to the Pre-Civil War period seemed to be that children
A. needed to be provided with a loving and caring family
B. needed to be protected from exploitation and abuse
C. should be educated/trained to become productive citizens
D. were entitled to equal protection under existing laws
Answer:
C
Difficulty:
2
Competency: Critical Thinking
12. Puritans believed that work maximized individual and family wealth
and well-being. Therefore,
A. poverty was equated with worthiness
B. children were treated as virtual slaves
C. workhouses were established for the poor
D. giving and charity became salvation for the rich
Answer:
D
Difficulty
:
Competency: Critical Thinking
13. In the 18th century, when the natural family could not provide learning
and religion to its children,
A. children were sent to reform institutions
B. parents would be sterilized and run out of town
C. children were place in foster homes in the Midwest
D. parents would be fined or their children would be apprenticed
Answer:
D
Difficulty:
3
Competency: Human Rights & Justice
18. Colonial welfare legislation collected taxes for the provision of outdoor
relief. These money payments permitted persons to remain in their
own homes because
A. the binding of labor was becoming unpopular
B. almhouses were becoming overcrowded
C. their poverty was due to disability or old age
D. it was less expensive than providing indoor relief
Answer:
C
Difficulty:
2
Competency: Policy Practice
19. Differences between the New England colonies and the Southern
colonies rested on the type of settlers in each area. The North was
primarily settled by
A. individuals who would accept or reject immigrants on the basis
of religious beliefs
B. individuals seeking freedom and unlimited opportunities
C. working-class Englishman who had indenture contracts
D. unskilled or low-skilled persons who were escaping religious
persecution
Answer:
A
Difficulty:
3
Competency: Critical Thinking
20. The invention of the spinning jenny and improvements in the spinning
wheel made it possible for
A. increased commercial trade with England
B. women and children to work at home
C. communities to discontinue public relief
D. the expansion of factories in the South
Answer:
B
Difficulty:
2
Competency: Critical Thinking
21. When it came to the needs of Native American children, those who
were apprenticed to the English were
A. found to receive the most extreme and harsh treatment of all
children
B. exposed to the arts and a much better quality of life
C. subjected to being sold to other families for a profit
D. indoctrinated to a Christian education and forced to relinquish
their culture
Answer:
D
Difficulty:
2
Competency: Human Rights & Justice
22. The Colonial South was primarily established by
A. independent, wealthy, and privileged Englishmen
B. mostly working-class and indentured individuals
C. educated business men and men with trade skills
D. able-bodied poor who were forced out of New England
Answer:
B
Difficulty:
2
Competency: Critical Thinking
24. Almhouses were built to replace individual homes for the worthy poor.
In 1657, the first almhouse built in the colonies was in
A. Pennsylvania
B. Virginia
C. New York
D. Massachusetts
Answer:
C
Difficulty:
1
Competency: Policy Practice
25. Limiting the mobility of the poor was at the heart of the Act of
Settlement of 1662 in which new people to communities could
A. be returned to their place of legal residence
B. find themselves indentured for life
C. be shamed by being placed in the stocks
D. remain only if they were skilled craftsmen
Answer: A
Difficulty: 1
Competency: Human Rights & Justice
Essay Questions
1. As urban centers grew and immigration increased in the colonies, the
Poor Laws were amended to control costs. Describe two changes which
were made in response to changing conditions.
2. What was the primary reason that colonial leaders expanded schooling
and established the early colleges of Harvard, William and Mary, and
other schools?
3. Explain why the early colonists felt that individual earned income
should not be supplemented if the market economy was to function
properly. What aspect of the labor force did this apply to particularly?
Is this still the current thinking?
4. As more colonists came to this country, what was the response to the
Native Americans?
5. In the early 18th century, the number of poor people was very low.
Why were these numbers deceptive?
ADDITIONAL RESOURCES
Books
Amenta, E. (1998). Bold relief: Institutional politics and the origins of
modern American social policy. Princeton, NJ: Princeton University
Press.
Herndon, R. W. & Murray, J. E. (2009). Children bound to labor: The pauper
apprentice system in early America. Ithaca: Cornell University Press.
Marten, J. (2009). Children and youth in a new nation. New York: University
Press.
Morgan, T. (1993). Wilderness at Dawn: The settling of the North American
continent. New York : Simon & Shuster.
Steele, I. K. (1994). Warpaths: Invasions of North America. New York:
Oxford University Press.
Journals
Dwyer, R. (2010). Poverty, prosperity, and place: The shape of class
segregation in the age of extremes. Social Problems, 57(1), 114-137.
Harris, L. M. (2004). Slavery, emancipation, and class formation in colonial
and early national New York City. Journal of Urban History, 30(3),
339-359.
Websites
www.historyplace.com/unitedstates/revolution/rev-early.htm
• Provides a timeline of early colonial U. S. growth. The timeline not
only focuses on the growth of the colonies but also on laws from England
and other European countries that had an impact on the colonists.
The Quakers. www.history.com/topics/quakers
• Describes the role that Quakers played in social and economic politics
in the colonies.
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