Strand
U.S. History, Latin American History, World History, Social Studies, Spanish Language
Objectives
To understand the course of events that led up to the war between Mexico and the United States. Use primary source evidence to understand a historical point of view. This speech could be written and performed in Spanish.
Historical Perspective
After Mexico won its independence from Spain in 1821, the new government needed to establish a diplomatic relationship with its neighbor to the north. As Mexico sought first to populate then to consolidate its authority over the northern regions, especially Texas, tensions began to grow. As more Protestant American settlers rushed into the Mexican territory, encouraged by empresarios, land agents such as Stephen Austin, the vast majority of them brought slaves. By 1829, Mexican laws requiring conversion to Catholicism and the abolition of slavery increased the Americans’ feelings of hostility toward the Mexican government. Americans demanded a much greater degree of self-government than the Mexicans would permit.
Hostilities erupted when General Antonio Lopez de Santa Anna overthrew the central government and declared himself dictator. He led troops into the north to exhibit his authority, but a Texas army repelled the Mexicans. A provisional government proclaimed an independent Texas in March of 1836 and prohibited the new Texas legislature from interfering with slavery. Santa Anna’s troops successfully attacked a Texas garrison at the Alamo Mission in San Antonio, but this only led to greater Texan resistance. Within two months, Sam Houston’s army had captured Santa Anna and extracted a treaty from him recognizing Texan independence. The Mexican Congress, however, refused to ratify this treaty. American annexation of Texas would have to wait until 1845, when the political climate could achieve a compromise over the addition of a new slave state into the United States.
At this point, the Mexican government severed diplomatic relations with the United States. President James Polk, elected on an expansionist platform, sent a delegation to negotiate the purchase of Mexican territory. The Mexican public vigorously opposed ceding any more land to the Americans, so the delegation was sent packing. American and Mexican troops exchanged fire in the disputed territory between the Nueces and Rio Grande Rivers. Polk addressed Congress and received a declaration of war. Rebellion against Mexico’s rule in California and American victories in the north encouraged the American government to seek a peace settlement. Mexico refused, and the Americans invaded, eventually capturing Mexico City. The terms of the surrender were outlined in the Treaty of Guadalupe Hidalgo, ceding all of northern Mexico to the United States for $18 million.
Pacing
Two class periods
Materials
Expository Writing
Students have the opportunity to write an analytical essay (see Extension below).
Key Questions
- How does the Mexican point of view about the Mexican American War differ from the American point of view?
- What do the primary source documents reveal about the causes of the war?
- What were the conditions in Mexico that created instability in the government?
- What were the cultural and political factors in the United States that led to the declaration of war?
- What were the consequences of the war for Mexico and for the United States?
Point of View
Students will write and perform a political speech from the point of view of a Mexican government official. Students will research the broad causes of the Mexican American War and the role that specific factors played in the outbreak of hostilities. Have students research their topics using the provided links. Encourage them to use the Cause and Effect Graphic Organizer.
Document-based Questions
To start students thinking about the Mexican American War and the differing points of view, have them examine the following quote:
“[It is the United States’] manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions.”
— John L. O’Sullivan, editor of United States Magazine and Democratic Review, 1845
Key questions students should answer are:
- What does the concept Manifest Destiny mean?
- How might a Mexican interpret this idea?
Directions
Distribute the Student Activity Sheet or have students access it via the Classroom Resources site. Tell students they will be writing and performing a two-minute speech, from the point of view of a Mexican government official during the mid-19th century. Assign topics to each student, reminding them to consider the impact of their topic on the deteriorating conditions in Mexican American relations. Use the following topics:
- Trade
- Religion
- Racism
- Slavery
- Munroe Doctrine
- Manifest Destiny
- Stability of Mexican Government
- American Politics at Mid-century
- Anti-Mexican Rhetoric in the American Press
- Diplomacy
- Disputed Boundaries
- Battles
- California
- Treaty of Guadalupe Hidalgo
Explain to students that each member of the class will write and perform an engaging, fact-filled, two-minute speech addressing an assigned topic. Encourage students to start by examining the Chronology of Events
Assessment
Use the General Performance Rubrics.to assess the students’ performances. Have students reflect on their performance and use the list of expectations to judge how well they met the criteria. Ask students: What will the long-term effects of this war have on the ensuing relationship between Mexico and the United States?
Extension
Divide the class into six groups. Tell them each group will be responsible for one section of the war material from Heidler and Heidler’s The Mexican War. Each group will summarize the main points of their chapter and explain how it fits into the authors’ main thesis. They should select one primary source document and demonstrate how it either supports or refutes the authors’ thesis. Each member of the group will write an analytical essay evaluating their section of the Heidlers’ thesis.
(May be copied for classroom use.)