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Gasker, Generalist Social Work Practice, 1e
SAGE Publishing, 2019
C. society that is urban in nature

D. family, culture, and society
Ans: D
Learning Objective: 1.1: Explain the differences between social work and other helping
professions, including the person-in-environment (PIE) perspective.
Cognitive Domain: Knowledge
Answer Location: Person-In-Environment Perspective
Difficulty Level: Easy
4. Which of the following is an example of an individual interacting with components of

their environment?
A. a child’s violent behavior influenced by a conflict-ridden household
B. a child with attention deficit disorder who is over medicated
C. a teacher’s classroom rules learned from undergraduate education
D. a parent’s behavior
Ans: A
Cognitive Domain: Application
Answer Location: Person-In-Environment Perspective
Difficulty Level: Hard
5. Generalist social work practice occurs ______.

A. under the auspices of an organization and the influence of the code of ethics and
social welfare policies
B. in collaboration with macro social work only
C. in an environment where volunteers are readily utilized
D. in a capitalist society
Ans: A
Learning Objective: 1.2: Recall the definition of generalist social work practice.
Cognitive Domain: Analysis
Answer Location: Generalist Social Work Practice
6. Most social work major students are educated in a liberal arts program. A key
component of this program is that students ______.
A. know about people and their lives along with their relationships to one another
B. take course work that enables the student to learn a secondary language and thus be
bilingual
C. take 22 credit hours in the fine arts which includes coursework in art, music, or
theater courses
D. are engaged in a new method of teaching developed in the past ten (10) years will be
engaged in future practice in the public sector
Ans: A
Learning Objective: 1.3: Explain the attributes of generalist social work practice.
Answer Location: Broad Knowledge Base

Difficulty Level: Medium
7. Which of the following is a primary characteristic of generalist social work practice?

A. social welfare context
B. strengths perspective on diversity
C. physiological and psychological domains
D. a focus on social justice
Ans: D
Cognitive domain: Knowledge
Answer Location: Characteristics of Generalist Practice
8. A definition of diversity related to the strengths perspective is ______.

A. related solely toward work on elimination of racism
B. the difference in attributes between and among individuals and groups resulting in a
significant source of resources and strengths
C. a perspective based upon socioeconomic status for those living in poverty
D. a focus upon employment status
Ans: B
Answer Location: The Strengths Perspective on Diversity
Difficulty level: Hard
9. When we refer to social welfare and organizational context in generalist practice we

are referring to the following: ______.
A. the agency that receives only child welfare funding
B. what are the social welfare policies that impact the funding for services
D. the environment of the agency, how the workers get along, what type of supervision
happens, what kind of pay and job benefits do social workers receive and where and
what type of facility it is
D. the aspect of child welfare services, child protection services that has to do with
detecting signs of child abuse and neglect
Ans: C
Cognitive Domain: Comprehension
Answer Location: Social Welfare and Organizational Context
10. Social, economic, and environmental justice is best described as ______.

A. a minor reference in the social work profession according to NASW
B. a competency that is present only at the Masters level of Social Work education
C. economic justice and environmental justice which are aspect of social justice
D. an important part of social work practice but not referenced by the Council on Social
Work Education (CSWE) competencies
Ans: C
Answer Location: Social, Economic, and Environmental Justice
11. Jane Addams is best known for ______.

A. being born into poverty and never attending college and yet started the social work
profession
B. starting Hull House, a settlement house in Chicago in 1989
C. receiving the Congressional Medal of Freedom
D. starting the Charity Organization Society
Ans: B
Learning Objective: 1.4: Describe the role of generalist practice in the social work
profession.
Answer Location: Addams
12. Mary Richmond is credited with ______.

A. writing the book, Social Diagnosis, beginning the Charity Organization Society, and
developing the concept of friendly visitor
B. creating Hull House in Chicago for the homeless population
C. beginning the concept of home visits to make welfare checks
D. creating what we know today as child welfare
Ans: A
profession.
Answer Location: Richmond
13. ______ is famous for starting the first African American sorority on a college
campus.
A. Marie Woolfolk Taylor
B. Mary Richmond
C. Jane Addams
D. Jeannette Rankin
Ans: A
profession.
Answer Location: Professionalization
14. ______ is best known for moving social work toward professionalization through
participation in community change through the NAACP.
A. E. Franklin Frazier
B. Frances Perkins
C. Harry Hopkins
D. Dorothy Height
Ans: A
profession.
15. ______ worked at Hull House with Jane Addams and was the first woman cabinet
member as the Secretary of Labor.
B. Frances Perkins
C. Harry Hopkins
D. Dorothy Height
Ans: B
profession.
16. ______ worked at a settlement house in New York and later worked as a friendly
visitor, becoming one of President Franklin Roosevelt’s closest advisors.
B. Frances Perkins
C. Harry Hopkins
D. Dorothy Height
Ans: C
profession.
17. ______ devoted a lifetime of work as a social worker and was awarded the
Congressional Medal of Freedom.
B. Frances Perkins
C. Harry Hopkins
D. Dorothy Height
Ans: D
profession.
18. The Council of Social Work Education (CSWE), the accrediting program for social
work education was developed in ______.
A. 1901
B. 1935
C. 1946
D. 1994
Ans: C
profession.
Answer Location: Professional Social Work Education
19. Social work programs at college and universities must have their program reaffirmed
every ______ years to both become and remain accredited.
A. 2
B. 4
C. 8
D. 14
Ans: C
Learning Objectives: 1.5: Paraphrase the competencies common to all social workers,
and recall the stages of planned change.
Cognitive Doman: Knowledge
Answer Location: Social Work Competencies
20. The Council on Social Work Education must show that their students who are ready
to graduate are capable of demonstrating that they can carry out each of the ______
competencies
A. 3
B. 5
C. 9
D. 16
Ans: C
Answer Location: Social Work Competencies
21. In the first competency, Demonstrate Ethical and Professional Behavior, students
should demonstrate ______.
A. ethical decision-making which can be and should be swayed by one’s own values
B. a knowledge about social security only
C. familiarity with word processing
D. familiarity with the social work profession as it looks today
Ans: A
Answer Location: Competency 1: Demonstrate Ethical and Professional Behavior
22. In the second competency, Engage Diversity and Difference in Practice, students
should be able to ______.
A. explain how experience and identity are shaped by people’s difference or diversity
B. possess an awareness that difference applies only to race and class
C. understand that areas of diversity are not connected to poverty, oppression, and
marginalization
D. start a multicultural club on campus
Ans: A
Answer Location: Competency 2: Engage Diversity and Difference in Practice
23. Which of the following goals represents the third competency?

A. understand the fundamental rights of every person to have the right to drink at age
21
B. be able to discuss the global interconnection by speaking a second language
C. understand strategies used to promote social and economic justice and to eliminate
oppressive structural barriers
D. possess enough resources in order to avoid receiving public assistance
Ans: D
Answer Location: Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice
24. In the fourth competency, Engage in Practice-Informed Research and Research-

Informed Practice, students should ______.
A. understand only quantitative (data are numbers) research methods and how they are
used to evaluate practice and to advance the science of social work
B. understand only qualitative (data are words) research methods and how they are
used to evaluate practice and to advance the science of social work
C. know principles of logic, scientific inquiry, and culturally informed and ethical
approaches to building social work from practice knowledge
D. take a statistics course as a prerequisite
Ans: C
Answer Location: Competency 4: Engage in Practice-Informed Research and
Research-Informed Practice
25. In the fifth competency, Engage in Policy Practice, students should be able to
______.
A. understand that human rights and social justice, as well as social welfare and
services, are mediated by the state tax structure
B. understand the history and current structures of social policies and services, the role
of policy in service delivery, and the role of practice in policy development
C. understand their role in policy development and implementation only at the macro
level of social work practice
D. be able to explain during an election year, which candidate will serve better for the
social work profession
Ans: B
Answer Location: Competency 5: Engage in Policy Practice
26. In the sixth competency, Engage With Individuals, Families, Groups, Organizations,
and Communities, students should be able to ______.
A. understand that engagement happens just at the initial client meeting and is not
ongoing
B. demonstrate an awareness of the value and importance of human relationships
C. practice effectively with diverse clients and constituencies without an understanding
of their own personal experiences
D. understand that interprofessional collaboration for facilitation of engagement will be
covered in another competency
Ans: B
Answer Location: Competency 6: Engage With Individuals, Families, Groups,

Organizations, and Communities
27. In the seventh competency, Assess Individuals, Families, Groups, Organizations,

and Communities, students should be able to ______.
A. understand that assessment is an ongoing component and process of social work
practice
B. understand the theories of adult development
C. understand the use of addiction assessments
D. lead an Alcoholic Anonymous group
Ans: A
Answer Location: Competency 7: Assess Individuals, Families, Groups, Organizations,
and Communities
28. In the eighth competency, Intervene With Individuals, Families, Groups,

Organizations, and Communities, students should be able to ______.
A. demonstrate knowledge about evidence-informed implementation to achieve the
goals of clients and constituencies
B. recognize that interprofessional teamwork can be a benefit but if often leads to
competition for clients and funding
C. gain an understanding of implementation that only happens for a short duration of the
planned change process
D. focus only upon services that are home-based
Ans: A
Answer Location: Competency 8: Intervene With Individuals, Families, Groups,
29. In the ninth competency, Evaluate Practice With Individuals, Families, Groups,
Organizations, and Communities, students should be able to ______.
A. evaluation is only done at the conclusion of the treatment plan after the client has
been discharged from services
B. recognize the importance of evaluating processes and outcomes to advance
practice, policy, and service delivery effectiveness.
C. understand that evaluation methods only include qualitative processes and not
quantitative.
D. be open to completing course evaluations
Ans: B
Answer Location: Competency 9: Evaluate Practice With Individuals, Families, Groups,
30. What are the stages of the planned change process?

A. self-reflection, engagement, assessment, planning, and implementation
B. assessment and planning only
C. diagnosis and billing only
D. implementation, evaluation, and follow-up only
Ans: C
Answer Location: Planned Change Process
31. The planned change process is reflected in which of the following competencies?
A. engagement, assessment, intervention, and evaluation
B. engagement, treatment, and case management
C. ethical and professional behavior
D. diversity engagement and social justice promotion
An: A
32. The term client is often used interchangeably with which of the following term(s)?
A. persons served, participants, and patients
B. participants and payers
C. patients for all practice settings
D. residents
Ans: A
Answer Location: Social Work Terms Used Throughout the Text
33. What are the three levels of social work practice?

A. micro, mezzo, and macro
B. micro, messo, and macro
C. micro, mezzo, and messo

D. beginning, intermediate, and advanced
Ans: A
34. A social work interview is best described as ______.

A. any professional social work meeting that can be with a client, a client system
(family), organization, or the community.
B. a one-on-one time with a client at intake of services
C. the employment interview when a social worker is seeking employment
D. a time to see if the client qualifies for food stamps
Ans: A
35. Evidence-based practice is best described as ______.

A. a time when the social worker operates independently and acts in the best interest of
the client
B. the use of a combination of empirical (based upon observation) studies, compilations
of theory-based studies and practice to facilitate choices for the planned change
process
C. a process of gathering numerical data for a quantitative study of the social sciences
D. a time to prove to a resistive client that they can be cured
Ans: B
36. The term follow-up can best be described as ______.

A. measuring what happened during the intervention
B. a time to create the practice summary
C. determining whether the change has been successfully sustained
D. a time to establish the client’s strengths that attributed the change
Ans: C

True/False
1. The Council on Social Work Education originally did not have standards that applied
to undergraduate generalist practice until 1982.
Ans: T
Answer Location: Professional Social Work Education
2. Students do not need to understand theories of human behavior and the social
environment at the undergraduate level. This is a competency learned only in graduate
school.
Ans: F
Answer Location: Competency 6: Engage with Individuals, Families, Groups,
3. CSWE describes diversity as the way a number of areas of difference come together
in people.
Ans: T
Answer Location: Competency 2: Engage Diversity and Difference in Practice
4. In the fifth competency, Engage in Policy Practice, social workers do not need to be
knowledgeable about policy formation, analysis, implementation, and evaluation.
Ans: F
Answer Location: Competency 5: Engage in Policy Practice
5. Self-reflection is defined as a time when one considers their own characteristics and
how they may influence their own work with the client system.
Ans: T
Difficulty level: Easy
Short Answer
1. The planned change process has seven (7) stages. List and describe at least four of
those stages and describe what happens in each stage selected.
Ans: Varies
2. The social work profession was built upon the foundation of helping but two schools
of thoughts emerged, macro work and micro work. One level aligned with the work of
Jane Addams and the other with the work of Mary Richmond. Explain the differences
and describe the approach that both used.
Ans: Varies
profession.
Answer Location: Richmond
3. Provide the definition of the term generalist social work practice.

Ans: Professional efforts under auspices of an agency guided by social welfare policies,
theories, and code of ethics to apply the planned change process to individuals,
families, groups, organizations, and communities based upon a strengths prospective.
Learning Objective: 1.2: Recall the definition of generalist social work practice.
Answer Location: Section 1.2: Generalist Social Work Practice
Essay
1. List three helping professions with social work being one of them. Define, compare,
and contrast these three terms, expanding upon an explanation for how social work
differs from other helping professions.
Ans: Varies

Answer Location: Section 1.1: The Uniqueness of the Social Work Profession
Difficulty level: Hard
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Smithers, John B. Steele, Wm. G. Steele, Stiles, Strouse, Stuart,
Sweat, Wadsworth, Ward, Wheeler, Chilton A. White, Joseph W.
White, Fernando Wood—60.
June 22—This bill was taken up in the Senate, when Mr.
Saulsbury moved this substitute:
That no person held to service or labor in one State, under the laws
thereof, escaping into another, shall, in consequence of any law or
regulation therein, be discharged from such service or labor, but
shall be delivered up on claim of the party to whom such service or
labor may be due; and Congress shall pass all necessary and proper
laws for the rendition of all such persons who shall so, as aforesaid,
escape.
Which was rejected—yeas 9, nays 29, as follows:
Yeas—Messrs. Buckalew, Carlile, Cowan, Davis, McDougall,
Powell, Richardson, Riddle, Saulsbury—9.
Nays—Messrs. Anthony, Brown, Chandler, Clark, Conness, Dixon,
Foot, Grimes, Hale, Harlan, Harris, Hicks, Howard, Howe, Johnson,
Lane of Indiana, Lane of Kansas, Morgan, Morrill, Pomeroy,
Ramsey, Sprague, Sumner, Ten Eyck, Trumbull, Van Winkle, Wade,
Willey—29.
Mr. Johnson, of Maryland, moved an amendment to substitute a
clause repealing the act of 1850; which was rejected—yeas 17, nays
22, as follows:
Yeas—Messrs. Buckalew, Carlile, Cowan, Davis, Harris, Hicks,
Johnson, Lane of Indiana, McDougall, Powell, Richardson, Riddle,
Saulsbury, Ten Eyck, Trumbull, Van Winkle, Willey—17.
Nays—Messrs. Anthony, Brown, Chandler, Clark, Conness, Dixon,
Fessenden, Foot, Grimes, Hale, Harlan, Howard, Howe, Lane of
Kansas, Morgan, Morrill, Pomeroy, Ramsey, Sprague, Sumner,
Wade, Wilson—22.
The bill then passed—yeas 27, nays 12, as follows:
Yeas—Messrs. Anthony, Brown, Chandler, Clark, Conness, Dixon,
Fessenden, Foot, Grimes, Hale, Harlan, Harris, Hicks, Howard,
Howe, Lane of Indiana, Lane of Kansas, Morgan, Morrill, Pomeroy,
Ramsey, Sprague, Sumner, Ten Eyck, Trumbull, Wade, Wilson—27.
Nays—Messrs. Buckalew, Carlile, Cowan, Davis, Johnson,
McDougall, Powell, Richardson, Riddle, Saulsbury, Van Winkle,
Willey—12.
Abraham Lincoln, President, approved it, June 28, 1864.
Seward as Secretary of State.
Wm. H. Seward was a master in diplomacy and Statecraft, and to

his skill the Unionists were indebted for all avoidance of serious
foreign complications while the war was going on. The most notable
case coming under his supervision was that of the capture of Mason
and Slidell, by Commodore Wilkes, who, on the 8th of November,
1861, had intercepted the Trent with San Jacinto. The prisoners were
Confederate agents on their way to St. James and St. Cloud. Both had
been prominent Senators, early secessionists, and the popular
impulse of the North was to hold and punish them. Both Lincoln and
Seward wisely resisted the passions of the hour, and when Great
Britain demanded their release under the treaty of Ghent, wherein
the right of future search of vessels was disavowed, Seward yielded,
and referring to the terms of the treaty, said:
“If I decide this case in favor of my own Government, I must
disavow its most cherished principles, and reverse and forever
abandon its essential policy. The country cannot afford the sacrifice.
If I maintain those principles and adhere to that policy, I must
surrender the case itself.”
The North, with high confidence in their President and Cabinet,
readily conceded the wisdom of the argument, especially as it was
clinched in the newspapers of the day by one of Lincoln’s homely
remarks: “One war at a time.” A war with Great Britain was thus
happily avoided.
With the incidents of the war, however, save as they affected
politics and politicians, this work has little to do, and we therefore
pass the suspension of the writ of habeas corpus, which suspension
was employed in breaking up the Maryland Legislature and other
bodies when they contemplated secession, and it facilitated the arrest
and punishment of men throughout the North who were suspected of
giving “aid and comfort to the enemy.” The alleged arbitrary
character of these arrests caused much complaint from Democratic
Senators and Representatives, but the right was fully enforced in the
face of every form of protest until the war closed. The most
prominent arrest was that of Clement L. Vallandigham, member of
Congress from Ohio, who was sent into the Southern lines. From
thence he went to Canada, and when a candidate for Governor in
Ohio, was defeated by over 100,000 majority.
Financial Legislation—Internal Taxes.
The Financial legislation during the war was as follows:

1860, December 17—Authorized an issue of $10,000,000 in
Treasury notes, to be redeemed after the expiration of one year
from the date of issue, and bearing such a rate of interest as may be
offered by the lowest bidders. Authority was given to issue these
notes in payment of warrants in favor of public creditors at their par
value, bearing six per cent. interest per annum.
1861, February 8—Authorized a LOAN of $25,000,000, bearing
interest at a rate not exceeding six per cent. per annum, and
reimbursable within a period not beyond twenty years nor less than
ten years. This loan was made for the payment of the current
expenses, and was to be awarded to the most favorable bidders.
March 2—Authorized a LOAN of $10,000,000, bearing interest at a
rate not exceeding six per cent. per annum, and reimbursable after
the expiration of ten years from July 1, 1861. In case proposals for the
loan were not acceptable, authority was given to issue the whole
amount in Treasury notes, bearing interest at a rate not exceeding
six per cent. per annum. Authority was also given to substitute
Treasure notes for the whole or any part of the loans for which the
Secretary was by law authorized to contract and issue bonds, at the
time of the passage of this act, and such treasury notes were to be
made receivable in payment of all public dues, and redeemable at
any time within two years from March 2, 1861.
March 2—Authorized an issue, should the Secretary of the
Treasury deem it expedient, of $2,800,000 in coupon BONDS, bearing
interest at the rate of six per cent. per annum, and redeemable in
twenty years, for the payment of expenses incurred by the Territories
of Washington and Oregon in the suppression of Indian hostilities
during the year 1855–’56.
July 17—Authorized a loan of $250,000,000, for which could be
issued BONDS bearing interest at a rate not exceeding 7 per cent. per
annum, irredeemable for twenty years, and after that redeemable at
the pleasure of the United States.
Treasury notes bearing interest at the rate of 7.30 per cent. per
annum, payable three years after date; and
United States NOTES without interest, payable on demand, to the
extent of $50,000,000. (Increased by act of February 12, 1862, to
$60,000,000.)
The bonds and treasury NOTES to be issued in such proportions of
each as the Secretary may deem advisable.
August 5—Authorized an issue of BONDS bearing 6 per cent.
interest per annum, and payable at the pleasure of the United States
after twenty years from date, which may be issued in exchange for
7.30 treasury notes; but no such bonds to be issued for a less sum
than $500, and the whole amount of such bonds not to exceed the
whole amount of 7.30 treasury notes issued.
February 6, 1862—Making $50,000,000 of notes, of
denominations less than $5, a legal tender, as recommended by
Secretary Chase, was passed January 17, 1862. In the House it
received the votes of the Republicans generally, and 38 Democrats.
In the Senate it had 30 votes for to 1 against, that of Senator Powell.
1862, February 25—Authorized the issue of $15,000,000 in legal
tender United States NOTES, $50,000,000 of which to be in lieu of
demand notes issued under act of July 17, 1861, $500,000,000 in 6
per cent. bonds, redeemable after five years, and payable twenty
years from date, which may be exchanged for United States notes,
and a temporary loan of $25,000,000 in United States notes for not
less than thirty days, payable after ten days’ notice at 5 per cent.
interest per annum.
March 17—Authorized an increase of TEMPORARY LOANS of
$25,000,000, bearing interest at a rate not exceeding 5 per cent. per
annum.
July 11—Authorized a further increase of TEMPORARY LOANS of
$50,000,000, making the whole amount authorized $100,000,000.
March 1—Authorized an issue of CERTIFICATES OF INDEBTEDNESS,
payable one year from date, in settlement of audited claims against
the Government. Interest 6 per cent. per annum, payable in gold on
those issued prior to March 4, 1863, and in lawful currency on those
issued on and after that date. Amount of issue not specified.
1862, July 11—Authorized an additional issue of $150,000,000
legal tender NOTES, $35,000,000 of which might be in
denominations less than five dollars. Fifty million dollars of this
issue to be reserved to pay temporary loans promptly in case of
emergency.
July 17—Authorized an issue of NOTES of the fractional part of one
dollar, receivable in payment of all dues, except customs, less than
five dollars. Amount of issue not specified.
1863, January 17—Authorized the issue of $100,000,000 in
United States NOTES for the immediate payment of the army and
navy; such notes to be a part of the amount provided for in any bill
that may hereafter be passed by this Congress. The amount in this
resolution is included in act of March 3, 1863.
March 3—Authorized a LOAN of $300,000,000 for this and
$600,000,000 for next fiscal year, for which could be issued bonds
running not less than ten nor more than forty years, principal and
interest payable in coin, bearing interest at a rate not exceeding 6 per
cent. per annum, payable on bonds not exceeding $100, annually,
and on all others semi-annually. And Treasury notes (to the
amount of $400,000,000) not exceeding three years to run, with
interest not over 6 per cent. per annum, principal and interest
payable in lawful money, which may be made a legal tender for their
face value, excluding interest, or convertible into United States notes.
And a further issue of $150,000,000 in United States NOTES for the
purpose of converting the Treasury notes which may be issued under
this act, and for no other purpose. And a further issue, if necessary,
for the payment of the army and navy, and other creditors of the
Government, of $150,000,000 in United States NOTES, which amount
includes the $100,000,000 authorized by the joint resolution of
Congress, January 17, 1863. The whole amount of bonds, treasury
notes, and United States notes issued under this act not to exceed the
sum of $900,000,000.
March 3—Authorized to issue not exceeding $50,000,000 in
FRACTIONAL CURRENCY, (in lieu of postage or other stamps,)
exchangeable for United States notes in sums not less than three
dollars, and receivable for any dues to the United States less than five
dollars, except duties on imports. The whole amount issued,
including postage and other stamps issued as currency, not to exceed
$50,000,000. Authority was given to prepare it in the Treasury
Department, under the supervision of the Secretary.
1864, March 3—Authorized, in lieu of so much of the loan of
March 3, 1863, a LOAN of $200,000,000 for the current fiscal year,
for which may be issued bonds redeemable after five and within forty
years, principal and interest payable in coin, bearing interest at a rate
not exceeding 6 per cent. per annum, payable annually on bonds not
over $100, and on all others semi-annually. These bonds to be
exempt from taxation by or under State or municipal authority.
1864, June 30—Authorized a LOAN of $400,000,000, for which
may be issued bonds, redeemable after five nor more than thirty
years, or if deemed expedient, made payable at any period not more
than forty years from date—interest not exceeding six per cent. semi-
annually, in coin.
Pending the loan bill of June 22, 1862, before the House in
Committee of the Whole, and the question being on the first section,
authorizing a loan of $400,000,000, closing with this clause:
And all bonds, Treasury notes, and other obligations of the United
States shall be exempt from taxation by or under state or municipal
authority.
There was a sharp political controversy on this question, but the
House finally agreed to it by 77 to 71. Party lines were not then
distinctly drawn on financial issues.
INTERNAL TAXES.
The system of internal revenue taxes imposed during the war did
not evenly divide parties until near its close, when Democrats were
generally arrayed against these taxes. They cannot, from the record,
be correctly classed as political issues, yet their adoption and the
feelings since engendered by them, makes a brief summary of the
record essential.
First Session, Thirty-Seventh Congress.
The bill to provide increased revenue from imports, &c., passed the
House August 2, 1861—yeas 89, nays 39.
Same day, it passed the Senate—yeas 34, nays 8, (Messrs.
Breckinridge, Bright, Johnson, of Missouri, Kennedy, Latham, Polk,
Powell, Saulsbury.)[24]
Second Session, Thirty-Seventh Congress.
The Internal Revenue Act of 1862.

1862, April 8—The House passed the bill to provide internal
revenue, support the Government, and pay interest on the public
debt—yeas 126, nays 15. The Nays were:
Messrs. William Allen, George H. Browne, Buffinton, Cox,
Kerrigan, Knapp, Law, Norton, Pendleton, Richardson, Shiel,
Vallandigham, Voorhees, Chilton A. White, Wickliffe—15.
June 6—The bill passed in the Senate—yeas 37, nay 1, (Mr.
Powell.)
First Session Thirty-Eighth Congress.
Internal Revenue Act of 1864.

April 28—The House passed the act of 1864—yeas 110, nays 39.
The Nays were:
Messrs. James C. Allen, William J. Allen, Ancona, Brooks,
Chanler, Cox, Dawson, Denison, Eden, Eldridge, Finck, Harrington,
Benjamin G. Harris, Herrick, Philip Johnson, William Johnson,
Knapp, Law, Le Blond, Long, Marcy, McDowell, McKinney, James
R. Morris, Morrison, Noble, John O’Neil, Pendleton, Perry,
Robinson, Ross, Stiles, Strouse, Stuart, Voorhees, Ward, Chilton A.
White, Joseph W. White, Fernando Wood—39.
June 6—The Senate amended and passed the bill—yeas 22, nays 3,
(Messrs. Davis, Hendricks, Powell.)
The bill, as finally agreed upon by a Committee of Conference,
passed without a division.
Tariff Act of 1862.

In House—1862, July 1—The House passed, without a division, a
bill increasing temporarily the duties on imports, and for other
purposes.
July 8—The Senate passed it without a division.
THE TARIFF ACT OF 1864.
June 4—The House passed the bill—yeas 81, nays 28. The Nays
were:
Messrs. James C. Allen, Bliss, James S. Brown, Cox, Edgerton,
Eldridge, Finck, Grider, Harding, Harrington, Chas. M. Harris,
Herrick, Holman, Hutchins, Le Blond, Long, Mallory, Marcy,
McDowell, Morrison, Noble, Pendleton, Perry, Pruyn, Ross,
Wadsworth, Chilton A. White, Joseph W. White—28.
June 17—The Senate passed the bill—yeas 22, nays 5, (Messrs.
Buckalew, Hendricks, McDougall, Powell, Richardson.)
Taxes in Insurrectionary Districts, 1862.

1862, May 12—The bill for the collection of taxes in the
insurrectionary districts passed the Senate—yeas 32, nays 3, as
follows:
Yeas—Messrs. Anthony, Browning, Chandler, Clark, Davis, Dixon,
Doolittle, Fessenden, Foot, Foster, Harlan, Harris, Henderson,
Howe, King, Lane of Indiana, Lane of Kansas, Latham, McDougall,
Morrill, Nesmith, Pomeroy, Rice, Sherman, Sumner, Ten Eyck,
Trumbull, Wade, Wilkinson, Willey, Wilson, of Massachusetts,
Wright—32.
Nays—Messrs. Howard, Powell, Saulsbury—3.
May 28—The bill passed House—yeas 98, nays 17. The Nays were:
Messrs. Biddle, Calvert, Cravens, Johnson, Kerrigan, Law,
Mallory, Menzies, Noble, Norton, Pendleton, Perry, Francis
Thomas, Vallandigham, Ward, Wickliffe, Wood—17.
The Democrats who voted Aye were:
Messrs. Ancona, Baily, Cobb, English, Haight, Holman, Lehman,
Odell, Phelps, Richardson, James S. Rollins, Sheffield, Smith, John
B. Steele, Wm. G. Steele.
TAXES IN INSURRECTIONARY DISTRICTS, 1864.
In Senate, June 27—The bill passed the Senate without a division.

July 2—It passed the House without a division.
Many financial measures and propositions were rejected, and we
shall not attempt to give the record on these. All that were passed
and went into operation can be more readily understood by a glance
at our Tabulated History, in Book VII., which gives a full view of the
financial history and sets out all the loans and revenues. We ought
not to close this review, however, without giving here a tabulated
statement, from “McPherson’s History of the Great Rebellion,” of
The Confederate Debt.
December 31, 1862, the receipts of the Treasury from the

commencement of the “Permanent Government,” (February 18,
1862,) were as follows:
RECEIPTS.
Patent fund $13,920 00

Customs 668,566 00
Miscellaneous 2,291,812 00
Repayments of disbursing officers 3,839,263 00
Interest on loans 26,583 00
Call loan certificates 59,742,796
00
One hundred million loan 41,398,286
00
Treasury notes 215,554,885
00
Interest bearing notes 113,740,000
00
War tax 16,664,513
00
Loan 28th of February, 1861 1,375,476 00
Coin received from Bank of Louisiana 2,539,799 00
Total $457,855,704
00
Total debt up to December 31, 1862 556,105,100
00
Estimated amount at that date necessary to support the 357,929,229
Government to July, 1868, was 00
Up to December 31, 1862, the issues of the Treasury were:
Notes $440,678,510 00
Redeemed 30,193,479 50
Outstanding $410,485,030 50
From January 1, 1863, to September 30, 1863, the receipts of the

Treasury were:
For 8 per cent. stock $107,292,900 70

For 7 per cent. stock 38,757,650 70
For 4 per cent. stock 482,200 00
Cotton certificates 2,000,000 00
Interest on loans 140,210 00
War tax 4,128,988 97
Treasury notes 391,623,530 00
Sequestration 1,862,550 27
Customs 934,798 68
Export duty on cotton 8,101 78
Patent fund 10,794 04
Miscellaneous, including repayments by disbursing officers 24,498,217 93
Total $601,522,893 12
EXPENDITURES DURING THAT TIME.
War Department $377,988,244 00

Navy Department 38,437,661 00
Civil, miscellaneous, etc. 11,629,278 00
Customs 56,636 00
Public debt 32,212,290 00
Notes cancelled and redeemed 59,044,449 00
Total expenditures $519,368,559 00

Total receipts 601,522,893 00
Balance in treasury $82,154,334 00
But from this amount is to be deducted the amount of all Treasury

notes that have been funded, but which have not yet received a true
estimation, $65,000,000; total remaining, $17,154,334.
CONDITION OF THE TREASURY, JANUARY 1, 1864.
Jan. 25—The Secretary of the Treasury (C. G. Memminger) laid

before the Senate a statement in reply to a resolution of the 20th,
asking information relative to the funded debt, to call certificates, to
non-interest and interest-bearing Treasury notes, and other financial
matters. From this it appears that, January, 1864, the funded debt
was as follows:
Act Feb. 28, 1861, 8 ⅌ cent., 15,000,000
00
Act May 16, 1861, 8 ⅌ cent., 8,774,900
00
Act Aug. 19, 1861, 8 ⅌ cent., 100,000,000
00
Act Apr. 12, 1862, 8 ⅌ cent., 3,612,300 00
Act Feb. 20, 1863, 8 ⅌ cent., 95,785,000
00
Act Feb. 20, 1863, 7 ⅌ cent., 63,615,750
00
Act Mar. 23, 1863, 6 ⅌ cent., 2,831,700 00
Act April 30, 1863 (cotton interest coupons) 8,252,000
00
$297,871,650
00
Call certificates 89,206,770 00
Non-interest bearing Treasury notes
outstanding:
Act May 16, 1861—Payable two years after 8,320,875
date 00
Act Aug. 19, 1861—General currency 189,719,251
00
Act Oct. 13, 1861—All denominations 131,028,366
50
Act March 23—All denominations 391,829,702
50
720,898,095
00
Interest-bearing Treasury notes outstanding 102,465,450 00

Amount of Treasury notes under $5,
outstanding Jan. 1, 1864, viz:
Act April 17, 1862, denominations of $1 and
$2 4,860,277 50
Act Oct. 13, 1862, $1 and $2 2,344,800
00
Act March 23, 1863, 50 cents 3,419,000
00
Total under $5 10,424,077 50
Total debt, Jan. 1, 1864 $1,220,866,042

50
ITS CONDITION, MARCH 31, 1864.
The Register of the Treasury, Robert Tyler, gave a statement,

which appeared in the Richmond Sentinel after the passage of the
funding law, which gives the amount of outstanding non-interest-
bearing Treasury notes, March 31, 1864, as $796,264,403, as follows:
Act May 16, 1861—Ten-year notes $7,201,375 00

Act Aug. 19, 1861—General currency 154,365,631 00
Act Apr. 19, 1862—ones and twos 4,516,509 00
Act Oct. 18, 1862—General currency 118,997,321 50
Act Mar. 23, 1863—General currency 511,182,566 50
Total $796,264,403 00
He also publishes this statement of the issue of non-interest-

bearing Treasury notes since the organization of the “Confederate”
government:
Fifty cents $911,258 50

Ones 4,882,000 00
Twos 6,086,320 00
Fives 79,090,315 00
Tens 157,982,750 00
Twenties 217,425,120 00
Fifties 188,088,200 00
Total $973,277,363 50
Confederate Taxes.
We also append as full and fair a statement of Confederate taxes as

can be procured, beginning with a summary of the act authorizing
the issue of Treasury notes and bonds, and providing a war tax for
their redemption:
THE TAX ACT OF JULY, 1861.
The Richmond Enquirer gives the following summary of the act

authorizing the issue of Treasury notes and bonds, and providing a
war tax for their redemption:
Section one authorizes the issue of Treasury notes, payable to
bearer at the expiration of six months after the ratification of a treaty
of peace between the Confederate States and the United States. The
notes are not to be of a less denomination than five dollars, to be re-
issued at pleasure, to be received in payment of all public dues,
except the export duty on cotton, and the whole issue outstanding at
one time, including the amount issued under former acts, are not to
exceed one hundred millions of dollars.
Section two provides that, for the purpose of funding the said
notes, or for the purpose of purchasing specie or military stores, &c.,
bonds may be issued, payable not more than twenty years after date,
to the amount of one hundred millions of dollars, and bearing an
interest of eight per cent. per annum. This amount includes the thirty
millions already authorized to be issued. The bonds are not to be
issued in less amounts than $100, except when the subscription is for
a less amount, when they may be issued as low as $50.
Section three provides that holders of Treasury notes may at any
time exchange them for bonds.

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Test Bank for Generalist Social Work

Practice 1st Edition By Janice Gasker

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C. society that is urban in nature

4. Which of the following is an example of an individual interacting with components of

5. Generalist social work practice occurs ______.

Answer Location: Broad Knowledge Base

7. Which of the following is a primary characteristic of generalist social work practice?

8. A definition of diversity related to the strengths perspective is ______.

9. When we refer to social welfare and organizational context in generalist practice we

10. Social, economic, and environmental justice is best described as ______.

11. Jane Addams is best known for ______.

12. Mary Richmond is credited with ______.

23. Which of the following goals represents the third competency?

24. In the fourth competency, Engage in Practice-Informed Research and Research-

Answer Location: Competency 6: Engage With Individuals, Families, Groups,

27. In the seventh competency, Assess Individuals, Families, Groups, Organizations,

28. In the eighth competency, Intervene With Individuals, Families, Groups,

30. What are the stages of the planned change process?

33. What are the three levels of social work practice?

C. micro, mezzo, and messo

34. A social work interview is best described as ______.

35. Evidence-based practice is best described as ______.

36. The term follow-up can best be described as ______.

Answer Location: Planned Change Process

3. Provide the definition of the term generalist social work practice.

Cognitive Domain: Application

Wm. H. Seward was a master in diplomacy and Statecraft, and to

The Financial legislation during the war was as follows:

The Internal Revenue Act of 1862.

Internal Revenue Act of 1864.

Tariff Act of 1862.

THE TARIFF ACT OF 1864.

Taxes in Insurrectionary Districts, 1862.

TAXES IN INSURRECTIONARY DISTRICTS, 1864.

In Senate, June 27—The bill passed the Senate without a division.

December 31, 1862, the receipts of the Treasury from the

Patent fund $13,920 00

From January 1, 1863, to September 30, 1863, the receipts of the

For 8 per cent. stock $107,292,900 70

War Department $377,988,244 00

Total expenditures $519,368,559 00

Balance in treasury $82,154,334 00

But from this amount is to be deducted the amount of all Treasury

CONDITION OF THE TREASURY, JANUARY 1, 1864.

Jan. 25—The Secretary of the Treasury (C. G. Memminger) laid

Interest-bearing Treasury notes outstanding 102,465,450 00

Total debt, Jan. 1, 1864 $1,220,866,042

ITS CONDITION, MARCH 31, 1864.

The Register of the Treasury, Robert Tyler, gave a statement,

Act May 16, 1861—Ten-year notes $7,201,375 00

He also publishes this statement of the issue of non-interest-

Fifty cents $911,258 50

We also append as full and fair a statement of Confederate taxes as

THE TAX ACT OF JULY, 1861.

The Richmond Enquirer gives the following summary of the act

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