the main ideas behind manifest destiny revised

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What were the main ideas behind Manifest Destiny? How was it related to the Young America Movement and the Puritan tradition?
In the 1830s and 40s, America witnessed the rush of settlers beyond its borders. This development was termed as Manifest Destiny by John O’ Sullivan, a magazine editor in 1845. He pointed out the three main ideas behind manifest destiny; God’s favor for America’s expansion, extended freedom and democracy, and the rapidly growing population that needed land (Shear et al. 68) .At the center of the manifest destiny was the spirit of young Americans. This paper discusses the main ideas behind manifest destiny and how it relates to the Young America Movement and the Puritan Tradition.
The Young America Movement favored the country’s expansion, by acquiring new territory. They advocated for the annexation of Texas, all of Oregon and the seizure of Mexican territory. They celebrated the technological advancements; the railroad and the telegraph that would make this expansion possible. This movement was cultural, economic and political in nature. The Young Americans called for a distinctive national literature, free from influence by the European themes, and which expressed their democratic spirits. They were determined to establish a democratic rule as opposed to the tyrannical rule. Such ambitions led to the diplomatic confrontation with Mexico and Britain over America’s claim on Oregon. Just like the Puritans of Massachusetts who had high hopes of constructing a city on top of the hill, the Young America Movement had a deep conviction they had a celestial responsibility to expand the borders of their honorable state to the Pacific Ocean (Shear et al.

68).
Manifest Destiny was concerned with money, patriotism, religion, race, and morality. All these elements clashed in the 1840s and a boundless play of regional struggle ensued.
Work Cited
Shear, Sarah B., Et Al. “Manifesting Destiny: Re/Presentations of Indigenous Peoples in K–12 US History Standards.” Theory & Research in Social Education 43.1 (2015): 68-101.