This territorial expansion, both internal and external, has always existed in tension with the ideals of democracy and political equality enshrined in the American constitution and American political culture.
The timetable is available on the BA History website. Written paper ca. Individual oral presentation based on individual research project measured learning objectives: , Group presentation 1 based on required reading measured learning objectives: 1, 3, 8, 10, Blackboard contributions based on required reading measured learning objectives: 3, The final grade for the course is established by determining the weighted average with the additional requirement that the written paper must always be sufficient. Written papers should be handed in within the given deadline.
The written paper can be revised, when marked insufficient. Revision should be carried out within the given deadline.
"Manifest Destiny and the Right to Expand" Argumentative/Persuasive Writing - SAS
How and when an exam review will take place will be disclosed together with the publication of the exam results at the latest. General information about uSis is available in English and Dutch. Mark Leon de Vries. Please note that the use of electronic equipment, including laptops and Kindles will not be permitted during class except as needed for in-class assignments. Zoek naar Vakken Opleidingen Keywords Academic year Zoeken.
Admission requirements BSA norm and a pass for both first year Themacolleges Description The United States has a long and checkered history of territorial expansion. However, nothing beats descriptive comments that are best written in the margins of the papers where they are most appropriate. Cut Scores for Proficiency Levels Scorers can readily compute a total score the sum of the seven element scores or an average score that sum divided by 7.
If translating scores to performance levels is desired, then the structure of the rubrics lends itself to the use of the following cut scores:. How this would be done is an individual teacher's decision. Teachers could establish their own cut scores for letter grades or just re-label the four performance levels as A, B, C, D.
They could come up with their own way to convert LDC scores to numerical grades consistent with whatever numerical scale they use for other class work. Attempts to address prompt, but lacks focus or is off-task. Addresses prompt appropriately and establishes a position, but focus is uneven.
D: Addresses additional demands superficially.
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Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. D: Addresses additional demands sufficiently. Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position. D: Addresses additional demands with thoroughness and makes a connection to claim. Attempts to establish a claim, but lacks a clear purpose.
Establishes a claim. Establishes a credible claim. Establishes and maintains a substantive and credible claim or proposal. Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. Accurately and effectively presents important details from reading materials to develop argument or claim. Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim.
Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim.
Manifest destiny essay
Attempts to organize ideas, but lacks control of structure. Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument. Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics.
Sources are used without citation. Demonstrates an uneven command of standard English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.
Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format. Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.
You are impersonating. Stop Impersonating. LDC Task.
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Grade Levels. Course, Subject. Options Printer Friendly Version Email. Related Academic Standards. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative, and technical meanings.
Analyze how two or more authors present and interpret facts on the same topic.
Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Analyze the influence of the words and phrases in a text including figurative and connotative, and technical meanings; and how they shape meaning and tone. Analyze two or more texts that provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative, connotative meanings. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.
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Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. Analyze how differences in the points of view of the characters and the audience or reader e. Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from traditional works, including describing how the material is rendered new.
Read and comprehend literary fiction on grade level, reading independently and proficiently.
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