Social Historical Perspectives Outline

Question 1

Describe how the non-professional, charitable and often religiously motivated helping efforts of the 19th century evolved into formal services over the course of the 20th century.

Answer 1

Outline
I. Early 1800s - Poor were lazy and Godless
II. 1850’s:
A. Societies for Prevention of Cruelty to Children
B. Institutions
III. Scientific Charity Movement & Charitable Organization Societies
IV. Progressive Era (1890’s to 1920)

Question 2

I. Early 1800s - Poor were lazy and Godless

Answer 2

I. Early 1800s - Poor were lazy and Godless
A. Hard work was the key to moral improvement and social progress. If one of one’s family was poor, it was due to personal character flaws.
B. Female parishioners provided assistance and instruction to poor families → Women banded together to form the first benevolent societies and women’s clubs.
C. Reformers focused on childrearing among the poor;
1. it was assumed that those in authority had the right to scrutinize and monitor the childrearing of the poor and intervene when deemed necessary

Question 3

A. Societies for Prevention of Cruelty to Children

Answer 3

a. Scrutiny of childrearing among the poor increased
b. Environment needed to be changed for as many poor families as possible
c. Children needed to be separated from unhealthy influences, which could mean their parents and/or their neighborhoods

Question 4

B. Institutions

Answer 4

a. Purpose: Separate different populations and provide socialization, education, rehabilitation, control
i. Orphanages, workhouses, homes for unwed mothers, asylums
1. Placing children in orphanages could mean giving up parental rights
ii. Infant schools started to serve children of poor working parents: Goal was to provide childcare while also removing children parents and place them under better influences

Question 5

III. Scientific Charity Movement & Charitable Organization Societies

Answer 5

A. Occurred in response to lack of funding for institutions
B. Provided infrastructure for emergent child and family casework agencies
C. Discriminatinated between individuals more and less deserving
a. Carefully calibrated relief - enough to aid families but not enough for families to develop dependence; what material relief was provided was enough to keep a family “just above starvation”

Question 6

chairty movement

Answer 6

C. Developed central registries for those seeking assistance from different agencies and institutions
D. Friendly visitors (well-to-do-women) provided instruction, guidance, and supervision
- Distrust for the poor

Question 7

IV. Progressive Era (1890’s to 1920)

Answer 7

A. Progressives sought to provide social support services and basic needs to urban poor and immigrants
B. Reforms that required adherence to middle-class norms
C. Progressives led public-health campaigns and provided maternal and child services to address high infant mortality rates
D. Settlement homes: Assimilate immigrants, major role in youth work
E. Strength vulnerable families’ capacity to adapt and accept their situations

Question 8

. Discuss two of the major social, economic, or political beliefs and ideals that have helped shape programs for children and families in the United States, and illustrate how these continue to influence contemporary programs.

Answer 8

I.	Dilemma of Difference
A.	Stigma of difference
B.	Dilemma
II.	History of Minimizing Differences
A.	Progressive Era
1.	Settlement Homes
2.	Preschool 
B.	Education and Language
1.	Prior to 1974, all classrooms taught in English
2.	Following WWII
3.	Supreme Court ruling in 1974 to rectify the language deficiency
4.	Bilingual Education
C.	Education and Ability

Question 9

intro

Answer 9

A belief (not shared by all) that the best way to deal with differences of language, culture, heritage, and so forth – in other words the many dimensions of our pluralism – is by minimizing them, and by emphasizing what we have in common;

Question 10

I. Dilemma of Difference

A. Stigma of difference

Answer 10

1. Recreated by both ignoring/focusing on it
2. Refusing to acknowledge differences may make them continue to matter in a world constructed with some groups but not others in mind

Question 11

B. Dilemma

Answer 11

1. Problems of inequality exacerbated both by treating members of minority groups the same as members of the majority
2. Integration offers no solution unless majority itself changes by sharing power, accepting members of minority as equal participants

Question 12

II.History of Minimizing Differences
A.Progressive Era
1. Settlement Homes

Answer 12

a) Assimilation of immigrants, particularly in regards to child-rearing and household customs
b) English classes for immigrants
c) Preschool classes and youth programs to assimilate children and adolescents
2. Preschool

Question 13

2. Preschool

Answer 13

a) Socialization into mainstream U.S. culture

b) Teach norms/values of culture

Question 14

B. Education and Language

Answer 14

1. Prior to 1974, all classrooms taught in English
   a) 1923 Meyer V. Nebraska
   b) Communities had adopted statutes forbidding the teaching of any non-English language
   c) Legislation violated the Constitution; but ruling did not place foreign language on equal footing with English
   d) Legislation did not entitle children to instruction in foreign language

Question 15

2. Following WWII

Answer 15

a) Immigration increased

b) More reasons to minimize differences by providing more bilingual education

Question 16

3. Supreme Court ruling in 1974 to rectify the language deficiency

Answer 16

a) Encouraged bilingual programs that separated students from peers

Question 17

4. Bilingual Education

Answer 17

a) Advocates link shame about family, ethnicity, and oneself to poor academic achievement of ELLs
b) Difficult balance between assimilation and language preservation

Question 18

C. Education and Ability

Answer 18

1. Moving from separate facilities for children with diverse needs to same classrooms
2. Move from separation to magnify difference to inclusion to minimize difference
3. Advocate of special education have pushed to expand educational opportunities for exceptional children by recognizing what these children SHARE with other students