Mexico-United States Relations in the 1820s - Experience Summary

Students learn about the relationship Mexico had with the United States and the new settlers. They also compare and contrast the Americans’ and Mexican government’s views on slavery. Then, they learn how the Texas settlers felt about being part of Mexico.

Objectives:

• Describe the relationship between Mexico and the United States in the 1820s.
• Compare and contrast American and Mexican views on government and slavery.
• Determine whether settlers in Texas thought of themselves as part of Mexico.

Scene 1 — Engage

Student Activity

Students read background information about Mexico’s independence, the rapid settlement of Texas through empresario land grants, and President Andrew Jackson’s 1829 offer to buy Texas. They then respond to a class wall prompt predicting how the Mexican government responded to Jackson’s offer and explaining their reasoning.

Teacher Moves

Introduce the lesson focus and objectives, highlighting that students will examine Mexico–U.S. relations, differing views on slavery, and Texas settlers’ identities. After students post predictions, share a range of responses to spark discussion and reveal that Mexico declined Jackson’s offer, setting the stage for deeper exploration of tensions between the two nations.

Scene 2 — Explore

Student Activity

Students read about Mexico’s goals after independence, including expanding territory and population in Texas, its concerns about Native Americans already living on the land, and its use of empresarios to strengthen control. They then answer a multiple-choice question about the nature of the relationship between Mexico and Native Americans in the early 1820s.

Teacher Moves

Clarify key ideas from the reading, such as Mexico’s motivations for settlement and its anxiety about Native American control of Texas lands. Review student responses to the question, address misconceptions about cooperation versus conflict, and reinforce that competition for land created significant tension.

Scene 3 — Explain

Student Activity

Students read Anglo-American Colonization (beginning with the “Slavery” section) to learn how Mexico and Anglo-American settlers differed in their views on slavery. Using a two-column graphic organizer, they record important details about Mexico’s stance on slavery and the ways Anglo-Americans sought to maintain enslaved labor in Texas.

Teacher Moves

Guide students in identifying evidence from the reading that shows Mexico’s efforts to abolish slavery and the settlers’ strategies to preserve it. Support students as they complete the organizer, prompting them to compare and contrast the two perspectives and to connect these differences to growing tensions in Texas.

Scene 4 — Elaborate

Student Activity

Students reread information about Mexican rule to consider how Anglo-American settlers, though Mexican citizens, continued to feel strong ties to the United States and grew increasingly dissatisfied. They respond to a class wall prompt explaining why settlers became angry with the Mexican government.

Teacher Moves

Discuss with students the specific reasons for settler unrest, emphasizing Mexico’s attempts to end slavery, impose land taxes, and restrict immigration from the United States. Use student responses to deepen understanding of why Mexico struggled to maintain control over Texas and how these conflicts contributed to rising tensions.

Scene 5 — Evaluate

Student Activity

Students complete the exit quiz by answering all the questions.

Teacher Moves

Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.

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