"Where, where was the heroic determination of the executive to vindicate our title to the whole of Oregon-yes sir, 'THE WHOLE OR NONE'[?] ... It has been openly avowed ... that Oregon and Texas were born and cradled together in the Baltimore Convention; that they were the twin offspring of that political conclave; and in that avowal may be found the whole explanation of the difficulties and dangers with which the question is now attended .... I maintain "l. That this question ... is .... one for negotiations, compromise, and amicable adjustment. "2. That satisfactory evidence has not yet been afforded that no compromise which the United States ought to accept can be effected. "3. That, if no other mode of amicable settlement remains, arbitration ought to be resorted to .... " -Robert C. Winthrop, speech to the House of Representatives, "Arbitration of the Oregon Question," January 3, 1846. Winthrop suggests that Polk's slogan of "Fifty-four Forty or Fight!" was based mainly on which of the following attitudes?

Polk hoped to get political benefit

Polk held strong anti-British sentiments

Polk believed the country needed more free land

Polk felt pressure from Southerners

President Polk was motivated to reject the treaty with Mexico because of which of the following?

Many Southerners wanted the United States to get larger gains in territory

Many Whigs opposed the treaty and were willing to continue the war

The United States was in a dispute with Great Britain over the Canadian border

The treaty called for the United States to give up the territories known as Upper California and New Mexico

President Polk accepted a compromise with Britain on the Oregon dispute because

the United States was facing problems with Mexico

the British offered a large payment

the Russians were becoming involved

the people who settled in California were successful

What is one issue that happens after the Mexican American War?

There is a debate on whether or not the new territories should be slave states or non slave states

The territories all become slave states

The territories all become non slave states

The U.S has expanded to far and there needs to be a new form of government

Why did the United States want to purchase the territory purchased in the Gadsden Purchase?

To build the Trans-continental Railroad

AMSCO Chapter 12

Quiz

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Social Studies, History

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9th - 12th Grade

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Practice Problem

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Easy

Carol Coleman

Used 32+ times

FREE Resource

About this resource

This quiz examines mid-19th century American expansionism and westward movement, specifically focusing on the period from 1840-1855 when the United States acquired vast new territories through war, negotiation, and purchase. The content is appropriate for grades 9-12, as it requires students to analyze complex political motivations, understand cause-and-effect relationships between territorial expansion and sectional tensions, and interpret primary source documents. Students need a solid foundation in antebellum American history, including knowledge of key political figures like James K. Polk, understanding of sectional differences between North and South regarding slavery, and familiarity with major territorial acquisitions such as Texas annexation, the Mexican Cession, and the Oregon Territory settlement. The questions assess students' ability to connect Manifest Destiny ideology to specific political and military actions, analyze the relationship between expansion and the slavery debate, and understand how territorial growth intensified sectional conflicts that would eventually lead to the Civil War. Created by Carol Coleman, a Social Studies teacher in the US who teaches grades 9-12. This quiz serves as an excellent formative assessment tool for students studying American territorial expansion and can be effectively used as a chapter review, homework assignment, or warm-up activity before discussing the Compromise of 1850 and growing sectional tensions. The quiz supports instruction by reinforcing key concepts from AMSCO Chapter 12 while helping students connect territorial expansion to the broader narrative of increasing North-South tensions over slavery. Teachers can use this assessment to gauge student understanding of essential topics before moving into more complex discussions about the failure of compromise and the approach of the Civil War. The questions align with standards such as NCSS.D2.His.1.9-12 (evaluating historical interpretations) and NCSS.D2.His.3.9-12 (analyzing complex cause-and-effect relationships), as students must understand how Manifest Destiny ideology drove political decisions and territorial acquisitions that fundamentally altered the sectional balance of power in antebellum America.

AMSCO Chapter 12

20 questions

Term coined in the 1840s and espoused a philosophy that the United States had a God-given right to “overspread” the continent. At the heart of the doctrine was the notion that Americans were a superior people with superior governmental institutions, and they had superior moral character.

Which of the following served as a major cause of the war with Mexico?

Which period was the peak of manifest destiny?

One attempt to prevent slavery in the territories was the

By going to war, the United States gained the territory labeled as the

President Polk was motivated to reject the treaty with Mexico because of which of the following?

President Polk accepted a compromise with Britain on the Oregon dispute because

Which president was elected in 1844 on a platform supporting expansion and Manifest Destiny?

"Fifty-four Forty or Fight!" was a slogan employed by expansionists in reference to __________________.

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