Students learn about the final president of the Republic of Texas, Anson Jones. They describe his tenure as Secretary of State under Sam Houston. Then they explain how Jones wrestled between the options for Texas to be annexed to the United States or to gain Mexican recognition as an independent country. Finally, students write a recommendation to President Jones about the preferred option.
Students are introduced to Anson Jones as the final president of the Republic of Texas and read a brief overview of his presidency and the lesson goals. They consider his famous statement, “The Republic of Texas is no more,” and use their prior knowledge of Texas history to infer what the words might mean, posting their ideas to a shared wall.
Teacher MovesPresent the lesson overview and objectives, then prompt students to think critically about the context and implications of Jones’s statement. Clarify that by the end of the experience they will understand when and why he said these words, and monitor wall responses to surface initial ideas and misconceptions.
Students read about Anson Jones’s background as a doctor, soldier, and emerging politician, including his service as Sam Houston’s secretary of state, using Anson Jones: Secretary of State to learn about his diplomatic work and challenges. They complete a graphic organizer by answering questions about the proposals Jones and Houston sought, his concerns about war with Mexico, his key negotiations with European nations, the truce Britain helped arrange, and why Jones came to mistrust Houston. Students then read about Jones’s election as president, Texas’s economic situation, and his dilemma over annexation versus securing Mexican recognition of independence.
Teacher MovesGuide students through the reading, clarifying key events in Jones’s early political career and his role as secretary of state. Support students as they complete the graphic organizer, prompting them to use evidence from the text and to distinguish between Jones’s goals and the broader context of Texas’s debt and security concerns. Check for understanding of why annexation and Mexican recognition both appeared as viable but complicated options.
Students read about the failed 1844 annexation treaty, the new 1845 proposal before the U.S. Senate, and President Jones’s worries about Texas’s vulnerability if annexation failed, using Anson Jones: Architect of Annexation to explore his thinking. They complete a two-column table summarizing the advantages, risks, and political realities of the two options as Jones saw them: annexation to the United States and independence from Mexico supported by European powers. Finally, they read how the Texas Congress and voters chose annexation, how power transferred to the first state governor, and how Jones’s final speech declared that the Republic of Texas no longer existed.
Teacher MovesFrame the reading by emphasizing the uncertainty surrounding the 1845 annexation proposal and the potential consequences for Texas. Support students in filling out the comparison table, prompting them to identify cause-and-effect relationships and to note both popular opinion and international diplomacy. Conclude by discussing the decisions of the Texas Congress and voters, and connect these outcomes back to Jones’s famous closing statement about the end of the Republic of Texas.
Students review the complexity of the annexation issue and examine a period map published while the U.S. Senate was considering a joint resolution for annexing Texas, analyzing how the map communicates a perspective on annexation. They then read more about Jones’s role and the annexation process in Anson Jones and the Annexation of Texas (beginning from the sixth paragraph). Drawing on information from the entire experience, students imagine themselves as key advisors to President Jones in 1844 and write a letter recommending whether Texas should pursue annexation to the United States or strengthen itself as an independent nation, using evidence to justify their advice.
Teacher MovesIntroduce the historical map and prompt students to interpret its message and point of view, asking whether it appears to support or oppose annexation and why. Provide guidance as students read the additional text on Jones and annexation, helping them connect new details to earlier learning. Set expectations for the advisory letter, emphasizing the need for clear reasoning and evidence from the lesson. After students submit their letters, share selected examples that represent different viewpoints to spark whole-class discussion about the trade-offs Jones faced.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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