Featured

International acclaim from historians and authors

This is the post excerpt.

Welcome to our site. We hope you’ll sign up to follow our blog, and click to share with your friends and followers on Facebook and Twitter. You can learn more details about the book Abraham Lincoln and Mexico by clicking the link for the title to see international acclaim from historians and authors, and where you can “look inside” the Kindle version on Amazon. Thanks.PORTADA Abraham Lincoln and Mexico

International Honor for Historian and Educator Michael Hogan

 

DePaul University of Chicago has selected American School teacher Michael Hogan of Guadalajara as the 2018 honoree of their Celebrating Teachers Award. The award is given for “his outstanding commitment to the field of education and to the well-being of his students.”

This is the first time a teacher in Mexico has been selected for this honor. Dr. Hogan has been invited by the university to attend a special award ceremony in Chicago on June 7. In addition, DePaul University will present a monetary prize on his behalf to the American School of Guadalajara.

 Dr. Hogan initiated the AP Cambridge Capstone Research Program at the American School, an innovative two-year diploma program that provides guided research to students working on community-based projects. The author of twenty-four books including two critically acclaimed histories of the US and Mexico, he began teaching at the American School in 1990, retired in 2004, and then was re-hired as a part-time adjunct in 2014. In the interim, he worked as the Latin American Consultant for the State Department’s Office of Overseas Schools and the deputy director of the College Board in Latin America.

Asked how he felt about receiving the award, Dr. Hogan replied, “I have been blessed with wonderful students, a supportive administration, and fantastic fellow teachers. And the success of my history books, most recently Abraham Lincoln and Mexico, has been extremely rewarding.”

“As supplemental classroom material, the real value of the Lincoln book is that it has remarkably improved the understanding of young people of historical relations between the USA and Mexico, and hopefully will result in a generation of Americans who are more understanding and more tolerant,” he said. “If the award helps publicize the commonalities between Mexico and the US and how we can work together to make a better world, then I am doubly proud to receive it.”

To facilitate classroom discussion, Abraham Lincoln and Mexico includes archival documents about Lincoln’s legacy of support for Mexico as congressman and president. Library copies of the print book are in colleges and universities across the USA including Harvard, the US Military Academy at West Point and the US Naval Academy at Annapolis, the University of Texas, the University of Arizona, and the California State University system. The award-winning eBook version in English and Spanish has become an international best seller on Amazon in both the USA and Mexico for historical books about Latin America.

The international Lincoln and Mexico Project (LAMP) is providing free lesson plans based on the book to any high school or college teacher who requests them, as well as an access code to purchase copies of the eBook direct from LAMP at the discount price of 99 cents for each student. The LAMP supports this education outreach with an Advisory Council of educators, history activists, and business people from Mexico and the USA.

More than 100 universities, colleges, and high schools already have the supplemental classroom materials, and the list is growing every week. The list is on the Lincoln and Mexico Project blog at https://lincolnandmexicoproject.wordpress.com/2018/04/03/educators-like-lamp-classroom-materials/

 

Experts in social media, journalism, and digital publishing join LAMP advisory council

Cassidy29595235_1663257830377049_1462837115267707991_n www.joshhuskin.com Wogahn71VaGeSL2cL._UX250_

Photos (l-r): Shaun Arron Cassidy, Rocío Guenther, David Wogahn

The Lincoln and Mexico Project (LAMP) is proud to profile three more members of our international Advisory Council. Together, they add expertise to promote LAMP activities using social media, journalism, and digital distribution of Abraham Lincoln and Mexico.

Shaun Arron Cassidy, San Diego, California, advises the LAMP about social media marketing and is an associate editor of the Facebook page for Abraham Lincoln and Mexico (https://www.facebook.com/MexicoLincoln/). His company Cassidy Creative Solutions is a speaking, training, and consulting firm that helps professionals, nonprofit organizations and corporations leverage social media, internet sales and marketing strategies through storytelling across platforms. He holds professional and social media networks for over 500,000 people from within over 40 different countries around the world. His LinkedIn profile is listed within the top 1 percent of profiles viewed worldwide with over 30,000 first level professional connections, and his network is considered one of the largest global networks within LinkedIn. He has trained over 500 professionals and over 100 businesses and organizations on how to leverage the tool. See more at http://www.cassidycreativesolutions.com/index.php

Rocío Guenther, San Antonio, Texas, is helping LAMP connect with educational and civic leaders from San Antonio and advise on press strategies for Michael Hogan’s book, Abraham Lincoln and Mexico. She currently works as an International Relations Specialist with the City of San Antonio. She’s also a bilingual and bicultural journalist whose writing focuses on local politics, the U.S.-Mexico relationship, and immigration. Her work has been featured in the Rivard Report, DemocracyNOW!, PRI’S The World, Fusion, Buzzfeed, and Latino Rebels. She also works as a volunteer Spanish translator for National Geographic’s Out of Eden Walk, spearheaded by Pulitzer Prize-winning journalist Paul Salopek. Currently, Rocío is putting together an anthology of personal essays written by young Mexicans who deal with issues about identity, politics, borders, and being binational or bicultural. Rocío earned her B.A. in English and a minor in Political Science from Trinity University. See more at https://rocioguenther.com/

David Wogahn, Carlsbad, California, assists LAMP with digital publishing. His company programmed the award-winning eBook edition of Abraham Lincoln and Mexico and he advises LAMP on digital distribution methods for the eBook. He is president of Sellbox, Inc., the parent company of AuthorImprints, an award-winning independent publishing services company that helps authors and organizations publish books and metadata. AuthorImprints has launched over a hundred professional imprints, enabling the successful publication of 250 books and counting. He is the author of three books and two video courses, including “Distributing and Marketing eBooks” for Lynda.com, a LinkedIn Company. David is the author of Register Your Book: The Essential Guide to ISBNs, Barcodes, Copyright and LCCNs, and is a speaker for the Independent Book Publisher Association’s (IBPA) Publishing University. Prior to founding Sellbox in 2002, Wogahn worked at Times Mirror, a media holding company that included the Los Angeles Times. He also worked for the Los Angeles Olympic Organizing Committee and co-founded the first online publisher of sports team branded websites, known today as CBS College Sports Network. Learn more at AuthorImprints.com and DavidWogahn.com .

We’re adding new Advisory Council members every month, and will profile more in coming weeks. Here’s the current list of members:

  1. Ronald Barnett, Ph.D. historian and former professor, Jocotopec, MX
  2. Shaun Arron Cassidy, social media marketing, San Diego CA
  3. Gen. Clever Chavez Marin, historian and Mexican military expert, Zapopan, MX
  4. Noor Chehabeddine, Advanced Placement US History (APUSH) student, American School Foundation of Guadalajara (ASFG), Guadalajara, MX
  5. Sylvia N. Contreras, businesswoman, history activist, and LAMP PR representative, Long Beach, CA
  6. Robert DiYanni, Ph.D. Professor, and instructional consultant, Center for the Advancement of Teaching at NYU, New York City
  7. Heribert von Feilitzsch, historian, author, and business executive, Washington DC area
  8. Patricia Gonzalez, Director of Inclusion and Diversity, Emory & Henry College, Emory, VA
  9. Emb. Carlos Gonzalez-Magallon, retired Mexican foreign service official, Ajijic, MX
  10. Rocìo Guenther, freelance journalist, San Antonio, TX
  11. Jorge Haynes, retired California State University administrator, Austin, TX
  12. Janet Heinze, international education consultant, Guadalajara, MX
  13. Javier Hernández, photojournalist and reporter, Chihuahua, MX
  14. Cindy A. Medina Gallardo, history activist, genealogist, and LAMP senior PR representative, Austin, TX
  15. Carlos Alberto Méndez Villa, Ministry of Culture, Chihuahua, MX
  16. Luciana Mendez, computer sciences student at DePaul University, Chicago, IL
  17. Liam O’Hara, high school Social Studies Department Head, ASFG, Guadalajara, MX
  18. Stacy Lynn Ohrt-Billingslea, Theatre Director, ASFG, Guadalajara, MX
  19. Brenda Prado, APUSH student, ASFG, Guadalajara, MX
  20. Mark Sconce, author and retired businessman, Camarillo, CA
  21. Jason Silverman, Ph.D. retired university history professor, Rock Hill, SC
  22. Richard Stafford, retired journalist, Washington DC area
  23. Philip Stover, historian and retired deputy superintendent of San Diego Unified School System, Chihuahua, MX
  24. Isaias Torres, APUSH teacher, ASFG, Guadalajara, MX
  25. Christena Wiseman, retired high school educator, Reno NV
  26. David Wogahn, digital publishing executive, Carlsbad CA

2014 Survey Pinpoints 1821 Border Between USA and Mexico

This slideshow requires JavaScript.

Slideshow includes photos from exhibition at Museo de las Artes, Universidad de Guadalajara, Mexico, courtesy of the Delimitation Survey sponsored by the Museum of Contemporary Art in San Diego, USA

Where was the original border between Mexico and the United States after Mexico gained independence from Spain in 1821?

To pinpoint the exact location, a team backed by a museum in San Diego and guided by GPS information spent weeks in 2014 traveling the original international border. Their findings fill in the blanks created by textbooks that omit or gloss over the boundary between the USA and Spain established by the Adams-Onís Treaty.

The project started with the question, “What would Mexico and the United States look like if that boundary had been fully realized?”

Along their route, team members erected 47 markers to show the original border. Marker #01 is on the Pacific Coast near the state line between California and Oregon. The team erected markers running along northern state lines of Nevada and Utah, across a lower portion of Wyoming, southward through Colorado, Kansas, and Oklahoma, and to Texas and Louisiana. Marker #47 is on the Gulf Coast near the state line between Texas and Louisiana.

During their journey, they encountered dozens of US residents curious about the project and eager to learn more about border history. All were friendly—one woman invited them to erect a marker in her yard, and one man gave them a place to stay one night. “Curious amazement best describes the reactions,” says team member David Taylor.

A narrative included in the exhibit states that only a few people the project team met seemed to grasp that Mexico once encompassed all of present day Arizona, California, Nevada, New Mexico, Utah, Texas, more than half of Colorado, and smaller portions of Wyoming, Kansas, and Oklahoma. One marker is near grain elevators on the edge of Dodge City, which might have become a border town today if not for the Mexican-American War. Who knew?

Many textbooks that marginalize the significance of the 1821 boundary also hide key aspects of the war that took about half of Mexico by military force—one of the largest land conquests in modern military history. This misleads many into thinking the land acquisition was something like the Louisiana Purchase.

“American students might be forgiven if they know little about the Mexican-American War of 1846-1848. It was a conflict not covered in high school history texts until recently,” writes historian and educator Michael Hogan[1]. “When it did finally appear in such texts as a subset of Westward Expansion, the result was to make it look like a fight for freedom on the part of patriotic Texans, migration to the territories, and the subsequent acquisition via the Treaty of Guadalupe Hidalgo.”

“In fact, the Mexican War was a preemptive invasion by US forces with the primary purpose of acquiring California and a land route across the Southwest,” Dr. Hogan continues.

Recently, Dr. Hogan visited the traveling San Diego exhibition in Guadalajara, Mexico, where he taught Advanced Placement US History for several years. Always the professor, he walked friends through the exhibit and discussed the historical significance of the San Diego border delimitation project. The exhibition is touring both the USA and Mexico, and you can click here to see background information.

To help educators and students better understand historical relations between the two countries from 1821-1867, the Lincoln and Mexico Project (LAMP) offers supplemental classroom materials. They include copies of archival documents from both countries that educators can use to facilitate classroom discussion. Many documents examine Abraham Lincoln’s opposition to the war as a one-term congressman, and his legacy of support for Mexico as president.

If you’re an educator, we hope you’ll use the San Diego delimitation project to help your students learn more about US-Mexico border history. And we hope you’ll consider using the LAMP classroom materials to discuss past, present, and future bilateral relations. Just send a request to lamp@lincolnandmexicoproject.org, and we’ll send a complimentary package that includes lesson plans. We look forward to hearing from you.  

 

[1] Hogan, Michael. Abraham Lincoln and Mexico: A History of Courage, Intrigue and Unlikely Friendships. San Diego:  EgretBooks.com, 2016

Educators like LAMP classroom materials

 

 

 

Photos: APUSH students with historian/ educator Michael Hogan; Einstein quote; scene from play with President and Mrs. Lincoln befriending Mexican charge d’ affaires Matias Romero

We’re delighted that educators from the USA, Mexico, and abroad are beginning to use supplemental classroom materials from the Lincoln and Mexico Project (LAMP) to cover what history textbooks omit.

The materials are based on the book Abraham Lincoln and Mexico, which grew out of an Advanced Placement US History class taught by internationally-respected historian and educator Michael Hogan in 2013. Now, the book is in many university libraries across the USA and also in the Abraham Lincoln Presidential Library.

LAMP offers educators a complimentary package of materials that includes a .pdf document or eBook version of Dr. Hogan’s book, a three-act play based on the book, and complete lesson plans based on the book and the play. The materials give educators and students access to archival documents examining Abraham Lincoln’s support for Mexico as congressman and as president to better understand historical relations between the USA and Mexico, and to facilitate discussion about current and future relations.

During the 2017-2018 academic year, one campus of the California State University system began using the paperback book in history courses. A high school in Mexico is using the book in an APUSH course, and one in Arizona is using the materials in social studies courses. If you know educators who might be interested in using the materials in the coming 2018-2019 academic year, just send their contact information to lamp@lincolnandmexicoproject.org and we’ll take it from there. Thanks.

Meanwhile, here’s a list of colleges, universities, and high schools where educators already have the materials.

USA

Alabama

  1. Judson College, Marion AL
  2. Montgomery Public Schools, Montgomery AL

Arizona

  1. Academy of Tucson High School, Tucson AZ

California

  1. Abraham Lincoln High School, San Diego CA
  2. California State Polytechnic University, Pomona CA
  3. California State University-Channel Islands, Camarillo CA
  4. California State University-Dominguez Hills, Carson CA
  5. California State University-Fullerton, Fullerton CA
  6. Chadwick School, Palos Verdes CA
  7. Consumnes River College, Sacramento CA
  8. Coronado Unified School District, Coronado CA
  9. La Sierra University, Riverside CA
  10. Long Beach College, Long Beach CA
  11. Long Beach Unified School District, Long Beach CA
  12. Los Angeles Mission College, Los Angeles CA
  13. Los Angeles Valley College, Valley Glen CA
  14. Mira Costa College, Oceanside CA
  15. Moreno Valley Unified School District, Moreno Valley CA
  16. Newark Unified School District, Newark CA
  17. Palomar College, San Marcos CA
  18. Parajo Valley Unified School District, Watsonville CA
  19. Pasadena Independent School District, Pasadena CA
  20. San Diego Unified Public Schools District, San Diego CA
  21. Sweetwater Unified High School District, Chula Vista CA

Colorado

  1. Cherry Creek Schools, Denver CO

Connecticut

  1. Trinity College, Hartford CT

Florida

  1. Cypress Creek High School, Orlando FL
  2. Keys Gate Charter High School, Homestead FL
  3. Manatee Technical College, Bradenton FL

Georgia

  1. Chattahoochee Technical College, Rockmart GA
  2. Clayton State University, Morrow GA
  3. College of Continuing and Professional Education, Kennesaw GA

Illinois

  1. Acero Schools, Chicago IL
  2. Bogan Computer Technical High School, Chicago IL
  3. Heartland Community College, Normal IL
  4. University of Illinois, Bloomington/Normal IL
  5. Loyola University of Chicago, Chicago IL
  6. Saint Xavier University, Chicago IL

Kansas

  1. Wichita Public Schools-USD259, Wichita KS

Louisiana

  1. Ouachita Parish School District, Monroe LA

Maryland

  1. University of Maryland Graduate School, College Park MD
  2. U.S. Naval Academy, Annapolis MD

Massachusetts

  1. Boston Public Schools, Boston MA
  2. Boston University, Boston MA
  3. Norwood Public Schools, Boston MA
  4. Springfield Central High School, Springfield MA
  5. Summit Educational Group, Newton MA

Michigan

  1. Deerfield High School, Deerfield MI
  2. Lawrence Technology University, Southfield MI
  3. Michigan State University, East Lansing MI
  4. Muskegon Community College, Muskegon MI
  5. Saginaw Public School System, Saginaw MI

Minnesota

  1. Henry Sibley High School, Mendota Heights MN

Mississippi

  1. Forest High School, Forest MS

New Hampshire

  1. Southern New Hampshire University, Manchester NH

New Jersey

  1. Alvirne High School, Hudson NJ
  2. Monsignor Donovan High School, Toms River NJ
  3. Wayne Hills High School, Montclair NJ

New Mexico

  1. New Mexico Junior College, Hobbs NM
  2. Sandia Preparatory School, Albuquerque NM

New York

  1. Columbia University, Brooklyn NY
  2. New York Department of Education, New York NY
  3. Preston High School, Bronx NY
  4. Unatego Central School District, Unatego NY

North Carolina

  1. East Carolina University, Greenville NC
  2. University of North Carolina, Charlotte NC

Ohio

  1. Ohio State University-Newark Campus, Newark OH
  2. University of Rio Grande, Rio Grande OH

Pennsylvania

  1. Chester Senior High School, Chester PA
  2. Community College of Allegheny County Pennsylvania, West Mifflin PA
  3. Haverford School, Haverford PA
  4. U.S. Army War College Strategic Studies Institute, Carlisle Barracks PA

Rhode Island

  1. Brown University, Providence RI
  2. Rogers High School, Newport RI

South Carolina

  1. Chester Senor High School, Chester SC

South Dakota

  1. Pierre School District, Pierre SD

Texas

  1. Aransas County ISD, Rockport TX
  2. Austin Community College-Pinnacle Campus, Austin TX
  3. Brookhaven College, Farmers Branch TX
  4. Houston Community College, Houston TX
  5. KIPP Houston Public Schools, Houston TX
  6. Lamar CISD, Rosenberg TX
  7. North Texas University, Dallas TX
  8. Pasadena Independent School District, Pasadena TX
  9. Round Rock ISD, Round Rock TX
  10. Sam Houston State University, Huntsville TX
  11. University of Houston-Downtown, Houston TX
  12. University of Texas-El Paso, El Paso TX

Virginia

  1. Chantilly High School, Chantilly VA
  2. Emory & Henry College, Emory VA
  3. George Mason University, Fairfax VA
  4. James Madison University, Harrisonburg, VA
  5. Miller School of Albemarle, Charlottesville VA
  6. Pulaski County High School, Dublin VA

Wisconsin

  1. Viterbo College, La Crosse WI

Mexico

  1. American School of Durango, Durango MX
  2. American School Foundation of Guadalajara, Guadalajara MX
  3. American School Foundation of Mexico City MX
  4. American School Foundation of Monterrey, Monterrey MX
  5. American School of Puerto Vallarta, Puerto Vallarta MX
  6. Colegio Columbia, Tampico MX
  7. Colegia Ingles Americano, Monterrey MX
  8. Cornerstone Academy, Guadalajara MX
  9. Instituto Thomas Jefferson, Guadalajara MX
  10. International School of Cancun, Cancun MX
  11. The American School of Querétaro, Querétaro MX
  12. Peterson Schools, Mexico City MX

Abroad

  1. Nu’Uuli VoTech High School, Pago Pago

 

 

 

 

 

More educators help guide LAMP education outreach

Photos: Isaias Torres, Patricia Gonzalez, Jorge Haynes

A major goal of the Lincoln and Mexico Project (LAMP) is helping educators facilitate discussions about the history of relations between the USA and Mexico. To achieve this, LAMP offers supplemental classroom materials to high schools, colleges, and universities based on the book Abraham Lincoln and Mexico by historian/ educator Michael Hogan.

We’re delighted that current and retired educators from all three levels are helping guide our education effort as members of the LAMP International Advisory Council. And we’re proud to profile three of them in this blogpost.

Isaias Torres has taught United States history for eight years. After graduating Rice University with a double major in History and Religious Studies, Isaias worked in the Houston public school system for four years. He also completed his master’s degree in curriculum and instruction from the University of Houston. While teaching and studying in Houston, Isaias completed an in-depth study of westward settlement as part of the Teaching American History grant from the Department of Education. Isaias has taught abroad at the American Overseas School of Rome and the American School of Guadalajara. In both institutions, he has had great success with his AP US History students. After years of teaching US history, Isaias continues to enjoy the challenge of teaching students to understand the nuance of history as well as learn about social justice matters.

One of eleven children, Patricia Gonzalez was born in Los Angeles, CA and raised in Guadalajara, Mexico up to the age of seven. As Director of the Inclusion & Dialogue Center at Emory and Henry College, Patricia helps students find a voice and also helps them gain a sense of belonging in the EHC community. Most recently, Patricia graduated from Teachers College, Columbia University, with a Master of Arts in Higher and Postsecondary Education and Administration. Her interest in education began when she realized that her high school along with other public schools in South Los Angeles needed to become better and safer environments for students to study and live in. Her passion for education furthered developed when she served as a Servant Leader Intern (teacher) to middle school students in South LA with CDF Freedom Schools in 2012.

Jorge Haynes is a retired Senior Director for External Relations in the California State University Chancellor’s Office at Long Beach, which oversees the nation’s largest public university system with 23 campuses and a 2016 enrollment of 478,638 students. He’s still active as a board member of two other education entities in California, including the Families in Schools organization based in Los Angeles. A native of Laredo, Texas, now retired to his home state, he’s agreed to help LAMP connect with education and civic leaders from California across the Southwest to Texas. He earned his B.A. in Political Science and Government from CSU-Sacramento.

If you’re an educator interested examining the classroom materials without obligation, just send a request to lamp@lincolnandmexicoproject.org and we’ll send you a complimentary package that includes the eBook version of Abraham Lincoln and Mexico, the script for a three-act play based on the book, and a complete set of lesson plans to guide discussions of the book and the play. And if you know other educators who might be interested, we hope you’ll alert them to this offer. Thank you.

MICHAEL HOGAN PRESENTS SPANISH VERSION OF “ABRAHAM LINCOLN and MEXICO” TO PUBLIC AND OFFICIALS IN NORTHERN MEXICO

This slideshow requires JavaScript.

Slideshow: Welcoming group at Museo Casa Juárez, arrival interview, with Mexican flag display, signing autographs, dinner with Chihuahua mayor, group interview and discussion, site visits, departure group.

Three days of successful events by the Lincoln and Mexico Project (LAMP) in northern Mexico February 22-25 increased awareness of Abraham Lincoln’s legacy of support for Mexico as congressman and as president, and strengthened ties between the two countries.

During the events, historian and educator Michael Hogan presented the Spanish version of his book Abraham Lincoln and Mexico and discussed the book speaking in Spanish. He was interviewed in Spanish by state television hosts and on national radio. In addition, his book was presented in the State Legislative building and each of the state representatives bought a copy.

Accompanied by Cindy Medina, LAMP senior PR representative from Austin, Texas, and well-known photographer Javier Hernández, Dr. Hogan also presented his work at the Museo Casa Juárez, the exile home of the Mexican president during the regime of French puppet Emperor Maximilian. That evening, Hogan met with the mayor of Chihuahua, Maria Eugenia Campos Galvan, at a local restaurant.

The following day, he gave a one-hour lecture at the Archives de Poder Judicial Federal de Chihuahua (State Legislature Archive Building) to a group of professors, archivists, and the public followed by a book signing and discussion that last more than two hours. On the weekend, Hogan met with the head of tourism in Sauz, visited the Apache Museum, and the site of the Battle of the Sacramento River, accompanied by Ms. Medina, Mr. Hernández and his daughter Anapaula.

Before leaving on Sunday for his return to Guadalajara, he presented his work to the local Mason Lodge in Chihuahua. Benito Juárez was himself a Mason, as were many of the Liberal leaders of Mexico who fought gallantly against the French occupation and were assisted in that effort by the moral support of Abraham Lincoln and the financial support of New York bankers who purchased Mexican bonds to offset the cost of the struggle.

The LAMP appreciates all the efforts by Edel Ponce de Léon, representing the Chihuahua Secretaria de Cultura, who was the primary point of contact in Chihuahua for the local events and participated in many of the news media interviews. During the trip, Hogan also met with Philip Stover, a retired deputy superintendent of the San Diego public school system who is a historian and member of the LAMP international Advisory Council and now lives in the state of Chihuahua, and who participated in some of the interviews and events.

You can see a video of one interview and discussion in Spanish by clicking here https://www.facebook.com/vocesdemiregion/videos/1371478162958792/?t=656. And you can see more photos by visiting the Facebook page for the book at https://www.facebook.com/MexicoLincoln/.

By the way, the book is available in Spanish on Amazon, and also available in English on Amazon, along with an English version audiobook.

Honoring African-American Soldiers During Black History Month

usct_7

Photo courtesy of Library of Congress

Celebrating Black History Month is a great opportunity to honor African-American soldiers who served in wartime. One group that is sometimes overlooked is the original US Colored Troops formed during the Civil War, where they were an important part of success by Union Troops.

Some historians have written about African-American soldiers during the Civil War, notably William A. Dobak in “Freedom by the Sword.” Historian and educator Michael Hogan is one of the few to document the role of the USCT in helping exiled Mexican President Benito Juárez end French occupation of North America. His research of archival documents resulted in a chapter in his book “Abraham Lincoln and Mexico” about USCT troops fighting alongside Mexican troops.

Several key online sources contain more facts about African-American soldiers in the 1860s.

The website for the U.S. Army Center of Military History summarizes the origin and history of the USCT: “With the enactment of the Emancipation Proclamation on 1 January 1863, Lincoln not only declared most of the slaves in the Confederacy free, but he also authorized the use of black men as soldiers ‘to garrison forts, positions, stations, and other places.’

The official military history site also states that “Nearly 180,000 black soldiers served in the USCT, comprising about 10 percent of the Union Army’s manpower total.” During the war, these black troops played key roles in several battles, 25 received the Congressional Medal of Honor for their bravery and sacrifice, and several had command roles. According to the website, Sgt. Maj. Lewis Douglass of the 54th Massachusetts was a son of the abolitionist Frederick Douglass. You can read more at https://history.army.mil/news/2015/150200a_bHistory.html

The University of Texas-Rio Grande Valley recognizes the contributions of the USCT along the Texas border: “By May 1865, nearly 16,000 USCT veterans of the 25th Corps arrived at Brazos … where they were assigned to prevent former Confederates from establishing their defeated government and army in Mexico.” You can listen to a 90-second audio history clip at http://www.utrgv.edu/civilwar-trail/civil-war-trail/colored-troops/index.htm

As the Civil War was ending, as documented in Dr. Hogan’s book, many of these black troops joined forces inside Mexico to help fight French occupation forces. “After the war the USCT was disbanded. However, many of these demobilized black freemen, finding little work at home and much prejudice, joined the Americans fighting in Mexico as part of the American Legion of Honor recruited in late 1865 and early 1866.  They saw action in the last battles of the Franco-Mexican War including the battle of Zacatecas, the final siege at Querétaro, and triumphal march to Mexico City.”

Mexico honors the contribution of these troops, and the African-Americans soldiers among them, in Mexico City.

“There is a gravesite in Mexico City where those who fell in this conflict are interred,” Dr. Hogan states. “Many, however, survived and went on to settle in Mexico and have families; others returned to the United States and served in the military or returned to civilian life. They had, in the vernacular of the day, ‘seen the elephant’.”

His book about Lincoln’s legacy of support for Mexico is in the Lincoln Presidential Library and in private university libraries from Harvard and West Point to public university systems in Texas, Arizona, and California. His research documents that the American Legion of Honor had approximately 3,500 men who served in Mexico from 1865 through the final siege of Mexico in 1867. Additional history he has discovered about the Legion of Honor in Mexico, including its African-American members, is the subject of a forthcoming book.

Even more history about the USCT is available on the website for the Civil War Trust at https://www.civilwar.org/learn/articles/united-states-colored-troops