history of america answered

AMH 2020 HISTORY OF THE UNITED STATES Sess. 3 Miramar West

Name: _______________________________________________________________
(Instructions: Open Book, Open Notes. Attach/staple your answers to this cover sheet.)
Essays (10 points for each answer)
Explain how the loop whole in the 13th amendment allow Southern states to pass Black Codes and Jim Crow that forced Blacks back into virtual slavery and debt peonage after the Civil War ended with the legal abolition of slavery.
The 13th amendment states that there should be no slavery or any form of involuntary servitude in the united states except when it is being used as a punishment for a crime after the prosecution of the victim (Avalon Project). The exception clause of the amendment made many states in the South to take advantage and pass the Black Codes and Jim Crow where minor offenses from the blacks in regards with attitude made them be inflicted to involuntary servitude.
Explain the means used by Southern states to prevent Blacks from voting despite the 14th and 15th amendments that gave rights to citizenship and voting without regard to race or previous condition of slavery.
With the amendments in place, the U.S was in the process of reconstruction which did not last for long. The reconstruction ended in the year 1877 and the federal troops were no longer presents to protect the rights of the blacks. The white’s employers started to threaten the blacks in regards to voting. Similarly, a group known as Ku Klux Klan began terrorizing the blacks on the grounds that it was conserving the white supremacy which prevented the blacks from voting (Avalon Project).

Describe how the Railroad Industry became the driving force for industrialization between the Civil War and WWI. Explain the impact on at least four related sectors of the economy.
The railroad industry was a vital aspect in the industrialization of the U.S in the years of Civil War and WWI which led to the growth of the state’s economy.
It was a channel used by many manufacturers to transport their unfished products to factories.
The railroads connected many cities leading to the emergence of many factories due to the accessibility of raw materials.
They led to the mass distribution of finished products which in return led to an increase in productivity and eventually the growth of the economy.
Farm produce could also reach the markets easily since they could be transported via the railroads.
Briefly outline working conditions for labor in late 19th century America. Give at least four (4) examples to illustrate. Describe major labor strategies to improve conditions.
The working conditions for labor in America in the late 19th century was poor and dangerous due to the effect of industrialization on factories. For instance
People lost the bargaining power involved with the tools and skills they had.
The unskilled laborers were paid low wages as little as ten dollars in a week.
Laborers were forced to work for more hours in a day, normally ten or more hours.
There was increased competition for the jobs since many slaves, as well as immigrants, were being recruited.
Due to these conditions, the Americans decided to form labor unions which would help them improve their work conditions regarding providing safety and the involvement of collective bargaining among others.
Explain the concept of “Social Darwinism” and give specific examples as to how it influenced American thinking: a) one example for domestic internal social relations, and b) one example for external foreign or imperialistic relations.
Social Darwinism implies that humans, similar to animals and plants, usually contest in the struggle for survival and it is by natural selection, where only the fittest survives. The concept influenced the thinking of Americans in the way they related with people of other countries as well as the way their imperialistic relations.
During the second industrial revolution, there were many immigrants in the U.S from the Southern part of Europe, and the whites viewed them as people who were less evolved as well as inferior to them regarding race than the other immigrants from countries like Germany.
The theory was also applied in the American imperialism in Cuba following the American Spanish war as they believed that it was their duty to bring civilize the uncivilized people.
Outline the reasons for US Neutrality during 1914-1917. Include a discussion of attitudes of major immigrant groups towards the two sides to explain in part the reasons.
The U.S through their president at that time Woodrow Wilson decided to remain neutral in the war that involved the Germans and other countries as the central powers and Great Britain, Russia and France as the Major allied powers. This was because it was the tradition of the U.S to keep a distance from any political wars that involved the European nations, so it was deemed to instill its traditions on this war. Similarly, the parties involved in the war had many immigrants in the U.S, and therefore, the U.S wanted to remain neutral so as to avoid any cases of division in case they took sides. They also wanted to maintain the trade and shipping relations they had with the nations involved since they played a vital role in the growth of the American economy.
What is the difference between “restricted” and “unrestricted” German U-Boat warfare? Explain the reasons (calculations) behind the German decision in 1917 to begin “unrestricted” U-Boat warfare in 1917 that brought the US into WW I.
Restricted German U-boat warfare means that the state should give a prior warning that it is going to sink something while unrestricted refers to the sinking without any warning and many people are killed in the event. The reason why German decide to get involved in the unrestricted U-boat warfare of 1917 was that it wanted to provoke a response from the U.S. They wanted to shock the Americans and scare them from getting involved in the war if they saw how spectacular the results of the unrestricted U- boat warfare was.
Outline Wilson’s 14 points as they related to: a) economics, b) diplomacy and security, and c) new states and nationalism. Explain your example for each category as it related to a specific point of the Fourteen.
Economics
Point 2 and 3 are related to economics as the second point talks about the freedom of all nations navigating into the seas to allow trade and the third point free trade to be undertaken among nations (Avalon project).
Diplomacy and security
Points 1 and 4 are related to diplomacy and security. For instance, the fourth point proposes for the member states to reduce their weapons to a level that concurs with the safety of the public (Avalon Project).New states and nationalism
Points 5-14 talk about new states and nationalism. For example, the ninth point talks about how Italians should be permitted to reside in Italy and that its borders are supposed to be known as the lines of nationality (Avalon Project).
Explain how WWI affected the US economy: a) regarding domestic farm production, internal population shifts and b) shifting international finances and debt.
The WW1 affected the U.S economically in regards to the shifting of international finances and debts as well as in terms of domestic production due to the internal population changes.
a. the domestic farm production in the state went low since most of the young people were recruited in the military force
b. as a result of heavy expenditure in the purchase of war goods and recruitment of more people in the military, the state had to look for other sources to get additional funds which made the state shift its international finances and ask for loans.
Despite Pres. Wilson’s role in negotiating the Treaty of Versailles (1919), explain the reasons for the US Senate’s refusal to ratify the treaty.
The U.S Senate refused to ratify the treaty since they did not want to be involved in the disputes of other nations. They thought that, once they approved it and join the league of many nations, it could lead the U.S into a world conflict in the future.
Work Cited
“Avalon Project – Documents in Law, History, and Diplomacy.” Avalon Project – Documents in Law, History, and Diplomacy.