Mexican-American Conflict
Micah Schultz
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Standard Addressed- The following lesson relates to NCSS Standard 2 and performance
expectation E which is, investigate, interpret, and analyze multiple historical and
contemporary viewpoints within and across cultures related to important events, recurring
dilemmas, and the persistent issues, while employing empathy, skepticism, and critical
judgement; and F which is apply ideas, theories, and modes of historical inquiry to
analyze historical and contemporary developments, and to inform and evaluate actions
concerning public policy issues.
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Results/Expected Learning Outcome- Students will recognize the contributing factors
to the war between Mexico and the United States. Students will then address multiple
perspectives of the war, specifically the acquisition of Texas and how either side felt
about it. Students will then be invited to debate their appointed side thereby having
greater understanding of both perspectives.
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Assessment- Students will be gauged on their contribution to the debate as well as the
quality of their research and the use of preparation time. Students will be told that their
grade is not determined by "winning" the debate but rather by the quality of evidence
presented.
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Curriculum- Grades 9-12, History
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Instruction- I will begin the lesson with an introduction to the war between the US and
Mexico and the role Texas played in the dispute. Students will be briefly informed of the
sentiments of either side and how their attitudes influence what they call the conflict. In
the US it is called the "Mexican War" or the "Mexican-American War," while in Mexico,
the war is called the "U.S. Invasion of Mexico." Students will then be split into two
groups. One of course being the side of Mexico and one of the US. Students would then
be given 1-2 class periods to research support for their side of the debate. Research would
be done in the library and in the computer lab. Both teams would be given identical
handouts to assist in their research. The handout will contain areas of focus such as:
The importance to Mexico of holding onto the land it had inherited from Spain after its war for
independence.
The United States' hope to expand across the North American continent.
Mexico's decision to open Texas to foreign settlers.
The changing face of the population of Texas.
Mexico's decision to centralize its government, thereby restricting the autonomy of its territories
like Texas.
The Texans' rebellion led by Sam Houston and Texas' subsequent claim of independence from
Mexico.
The Battle of San Jacinto.
Mexico's concern that if it loses Texas to the U.S., it will also lose New Mexico and California.
The U.S.'s annexation of Texas and Mexico's subsequent decision to recall its Ambassador to the
U.S.
The two countries' land dispute regarding the area between the Nueces River and the Rio Grande.
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Instruction Cont.-Any other areas of importance are welcome if students so choose.
When research is completed, both teams will be instructed to make a list of a few main
points that they would like to cover during the debate and the list will be shared with the
opposing side. In addition, a 1-2 minute opening statement will be prepared by each
team. A coin toss will determine who goes first and sides will alternate until the end.
Students will then hand in their worksheets and any other notes accumulated while
researching.
Discussion Questions-
Recall when the "Mexican-American War" occurred and who was involved.
Describe the events leading up to the war
Use the Mexican perspective to classify the conflict
Determine if the US was entitled to the lands that were received
Propose an alternative to the Treaty of Guadalupe Hidalgo
Assess the status of "illegal aliens" in the US considering the Treaty of Guadalupe Hidalgo.
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Reflection- By debating the lesson, students will be forced to understand the issue from
the opposite perspective. I know from personal experience that if one wishes to debate
you must understand the opposing side as well as your own. I think it would also be of
assistance to either start the lesson off or end it with a perception exercise or Gestalt
similar to what was introduced in our class. Students who have difficulty with a variety of
view points could benefit from these types of activities and I've seen these images work
well in the classroom. Getting back to my lesson, such an important piece of both the US'
and Mexico's history needs to be properly assessed and attention needs to be given to all
the issues surrounding the war thereby causing students to question their schemata in a
variety of areas.