Category: History

Prompt: It seems that after every revolution or uprising, a backlash or counterrevolution follows. Please write a 1-2 page response to the readings about the FBI and CIA, making sure to incorporate some analysis and thoughts about the primary source documents we have reviewed. How has the U.S. government sought to contain radical movements both in the U.S. and Latin America, and what are some connections between these all? Why are so many of these actions covert or hidden from the public?
PLESE ONLY USE SOURCES PROVIDE AND NO OUTSIDE SOURCES

For this assignment, we need to write TWO 750-850 word essays in which you analyse one Prompt from A and one Prompt from B mentioned in the instructions document below. So you choose either A1 or A2 AND B1 or B2 or B3 and analyze them. Prompt A must be in a separate document, and Prompt B must be in a separate document.
Both your essays should cite and engage three primary passages (from the assigned readings) (I will post the passages soon) ; these should be in support of your argument. No additional research is expected—in fact, it’s discouraged. Make sure you cite the sources for your information, and especially the primary sources, using footnotes. The essay should have a solid thesis (an argument) that is supported with evidence. Feel free to use direct quotations from primary sources – but efficiently: quoting too much wastes valuable space, especially since you only have two pages for this exercise. In the attached file section you’ll find all the primary sources that were assigned to us, and also the primary source we should analyse.

For this assignment, we need to write TWO 750-850 word essays in which you analyse one Prompt from A and one Prompt from B mentioned in the instructions document below. So you choose either A1 or A2 AND B1 or B2 or B3 and analyse them.
Both your essays should cite and engage three primary passages (from the assigned readings) (will post the passages soon) ; these should be in support of your argument. No additional research is expected—in fact, it’s discouraged. Make sure you cite the sources for your information, and especially the primary sources, using footnotes. The essay should have a solid thesis (an argument) that is supported with evidence. Feel free to use direct quotations from primary sources – but efficiently: quoting too much wastes valuable space, especially since you only have two pages for this exercise. In the attached file section you’ll find all the primary sources that were assigned to us, and also the primary source we should analyse.

Each chapter of our text concludes with a major assessment labeled as
“So What?” You must do two of these of your choice. The first essay is due by Friday
at 11:59AM Beijing time during our second week. The second essay is due by Friday
11:59AM Beijing time during our fourth week. These require a 500 word response and
must cite specific material that is relevant from our text and from my lectures. These
assessments press you to connect the past and present thoughtfully. For example, the
“So What?” prompt from the chapter “Exceptional Empire” asks you to consider the
interpretations of historians such as Charles Edel, commenting about the lessons
afforded for today by scrutinizing the architects of interventionist foreign policy.
Don’t write “Exceptional Empire” this chapter! and don’t use AI or CHATGPT!!!

Our main posting this week is your final presentation. Details about the presentation are available in the Final Presentation area of our course.
Please post your video file or a link to your video so that your classmates will view it.
Post this new thread in our Week 11 Discussions board on or before Friday night at 11:59 pm Central time.
Presentations are common in college classes. However, this presentation is a little different in order to make it work in our online environment. Your job is to make a short commercial for your final essay. We will view your commercial on our discussion board. Yep, a commercial is also known as a persuasive presentation.
Do you work best alone? Or, would you like to work together with a classmate? Or, would you like to work with two classmates on this final presentation and its accompanying final essay? The choice is yours. The essay and presentation can be an individual effort. Or, you can ask a classmate or two to work together. The limit is a group of three students. So, you have the option of one, two, or three people.
If you want to work together, then you need to find a classmate or two. There is a discussion board later in the course set up for this purpose. Feel free to post a message and ask about possible project partners. If you choose to work with a partner or two classmates, then each person gets the same grade for the deliverables.
Remember, you are “selling” your essay. Your commercial should persuade viewers to read your essay for more information. So, this is not a PowerPoint presentation with lots of slides and texts. Instead, sell us your essay, and we can learn the details when we read it.
The software:
Students sometimes panic and say, “I don’t know how to make a video! This is too hard! I can’t do it! This professor is crazy!!” Okay, calm down. Making a video is surprisingly easy these days. You probably have the software already installed on your computer. Or, you can use one of the free web tools for making videos. Some choices are:
My quick search for the best free editors revealed MANY possible free or demo options, including Magisto, Wondershare Filmora InVideo, InShot, WeVideo, Splice, Adobe Premiere Rush, PicPlayPost, Blender, Lightworks, Movavi, Shotcut, VSDC Free Video Editor, Machete Video Editor Lite, Avidemux, HitFilm, Wideo, VideoShow, PowerDirector, Quik, KineMaster, and VivaVideo. I have NOT tried all of these, by the way.
Biteable.com (my students seem to like this one quite a bit.)
Microsoft Movie Maker. This comes with your Windows operating system.
iMovie. This comes with your Macintosh operating system.
Prezi. A free web tool for making web presentations. Very easy to use for novices.
Animoto. Another web tool with a free/educational version for making cool video presentations. Very easy to use for novices.
There are many other freebies on the Internet if you like to tinker with software. Search for free video editor.
Your digital camera or webcam probably came with a free or trial version of a video editor.
Please do NOT use PowerPoint. Students often have a lot of problems transferring their multimedia projects for us to view. And students often put way too much text into PowerPoint presentations. Let’s try a video editor instead.
So, don’t panic. You have lots of good options. Students who have never made videos before often say this is the best thing they learned in this class. They use their video editor for their home photos and videos.
The steps:
First, feel free to try a practice video. You will see this optional assignment in our weekly assignment folders. It is not graded. It is optional. Play around with your software; this takes a lot of stress out of the assignment and improves your project immensely.
Second, find images of your paper. Pictures are important. This is a multimedia presentation. You need more than just text. Look for larger images. Small thumbnail images look bad when you put them into a video.
Third, take some time with your software. Make a commercial for your final paper. The video should be about 30 seconds long, 60 seconds maximum. This is not a lecture. Short, snappy, and persuasive. Make us want to read your paper. Show a draft of your commercial to a friend and ask them what they think of it. Edit as needed.
Fourth, post your video on the appropriate discussion board for your classmates to view and discuss. If you used a web application, then you posted a link to your video. If you put your video on YouTube, then post the link to your video. If you created the video on your personal computer, then upload the video to our discussion board.
These four steps show up in your weekly assignments. You will be reminded to work on this multimedia project as the term moves along.
The specifics:
A full grading rubric is available below. Also, here are the most commonly asked questions about grades:
The commercial should be 30 to 60 seconds long.
Please use good images for your video. Don’t use tiny thumbnail images; they look blurry in a video.
Add music or narration for the full multimedia effect. You do not have to narrate your video since not everyone has a good microphone. However, at least add some music if you are not going to narrate.
Remember to share the video with us. If your video editor saves the video as a web link, then share that link. If your video editor creates a video file, then share that file. If you like to upload things to your YouTube account, then share that link.
Practice is important. The practice video is not graded, but it is a great way to get the bugs out.
By the way, remember that your commercial is selling your essay. So, you should refer viewers to your essay somewhere in the presentation; the commercial should steer viewers to your essay in the same way that any commercial sells something.
Ask questions in the professor’s office as needed. Good luck, and I look forward to seeing your creative efforts.

After completing 7.2 by reading Chapter 7, “Thought,” briefly respond to the following questions (75 words minimum each question). 2 pts. each.
Name three early Islamic theological groups and their main beliefs.
Describe how pre-Islamic ideas influenced Islamic thought.
How has the concept of an Islamic caliphate influenced Muslim political thought historically and in modern times?
What were some of the issues in Muslim societies that were addressed by fundamentalist movements?
How did recent thinkers and reformers respond to Western colonialism and domination? Provide a couple of specific examples.
You may submit your assignment in text (preferable) or as a Word.

In preparation for the initial post, consider two (2) of the historical selections below:
The Lewis and Clark Expedition
The Missouri Compromise
Independence of Texas
Mexican War of 1846–1848
The California Gold Rush
Then, in one (1) to two (2) paragraphs, address one (1) of the following:
Which of your two selections do you consider most impactful on Westward Expansion during 1800–1848? Explain why.
Analyze the effects of the ideology of Manifest Destiny on the two historical events that you chose from the list above.
I want to discuss about The Lewis and Clark expedition and Independence of Texas.
Lewis and Clark expedition textbook
“For centuries Europeans had mistakenly believed an all-water route across the North American continent existed. This “Northwest Passage” would afford the country that controlled it not only access to the interior of North America but also—more importantly—a relatively quick route to the Pacific Ocean and to trade with Asia. The Spanish, French, and British searched for years before American explorers took up the challenge of finding it. Indeed, shortly before Lewis and Clark set out on their expedition for the U.S. government, Alexander Mackenzie, an officer of the British North West Company, a fur trading outfit, had attempted to discover the route. Mackenzie made it to the Pacific and even believed (erroneously) he had discovered the headwaters of the Columbia River, but he could not find an easy water route with a minimum of difficult portages, that is, spots where boats must be carried overland.
Many Americans also dreamed of finding a Northwest Passage and opening the Pacific to American commerce and influence, including President Thomas Jefferson. In April 1803, Jefferson achieved his goal of purchasing the Louisiana Territory from France, effectively doubling the size of the United States. The purchase was made possible due to events outside the nation’s control. With the success of the Haitian Revolution, an uprising of enslaved people against the French, France’s Napoleon abandoned his quest to re-establish an extensive French Empire in America. As a result, he was amenable to selling off the vast Louisiana territory. President Jefferson quickly set out to learn precisely what he had bought and to assess its potential for commercial exploitation. Above all else, Jefferson wanted to exert U.S. control over the territory, an area already well known to French and British explorers. It was therefore vital for the United States to explore and map the land to pave the way for future White settlement.
JEFFERSON’S CORPS OF DISCOVERY HEADS WEST
To head the expedition into the Louisiana territory, Jefferson appointed his friend and personal secretary, twenty-nine-year-old army captain Meriwether Lewis, who was instructed to form a Corps of Discovery. Lewis in turn selected William Clark, who had once been his commanding officer, to help him lead the group (Figure 11.3).
Two paintings depict Meriwether Lewis (a) and William Clark (b).
Figure 11.3 Charles Willson Peale, celebrated portraitist of the American Revolution, painted both Meriwether Lewis (a) and William Clark (b) in 1807 and 1810, respectively, after they returned from their expedition west.
Jefferson wanted to improve the ability of American merchants to access the ports of China. Establishing a river route from St. Louis to the Pacific Ocean was crucial to capturing a portion of the fur trade that had proven so profitable to Great Britain. He also wanted to legitimize American claims to the land against rivals, such as Great Britain and Spain. Lewis and Clark were thus instructed to map the territory through which they would pass and to explore all tributaries of the Missouri River. This part of the expedition struck fear into Spanish officials, who believed that Lewis and Clark would encroach on New Mexico, the northern part of New Spain. Spain dispatched four unsuccessful expeditions from Santa Fe to intercept the explorers. Jefferson also tasked Lewis and Clark with paving the way for American trade among the western tribes. Establishing an overland route to the Pacific would bolster U.S. claims to the Pacific Northwest, first established in 1792 when Captain Robert Gray sailed his ship Columbia into the mouth of the river that now bears his vessel’s name and forms the present-day border between Oregon and Washington. Finally, Jefferson, who had a keen interest in science and nature, ordered Lewis and Clark to take extensive notes on the geography, plant life, animals, and natural resources of the region into which they would journey.
After spending the winter of 1803–1804 encamped at the mouth of the Missouri River while the men prepared for their expedition, the corps set off in May 1804. Although the thirty-three frontiersmen, boatmen, and hunters took with them Alexander Mackenzie’s account of his explorations and the best maps they could find, they did not have any real understanding of the difficulties they would face. Fierce storms left them drenched and freezing. Enormous clouds of gnats and mosquitos swarmed about their heads as they made their way up the Missouri River. Along the way they encountered (and killed) a variety of animals including elk, buffalo, and grizzly bears. One member of the expedition survived a rattlesnake bite. As the men collected minerals and specimens of plants and animals, the overly curious Lewis sampled minerals by tasting them and became seriously ill at one point. What they did not collect, they sketched and documented in the journals they kept. They also noted the customs of the tribes who controlled the land and attempted to establish peaceful relationships with them in order to ensure that future White settlement would not be impeded.
CLICK AND EXPLORE
Read the journals of Lewis and Clark on the University of Nebraska–Lincoln website, which has footnotes, maps, and commentary. According to their writings, what challenges did the explorers confront?
The corps spent their first winter in the wilderness, 1804–1805, in a Mandan village in what is now North Dakota. There they encountered a reminder of France’s former vast North American empire when they met a French fur trapper named Toussaint Charbonneau. When the corps left in the spring of 1805, Charbonneau accompanied them as a guide and interpreter, bringing Sacagawea—who had been kidnapped and sold to Charbonneau, who made her his wife—and their newborn son. Charbonneau knew the land better than the Americans, and Sacagawea proved invaluable as an interpreter and diplomat to the Shoshone people. The presence of a young woman and her infant convinced many groups that the expedition was not a war party and meant no harm (Figure 11.4).
A painting depicts Sacagawea leading Lewis and Clark through the Montana wilderness. She points authoritatively ahead while Lewis and Clark look on.
Figure 11.4 In this idealized image, Sacagawea leads Lewis and Clark through the Montana wilderness. In reality, she was still a teenager at the time. Although she served important roles as an interpreter and diplomat, she did not actually guide the party. Kidnapped as a child, she would not likely have retained detailed memories about the place where she grew up.
The corps set about making friends with Native tribes while simultaneously attempting to assert American power over the territory. Hoping to overawe the people of the land, Lewis would let out a blast of his air rifle, a relatively new piece of technology the Native Americans had never seen. The corps also followed native custom by distributing gifts, including shirts, ribbons, and kettles, as a sign of goodwill. The explorers presented native leaders with medallions, many of which bore Jefferson’s image, and invited them to visit their new “ruler” in the East. These medallions or peace medals were meant to allow future explorers to identify friendly native groups. Not all efforts to assert U.S. control went peacefully; some Indians rejected the explorers’ intrusion onto their land. Lewis unintentionally created tension with the Blackfeet by discussing trade deals made with their traditional enemies. The encounter turned hostile, and members of the corps killed two Blackfeet men.
After spending eighteen long months on the trail and nearly starving to death in the Bitterroot Mountains of Montana, the Corps of Discovery finally reached the Pacific Ocean in 1805 and spent the winter of 1805–1806 in Oregon. They returned to St. Louis later in 1806 having lost only one man, who had died of appendicitis. Upon their return, Meriwether Lewis was named governor of the Louisiana Territory. Unfortunately, he died only three years later in circumstances that are still disputed, before he could write a complete account of what the expedition had discovered.
Although the Corps of Discovery failed to find an all-water route to the Pacific Ocean (for none existed), it nevertheless accomplished many of the goals Jefferson had set. The men traveled across the North American continent and established relationships with many Native American tribes, paving the way for fur traders like John Jacob Astor who later established trading posts solidifying U.S. claims to Oregon. Delegates of several tribes did go to Washington to meet the president. Hundreds of plant and animal specimens were collected, several of which were named for Lewis and Clark in recognition of their efforts. And the territory was now more accurately mapped and legally claimed by the United States. Nonetheless, most of the vast territory, home to a variety of native peoples, remained unknown to Americans.”
Independence of Texas textbook
“As the incursions of the earlier filibusters into Texas demonstrated, American expansionists had desired this area of Spain’s empire in America for many years. After the 1819 Adams-Onís treaty established the boundary between Mexico and the United States, more American expansionists began to move into the northern portion of Mexico’s province of Coahuila y Texas. Following Mexico’s independence from Spain in 1821, American settlers immigrated to Texas in even larger numbers, intent on taking the land from the new and vulnerable Mexican nation in order to create a new American slave state.
AMERICAN SETTLERS MOVE TO TEXAS
After the 1819 Adams-Onís Treaty defined the U.S.-Mexico boundary, the Spanish Mexican government began actively encouraging Americans to settle their northern province. Texas was sparsely settled, and the few Mexican farmers and ranchers who lived there were under constant threat of attack by tribes, especially the Comanche Empire, which supplemented its hunting with raids in pursuit of horses and cattle.
To increase the non-Native population in Texas, provide a buffer zone between its tribes and the rest of Mexico, and provide a bulwark against potential American expansion, Spain began to recruit empresarios. An empresario was someone who brought settlers to the region in exchange for generous grants of land. Moses Austin, a once-prosperous entrepreneur reduced to poverty by the Panic of 1819, requested permission to settle three hundred English-speaking American residents in Texas. Spain agreed on the condition that the resettled people convert to Roman Catholicism.
On his deathbed in 1821, Austin asked his son Stephen to carry out his plans, and Mexico, which had won independence from Spain the same year, allowed Stephen to take control of his father’s grant. Like Spain, Mexico also wished to encourage settlement in the state of Coahuila y Texas and passed colonization laws to encourage immigration. Thousands of Americans, primarily from slave states, flocked to Texas and quickly came to outnumber the Tejanos, the Mexican residents of the region. The soil and climate offered good opportunities to expand slavery and the cotton kingdom. Land was plentiful and offered at generous terms. Unlike the U.S. government, Mexico allowed buyers to pay for their land in installments and did not require a minimum purchase. Furthermore, to many White people, it seemed not only their God-given right but also their patriotic duty to populate the lands beyond the Mississippi River, bringing with them American slavery, culture, laws, and political traditions (Figure 11.9).
A historical map of the United States is drawn to show a massive eagle encompassing the whole of the nation.
Figure 11.9 By the early 1830s, all the lands east of the Mississippi River had been settled and admitted to the Union as states. The land west of the river, though in this contemporary map united with the settled areas in the body of an eagle symbolizing the territorial ambitions of the United States, remained largely unsettled by White Americans. Texas (just southwest of the bird’s tail feathers) remained outside the U.S. border.
THE TEXAS WAR FOR INDEPENDENCE
Many Americans who migrated to Texas at the invitation of the Mexican government did not completely shed their identity or loyalty to the United States. They brought American traditions and expectations with them (including, for many, the right to enslave individuals). For instance, the majority of these new settlers were Protestant, and though they were not required to attend the Catholic mass, Mexico’s prohibition on the public practice of other religions upset them and they routinely ignored it.
Accustomed to representative democracy, jury trials, and the defendant’s right to appear before a judge, the Anglo-American settlers in Texas also disliked the Mexican legal system, which provided for an initial hearing by an alcalde, an administrator who often combined the duties of mayor, judge, and law enforcement officer. The alcalde sent a written record of the proceeding to a judge in Saltillo, the state capital, who decided the outcome. Settlers also resented that at most two Texas representatives were allowed in the state legislature.
Their greatest source of discontent, though, was the Mexican government’s 1829 abolition of slavery. Most American settlers were from southern states, and many had brought enslaved people with them. Mexico tried to accommodate them by maintaining the fiction that the enslaved workers were indentured servants. But American slaveholders in Texas distrusted the Mexican government and wanted Texas to be a new U.S. slave state. The dislike of most for Roman Catholicism (the prevailing religion of Mexico) and a widely held belief in American racial superiority led them generally to regard Mexicans as dishonest, ignorant, and backward.
Belief in their own superiority inspired some Texans to try to undermine the power of the Mexican government. When empresario Haden Edwards attempted to evict people who had settled his land grant before he gained title to it, the Mexican government nullified its agreement with him. Outraged, Edwards and a small party of men took prisoner the alcalde of Nacogdoches. The Mexican army marched to the town, and Edwards and his troop then declared the formation of the Republic of Fredonia between the Sabine and Rio Grande Rivers. To demonstrate loyalty to their adopted country, a force led by Stephen Austin hastened to Nacogdoches to support the Mexican army. Edwards’s revolt collapsed, and the revolutionaries fled Texas.
The growing presence of American settlers in Texas, their reluctance to abide by Mexican law, and their desire for independence caused the Mexican government to grow wary. In 1830, it forbade future U.S. immigration and increased its military presence in Texas. Settlers continued to stream illegally across the long border; by 1835, after immigration resumed, there were twenty thousand Anglo-Americans in Texas (Figure 11.10).
A historical map, entitled “Map of Coahuila and Texas in 1833,” indicates the borders of the various land grants Mexico made to American settlers.
Figure 11.10 This 1833 map shows the extent of land grants made by Mexico to American settlers in Texas. Nearly all are in the eastern portion of the state, one factor that led to war with Mexico in 1846.
Fifty-five delegates from the Anglo-American settlements gathered in 1832 to demand the suspension of customs duties, the resumption of immigration from the United States, the granting of promised land titles, and the creation of an independent state of Texas separate from Coahuila. Ordered to disband, the delegates reconvened in early April 1833 to write a constitution for an independent Texas. Surprisingly, General Antonio Lopez de Santa Anna, Mexico’s new president, agreed to all demands, except the call for statehood (Figure 11.11). Coahuila y Texas made provisions for jury trials, increased Texas’s representation in the state legislature, and removed restrictions on commerce.
A portrait of General Antonio Lopez de Santa Anna is shown.
Figure 11.11 This portrait of General Antonio Lopez de Santa Anna depicts the Mexican president and general in full military regalia.
Texans’ hopes for independence were quashed in 1834, however, when Santa Anna dismissed the Mexican Congress and abolished all state governments, including that of Coahuila y Texas. In January 1835, reneging on earlier promises, he dispatched troops to the town of Anahuac to collect customs duties. Lawyer and soldier William B. Travis and a small force marched on Anahuac in June, and the fort surrendered. On October 2, Anglo-American forces met Mexican troops at the town of Gonzales; the Mexican troops fled and the Americans moved on to take San Antonio. Now more cautious, delegates to the Consultation of 1835 at San Felipe de Austin voted against declaring independence, instead drafting a statement, which became known as the Declaration of Causes, promising continued loyalty if Mexico returned to a constitutional form of government. They selected Henry Smith, leader of the Independence Party, as governor of Texas and placed Sam Houston, a former soldier who had been a congressman and governor of Tennessee, in charge of its small military force.
The Consultation delegates met again in March 1836. They declared their independence from Mexico and drafted a constitution calling for an American-style judicial system and an elected president and legislature. Significantly, they also established that slavery would not be prohibited in Texas. Many wealthy Tejanos supported the push for independence, hoping for liberal governmental reforms and economic benefits.
REMEMBER THE ALAMO!
Mexico had no intention of losing its northern province. Santa Anna and his army of four thousand had besieged San Antonio in February 1836. Hopelessly outnumbered, its two hundred defenders, under Travis, fought fiercely from their refuge in an old mission known as the Alamo (Figure 11.12). After ten days, however, the mission was taken and all but a few of the defenders were dead, including Travis and James Bowie, the famed frontiersman who was also a land speculator and slave trader. A few male survivors, possibly including the frontier legend and former Tennessee congressman Davy Crockett, were led outside the walls and executed. The few women and children inside the mission were allowed to leave with the only adult male survivor, a person enslaved by Travis, who was then freed by the Mexican Army. Terrified, they fled.
A painting depicts the 1836 assault on the Alamo complex. Lines of uniformed soldiers approach the fort from every direction. The defenders are few.
Figure 11.12 The Fall of the Alamo, painted by Theodore Gentilz fewer than ten years after this pivotal moment in the Texas Revolution, depicts the 1836 assault on the Alamo complex.
Although hungry for revenge, the Texas forces under Sam Houston nevertheless withdrew across Texas, gathering recruits as they went. Coming upon Santa Anna’s encampment on the banks of San Jacinto River on April 21, 1836, they waited as the Mexican troops settled for an afternoon nap. Assured by Houston that “Victory is certain!” and told to “Trust in God and fear not!” the seven hundred men descended on a sleeping force nearly twice their number with cries of “Remember the Alamo!” Within fifteen minutes the Battle of San Jacinto was over. Approximately half the Mexican troops were killed, and the survivors, including Santa Anna, taken prisoner.
Santa Anna grudgingly signed a peace treaty and was sent to Washington, where he met with President Andrew Jackson and, under pressure, agreed to recognize an independent Texas with the Rio Grande River as its southwestern border. By the time the agreement had been signed, however, Santa Anna had been removed from power in Mexico. For that reason, the Mexican Congress refused to be bound by Santa Anna’s promises and continued to insist that the renegade territory still belonged to Mexico.
CLICK AND EXPLORE
Visit the official Alamo website to learn more about the battle of the Alamo and take a virtual tour of the old mission.
THE LONE STAR REPUBLIC
In September 1836, military hero Sam Houston was elected president of Texas, and, following the relentless logic of U.S. expansion, Texans voted in favor of annexation to the United States. This had been the dream of many settlers in Texas all along. They wanted to expand the United States west and saw Texas as the next logical step. Slaveholders there, such as Sam Houston, William B. Travis and James Bowie (the latter two of whom died at the Alamo), believed too in the destiny of slavery. Mindful of the vicious debates over Missouri that had led to talk of disunion and war, American politicians were reluctant to annex Texas or, indeed, even to recognize it as a sovereign nation. Annexation would almost certainly mean war with Mexico, and the admission of a state with a large enslaved population, though permissible under the Missouri Compromise, would bring the issue of slavery once again to the fore. Texas had no choice but to organize itself as the independent Lone Star Republic. To protect itself from Mexican attempts to reclaim it, Texas sought and received recognition from France, Great Britain, Belgium, and the Netherlands. The United States did not officially recognize Texas as an independent nation until March 1837, nearly a year after the final victory over the Mexican army at San Jacinto.
Uncertainty about its future did not discourage Americans committed to expansion, especially slaveholders, from rushing to settle in the Lone Star Republic, however. Between 1836 and 1846, its population nearly tripled. By 1840, nearly twelve thousand enslaved Africans had been brought to Texas by American slaveholders. Many new settlers had suffered financial losses in the severe financial depression of 1837 and hoped for a new start in the new nation. According to folklore, across the United States, homes and farms were deserted overnight, and curious neighbors found notes reading only “GTT” (“Gone to Texas”). Many Europeans, especially Germans, also immigrated to Texas during this period.
Americans in Texas generally treated both Tejano and Native American residents with utter contempt, eager to displace and dispossess them. Anglo-American leaders failed to return the support their Tejano neighbors had extended during the rebellion and repaid them by seizing their lands. In 1839, Mireau B. Lamar, the second president of the Lone Star Republic, instituted a program of ethnic cleansing aimed at pushing all Native American tribes out of Texas.
The impulse to expand did not lay dormant, and Anglo-American settlers and leaders in the newly formed Texas republic soon cast their gaze on the Mexican province of New Mexico as well. Repeating the tactics of earlier filibusters, a Texas force set out in 1841 intent on taking Santa Fe. Its members encountered an army of New Mexicans and were taken prisoner and sent to Mexico City. On Christmas Day, 1842, Texans avenged a Mexican assault on San Antonio by attacking the Mexican town of Mier. In August, another Texas army was sent to attack Santa Fe, but Mexican troops forced them to retreat. Clearly, hostilities between Texas and Mexico had not ended simply because Texas had declared its independence.”
Textbook reference Corbett, P. S., Janssen, V., Lund, J. M., Pfannestiel, T., Vickery, P., & Waskiewicz, S. (2023, July 6). U.S. History. OpenStax, OER Commons. https://openstax.org/details/books/us-historyLinks to an external site.
U.S. History by OpenStax is licensed under a Creative Commons Attribution 4.0Links to an external site. International License, except where otherwise noted.
Peer’s post to be responded:
“I chose the California Gold Rush and the Mexican War of 1846-1848 as my two historical events. After analyzing these events, I believe that the Mexican War of 1846-1848 had a more significant impact on Westward Expansion during 1800-1848. This war was a crucial turning point in the expansion of the United States, as it resulted in the United States gaining control of a significant amount of land, including present-day California, Nevada, Utah, Arizona, New Mexico, Texas, and parts of Colorado, Kansas, Oklahoma, and Wyoming (OpenStax, 2019).
The Mexican War of 1846-1848 is one area in which the US contributed to Manifest Destiny. The war was sparked by the U.S. desire to gain control of the Mexican territories that were rich in land and resources. The war’s outcome, which resulted in the signing of the Treaty of Guadalupe Hidalgo, gave the United States control over these territories, paving the way for further westward expansion (Rankin, 2017). In contrast, while the California Gold Rush did play a significant role in westward expansion, it was primarily driven by economic opportunities rather than a direct result of Manifest Destiny.

OpenStax. (2019). U.S. history. OpenStax CNX. Retrieved from https://cnx.org/contents/p7ovuIkl@6.18:gMXC1GEM@7/IntroductionLinks to an external site.
Rankin, M. (2017). U.s.-Mexican War. In Encyclopedia of Early Modern Latin America (1820s to 1900). Facts On File. online.infobase.com/Auth/Index?aid=239824&itemid=WE52&articleId=244511”

– Assignment 6: Read: Karl Marx and Friedrich Engels, Manifesto of the Communist Party, Part I, “Bourgeois and Proletarians”
https://avalon.law.yale.edu/19th_century/manone.asp
– prompt: How does this reading support the descriiption of socialism contained in my lecture on Karl Marx? Use two brief quotes from the text to support your answer.

– Assignment 5: Read: Immanuel Kant, “What is Enlightenment?” 1784
http://www.fordham.edu/halsall/mod/kant-whatis.html
-prompt: How does Kant’s essay illustrate the ideas and goals of the Enlightenment described in my lecture on this topic? Use two brief quotes from the text to support your answer

Hello, I have an essay about a book called A Place at the Nayarit: How a Mexican Restaurant Nourished a Community. I have the PDF that I can provide for you. This should be easy since you can choose how long you would like the paper to me. Just as long as it answers the prompt. It should be from 2.5 paper length to 4 paper length. Ideally, I would want it around the 3 to be with 3.5, maybe even 4. This should be pretty easy and should not take up so much of your time. One thing I will say is, of course don’t use AI, please. This professor knows how to detect AI. Also, don’t use any outside sources other than the book. Well you can, but just don’t include it in the essay at all. Please take this question on if you can finish it within a day. This overall should only take 1-2 hours of your time.