Students learn about the relationship between Texas and Mexico after the Texas Revolution. They analyze the policies of Presidents Houston and Lamar toward the Mexican government and the Treaties of Velasco. Then they examine how other countries viewed the Republic of Texas and its relationship with Mexico.
Students read background text about the end of the Texas Revolution, the public Treaty of Velasco, and growing tensions over Santa Anna’s release. They examine a map of the Republic of Texas and then respond to a prediction prompt on a class wall, writing what they think happened next after Thomas J. Green and his men blocked Santa Anna’s departure.
Teacher MovesIntroduce the lesson focus on post-revolution relations between Texas and Mexico and review the objectives. Facilitate a brief discussion of student predictions from the wall, connecting their ideas to the unresolved nature of the conflict and preparing them to learn what actually occurred in the next scene.
Students read about how both Texas and Mexico violated the Treaties of Velasco, Mexico’s refusal to recognize Texan independence, and Sam Houston’s efforts to avoid renewed war while managing volunteers eager to fight and conflicts within the Texas army leadership. They answer a multiple-select question about conditions after the Texas Revolution and complete a drag-and-drop matching activity to connect key figures (Felix Huston, Stephen F. Austin, Albert S. Johnston) with their roles in shaping early Republic–Mexico relations.
Teacher MovesClarify how actions by both Texas and Mexico undermined the treaty and sustained tension between the two nations. Review student responses to the choice and matching activities, discuss correct answers, and address any misconceptions about the motivations and decisions of Houston, Austin, Huston, and Johnston.
Students read about Mirabeau Lamar’s presidency, his failed diplomatic attempts with Mexico, his willingness to confront Mexico militarily, and his use of the Treaties of Velasco to justify an expansive claim to the Rio Grande as Texas’s border, including the Santa Fe Expedition and its costly failure. After viewing a map of the Republic of Texas, they post to a class wall explaining how Lamar’s policies toward Mexico reflected his vision of a Texan empire extending to the Pacific.
Teacher MovesGuide students in connecting Lamar’s foreign policy decisions to his expansionist vision, emphasizing the consequences of the Santa Fe Expedition. Highlight one or more strong student wall responses, using them to prompt whole-class discussion about how Lamar’s interpretation of the treaty and his actions affected Texas’s stability and relations with Mexico.
Students read about how the United States, France, Great Britain, and Denmark viewed and responded to the Republic of Texas, including recognition, military support, and trade policies. They then write a persuasive message on a class wall from the perspective of a representative of President Houston or President Lamar, addressing either Denmark or Great Britain to argue for recognition of Texas’s independence and outlining potential benefits for that country.
Teacher MovesSupport students in identifying how international recognition and alliances influence the success of a new nation. Invite volunteers to share compelling wall responses and lead a discussion comparing the perspectives of different foreign powers and how Houston’s and Lamar’s approaches might appeal differently to Denmark or Great Britain.
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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