Industrialization in the Gilded Age Course Essay
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Industrialization in the Gilded Age Course Essay
Industrialization, Gilded, Age, Course, Essay
1870-1900
Ruswick, “Just Poor Enough”
During the late-nineteenth century, charities accepted applications from persons requesting need. Charity workers would vet applicants, deciding who would be deemed worthy of receiving aid from private philanthropic organizations.
This article looks at these charity seekers and the charities that vetted them, revealing how Gilded Age Americans defined certain types of poor people as worthy of aid and others as unworthy of the support that they sought, and how the poor both accommodated and pushed back against the expectations that wealthier philanthropists had for them.
Rose Wilder Lane on rural life during industrialization
Farmers like Rose Wilder Lane’s family experienced the difficulties of farming during the Gilded Age. While her family eventually found success, daily farm life was oftentimes difficult. Be mindful to consider the importance of migration in Lane’s life as a kid in the Dakotas and eventually Missouri.
Furthermore, consider why the Lane family moved from the Dakotas and the larger forces that impacted their livelihood as farmers. These elements include crop failure and the Panic of 1893–an economic downturn caused by several issues such as drought, deflation, and overproduction.
Regarding the first article, how did charities decide who was worthy of receiving aid and who was not and what does this tell us about class-based prejudices during the Gilded Age? How did charity seekers both accommodate and push back against the standards that charities expected them to meet? Finally, consider Rose Wilder Lane’s short autobiography.
What challenges did her farming family experience? How did they make ends meet and what did Lane think of the struggles she witnessed at the time? Please answer these questions using examples in your comment. Once you have posted, please reply to at least two other posts with a substantive, thoughtful
[Rose Wilder Lane] http://www.loc.gov/resource/wpalh1.15100107
I was born in Dakota Territory, in a [claim?] shanty, forty-nine years ago come next December. It doesn’t seem possible. My father’s people were English [county?] family; his ancestors came to America in 1630 and, farming progressively westward, reached Minnesota during my father’s boyhood.
Naturally, he took a homestead farther west. My mother’s ancestors were Scotch and French; her father’s cousin was John J. Ingalls, who, “lie a lonely crane, swore and swore and stalked the Kansas plain.” She is Laura Ingalls
Wilder, writer of books for children.
Conditions had changed when I was born; there was no more free land. Of course, there never had been free land. It was a saying in the Dakotas that the Government bet a quarter section against fifteen dollars and five years’ hard work that the land would starve a man out in less than five years.
My father won the bet. It took seven successive years of complete crop failure, with work, weather and sickness that wrecked his health permanently, and interest rates of 36 per cent on money borrowed to buy food, to dislodge us from that land. I was then seven years old.
We reached the Missouri at Yankton, in a string of other covered wagons. The ferryman took them one by one, across the wide yellow river. I sat between my parents in the wagon on the river bank, anxiously hoping to get across before dark. Suddenly the rear end of the wagon jumped into the air and came down with a terrific crash.
My mother seized the lines; my father leaped over the wheel and in desperate haste tied the wagon to the ground, with ropes to picket pins deeply driven in. The loaded wagon kept lifting off the ground, straining at the ropes; they creaked and stretched, but held. They kept wagon and horses from being 2 blown into the river.
Looking around the edge of the wagon covers I saw the whole earth behind us billowing to the sky. There was something savage and terrifying in the howling yellow swallowing the sky. The color came, I now suppose, from the sunset.
RUBRIC
QUALITY OF RESPONSE |
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POOR / UNSATISFACTORY |
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EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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