Manifest Destiny Persuasive Research, Essay and Debate
Due Dates: Research and outline due Monday, March 5. Debates on Tuesday March 6 t h
and Thursday March 8th. E ssay Rough Draft is due Thursday March 8. Final Essay due
Friday March 9.
Objectives :



To research a ninetieth century historic figure who either took part or was
affected by American Manifest Destiny
To identify and create an outline pertaining to character background
information (background, education, influences, goals, &
accomplishments)
To Identify viewpoints supporting and opposing Manifest Destiny
Background :
Manifest Destiny was the idea by the United States that we as a country should be able to
take over land and make it part of our country. We believed that we were making the la nd
and the people on this land better. During the early to mid -1800s the United States did
many things to conquer the land that would later become the continuous United States. We
participated in wars, purchased large parcels of land and treated Native A mericans unfairly.
.
Requirements :
Research your character using appropriate sources
Correct source citation using MLA Format
Create an outline identifying relevant character background information
Identify arguments for or against Manifest Destiny as th ey pertain to your
character
Effectivel y and persuasivel y debate for or against Manifest Destiny
Resources :
 Assignment Packet (Overview, requirements, list of characters and rubric)
 Online Resources Available
o PBS website
o Britannica Online
o Info Trac
Student Notes:
U sefu l web s ite s:
Ad d it io n a l i n fo r ma t io n :
M a nif est De st iny Re s ea rch /D eba t e O v e rv i ew
Ma n i fe st De s tin y wa s th e id ea b y th e Un it ed S ta te s th a t we a s a co u n t ry sh o u ld b e a b l e to ta k e o ver la n d
a n d ma ke it p a r t o f o u r co u n t ry. We b el ie ved th a t we we re ma k in g th e l a n d a n d th e p eo p le o n t h is la n d
b ett er . Du r in g th e ea rl y to m id - 1 8 0 0 s th e Un it e d S ta te s d id ma n y th in g s to co n q u e r th e la n d th a t wo u ld
la te r b eco m e th e co n tin u o u s Un it ed S t a te s. We p a rt ic ip a ted in wa r s, p u rch a sed la rg e p a rc el s o f la n d a n d
tr ea ted Na ti ve Ame r ica n s u n fa i rl y.
Yo u r Ro le:
Yo ur a s si g n me n t i s to a ct a s a n hi sto r ic p er so n in a c la s s d eb ate . Li ke a n y g o o d ac to r, yo u s ho uld p rac ti ce
b ei n g a nd t hi n k i n g li ke yo ur p e r so n . Yo u need to co l le ct a nd ga t her i n fo r mat io n a nd ma k e s ure yo ur wh o l e
p r es e nta tio n i s co n si s te n t wi t h wh a t yo u sa y i n t he d i sc u s sio n /d eb a te wi t h t he wo rd s a nd act io n s o f yo ur
hi s to r i c p er so n. R e me m b er t ha t yo ur p er so n i s e it her fo r o r a g ai n s t Ma n i fe s t D es ti n y a nd yo u s h o ul d k no w
th eir s ta nc e o n t he to p ic an d t he ir r ea so ni n g b e h ind i t. Yo u s ho uld al so ma k e s ure to re se arc h t h e o t her
sid e o f t he d i s c us s io n/d eb ate to as s is t yo u i n co u nt eri n g ar g u me n t s t h at wi l l b e mad e b y t h e o p p o si n g s id e.
Re sea r ch O u t li ne:
A. Yo u s ho u ld f i nd i n fo r ma tio n, q uo ta tio n s, a nd p ri ma r y so urce s. Yo u ma y go to t h e l ib rar y a nd u s e
yo ur co mp ut er i n cl as s t o d o r e sear c h. A b ib lio g ra p hy i s r eq uir ed fo r a ll so urc es us i n g
ww w. ea s yb ib .co m M LA fo r ma t.
B . Yo u wi l l a lso us e yo ur i n fo r ma t io n to crea te a n o utl i ne t hat wi l l b e u se d d ur i n g t h e
d is c us s io n/d eb at e. B o t h yo ur o u tl i ne a nd wo r ks cit ed p a ge wi l l grad ed s ep ara tel y fro m t he
d is c us s io n/d eb at e o n ma ni f e st d es ti n y.
C. Yo u r o ut li ne s ho ul d co nt a i n t he f o llo w i ng in f o r ma t io n : B a c k gro u nd o f yo ur a ss i g ned p er so n,
rea so ns fo r t h eir p o s it io n o n ma ni f e st d e s ti n y ( e it her p ro o r co n ), re aso n s fo r t he o p p o s ite p o s it i o n
o n ma n i fes t d e s ti n y a nd a co nc l us io n. O ut li n e s ho u ld b e d o n e i n t he co r rect fo r ma t a nd a n a tt a c hed
wo r ks ci ted p a ge.
De ba te:
Yo u wi ll u se yo u r o ut li ne to f aci li ta te a cl a ss d is c us s io n/ d eb at e o n ma ni fe st d es ti n y. Yo u wi l l ha v e o ne
mi n u te to id e n ti fy yo ur hi s to r i c p er so n a nd t he ir v ie w o n ma n i fe st d e st i n y. After eac h p er so n ha s had a
ch a nce to p r es e nt a c la s s e v al ua tio n wi l l fo l lo w. Yo u wi ll b e a s ked to r eco rd me mo rab l e ar g u m en t s d uri n g
th e d i s c us s io n i n yo u r n o teb o o k so t h at yo u ha v e t he o p p o rt u n it y to re sp o nd to a n y d i sc u ss io n. Yo u s ho u ld
lo o k at t he d i sc u s sio n /d eb ate r ub r i c to s ee wh at i s e xp ec ted o f yo u.
Step 1: Receive your role and identify the pros and cons of Manifest Destiny (10 pts)
 Id en ti fy s e ver a l p r o s a n d co ns o f ma n i fe st d e st i n y
Step 2: Research
 Id en ti fy r e le va n t b io gr a p hi ca l i n fo r mat io n o f t h e p er so n yo u were a ss i g ned
 I d en ti fy t he r o l e yo ur p e r so n p la yed i n t h e sec ur i n g o f t he W e st i n t h e U n ited S tat e s
Step 3: Assignment (90 Points)
I. Chronological order (5 pts)
 Events, statistics/facts, and quotes that are used are placed in chronological order
II. Statistics and Quotes: (20 pts)
 Fi nd r el e va nt q uo te s a nd st at is ti c s to u se i n yo ur ar g u me n t fo r o r a gai n s t ma ni fes t d e s ti n y
 2 q uo t e mi n i mu m

 5 st a t ist ic /f a ct mi n i mu m
Fo r e ac h fa ct / sta ti s tic , a nd q uo te
o A c ita tio n mu s t b e p r o vi d ed fo r ea c h fa ct /s ta ti s ti c, a nd q uo te i n t h e o ut l i ne, i n t he
co r r ec t fo r ma t
I II. Pro /co n D eba t e o f M a nif est De st iny a n d Co n cl us io n (2 0 pt s)
o Deb a te
 I d en ti f y t he P r o s o f Ma n i fe st De st i n y i ncl ud i n g s tat i st ic s a nd fac ts a nd q uo t e s
and r el at e t h e d eb a te to yo ur p erso n (b ut no t sp e ci fi ca ll y p erta i ni n g to y o u r
p er so n)
o E xa mp le s: Ho w co u ld y o ur p erso n ha ve b e ne fite d fro m Ma n i fe s t
d es ti n y? I n wh at wa ys c o ul d t he ir li fe ha ve b ee n mad e b e tt er?
 I d en ti f y t he Co ns o f M a ni fe st De st i n y i ncl ud i n g st at is ti c s a nd fact s a nd q uo te s
and r el at e t h e d eb a te to yo ur p erso n (b ut no t sp e ci fi ca ll y p erta i ni n g to y o ur
p er so n
o E xa mp le : I f yo ur p er so n is a Nat i ve A mer ic a n t h en yo u s ho u ld d is c us s
lo s s o f tr ib al la nd s a nd I nd i a n W ar s i n t h e W e s t
o Co nc l u sio n
 I nc l ud e t he o v era ll id ea s o f Ma ni fe st De st i n y, n o t a n a r g u me n t fo r o r a g ai n st
it.
 I nc l ud e yo u r p er so n ’s o ver al l id ea s o f Ma ni fe st De st i n y
IV. De ba t e: ( 4 0 pt s)
No te:


Ad d r e ss maj o r i t y o f co m me n t s to p eer s a nd no t l ead er o f eac h s id e
Re sp e ct fo r cl a ss ma t es

O pe ni ng St a t e me nt s: Y o ur o p e ni n g s tat e me n t i s li ke a n i ntro d u ct io n. Y o u are i ntr o d uc i n g
yo ur p er so n a nd t he a r g u me n t t he y wo uld h a ve gi v e n ab o u t M a ni fes t De st i n y. E ac h sid e wi l l
b rie fl y s h ar e t he e vid e n ce t h e y wi l l p re se n t a nd wh at t hi s e vid e nce i s s u p p o sed to p ro ve .

Pre se nt A rg u me nt s: Ea ch s id e wi ll h a ve a to ta l o f 3 mi n u te s (o ne m i n u t e p er ar g u me nt )
s up p o r t i n g t heir vie w. T he se are s ta te me n t s u sed as p ro o f o r e v id e n ce t o s up p o rt yo ur
p o si tio n.

Re but t a l/ Re s po n d t o a r g u me n ts f ro m o ppo si ng si de :
 Ad d r e ss , i n a n a tt e mp t t o p ro v e wro n g , a n o p p o ne n t ’s ar g u me n t

C ite s r el e va nt , lo g ica l t ex t ua l p a s sa ge s to s up p o rt vi e ws
 Re la te s to o t her r ead i n g s ma k e co n n ect io n b e t wee n o wn t ho u g h ts a nd o t her s
 Eac h sid e wi l l ha v e a to tal o f 3 mi n u te s (o n e mi n ut e p er ar g u me n t)

Clo si ng St a t e me nt : Co n cl ud i n g re mar k s t ha t b ri efl y s u m up yo ur ar g u m en t a nd ma ke o n e
la st, p o wer f u l a tt e mp t at s wa yi n g t he o p i nio n o f th e a ud ie nc e.
Winfield Scott
Against Manifest Destiny
Mariano Guadalupe Vallejo
Juan Cortina
Antonio Lopez de Santa Anna
John Sutter
Juan Seguin
Osceola
Chief John Ross
Abraham Lincoln
Senator Thomas Corwin
Henry Clay
John Doyle Lee
Brigham Young
Walt Whitman
Mark Twain (Samuel Clemens)
Henry David Thoreau
For Manifest Destiny
Zachary Taylor
Stephen Douglas
John Tyler
James K. Polk
John Fremont
John O’Sullivan
Kit Carson
Marcus Whitman
Alice Fletcher
Sam Houston
Stephen Austin
Andrew Jackson
Sacajawea
Horace Greeley
My Research Person:
____________________________________________________
Views on Manifest Destiny:
PRO _____
Supporting facts, quotes, and statistics:
CON ______
T a s k D e s c r i pt i o n /
P oi n t V al u e
# 2 R e s e ar c h
Construct
B i bl i og r a p hy i n
p r o p e r M L A f o r ma t
U s i n g Th r e e r e q u i r e d
sources
(20)
# 2 R e s e ar c h
R e s e a r c h Wo r ks h e e t t o
o b t a i n i n fo r m a t i o n o n
h i s t o r i c a l fi gu r e ’ s :
background,
education, influences,
goals, &
accomplishments (25)
# 4 W r i t i ng
Research Outline
(25)
( p r o fe s s i o n a l ,
c h r o n o l o gi c a l ,
historical background
and supporting ideas
and conclusion)
(2 0 )
I d e n t i fi e s vi e w s o f
M a n i f e s t D e s t i n y (1 0 )
# 4 W r i t i ng
Mechanics
S p e l l i n g, gr a m m a r ,
fo r m a t o f a l l
d o c u me n t s c r e a t e d
(10)
# 5 P r e s e n t at i o n
Classroom debate
(20)
Delivery of Interview
E ye c o n t a c t
(6 )
Voice
R e s e a r c h - D e b at e S c o r i ng R u br i c
( A d a p t e d f r o m A c a d e m i c E x p e c t a t i o n s #1 R e a d i n g , #2 U s i n g I n f o r m a t i o n , #4 W r i t i n g , & #5 P r e s e n t i n g )
Exceeds
Meets
A p pr o a c he s
D o e s no t M e e t
E x pe c t at i o n s
E x pe c t at i o n s
E x pe c t at i o n s
E x pe c t at i o n s
P r o d u c e s a u t h e n t i c wo r k
P r o d u c e s a u t h e n t i c wo r k a n d
Disproportionate and
Inappropriate use of
properly citing all sources
d i s t i n gu i s h e s p a r a p h r a s i n g
inconsistent use of
i n fo r m a t i o n ( p l a gi a r i s m )
in appropriate MLA
from use of direct quotes
paraphrasing and direct
and/or failure to cite
appropriately citing sources
quotations with minimal
sources
f o r ma t .
with adequate accuracy
a t t e mp t a t c i t a t i o n a n d M L A
M L A f o r ma t .
f o r ma t
S yn t h e s i z e , c o n n e c t a n d
An a l yz e , e xp l a i n , c o n n e c t
E x a mi n e , d e s c r i b e o r
Inaccurate interpretation
p r e d i c t u s i n g i n fo r m a t i o n
a n d c o mp a r e i n fo r m a t i o n t o
c a t e go r i z e i n fo r m a t i o n t h a t
o r mi s u s e o f i n fo r m a t i o n .
t o c o n s t r u c t kn o wl e d ge .
c o n s t r u c t kn o wl e d ge .
i s ge n e r a l kn o wl e d g e .
Connects content to
p u r p o s e e f f e c t i ve l y;
o ve r a l l e f f e c t i s c o h e s i ve .
Connects content to purpose
l o gi c a l l y
Attempts to make connection
between content and
p u r p o s e ; h o w e ve r i n c r e a s e d
length and depth of support
may be needed to convey
p u r p o s e e f f e c t i ve l y.
Does not connect content
with purpose; writing may
be off topic; reasoning
l a c k s fo c u s ; t yp e o f
organization is not
evident.
S h o w s e vi d e n c e o f c a r e fu l
r e vi s i o n , r e s u l t i n g i n a
minimal number of minor
errors of Standard, written
E n gl i s h t h a t h a ve n o e f f e c t
o n m e a n i n g.
U s e s e ye c o n t a c t t o s u s t a i n
the audience’s attentio n.
S h o w s e vi d e n c e o f c a r e fu l
r e vi s i o n , r e s u l t i n g i n s o m e
minor errors of Standard
Wr i t t e n E n g l i s h t h a t h a v e
little to no effect on
m e a n i n g.
M a k e s fr e q u e n t e ye c o n t a c t
with the audience.
Shows sincere attempt at
r e vi s i o n , ye t a c c u mu l a t i o n
of minor errors of Standard
Wr i t t e n E n g l i s h r e s u l t i n
e f f e c t o n m e a n i n g.
M a k e s o c c a s i o n a l e ye
contact with the audience.
Shows little attention to
r e vi s i o n , l e a vi n g
s i gn i fi c a n t a n d n u m e r o u s
e r r o r s i n S t a n d a r d Wr i t t e n
E n gl i s h t h a t i n t e r f e r e wi t h
m e a n i n g.
Faces audience but does
n o t ma k e e ye c o n t a c t .
Ad j u s t s s p e e c h t o m a k e o r
clarify a point
S p e a ks i n a c l e a r , a u d i b l e ,
s t e a d y vo i c e
S p e a ks i n a
f a i n t / i n c o n s i s t e n t vo i c e
S p e a ks i n a f a i n t vo i c e
Ad j u s t s p a c e a p p r o p r i a t e l y
t o ma k e o r c l a r i f y a p o i n t .
M o d i fi e d p a c e a p p r o p r i a t e l y.
D o e s n o t mo d i f y p a c e ;
occasionally hesitates; uses
s o m e d i s t r a c t i n g wo r d s
(“um”, “ah”, etc.)
Does not maintain an
appropriate pace; uses
many distracting words
(“um”, “ah”, etc.)
Uses occasional gestures
t o e xp l a i n a n d / o r c l a r i f y.
E xh i b i t s go o d p o s t u r e a n d
b o d y i s r e l a xe d .
D i s p l a ys s o m e d i s t r a c t i n g
m o v e m e n t s ( f i d g e t i n g,
s h a ki n g, s w a yi n g, e t c . )
D o e s n o t e xh i b i t go o d
posture or body control.
(6)
Pace
(4 )
Poise
(4 )
Debate Rubric
D e b a t e p a r t i c i p a n t s w i l l b e a s s e s s e d b y u s i n g t h e f o l l o wi n g r u b r i c w h i c h i n c l u d e s t h e m a j o r e xe m p l a r s :
C O N D U C T , S P E A K I N G , R E S O N I N G , L I S TE I N G , A N D R E A D I N G . Th e r a t i n g s c a l e f o r e a c h i n c l u d e s :
Excellent: 4
Good: 3
Fair: 2
U n s a t i s f a c t o r y: 1
B y f o c u s i n g o n t h e “ e xc e l l e n t ” e xe m p l a r s o n t h e r u b r i c , yo u c a n s e e w h a t s u c c e s s f u l s e m i n a r p a r t i c i p a n t s
look like.
Conduct
4
E xh i b i t s p a t i e n c e wi t h d i f f e r i n g o p i n i o n s a n d t h o u g h t c o m p l e xi t y
S h o ws i n i t i a t i ve b y a s k i n g p e e r s f o r c l a r i f i c a t i o n
E xh i b i t s c o n t r o l o f p o t e n t i a l l y h u r t f u l n o n ve r b a l b e h a vi o r s
3
Demonstrates a respectful attitude towards others
S h o ws a d e s i r e t o c o n t r i b u t e r e s p o n s i b l y t o t h e d e b a t e
2
P a r t i c i p a t e s ve r b a l l y b u t s h o ws i m p a t i e n c e wi t h t h e d e b a t e p r o c e s s
May be unfocused because of depth or length of seminar
1
S h o ws n o r e s p e c t f o r t h e l e a r n i n g p r o c e s s
4
Speaks to all participants
A vo i d s t h e u r g e t o t a l k t o o l o n g
Articulates clearly and precisely
3
Addresses the majority of the comments to peers , no the leader
A t t e m p t s t o m o ve t h e c o n ve r s a t i o n o n t o a n e w i d e a
2
Speaks only with prompting and has no substantial point
1
Is reluctant to speak when called on or passes in “round robin”
4
C i t e s l o g i c a l , r e l e va n t t e xt u a l p a s s a g e s t o s u p p o r t vi e ws
Relates the reading to other readings or studies
Ma k e s c o n n e c t i o n s b e t w e e n o wn t h o u g h t s a n d t h o s e o f o t h e r s
3
C a n m a k e l i m i t e d c o n n e c t i o n s wi t h i d e a s o f o t h e r s p e a k e r s
Ma k e s c o m m e n t s t h a t a r e i n t r i g u i n g e n o u g h t o m e r i t r e a c t i o n
2
Ma y h a ve r e a d t h e t e xt b u t h a s n o t t h o u g h t a b o u t i t b e f o r e t h e d e b a t e
Ma y b e a c c u r a t e o n m i n o r p o i n t s wh i l e m i s s i n g t h e m a i n c o n c e p t
1
S a ys n o m o r e t h a n 1 “ I a g r e e ”
4
Listens for opportunities to respond to student generated questions
A vo i d s r e p e t i t i o n o f p r e v i o u s r e m a r k s o f s e l f a n d p e e r s
B u i l d s o n a n d a c k n o wl e d g e s wh a t o t h e r p a r t i c i p a n t s h a ve s a i d
3
I s g e n e r a l l y a t t e n t i ve a n d f o c u s e d
Responds thoughtfully to ideas and question that are raised
2
D o e s n o t vi s i b l y r e s p o n d t o c i t e d t e xt ; m a y b e u n a wa r e o f l o c a t i o n
Easily distracted or may be source of distraction
1
Ma k e s n o n o t e s d u r i n g t h e s e m i n a r
Ma k e s c o m m e n t s t h a t s h o w t o t a l m i s i n t e r p r e t a t i o n o f m a t e r i a l
4
I s f a m i l i a r wi t h t h e t e xt a n d c a n q u i c k l y l o c a t e q u o t a t i o n s
H a s m a r k e d t h e t e xt o r h a s a n o t e s h e e t
Understands major concepts in the reading
3
H a s m a r k e d t h e t e xt o r p r e p a r e d n o t e s
C a n l o c a t e m o s t r e f e r e n c e s i n t h e t e xt w h e n n e e d e d
2
Is confused about key concepts because of hasty reading
1
I s u n f a m i l i a r wi t h t h e t e x t
Speaking
Reasoning
Listening
Reading