National Park Service features book about Abraham Lincoln and Mexico

We are delighted to share a 15-minute podcast that the National Park Service created to help celebrate Hispanic Heritage Month during September. Here’s the link: https://www.youtube.com/watch?v=3A3z575v6O8&list=PLSnXxXchTd2IqdHwnl5GMrBjwAxK20p-s&index=4&ab_channel=LincolnHomeNationalHistoricSite

As you can see, the podcast discusses the book Abraham Lincoln and Mexico by Michael Hogan and originated from Lincoln’s home in Springfield, Illinois, which is a historic site and part of the National Park System. The discussion between the park ranger and Dr. Hogan focuses on the official visit by Mexican Ambassador Matias Romero to pay respects to the newly-elected president before Lincoln was inaugurated.
The podcast also covers many other events that are evidence of Lincoln’s support for Mexico as a congressman and as president.

Abraham Lincoln documents are available online

Photo courtesy of Quad Cities Times newspaper

The Abraham Lincoln Presidential Library has completed a project to provide online access to all of Lincoln’s speeches and letters and other documents from boyhood through his one term in Congress. Future work by the library will make documents from the rest of his life available online.

The Lincoln and Mexico Project (LAMP) is happy to share the news article from the Quad Cities Times newspaper, which contains a hyperlink to access the documents using keyword searches. One of the most significant documents now available via the Internet is Lincoln’s “Spot Resolutions” that he presented in Congress to challenge the reasons for the war against Mexico.

Here’s the text of the complete September 13, 2020 article from the online site for the QTC newspaper.

SPRINGFIELD, IL -The Abraham Lincoln Presidential Library and Museum has finished publishing every known Lincoln document from his birth to the end of his single term in Congress, an important milestone on the way to making all Lincoln documents available online.

The Papers of Abraham Lincoln project had previously released all Lincoln documents through the end of his Illinois legislative career in 1841. Now the project has added 509 documents that extend through March 3, 1849, when Lincoln left Congress.

“These eight years were pivotal in the personal life and career of Lincoln,” said Dr. Daniel Worthington, director of the Papers of Abraham Lincoln. “Personally, he married, welcomed his first two sons and purchased the land on which he would build his only home. Professionally, he saw his law practice flourish. Politically, he rose from a little-known state politician to a U.S. congressman and a rising star in the Whig Party.”

Documents from this period include:

• The letter in which Lincoln first uses the “house divided” metaphor that would later be the theme of one of his most famous speeches

• The marriage certificate for Lincoln and Mary Todd

• A satirical newspaper column that almost led to Lincoln fighting a duel

• A brief message that is Lincoln’s first known use of the telegraph

• The “spot resolutions” Lincoln introduced in Congress to demand an accounting for what he considered an illegal war against Mexico.

The documents are available at www.PapersOfAbrahamLincoln.org along with extensive annotations explaining the people and events mentioned. Thousands of additional documents that provide context to Lincoln’s life are also available.

The Papers of Abraham Lincoln not only makes Lincoln documents available online but has discovered lost documents and digitally reunited documents that have been separated over time.

Infrastructure, the Great Lakes

On July 6, 1847, Lincoln delivered a speech in Chicago on a hot topic of the day: infrastructure improvements and President Polk blocking projects on the Great Lakes. Yet this speech was somehow forgotten. Lincoln biographies and collections of his speeches said nothing about it.

But the Papers staff came across a mention of it in an obscure book about internal improvements. They were then able to track down an account of the speech in a St. Louis newspaper. Now anyone in the world with internet access can read Lincoln’s words.

“We meet here to promote and advance the cause of internal improvement. Parties have differed on that subject, but we meet here to break down that difference — to unite, like a band of brothers, for the welfare of the common country,” Lincoln told the conference.

As a digital project, the Papers of Abraham Lincoln can update information and create new connections. One example involves two future presidents.

Mexican War

In 1848, Lincoln wrote to Secretary of State James Buchanan and requested a copy of an 1836 treaty between Mexico and what had been the independent nation of Texas. The text of that letter has been available for decades, but there was no known response from Buchanan, who would become the 15th president. Then a researcher pointed the ALPLM team to a 1909 collection of Buchanan’s papers. It contained his response (which was basically, sorry, I don’t have a copy).

Today, anyone researching Lincoln’s criticism of the Mexican War can read his letter and Buchanan’s reply together, along with the copy of the treaty that Lincoln eventually tracked down on his own.

In all, the Papers of Abraham Lincoln has now published 930 documents by or to Lincoln, all of which have been edited, transcribed and annotated. They are accompanied by 8,095 background documents, such as copies of legislation.

The project is now publishing documents from the next phase of Lincoln’s life – the period from leaving Congress to winning the presidential election in 1860, involving some 3,800 documents.

The Abraham Lincoln Presidential Library and Museum uses a combination of rigorous scholarship and high-tech showmanship to immerse visitors in Lincoln’s life and times. The library holds an unparalleled collection of Lincoln books, documents, photographs, artifacts and art, as well as some 12 million items pertaining to all aspects of Illinois history.

Note from LAMP: The Abraham Lincoln Presidential Library has a 2016 first edition print copy of the book Abraham Lincoln and Mexico by historian Michael Hogan that includes archival documents to examine Lincoln’s support for Mexico as a congressman and as president. More than 400 schools and colleges in the USA and some foreign countries now have eBook versions of Dr. Hogan’s book to help stimulate discussion in the Social Studies curriculum, and some have requested lesson plans developed by Dr. Hogan. The book is also in libraries in the USA and in several other countries. See https://www.worldcat.org/title/abraham-lincoln-and-mexico-a-history-of-courage-intrigue-and-unlikely-friendships/oclc/1112384155&referer=brief_results

Mexican President honors Abraham Lincoln

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Mexico President Andres Manuel Lopez Obrador honors President Abraham Lincoln during a wreath-laying ceremony July 8 in Washington, DC. Photo courtesy of Reuters.

During a joint White House appearance the same day, the presidents of the USA and Mexico paid tribute to the historical bonds between the two countries forged by the friendship of Abraham Lincoln and Benito Juarez in the 19th century. Historian/ educator Michael Hogan posted his perspective of the relationship on the website of the North American Project, and we’re reposting it here with the permission of Dr. Hogan. 

When President Lopez Obrador visited the White House this week to sign a major trade agreement with the United States, he reminded President Trump and the audience in the Rose Garden of the friendship between Abraham Lincoln and Mexican President Benito Juarez. It was a relationship that changed the face of North America. It is refreshing and even useful to reflect on an earlier period of U.S.-Mexico relations, during a time when a Republican president had a positive view of Mexico and its people.

As an Illinois congressman, Lincoln stood before the House of Representatives and accused President James K. Polk of invading Mexican territory without provocation and then declaring war because “American blood was shed on American soil.” At the time, Lincoln presented several “spot resolutions,” asserting that Polk had lied about the pretext for the war and that the blood had actually been shed on Mexican soil — with the United States as the aggressor. This did not go down well with Polk and his supporters. They accused Lincoln of providing aid and support to the enemy. Newspapers called him “spotty Lincoln.” Lincoln risked his political career with his stance: A few years later, he would lose the Senate race.

Fourteen years on, in 1861, shortly after his surprise election to the presidency as a compromise candidate, Lincoln welcomed Mexican Ambassador Matias Romero to his home in Springfield, Illinois. The 24-year-old Romero was the first foreign ambassador whom Lincoln met and entertained. They became friends.

When France invaded Mexico in 1863 and installed Archduke Maximilian on the throne, Lincoln covertly provided assistance to the exiled Republican government of Benito Juarez. It was done secretly because Lincoln was afraid that if the French found out, they might join forces with the Confederacy and defeat the Union. He and Mrs. Lincoln introduced the young Romero (now an asylum seeker with no official status) to prominent bankers and investors to help him raise over $14 million to arm and supply the Republican army and defeat the French.

Lincoln and Juarez could not have been more different. Lincoln was 6 feet 4 inches; Juarez was 4 feet 6 inches. One of Anglo-Scot stock, the other a Zapotec Indian. Yet they were both successful lawyers, confirmed Republicans and committed to human rights. And both were struggling to unite opposing forces within their countries. Thanks to Lincoln, the United States is not a divided federation. And Thanks to Juarez, Mexico is not a repressive monarchy. There are statues of Lincoln in El Paso and Mexico City today, and he is the second-most beloved U.S. president in Mexico. It is due to his legacy that so many years of the “Good Neighbor Policy” pledged by Harry Truman during his 1948 visit to Mexico continued between the two countries. During that visit to commemorate the 100th anniversary of the Mexican-American War, Truman placed a wreath on the tomb of the Ninos Heroes, the young cadets who died protecting Mexico against Yankee invaders. Lincoln acknowledged it was a shameful episode and sought to remedy it — a sentiment confirmed by Truman’s reconciliatory gesture.

As John F. Kennedy remarked many years ago, “United, there is little we cannot do in a host of cooperative ventures. Divided, there is little we can do — for we dare not meet a powerful challenge at odds and split asunder.” This is the legacy of Lincoln and Juarez, a timely historical reminder, not only for President Trump and his administration, but for all of us on both sides of the border.

For a more in-depth discussion of the Lincoln/Juarez connection see: 

Abraham Lincoln and Mexico: A History of Courage, Intrigue and Unlikely Friendships.

Videos about Lincoln’s support for Mexico

Videos about the book “Abraham Lincoln and Mexico” help understand how the book informs and educates people about Lincoln’s legacy of support for Mexico as a congressman and as president.

One of the most important parts of the book examines Lincoln’s “Spot Resolutions” that challenged reasons cited by President Polk to get the Congress to declare war on Mexico in 1846. Historian/ educator Michael Hogan, author of the book, explains the context in this short video: https://www.youtube.com/watch?v=t4YTd20gejY

Lincoln presented the resolutions in a floor speech as first-term member of the House of Representatives during which he alleged the war was unconstitutional. The president condemned his remarks and many in the news media vilified him. Watching the video and reading Lincoln’s words from archival records in the book’s appendix help people understand the courage of his convictions.

During the past four years, the Lincoln and Mexico Project (LAMP) has created several videos based on discussions of the book. As we begin our fifth year this summer, we’re posting links to the videos to reach more people. We hope you enjoy the videos and will share them with others.

Best regards, and thanks for your continued interested in LAMP activities.

Visit to Goliad

 

Photos by Robin Alaniz from Feb. 29 presentation by historian/ author Michael Hogan in Goliad, Texas

Michael Hogan, the author of Abraham Lincoln and Mexico, was recently invited to speak in Texas following an editorial he wrote for the Dallas Morning News after the El Paso massacre of Mexicans and Mexican Americans at a Walmart. Dr. Hogan suggested in the editorial that anti-immigrant rhetoric and even violence might be prevented in the future if our children knew more about the history of the Americas.

The editorial received a mostly positive response from many Texans, and one group invited him to speak at the Goliad Historical Society. The topic was “How the Study of History Can Promote Unity in a Multicultural Nation.”

It was an unusual place to speak of the unifying power of history.

Some readers, especially those from Texas, might recall that Goliad was the place where the Mexican general Antonio Lopez de Santa Anna executed 417 Texas soldiers after they surrendered. It is still considered a war crime in Texas today, much more brutal than the Alamo. Knowing that this was the dominant narrative in the area was challenging. However, Dr. Hogan pointed out that many of his forebears, Irish Americans, were among those who died at the hands of this cold-blooded general in 1836.

A short 11 years later, a direct ancestor of his, Roger Hogan, was hanged along with many of his countrymen by a brutal US general in San Ángel on the outskirts of Mexico City after being captured for fighting on the side of Mexico after the USA unjustly invaded that country to start the Mexican-American War. He and many of his compatriots were killed in what is now considered the largest hanging affair in North America. Others were whipped and branded in a display of ferocity never before witnessed by even objective observers. The true story is the basis for Dr. Hogan’s 1997 book The Irish Soldiers of Mexico.

History is complex, messy, and seldom sees any ethnic group with clean hands or any nationality blameless. History is full of such contradictions and nuances, and it is important in these divided times that we pause to address them. The answer is not more tribalism—whether Anglo Saxon, or Mexican Hispanic, or Irish Celtic—but a coming to understand the complexities of history.

The only way to do that is to be open, to listen, to read, and to understand the messiness of national and ethnic conflicts, and to comprehend the twists and turns of the rocky and tortuous road which might lead the next generation to build a better world.

Dr. Hogan fielded many questions after his talk, some supportive, some questioning and even critical. But the result was positive. People came together in a civil way in good faith to help build trust between the various ethnicities in the community.

Among those in attendance were news media representatives, educators that included the principal of a local high school, the fire chief, city councilmen, one mayoral candidate, notable academic historian and Texas scholar Dr. Robert Shook, and the director the Goliad Historical Society, Ernest Alaniz. They all shared a barbeque together, and the following day attended a Mass and then visited historical sites in the region.

One site was the childhood home of General Zaragoza, the hero of the battle of Cinco de Mayo in Puebla, Mexico—a reminder of another war when the US and Mexico came together to defeat the last empire in the Americas. This latter topic is the subject of Dr Hogan’s most recent book: Guns, Grit and Glory. It’s available on Amazon at https://amzn.to/2vGBuOj.

 

More Facts for Black History Month

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Company E, 4th US Colored Infantry, Washington, DC. Photo by William Morris Smith, courtesy of National Library of Congress.

During Black History Month in the USA, it’s a good time to look at how the Emancipation Proclamation allowed liberated slaves to serve in the Union Army.

Eventually, approximately 178,000 black soldiers served in the Civil War, most of them as part of the US Colored Troops (USCT). Some were free blacks, but most were liberated slaves. Twenty-five received the Congressional Medal of Honor – eighteen soldiers and seven sailors.

An overview and documented details are in the 2016 book Abraham Lincoln and Mexico by historian/ educator Michael Hogan. His research and writing to examine the impact of including black soldiers in the Union Army goes further than most historians and textbooks.

Starting with references from works by other historians, Hogan uses archival documents to follow USCT soldiers after the Civil War who became part of the American Legion of Honor recruited by Mexico in late 1865-1866 to help Mexico fight French troops that invaded Mexico in 1861 and installed a puppet monarchy.

Union veterans comprised the officer corps of the Legion, according to Hogan, but many of the rank and file were remnants of the USCT.

“The American Legion of Honor consisted of approximately 3,000 men who served in Mexico from late 1865 through the final siege of Mexico in 1867,” Hogan writes. “There is a gravesite in Mexico City where those who fell in this conflict are interred.”

The US forces in Mexico were relatively small compared to the overall Mexican Army, says Hogan.

“They usually accounted for about 500-1000 in forces of 4,000 or more,” he writes. “However, their cohesiveness, their battle experience, their outstanding leadership, and finally their superior firepower made them a fearsome force.”

Dr. Hogan’s book is in the Abraham Lincoln Presidential Library and in university libraries in the USA and foreign countries. It’s also available from Amazon and Barnes & Noble.

Happy Birthday, President Lincoln!

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Photo courtesy of History.com

February is the month to honor all US presidents, and a good time to learn more about Abraham Lincoln around his birthday February 12.

In US social studies classes, most students are unaware that Lincoln was a strong supporter of Mexico, both before and during the US Civil War. Here are four facts:

  1. As a freshman member of Congress, Lincoln risked his political career by alleging that President Polk misled the Congress about going to war with Mexico in 1846.
  2. Before his inauguration as president, Lincoln offered his friendship to Mexico during a meeting in Springfield, Illinois, with Mexican ambassador Matías Romero, the first foreign envoy to meet with the president-elect.
  3. After French troops drove Mexican President Benito Juárez into exile, Lincoln and his cabinet maintained official neutrality with Mexico to keep France from supporting the Confederacy during the Civil War. However, Lincoln responded to Romero’s pleas for help, and authorized covert aid to Mexico.
  4. After Lincoln’s assassination, continuing US support enabled Mexico to defeat the French forces and end the last empire in North America.

Lincoln’s support for Mexico is detailed in the highly acclaimed book Abraham Lincoln and Mexico by historian/ educator Michael Hogan, which examines archival documents to look at Lincoln as an international statesman and not just an iconic American political figure. The print version is in the Abraham Lincoln Presidential Library and in college and university libraries in the USA and several foreign countries.

Educators in more than 400 schools across the USA already have copies of the eBook version, and many are using it to stimulate classroom discussions. If you know a teacher who might be interested in the book as supplemental classroom material, ask them to send an email request to lamp@lincolnandmexicoproject.org.

For the coming academic year, the Lincoln and Mexico Project is planning a pilot project to distribute free eBook copies to students in selected high schools. Look for details in a future blogpost.

You can learn more details about Lincoln’s support for Mexico by reading this previous LAMP blogpost.

 

Learning More About Lincoln

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Educator/ historian Michael Hogan with middle school students in Guadalajara, Mexico

Many adults remember middle school years as a time of transition—socially, intellectually, emotionally, and physically. It’s also a time when young minds are quite curious and open to learning.

To stimulate classroom discussion about Abraham Lincoln around his birthday February 12, the Lincoln and Mexico Project (LAMP) is offering middle school educators a complimentary package of supplemental materials.

The materials include an eBook version of Abraham Lincoln and Mexico by educator / historian Michael Hogan that’s in the Lincoln Presidential Library and in more than 400 schools and colleges. The package also includes a three-act play based on the book, along with lesson plans.

Reaching out to middle school educators is part of the overall LAMP outreach to help students learn more about Lincoln, especially his legacy of support for Mexico. During December, Dr. Hogan was invited to speak to four middle school classes at the American School in Guadalajara, where he is Emeritus Humanities Chair, and found students were eager to learn more about Lincoln.

“When I was invited to teach a middle school class on Lincoln and Mexico, I was at first reluctant,” says Dr. Hogan. “Wouldn’t the material be over their heads? Even the high school principal gave me a wink when I told her of the invitation, and said, ‘Good luck with that! You have your work cut out for you.’ What I discovered, however, was that the kids were curious, receptive, and asked probing questions. It was as lively a class as I’ve taught—less self-conscious than many older students, and less cynical.”

Janet Layton Arribas, a middle school teacher in California, knows firsthand about teaching social studies to middle schoolers. She uses LAMP materials in her classroom, and she’s a member of the LAMP Advisory Council helping guide outreach to other educators.

“I believe it is essential to teach middle school students about Lincoln’s strong Mexican connection,” she says. “His opposition to the Mexican American War and his support of Juárez serve as a starting point to many important discussions about race, American exceptionalism, and the complicated historical relationship with our neighbor to the south. These topics remain pertinent today and we need to talk about them more to help us understand who we are as a nation and what kind of neighbor we can be to Mexico.”

President Lyndon Johnson, a former 5th grade teacher, citied his classroom experiences while signing the Elementary and Secondary Education Act on April 11, 1965.

“As a former teacher–and, I hope, a future one–I have great expectations of what this law will mean for all of our young people,” he said. “As President of the United States, I believe deeply no law I have signed or will ever sign means more to the future of America.” You can see the story on the blog of the National Archives.

Many other educators share the belief that these adolescent years are critical to success in high school and beyond. Phyllis Fagell, a certified professional school counselor, has worked in both public and private schools with students in grades K-12, focusing on middle school for the last several years.

“As educators, we need to preserve their natural inquisitiveness and willingness to take risks at an age when they’re feeling particularly scrutinized and judged and may be especially hesitant to go out on a limb,” she is quoted in a recent article on TeachHub.com about the importance of middle school.

Already this year, Dr. Hogan has received invitations from middle school educators in other schools. He can’t accept all the invitations, but materials from LAMP can help middle school educators take advantage of students’ curiosity and openness to learning. To request the free materials, just send an email to lamp@lincolnandmexicoproject.org.

Why History is Important

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Dr. Michael Hogan spoke to the National Honor Society December 9, 2019, at the American School Foundation of Guadalajara (ASFG) about the importance of studying history. Afterwards, he chatted with social studies faculty members Dr. Alondra Velasco, Director Mexican Studies (l), and Barbara Linden, Advanced Placement US History instructor. Here’s the full text of his speech.

During the last visit of the Pope to Mexico, the CNN reporter in Mexico City said, “And now the Pope is leaving this Central American capital to return to Rome.”

Central America. Mexico? Really? And this was a major TV news program.

A few weeks ago, when Evo Morales left Bolivia, the Guardian newspaper in the UK reported “…and so ends the career of the first indigenous president in Latin America.”

Really? The first? What about Benito Juárez?

Earlier this year, when Nicaraguans, El Salvadorans, and Hondurans were streaming in a caravan to the US, Bill O’Reilly on Fox news announced the “Mexican invasion of the United States.”

This would be considered ludicrous if the people responded to the announcement with scorn. But instead, months later, an 18-year-old from Dallas killed 22 people at an El Paso Wal-Mart in an attempt to stop what he called the Mexican invasion of his country.

Thus, he demonstrated not only an ignorance of history because the US invaded Mexico and seized much of its territory in 1848, but also an ignorance of demographics. Because once again, the migrant caravan he referred to was composed of Central Americans fleeing both gang violence and unsustainable climate change exacerbated by multinational corporations, and exploitation of natural resources such as water and arable land.

Much is spoken these days about the wealth gap, the 1 percent versus the rest of the folks. We also talk about the education gap, where fewer and fewer students have access to quality education.

Tonight, I would like to talk about the history gap, where fewer and fewer people understand or see the importance of history and how this lack of knowledge endangers us all.

The news has been full in recent years of the decline of history in universities throughout the Americas. Last year Dr. Benjamin Schmidt of Northeastern University published an article showing that for the past decade history has been declining as a major more rapidly than any other discipline over the past 10 years.

In Wisconsin, the state university closed the history department. Other universities reduced the number of history professors they employed. One student noted, “I love history, but my parents said, ´What kind of job are you going to get with that as a major?’”

But there is one place where the steep decline in history major has had no effect. There is one group of universities when the number of people studying history has in fact increased three-fold. Care to guess where? In the most prestigious colleges and universities. At Yale, Dartmouth, Harvard and Columbia. When I told an ASFG faculty member this, she replied, “Well of course. They don’t have to worry about getting a job.”

But the answer is more interesting than that. According to Dr. Alan Mikhail, the head of the history department at Yale, “Our students know that they will be the leaders in the future whether in politics, finance, industry or human development. The study of history is more than just dates and events. It includes the study of geography, of statistics, of demographics, of climate change, of law, and foreign relations. For that reason, some of our brightest STEM students take history courses, as do those in international business and marketing.”

History makes you feel that you are part of a continuum, you are part of generations that were here before you, you learn from their mistakes and failures, as well as their accomplishments and victories. You learn that you are not alone.

Fernando Rojas, a Mexican and the head of Yale’s Institute of Transnational Migration, has a degree in history. So does Prince Charles in the UK. So does Howard Stringer, former CEO of Sony Corporation. So does Chris Hughes, the co-founder of Facebook. It has also been the major of choice for leaders in government.

Among US presidents with history degrees were Woodrow Wilson, John F. Kennedy, and Dwight Eisenhower. Also, former Secretary of State Henry Kissinger, former prime minister of England Winston Churchill, three Supreme Court justices, and six Nobel Prize winners.

Dr. Mikhail, the history chairperson at Yale, went on to say, “The reason students at Yale can afford to study history is that they know they are smart enough, personable enough, and talented enough to get a good position. But they also know that the only way to get to the top of their profession and make positive changes is through something deeper than just a skill set—even a complex one like international finance, engineering, or medicine.”

They know the only way to understand the present is to embrace the messiness of politics, culture and economics. They know there are never easy answers to pressing questions about the world and public life, and they look to deepen their understanding. The study of history gives them that.

In 1942, Hitler gathered the best minds of his generation: the geneticists, the architects, the chemists, the surgeons, the psychologists, the statisticians. His goal was to create a brain trust to prepare the final solution—the destruction of the Jews. The geneticists did experiments with twins, the chemists created poison gas, the architects created concentration camps, the psychologists studied how much pain or extremes of temperature a person could tolerate before dying, the statisticians kept track of how many millions they killed.

Nowhere was there a historian. Hitler had eliminated that as a program of study in the schools back in the 1930s and was contemptuous of it, as are most autocratic leaders who want to be exceptions to the constitutional limits, and the common decencies which are necessary to produce a livable society.

John F. Kennedy once wrote: “Too often we enjoy the comfort of opinion without the discomfort of thought.” For example, we are constantly told by posts on the Internet and on the news that the jobs of the future will all be in the STEM field. Science, technology, engineer and mathematics. And of all of these, engineering will be the most secure and lucrative.

Most of these posts and articles are written by people on the payroll of multinational corporations whose goal is to obtain cheap labor from professionals in the future. Give it some thought.

In 2016 China graduated 5.6 million students in STEM disciplines; 2.5 million were engineers. In India, they graduated 1.8 million STEM students and 800,000 were engineers. Sixty percent of them are unemployed today. Many are waiting to get visas to go to the US, where they will flood the market and lower the wages for engineers well into 2025, 2030, and beyond.

Now, some of the people who are telling us we need more engineers and more STEM students, and that a liberal arts degree is worthless, are good people. They have good intentions. But they are repeating when they read (an Opinion) without doing the research. And sadly, some are as oblivious to the real facts as those commentators who think Mexico is in Central America, or Benito Juárez never existed.

So, this is my challenge to you NHS members. My talented, bright, and motivated students: Remember history as you move through your educational options whether it is here at ASFG or later at a university.

Do not lose sight of your goal to make the most of your time on the planet, not just to develop a skill set, or earn money, or even follow your passion whatever that may be. But to truly add what you can to the good of the world and not, from lack of research, to inadvertently contribute to its decline.

Be ready to debunk the myths of the media when they tell you that the study of history is useless or when they pit one generation against the other or try to divide us by sexual identity.

For every Greta Thornburg at 16 there is a Jane Fonda at 81, and for every woman like Jane Fonda there is a man like Jimmy Carter. Those who do not see a multigenerational world are like birds in a cage, locked into a dreary present with no understanding of the past and no clear vision of the future.

People of all generations, colors, creeds, and sexual identity are truly working together to make this a better world. But it is in the interests of corporate oligarchs to keep us divided, as well as those hundreds, no thousands, of businesses and individuals who profit from conflicts: security firms, talk show hosts, arms manufacturers, media pundits, and soulless politicians.

As John F. Kennedy once said, “United there is little we cannot do in a host of cooperative ventures. Divided there is little we can do; for we dare not meet a powerful challenge at odds and split asunder.”

Thank you all for sharing the stage with me tonight. My warmest congratulations to you, to your parents, your teachers, and your grandparents who have supported you and encouraged you along the way. You are truly blessed. May you continue to pass those blessings on in your own histories and make the world a better place.

Un abrazo muy muy fuerte.

–Educator/ historian Michael Hogan is the author of more than 24 books including We Never Know How High We Are Till We Are Called to Rise, a collection of 15 inspirational talks he has given to NHS members. Available on Amazon at https://amzn.to/34UOXyu.

 

A Republican President Who Risked His Career to Support Mexico

The Dallas Morning News published a very good commentary August 25, 2019, by historian/educator Michael Hogan explaining why educators and students should discuss historical relations between the USA and Mexico. Here’s the full text:

At a time when much of border politics revolves around inflammatory rhetoric and divisive arguments, including talk of a “Hispanic invasion,” it would be useful to reflect on an earlier period of U.S.-Mexico relations and a Republican president who had a quite different view of that country and its people than today’s incumbent.

Few American students know that the 1846 invasion of Mexico by the U.S. deprived Mexico of almost half of its territory and resulted in the formation of several U.S. states, including California, New Mexico, Arizona, Utah and Nevada, as well as parts of Kansas, Oklahoma, Texas, Wyoming and Colorado. Few know that the treaty of Guadalupe Hidalgo, which officially ended the war in 1848, offered automatic citizenship to Mexicans in that captured territory, but the U.S. reneged on that provision.

When Abraham Lincoln was a first-term congressman from Illinois, he risked his political career by standing up in the House of Representatives and accusing President James Polk of invading Mexican territory without provocation and then misleading Congress to declare war on that country by claiming that “American blood was shed on American soil.” In his remarks, Lincoln presented several “spot resolutions” asserting that any blood shed was on Mexican soil, and that the U.S. was the aggressor.

It did not go down well with Polk and his supporters. Lincoln was accused of giving aid and support to the enemy. Newspapers referred to him as “spotty Lincoln.” Lincoln’s Whig party would lose its majority in the House in 1848, and he would be defeated for the Senate race a few years later.

Lincoln was not the only prominent person who objected to the U.S. invasion. General Ulysses S. Grant, who was an Army captain and participated in the invasion, called it the “most unjust war ever waged by a stronger nation against a weaker” and considered resigning his commission. Henry David Thoreau wrote his famous essay “On Civil Disobedience” and went to jail in Concord, Mass., for refusing to pay taxes that he felt would go to support the war in Mexico. Former President John Quincy Adams was also strongly opposed. But Lincoln risked the most, and persisted well after the rest fell silent, despite warnings from his law partner and members of his own party.

Fourteen years later, in 1861, shortly after his surprise election to the presidency as a compromise Republican candidate, Lincoln welcomed Matías Romero, the Mexican ambassador, to his home in Springfield, Ill. The 24-year-old Romero was the first foreign ambassador that Lincoln met and entertained before his inauguration on March 4. The personal note Lincoln gave to Romero offered “sincere wishes for the happiness, prosperity and liberty of yourself, your government and its people.” Dated Jan. 21, 1861, it is now on display in the Chicago History Museum.

In Washington D.C., the president and first lady became friends with Romero. After France invaded Mexico in 1863 and imposed the Archduke Maximilian on the throne, Lincoln covertly provided assistance to the exiled republican government of Benito Juárez. It was done secretly because Lincoln was afraid that if the French found out they might join forces with the Confederacy to defeat the Union. He and Mary Todd Lincoln introduced the young Romero (now an asylum seeker with no official status) to prominent bankers and investors so that he was able to raise over $14 million to arm and supply the Mexican Republican Army and defeat the French.

Lincoln and Juárez could not have been more different physically. Lincoln was 6 feet 4; Juárez 4 feet 6. One of Anglo-Scot stock, the other a Zapotec Indian. Yet they were both successful lawyers, both confirmed republicans, both committed to human rights, and both struggling to unite opposing forces within their countries. It is thanks to Lincoln that the U.S. is not a divided federation, and thanks to Juárez that Mexico is not a repressive monarchy.

There are statues of Lincoln in El Paso and Mexico City today, and he is the second most beloved U.S. president in Mexico. It is on his legacy that so many years of the “Good Neighbor Policy” pledged by Harry Truman during his 1948 visit to Mexico were based. During that visit to commemorate the 100th anniversary of the end of the war of with Mexico, Truman laid a wreath on the tomb of the Niños Heroes, the young cadets who gave their lives to protect that Mexican flag against the Yankee invaders. Their deaths marked a shameful episode which Lincoln acknowledged and sought to remedy, and one which Truman confirmed in his reconciliatory gesture.

A failure to teach the full and complex 19th century history of the U.S. and Mexico in U.S. classrooms has resulted in ignorance that helps feed anti-Mexico prejudice. Some textbooks today use terms such as “Westward Expansion,” which obscure how and why the U.S. used its military superiority to acquire nearly half of Mexico as a result of the war.

Most historians also gloss over Polk’s actions and how he misled Congress. The truth is in the Congressional Record and in battlefield journals, some of them stored in archives in both the U.S. and Mexico. To help educators and students learn from archival documents, the Lincoln and Mexico Project offers supplemental classroom materials including free lesson plans to interested teachers. In Texas, educators in 43 schools have received the materials for the coming academic year.

According to the College Board, each year about 500,000 students take the Advanced Placement U.S. history course. Recently, the board has approved teaching Lincoln “spot resolutions” as part of the course. Another 4 million 11th-graders are required to take some other form of U.S. history class each year.

Imagine the impact this next generation could have on the country if these students were to share this actual history, and what a fine model they would have of a Republican president who stood up for his neighbors in Mexico instead of castigating them, and who made amends for the expansionist exploits of the past.

In the final analysis, it is not facts that cause violence, but rhetoric based on ignorance. Much of the polarizing political words the president and others often use can be traced to a factually muddled 2012 blog post about the so-called Mexican invasion promoted by political commentator Pat Buchanan, who failed three times to win the Republican presidential nomination.

The fact is that the bulk of migration to our southern border today is people from Guatemala, El Salvador and Honduras fleeing gang violence, agricultural damage and economic exploitation by corporations dating back centuries. But it was likely inflammatory rhetoric and ignorance that inspired the Dallas-area shooter to target Mexican-Americans and Mexican citizens during back-to-school shopping in El Paso. Hopefully, we can stop incidents like that from re-occurring by taking steps today to see that our children know the facts of history.

Finally, the recent recognition by the Texas Board of Education that contributions of Mexican-Americans to the culture and the history of Texas need to be included in the curriculum is another important step that is long overdue. Children need to see their Latino neighbors as significant contributors to the culture and economy of this state and the nation. It is a modest beginning but an essential one that will change mere tolerance to abiding respect.

Michael Hogan is a former professor of international relations at the Universidad Autonoma de Guadalajara and emeritus humanities chair at the American School Foundation. His new book is Abraham Lincoln and Mexico. He wrote this column for The Dallas Morning News.

How the Mexican-American War Began

Texas-Mexico border 1846

Map courtesy of Wikicommons

History has many examples of one nation trying to impose its will on other countries. One example is the Mexican-American War where many historians often ignore or distort details of what led the US Congress to declare war against Mexico on May 13, 1846.

After his election in 1844, on a platform that included Texas statehood, President Polk was determined to acquire the ports of San Francisco and San Diego along with vast portions of Mexico from the Pacific Ocean to Texas. However, Mexico repeatedly refused his offer of $25 million to buy California.

Official maps at that time showed the Texas border between the US and Mexico was the Nueces River that emptied into the Gulf of Mexico at Corpus Christi. In January of 1846, President Polk ordered US troops at Corpus Christi to move more than 100 miles south to the Rio Grande river where they began building fortifications that became Fort Brown near what is now Brownsville. Polk and his Secretary of War William Marcy believed that Mexico would consider the troop movement and fortifications an invasion of its territory and would feel pressured to comply with the expansionist desires of the United States to avoid further military action.

Polk had drafted a declaration of war and he called his cabinet members together on Saturday, May 8, to consult with them. At the end of the meeting, he decided to send his war message to the Congress on Tuesday, May 11. But later that same evening, he received word that 52 US troops had engaged a Mexican cavalry unit after entering a Mexican ranch on the Rio Grande on April 25. Several Americans were killed and a few were wounded in the short skirmish that lasted until early the next day, and which became known as The Thornton Affair for the name of the commanding officer.

The president quickly revised his war message to include his view about the significance of the battle, and sent the message to Congress on Monday, May 10. It asserted that Mexico “…has invaded our territory and shed blood of Americans upon the American soil.” The House expedited a war resolution and approved it on May 13 with only 14 dissenting votes, and the Senate concurred in a 40-2 vote. The US and Mexico were officially at war.

Declaring war against Mexico divided the country, as evidenced in leading newspapers of the time. Walt Whitman editorialized in support of the war, and volunteers responded to advertisements and posters stating the US government was offering recruits generous pay and 160 acres of land.

Mexican War(1)

Some prominent political leaders, including John Quincy Adams, opposed the war. Anti-war organizations denounced the war, particularly after news of the seven-day US naval bombardment at Veracruz that killed hundreds of civilians. After that incident, Henry David Thoreau refused to pay taxes to support the war, went to jail, and later published his famous essay “On Civil Disobedience.”

As a first-term congressman opposed to the war, Abraham Lincoln researched and presented his famous “Spot Resolutions” in Congress in 1847 and risked his political career by accusing Polk of lying to Congress about the basis for declaring war. Several times he challenged Polk to show him the spot where American blood was shed, implying that it was on Mexican soil and that the US soldiers were invaders. However, by then, Mexico City had already fallen to US troops and all that remained was a formal surrender and signing the Treaty of Guadalupe in February 1848 that officially established a new border stretching from San Diego to the mouth of the Rio Grande.

Ulysses S. Grant, an Army captain in the invasion and subsequent occupation of Mexico, used his memoirs to call the Mexican-American War “the most unjust war ever waged against a weaker nation by a stronger.”

Today’s textbooks use terms such as “Westward Expansion” and “Manifest Destiny” to obscure how and why the US used its military superiority to acquire nearly half of Mexico as a result of the war. The conquered Mexican territory included what is now California, Nevada, Utah, and Arizona, along with parts of New Mexico, Colorado, Wyoming, and Kansas. The US paid Mexico $18.5 million as reparations, less than what it offered for California before the war.

Most historians also gloss over Polk’s actions and how he misled the Congress. The truth is in the Congressional Record and in battlefield journals, some of them stored in archives in both the USA and Mexico. Only a few historians have tried to research the documents and present the facts.

The book Abraham Lincoln and Mexico by Michael Hogan, an historian/ educator in Guadalajara, Mexico, presents these facts and includes many of these archival documents in their entirety so educators and the public can understand the factual history of how the Mexican-American War began. It’s a great way to learn from the past and stimulate discussion of ways to move forward in relations between the USA and Mexico.

The print version of Dr. Hogan’s 2016 book is in the Abraham Lincoln Presidential Library and in university and public libraries across the USA, and even in foreign countries. In the past two years, the Lincoln and Mexico Project (LAMP) has sent free print copies of the book to all members of the US Senate and distributed free copies of the eBook version to more than 400 educators in the USA, Mexico, and other countries as supplemental classroom material. Educators can request the free eBook by writing to lamp@lincolnandmexicoproject.org.

More than 400 schools now have “Abraham Lincoln and Mexico” book

APUSH PHOTO2-crop

Historian/ Educator Michael Hogan with his Advanced Placement US History class that inspired him to research and write his book “Abraham Lincoln and Mexico”

During the past year, educators in more than 400 schools have received a copy of Abraham Lincoln and Mexico from the Lincoln and Mexico Project (LAMP) as supplemental classroom material. 

The book by historian/ educator Michael Hogan examines historical relations between the USA and Mexico in the 1840s-1860s by focusing on Abraham Lincoln’s support for Mexico as congressman and president. It’s great way for educators to stimulate classroom discussion because it includes archival documents that contain facts textbooks often distort or marginalize.

“It is an excellent resource for use in the classroom,” stated Professor Megan Lange of Santa Ana College in her online H-FedHist review praising the inclusion of primary source documents and Internet links for endnotes. “At just under two hundred pages of text Abraham Lincoln and Mexico is concise but minces no words and, in an era of ugly political rhetoric and wall building at the border, is ever so timely.”

LAMP provides the award-winning 2016 eBook version to classroom teachers at no cost for educational purposes, and to evaluate the content before ordering paid print versions for social studies courses. Several high schools and colleges are already using the book, and some high school educators have also requested the three-act student play as additional material along with lesson plans based on the book and the play. If you know an educator who might be interested in obtaining the free eBook without obligation, just send an email to lamp@lincolnandmexicoproject.org and we’ll follow up.

In the USA, the book is already in 390 schools in 39 states plus the District of Columbia. It’s also in another 22 international schools in Mexico, Bangladesh, Belarus, China, Egypt, Germany, Pago Pago, and South Korea. Here’s the list of schools with the book as of Feb. 28, 2019:

USA

Alabama

  1. Hoover High School, Hoover AL
  2. Judson College, Marion AL
  3. Lawrence County High School, Moulton AL
  4. Montgomery Public Schools, Montgomery AL
  5. Spain Park High School, Hoover AL
  6. Tuscaloosa County School District, Tuscaloosa AL
  7. Valley Head High School, Valley Head AL

Arizona

  1. Academy of Tucson High School, Tucson AZ
  2. Girls Leadership Academy of Arizona, Phoenix AZ
  3. Horizon High School, Scottsdale AZ
  4. Rancho Solano Preparatory School, Scottsdale AZ
  5. Scottsdale Unified School District, Scottsdale AZ

Arkansas

  1. Bauxite Public Schools, Bauxite AR
  2. Bryant High School, Bryant AR
  3. Hope Public Schools, Hope AR
  4. Pulaski Academy, Little Rock AR

California

  1. Abraham Lincoln High School, San Diego CA
  2. Alice Margaret M. Bloomfield High School, Huntington Park CA
  3. Apple Valley Unified School District, Apple Valley CA
  4. BASIS Independent Silicon Valley, San Jose CA
  5. California State Polytechnic University, Pomona CA
  6. California State University-Channel Islands, Camarillo CA
  7. California State University-Dominguez Hills, Carson CA
  8. California State University-Fullerton, Fullerton CA
  9. California State University-Long Beach, Long Beach CA
  10. California State University-San Bernardino, San Bernardino CA
  11. California State University-San Marcos, San Marcos CA
  12. Chadwick School, Palos Verdes CA
  13. Chestnut High School, Huron CA
  14. Consumnes River College, Sacramento CA
  15. Coronado High School, Coronado CA
  16. Crestview Preparatory School, La Cañada CA
  17. Da Vinci Schools, Los Angeles CA
  18. JCS High School Academy, Temecula CA
  19. John F. Kennedy High School, Granada Hills CA
  20. La Quinta High School, La Quinta CA
  21. La Sierra University, Riverside CA
  22. Legend College Preparatory, Cupertino CA
  23. Long Beach College, Long Beach CA
  24. Long Beach Unified School District, Long Beach CA
  25. Los Angeles Center for Enriched Studies, West Los Angeles
  26. Los Angeles Mission College, Los Angeles CA
  27. Los Angeles Valley College, Valley Glen CA
  28. Luther Burbank High School, Sacramento CA
  29. Making Waves Academy, Richmond CA
  30. Maranantha High School, Pasadena CA
  31. Marin Academy, San Rafael CA
  32. Marymount California University, Rancho Palos Verdes CA
  33. Mira Costa College, Oceanside CA
  34. Mira Mesa College, San Diego CA
  35. Mission Vista High School, Oceanside CA
  36. Moreno Valley Unified School District, Moreno Valley CA
  37. Newark Unified School District, Newark CA
  38. Northgate High School, Walnut Creek CA
  39. Palomar College, San Marcos CA
  40. Parajo Valley Unified School District, Watsonville CA
  41. Pasadena Independent School District, Pasadena CA
  42. Pinewood School, Los Altos CA
  43. Quarry Lane School, Dublin CA
  44. Rolling Hills Preparatory School, San Pedro CA
  45. Sacred Heart Schools, Atherton CA
  46. San Diego State University, San Diego CA
  47. San Diego Unified Public Schools District, San Diego CA
  48. Santa Ana College, Santa Ana CA
  49. Spirit Christian Academy, Tustin CA
  50. South East High School, South Gate CA
  51. Stockton Unified School District, Stockton CA
  52. Sweetwater Union High School District, Chula Vista CA
  53. The Episcopal School of Los Angeles, Los Angeles CA
  54. The Webb Schools, Claremont CA
  55. Tilden Preparatory School, Albany CA
  56. Urban School of San Francisco, San Francisco CA
  57. Watsonville High School, Watsonville CA
  58. Woodbury University, Burbank CA

Colorado

  1. Cherry Creek Schools, Greenwood Village CO
  2. Eaglecrest High School, Aurora CO
  3. Falcon School District 49, Colorado Springs CO
  4. Pikes Peak Community College, Colorado Springs CO
  5. Poudre School District, Fort Collins CO
  6. Valor Christian High School, Highlands Ranch CO

Connecticut

  1. Amity Regional High School, Woodbridge CT
  2. Avon Old Farms School, Avon CT
  3. Berlin Public Schools, Berlin CT
  4. Chase Collegiate School, Waterbury CT
  5. Fairfield College Preparatory School, Fairfield CT
  6. Region 14 Schools, Woodbury CT
  7. Regional School District #10, Burlington CT
  8. Southington High School, Meriden CT
  9. Trinity College, Hartford CT
  10. Yale University, New Haven CT

District of Columbia

  1. American University, Washington DC
  2. KIPP DC College Preparatory Academy, Washington DC
  3. Maret School, Washington DC
  4. Sidwell Friends School, Washington DC
  5. Springarn Senior High School, Washington DC

Delaware

  1. Appoquinimink School District, Odessa DE

Florida

  1. Boynton Beach Community High School, Boynton Beach FL
  2. Christopher Columbus High School, Miami FL
  3. Coral Reef Senior High School, Miami FL
  4. Cypress Creek High School, Orlando FL
  5. Florida Atlantic University, Boca Raton FL
  6. Hillsborough High School, Tampa FL
  7. Keys Gate Charter High School, Homestead FL
  8. Lyndon B. Johnson Middle School, Melbourne FL
  9. Manatee Technical College, Bradenton FL
  10. Miami Country Day School, Miami FL
  11. Ocoee High School, Ocoee FL
  12. Palm Beach Atlantic University, West Palm Beach FL
  13. Palmer Trinity School, Miami FL
  14. Polk County Public Schools, Bartow FL
  15. Port St. Lucie Public Schools, Port St. Lucie FL
  16. Suncoast Community High School, Riveria Beach FL
  17. Tenoroc High School, Lakeland FL

Georgia

  1. Chattahoochee Technical College, Marietta GA
  2. Clayton State University, Morrow GA
  3. Cobb County Schools, Atlanta GA
  4. Dacula High School, Dacula GA
  5. Decatur High School, Decatur GA
  6. Georgia Cyber Academy, Atlanta GA
  7. Georgia Perimeter College, Atlanta GA
  8. Hart County High School, Hartwell GA
  9. Johns Creek High School, Johns Creek GA
  10. Lanier Technical College, Gainesville GA
  11. Kennesaw State University, Kennesaw GA
  12. North Springs Charter High School, Sandy Springs GA
  13. University of Georgia, Athens GA
  14. University of West Georgia, Carrollton GA

Illinois

  1. Acero Schools, Chicago IL
  2. Benito Juarez Community Academy, Chicago IL
  3. Bogan Computer Technical High School, Chicago IL
  4. Bond County High School, Greenville IL
  5. Bunker Hill High School, Bunker Hill IL
  6. Chicago Bulls College Prep, Chicago IL
  7. Cristo Rey St. Martin College Prep, Waukegan, Chicago IL
  8. Daniel Hale Williams Prep School of Medicine, Chicago IL
  9. Dundee-Crown High School, Carpentersville IL
  10. Farragut Career Academy High School, Chicago IL
  11. Grayslake Central High School, Grayslake IL
  12. Heartland Community College, Normal IL
  13. Homewood-Flossmoor High School, Flossmoor IL
  14. Illinois State University, Bloomington/Normal IL
  15. Jones College Prep High School, Chicago IL
  16. Loyola University of Chicago, Chicago IL
  17. Marshall Metro High School, Chicago IL
  18. McClure Junior High School, Western Springs IL
  19. New Trier Township High School District, Winnetka IL
  20. Noble Network of Charter Schools, Chicago IL
  21. Saint Xavier University, Chicago IL
  22. Theodore Roosevelt High School, Chicago IL
  23. Walter Payton College Prep, Chicago IL

Indiana

  1. Connections Academy, Indianapolis IN
  2. Franklin Central High School, Indianapolis IN
  3. Franklin Township Community School Corporation, Indianapolis IN
  4. Indiana University East, Richmond IN
  5. North Central High School, Indianapolis IN
  6. Tri-West Middle School, Lizton IN

Iowa

  1. Iowa Falls-Alden High School, Iowa Falls IA
  2. Iowa Department of Education, Des Moines IA

Kansas

  1. Seaman High School, Topeka KS
  2. Shawnee Mission West High School, Overland Park KS
  3. Wichita Public Schools-USD259, Wichita KS

Kentucky

  1. Bullit Central High School, Sherpherdsville, KY

Louisiana

  1. Ouachita Parish School District, West Monroe LA

Maine

  1. Sanford High School, Sanford ME

Maryland

  1. Baltimore City Public Schools, Baltimore MD
  2. Franklin High School, Reistertown MD
  3. Old Mill High School, Millersville MD
  4. Prince Georges County Public Schools, Largo MD
  5. Suitland High School, Forestville MD
  6. The Academy of the Holy Cross, Kensington MD
  7. The Park School of Baltimore, Baltimore MD
  8. University of Maryland Graduate School, College Park MD
  9. U.S. Naval Academy, Annapolis MD

Massachusetts

  1. Abby Keller Foster Charter School, Worcester MA
  2. Auburn High School, Auburn MA
  3. Boston Community Leadership Academy, Boston MA
  4. Boston Latin School, Boston MA
  5. Boston Public Schools, Boston MA
  6. Boston Trinity Academy, Boston MA
  7. Boston University, Boston MA
  8. Brighton High School, Boston MA
  9. Burlington High School, Burlington MA
  10. Cambridge Public Schools, Cambridge MA
  11. Cardinal Spellman High School, Brockton MA
  12. Chelmsford High School, North Chelmsford MA
  13. Foxborough Regional Charter School, Foxborough MA
  14. Lawrence Public Schools, Lawrence MA
  15. Mary Lyon Pilot High School, Brighton MA
  16. Masconomet Regional High School, Boxord MA
  17. Newton South High School, Newton MA
  18. North Attleboro High School, North Attleboro MA
  19. Norwood Public Schools, Norwood MA
  20. Reading Memorial High School, Reading MA
  21. Southbridge High School, Southbridge MA
  22. Springfield Central High School, Springfield MA
  23. Summit Educational Group, Newton MA
  24. TechBoston Academy, Dorchester MA
  25. Wellesley High School, Wellesley 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. Anoka-Hennepin Public Schools, Anoka MN
  2. Convent of the Visitation School, Mendota Heights MN
  3. Henry Sibley High School, Mendota Heights MN
  4. Macalester College, St. Paul MN
  5. North Lakes Academy Charter School, Forest Lake MN
  6. Michael-Albertville High School, St. Michael MN

Mississippi

  1. Alcorn State University, Lorman MS
  2. Forest High School, Forest MS
  3. Horn Lake High School, Horn Lake MS
  4. Jackson Public Schools, Jackson MS
  5. Kemper County High School, De Kalb MS
  6. Madison S Palmer High School, Marks MS

Missouri

  1. Affton High School, St. Louis MO
  2. Central High School, Park Hills MO
  3. Columbia College, Columbia MO
  4. Gateway Science Academy, St. Louis MO
  5. Pembroke Hill School, Kansas City MO

New Hampshire

  1. Merrimack High School, Merrimack NH
  2. Southern New Hampshire University, Manchester NH

New Jersey

  1. Alvirne High School, Hudson NJ
  2. Bergen Catholic High School, Oradel NJ
  3. Bridgewater-Raritan Regional School District, Bridgewater NJ
  4. Patrick Healy Middle School, East Orange NJ
  5. Delbarton School, Morristown NJ
  6. Essex County College, Newark NJ
  7. High Technology High School, Lincroft NJ
  8. Lyndhurst High School, Lyndhurst NJ
  9. McNair Academic High School, Jersey City NJ
  10. Monsignor Donovan High School, Toms River NJ
  11. North Star Academy, Newark NJ
  12. Patterson Public Schools, Patterson NJ
  13. Wayne Hills High School, Wayne NJ

New Mexico

  1. Sandia Preparatory School, Albuquerque NM
  2. New Mexico Junior College, Hobbs NM
  3. New Mexico Connections Academy, Santa Fe NM

New York

  1. Archdiocese of New York Schools, New York NY
  2. Bellmore-Merrick Central High School District, North Merrick NY
  3. Buffalo Public Schools, Buffalo NY
  4. City Honors School, Buffalo NY
  5. Columbia University, Brooklyn NY
  6. Democracy Prep Public Schools, New York NY
  7. Richard Izquerido Health & Science Charter School, Bronx NY
  8. East Bronx Academy for the Future, New York NY
  9. Highland High School, Highland NY
  10. High School for Environmental Studies, New York, NY
  11. Lawrence Woodmere Academy, Woodmere NY
  12. Liberation Diploma Plus High School, Brooklyn NY
  13. Manhattan Village Academy, New York NY
  14. Mott Hall Bronx High School, Bronx NY
  15. New Dorp High School, Staten Island NY
  16. New Visions for Public Schools, Bronx NY
  17. New York City College of Technology, New York NY
  18. New York City Department of Education, New York NY
  19. New York University, New York NY
  20. Preston High School, Bronx NY
  21. The New School, New York NY
  22. Unatego Central School District, Unatego NY
  23. World Journalism Preparatory School, Queens NY

North Carolina

  1. Apex High School, Apex NC
  2. Bertie County Schools, North Windsor NC
  3. Community School of Davidson, Davidson NC
  4. Davidson Day School, Davidson NC
  5. East Carolina University, Greenville NC
  6. Guilford County Schools, Greensboro NC
  7. Jack Britt High School, Fayetteville NC
  8. Johnston County Early College Academy, Smithfield NC
  9. Mecklenburg Area Catholic Schools, Charlotte NC
  10. Philo-Hill Magnet Academy, Winston-Salem NC
  11. Pitt County Schools, Greenville NC
  12. Wingate Andrews High School, High Point NC
  13. University of North Carolina, Charlotte NC

Ohio

  1. Albert Einstein Academy, Cleveland OH
  2. Beachwood High School, Beachwood OH
  3. Cristo Rey Columbus High School, Columbus OH
  4. Cleveland Metropolitan School District, Cleveland OH
  5. Cleveland State University, Cleveland OH
  6. Delaware Area Career Center, Delaware OH
  7. John Glenn High School, New Concord OH
  8. Kent State University at Stark, North Canton OH
  9. Lake Ridge Academy, North Ridgeville OH
  10. North Olmstead High School, North Olmstead OH
  11. Ohio State University-Newark Campus, Newark OH
  12. Springfield City School District, Springfield OH
  13. Strongsville City Schools, Strongsville OH
  14. University of Rio Grande, Rio Grande OH
  15. Westlake High School, Westlake OH

Oregon

  1. Dallas School District, Dallas OR
  2. Gresham-Barlow School District, Gresham OR

Pennsylvania

  1. Central Bucks High School East, Buckingham PA
  2. Central Dauphin School District, Harrisburg PA
  3. Chester Senior High School, Chester PA
  4. Cristo Rey Philadelphia High School, Philadelphia PA
  5. Community College of Allegheny County-South Campus, West Mifflin PA
  6. Conestoga Valley School District, Lancaster PA
  7. Delaware County Christian School, Newton Square PA
  8. Democracy Prep Public Schools, Morrisville PA
  9. Harrisburg School District, Harrisburg PA
  10. Haverford School, Haverford PA
  11. Manheim Township School District, Lancaster PA
  12. Middletown Area High School, Middletown PA
  13. Milton Hershey School, Hershey PA
  14. Lebanon School District, Mt. Lebanon PA
  15. Northern Lebanon High School, Fredericksburg PA
  16. Pennsylvania Leadership Charter School, West Chester PA
  17. Reading Public Schools, Reading PA
  18. Shady Side Academy, Allison Park PA
  19. Springside Chestnut Hill Academy, Philadelphia PA
  20. Tredyffrin/Easttown School District, Wayne PA
  21. U.S. Army War College Strategic Studies Institute, Carlisle Barracks PA
  22. William Tennet High School, Warminster PA

Rhode Island

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

South Carolina

  1. C. Flora High School, Columbia SC
  2. Chester Senor High School, Chester SC
  3. Clover School District, Clover SC
  4. Lexington County School District, Lexington SC
  5. Senaca High School, Senaca SC
  6. Winthrop University, Rock Hill SC

South Dakota

  1. Pierre School District, Pierre SD
  2. S. Riggs High School, Pierre SD

Tennessee

  1. Dickson County High School, Dickson TN
  2. KIPP Memphis Collegiate Schools, Memphis TN
  3. Middletown High School, Middletown TN
  4. Power Center Academy High School, Memphis TN
  5. Rutherford County Board of Education, Murfreesboro TN
  6. Sequatchie County High School, Dunlap TN

Texas

  1. Alba-Golden ISD, Alba TX
  2. Anna ISD, Anna TX
  3. Aransas County ISD, Rockport TX
  4. Austin Community College-Pinnacle Campus, Austin TX
  5. Brookhaven College, Farmers Branch TX
  6. Cypress-Fairbanks ISD, Houston TX
  7. Dallas Independent School District, Irving TX
  8. Floresville ISD, Floresville TX
  9. Flower Mound High School, Flower Mound TX
  10. Floydada High School, Floydada TX
  11. Goodrich Independent School District, Goodrich TX
  12. Houston Community College, Houston TX
  13. Houston ISD, Houston TX
  14. International Leadership of Texas-Garland Campus, Garland TX
  15. KIPP Houston Public Schools, Houston TX
  16. Klein Oak High School, Spring TX
  17. Lake Belton Middle School, Belton TX
  18. Lamar CISD, Rosenberg TX
  19. Lone Star Community College-Kingwood, Kingwood TX
  20. McMurry University, Abilene TX
  21. Martin High School, Arlington TX
  22. Meridan World School, Round Rock TX
  23. Northside ISD, San Antonio TX
  24. North Texas University, Dallas TX
  25. Pasadena Independent School District, Pasadena TX
  26. Plano ISD, Plano TX
  27. L. Turner High School, Carrollton TX
  28. Round Rock ISD, Round Rock TX
  29. Sam Houston State University, Huntsville TX
  30. San Angelo ISD, San Angelo TX
  31. Spring ISD, Houston TX
  32. Agnes Academy, Houston TX
  33. Stephens Episcopal School, Austin TX
  34. Terrill Independent School District, Terrell TX
  35. Texas A&M University, San Antonio TX
  36. Trinity Valley School, Ft. Worth TX
  37. University of Houston-Downtown, Houston TX
  38. University of Texas at Arlington, Arlington TX
  39. University of Texas-El Paso, El Paso TX
  40. Uplift Education Charter Schools, Irving TX
  41. YES Prep Public Schools, Houston TX

Utah

  1. Nebo School District, Spanish Fork UT
  2. Rowland Hall, Salt Lake City UT

Virginia

  1. Chantilly High School, Chantilly VA
  2. Collegiate School, Richmond VA
  3. Fairfax County Public Schools, Arlington VA
  4. Gar-Field High School, Woodbridge VA
  5. George Mason University, Fairfax VA
  6. Highland Springs High School, Highland Springs VA
  7. James Madison University, Harrisonburg, VA
  8. Johnson-Williams Middle School, Berryville VA
  9. McLean High School, McLean VA
  10. Miller School of Albemarle, Charlottesville VA
  11. Patriot High School, Nokesville VA
  12. Pulaski County High School, Dublin VA
  13. Stonewall Jackson High School, Quicksburg VA
  14. University of Virginia Center for Politics, Charlottesville VA

Washington

  1. Kent School District, Kent WA
  2. Northshore School District, Bothell WA

Wisconsin

  1. Viterbo College, La Crosse WI
  2. Waukesha South High School, Waukesha 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. Colegio 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
  13. San Roberto International School, Monterrey MX
  14. Westhill Institute, Mexico City MX

Abroad

  1. Capital International Schools, Cairo, Egypt
  2. Frankfurt International School, Oberusel, Germany
  3. Hangzhou International School, Hangzhou City, China
  4. Monno International School, Monno City, Bangladesh
  5. Quality Schools International-Minsk, Minsk, Belarus
  6. Nu’Uuli VoTech High School, Pago Pago
  7. Cheonga Dalton School, Cheonga, South Korea
  8. SMIC Private School-Shanghai, Shanghai, China

 

Advisory Council members boost outreach efforts

 

 

New members (l-r): Mauri Shuler, Mark Collins, and Madison Barlow

We’re proud to profile three new members of the LAMP Advisory Council who are helping with outreach efforts to news media, educators, and social media.

Mauri Shuler, a retired NBC News journalist from Seattle, has a strong background in international communications and in community college education, and is working with LAMP to develop outreach activities to news media and community colleges.

For 30 years, she worked in broadcast news as a reporter, producer, editor, and manager in a career that spanned the globe from California to China and the Philippines, from Israel to Argentina, and points in between. As NBC Bureau Chief in Tel Aviv, Israel, during the first Intifada, she arranged the first live broadcast from the Old City in Jerusalem. She managed a full team, including live Nightly News broadcasts, from the 1986 Mexico City earthquake. Her other coverage included the wars of Central America during the 80s, the revolution in the Philippines, dictatorships and uprisings in South America and, finally, the Persian Gulf War in 1991 and the Oklahoma City terrorist bombing in 1995. She was nominated for a national Emmy Award for her Middle East work and received two regional Emmys for television news production.

Mauri is a strong supporter of community colleges and has been a member of the Board of Trustees of Edmonds Community College and president of the Trustees Association of Community and Technical Colleges. As a Public Affairs volunteer for the American Red Cross, she is responsible for writing, editing and posting stories and photographs about disasters and the Red Cross. She has also acted as a Red Cross spokesperson doing television, radio and print interviews.

Mark Collins is a teacher in Prince George’s County, Maryland, who will be advising LAMP on ways of connecting with teachers in the DC, MD, and VA area. He has taught various history, government, and social studies related courses over a career of several decades in Washington, DC, and is currently teaching at Suitland High School in Forestville. He has written curriculum and standards for D.C. Public Schools in history, served as a cooperating teacher for student teachers, and has served on a wide variety of panels and committees during his career.

As a result of a series of Facebook posts he discovered the connection between Abraham Lincoln and Mexico, and the Abraham Lincoln and Mexico website, which has also piqued an interest in researching and writing about Lincoln’s diplomatic appointees and foreign policy during his term in office. One of his favorite historical sites is in Washington, DC and that site is Fort Stevens. Mark earned a BA in Political Science from Rutgers University in New Brunswick, NJ and later this year will finally enroll in a Master’s program in American History.

Madison Barlow is a recent college graduate who is marketing coordinator for a finance company in Newport, RI, and she is helping LAMP with social media strategies and content. At Ithaca College in Ithaca, New York, she studied Integrated Marketing Communications and Writing and her college concentrations included social media marketing, brand management, event planning & management, and creative writing, plus she held positions on Ithaca College’s campus as lead Image-Text Editor for Stillwater Literary Magazine and Contributing Writer for Buzzsaw Magazine. During the summer of 2018, she had a position as Communications Intern for a business in Providence, Rhode Island, where she participated in a number of projects with the marketing team, including managing social media platforms, publishing press releases, and designing marketing materials.

We’re delighted with the involvement of Mauri, Mark, and Madison, and welcome them to the LAMP Advisory Council. The full list of current members is:

  1. Janet Layton Arribas, teacher, Pasadena CA area
  2. Madison Barlow, Marketing Coordinator, Embrace Home Loans, Newport, RI
  3. Ronald Barnett, Ph.D. historian and former professor, Jocotopec, MX
  4. Shaun Arron Cassidy, social media marketing, San Diego CA
  5. Gen. Clever Chavez Marin, historian and Mexican military expert, Zapopan, MX
  6. Noor Chehabeddine, Advanced Placement US History (APUSH) student, American School Foundation of Guadalajara (ASFG), Guadalajara, MX
  7. Mark Collins, high school teacher, Washington DC area
  8. Sylvia N. Contreras, businesswoman, history activist, and LAMP PR representative, Long Beach, CA
  9. Robert DiYanni, Ph.D. Professor, and instructional consultant, Center for the Advancement of Teaching at NYU, New York City
  10. Heribert von Feilitzsch, historian, author, and business executive, Washington DC area
  11. Héctor García Chávez, Director, Latin American-Latinx Studies, Loyola University, Chicago IL
  12. Emb. Carlos Gonzalez-Magallon, retired Mexican foreign service official, Ajijic, MX
  13. Rocìo Guenther, freelance journalist, San Antonio, TX
  14. Jorge Haynes, retired California State University administrator, Austin, TX
  15. Janet Heinze, international education consultant, Guadalajara, MX
  16. Javier Hernández, photojournalist and reporter, Chihuahua, MX
  17. Michael Hogan, historian and author, Guadalajara MX
  18. Fiachra Keogh, international history educator, Ireland and Mexico
  19. Cindy A. Medina Gallardo, history activist, genealogist, and LAMP senior PR representative, Austin, TX
  20. Carlos Alberto Méndez Villa, Ministry of Culture, Chihuahua, MX
  21. Luciana Mendez, computer sciences student at DePaul University, Chicago, IL
  22. Liam O’Hara, Social Studies Department Head, International School of Panama
  23. Stacy Lynn Ohrt-Billingslea, International School, Dhaka, Bangladesh
  24. Brenda Prado, independent scholar, New York, NY
  25. Mark Sconce, author and retired businessman, Camarillo, CA
  26. Mauri Shuler, retired NBC News journalist, Seattle, WA
  27. Jason Silverman, Ph.D. retired university history professor, Rock Hill, SC
  28. Richard Stafford, retired journalist, Washington DC area
  29. Philip Stover, historian and retired deputy superintendent of San Diego Unified School System, Chihuahua, MX
  30. Isaias Torres, Social Studies Department Head, ASFG, Guadalajara, MX
  31. Christena Wiseman, retired high school educator, Reno NV
  32. David Wogahn, digital publishing executive, Carlsbad CA

 

 

Five facts students may not know about Abraham Lincoln

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The first reading of the Emancipation Proclamation before President Abraham Lincoln’s Cabinet, painted by F.B. Carpenter. (Library of Congress) (Library of Congress Prints and Photographs Division/Library of Congress Prints and Photographs Division)

Almost every USA high school student learns that Abraham Lincoln signed the Emancipation Proclamation on New Year’s Day in 1863, as discussed in national news media recently. But most students are unaware that Lincoln was also a supporter of Mexico, both before and during the US Civil War.

Lincoln’s support for Mexico is detailed in a book by historian/ educator Michael Hogan that examines archival documents to look at Lincoln as an international statesman, not just an iconic American political figure. Here are five facts from the book that students may not know, starting with Lincoln’s objections to the Mexican-American War of 1846-1848:

1. As a freshman member of Congress, Lincoln was willing to risk his political career by objecting to the ongoing Mexican-American War. His first major speech in Congress contained a series of resolutions the news media dubbed the “Spot Resolutions,” which detailed his objections to the war and demanded that President Polk identify the geographical spot where Polk told Congress that Mexico “invaded our territory and shed the blood of our fellow-citizens on our own soil.”

2. In his thorough research to prepare his resolutions, Lincoln determined that the 1836 Velasco Agreement forcing Mexican troops to withdraw to the Rio Grande was not a real treaty because Santa Anna was coerced to sign it after he was captured in the battle of San Jacinto, and the Mexican government had refused to ratify it.

3. Before his inauguration as president, Lincoln offered his friendship to Mexico during a meeting in Springfield, Illinois, in 1861 with Mexican ambassador Matías Romero, the first foreign envoy to meet with the president-elect.

4. After French troops drove Mexican President Juárez into exile, Lincoln and his cabinet maintained official neutrality with Mexico to keep France from supporting the Confederacy during the Civil War. However, Lincoln responded to Romero’s pleas for help and authorized covert aid to Mexico.

5. During the French occupation of Mexico, Mrs. Lincoln and President Lincoln held several private White House meetings with Romero and major US investors friendly to the Mexican cause. This enabled the 24-year-old Mexican envoy to ultimately raise $18 million to arm and supply the Republican Army, ending European presence in North America after Lincoln’s death. 

The print version of Dr. Hogan’s book is in the Lincoln Presidential Library and many public libraries and at colleges and universities. Educators in more than 150 schools have received electronic copies of the book free of charge from the Lincoln and Mexico Project (LAMP). We’re hoping that many of them will use the book this February to observe Lincoln’s birthday by stimulating classroom discussion about Lincoln and Mexico.

LAMP can also provide educators with a three-act student play focusing on the friendships between Mrs. Lincoln, President Lincoln, Romero, and Gen. Ulysses S. Grant. The world premiere in 2017 wowed audiences and critics in Mexico, which has several statues honoring Lincoln. If you’re interested, we can also provide complete lesson plans based on the book and the play. All the materials are free for education purposes. Just send an email request to lamp@lincolnandmexicoproject.org.

Thanks, and best regards.

 

Abraham Lincoln and Mexico book is at Ford’s Theatre!

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Photo courtesy of fords.org

The Abraham Lincoln and Mexico book by historian/ educator Michael Hogan attracted more fans resulting from his appearance at 2018 International Book Fair (FIL) in Guadalajara, Mexico.

One is the Associate Director for Interpretive Resources at Ford’s Theatre in Washington DC, who saw the Facebook posts about Dr. Hogan at FIL and decided to buy the book for the historic theatre.

“Purchased! My colleagues at Ford’s Theatre and I are excited to read it,” David Patrick McKenzie commented. “If you find yourself in DC, please do let me know. Would love to say hi and show you around Ford’s.”

Who knows–maybe Dr. Hogan’s book examining Lincoln’s legacy of support for Mexico will become part of the theatre’s display of nearly 7,000 books about Lincoln.lincoln_custom

Photo courtesy of NPR

Part of the onsite interest at FIL came from a three-hour book signing event Nov. 30, where Dr. Hogan was able to chat with FIL visitors about the book and to autograph copies they bought. He also autographed copies of his 1997 book The Irish Soldiers of Mexico.

“It’s always rewarding to interact personally with readers at events big and small,” said Hogan. “And I’m excited about the many others who responded positively this week to postings on Facebook, especially from Ford’s Theatre.”

Many high school and college students visited with Dr. Hogan during the event including pupils from Colegio Cervantes, Colegio Alpes, as well as German exchange students from the University of San Diego, and young people from Tec de Monterrey and the University of Guadalajara.

While most of the adult visitors were from Mexico, conversing and buying Spanish language version of the book, there were expats from the American Society in Guadalajara and from Lake Chapala, as well as visitors from California and Texas. Photos from his appearance at FIL were featured on the official Facebook page for the book, which has 5,000 followers.

The nine-day International Book Fair is the largest and most important literary event in the Spanish speaking world. Since its founding in 1987, it has grown to attract nearly 1,000,000 visitors annually, 20,000 exhibitors and publishers from about 50 countries, more than 100 literary agents, and almost 2,000 journalists. La Perla bookstore in Guadalajara hosted Dr. Hogan’s book signing event at FIL and sells his books at its store in the trendy Chapultepec area of the city.

New Advisory Council members from USA, Ireland, and Mexico

 

LAMP Advisory Council members (l-r): Héctor García Chávez, Fiachra Keogh, and Noor Chehabeddine

The Lincoln and Mexico Project (LAMP) is proud to profile three more members of its international Advisory Council. They include a university professor from the United States, an international educator from Ireland, and an international student from Mexico. Their addition means LAMP now has Advisory Council members throughout North America, and even in Europe and Asia.

Dr. Héctor García Chávez is Director of the Latin American and Latinx Studies Program at Loyola University in Chicago, a Loyola Sujack Master Teacher, and was recently awarded The Ignatius Loyola Award for Excellence in Teaching. He is helping LAMP with strategies for using the book Abraham Lincoln and Mexico in Latin American Studies. He is also Director of the Undergraduate Spanish Program at Loyola University Chicago where he teaches courses on Spanish language, Latin American-Iberian Literatures, Queer Theory for the Spanish Major, Loyola’s Interdisciplinary Honours Program, and Women’s Studies/Gender Studies Undergraduate and Graduate Programs. He is a Programing Associate and Advisory Council Member of Lit&Luz Festivals (https://www.litluz.org/schedule-chicago-2018/), which take place in México City and Chicago with funding awarded by the National Endowment for the Arts. Also, he has invited celebrated Mexican writers Jorge Volpi, Margo Glantz, Ignacio Solares, Eloy Urroz, and Georgina García Gutiérrez to Loyola in collaboration with the Chicago Mexican Consulate and the UNAM-Chicago Campus where he is a Visiting Scholar.

Fiachra Keogh is a National University of Galway history graduate working with the Education and Training Board, Ireland (ETBI). He is experienced in cross border peace building projects including the facilitation of cross community dialogue groups, advocating on behalf of new and disadvantaged communities in Ireland, teaching history in high school in Mexico, and facilitating the integration of Congolese refugees into Irish society. His most recent project involved bringing a group of marginalized youth to work with the Enough Project on a campaign to promote peace and justice in Africa. The project entitled “The Human Cost of Electronics” was awarded the ECO UNESCO Young Environmentalist Community Development Award at the Mansion House in Dublin in May 2018.

Noor Chehabeddine is an international student at the American School Foundation of Guadalajara (ASFG), which uses the book Abraham Lincoln and Mexico in its US History and Advanced Placement United States History (APUSH) classes. While taking the APUSH class, she volunteered in early 2018 to help with LAMP social media efforts. Here’s what she says: “Being a high schooler in the APUSH course, I get to constantly benefit from LAMP. I aid with the spreading of the positive relation between Mexico and the United States through the running of the Pinterest and YouTube pages promoting Dr. Hogan’s book. It is a privilege to have access to the information in Abraham Lincoln and Mexico, and I therefore use these media accounts to spread it as much as possible.” We’re happy to have Noor’s student perspective and involvement.

Here’s the list of current Advisory Council members:

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

 

Special Education Discount for 2018-2019

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The Lincoln and Mexico Project (LAMP) is offering a special education discount for the book Abraham Lincoln and Mexico during the 2018-2019 academic year.

Now, educators and students can click this link to see the special 99-cent student discount offer for the eBook version from LAMP. The award-winning eBook includes hundreds of active hyperlinks and citations to external reference sources.

In early September, LAMP began sending the discount offer by individual emails to educators across the USA with the following message:

 

Giving students access to archival documents is a great way to stimulate classroom discussion of facts overlooked or marginalized in textbooks, especially in courses covering 19th century US history and Latin American studies. This book by historian/ educator Michael Hogan contains 18 complete and unedited archival documents about relationships between the USA and Mexico from the 1820s through the 1860s, plus three archival maps and twelve archival photographs.

The documents disclose President Polk’s reasons for starting the Mexican-American War, explore Lincoln’s reasons for opposing that war, and reveal Lincoln’s support as president for exiled Mexican President Benito Juárez that helped end French occupation in Mexico. The book is in college and university libraries across the USA, in several public libraries, and in the Abraham Lincoln Presidential Library.

Here’s the list of almost 150 universities, colleges, and high schools that already have the book or are considering it for this academic year:

USA

Alabama

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

Arizona

  1. Academy of Tucson High School, Tucson AZ

Arkansas

  1. Bauxite Public Schools, Bauxite AR
  2. Hope Public Schools, Hope AR

California

  1. Abraham Lincoln High School, San Diego CA
  2. Apple Valley Unified School District, Apple Valley CA
  3. California State Polytechnic University, Pomona CA
  4. California State University-Channel Islands, Camarillo CA
  5. California State University-Dominguez Hills, Carson CA
  6. California State University-Fullerton, Fullerton CA
  7. California State University-Long Beach, Long Beach CA
  8. California State University-San Bernardino, San Bernardino CA
  9. Chadwick School, Palos Verdes CA
  10. Consumnes River College, Sacramento CA
  11. Coronado Unified School District, Coronado CA
  12. Crestview Preparatory School, La Cañada Flintridge CA
  13. La Sierra University, Riverside CA
  14. Legend College Preparatory, Cupertino CA
  15. Long Beach College, Long Beach CA
  16. Long Beach Unified School District, Long Beach CA
  17. Los Angeles Mission College, Los Angeles CA
  18. Los Angeles Valley College, Valley Glen CA
  19. Marymount California University, Rancho Palos Verdes CA
  20. Mira Costa College, Oceanside CA
  21. Moreno Valley Unified School District, Moreno Valley CA
  22. Newark Unified School District, Newark CA
  23. Palomar College, San Marcos CA
  24. Parajo Valley Unified School District, Watsonville CA
  25. Pasadena Independent School District, Pasadena CA
  26. San Diego Unified Public Schools District, San Diego CA
  27. Santa Ana College, Santa Ana CA
  28. Spirit Christian Academy, Tustin CA
  29. Sweetwater Unified High School District, Chula Vista CA
  30. Woodbury University, Burbank CA

Colorado

  1. Cherry Creek Schools, Denver CO
  2. Pikes Peak Community College, Colorado Springs CO

Connecticut

  1. Trinity College, Hartford CT

District of Columbia

  1. American University, Washington DC
  2. Sidwell Friends School, Washington DC

Florida

  1. Cypress Creek High School, Orlando FL
  2. Florida Atlantic University, Boca Raton FL
  3. Keys Gate Charter High School, Homestead FL
  4. Manatee Technical College, Bradenton FL
  5. Port St. Lucie Public Schools, Port St. Lucie FL

Georgia

  1. Chattahoochee Technical College, Rockmart GA
  2. Clayton State University, Morrow GA
  3. Kennesaw State University, Kennesaw GA
  4. University of Georgia, Athens GA
  5. University of West Georgia, Carrollton 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. McClure Junior High School, Western Springs IL
  7. Saint Xavier University, Chicago IL
  8. Williams Prep School of Medicine, Chicago IL

Indiana

  1. Tri-West Middle School, Lizton IN

Iowa

  1. Iowa Department of Education, Des Moines IA

Kansas

  1. Wichita Public Schools-USD259, Wichita KS

Louisiana

  1. Ouachita Parish School District, Monroe LA

Maryland

  1. Baltimore City Public Schools, Baltimore MD
  2. University of Maryland Graduate School, College Park MD
  3. 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. Alcorn State University, Lorman MS
  2. Forest High School, Forest MS

Missouri

  1. Affton School District, Chesterfield MO
  2. Columbia College, Columbia MO

New Hampshire

  1. Southern New Hampshire University, Manchester NH

New Jersey

  1. Alvirne High School, Hudson NJ
  2. Essex County College, Newark NJ
  3. Monsignor Donovan High School, Toms River NJ
  4. 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 City 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

Oregon

  1. Dallas School District, Dallas OR

Pennsylvania

  1. Central Dauphin School District, Harrisburg PA
  2. Chester Senior High School, Chester PA
  3. Community College of Allegheny County Pennsylvania, West Mifflin PA
  4. Haverford School, Haverford PA
  5. Pennsylvania Leadership Charter School, West Chester PA
  6. 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
  2. Senaca High School, Senaca SC

South Dakota

  1. Pierre School District, Pierre SD

Tennessee

  1. Sequatchie County Public Schools, Dunlap TN

Texas

  1. Aransas County ISD, Rockport TX
  2. Austin Community College-Pinnacle Campus, Austin TX
  3. Brookhaven College, Farmers Branch TX
  4. Goodrich Independent School District, Goodrich TX
  5. Houston Community College, Houston TX
  6. KIPP Houston Public Schools, Houston TX
  7. Lamar CISD, Rosenberg TX
  8. McMurry University, Abilene TX
  9. North Texas University, Dallas TX
  10. Pasadena Independent School District, Pasadena TX
  11. Round Rock ISD, Round Rock TX
  12. Sam Houston State University, Huntsville TX
  13. Terrill Independent School District, Terrell TX
  14. Texas A&M University, San Antonio TX
  15. University of Houston-Downtown, Houston TX
  16. University of Texas at Arlington, Arlington TX
  17. 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. Prince Georges County Public Schools, Upper Marlboro MD
  7. Pulaski County High School, Dublin VA
  8. University of Virginia Center for Politics, Charlottesville 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
  2. Cheonga Dalton School, Cheonga South Korea

Profiles of three more Advisory Council members

Photos (l-r): Author Michael Hogan with Liam O’Hara, Janet Layton Arribas, Christena Wiseman

The Lincoln and Mexico Project (LAMP) is proud to profile three more members of our international Advisory Council. The full list follows the three profiles.

Liam O’Hara, Guadalajara, Mexico, is the Head of the Social Studies Department at the American School Foundation of Guadalajara (ASFG). He teaches US History, AP Economics, Macroeconomics, and Model United Nations. He is the founder of GUAMUN, the Guadalajara-based Model UN Annual Conference that brings together students from all over Mexico each year. He was one of the earliest pre-publication readers of the manuscript for Abraham Lincoln and Mexico and was instrumental in adding the published book to the APUSH curriculum at his school. In addition to his teaching workload, he is working with author/ historian Michael Hogan, retired APUSH teacher at ASFG, to connect with other APUSH teachers in international schools in Mexico. The overall outreach to international schools is coordinated by Janet Heinze, retired Director General of the ASFG, who is now an international education consultant and a member of the LAMP Advisory Council.

Janet Layton Arribas is a teacher in the Pasadena, California, area and is advising LAMP on ways to reach out to educators in the USA and supply them with LAMP’s supplemental reading material. She is especially interested in raising student awareness of the profound connection between the United States and Mexico, has taught Spanish and Latin in Los Angeles area private schools for over 30 years, and currently teaches at Crestview Preparatory School in La Cañada, California. During her career, she has developed an elementary school Spanish curriculum that includes teaching Spanish language within a historical context. As a historian her work has been published in Perspectives: A Journal of Historical Inquiry and she is a Michael Kimmel Scholarship recipient. She earned a M.A. in History from California State University at Los Angeles, and graduated Cum Laude from Occidental College with a B.A. in Spanish Literature.

Christena Wiseman, Reno, Nevada, is a retired educator at Reno High School who divides her time between Nevada and Mexico. She is helping LAMP develop strategies for outreach to Advanced Placement programs in USA high schools. She received her AP training at Stanford University, her Master’s in Education from the University of Nevada-Reno, and her Bachelor’s degree from California State University in Chico. In Reno, she was the Foreign Language Department Chair, member of seven professional associations, served on the textbook selection committee twice, and served as advisor for the French Club and International Club for over 20 years. In addition, she sat on the first “Jury” for the first DELF ((Diplôme d’études en langue française) in the USA. Outside the classroom, she served for four years as a member of the student assistance program called “Helping Hands,” focused on children at risk.

LAMP relies on Advisory Council members for suggestions and strategies about outreach activities, both to the education community and the public. The Advisory Council includes people of several professions, backgrounds, and ages. Here’s the current list of members:

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

If you know someone who might be interested in joining the group, just send an email to lamp@lincolnandmexicoproject.org. Thanks!

Classes over. Planning begins!

 

Photos credits: Quote from educational psychologist Lee S. Shulman; book cover from historian/ educator Michael Hogan

Are you an educator looking for ways to add value to classroom discussions in the Social Studies curriculum for the coming academic year?

The Lincoln and Mexico Project (LAMP) offers the book Abraham Lincoln and Mexico and free lesson plans to help educators examine Lincoln’s legacy of support for Mexico as congressman and president, especially his opposition to the Mexican-American War. It’s also a great way to help stimulate classroom discussion of past, current, and future relations between the USA and Mexico.

Most importantly, the book contains many archival documents—some of which have never been published before. Historian and educator Michael Hogan scoured libraries and government archives in the USA and Mexico to give students a greater understanding of Lincoln as an international statesman, not just an iconic American figure.

Now, his book is in the Abraham Lincoln Presidential Library and many college and university libraries. And many educators are considering the book as supplemental classroom material. Teachers are eagerly adopting Dr. Hogan’s book and the LAMP materials because its 137-page appendix is like holding a reference library with:

  • Archival maps showing the official 1821 border between Mexico and the USA, and a map of disputed territory after Texas was admitted to the union in December 1845
  • All four of Polk’s messages to Congress about the war, including original drafts from 1846 that state his resentment because Mexico refused his efforts to buy California for $25 million
  • Examinations of battlefield journals from soldiers, which reveal personal objections by Ulysses S. Grant to the war
  • Analysis of Lincoln’s “Spot Resolutions” in Congress challenging Polk’s claim that Mexico “has invaded our territory and has shed American blood on the American soil”
  • The complete 1848 treaty that ended the war and gave two-fifths of Mexico to the USA
  • Discussions of how—after Mexico signed the treaty—the US Senate deleted a key provision offering citizenship to Mexicans living in the conquered territory, and struck another provision guaranteeing their property rights

If you would like to look at the book for possible use in your classroom with no obligation, just send a request to lamp@lincolnandmexicoproject.org and we’ll send the .pdf printer’s proof to you along with the lesson plans. More than 100 high schools, colleges, and universities already have the materials, as you can see on the LAMP blog at https://bit.ly/2JR7DYo.

We look forward to your request.

 

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

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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.    Héctor García Chávez, Director, Latin American-Latinx Studies, Loyola University, Chicago IL

9.    Patricia Gonzalez, Director of Inclusion and Diversity, Emory & Henry College, Emory, VA

10. Emb. Carlos Gonzalez-Magallon, retired Mexican foreign service official, Ajijic, MX

11. Rocìo Guenther, freelance journalist, San Antonio, TX

12. Jorge Haynes, retired California State University administrator, Austin, TX

13. Janet Heinze, international education consultant, Guadalajara, MX

14. Javier Hernández, photojournalist and reporter, Chihuahua, MX

15. Cindy A. Medina Gallardo, history activist, genealogist, and LAMP senior PR representative, Austin, TX

16. Carlos Alberto Méndez Villa, Ministry of Culture, Chihuahua, MX

17. Luciana Mendez, computer sciences student at DePaul University, Chicago, IL

18. Liam O’Hara, high school Social Studies Department Head, ASFG, Guadalajara, MX

19. Stacy Lynn Ohrt-Billingslea, Theatre Director, ASFG, Guadalajara, MX

20. Brenda Prado, APUSH student, ASFG, Guadalajara, MX

21. Mark Sconce, author and retired businessman, Camarillo, CA

22. Jason Silverman, Ph.D. retired university history professor, Rock Hill, SC

23. Richard Stafford, retired journalist, Washington DC area

24. Philip Stover, historian and retired deputy superintendent of San Diego Unified School System, Chihuahua, MX

25. Isaias Torres, APUSH teacher, ASFG, Guadalajara, MX

26. Christena Wiseman, retired high school educator, Reno NV

27. David Wogahn, digital publishing executive, Carlsbad CA

2014 Survey Pinpoints 1821 Border Between USA and Mexico

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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

Arkansas

  1. Bauxite Public Schools, Bauxite AR

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. Spirit Christian Academy, Tustin CA
  22. 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
  4. University of Georgia, Athens 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. Central Dauphin School District, Harrisburg PA
  2. Chester Senior High School, Chester PA
  3. Community College of Allegheny County Pennsylvania, West Mifflin PA
  4. Haverford School, Haverford PA
  5. 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

Tennessee

  1. Sequatchie County Public Schools, Dunlap TN

Texas

  1. Aransas County ISD, Rockport TX
  2. Austin Community College-Pinnacle Campus, Austin TX
  3. Brookhaven College, Farmers Branch TX
  4. Goodrich Independent School District, Goodrich TX
  5. Houston Community College, Houston TX
  6. KIPP Houston Public Schools, Houston TX
  7. Lamar CISD, Rosenberg TX
  8. North Texas University, Dallas TX
  9. Pasadena Independent School District, Pasadena TX
  10. Round Rock ISD, Round Rock TX
  11. Sam Houston State University, Huntsville TX
  12. Terrill Independent School District, Terrell TX
  13. University of Houston-Downtown, Houston TX
  14. 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
  7. University of Virginia Center for Politics, Charlottesville 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
  2. Cheonga Dalton School, Cheonga South Korea

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

 

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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 visit was approved by Mr. Raul Manriquez, director of the Secretaria of Cultura of  Chihuahua, as well as Mr. Edgar Trevizo, leader in the Department of la Secretaria. Mr. Carlos Mendez Villa, leading Cultural Archivist who has been an early LAMP supporter in Chihuahua, presented the trip concept to both Mr. Manriquez and Mr. Trevizo and got it approved.

Great thanks to Mr. Edelmiro Ponce de Leon, director of Museo Casa Juarez, for the great invitation to the Museo along with a personal tour, and who 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 now lives in the the state of Chihuahua, and who participated in some 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

 

 

 

 

 

Historians, educators, and more guide LAMP efforts

Photos (l-r): Robert DiYanni, New York City; Janet Heinze, Guadalajara, MX; Gen. Clever Chavez Marin, Zapopan, MX; Heribert von Feilitzsch, Washington DC area; author Michael Hogan with Emb. Carlos Gonzalez-Magallon, Lake Chapala

The Lincoln and Mexico Project (LAMP) is honored that many people have become members of its international Advisory Council, and we look forward to more members in 2018.

The primary purpose of the Advisory Council is to guide our efforts to inform people about historical connections between the USA and Mexico as a way to improve future relationships. We also hope that classroom discussions about US-Mexican relations will lead to a generation of young people with more informed and productive perspectives about both nations. 

Outreach efforts began in January 2016 with historians and educators vetting the manuscript by historian and educator Michael Hogan for Abraham Lincoln and Mexico: A History of Courage, Intrigue and Unlikely Friendships. The manuscript had its origins in a 2012-2013 Advanced Placement US History (APUSH) course Dr. Hogan taught at the American School Foundation of Guadalajara, where students wanted to learn more than what was in the textbooks.

Now, the resulting book is in university libraries across the USA including Harvard, MIT, West Point, Brown, University of Texas, University of Arizona, UC-San Diego, the California State University system, and the University of San Diego, as well as public libraries from New York City to Los Angeles. It’s also in the Abraham Lincoln Presidential Library, was nominated for the prestigious William M. LeoGrande Prize for best book about US-Latin American relations, and every member of the US Senate has received a complimentary copy.

Enthusiastic audiences have attended multiple presentations about the book in Guadalajara, Chihuahua, El Paso, Austin, Los Angeles, and Chicago. And the book inspired a three-act play that wowed audiences in Mexico where it premiered. All of this—the book, the presentations, and the play—forms the foundation for expanded outreach efforts this year, including classroom discussions about Lincoln’s legacy of support for Mexico.

We’re identifying and contacting potential Advisory Council members every week to guide our outreach efforts. The people we’re inviting to join who represent a mix of educators, historians, Mexican consulate officials, history activists, students, and digital learning proponents—all of whom have read Dr. Hogan’s book and support the LAMP goals.

If you, or someone you know, are interested in joining the Advisory Council just send a note to lamp@lincolnandmexicoproject.org and we’ll follow up.  We’ll update the names as people commit, and profile new members a few at a time in the newsletter throughout the year. Here’s the initial list, some of whom the LAMP blog profiled last year:

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

The Lincoln and Mexico Project has volunteer coordinators in Guadalajara, San Diego, Los Angeles, Austin, and Chicago. This year, we’re planning to expand to Washington DC, New York City, and Boston. If you’re interested in helping arrange events, and perhaps speak on behalf of LAMP, just let us know. Meanwhile, you can click here to follow our Facebook page where posts often reach more than 10,000 people on five continents.

Best regards, and thanks for your interest and support as we expand in 2018.

How a US Republican President and a Mexican Youth Ended a French Monarchy in North America

Photos: President Abraham Lincoln and Mexican Envoy Matìas Romero

Article reprinted by permission from Alterinfos America Latina (http://www.alterinfos.org/spip.php?article7761)

By Michael Hogan

On April 10, 1863, Maximilian I and his wife Charlotte were installed as Emperor and Empress of Mexico. They came to power at the behest of the Napoleon III who had first sent armed forces to collect on past-due Mexican debts, but then encouraged them to stay and finally to conquer the country. At that time the French Army was the most powerful in the world. Although Mexico provided stout resistance, including an underdog victory at Puebla (Cinco de Mayo), its army was finally overwhelmed by the French who were reinforced by Austrian cavalry and artillery. The constitutional president Benito Juarez fled to the border town of El Paso del Norte to work in a cigarette factory and to put together a government-in-exile.

In May of 1863, he asked his protégé twenty-four year old Matias Romero to go to Washington and meet with President Lincoln to see if he could persuade him to help him raise a new army to fight against the French. Lincoln, of course, had his hands full. May 1-3 was the bloody battle of Chancellorsville. May 19-22 saw the Union troops engaged with the Rebels at Vicksburg, followed in early July by the devastating battle of Gettysburg. The enemy was nearly at Potomac. The timing could not have been worse.

Romero was unable to get an interview with the President, although he did have the opportunity to offer Mrs. Lincoln his rented carriage and accompany her shopping, a trip that lasted more than three hours! It was likely to due to her intercession that he was finally able to present his credentials to her husband as “Envoy Extraordinary and Minister Plenipotentiary of Mexico.”

As high-sounding as the title was, it was also essentially meaningless. He had no real diplomatic standing since his “government” was in exile. Although Lincoln was sympathetic, his hands were tied. He dared not antagonize the French for fear their army would join the Confederacy which could very well prove an unbeatable combination and defeat the Union forces. Nevertheless, perhaps because of Mary Todd ‘s intervention, Lincoln gave Romero an audience and recognized his standing as ambassador, giving him not only access to the Oval Office but introductions to members of his cabinet, and ultimately to Ulysses S. Grant and Philip Sheridan, generals who would become Romero’s stanch allies in the years ahead. Using a note which Lincoln wrote expressing his friendship to the Mexican people, Romero visited bankers in New York, Boston, Philadelphia, and San Francisco to raise money to support an army to overthrow Maximilian and the French usurpers. Over the next two years he and agents had sold over $30 million in Mexican bonds raising a total of $18 million in cash and credits. The money would go a long way in buying supplies and paying troops. But to defeat the most powerful European army they would need something more: they would need rifles and cannons.

Secretary of State Seward objected strongly to giving military aid to the Mexicans. He felt that this would needlessly antagonize the French and bring them closer to an alliance with the Confederates. Meanwhile, young Romero went out of his way to convince other members of the cabinet, as well as Grant and Sheridan, that such aid was essential and that France would rush into the breach as soon as it saw the Union exhausted by the efforts to defeat the Confederacy. Could the US really afford another war? Moreover what France was doing was in violation of the Monroe Doctrine which showed France’s contempt for American policies in the hemisphere. As the Civil War drew to a close, Lincoln decided to placate his Secretary of State by insuring him that no overt military aid would be given to Mexico. At the same time he ignored reports of Mexican agents to purchasing rifled cannon, and allowed Romero to meet with influential businessmen in San Francisco, Philadelphia, and other locations to form Monroe Doctrine Clubs to raise funds, purchase munitions and even levy volunteers.

By the time of the surrender at Appomattox Court House on April 10, 1865, most of those movements were far advanced. In addition, Grant was ordered to send Sheridan with 50,000 soldiers to Texas to both prevent shipment of Southern cotton to Europe and also to cut off the supply lines to the French. Once there, he instructed Sheridan to “lose” 30,000 repeating rifles at the El Paso border.

Although Lincoln was assassinated the following month, Grant and Sheridan continued to carry out his wishes. Both generals encouraged soldiers upon their discharge from the Union Army to join an American Legion of Honor which would form part of the Mexican army and defeat the French at Querétaro in the spring of 1867. On July21st of that year the Mexican Republic was restored.

The legacy of Lincoln is still honored in Mexico today with statues and other memorials. It is a hopeful reminder that our two countries have a history of cooperation and victory as well as one of animosity and conflict as we go forward with a new Republican administration in 2017.


~Michael Hogan is a historian and teacher. He lives in Guadalajara, Mexico. His most recent book is Abraham Lincoln and Mexico: A History of Courage, Intrigue and Unlikely Friendships.

 

Helping students learn about Abraham Lincoln’s support for Mexico

Photos: AP Capstone students in Guadalajara, Mexico, and statue of Lincoln in Mexico City. Photo of U.S. President Lyndon Johnson unveiling plaque for statue in Mexico City, courtesy of Life Magazine.

The U.S. education system recognizes Abraham Lincoln’s many domestic policy accomplishments, especially freeing slaves and saving the Union, and embeds them in the education curriculum. As a result, generations of U.S. citizens have revered Lincoln.

While most people recognize these chapters of Lincoln’s legacy, many have never heard or read about his pivotal role as an international statesman in supporting Mexico. Here are three examples that are often omitted or marginalized in history books:

1) As a freshman congressman, Lincoln risked his political future by accusing President Polk of misleading the Congress about reasons for initiating the Mexican-American War.

2) As president, he refused to recognize the puppet monarchy imposed on Mexico after the Imperial Army of Napoleon III attacked Mexico and forced elected President Benito Juárez to flee to exile just south of El Paso.

3) As the US Civil War was coming to an end, Lincoln and his generals Grant and Sheridan supplied arms and troops that helped Juárez reclaim the Mexican presidency after Lincoln’s death, thus ending French occupation of North America. Some of the troops were African-Americans whom the Emancipation Proclamation enabled to join the U.S. Army.

In Mexico, Lincoln is arguably one of the most revered U.S. presidents, as discussed in a feature article published in the Smithsonian magazine online. In fact, Mexico honors Lincoln with statues across the country, and Mexico warmly welcomed U.S. President Lyndon Johnson when he dedicated a plaque for the statue of Lincoln in Mexico City during his first visit to a foreign capital after becoming President. And in Mexico, students learn about the relationship and mutual respect between Lincoln and Juárez.

Informing educators, students, and the public in the USA about Lincoln’s support for Mexico is the primary purpose of the Lincoln and Mexico Project (LAMP) that’s based on the book Abraham Lincoln and Mexico. Authored by historian and educator Michael Hogan, the book can be found in the Abraham Lincoln Presidential Library and in several university libraries and public libraries. It has also been nominated for the prestigious William M. LeoGrande Prize as the best book on U.S.-Latin American relations.

The book focuses on Lincoln as an international statesman by using archival documents, many of which are in the 137-page appendix. The content adds another dimension to Lincoln’s legacy, and increases awareness and understanding of his efforts to befriend and support Mexico. Educators in universities, colleges, and high schools are beginning to use the book as supplemental classroom material because it’s a great way to facilitate classroom discussion of historic relationships between the two neighboring countries.

Now, the Lincoln and Mexico Project is reaching out to educators across the USA and offering them a package of classroom materials to evaluate. The package includes a complimentary copy of the award-winning eBook version of the printed book in the Lincoln presidential library, plus a complete set of lesson plans. If you’re interested in evaluating the materials without obligation, just send an email to lamp@lincolnandmexicoproject.org.

Abraham Lincoln and Mexico brings to light that which for too long has hidden in the shadows: The interest, integrity, and involvement of our sixteenth President in the struggles and victories of our southern neighbor,” states Philip Stover, former Deputy Superintendent, San Diego Unified School District, who has also written about Mexico.

LAMP is also expanding its international Advisory Council to help educators facilitate discussion of Lincoln’s support for Mexico. Please let us know if you would be interested in becoming a member. Thank you, and best regards.

Chicago LOVES “Abraham Lincoln and Mexico”

Wow! The three-day book tour Oct. 27-29 by historian and educator Michael Hogan was quite successful in introducing his book “Abraham Lincoln and Mexico” to Chicago. His presentations examined Lincoln’s opposition to the Mexican-American War as a member of Congress, and Lincoln’s role as president in helping Mexico end French occupation of North America.

The presentations also examined the role of Irish-Americans who helped Mexico during both wars, and how US businessmen helped Mexico with financing in the 1860s. Here’s a quick rundown of what happened during the book tour, along with more photos at the end of the blogpost.

At noon on Friday, Oct. 27, Dr. Hogan addressed the historic Union League Club of Chicago to discuss the book and answer questions. The event was hosted by the Civil War Roundtable, and many questions focused on how Lincoln used the Emancipation Proclamation to enable freed slaves to become soldiers in the Union Army and became known as the US Colored Troops. Many of these same troops later went to Mexico to help exiled President Benito Juárez overthrow the French monarchy of Maximilian. It was a fascinating discussion with the audience of civic leaders, business people, Lincoln history aficionados, and educators.

Later in the afternoon of Oct. 27, Daniel Weinberg and Bjorn Skaptason of the Abraham Lincoln Book Shop arranged a live interview with Dr. Hogan on the national Author’s Voice program. The program originated live from the book shop with Weinberg and Dr. Hogan discussing the history of US-Mexican relations before the war of 1846-48, why Lincoln as a freshman congressman opposed the war, and Lincoln’s role as president in helping Mexico although he was preoccupied with the Civil War. You can click here to see the complete archived video.

Saturday and Sunday, Oct. 28-29, Dr. Hogan was one of the featured authors at the Irish Book and Music Celebration hosted by the Irish-American Heritage Center. The IBAM audience was also quite interested in Dr. Hogan’s earlier book “The Irish Soldiers of Mexico” that chronicled the story of Irish-American soldiers leaving the US Army to fight alongside Mexican troops against the invading US troops. Mexico City has a monument honoring the San Patricios, most of whom were captured and hanged as traitors by victorious US troops during the conquest of Mexico.

Many IBAM audience members were also interested to learn more about Lincoln’s support for Juárez in exile, and the role of Irish-American Gen. Philip Sheridan in helping Mexico. Sheridan commanded 50,000 US troops (including 4,000 USCT soldiers) sent to the Texas border to prevent French troops from entering the US and aiding the Confederacy. And he also gave critical military aid to troops loyal to Juárez. Part of that aid included 30,000 new repeating rifles “lost” at the US-Mexican border so Mexican troops could “find” them.

The Chicago events were part of outreach activities by the Lincoln and Mexico Project (LAMP) to inform and educate people about facts overlooked or ignored in other books about US History. Audience members at the Union League Club and the IBAM event bought many copies, and you can click here to order one of the special autographed books directly from the Abraham Lincoln Book Shop.

We really appreciate the help of the many supporters in Chicago who made the October events a great success, especially Chris Lynch, Tom Boyle, and Jimmy Sloan for their hospitality and assistance. Thanks also to Brian Daley of the Union League Club, Cliff Carlson on the Irish American News for their sponsorship, and Luciana Mendez of DePaul University for onsite sales at the IBAM event.

LAMP is an international project, with volunteer representatives in Guadalajara, San Diego, Los Angeles, Austin, and Chicago, and we’re expanding to Washington DC, New York City, and Boston. If you’re interested in helping LAMP in your area, just send an email to lamp@lincolnandmexicoproject.org. Come join us!