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The Beginning of the War – Two Views on Texas

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Grade Level(s):

9 - 12

Subject Area(s)

Language Arts, Geography, U.S. History, Civics

Estimated Time

One to two 45-50 minute class period

Summary

War is based on conflicts that nations can find no other way to resolve. One of the main conflicts between the U.S. and Mexico leading up to their war was the dispute over the territory of Texas. Students will research the two nations' very different viewpoints with regard to Texas and will form two teams, one representing the U.S. and one representing Mexico, to conduct a debate on the subject.

Note: Teachers may decide to spread this activity out over two classroom sessions to allow more time for research by the students.

Objectives

Students will:

Materials Needed

This activity can be completed using a computer lab where students can access the video clips, interactive timeline and handout themselves via The U.S.-Mexican War website. It can also be done by using one classroom computer with a projection device. In the second scenario, you will need to provide the students with the following handout:

Video clips used:

Procedure

Pre-viewing Activity: Explain to students that in the early 1840's the governments of the U.S. and Mexico had a very significant difference of opinion regarding Texas. The U.S. considered Texas to be a sovereign nation and with that nation's approval, annexed it. Mexico still considered Texas to be a part of its territories and regarded the U.S.'s annexation of it as an act of aggression. One way to highlight the two governments' conflict is to examine the names that the U.S. and Mexico use to describe the subsequent war. In the U.S., the war is usually called the "Mexican War" or the "Mexican-American War," while in Mexico, the war has names like the "U.S. Invasion of Mexico" and the "U.S. Intervention." Ask students to consider the implications of these names.

Explain to students that they will be divided into two groups to have a debate. One group will represent the U.S. perspective on the conflict over Texas and the other group will represent Mexico. Initially, the students will do some in-class research to collect data that will help them in the debate.

Go over the handout Two Views on Texas with the students. Explain that while students can do more research if they would like, they should at a minimum collect information on the following topics from the handout:

If you are allowing students substantial time to do research, direct them to the following extensive articles on The U.S.-Mexican War site:

For more background, you can reference the following websites:

Viewing Activity: Tell students to go to “The U.S.-Mexican War” website to access the short video clips “Mexico after independence: Much land, few settlers,” “Mexico opens Texas to Americans who come to claim it as their own,” “Sam Houston’s Texans avenge the Alamo and defeat Santa Anna at San Jacinto,” “Polk orders American troops into disputed territory” (or display the videos with a projection device in your classroom). Have students use their handouts to focus their research as they watch video clips depicting the military and political events that led to the conflict over Texas. Then have the students access the interactive timeline on the same site to further research the disagreement between the U.S. and Mexico over Texas.

Post-viewing Activity: After students have completed their research, have them meet in their groups to get ready for the debate. Ask each group to prepare a two-minute opening statement for their side of the debate. Also ask them to create a list of four points that it would like to address during the debate and to share that list with the other group. Once the groups have completed their preparations, have the students begin the debate by making their opening statements. Then have the groups go back and forth presenting each of their four main points, always allowing the opposition to respond to each point. Finally, have one person from each group summarize their side's position.

After the debate, ask the students to share their responses to the experience. Did they feel like they learned anything from the other side? Were they as sure of their own side's argument after the debate as they were before the debate? Did their research and the process of having the debate give them any ideas about how the war could have possibly been avoided?

Classroom Assessment

To assess the students' work, consider the following:

Extensions and Applications

Have the students write persuasive "op-ed" columns describing their side's perspective on the issue of Texas prior to the start of the war. If the students are not familiar with the conventions of op-ed columns, include a primer on the subject as part of the activity.

National Standards

McRel K-12 Standards Addressed:

Language Arts

Geography

U.S. History

Civics

Online Resources

Below are the links for sites referenced in this activity and others:

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