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Social Studies Grade 8 Unit 08: Manifest Destiny 20112012

This test is the property of TESCCC/CSCOPE and as such may not be replicated or changed without permission.

1

Which of the following completes the web of the

Era of Manifest Destiny?

A downsizing, migration, territory

B migration, territory, exploration

C territory, change, empire building

D change, downsizing, migration

2 During which time period did most territorial

expansion of the United States take place?

F early 18th century

G late 18th century

H early 19th century

J early 20th century

3 In what year did the United States purchase

the Louisiana Territory?

A 1803

B 1812

C 1832

D 1848

4 How did the Northwest Ordinance of 1787

provide for the orderly expansion of the

United States?

F It provided a review process for laws in

new territories and states.

G It provided policies for acquiring territory

from American Indian tribes.

H It provided procedures for establishing

territories and creating states.

J It provided the president with the power

to sign treaties with foreign powers to buy

additional territory.

5 Use the information in the box and your

knowledge of social studies to answer

the following question.

Results of the U.S.Mexican War

Mexico recognizes Texas as part of the

United States.

The Rio Grande is made the border

between Mexico and the United States.

Mexico cedes territory that is now part

of 7 presentday states.

Which treaty established these terms of peace

to end the war?

A Treaty of Paris

B Treaty of Washington

C AdamsOnís Treaty

D Treaty of Guadalupe Hidalgo

GO ONThis test is the property of TESCCC/CSCOPE and as such may not be replicated or changed without permission.

7 According to the letter, this western territory

still needs which of the following to be able to

apply for statehood?

A more men owning ranches and farms

B more population overall

C a different form of government

D more land grants

6 Use the excerpt and your knowledge of social studies to answer the following question.

Away, away with all these cobweb issues of rights of discovery, exploration,

settlement, continuity, etc.… our claim to Oregon would still be best and

strongest. And that claim is by the right of our manifest destiny to overspread

and to possess the whole of the continent which Providence has given us for

the development of the great experiment of liberty and federated

selfgovernment entrusted to us.

—John O'Sullivan, editorial in the New York Morning News December, 1845

What is the justification O'Sullivan provides for the expansion of the United States to Oregon?

F to spread slavery

G to spread capitalism

H to spread democracy

J to spread Christianity

Use the letter and your knowledge of social studies to answer the following question.

Dear Beloved Mother,

These are exciting times. Many, many people have joined us here in the West. We have so many farmers

and ranchers now. I bet there are at least 5,000 or so. We used to sit on this little piece of land and

could go weeks and weeks without seeing a single other person. Now, there are whole families that we

see on a regular basis. I hear that there are just under 50,000 of them. The most exciting part is that

some of the families have gotten together and helped us form a government. We elected a sheriff and a

judge, and we have divided up the area and chosen people to represent us at meetings to create laws

that they will carry out. Before you know it we will be a state, just like New Hampshire!

Your Loving Son,

Levi

GO ON This test is the property of TESCCC/CSCOPE and as such may not be replicated or changed without permission.

9 How did many Americans act on their belief in

the Manifest Destiny of the United States in the

1800s?

A Many settlers moved west to start a new

life.

B Many farmers switched from food crops to

cash crops.

C Many businesses expanded and added new

employees.

D Many women demanded equality and the

right to vote.

10 How did President Polk's placement of

soldiers along the Rio Grande contribute to

the outbreak of war with Mexico?

F Generals of the U.S. Army desired a war

to test new weapons.

G U.S. soldiers patrolled a disputed region

that Mexico considered its own territory.

H The Mexican army desired to show it was

superior to the military strength of the

United States.

J Texas residents encouraged U.S. soldiers

to conduct crossborder raids against

Mexican outposts.

8 Use the excerpt and your knowledge of social studies to answer the following question.

Extending nearly ten degrees of latitude along the Pacific, and embracing the

only safe and commodious harbors on that coast for many hundred miles, with

a temperate climate and an extensive interior of fertile lands, it is scarcely

possible to estimate its wealth until it shall be brought under the government

of our laws and its resources fully developed. From its position it must

command the rich commerce of China, of Asia, of the islands of the Pacific,

of western Mexico, of Central America, the South American States, and of

the Russian possessions bordering on that ocean. A great emporium will

doubtless speedily arise on the Californian coast which may be destined

to rival in importance New Orleans itself.

—President James K. Polk, State of the Union Address, December 5, 1848

Why does President Polk argue California should become part of the United States?

F The land may produce great riches.

G The region needs a democratic government.

H The population consists of mainly U.S. citizens.

J The United States needs to limit the influence of foreign powers.


11 Which territory was added to the United

States as a result of the U.S.Mexican War?

A I

B I I

C III

D I V

12 What area is indicated with the ? on the map?

F Gadsden Purchase

G Texas Territory

H disputed territory with France

J Indian Territory

13 Which modern day states can be found in the

Louisiana Purchase?

A Texas and Kansas

B Kansas and Nebraska

C Louisiana and Texas

D Nebraska and New Mexico

14 Where was most of the territory the United

States acquired during the era of Manifest

Destiny?

F Most acquisitions were west of the

Appalachian Mountains and east of the

Mississippi River.

G Most acquisitions were along the

Canadian border with the United States.

H Most acquisitions were in the

southeastern portion of the United

States.

J Most acquisitions were west of the

Mississippi River.

Use the map and your knowledge of social studies to answer the following four questions.


Use the map and your knowledge of social studies to answer the following question.

United States Physical Map

15 Certain physical features deterred westward movement by families, many of whom died in the

____________________ of cold and starvation before they could cross over them. That is why

acquiring the ________________ was so important, allowing for a southern route to the West.

Which words complete the paragraph?

A Great Plains…Louisiana Purchase

B Rocky Mountains…Louisiana Purchase

C Rocky Mountains…Gadsden Purchase

D Mississippi River…Gadsden Purchase


16 I. Joseph Smith and the path to

religious freedom

II. New Trade Route and new

markets in the South

III. Earliest Route through to the

West Coast

Which of the following shows the correct

match of the trail with its importance during

Westward Expansion?

F IA, IIB, IIIC

G IB, IIA, IIIC

H IB, IIC, IIIA

J IC, IIA, IIIB

17 Which of the following comparisons is

accurate based on the map?

A The Mormon Trail was a faster trip west

because it was more directly east/west.

B The Santa Fe Trail and Oregon Trail were

approximately the same length.

C All of the trails had the hazard of crossing

mountains.

D The Oregon Trail was more traveled than

the other trails.

Use the map and your knowledge of social studies to answer the following questions.


18 This example of American art is best known

as—

F American Gothic by Grant Wood.

G American Progress by John Gast.

H The Bridle Path by Winslow Homer.

J Under the Horse Chestnut Tree by

Mary Cassatt.

19 How does the artist demonstrate a belief in

Manifest Destiny?

A Women are shown leading pioneers to

new lands.

B Farmers are shown plowing land and

hunting animals.

C Pioneers are shown moving West bringing

new transportation and communication

technologies.

D New technologies are shown being used to

defeat American Indian tribes already

living in the West.

20 Which of the following geographic locations

allowed for increased labor from a great

number of immigrants from Asia?

F location of California along the Pacific

Ocean

G location of Texas along the Rio Grande

River

H location of Great Plains between the

Rockies and the Mississippi River

J none of the above

Use the picture and your knowledge of social studies to answer the following questions.

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERSON YOUR ANSWER DOCUMENT STOP


## Item # Correct AnswerContentSE

ProcessSE

Obj/Cat

1 S08020830CS B 8.1(A) [R] None STAAR: SS1

2 S081097759D H 8.1(B) [S] None STAAR: SS1

3 S07020536CS A 8.1(C) [S] None STAAR: SS1

4 S08020537CS H 8.6(A) [R] None STAAR: SS1

5 S08020616CS D 8.6(D) [R] 8.29(B) [P] STAAR: SS1

6 S08020539CS H 8.6(B) [R] 8.29(B) [P] STAAR: SS1

7 S08020841CS B 8.6(A) [R] None STAAR: SS1

8 S08020540CS F 8.6(B) [R] 8.29(B) [P] STAAR: SS1

9 S08020541CS A 8.6(C) [S] None STAAR: SS1

10 S08020542CS G 8.6(D) [R] None STAAR: SS1

11 S08020617CS D 8.6(E) [S] 8.29(C) [P] STAAR: SS1

12 S08020842CS F 8.6(E) [S] None STAAR: SS1

13 S08020845CS B 8.10(A) [S] None STAAR: SS2

14 S081098520D J 8.10(A) [S] None STAAR: SS2

15 S08020850CS C 8.11(A) [R] None STAAR: SS2

16 S08020832CS H 8.6(B) [R] 8.23(D) [S] STAAR: SS1

17 S08020835CS C 8.29(C) [P] 8.30(C) None

18 S08020629CS G 8.26(B) [S] 8.29(C) [P] None

19 S08020630CS C 8.6(C) [S] 8.29(B) [P] STAAR: SS1

20 S08020836CS F 8.11(A) [R] 8.23(D) [S] STAAR: SS2

Test Key

Social Studies Grade 8 Unit 08: Manifest Destiny 2011-2012


mccallump

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Social Studies Grade 8 Unit 08 Appendix:

Manifest Destiny

2011-2012


Social Studies Grade 8 Unit 08 Appendix: Manifest Destiny 2011-2012

Performance Indicator #1 It is 1846 and you are a settler in Iowa. Write a letter to President Polk explaining how Iowa meets the requirements of the Northwest Ordinance to become a state. (8.6A; 8.29E; 8.30A, 8.30B, 8.30D) 8.6A Explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States.

4 The letter clearly presents an opinion related to Iowa becoming a state and uses factual evidence including the aspects of the Northwest Ordinance to justify the assertion. There are no obvious errors or omissions.

3 The letter presents an opinion related to Iowa becoming a state; however, there may be minor confusion between the data presented and the requirements of the Northwest Ordinance. These do not detract from the overall quality of the product.

2 The student likely omits at least one major criteria for becoming a state or presents several errors in the justification.

1 The letter is too vague, inaccurate, and confusing to be considered minimally sufficient. Errors may relate to the requirements or how Iowa meets them using the data the student presents.

0 Student does not attempt the task. 8.29E Support a point of view on a social studies issue or event.

4 Student clearly states a point of view and gives several apt reasons supported by evidence in the form of either text support from research or historical/factual examples from background knowledge. The reasoning is logical, and the argument well-developed.

3 Student states a point of view; however, the reasons may be more general or the support for them inconsistent in its level of specificity. The argument may be less logical and more general.

2 Student states a point of view; however, the support in the form of reasons may show a vacillation between points of view, seeing both sides of an argument. The logic is less compelling due to a lack of specific, detailed evidence in support of reasons. Only one reason may be given, although well-developed.

1 Student does not state a point of view, but rather writes informationally about the topic – or – the student attempts a point of view but includes information that is too erroneous or skeletal to be considered minimally sufficient.

0 Student does not attempt the task.


8.30A Use social studies terminology correctly.

4 Vocabulary used is specific and appropriate to the task. The most specific terms possible are utilized in a way that brings extra meaning to the product. There are no errors in usage.

3 Vocabulary used is generally accurate; however, the most specific terminology is not always utilized. There are minor places in the product where a better term could be used.

2 Vocabulary used is sometimes inaccurate for the purpose of the product. These inaccuracies detract from the overall meaning.

1 Vocabulary is only general and not social studies specific – or – too many terms are used incorrectly for the product to be deemed minimally successful.


8.30B Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources.

4 Written material uses proper grammar, spelling, sentence structure, and punctuation to the level that the work is generally error-free – with no errors that detract from the understanding of the final product. This material does not require rereading or questioning in order to obtain the exact meaning.

3 Written material uses mostly appropriate grammar, spelling, sentence structure, and punctuation; however, there may be minor errors that require the reader to reread a sentence or passage or to ask a question as to what is meant by the writing. The writing, though, is generally effective in its presentation.

2 Written material occasionally utilizes proper conventions; however, there are lapses or errors that require significant rereading or questioning in order to attain meaning from the text. There are several errors that detract.

1 Written material contains too many errors for the text to be understood. 0 Student does not attempt the task.

8.30D Create written, oral, and visual presentations of social studies information.

4 The written presentation is highly effective in explaining concepts or making proposals. All assertions are supported with text evidence or factual data.

3 The written presentation is generally effective in explaining concepts or making proposals; however, the level of text support or factual data is inconsistent throughout.

2 The written presentation is only minimally effective. Some assertions are vague and unsupported.

1 There is little to no evidence that the student can create written explanations or proposals. The choices are not effective in communicating the ideas. Connections are not supported or not included.



Performance Indicator #2 Analyze selected primary sources and categorize them as political, economic, or social reasons for Manifest Destiny. Select either political, economic, or social reasons and write an explanation using evidence from the primary sources. (8.6B, 8.6C; 8.29A, 8.29B, 8.29C; 8.30A, 8.30B, 8.30C) 8.6B Explain the political, economic, and social roots of Manifest Destiny. 8.6C Analyze the relationship between the concept of Manifest Destiny and the westward growth of the nation.

4 The written explanation of political, economic, or social reasons for Manifest Destiny is insightful and thorough, including many examples from primary source documents. There are no obvious errors or omissions.

3 The written explanation of political, economic, or social reasons for Manifest Destiny is generally effective, including several factual examples from primary sources; however, the level of analysis is less detailed than the superior score. There may be minor errors or omissions.

2 The written explanation is lacking in supporting evidence and factual support. While several appropriate reasons may be submitted, they are largely not supported with any research data. There may also be several errors.

1 The written explanation is too vague, skeletal, inaccurate, and confusing to be considered minimally sufficient.


8.29A Differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States.

4 Student demonstrates research utilizing primary and/or secondary sources by choosing a source that is valid for the purpose and transferring information to an original product without plagiarism or loss of meaning.

3 Student demonstrates research utilizing primary and/or secondary sources; however, there may not be an apparent linkage between the source and the information in the product. The student may restate some information in his product without necessarily knowing the meaning fully. Some information may be inaccurate in its translation.

2 Student shows only minimal evidence of the use of primary/secondary sources. There may be no obvious connections to documents – or – there may be only vague statements that do not truly capture the meaning of the original sources.

1 There is little to no evidence that the student can differentiate and use a primary or secondary source. There are no references, connections, or even statements that could be traced back to the original source.



8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

4 Student categorizes information accurately including examples for each element. There is evidence of analytical thinking through clear connections between cause and effect, and valid conclusions, generalizations, and inferences are supported with examples. If required, comparisons and contrasts are insightful and supported with data throughout. The key to the score point 4 is the amount of accurate and appropriate support/data/examples provided for insightful assertions.

3 Student categorizes information; however, there may be minor errors or omissions of content. Overall, the student shows evidence of analytical thinking by supporting assertions (predictions, inferences, conclusions, generalizations, and cause/effect relationships). The level of support, however, at this score point is less consistent throughout. The assertions tend to read more generally, and some have better support than others.

2 Student categorizes information; however, there are likely omissions and errors that are more prominent. The student shows only occasional evidence of analytical thinking, so that assertions are general with little in the way of support. Some assertions may not be valid, but, for the most part, the student does show evidence of an ability to think analytically.

1 There is little to no evidence that the student can think analytically. Assertions are invalid or inaccurate, and there is little to no data/detail/examples as support for them.

0 Student does not attempt the task. 8.29C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

4 The student demonstrates data gathering skills by finding and interpreting information from the source without teacher assistance.

3 The student obtains some information from the source but may need minimal teacher assistance. The original information found may be only superficial statements, but with prompting, the student can gain other information.

2 The student obtains only a minimal amount of information from the source. Significant teacher prompting may be necessary in order to acquire basic information.

1 Even with significant teacher prompting, the student is unable to obtain information from a source. Efforts are irrelevant or inaccurate.



8.30B Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources.

4 Written material uses proper grammar, spelling, sentence structure, and punctuation to the level that the work is generally error-free – with no errors that detract from the understanding of the final product. This material does not require rereading or questioning in order to obtain the exact meaning.

3 Written material uses mostly appropriate grammar, spelling, sentence structure, and punctuation; however, there may be minor errors that require the reader to reread a sentence or passage or to ask a question as to what is meant by the writing. The writing, though, is generally effective in its presentation.

2 Written material occasionally utilizes proper conventions; however, there are lapses or errors that require significant rereading or questioning in order to attain meaning from the text. There are several errors that detract.

1 Written material contains too many errors for the text to be understood. 0 Student does not attempt the task.

8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

4 The student chooses a highly effective display option for transferring the data so that the information is more easily understood. The data loses none of its integrity, and there are no inaccuracies or loss of detail in the transfer.

3 The student chooses a generally effective display option for transferring the data so the information can be understood in a different format. There may be a minor loss in data integrity or minor errors in the new display. Overall, however, the information provided is easily understood.

2 The student may choose a display format that is only minimally successful in displaying the data. Some information may be lost, or there may be errors in the data in the new display. Overall, the information was more easily understood in its original format.

1 There are too many errors, and the display is too confusing for this product to be considered minimally successful.



Performance Indicator #3 Create a free draw map of the lands acquired by the United States since 1803 and include the lands acquired after the U.S.-Mexican War. Write a brief summary of the causes and effects of the war and how it impacted the U.S. (8.1C; 8.6D, 8.6E; 8.30D) 8.1C Explain the significance of the following dates: Louisiana Purchase. 8.6E Identify areas that were acquired to form the United States, including the Louisiana Purchase.

4 Map is an accurate depiction of the lands acquired since 1803. 3 Map is a generally accurate depiction of the lands acquired since 1803. There may be

minor errors in boundaries that do not detract from the product. 2 Map is only minimally accurate in identifying areas acquired since 1803. Boundaries

may be misplaced or mislabeled. There may be at least one major omission. 1 Map is too inaccurate, vague, and confusing to be considered minimally sufficient. 0 Student does not attempt the task.

8.30D Create written, oral, and visual presentations of social studies information. 8.6D Explain the causes and effects of the U.S.-Mexican War and their impact on the United States.

4 The written presentation is highly effective in explaining the causes and effects of the Mexican War. All assertions are supported with text evidence or factual data.

3 The written presentation is generally effective in explaining the causes and effects of the Mexican War; however, the level of text support or factual data is inconsistent throughout.

2 The written presentation is only minimally effective. Some assertions are vague and unsupported. There may be factual inaccuracies and at least one major omission.

1 There is little to no evidence that the student can create a written explanation of the causes and effects of the Mexican War. The choices are not effective in communicating the ideas. Connections are not support or not included. There are too many errors and omissions to be considered minimally sufficient.



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