Fort Jesup State Historic Site [LA]

Description

Fort Jesup, located in western Louisiana, was constructed in the early 19th century in order to provide protection on the western edge of the United States. Throughout its military life, the fort presided over the furthest western reaches of the United States of America, which terminated at the Sabine river, which forms the modern-day border between Texas and Louisiana. In addition to providing protection, the garrison provided many other crucial functions, such as road construction, surveying, and treaty negotiation. The fort was designated a national historic landmark in 1961.

The site offers basic historical information, a list of nearby attractions along with links to the attractions, and visitor information.

Coronado Historical Association Museum of History & Art

Description

Coronado Island in the Bay of San Diego has a rich and storied history dating back to early Spanish explorers in the new world. The island was first surveyed in the early 17th century, but was not settled until 1846, when Mexico, newly independent from Spain, gave land grants to prospective settlers for Coronado Island. The Island then became a popular resort destination in the late 19th century, when the Hotel Del Coronado was built. Now, the southern portion of the island is owned by the United States Navy, and the northern part of the island is a popular suburb of San Diego. The Coronado museum gives visitors a taste of this rich history as well as art produced by local San Diego area artists.

The site offers visitor information, information about current, past, and upcoming exhibits, information on the art galleries currently available, an online store, and an events calendar.

El Rancho de Las Golondrinas [NM]

Description

This historic rancho, now a living history museum, dates from the early 1700s and was an important paraje, or stopping point, along the famous Camino Real, the Royal Road from Mexico City to Santa Fe, NM.

The site offers demonstrations, tours, and occasional recreational and educational events (including living history events).

El Camino Real International Heritage Center [NM]

Description

The newest State Monument tells the fascinating story of more than three centuries of trade and commerce that traversed the trail, linking Spain, Mexico, and the United States at a time when mules, trains, and horses were the only means of land travel. The award-winning building is set amidst the pristine Chihuahuan Desert north of the Jornada del Muerto and houses an exhibit that takes visitors on a virtual journey along the historic trail from Zacatecas, Mexico to Santa Fe, New Mexico. Visitors can discover the indigenous people encountered by the Spanish and the impact the arrival of the Spanish had on the formation of New Mexico. Remnants of the early journey remain today in hand-hewn carts, tools, leather water jugs, and religious altars and objects that accompanied the travelers into the northern territory. Visitors experience the journeys of Native Americans, Spaniards, and Mexicans; the military fort period; and the first Anglo settlers from the Eastern United States, through first-person stories and the art and objects they brought with them.

A second website, maintained by the El Camino Real International Heritage Center Foundation, can be found here.

The center offers exhibits, tours, educational programs, workshops, and occasional recreational and educational events.

Learn About Mexican American History

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Mexican Americans comprise almost 10 percent of the population of the United States. Learn About Mexican American History, a website produced by Steve Mintz, John and Rebeca Moore Professor at the University of Houston, provides resources for weaving their voices into the history curriculum. The guide is a directory to resources of the Gilder Lehrman Institute.

Mexican Voices from Digital History and A History of the Mexican American People by Julian Samora and Patricia Vandel Simon, provide extensive online textual narratives. Primary source documents, a supplemental bibliography, and links to other internet resources round out the extensive materials consolidated on this site.

At the Smithsonian, the interactive Smithsonian Latino Center showcases collections from diverse Latino cultures. The new Kids Corner Site emphasizes Mexican history through interactive activities exploring history, art, artifacts, music, customs and beliefs. The site includes user guides for teachers, K–8.

Trade Routes and Emerging Colonial Economies

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Newsprint, Sale of Africans from the Windward Coast, New York Public Library
Question

“What was the impact of trade routes on emerging colonies in the Americas?”

Answer

Good question and one that is often answered a bit too narrowly. The key issue is whether trade routes promoted resource extraction and/or economic development, and if the latter, what sort of development. Of course, the most famous route, with the greatest impact on New World colonies, was the Triangular Trade, which had some variants. In addition, though, there were several versions of a simpler two-way transatlantic trade, from the UK to the northern colonies, from France to Quebec, and from Spain/Portugal to Latin American places. Last, and less known, a transpacific trade took shape in the 17th century, connecting the Philippines with Mexico through the west coast port of Acapulco. So here we have at least half dozen routes to assess in terms of impacts.

These ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains between the 16th and 19th centuries

The core of the triangular trade, ca. 1600-1800, was the exchange of slaves for materials and goods – African captives brought to eastern Atlantic ports, exchanged for gold or British manufactured products, then transshipped brutally to colonial depots – Charleston, New Orleans, the Caribbean islands, and in smaller numbers, New York, for example. There, captives were again sold, for cash or goods (sugar, tobacco, timber) which returned to a UK starting point (often Liverpool). Yet this sequence was not the only one, particularly in New England, where merchants sent rum and other North American goods to Africa, secured slaves for auction to sugar plantations in the Caribbean, and brought liquid sugar (molasses) to American shores for distillation into more rum. Though this sounds tidy, actually, rarely was either triangle completed by one ship in one voyage; each triangle stands more as a mythical model than a description of standard practice. Nonetheless these ventures, plus those made by Spanish and Portuguese slavers extracted over nine million Africans from their home terrains across the 16th through the 19th centuries. That’s quite an impact, creating slave economies from Virginia to Trinidad to Brazil. Another three-sided trade involved slavery indirectly, as when Yankees sent colonial goods to the sugar islands, shipped to Russia to exchange sugar for iron, which returned to New England.

Trade did not automatically translate into sustained development

Bilateral trade is simpler to grasp, and yet may depart from our current notions of exchange. The Kingdom of Spain extracted precious metals from Latin America, sending back goods for colonizers, especially through Veracruz, which became Mexico’s principal east coast harbor. By contrast, French trade with Quebec was a constant drain on the monarchy’s funds; often goods sent to sustain some 50,000 settlers cost more than double the value of furs gathered and sold. However, Virginia tobacco sold to Britain at times created high profits, but this single-crop economy proved vulnerable to commodity price fluctuations (Cotton’s southern surge came after the American Revolution.). Clearly trade did not automatically translate into sustained development, though port cities did prosper, not least because they became anchors for coastal shipping within and among colonies. At times, expanding trade could irritate the colonizing state, as when Mexican merchants created a long-distance 16th-18th century trans-Pacific route from Acapulco, trading an estimated 100 tons of silver annually for Chinese silks, cottons, spices, and pottery – resources the Crown thought should be sent to Madrid instead. Overall, my sense is that colonial trade routes deepened exploitation of people and nature appreciably more than they fostered investment and economic development.

For more information

Bailey, Anne. African Voices of the Atlantic Slave Trade. Boston: Beacon, 2006.

Bjork, Katherine. “The Link That Kept the Philippines Spanish: Mexican Merchant Interests and the Manila Trade, 1571-1815.” Journal of World History 9 (1998): 25-50.

Bravo, Karen. “Exploring the Analogy between Modern Trafficking in Humans and the Transatlantic Slave Trade.” Boston University Int’nl Law Journal 25 (2007), 207-95.

Evans, Chris and Goran Ryden. Baltic Iron in the Atlantic World Leiden: Brill, 2007.

Hart, Michael. A Trading Nation: Canadian Trade Policy from Colonialism to Globalization. Vancouver: University of British Columbia Press, 2002.

Jamestown-Yorktown Foundation, Jamestown Settlement, and Yorktown Victory Center[VA]

Ostrander, Gilman. “The Making of the Transatlantic Slave Trade Myth,” William and Mary Quarterly 30 (1973): 635-44.

Rawley, James and Stephen Behrendt. “The Coastal Trade of the British North American Colonies,” Journal of Economic History 34 (1972): 783-810.

Bibliography

Canny, Nicholas. “Writing Atlantic History; or, Reconfiguring the History of Colonial British America,” Journal of American History 86 (1999): 1093-1114.

Price, Jacob and Paul Clemens. “A Revolution of Scale in Overseas Trade: British Firms in the Chesapeake Trade, 1675-1775.” Journal of Economic History 47(1987): 1-43.

Rawley, James and Stephen Berendt. The Transatlantic Slave Trade: A History. Lincoln: University of Nebraska Press, 2005.

Spanish Colonial Trade Routes

Remember the Alamo

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"Come and Take It" flag
Question

How did the Alamo happen?

Answer

When Americans started to move westward after the Louisiana Purchase in 1803, many found the Mexican government happy to have them in Texas (they were called "Texians" there), alongside the Tejanos (Texans of Mexican or Latin-American descent). Because settlements were few and far between, the Mexican government needed settlers to protect the area from the Apaches and the Comanches, and the central government, centered far to the south in Mexico City, therefore encouraged the formation of regional militias.

Mexican Independence and Political Turmoil

Mexico achieved independence from Spain in 1821, and the Mexican Constitution of 1824 established the newly independent country as a Federal Republic. In 1833, after years of political volatility and coups, however, Mexico emerged as a centralized dictatorship under the control of General and President Antonio López de Santa Anna. As a result, several Mexican states rebelled against the reversal of federalism, including Coahuila y Tejas (the area that would become Texas), and formed their own regional governments. At a convention called in 1833 by dissidents to the central government, Stephen F. Austin was chosen as the representative of the self-declared "new" state of "Texas."

By this time, Anglo settlers in Texas outnumbered Tejanos by more than 5 to 1. Mexico was convinced that the United States coveted Texas. In 1827, President John Quincy Adams had offered to buy the region for a million dollars, and in 1829, President Andrew Jackson had increased the offer to $5 million. Mexico had rejected both offers.

By this time, the central government was dissatisfied that the Anglos refused to assimilate into Mexican culture. They resisted the legal requirement to support the Catholic Church, refused to learn Spanish, and refused to emancipate their slaves (Mexico had outlawed slavery in 1829). In 1830, the central government prohibited further immigration from the U.S. into Texas.

At the same time, the Tejanos felt betrayed by Santa Anna's consolidation of political power. They had long felt alienated by the government in Mexico City and by the circles of power further south.

Declaration of Texas Independence

By mid-1835, "Texas Committees" in the U.S. sent money to Texas and recruited volunteers to help Texians resist the central government. Not long afterwards, Stephen Austin called for Texan independence.

Mexican soldiers assaulted the Texian garrison at Gonzales with the goal of forcing the settlers there to return a cannon they were given for self-defense. The Texians raised a flag picturing the outline of a cannon and the words "Come and Get It." The Mexicans were forced to retreat.

In November, at San Felipe de Austin, Texans formed a provisional government, the "Consultation," that expressed allegiance to the annulled Mexican Constitution of 1824. The Consultation authorized the creation of a new Texas regular army force (apart from the volunteers who were by then headed by Stephen Austin) commanded by Sam Houston.

The Scene is Set at the Alamo

In December 1835, Jim Bowie and his volunteer troops defeated the forces of Santa Anna's brother-in-law, General Martin Perfect de Cos, after a siege of the Alamo Mission at Béxar (modern San Antonio, Texas). The Texians released De Cos and his 1,000 men and paroled them. Afterwards, the Texians encamped at the Alamo and fortified it, although a confused chain of command among the various Texan military commanders shortly stripped the Alamo of most of its provisions and all but 100 or so defenders.

General Santa Anna left Mexico City at the end of November 1835, with a force of 6,000 soldiers to put down the revolt in Texas. Shortly thereafter, the Mexican Congress, encouraged by Santa Anna, declared that all "foreigners" captured fighting against the government should be regarded as "pirates" and summarily executed. By February 23, Santa Anna reached San Antonio and occupied the town, beginning a siege of the Alamo, then under the joint command of Jim Bowie and William B. Travis. Davy Crockett was among the Anglo defenders.

Meanwhile, Texans met 175 miles to the east, at Washington-on-the-Brazos, and on March 2 signed a Declaration of Independence from Mexico, declaring a new Republic of Texas. On March 4, Sam Houston was appointed commander of Texas forces, and he set out to raise and train an army in east Texas, in advance of Santa Anna's route.

The Alamo's defenders, still no more than about 200 men (but including a band of 25 Tejanos led by Juan Seguín) were determined to block Santa Anna from proceeding to east Texas to confront Houston and his men while they were building in strength. They pledged to defend the Alamo to the death.

Santa Anna occupied San Antonio and, with 1,500 soldiers, laid siege to the Alamo, trading intermittent cannon fire for about a week. The defenders refused to surrender. Santa Anna's forces overran them on March 6, 1836, in an early morning attack, under orders not to take prisoners. The defenders gradually fell back and collected around the chapel, where non-combatants (women, children, and slaves) were gathered.

The Mexicans reached the chapel and captured it. They released the non-combatants, but all defenders (including 8 Tejanos) died, either in the battle or, according to some accounts, by execution after surrender.

After the Alamo

On March 19, 1836, 90 miles to the southeast, at the Battle of Coleto, forces under General José de Urrea defeated the Texian garrison stationed nearby at the Presidio La Bahia at Goliad. Eight days later, the Mexicans massacred the Texan garrison of more than 350 they had taken as prisoner, including its commander, James Fannin.

Santa Anna was branded throughout Texas as bloodthirsty, and as a result, Houston's forces grew with outraged volunteers. Sam Houston and his newly formed army proceeded into east Texas, closely pursued by Santa Anna, whose divided forces clashed several times with Texans.

At San Jacinto, 250 miles east of the Alamo, the Texan forces turned on Santa Anna's overconfident army in a surprise attack during siesta time. The Mexican army was defeated in 20 minutes. Seven Texans were wounded and up to 300 Mexicans died.

In the confusion, Santa Anna attempted to escape by donning the uniform of a corporal and hiding in a marsh, but the Texans noticed that the "corporal" was wearing silk underwear and figured out his identity. Under a tree nearby, Houston and Santa Anna negotiated a treaty giving Texas its independence and Santa Anna was released.

For more information

The Alamo has an extensive website that includes a good reading list on the battle at the Alamo and the Texas Revolution.

The Texas State Library and Archives Commission's website has a number of primary documents from the events surrounding the Alamo battle.

Worklore: Brooklyn Workers Speak

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Photo, Brooklyn Battery Tunnel Construction Workers, 1947
Annotation

This site explores the work lives of Brooklynites (historic and present) as they made their living in the borough. The site has four main sections: Confronting Racial Bias documents discrimination in the workplace; Women Breaking Barriers examines the ways in which women's work roles changed over the decades; Seeking a Better Life takes a look at the issues facing new immigrants; and Changes in the Workplace discusses challenges such as unemployment and job displacement.

Each section contains an approximately 2,000-word article on its respective topic, photographs, and audio files of people speaking about their various vocations. The site also includes eight help wanted advertisements from the 1850s, 1860s, 1920s, and 1930s.

Visitors should not miss the interactive feature Can You Make Ends Meet?, where they can pick one of four vocations, and see if they can stretch their salary out to adequately include housing, transportation, and entertainment.

Telling Your Story allows visitors to share their own recollections of Brooklyn life. The site includes few primary sources, but the personal stories of Brooklyn workers may be useful to students, teachers, or researchers.

Voices of Civil Rights

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Photo, Protesters on Beale Street, 1968
Annotation

This website represents the initial effort to create an archive of stories about the civil rights movement (both historical and contemporary), including essays, interviews, project updates, and special reports. While the site is under construction, currently there is already substantial material available, most of which is organized into one of five sections.

An interactive "Timeline" serves as in introduction to the Movement, highlighting major events and accomplishments. "Stories" allows visitors to read more than 100 personal stories about America's civil rights history (10 stories include audio excerpts). Visitors can peruse the section devoted to the contemporary civil rights movement and its historical legacy. Here visitors can listen to interviews about the promise of equal education with Wade Henderson, Executive Director of the Leadership Conference on Civil Rights, as well as many other activists. Students and teachers will find this site a convenient collection of primary accounts of the Civil Rights Movement, including the Chicano Movement and the National Organization of Women.

Making History on the Web: Creating Online Materials for Teaching U.S. History

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Cartoon, Of McKinley, From Puck
Annotation

Designed around a sample American history survey course, this site offers 10 teaching units, each comprised of eight to 12 documents (texts and images), and introductory essays by various scholars. Additionally, some units provide manuscript sources from the University of Virginia's (UVA) archival collections.

The units, covering American history from the Revolution to the First World War, are uneven, and the teaching suggestions are sparse. Still, the materials here are useful as a general introduction. The site, which includes links to teaching and history resources, is a product of a 1996 summer seminar held at UVA.

Click "A Sample U.S. History Resource Course" to reach the available units.