• Texas : From Independence to Annexation ~ Web site of primary documents related to the annexation of Texas and diplomatic correspondence relating to the Mexican-American War, sponsored by Yale Law School.

• Civil Disobedience by Henry David Thoreau - 1849 ~ Essay in which Thoreau explains why he refused to pay a poll tax as an act of protest against the Mexican-American war and slavery.

• PBS US-Mexican War ~ "The U.S.-Mexican War" Web Site is a thoughtful study in the way humans access, process, agree and disagree in the search for truth as it chronicles the war through multiple perspectives from both sides of the conflict.

• U.S. Mexican War site ~ James K. Polk, President of the United States at Washington, D.C., to the Congress of the United States. A special message calling for a declaration of war against Mexico. Washington, May 11, 1846.

Thinking about ~ Justification for War: Diplomatic Correspondence on the
Eve of the Mexican-American War

On May 13, 1846 the United States declared war on Mexico. When the war ended two years later, Mexico ceded one half of its territory to the United States, comprising all or parts of the modern states of California, Arizona, New Mexico, Utah, Colorado and Wyoming (244). Historians frequently point out that if presidential merit is evaluated by goals put forward at the beginning of a term and then success measured by a check list at the end of their term, then Polk should be numbered among the great. Why isn’t he? Why does “polite neglect” seem to shroud Polk and the Mexican-American War when clearly the end result was a vast acquisition of valuable land?

What other factors are involved? Was the war justified? Was Mexico provoked? Was the war no more than a flagrant “land grab”? If Polk did not himself directly engage in the elaborate diplomacy surrounding events, how can we discover his intent and measure the final outcome?

Read carefully the diplomatic correspondence included in Chapter 11. The letters fall into two categories, correspondence exchanged between officials of the US and Mexican governments, and correspondence exchanged between Buchanan and his agents in Mexico. Respond to assigned materials using the charts on page 235 and 236. After you have a clear idea of Polk’s objectives follow the discussion that you or your peers (as assigned) conduct on those sources that present the Mexican point of view (sources 7 & 11).

Instructions: 

Read pages 26 - 253 in your Bedford Reader and pages 373-377 in Nation of Nations. Next carefully read each of the documents assigned to your group (supplement as desired by using the online resources linked above). Use the table on page 252-53 to analyze the documents assigned to your group for discussion (see Discussion Forum US-MX War forum for group assignment). As you read the documents think about the following questions. Several of these questions will be assigned for discussion as well as the documentary materials.

Questions:

1.  Write a brief paragraph explaining the international dynamics involved in the origin of the Mexican-American War - set the stage by including negotiations with Great Britain over the Oregon Territory.

2. What are Polk’s objectives in the negotiations with Mexico? make a list.

3. Do the documents in this chapter challenge the notion that the United States had never, prior to the second gulf War, fought a pre-emptive war? Was diplomacy used to start war with Mexico?

4. Was Polk ever genuinely interested in making the sort of compromises that would have been necessary to avoid war? Explain your response with evidence.

5. Did he and Buchanan set out to find a solution to this crisis or did they purposely exacerbate it so they would have justification for going to war? Explain your response with evidence.

6. Evaluate President Polk’s statement, "In the meantime we have tried every effort at reconciliation. The cup of forbearance had been exhausted even before the recent information from the frontier of the Del Norte. But now, after reiterated menaces, Mexico has passed the boundary of the United States, has invaded our territory and shed American blood upon the American soil. She has proclaimed that hostilities have commenced, and that the two nations are now at war.”

7. How does "Analyzing Diplomatic Correspondence " (page 250 - 251 assigned question, 1 per group, group 1-#1, group 2 -#2, group 3- #3) bring these documents into focus?

Problem Based Learning (PBL) Assignment:

1) Participate in the identification of learning issues and resources in class see the problem case link for presentation of problem, learning issue grid, and assignment description. Complete the scheduled follow-up discussion US-MX War group forum to exchange information). 

2) There are two parts to your evaluation for your unit 1 Topic Analysis/PBL grade:

• Group Grade (50 %): Develop a PowerPoint© (PP) presentation that explores aspects of the PBL problem and resolution. Include a list of resources based. All PP presentations are delivered by each group, in-class, on the assigned date (see course calendar). Groups plan and develop their PP using the discussion forum. When complete each is attached to a post in the forum for ease of in-class access. Your group grade is determined by instructor and peer evaluation (each student completes an evaluation form).
• Individual PBL Report (50 %): in the WebCT assignment box, upload a written report (3-4 pages). First summarize your group analysis, your learning issues, and your individual response to assigned questions as posted on the BB. Include your group and individual resource list as well as answers to questions 4, 5 & 6 of Analyzing Diplomatic Correspondence (page 251) and a one paragraph summary of "The Rest of the Story" page 251 - 252 (as a Word document). See the check list.
• CAUTION: If you do not use Microsoft Word, then save your file in rich text format (rtf) prior to uploading - I will convert to Word and return your graded report, with comments, for you to download and review.

last update  August 2008