University of North Texas Libraries Primary Source Adventures

Total Page:16

File Type:pdf, Size:1020Kb

University of North Texas Libraries Primary Source Adventures A Map of Mexico and the Republic of Texas Primary Source Adventures: Texas Annexation: United We Stand? A Map of Mexico and the Republic of Texas. drawn & engraved to accompany The history of Mexico and Texas. By J.M. Niles & L.T. Pease; T. Twitichel, sc. Hartford, 1838. University of North Texas Libraries Republic of Texas Land Grant, 1845 Primary Source Adventures: Texas Annexation: United We Stand? University of North Texas Libraries Certificate of Primary election Source from the Republic Adventures: of Texas Texas Annexation: United We Stand? Certificate of Election By: Republic of Texas President Anson Jones University of North Texas Libraries Portrait of Anson Jones, Primary last president of the Source Republic of Texas. Adventures: Texas Annexation: United We Stand? Anson Jones. Memoranda and Official Correspondence Relating to the Republic of Texas. (NY: D. Appleton and Co., 1859) University of North Texas Libraries A typical example of Primary anti-annexation Source propaganda Adventures: Texas Annexation: United We Stand? University of North Texas Libraries Read some of the objections to Texas Primary annexation, Source note points III and IV. Adventures: Texas Annexation: United We Stand? Edward Everett Hale. How to Conquer Texas Before Texas Conquers Us. (Boston: Redding & Co. 8 State St. 17 March 1846) University of North Texas Libraries Read about the fear that annexation would extend the power of the slave states Primary Source Adventures: Texas Annexation: United We Stand? Edward Everett Hale. How to Conquer Texas Before Texas Conquers Us. (Boston: Redding & Co. 8 State St. 17 March 1846) University of North Texas Libraries Anson Jones’ explanation for pursuing annexation Primary Source Adventures: Texas Annexation: United We Stand? Anson Jones. Letters Relating to the History of Annexation. (Philadelphia: 1852) University of North Texas Libraries Read about the relationship Primary between Britain, Source France, Adventures: and the Republic of Texas Texas. Annexation: United We Stand? Anson Jones. Letters Relating to the History of Annexation. (Philadelphia: 1852) University of North Texas Libraries Anson Jones’s devotion to annexation Primary Source Adventures: Texas Annexation: United We Stand? Anson Jones. Letters Relating to the History of Annexation. (Philadelphia: 1852) University of North Texas Libraries Primary An example of anti-Texas Source propaganda published as a news Adventures: article and pamphlet. Texas Annexation: United We Stand? Theodore Sedgwick. Thoughts on the Proposed Annexation of Texas to the United States. (NY: D. Fanshaw, 1844) University of North Texas Libraries Read about resistance to annexation based on slavery Primary Source Adventures: Texas Annexation: United We Stand? Theodore Sedgwick. Thoughts on the Proposed Annexation of Texas to the United States. (NY: D. Fanshaw, 1844) University of North Texas Libraries Read about objection to annexation based on Mexico's claims Primary Source Adventures: Texas Annexation: United We Stand? Theodore Sedgwick. Thoughts on the Proposed Annexation of Texas to the United States. (NY: D. Fanshaw, 1844) University of North Texas Libraries Primary A typical example of anti- Source Annexation propaganda Adventures: Texas Annexation: United We Stand? Benjamin Lundy. The Anti-Texass [sic] Legion. (Albany: Patriot Office, 1845) University of North Texas Libraries Once again, read about objection to annexation based on slavery Primary Source Adventures: Texas Annexation: United We Stand? Benjamin Lundy. The Anti-Texass [sic] Legion. (Albany: Patriot Office, 1845), 1. University of North Texas Libraries Read about calls to action against Texas annexation Primary Source Adventures: Texas Annexation: United We Stand? Benjamin Lundy. The Anti-Texass [sic] Legion. (Albany: Patriot Office, 1845), 1. University of North Texas Libraries Read what Boston abolitionists suggested should be done if Texas was annexed Primary Source Adventures: Texas Annexation: United We Stand? Stephen C. Phillips. Address on the annexation of Texas, and the aspect of slavery in the United States, In connection therewith: delivered in Boston November 14 and 18, 1845. (Boston: W. Crosby and H.P. Nichols, 1845) University of North Texas Libraries A drawing of Anson Jones Primary Source Adventures: Texas Annexation: United We Stand? Homer S. Thrall. A Pictorial History of Texas. (St. Louis: N.D. Thompson, 1879), 343 University of North Texas Libraries .
Recommended publications
  • The Dispute Over the Annexation of Texas and Opposition to the Mexican War Prior to Texas's Independence, the Nueces River Was R
    American Studies Mr. Carlson The Dispute over the Annexation of Texas and opposition to the Mexican War Prior to Texas's independence, the Nueces River was recognized as the northern boundary of Mexico. Spain had fixed the Nueces as a border in 1816, and the United States ratified it in the 1819 treaty by which the United States had purchased Florida and renounced claims to Texas. Even following Mexico's independence from Spain, American and European cartographers fixed the Texas border at the Nueces. When Texas declared its independence, however, it claimed as its territory an additional 150 miles of land, to the Rio Grande. With the annexation of Texas in 1845, the United States adopted Texas's position and claimed the Rio Grande as the border. Mexico broke diplomatic relations with the United States and refused to recognize either the Texas annexation or the Rio Grande border. President James Polk sent a special envoy, John L. Slidell, to propose cancellation of Mexico's debt to United States citizens who had incurred damages during the Mexican Revolution, provided Mexico would formally recognize the Rio Grande boundary. Slidell was also authorized to offer the Mexican government up to $30 million for California and New Mexico. Between Slidell's arrival on December 6, 1845, and his departure in March 1846, the regime of President Jose Herrara was overthrown and a fervently nationalistic government under General Mariano Paredes seized power. Neither leader would speak to Slidell. When Paredes publicly reaffirmed Mexico's claim to all of Texas, Slidell left in a temper, convinced that Mexico should be "chastised." American Studies Mr.
    [Show full text]
  • Lesson Ideas for a Destined Conflict
    Lesson Ideas for A Destined Conflict Excerpts from Curriculum Guide For Teaching Texas History Written by Yvonne Pittman, Educational Consultant Assisted by M. Elizabeth Appleby, Curator and Lisa A. Struthers, Library Director San Jacinto Museum of History This work was made possible through funding from: Fondren Foundation LyondellBasell Meadows Foundation Houston Endowment Inc. The Gordon A. Cain Foundation Elkins Foundation Union Pacific Foundation BNSF Railway Foundation San Jacinto Day Foundation The Dow Chemical Company H-E-B Tournament of Champions Written by Yvonne Pittman, Educational Consultant Assisted by M. Elizabeth Appleby, Curator and Lisa A. Struthers, Library Director San Jacinto Museum of History Copyright 2015 San Jacinto Museum of History Published by the San Jacinto Museum of History One Monument Circle La Porte, Texas 77571-9585 281-479-2421 www.sanjacinto-museum.org [email protected] August 17, 2015 Contents Lesson Plans Lesson Plan: Texas Annexation 1 Lesson Plan: Mexican War and Early Statehood 14 Strategy Descriptions and Graphic Organizers SDA Document Analysis 20 Walk-About Review 22 Historical Markers Activity 23 Propaganda Exercise 24 Introduction The goal of this guide is to enhance your students’ visit to the exhibit A Destined Conflict: The U.S. - Mexican War. The lessons were excerpted from Curriculum Guide for Teaching Texas History, which is available for download at http://www.sanjacinto- museum.org/Education/For_Teachers/. Lesson documents are in PDF format for ease of downloading, but Word versions are available to teachers on request to insure modifications are simple for classroom use. Related images are at https://sanjacinto- museum.smugmug.com/CurriculumGuide in the 4B Texas Annexation and 4C-Statehood sections.
    [Show full text]
  • Open Mangiaracina James Crisisinfluence.Pdf
    THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF HISTORY THE INFLUENCE OF THE 1830s NULLIFICATION CRISIS ON THE 1860s SECESSION CRISIS JAMES MANGIARACINA SPRING 2017 A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in History with honors in History Reviewed and approved* by the following: Amy Greenberg Edwin Erle Sparks Professor of History and Women’s Studies Thesis Supervisor Mike Milligan Senior Lecturer in History Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT This thesis aims to connect the constitutional arguments for and against secession during the Nullification Crisis of 1832 with the constitutional arguments for and against secession during the Secession Crisis of 1860-1861. Prior to the Nullification Crisis, Vice President John C. Calhoun, who has historically been considered to be a leading proponent of secession, outlined his doctrine of nullification in 1828. This thesis argues that Calhoun’s doctrine was initially intended to preserve the Union. However, after increasingly high protective tariffs, the state delegates of the South Carolina Nullification Convention radicalized his version of nullification as expressed in the Ordinance of Nullification of 1832. In response to the Ordinance, President Andrew Jackson issued his Proclamation Regarding Nullification. In this document, Jackson vehemently opposed the notion of nullification and secession through various constitutional arguments. Next, this thesis will look at the Bluffton Movement of 1844 and the Nashville Convention of 1850. In the former, Robert Barnwell Rhett pushed for immediate nullification of the new protective Tariff of 1842 or secession. In this way, Rhett further removed Calhoun’s original intention of nullification and radicalized it.
    [Show full text]
  • Unit 7 Vocab
    Unit 7 Vocab •Cession: transfer of land from one country to another •Compromise of 1850: made California a state New Mexico and Utah territories ended slavery in Washington DC enacted Fugitive Slave Law in the south •Constitution of 1845: state constitution approved by a majority of Texans in 1845 •Executive branch: part of government that carries out the laws •Fugitive Slave Law: required American citizens to help find runaway slaves •Governor: highest ranking in state government •Judicial branch: part of government that interprets the laws •Legislative branch: part of government that makes laws •Legislature: government body that has the power to make or pass laws •Lt. governor: 2nd highest ranking in state government •Manifest Destiny: obvious choice for America to move west •Texas and New Mexico Act: created Texas' present day borders and gave Texas $10 million in return for giving up claims to New Mexico •Treaty of Guadalupe Hildago: ended war with Mexico included Mexican cession (transfer of California and future states of New Mexico, Arizona, Nevada, Wyoming, Utah, and Colorado to US) •War with Mexico: fought between 1846-1848 to settle boundary disputes The State of Texas!!! "... And that claim is by the right of our manifest destiny to overspread and to possess the whole of the continent which Providence has given us for the development of the great experiment of liberty and federated self-government entrusted to us." - John L. O' Sullivan, "Manifest Destiny" editorial, New York Morning News on December 27, 1845 Manifest Destiny was the idea of the U.S. MANIFEST DESTINY expanding west to the Pacific Ocean.
    [Show full text]
  • Annexation & Manifest Destiny
    Annexation & Manifest Destiny Research Annexation- the incorporating of a country or territory into another country or territory; one area joining another What benefits would Texas get by joining the U.S. rather than staying an independent Republic? U.S. was much smaller in 1844 (27 states) (Colored) Territory belonged to the U.S. (White) Land and that belonged to Mexico Benefits of Texas being annexed into the U.S. 1. Protection of U.S. armed forces. The U.S. Army & Navy would be responsible for defending Texas against hostile Indians & Mexico. Benefits of Texas being annexed into the U.S. 2. Become part of the U.S. postal system Mid-1840’s, the Postal System began charging rates essentially based on weight and whether a letter was going more than or fewer than 300 miles. In 1855, the rate structure was 3 cents for a letter weighing a half-ounce and traveling up to 3,000 miles, which included most of the United States and its territories. Letters going farther than 3,000 miles were charged postage of ten cents per sheet. Benefits of Texas being annexed into the U.S. 3. Become part of the U.S. money system. Examples U.S. Money mid-1800s Texas ‘Redbacks’ Benefits of Texas being annexed into the U.S. • By 1842, the Redbacks had become virtually worthless and had lost the power of legal tender. Once again Texans used bank notes from other American states instead of the Texas money. • A new series of currency, was issued in 1842. These were similar once again to treasury bills and little use was made of them by the general public.
    [Show full text]
  • US History Mexican American War Performance Assessment
    US History: Mexican-American War Was the US justified in going to war with Mexico in 1846? Directions: Read the documents, consider both perspectives and develop an argument in response to the question: Was the US justified in going to war with Mexico in 1846? Use evidence from the documents to support your argument. Remember what you have learned about reading and writing with documents. (*justified = right, did they have a good reason for the action taken) Background: Before 1835, Texas was a part of Mexico. In the Texas Revolution, the Texans defeated the Mexicans. Mexico did not accept the 1836 treaty that gave Texas rights to all of the land north of the Rio Grande (even though the Mexican General signed it). Texas was an independent country for 10 years before the US annexed (added) Texas to its territory. People in the US questioned whether adding Texas helped the US by adding more land and resources, or hurt it by expanding slavery and dividing the Northern and Southern states. Texans wanted to join the US, but Mexico did not want to lose Texas. After Texas was added to the US, Mexico and the US disagreed about the location of the border between them. Both thought the disputed area (see map below) was a part of their country. President Polk sent troops to this disputed area in March 1846. Mexicans saw this as an invasion and attacked the US troops. This was the start of the Mexican American War People disagreed about whether the US should have gone to war with Mexico and if the US unfairly started this war.
    [Show full text]
  • IMPACT of CIVIL WAR on LATIN AMERICA By: Andrew Conticelli Period 6 LATIN AMERICA United States- Latin American Relations
    IMPACT OF CIVIL WAR ON LATIN AMERICA By: Andrew Conticelli Period 6 LATIN AMERICA United States- Latin American Relations • First the U.S.A wanted to protect and expand its economic and strategic interests in the region. • Inter America relations were expressed in universal, humanitarian terms, nonetheless the U.S. incorporated its distinct political, economic, and strategic interests. • U.S. leaders justified U.S. policy, by showing the region as helpless and in need of American guidance. • Reasons- save the people from the ravages of barbarism, and promote the creation of democratic republics based on American logic. START OF MEXICAN AMERICAN WAR • VIDEO CLIP- HTTP://WWW.YOUTUBE.COM/WATCH? LIST=PL4FB761427E3E310F&FEATURE=PLAYER_DETAILPAGE&V=6SP-NEZ7I1O EVENTS LEADING UP TO THE CIVIL WAR • TEXAS ANNEXATION • MEXICAN AMERICAN WAR • WILMOT PROVISO • OSTEND MANIFESTO • FUGITIVE SLAVE ACT OF 1850 • COMPROMISE OF 1850 MANIFEST DESTINY -In the United States in the 19th century, Manifest Destiny was the widely held belief that American settlers were destined to expand across the continent. -This idea was used to justify getting into wars and acquiring territories. Texas Annexation • In 1825 President John Quincy Adams allowed the U.S. minister to Mexico, to negotiate the purchase of Texas. • 1830’s U.S. settlers came into Texas and found discontent with Mexican authorities. • 1836 settlers rebelled and defeated Mexico in a short war. • Texas remained an independent nation because of the debate on the extension of slavery. • Eventually Texas was annexed into the U.S. in 1845. Mexican- American War 1846-1848 • “The Invasion of Mexico” An armed conflict between the United States and Mexico.
    [Show full text]
  • Westward Expansion: Texas Annexation Timeline
    Name:_____________________________________ Date:____________ Period:______ Westward Expansion: Texas Annexation Timeline Task: In small groups, you will be asked to create a piece of a timeline about Texas’ “road to independence”. For your activity, you will read the document assigned to your group, answer the fill in the blanks on your worksheet, and create your poster. You will present your posters to the class at the end of the period and they will be displayed in the classroom for your classmates to see! Your poster must include the following: The name of the event and year (s) it occurred A choice of your own, a paragraph summarizing the main ideas of the event OR bulleted list of the chronological order of the events. This should include the cause of the event, an explanation of the event itself and the result/outcome. You must use all the names and terms listed below your group. BE AS DETAILED AS POSSIBLE AND USE YOUR OWN WORDS! Group 1: Group 4: 1820s: Stephen Austin leads Americans into Texas March 1836: Battle of the Alamo April 1836: Battle of San Jacinto Words/names to use: Words/names to use: Farming, Stephen Austin, Mexico, Texas Independence, Texas, Mexico, Santa Anna, Sam Houston, siege, Alamo, Lone Star Republic Group 2: 1830s-35s: Mexico tightens control over Texas Group 5: Word/ names to use: 1836: Texas wins independence Santa Anna, dictator, Texas, Mexico Words/names to use: Independence, Texas, Mexico, Sam Houston Group 3: 1835: Texans declare their independence Group 6: 1845 United States annexes Texas Words/ names to use: Independence, Texas, Mexico, Santa Anna, San Antonio, Sam Words/names to use: Houston Annexation (for and against and why) North and South, expansion of slavery, Texas, Mexico Group One: Stephen Austin leads Americans into Texas Texas was a part of Mexico under Spanish control.
    [Show full text]
  • Periodic T Table of the Presidents Residents
    Name ___________________________________________ Date _______________________ Class __________ PERIODIC TABLE OF THE PRESIDENTS TM James K. Polk & Texas Annexation Essential Question: What is the historical significance of the annexation of Texas? Context: By the late 1830s the issue of Texas annexation came to the fore in national politics. When Texas rebels defeated the Mexican government in 1836, the newly -formed Texas government subsequently looked to join the United States . Led by Sam Houston, Texas officials sought U.S. annexation in 1837. This request was welcomed by some America ns, but it also met with opposition in parts of the U.S., specifi cally northeastern states. The annexation of Texas would tip the balance of Northern a nd Southern st ates in Congress and would likely lead to the expansion of slavery. During the presidential election of 1844, Texas annexation was a significant issue. James K. Polk, the democratic candidate from Tennessee, argued for the annexation of Texas. As part of his argument, Polk claimed that Texas was originally part of the Louisiana Purchase (1803) and, as a result, belonged to the United States. Due in part to his pro-annexation platform, Polk defeated his Whig opponent, Henry Clay. During Polk’s first year as president, Congress voted to annex Texas as a state . On December 29, 1845, Texas joined the Union as a slave state. The annexat ion of Texas led to a border dispute between the United States and Mexico that would subsequently erupt into the Mexican-American War (1846 -48). Lesson Ideas: In this lesson, students will examine the issue of Texas annexation by reading two primary sources: James K.
    [Show full text]
  • Texas History
    Texas History Chapter 15 Section 1: The Annexation of Texas Main Ideas • Support for annexation in the United States was divided over the issue of slavery. • Texas became a state in 1845. Next Copyright © by Houghton Mifflin Harcourt Publishing Company Texas History Chapter 15 Main Idea 1: Support for annexation in the United States was divided over the issue of slavery. The Impact of Slavery and Expansion on the Annexation Debate • Northerners feared that if Texas were annexed, slave states would gain control in Congress • Southerners wanted another slave state because economy depended on slave labor • Many Americans thought annexing Texas was a natural part of U.S. westward expansion Next Copyright © by Houghton Mifflin Harcourt Publishing Company Texas History Chapter 15 Main Idea 2: Texas became a state in 1845. Events Leading to the Annexation of Texas • 1844 – U.S. Senate rejects Texas Annexation Treaty • l844 – Election of James K. Polk who approved U.S. annexation of Texas • February 1845 – U.S. Congress passes joint resolution for Texas annexation • October 1845 – Texas voters approve annexation • December 29, 1845 – President Polk signs Texas Admission Act joint resolution – formal expression of intent. Texas Admission Act – act signed by President Polk making Texas the 28th state Next Copyright © by Houghton Mifflin Harcourt Publishing Company Texas History Chapter 15 Section 2: Forming a Government Main Ideas • The Convention of 1845 created a new state constitution for Texas. • The state constitution set up a new government and established protections for citizens and the government. Next Copyright © by Houghton Mifflin Harcourt Publishing Company Texas History Chapter 15 Main Idea 1: The Convention of 1845 created a new state constitution for Texas.
    [Show full text]
  • James K. Polk and American Enlargement Under the Fluctuating Forces of Manifest Destiny
    Expansionism, Slavery, and Sectionalism: James K. Polk and American Enlargement under the Fluctuating Forces of Manifest Destiny David Fotouhi College of Arts and Science of Vanderbilt University This article explores the relationship between President James K. Polk’s progressive ambition in the national electorate and the geographic expansion of the United States, particularly with regard to the social and religious foundations for manifest destiny in the public conscience. The author finds that manifest destiny played a central role in President James K. Polk’s successful campaign for the White House as well as his handling of foreign and domestic affairs. The United States saw dramatic change during the 1840’s. President James K. Polk swept into power as the unanticipated flag bearer for westward expansion at any price. Many Americans at the beginning of the decade agreed that the ideal of expansion was the fate and due course of the nation: a manifest destiny for the country. The official term manifest destiny was coined by John O’Sullivan, editor of the Democratic Review, based in New York (Hietala 1997, 50). O’Sullivan wrote that manifest destiny was America’s right and duty “to overspread the continent allotted by Providence for the free development of our yearly multiplying millions” (O’Sullivan in Haynes 2002, 89). This definition is quite ambiguous and does not describe how this policy should be implemented, leaving one to his or her own interpretations and increasing the mantra’s versatility and applicability (Haynes 2002, 89-90). This ideology affected not only the sentiments of the public, but also the public’s electoral decisions.
    [Show full text]
  • Jackson & Manifest Destiny Study Guide
    Name: Due Date: Jackson & Manifest Destiny Study Guide The Age of Jackson SS:8.1A Identify the era of the Age of Jackson. (R) Directions: Complete the chart below. Identify significant features of the era of “Age of Jackson”. Expanded Suffrage- removed property requirements for voting Era of “Age of Jackson” Indian Removal Act, Worcester v Georgia and the Trail of Tears SS:8.5G Analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v Georgia, and the Trail of Tears. (S) Directions: Complete the chart below. Why Support the Indian Removal Act Push Natives further west to reduce fighting SS:8.23C Identify ways conflicts between people from various racial, ethnic, and religious groups were resolved. (S) In what ways did the Cherokee Nation attempt to peacefully and lawfully prevent their removal from Georgia? Name: Due Date: What was the outcome of the ruling? Was the Cherokee Nation successful in preventing the state of Georgia from taking their land? Why or why not? What was Jackson’s response to the court case? The Nullification Crisis SS:8.17B Explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis. (R) SS:8.7D Compare the provisions and effects of congressional conflicts and compromises prior to the Civil War, including the role of John C. Calhoun, Henry Clay and Daniel Webster in the Nullification Crisis. (S) Define Nullify – Describe the issue that started the Nullification Crisis – How did the South respond to the “Tariff of Abominations?” Why? How did the North respond to the “Tariff of Abominations?” Why? What Constitutional issue did the Nullification Crisis lead to? How did Jackson respond to South Carolina in the Nullification Crisis? Name: Due Date: Describe the point of view of each person below: John C.
    [Show full text]