Spanish Louisiana vs. Great Britain

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John Jay, minister plenipotentiary to Spain
Question

When did the government of Spanish Louisiana begin its involvement in the American revolution?

Answer

Perhaps this question was stimulated by another recent question and answer. Please consider that exchange as preliminary background for what follows here.

After Spain's public acknowledgment in June 1779 that it would join with France to wage war on Britain, the Governor General of Spanish Louisiana, Bernardo de Gálvez, began his successful military campaign against British forces in Florida, Louisiana, and in the Mississippi River Valley.

John Jay's mission to Spain, which began in September of that year resulted in no additional direct aid to the American colonies, although Spain funneled some money to them indirectly, which helped the Colonies stabilize its currency. But Spain had had reasons of its own to harass Britain militarily and it had begun to do just that, conscious that Britain's world-wide military power would be occupied to some extent by the revolt of its colonies in America.

The Catholic monarchy of Spain, however, had little sympathy with the British colonies' budding republican ideals. The U.S. State Department's website, describing Jay's mission to Madrid, says that Carlos III's minister, with whom Jay dealt, "worried about American claims to lands west of the Appalachians and navigation rights on the Mississippi River and feared that the flames of the American revolution might spread to Spanish colonies in the Americas."

Nevertheless, his worry did not hinder Spain's pursuit of its own interests in America against the British and this certainly had the indirect but substantial effect of supporting the American colonists.

For more information

U.S. Department of State, "John Jay in Madrid."

Bibliography

Images:
Detail of ceiling painting in the Salon de Carlos III, Palacio Real, Madrid.

Drawing by Pierre Eugène Du Simitière, "His Excellency John Jay, President of Congress & Minister Plenipotentiary from Congress at Madrid," from Portraits of Generals, Ministers, Magistrates, Members of Congress, and Others, Who Have Rendered Themselves Illustrious in the Revolution of the United States of North America, Vol. 3. London: R. Wilkinson and J. Debrett, 1783.

Texas and Mexico: Centers for Cultural Collision

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Photography, La Capilla de Nuestra Senora de Talpa, 1933, Historic American Buil
Question

What was the impact of American migration to Texas and parts of Mexico on Mexican American relations in the mid-19th century?

Answer

Anglo (meaning non-Hispanic white) migration to Texas began in earnest after Mexico secured its independence from Spain in 1821. In the new republic, Texas was just one part of the state of Coahuila-Texas, a region in Mexico's northern borderlands in which Native communities were powerful. Mexican families lived throughout the northern portion of Coahuila-Texas—the wealthiest of whom were known as Tejanos—and to the Comanche and Lipan Apache they were unwelcome. Viewed from the perspective of the region's Native communities, both Tejano and Anglo settlers were undocumented immigrants.

The Anglo Squatters

Many of the first Anglo immigrants to Texas were squatters, individuals who had no Mexican legal claim to their land. By 1824, however, both Mexican and Tejano officials welcomed Anglo settlers, although for very different reasons. The Mexican government wanted assistance securing the country's northern border against raids by the Comanche and other Native groups; the Tejanos wanted help in raising Texas to the level of Mexican statehood, independent of Coahuila, so that they might govern themselves more effectively. Anglo settlers wanted land, and they were initially willing to accept multiple conditions on their immigration in order to get it. In 1825, Mexico passed the Coahuila-Texas colonization law, which offered men at the head of households 177 acres of farming land, grazing rights, and tax breaks in order to settle the region. In return, settlers had to agree to become Mexican citizens, to practice Catholicism, and to uphold all Mexican laws, including those that prohibited slavery.

The vision of colonization held by Mexican officials was soon upended. By the mid 1820s there were more Anglo settlers in Texas than Tejanos, and Anglo families refused to settle where Mexican officials preferred them to go. Instead, they clustered around the state's eastern borders, which made the Mexican government nervous—it appeared that the United States' borders were encroaching into Mexican territory by default.

Increased Tension: Anglos and Tejanos

The Mexican government had good reason to worry. Not only were Anglos more culturally and politically allied with the United States than Mexico—especially on the subject of slavery—but Tejanos initially allied themselves with leading American settlers like Stephen Austin, believing this would position them to gain sovereignty. Mexico's worries were further compounded by the United States offering $1 million for Texas in 1827, and $5 million in 1829. On both occasions, Mexico declined.

...Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

By 1832, more than 6,000 Anglo settlers, who owned more than 1,000 slaves, lived in Texas. This compared with 3,000 Tejanos. Some relationships between Tejano families and Anglos became strained when settlers refused to recognize Tejano land rights and forced families from their farms. Many wealthy Tejanos still felt their interests were best served by alliance with Anglo leaders, however, and it was their cooperation that helped make Texan independence possible in 1835. Tejanos fought alongside Anglos in the ensuing war with Mexico, but in the face of a wave of new immigration after Texas declared itself independent of any larger nation, their political and cultural influence in the region declined. Most new Anglo settlers believed that their culture was superior to that of Tejanos and Mexicans alike, and racial prejudice was rife.

Post-1830s

The Mexican government never recognized Texas as an independent state. When the United States annexed Texas in 1845 Mexico once again went to war. After three years, the peace Treaty of Guadalupe Hildalgo saw the transfer of millions of acres of Mexican territory to the United States government—modern-day Texas, Arizona, New Mexico, and California, as well as portions of states further north. Anglo settlement, which had once seemed a sound strategic defense against borderland warfare with Indian people, proved the thin edge of a wedge that saw Mexico lose more than half of its territory to the United States.

The Comanche and Lipan Apache continued to defend their territory against immigrants for many more years.

For more information
Bibliography
  • Chasteen, John Charles. Born in Blood and Fire: A Concise History of Latin America. 3rd ed. New York: W. W. Norton & Co., 2011.
  • Kirkwood, Burton. The History of Mexico. Westport, CT: Greenwood Press, 2000.
  • Vargas, Zaragosa. Crucible of Struggle: A History of Mexican Americans from Colonial Times to the Present Era. New York: Oxford University Press, 2011.

The Short-Handled Hoe

Teaser

History is imbedded in the smallest objects. In this lesson, students examine how a simple farming tool connects to the work done by United Farm Workers.

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Description

Students view a variety of documents and artifacts related to the short-handled hoe, migrant labor, and the United Farm Workers. They then draw on these sources to develop an online museum exhibit for the hoe.

Article Body

This lesson uses a simple farming tool, the short-handled hoe, to introduce students to migrant labor in California and the farm worker labor movement.

After a brief introduction to the hoe and the bracero program that brought workers to California from Mexico, students explore a variety of artifacts to understand the context of the hoe’s use, as well as the United Farm Workers’ role in the 20th-century labor and civil rights movement. Students then draw from these varied sources to create an online museum exhibit centered on the hoe.

One of the great strengths of this lesson is that it starts with what seems a simple artifact, the short-handled hoe, but leads students towards more complex thinking, including grappling with the artifact’s larger symbolic and political meanings and its historical significance. The lesson also provides an excellent opportunity for teaching about historical context because placing the short-handled hoe in the context of the other artifacts and documents clarifies the meaning of this particular artifact (labeled a “barbaric instrument” by one doctor).

While the lesson provides only minimal structure, teachers will appreciate the wealth of companion resources, including historians’ commentary, images of other farming tools, and primary sources related to California farm labor, and the work of César Chavez and the United Farm Workers.

Topic
20th Century Labor
Time Estimate
1-2 Class Sessions
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
In addition to a brief introduction, teachers can find additional resources listed here.

Rubric_Content_Read_Write

Yes
While many of the primary sources are artifacts, others are written documents. In addition, in the final activity, students must give a written justification for items included in their exhibit.

Rubric_Analytical_Construct_Interpretations

Yes
Students create a thesis statement for their exhibit and have to explain why they chose each of the items in their exhibit. Ideally, this explanation should connect to the thesis.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers may want to provide additional support for struggling readers and English Language Learners in understanding some of the historical documents.

Rubric_Structure_Assessment

No
While no specific assessment is provided, teachers may use the culminating activity as an assessment. Criteria for assessment would need to be established.

Rubric_Structure_Realistic

Yes

Rubric_Structure_Learning_Goals

Yes

Spain, The United States, and The American Frontier: Historias Paralelas

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Annotation

This collection of primary and secondary sources explores the history of Spanish expansion into North America from Florida, Georgia, and the Carolinas; across the modern-day American West; and north to Alaska. There are more than 200 primary sources, including numerous texts, 118 maps, manuscripts, and first-hand accounts, all written between 1492 and 1898. Some of the highlights include La Florida del Inca, an account of the Hernando de Soto expedition through Florida and the southeastern part of North America, along with the Notes of a Military Reconnaissance from Fort Leavenworth to San Diego, published in 1848 as a special report to the United States Congress. All documents are available in English and many of the documents are available in Spanish, as well. The collection is searchable by keyword and title and can be browsed. These documents are valuable for understanding Spanish-North American interaction.

The Luso-Hispanic World in Maps

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Annotation

Provides approximately 50 maps and paragraph-long descriptions of more than 1,000 maps in the Library of Congress' collections pertaining to exploration, colonization, and military efforts and concerns by Spain and Portugal from the mid-16th century to 1900. Includes approximately 10 maps of Mexico and southwest U.S. made during the U.S.-Mexican War of 1846-1848; and five pertaining to Spanish claims in North America. An 8,700-word informative guide provides historical background. While the site will be useful to those planning to visit the Library's extensive map collection, online visitors may be frustrated by the lack of search capabilities. Maps included in the site are not indexed, and users can access them only by paging through the entire catalog.