Running head: HISTORY HOMEWORK 18 History homework Name Institution Question one 1. Discuss the role of federal legislation in accelerating and shaping the course of westward expansion In 1862, a law was passed under Homestead Act and Dawes Act of 1887, led to the support of transcontinental railroad construction and federal government regulation legislation of timber and water usage which urged people to migrate westward. Like Dawes Act sought to replace the communal ownership of land to private plots of land to the Native Americans. The government regulation of resources like the timber and water in the west made people migrate to the west. 2. How did the incorporation of western territories into United States affect Indian nations such as the Sioux or the Nez Perce? Discuss the consequences of the Indian wars. Discuss the significance of reservation policy and the Dawes severalty act for tribal life The discovery of valuable minerals like gold and silver which made people migrate to the westwards thereby bringing in settlers which resulted in violent confrontation by the Indians nations such as The Sioux and Nez Perces who did not want the push to reservations by the government which made the government to use US army which defeated them and gave in later. The Dawes Act advocated for private property on reservations from communal ownership which had over sixty percent of land taken by whites from Indians reserved land. 3. What were some of the major technological advances in mining and in agriculture that promoted development of western economy The technology advancement in mining was the hydraulic mining and on agriculture was the “singing plow” and the McCormick reaper. In mining, the new technology allowed deep mining of the earth at a relatively cheaper economic cost, while on the agriculture, it allowed the farmers to plow and harvest large acreage of land with the constant number of labor. 4. Describe the unique features of Mexicano communities in the south-west before and after the mass immigration of the Anglos. How did changes in the economy affect the patterns of labor and status of women in these communities The Mexicano communities in the southwest before mass immigration occupied the borderland which is between Mexico and United States. Initially, they worked maintaining their unique identity. During immigration where there was a rise of local elites among them both who were the Anglo and Mexicano lead to exiling of the poor Mexican out. The changes in the economy made them look for seasonal labor in the elite farms and ranches and others sought railroad and mining industries jobs. The women experienced domestic violence and only women from elite families were married to immigrants from United States for land possessions. 5. What role did the Homestead Act play in the western expansion? How did farm families on the Great Plains divide chores among their members? What factors determined the likelihood of likelihood ...

1. Running head: HISTORY HOMEWORK
18
History homework
Name
Institution
Question one
1.
Discuss the role of federal legislation in accelerating and
shaping the course of westward expansion
In 1862, a law was passed under Homestead Act and Dawes Act
of 1887, led to the support of transcontinental railroad
construction and federal government regulation legislation of
timber and water usage which urged people to migrate
westward. Like Dawes Act sought to replace the communal
ownership of land to private plots of land to the Native
Americans. The government regulation of resources like the
timber and water in the west made people migrate to the west.
2.
How did the incorporation of western territories into United
States affect Indian nations such as the Sioux or the Nez Perce?
Discuss the consequences of the Indian wars. Discuss the
significance of reservation policy and the Dawes severalty act
for tribal life
The discovery of valuable minerals like gold and silver which
made people migrate to the westwards thereby bringing in
settlers which resulted in violent confrontation by the Indians
nations such as The Sioux and Nez Perces who did not want the

2. push to reservations by the government which made the
government to use US army which defeated them and gave in
later. The Dawes Act advocated for private property on
reservations from communal ownership which had over sixty
percent of land taken by whites from Indians reserved land.
3.
What were some of the major technological advances in mining
and in agriculture that promoted development of western
economy
The technology advancement in mining was the hydraulic
mining and on agriculture was the “singing plow” and the
McCormick reaper. In mining, the new technology allowed deep
mining of the earth at a relatively cheaper economic cost, while
on the agriculture, it allowed the farmers to plow and harvest
large acreage of land with the constant number of labor.
4.
Describe the unique features of Mexicano communities in the
south-west before and after the mass immigration of the Anglos.
How did changes in the economy affect the patterns of labor and
status of women in these communities
The Mexicano communities in the southwest before mass
immigration occupied the borderland which is between Mexico
and United States. Initially, they worked maintaining their
unique identity. During immigration where there was a rise of
local elites among them both who were the Anglo and Mexicano
lead to exiling of the poor Mexican out. The changes in the
economy made them look for seasonal labor in the elite farms
and ranches and others sought railroad and mining industries
jobs. The women experienced domestic violence and only
women from elite families were married to immigrants from
United States for land possessions.

3. 5.
What role did the Homestead Act play in the western
expansion? How did farm families on the Great Plains divide
chores among their members? What factors determined the
likelihood of likelihood of economic success or failures
The families that moved west, in 1882 through the Homestead
Act they were offered 160 acres of land as an incentive. This
made those who own the railroad companies owning best land
the west offered. On other hand, homesteaders found themselves
in the difficult struggle with the harsh climate and poor soil
conditions for agriculture. This, in turn, made them toil the land
with vigor and hard work from early morning to late evening.
The status leads to the men focusing on laboring on the field on
all seasons, caring for livestock at off-peak periods in the
seasons and also working in the construction for extra money.
The women were responsible for the house chores of cleaning
and cooking, gathering of fruits and vegetables. Despite all the
hard work and responsible behavior as factors of success and
failure, other actors were the climate condition; soil condition
had a fate in a survival of a family.
6. Describe the responses of artists, naturalist, and
conservationist to the western landscape. How did their
photographs, paintings, and stories shape and perceptions of the
west in the east?
The artistic work of making people crave more since they
showed a projected divine aura of majestic west from the
landscapes of mountains ranges, extensive rivers and long
grasses waving meadows and Photograph by Bill Cody which
captured the attention of people with will west showcasing
cowboys and famous Annie Oakley performing stunts with
pistols and lassoes.
7.

4. How can the history of the American West be told as the
creation of new communities and displacement of old
communities?
The story can be told as The West as myth and legend Indian
People under Siege. The Indians living west of the Mississippi
River intensely touched the compression of the steady
amalgamation of the West into the American nation. Throughout
the 1860s, Congress approved territorial position to Utah, New
Mexico, Washington, Dakota, Colorado, Nevada, Arizona,
Idaho, Montana, and Wyoming.
Question two
1.
discuss the sources of economic growth in the decades after the
civil war. Historians often refer to this period as the era of the
“second industrial revolution.” Do you agree with this
description?
In the decades after the civil war, the American economy
expanded with the development of new technology which
promoted production and distribution. For perfect distribution
to occur, railroads were essential, this thereby was focused on
becoming the main economic growth engine. I agree with the
description of the era as the second industrial revolution since
their production was mechanized using resources such as the
wood, iron, and coal to push industrial growth.
2.
Describe the impact of new technologies and new forms of
production on the routines of industrial workers. How did these
changes affect African American and women workers in
particular? What role did trade unions play in this process?
The impact of the new technologies leads to industrial workers

5. having a new environment where they were constantly
supervised as the production moved from the skilled craft where
they were autonomy enjoyed. Others exposed them to the
dangerous environment like the meatpacking. New sources of
employment were development was introduced like the
typewriting, secretary and clerical jobs for the female workers.
Meanwhile on the African Americans were barred from new
trades which were claimed by European immigrants. American
Federation of labor comes in to fight for workers in the
workplace after knights of labor failed to challenge the wage
system.
3.
Discuss the role of northern capital in the development of the
new south. How did the rise of industry affect the lives of rural
southerners? Analyze these changes from the point of view of
African Americans.
The northerners in the new development of the south got
concessions to construct factories and railroads since they were
still dependent on the northern investment even though they
were still lagging behind the north in terms of development.
After the civil war, saw the farms of the rural area labor
transformed to factory labor where the southerners sought
opportunities at the Piedmont mill towns. The low paying jobs
which needed not skills were limited to the African Americans
men while the women were for the domestic labor. The black
members were rejected by the trade unions.
4.
How did urban life change during the Gilded Age? How did
economic development affect residential patterns? How did the
middle class aspire to live during the Gilded Age? How did
their lifestyles compare with those of working-class urbanites?
In the Gilded Age, there was an enormous growth of cities in all

6. directions both in outwards and inwards, the crowded tenement
buildings were frequently crowded by the immigrants. New
York City would have more than 700 people packed in a single
acre in the turn of the century. The middle class in the Gilded
Age moved to the suburbs due to the availability of
transportations options such as streetcars to avoid the pollution
and overcrowding.
5.
How did the American educational system change to prepare
children for their adult roles in the new industrial economy?
The school enrollment became more popular towards the end of
19th century; public high schools were more common despite
being reserved for the middle-class children. The expansion of
education like the vocational schools promoted the women by
preparing them or clerical jobs. Additionally, women colleges
and universities offered an education to women similar to men’s
institutions. The children attending school had options available
to them determined by their gender, race, and class.
6.
How did the rise of organized sports and commercial
amusements reflect and shape social divisions at the end of the
century? Which groups were affected most (or least) by new
leisure activities?
The view about leisure differed with the different class in the
society. The working class perceived leisure as they wanted a
place for sports, picnics and other activities to avoid congestion
in the streets of the city while the middle class enjoyed the
parks which prohibited picnics and walking on the grass. This
made the working class most affected. This led to a rise of new
entertainments like baseball and vaudeville which breached the
gaps between the two middle and working-class patrons.

7. Question three
1.
Discuss the tensions within progressivism between the ideals of
social justice and the urge for social control. What is a concrete
achievement associated with each wing of the movement? What
were the driving forces behind them?
The ideals of social justice would advocate for the improved
lives reforms of people in lower class Americans, having a
limitation to the child labor, involved the political reforms of
transparency and accountability, working for ten hour a day for
workers and having settlement houses while the social control
dealt with the issues threatening the Americas democratic
traditions due to rise of the cities and the mass immigration
worried the reformers. The prominent campaign of these efforts
is the anti-prostitution promotion and campaigns.
2.
Describe the different manifestations of progressivism at the
local state and national levels. To what extent did progressives
redefine the role of the state in American politics?
In the local level, the progressive emphasized on the
administrative control of public services to have a good
government provide cleaning of streets and other services. On a
state level, they focused on the having direct primary instead of
nomination of candidates. They reformed on having a cheaper
cost of shipping in the railroads. Nationwide, progressives like
presidents Theodore Roosevelt and Woodrow Wilson carried out
reforms to the nation. They won reputation out of it. Roosevelt
won trustbuster for modifiable monopolies and trusts that
disobeyed the authority of the federal government. They
regulated drugs and food to standards. Wilson also presented
the opening National Income Tax although regulating more
industries and restructuring the banking system.

8. 3.
How did workers use their own values and communities to
restrain the power of large corporations during the progressive
era?
Workers defied giant business by establishing new unions under
the sponsorships of the AFL and the IWW. Strikes by workers
demonstrated to be more fruitful than some preceding
campaigns as wages better-quality in some industries.
Furthermore, workers progressively prearranged to prove their
political power at the local and state level
4.
How did the era’s new immigration reshape America's cities and
workplace? What connections can you draw between the new
immigrant experience and progressive era politics?
To gain employment by the immigrant communities in the
factories and other industries, they made use of ethnicity. The
immigrants got a preserve in the backbreaking work in the
industry, others like Mexico, Japan, and Asia immigrants
increased despite being denied citizenship because of race. The
progressive reformers improved the immigrants living
conditions in the ghettos which were horrible. This made them
worry about the introduction of the new culture which was
introduced to them like religion and alcohol use.
5.
Analyze the progressive era from the perspective of African
Americans. What political and social development were most
crucial and what legacies did they leave?
The African Americans in the progressive era reforms were
ignored. This made them being denied the opportunities of
voting in the racist popular culture. This lead to a rise of new

9. black organizations e.g. the NAACP under their leader W. E. B.
DuBois, who was influential. This promoted the racial uplift
and started some new ways of challenging the white supremacy.
6.
How do the goals, methods, and language of progressives still
find the voice in contemporary America?
Progressive-type reforms are still seen nowadays, particularly in
grassroots reform focus to endorse social uplift. These efforts,
though, still suffer from alterations over the appropriate role
and scope of government regulation, the capability of the giant
business to form reform efforts, and the bounds of public
emphasis on such issues. Still, demands to progress public
education, progress basic housing and the discussion over health
care can all be drawn to the progressive era.
Question four
1.
What central issues drew the United States deeper into
international politics in the early years of the century? How did
American presidents justify a more expansive role? What
diplomatic and military policies did they exploit for these ends
The central issues that led American foreign policy using
collective economic growth and military influence. Whereas
appealing pomposity about America’s pledge to moralism and
its God-given hero as a world power, leaders like President
Teddy Roosevelt exploited an amalgamation of military strength
and clandestine contracts to protect foreign policy goals.
Abetting American businesses and foreign investment was the
greatest significant goal of American foreign policy.
2.
Compare the arguments for and against American participation

10. in the great war. Which Americans were most likely to support
entry? Which were more likely to oppose it?
America originally wanted to continue being neutral as World
War I commenced in Europe in August 1914. Nevertheless,
close economic ties amongst the United States and Allied
Powers ended true neutrality unbearable to attain. Alternatively,
a majority of Americans had migrated from countries of the
Central Powers, particularly Germany and Ireland (Faragher,
1997). Even though some criticizers persisted, predominantly
individuals from the women’s movement, furthermost liberals
and progressives maintained the war as a means of auxiliary
social alteration.
3.
How did mobilizing for war change the economy and its
relationship to government? Which of these changes, if any,
spilled over to the postwar years?
The country was unified through the war which was emphasized
during mobilization. The economy involvement in the
mobilization was a necessity. Price controls and war profits
were balanced by the war industries for the standardization of
production and improved efficiency for lower costs. War
production enthused American businesses in the direction of
corporatism, while labor was acknowledged as a junior partner
in the war exertion. Government adjudication empowered
unions to lock in the long-fought-for improvements and
additions to the respect of the AFL while discouragement more
fundamental labor groups like the IWW.
4.
How did the war affect political life in the United States? What
techniques were used to stifle dissent? What was the war’s
political legacy?

11. In 1917, The Espionage Act provided firm penalties for
supporting the enemy, intrusive with the armed services or
encouraging rebelliousness among troops. The implementation
of the Espionage Act ultimately led to the formation of the FBI,
as government police powers extended melodramatically. In
addition, suppression of texts painstaking to be treasonous was
allowable. General, the government gagged a wide range of
nonconformists throughout the war years.
5.
Analyze the impact of the war on American workers. How did
the conflict affect the lives of African Americans and women?
The influence and respect of prearranged labor grew throughout
the war years, as AFL President Samuel Gompers was pleased
with more neutral government boldness on labor relations in a
discussion for his support of the war. More fundamental labor
groups like the IWW, though, got themselves relegated in their
exertions to unionize unskilled workforces. African Americans
go on board on the Great Migration looking for to take the lead
of the economic opportunities engendered by the mobilization
for war. Though they predictable better-living conditions as
well, northern cities swiftly became rigidly separated like the
South. African Americans also helped in isolated military units
and by war’s end, in excess of 200,000 served in France. An
extra one million women mutual the workforce throughout the
war years and many others helped in military auxiliaries for the
first time. The war also strapped the women’s suffrage
movement to achievement, as the nationwide movement and
greater gratitude of women’s influence to the war exertion
controlled to the channel of the Twentieth Amendment in
August 1920.
6.
What principles guide Woodrow Wilson’s fourteen points? How
would you explain the united states’ failure to ratify the treaty

12. of Versailles?
Wilson’s Fourteen Points highlighted the formation of new
nations beyond the Austro-Hungarian Empire on the foundation
of countrywide self-government. They also endorsed more
frankness in transnational diplomacy, unrestricted trade and
steering and arms control treaties. Finally, Wilson projected a
League of Nations where countries could practice diplomacy in
its place of force to resolve disagreements. Though Wilson
anticipated the Fourteen Points to be the foundation for a
permanent peace in Europe, Britain and particularly France
were additional strongminded to see Germany castigated and
answerable for opening the war. At home, Republicans protested
to the League of Nations, demanding it imperfect the nation’s
aptitude to hunt an independent foreign policy, and
notwithstanding an outdoor effort by Wilson to advance
backing, the Senate forbidden the League and not once signed
the peace agreement.
Question five
1.
Discuss some of the problems accompanying the expansion of
government during the late nineteenth century. What role did
political parties play in this process? Explain how a prominent
reformer such as James Garfield might become a leading
machine politician
During the end of the nineteenth century, there was urging of
expanding the government, as it had grown rapidly during the
urbanization and industrialization age. There was demand for
public safety, better education, and public works. The political
loyalties dominated the political machinery chiefly determined
by race, religion, and ethnicity. These forced members in
parties through patronage system to succumb and offer loyalist
in a party in order to maintain political power like President

13. Garfield.
2.
What were the major causes and consequences of the populist
movement of the 1880s and 1890s? Why did the elections of
1896 prove so important to the future of American politics?
The populist movement was formed due to economic
uncertainties, increasing estrangement from the urban east and
falling prices to give a political voice to the farmers. They
attempted in reforms like ownership of telegraph line and
railroads by the government which was turned down. On the
positive side ideas, for example, income tax was passed and
endorsed. The 1896 election, resulted in the popular challenge
to the political system and hard-pressed America to overseas
expansion
3.
Discuss the role of women in both the Grange and the peoples'
party. What were their specific goals?
Female activists aided in establishing both labor and agrarian
social activities and developed significant leaders and
spokeswomen for these activists. Additionally, these assemblies
aided to offshoot the development of additional women’s
activists for suffrage.
4.
Discuss the causes and consequences of the financial crisis of
the 1890s. How did various reformers and politicians respond to
the event? What kind of programs did they offer to restore the
economy or reduce poverty?
The major financial depression in 1893 due to the agricultural
prices which are falling, reduced overseas demand in the
European economies as they were in turmoil and over the

14. expansion of industries like railroads and tight credit. The
unemployed workers in Washington, D.C. led by Jacob Coxey
who demanded assistance by the federal to the economic crisis
shocking. This forced the government to print additional backed
by silver an action which resulted in tariff raise in order to
protect American industry.
5.
How did the exclusion of African Americans affect the outcome
of populism? Explain the rise o Jim Crow legislation in the
south and discuss its impact on the status of African Americans.
In 1896, only five percent of southern black participated in the
election, this showed how the mass disenfranchisement of
African Americans. This meant so much among the populism
vote who could not participate. Legislation by Jim Crow
imposed the segregation mostly notable through the Plessy v.
Fergusson in 1896 in the south and left reminders to the black
being inferior like in the restaurants and other social public
establishments. There was a large difference between white
students and black students in terms of resources.
6.
Describe American foreign policy during the 1890s. Why did
the United States intervene in Cuba and the Philippines? What
were some of the leading arguments for and against overseas
expansion?
In the 1890s American foreign policy engrossed to the Western
Hemisphere, as European countries were struggling to colonize
Asia and Africa. The main belief of American overseas
development was a credence that the nation’s economy hinged
on generating new marketplaces for American goods abroad.
Credence in a diffusion of American principles of democracy
and religion and a benevolent concern also donated to this
foreign strategy. Some criticizers stimulating that free trade, not

15. power, was the correct means of increasing the economy,
although labor leaders dreaded an invasion of minority
immigrants would grab jobs available.
Question six
1.
How did various visions of a reconstructed south differ? How
did these visions reflect the old political and social divisions
that had led to the civil war?
President Lincoln expected to take the overpowered South back
into the Union as fast as imaginable. He presented pardon to all
those enthusiastic to take an oath of commitment and declared
that state governments ought to be reinstituted when ten percent
of the populace had taken the oath. Fundamental Republicans
necessitated black equality, not just to finish of slavery, and
that a popular of the population take the oath of commitment
beforehand state governments were reinstated. President
Johnson engrossed his blame on the container elite, exclusive of
them from the new governments, but then captivating a slight
attitude on rebuilding. Congressional opposition directed to his
impeachment, which was botched by one vote. Nonetheless, the
Radical Republicans held a veto-proof popular vote in the 1866
elections and executed much severer conditions for Reforms, as
well as assurances of black equality in the South.
2.
What key changes did emancipation make in the pollical and
economic status of African Americans? Discuss the expansion
of citizenship rights in the post-civil war years. To what extent
did women share in the gains made by African Americans?
African Americans wriggled to make a new economic and
political atmosphere for themselves throughout Rebuilding. This
period signified a short-lived opportunity. Blacks aided in local,

16. state, and national politics, and molded the essential of the
Republican Party in the South. Economically, blacks wriggled
to make available for their own families. They fought gang
labor, anticipated by white landowners, wishing to be
sharecroppers or tenants if they might not own land absolute.
Nevertheless, the disappointment of the government to issue
land to the former slaves was inadequate their economic
prospects. Women, too who were vigorous in the abolitionist
movement, grew unsatisfied that they were not assumed the
voting rights sideways with African Americans.
3.
What role did such institutions as the family, the church, the
school, and the political parties play in the African American
transition to freedom?
The black families through the emancipation were reunited and
marriage among them became legal among thousands.
Nevertheless, black people enjoyed the rights of citizenship; the
gender equality that had been under slavery gave way to a
supplementary traditional patriarchy. The black church was the
greatest significant communal association for the African
Americans. Individuals congregated to raise cash to acquire
land and build churches all over the South, and they developed
the focus of the civic, covering schools and accommodating
political meetings, have a picnic and many other social
activities. Entree to education in afresh opened schools
developed the main means of opportunity and development. The
Republican Party protected basic civil rights for blacks as well
as backing for schools, but unsuccessful to convey about a
better economic opportunity to blacks.
4.
How did white southerners attempt to limit the freedom of
former slaves? How did these efforts succeed, and how did they
fail?

17. Whites fought black independence at every single opportunity
they got. Originally numerous states approved black codes that
required confining the civil and political rights of the freed
slaves. Assemblies like the Ku Klux Klan exploited violence
and terrorization to stop blacks from exercise their afresh won
rights. Even though the federal government originally approved
laws to contest domestic terrorism, they rapidly grew weary of
the continuous essential for straight intervention in the South
and white Southerners remained able to bound the political
power of blacks.
5.
Evaluate the achievement and failures of Reconstruction
governments in the southern states
Reconstruction protected and ensured the freedom of former
slaves and prohibited a reoccurrence to slavery. Black families
were reunified, communal institutions like the church and
genealogical societies, as well as schools, were in progress.
These would make the nucleus of the black communal. For a
short-lived time, African Americans contributed in the political
development done to the Republican Party, nonetheless after
some time they were marginalized as the South converted to a
one-party state. Economically, rebuilding unsuccessfully to
protected liberation for blacks who could not pay for land, but
they did achieve to involve in sharecropping or occupant
farming moderately than gang labor.
6.
What were the crucial economic changes occurring in the north
and south during the reconstruction era?
The south was transformed to the market-oriented agrarian
economy during the reconstruction era. This is due to the
horrible state of the economy because of war where they were

18. denied credit and capital opportunity.
Reference
Faragher, J. M. (1997). Out of many: A history of the American
people. Upper Saddle River, N.J: Prentice Hall.