The problems facing the United States in the Gilded Age reflect the fact that this was simply “not the same country the Constitution was meant to govern?”

In what ways did the problems facing the United States in the Gilded Age reflect the fact that this was simply “not the same country the Constitution was meant to govern?” (In other words, what problems existed that were hard to fix because “gee, we never thought we’d have THIS problem…”)

I dropped the online book here that you have to work on (chapter 18, 19, 20): https://openstax.org/books/us-history/pages/18-introduction

Min. 300 words in length, not counting footnotes.
This must be your own work.
You MUST have footnotes so that I know where you got your info. When in doubt, a footnote at the end of each paragraph telling me where you found the info will save you from a world of problems. Of course, direct quotes/paraphrases should always be instantly footnoted.
As per the Rubric, any paper not using Turabian/CMS for footnotes (e.g. using MLA) will be capped at a 90.
Copying without proper attribution is plagiarism and is punishable by automatic course failure if it’s not your first offense.
DO NOT COPY AND PASTE FROM WIKIPEDIA, SCHMOOP, ANSWERS.COM, PINKMONKEY.COM, EZESSAYS.COM, OR ANY OTHER SUCH SITE. Many of those sources are cr@p and/or not appropriate for use in a college-level class. Also, I want to hear what you think, not what some online person thinks.
CITE YOUR SOURCES, LEST YOU BE ACCUSED OF PLAGIARISM AND GET BOUNCED OUT OF THE CLASS WITH A GRADE OF F! If you are quoting or paraphrasing someone else (your textbook’s author, Prof. Mojo, one of the PDF writers), you need to do a citation. And you need to do it properly –points will be lost through improper citations or use of MLA or APA.
PROVIDE AN INTRODUCTION AND A CONCLUSION. That’s just common sense and it shows you’ve organized your thoughts. A good introduction has a main idea or ideas (a thesis statement), and a good conclusion reinforces it.
ANSWER THE QUESTION THAT I ASK. Look at each prompt and you should be able to see that I am asking some sort of question –even if I don’t actually use a question mark. Think about it… Also, it gives you a central theme for your paper. Jumping around all over the place isn’t good.
USE DETAILS TO BACK UP YOUR POINTS. “The Texian colonists were unhappy with the government.” Okay, that’s a lovely statement; now can you give me some specific examples? But at the same time, don’t throw the kitchen sink at me. Have a reason for every sentence you put in your paper.
THE “MINIMUM LENGTH” IS NOT THE TARGET. Most of you will do better to go over the minimum. Only rarely do I have to take off points for going too long (but be reasonable).
WOULD IT KILL YOU TO RUN A SPELL-CHECK AND A GRAMMAR-CHECK OVER IT BEFORE YOU UPLOAD? Seriously, I do count off for things like that. Show some pride in your work –make it look good.
HERE ARE SOME OF THE THINGS I HATE
Failure to separate into paragraphs
Use of first-person, e.g., “I think that…”
Obvious failure to proof-read (lots of typos, misspellings, punctuation mistakes)
>10% too short (e.g., turning in 300 words for a 450-word paper) –I will take off by however much you are short; e.g. short by 33%, I take off 33% from the grade you earned.
Non-standard submission (e.g., direct email): -15 points to overall task grade, unless you can prove to MY satisfaction that the fault was not on your end.
Late work: will not be accepted for weekly assignments.e., automatic zero (for that task) unless it’s the fault of the Professor. Major assignments like a Big Essay or Article Summary will have specific penalties outlined, but again: after a certain amount of time, it will be an automatic zero.
Plagiarism, use of “ringers,” or any such similar violation of academic integrity: zero for a first offense, automatic course failure thereafter, as per the Syllabus
And obviously, I do get to count off for bad grammar, errors of fact, poor summarization, etc.

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