Students learn about the question of Texas annexation from the point of view of the United States. They examine a political cartoon showing the two sides to the issue. Then they describe the issues leading up to annexation and why some people from the United States and other countries were against it. Finally they write a speech for or against the annexation.
Students read background information about the Republic of Texas after independence, focusing on its economic struggles and lack of recognition by other countries. They examine the 1844 political cartoon “Texas Coming In,” then choose one speech bubble and explain on a class wall whether that speaker supports or opposes annexation of Texas to the United States.
Teacher MovesIntroduce the experience focus and objectives, clarifying that this lesson looks at annexation from the U.S. point of view. Guide students in interpreting the political cartoon and facilitate discussion of their wall responses, prompting them to infer reasons U.S. politicians might have supported or opposed annexation and directing them to read a brief summary of the cartoon.
Students read an explanation of manifest destiny and the 1840s debate over annexing Texas, including President John Tyler’s failed treaty, concerns about war with Mexico, and sectional tensions over adding another slave state. They then read The Final Showdown: Texas Makes Its Choice to deepen their understanding of diplomatic efforts and political maneuvering around annexation. Students answer two multiple-choice questions about Texans’ support for annexation and a proposal made to President Anson Jones, and finally post to a class wall describing at least one key issue at the center of the U.S. debate over annexing Texas.
Teacher MovesClarify the concepts of manifest destiny, sectional conflict over slavery, and fears of war with Mexico as needed while students read. Review student responses to the multiple-choice questions to check comprehension, then use the wall posts to highlight major issues in the annexation debate, such as slavery and the risk of war with Mexico, and to reinforce how these concerns shaped U.S. decision making.
Students view an image of the U.S. flag after Texas became the 28th state and read about President Polk signing annexation into law on December 29, 1845. They read the “Texas” section of How We Got Texas to learn about the many issues surrounding Texas joining the Union. Using a graphic organizer, they identify four issues that arose with Texas annexation, then respond on a wall explaining Great Britain’s position on Texas annexation.
Teacher MovesRecount the key events of December 1845 and connect them to the broader annexation timeline. Support students as they extract issues from the reading for the graphic organizer, prompting them to consider economic problems, foreign influence, Mexican reactions, and U.S. political divisions. Review and share strong examples of student explanations about Great Britain’s opposition to annexation, emphasizing Britain’s interest in limiting U.S. westward expansion and maintaining trade with the Republic of Texas.
Students read about the conditions Texas accepted to join the United States, including keeping public lands to help pay off debt, turning over property and military supplies, and writing and ratifying a new state constitution. They also consider Texans’ mixed feelings about giving up independence in exchange for family ties, economic benefits, and U.S. military protection, supported by reading Annexation. Students then imagine themselves as U.S. senators in 1845 and write a brief persuasive speech on a class wall arguing for or against annexation.
Teacher MovesClarify the specific terms of Texas’s annexation and help students weigh the trade-offs between independence and statehood. Encourage students to incorporate economic, political, and security arguments into their speeches. Select and share one speech in favor of annexation and one against with the class, using them to spark discussion about differing perspectives in the U.S. Senate at the time.
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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