Which of the following was an immediate effect of the end of the mexican-american war in 1848?

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In 1847, with the conflict still raging, Secretary of State James Buchanan suggested that President James K. Polk send an emissary to Mexico to assist in bringing the war to a close. Agreeing, Polk chose Chief Clerk of the State Department Nicholas Trist and dispatched him south to join General Winfield Scott's army near Veracruz. Initially disliked by Scott, who resented Trist's presence, the emissary soon earned the general's trust and the two became close friends. With the army driving inland towards Mexico City and the enemy in retreat, Trist received orders from Washington, DC to negotiate for the acquisition of California and New Mexico to the 32nd Parallel as well as Baja California.

Following Scott's capture of Mexico City in September 1847, the Mexicans appointed three commissioners, Luis G. Cuevas, Bernardo Couto, and Miguel Atristain, to meet with Trist to discuss peace terms. Commencing talks, Trist's situation was complicated in October when he was recalled by Polk who was unhappy with the representative's inability to conclude a treaty earlier. Believing that the president did not fully understand the situation in Mexico, Trist elected to ignore the recall order and wrote a 65-page response to Polk outlining his reasons for doing so. Continuing to meet with the Mexican delegation, final terms were agreed to in early 1848.

The war officially ended on February 2, 1848, with the signing of the Treaty of Guadalupe Hidalgo. The treaty ceded to the United States the land that now comprises the states of California, Utah, and Nevada, as well as parts of Arizona, New Mexico, Wyoming, and Colorado. In exchange for this land, the United States paid Mexico $15,000,000, less than half the amount offered by Washington prior to the conflict. Mexico also forfeited all rights to Texas and the border was permanently established at the Rio Grande. Trist also agreed that the United States would assume $3.25 million in debt owed by the Mexican government to American citizens as well as would work to curtail Apache and Comanche raids into northern Mexico. In an effort to avoid later conflicts, the treaty also stipulated that future disagreements between the two countries would be settled through compulsory arbitration.

Sent north, the Treaty of Guadalupe Hidalgo was delivered to the US Senate for ratification. After extensive debate and some alterations, the Senate approved it on March 10. In the course of the debate, an attempt to insert the Wilmot Proviso, which would have banned enslavement in the newly-acquired territories, failed 38-15 along sectional lines. The treaty received ratification from the Mexican government on May 19. With Mexican acceptance of the treaty, American troops began departing the country. The American victory confirmed most citizens’ belief in Manifest Destiny and the nation’s expansion westward. In 1854, the United States concluded the Gadsden Purchase which added territory in Arizona and New Mexico and reconciled several border issues that had arisen from the Treaty of Guadalupe Hidalgo.

Like most wars in the 19th century, more soldiers died from disease than from wounds received in battle. In the course of the war, 1,773 Americans were killed in action as opposed to 13,271 dead from sickness. A total of 4,152 were wounded in the conflict. Mexican casualty reports are incomplete, but it estimated that approximately 25,000 were killed or wounded between 1846-1848.

The Mexican War in many ways may be directly connected to the Civil War. Arguments over the expansion of enslavement into the newly acquired lands further heightened sectional tensions and forced new states to be added through compromise. In addition, the battlefields of Mexico served as a practical learning ground for those officers who would play prominent roles in the upcoming conflict. Leaders such as Robert E. Lee, Ulysses S. Grant, Braxton Bragg, Thomas “Stonewall” Jackson, George McClellan, Ambrose Burnside, George G. Meade, and James Longstreet all saw service with either Taylor or Scott’s armies. The experiences these leaders gained in Mexico helped to shape their decisions in the Civil War.

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Palo Alto Battlefield National Historical Park

Students will learn about the Treaty of Guadalupe-Hidalgo, read the articles of the treaty, and rewrite them in their own words. Students then write about how the Treaty affects them today. By the end of the lesson, students will be able to answer the question:

What is the significance of the Treaty of Guadalupe-Hidalgo and how does it affect us today?

Background

On February 2, 1848, the United States and Mexico signed the treaty of Guadalupe-Hidalgo. In the Treaty, Mexico agreed to surrender all claims to Texas and accept the Rio Grande as the boundary of that state. Mexico also agreed to sell its New Mexico and Upper California territories to the United States at a price of $15 million. The treaty effectively halved the size of Mexico and doubled the territory of the United States.

This territorial exchange had long-term effects on both nations. The war and treaty extended the United States to the Pacific Ocean, and provided a bounty of ports, minerals, and natural resources for a growing country. The abundance of lands also produced debates about extending slavery into the West, a dispute that would help spark a nation-defining civil war. In Mexico, the loss of battles and territories was a national trauma. As political and military leaders challenged each other on the best way to revive their troubled country, Mexico also descended into a long period of turmoil, civil war, and foreign intervention. But the war also inspired new leaders who were determined to avoid additional humiliation for their country. The new generation eventually united Mexico, forced out foreign invaders, and established the foundations of a modern state.

Perhaps the most enduring effect of the war, however, is on U.S.-Mexican relations. While the war is recalled with passion south of the border, it is often overlooked to the north. And, although the two countries have developed strong bonds and friendly ties since 1848, these neighbors continue to struggle with distrust and misunderstandings created by the war, its effects, and the differing approaches to remembering the conflict. 

Preparation

*Make one copy per student of each of the following: Treaty of Guadalupe-Hidalgo, "The Treaty Today" worksheet, and the "Monument Design" assessment.

*Decide whether students will analyze sections of the treaty independently or in pairs. 

*Print one copy of the "The Treaty Today - Teacher Answer Sheet" for teacher use. 

Materials

Print one copy for teacher use.

Download Treaty Today - Teacher Answer Sheet

Make one copy per student.

Download Treaty of Guadalupe-Hidalgo Transcript

Make one copy per student.

Download Treaty Today - Student Worksheet

Lesson Hook/Preview

*Ask students about a school policy they would like to change. (Option: Make up an issue about a new school policy that would be controversial like longer days, stricter dress code, etc.)

*Divide students into two groups. One group will be for the issue and the other against.

*Tell students they must negotiate and write down their negotiations. Give them five to ten minutes to complete this exercise.

*Tell students they just negotiated a treaty. Ask them what a treaty is or have them look it up. 

Procedure

Discovery

1. Tell students: After the War, the United States and Mexico signed a treaty called the Treaty of Guadalupe-Hidalgo. We will read this treaty and put it in our own words. 

2. Inform students whether they will be analyzing the treaty independently or in pairs. Assign out articles for each indivdiual or pair to analyze. (Note that although there are 23 articles, Article #10 was deleted.)

3.  Give each individual/pair a copy of the Treaty, the student worksheet "The Treaty Today", and a dictionary.

4. Tell students to read the Articles and put them in their own words.Tell students to look up any words they don’t know and to use context to assist. They will complete the "Treaty Today" worksheet to show their progress and thoughts on the modern affects of the Treaty. 

Wrap-Up

5. Have each group share their Article(s) with the class. As a group presents, the other students should write next to that section the historical significance and modern effects. 

6. Have a class discussion based on the key question: How does the Treaty of Guadalupe-Hidalgo affect us today? Write thoughts on the board. 

7. Tell students to use the brainstorming from the class discussion to design a monument symbolizing the Treaty of Guadalupe-Hidalgo. (See Assessment Section for Materials) 

Vocabulary

• Negotiate - Try to reach an agreement or compromise by discussion with others.

• Treaty - a formally concluded and ratified agreement between countries.

Assessment Materials

Students have been hired by the National Park Service to design a monument or write a plaque to educate Palo Alto Battlefield visitors about the historical significance of the Treaty of Guadalupe-Hidalgo and its lasting effects today. After finishing their design, students will explain their choices.

To close the lesson, students will walk around the room and vote on their favorite monument or plaque design.

Monument Design - Treaty of Guadalupe-Hidalgo

Download Assessment

Supports for Struggling Learners

*Print off and cut into strips the teacher answer sheet synopsis of each article, but without the article number. Provide these strips to struggling learners or readers to assist them in analyzing the article. 

*Highlight and annotate the article assigned for struggling readers. 

*Use teacher-chosen heterogenous pairs to support student analysis of Treaty. 

Enrichment Activities

*Imagine that the U.S. and Mexico were to update the Treaty of Guadalupe-Hidalgo. Rewrite your Article(s) as you think it should be written today.

*Find a modern newspaper article that relates to your Article(s). Create a display. 

Additional Resources

Background information on the Treaty of Guadalupe-Hidalgo can be found at OurDocuments.Gov.

Contact Information

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