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Kouri DeSmet Per. 2
Chapter 4 section 1. railroads transformed the economy and the geography of the United States in the late 1800's
Along with expansion of railroads came consolidation the practice of combining separate companies. Consolidation made the large companies more efficient, or able to do more work with fewer resources.
The growing railroad network helped American industry expand into the West. For example, the manufacturing center for farm equipment moved from New York State to Illinois and Wisconsin.
Around 1880, railroads began using tracks of steel. Steel is stronger than iron. This shift helped the steel industry grow. Railroads also helped the lumber industry, which supplied wood for railway ties, and the coal industry, which provided fuel. In addition, railroad companies provided thousands of jobs.
chapter 4, section 2. Businesses and people in general were able to communicate messages faster.
Telegrams served many purposes. Shopkeepers relied on them to order goods. Reporters used them to send stories to their newspapers. Ordinary people also used telegrams to send personal messages to friends and family.
By 1860 the United States had thousands of miles of telegraph lines. Western Union Telegraph Company's trained operators transmitted messages in Morse cod
Americans also could do their shopping by mail—or pick up the telephone and order groceries from the local store.
Chapter 4 Section 3 Factors of production is an economic term that describes the inputs used in the production of goods or services in order to make an economic profit. These include any resource needed for the creation of a good or service.
chapter 4 lesson 4 In the late 1800s, workers organized unions to solve their problems. Their problems were low wages and unsafe working conditions. First, workers formed local unions and later formed national unions. These unions used strikes to try to force employers to increase wages or make working conditions safer
Dissatisfied workers organized into groups—labor unions—to demand better pay and working conditions.
chapter 5 lesson 1 economic hardships. many immigrants viewed America as a place for jobs freedom and hope.
An immigrant's greatest challenge was finding work. Sometimes organizations in his or her homeland recruited or tried to sign up, workers for jobs in the United States. These recruiters supplied American employers with unskilled workers to unload cargo, dig ditches, or do similar work.
Immigrants viewed the United States as a place of jobs, land, and hope. They found what they were looking for: Some immigrants returned to their homelands after a few years, but most stayed.
n Italy and Hungary, people faced overcrowding and poverty. It was hard to find jobs. Farmers in places such as Croatia and Serbia could not own enough land to support their families. Farmers in Sweden suffered major crop failures. Elsewhere, new machines put craftworkers out of work.
Chapter 5 lesson 2 One reason was trade railroads and new farm machinery. Fewer people were needed to produce crops, so former farmworkers + african americans moved to cities in huge numbers to look for jobs.
A growing network of railroads fed city growth. Railroads helped move people and raw materials for industry. For example, Chicago and Kansas City developed into meatpacking centers because trains could easily bring cattle there.
Some cities had access to key resources. Nearby iron ore and coalfields helped make Pittsburgh a center for iron and steel manufacturing. Seaports such as New York and San Francisco grew as trade with the rest of the world increased.
After the Civil War, many African Americans began to move to Southern cities. They, too, were looking for work. Beginning in 1914, large numbers of African Americans moved to Northern cities, hoping to find better economic opportunities.
chapter 5 lesson 3 Americans in 1865 went to school for an average of just four years. However, in an industrialized, urbanized nation, education was increasingly the key to success. Many believed that young people needed more education. As a result, legislatures across the country began to pass new laws.
The growth of public education was greatest at the high school level. The number of public high schools increased from 100 in 1860 to 12,000 in 1914. Despite this increase, many teenagers did not attend high school. Boys often went to work. The majority of high school students were girls.
round 1900, schools began practicing a new educational philosophy or set of ideas and beliefs. The movement was called "progressive education.
Colleges and universities changed as well. The 1862 Morrill Act gave states land they could sell to raise money. States used these funds to start schools called land-grant colleges.
chapter 6 lesson 1 . The reformers were called progressives, and they had several goals for fixing urban problems, improving government, and regulating business.
Reformers wanted to stop the power of political bosses. They founded organizations such as the National Municipal League to make city governments more honest and efficient.
Chapter 6 lesson 2 With more free time, more middle-class women began to seek higher education. And outside interest/political interest. About 40 percent of college students in 1910 were women. Educated women were starting new careers. Many professional women were teachers, but some worked in nursing and other fields. Between 1890 and 1910, the female workforce almost doubled.
These changes created the "new woman." This term referred to educated, modern women who pursued interests outside their homes.
Women found another way to use their talents and energy in women's clubs. The number of women's clubs grew rapidly. At first they focused on things such as music and painting. Many clubs, however, became more concerned about social problems.
In 1848 Elizabeth Cady Stanton helped organize a women's rights convention in Seneca Falls, New York. This meeting helped launch what became the American women's rights movement. A key part of this movement was the demand for woman suffrage—voting rights for women.
Chapter 6 lesson 4 Nonwhite, non-Protestant, and non-native residents often faced discrimination unequal treatment because of their race, religion, ethnic background, or place of birth. The government did little to fight discrimination in this era.
Some Americans faced discrimination because of their religion. America's largely Protestant population feared that the rise in the number of Catholic immigrants threatened the "American" way of life. Anti-Catholic people formed the American Protective Association (APA) in 1887. Its members vowed not to hire or to vote for Catholics.
Some property owners, employers, and even schools discriminated against Jews. Those from eastern Europe faced even more discrimination. Some Americans viewed eastern Europeans as more "foreign" than western Europeans who had come to the United States in the past. The newcomers' languages and customs were quite different from those of earlier immigrants.
In California and other Western states, Asians faced prejudice and resentment. White Americans claimed that Chinese immigrants accepted lower wages and took jobs from them. Congress passed the Chinese Exclusion Act in 1882 to prevent Chinese immigrants from coming to the United States.
Women from these clubs formed the National Association of Colored Women. Mary Church Terrell, its founder and first president, was an active leader for women's rights. The association founded homes for orphans, established hospitals, and worked for woman suffrage. It fulfilled its motto "Lifting As We Climb."