Topic 2: Concept 5: PO 4-5: Impact of Manifest Destiny
Prompt 1: Define Manifest Destiny. (5 points)
Level 1
Response
(1-5 points)
Response descriptor:
Response should correctly define term.
e.g., “Manifest destiny was a term applied in the 1800’s to the American
belief that the United States was ordained by God to expand its rule from
coast to coast over the American continent.”
Prompt 2: Explain a short term and a long term consequence of Manifest Destiny.
(7 points)
Level 1
(1 pt.)
General Answer.
Response Descriptor:
Identifies 2 or more consequences but does not delineate between short and
long term consequences.
Consequences may include:
 Increased interest and trade on west coast
 Louisiana Purchase
 Lewis and Clark
 Indian Removal - Trail of Tears
 Indian Wars
 Mexican War
 Mexican Cession
 Treaty of Guadalupe-Hildago
 Oregon Territory
 Oregon Trail
 Conflict with Great Britain over northern boundaries
 Gadsden Purchase (or other purchases and treaties)
 Gold Rush
 Railroad
 Increased role of federal government( financing RR development)
 Ghost towns
 Growth of Mining/cattle industry
 Industrial Revolution
 Destruction of natural resources- buffalo
 Native American Reservation System
 Assimilation of Native Americans
 Displacement of possessors (Native Americans and Mexicans)
e.g.: “Native Americans were pushed off their lands during the Indian
Removal and Mexicans lost territory through the Mexican war and other
land purchases“
Level 2
(2-4 pts.)
Identifies why.
Response Descriptor:
Explains one short and one long term consequence with explanation of why
or how it was a consequence.
 Wars and conflict for the land
 Culture clash and destruction
 Land fever, gold fever
 Control of trade routes like the Mississippi
 Spreads American ideals across the continent
 Boundaries create a buffer zone
 Opportunities to explore to find out what we purchased, knowledge
of resources, map out territories and find routes to west coast.
 Acquired the Southwest territories and future states (CA., NV., UT.,
CO, NM, AZ,) which will upset the sectional balance and
representation in congress
 Competition with other nations and occupiers for resources
 Connections made by establishing Railroad for information, trade
and travel purposes.
 A quick settlement and statehood for the California that causes an
economic boost but also upsets the balance between slave and free
states and their representation in congress.
e.g., “One short term consequence associated with Manifest Destiny was the
Gold Rush. When settlers found gold in California people immediately
rushed to the territory hoping to strike it rich. Because there were so many
people living in California, it also quickly became a state in the union. One
long term consequence of Manifest Destiny was the development of the
Transcontinental Railroad which allowed for settlers to continue moving
west to settle more territories and states across the continental United
States for generations to come.”
Level 3
(5-7 pts.)
Explains why with detailed events.
Response Descriptor:
Includes context of examples provided at level 2, but fully explains one or
more short term and one or more long term consequences of Manifest
Destiny with specific and detailed examples and explanation of events and
impact or consequences.
e. g.: “An immediate or short term impact is when settlers began to move
out west in the 1800’s, and they came into conflict over the land with Native
Americans. As a way to solve the Indian problem, legislatures, and President
Jackson passed the “Indian Removal Act” which forced five tribes in
southern states to move to Indian territory out west. The death and disease
that occurred in the process of moving them became known as the Trail of
Tears.
A long term impact of the policy of taking Native American land, led to a
reform and reservation system which set aside land for the Native
Americans; land that was less desired by the white man and of less quality.
Under the Dawes Act, the land was also managed by the federal government
and a policy of assimilation of the Native Americans was established. Under
it, a policy was established to assimilate Native Americans into American
society through Indian schools. The eventual long term consequence of
Indian Removal, the reservation system and assimilation was the
destruction and marginalizing American Indian cultures.”
Ore.g. “One short term consequence of Manifest Destiny was when James K.
Polk ran for president on a campaign slogan of “54° 40° or Fight” during
what is known as the “Manifest Destiny” election of 1848. By using this
slogan Polk wanted to win northern support by calling for the extension of
the northern boundary of the United States to the 54th parallel. He hoped
by doing so, he would minimize northern resistance to his ultimate goal for
expanding the southern territory by annexing Texas to the Union. His use of
this slogan during the campaign helped to win a treaty with Britain to settle
the northern boundary at the 49th parallel, but also to encourage immediate
action by “lame-duck” John Tyler to annex Texas to the Union before Polk
could be elected.
A long term consequence of Polk’s campaign slogan and of emphasizing
America’s “Manifest Destiny” in the election of 1848 was to further U.S.
designs on the American Southwest and California, which were eventually
acquired by the United States when Polk, now president, sent Zachary
Taylor into a disputed territory along the Rio Grande. The troops were sent
into southern Texas knowing that the troops might be fired on, and sure
enough they were. This act led to the Mexican War which was concluded
with the signing of the Treaty of Guadalupe-Hidalgo in 1849, allowing US to
acquire the Mexican Cession which includes all or parts of the states of
California, Arizona, Nevada, Colorado, New Mexico and Texas.
Prompt 3: To what degree did the American belief in Manifest Destiny lead to benevolent
or destructive expansion policies and actions? Support your answer with specific examples.
(8 points)
Level 3
Response
Descriptor
(1-8 pts.)
Response Descriptor:
 The student may argue that it is not at all, or to some extent, more
benevolent than destructive or destructive than benevolent.
 Argument must provide at least 3 specific examples that support
their idea that Manifest Destiny was a benevolent or destructive
policy.
And the argument should provide at least 3 specific factors that
detail benevolence or destruction. And must explain to what degree
they are more benevolent or destructive.
 Argument should also show understanding of driving forces for both
benevolent and destructive expansion policies.
Possible benevolent examples:
 Economic expansion (trade, markets, etc.)
 Expansion of the role of the federal government
 Expansion of democracy and freedom across the continent
 Stable form of Government brought to region
 Rise of America in World - trade and prosperity
 Cultural diversity by adding new ethnic groups to the union.
 Transcontinental Railroad – networking and trade economy
expanded.
 Access to the Pacific
 Growth of mining, cattle and agricultural industries
 Expansion of American Dream to more people
 Economic opportunities for individuals
 No more enemies or competitors on the Continent

Possible destructive examples:
 Wars (Texan, Indian, Mexican)
 Reservation system-oppression, poverty, subjugation of native
people
 Violation of land rights for Natives and Mexicans
 Assimilation – loss of Native American culture
 Violation of our own democratic values by limiting the freedom of
others
 Greed as a part of American Culture and the American Dream
 Violation of treaties and land rights against the Natives and
Mexicans.
Apply Holistic Rubric to Rubric below to score.
Level 1
(1 pt.)
Holistic 2
(FFB)
Unsupported assertions.
NOTE: After practicum is given, we can add a student exemplar or anchor
here from your student samples.
Level 2
Identifies reasons/issues.
(2-3 pts.)
Holistic
3 or 4
(Approaches)
Level 3
(3-4 pts.)
Holistic 4
(Meets)
Explains impact or limitations.
Level 4
(5-6 pts.)
Holistic 5
(Exceeds)
Explains impact and limitations.
Level 5
(7-8 pts.)
Holistic 6
(Exceeds)
Explains with evaluative judgments “To what extent…”
Holistic Rubric
SCORE POINT 6
Response is sophisticated and skillful in written
communication, demonstrated by

exceptional clarity, focus, and control in
development and organization that often shows
insight.
in-depth and/or creative exploration of the topic
using rich, relevant, and credible details.
a strong, perhaps creative, beginning, and a
satisfying conclusion.
specifically and carefully chosen words that are
skillfully crafted into phrases and sentences that
enhance meaning.
intentional and committed interaction between
the writer and the reader.
effective and/or creative use of a wide range of
conventions with few errors.
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o
o
insightful with no historical errors.
o
uses background knowledge for all support
content.
o
thesis is prompt-driven and fits seamlessly in
opening paragraph.
makes original and specific connections using
relevant knowledge.
SCORE POINT 5
Response is excellent and skillful in written
communication, demonstrated by
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o
o
o
o
clarity, focus, and control in topic
development and organization
a balanced and thorough explanation
of the topic using relevant details.
an inviting beginning and a satisfying
sense of closure.
a broad range of carefully chosen
words crafted into phrases and varied
sentences that sound natural.
awareness of the reader and
commitment to the audience and
topic.
effective use of a wide range of
conventions with few errors.
accurate, may contain only minor
historical errors.
makes obvious connections using
relevant knowledge.
uses background knowledge
consistently.
includes clear thesis statement in the
opening paragraph.
SCORE POINT 4
Response is appropriate and acceptable in written
communication, demonstrated by
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o
o
o
o
SCORE POINT 2
SCORE POINT 3
Response is inadequate in written communication,
demonstrated by
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o
o
o
o
broad or simplistic ideas that are understood but
often ineffective.
attempts at organizing that are inconsistent or
ineffective; beginnings and endings that are
underdeveloped; repetitive transitional devices.
developmental details that are uneven, somewhat
predictable, or leave information gaps; details not
always placed effectively in the writing.
reliance on clichés and overused words that do
not connect with the reader; limited audience
awareness.
monotonous and sometime misused words;
sentences may sound mechanical, although simple
constructive are usually correct.
limited control of standard conventions with
significant errors.
historically accurate but overly general
loosely makes connections to some resources.
uses background knowledge/facts with some
connections.
includes a thesis, though it is not very clear.
Response is poor in written communication,
demonstrated by
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overly simplistic and sometimes
unclear ideas that have insufficiently
developed details.
sequencing of ideas that is often just a
list; missing or ineffective details that
require reader and inference to
comprehend and follow.
missing beginning and/or ending.
repetitive, monotonous, and often
misused words awkwardly strung into
sentences that are difficult to read
because they are either choppy or
rambling; many sentences that begin
with repetitive noun + verb pattern.
lack of audience awareness.
little control of basic conventions
resulting in errors impeding
readability.
o
o
o
contains multiple historical
errors
loosely uses background
knowledge/facts with no
connections.
includes a general topic
statement, but not a thesis
ideas adequately developed with a clear and
coherent presentation of ideas with order and
structure that can be formulaic.
relevant details that are sometimes general or
limited; organization that is clear, but
sometimes predictable.
a recognizable beginning and ending, although
one or both may be somewhat weak.
effective word choice that is functional and, at
times, shows interaction between writer and
audience.
somewhat varied sentence structure with good
control of simple constructions a natural sound.
control of standard conventions although a
wide range is not used; errors that do not
impede readability.
historically accurate but overly general
loosely makes connections to some knowledge.
uses background knowledge/facts with some
connections.
includes a thesis, though it is not very clear.
SCORE POINT 1
Response is inferior in written communication,
demonstrated by
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lack of purpose or ideas and sequencing.
organization that obscures the main point.
an attempt that is too short to offer coherent
development of an idea, if it is stated.
extremely limited vocabulary that shows no
commitment to communicating a message.
sentences with confusing word order that may
not permit oral reading.
severe and frequent errors in conventions.
o
has significant historical misinterpretation.
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Score:
FFB 1-2
APR 3
Meets 4
EX 5-6