10th grade taks information - lamar consolidated isd · pdf filesocial studies 10th grade taks...
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Social Studies 10th Grade TAKS Information
The following information can help you in your final preparation for the Social Studies TAKS test. Please take a look at the attachment for your grade level. This will give you an idea of the student expectations tested over the past three years.
♦ Such As is used to clarify the SE and is rarely tested. ♦ Including is almost always tested. ♦ The verb gives you the levels of thinking on the test: explain, identify are
low level thinking and evaluate, analyze are higher order processing levels of thinking.
♦ The noun gives you the concept and content. ♦ The verb in the SE matches the steps in thinking on the test 100% of the
time. ♦ In 2003 the average number of application questions on all three TAKS
tests was 35%. This number jumped to 65% in 2006. ♦ Lowest scoring SE on all three tests is 8.16A, Historical Documents. ♦ Founding principles is a major weakness. ♦ TAKS objective 4 is the lowest scoring and objective 5 is the highest. ♦ Some SEs can have 2 or 3 concepts and only 1 has been tested in the
past three years. Watch for competing verbs in the same SE such as a low level verb and a high level verb.
♦ Instruction time should match the difficulty of the verb. ♦ There are only 4 SEs from objective 1 tested on the 10th grade test and 8
SEs from objective 4. ♦ From Objective 1 there are only 2 weak SEs: 8.1C, 8.16C, and 8.4C. ♦ From Objective 4, there are 7 out of the 8 SEs that are weak: 8.3A, 8.16A,
8.16D, 8.17B, 8.18B, 8.22B
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 1
World History Studies (Grade 10) TEKS/LINKS Student Objectives
Full Year
(The student will…) Suggested
Time Social Studies Skills On-going
WH25A identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence.
WH25B & 8.30A differentiate between, locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information including the United States.
WH25C analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
WH25D & 8.30D explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context which influenced participants.
WH25E use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
WH25F evaluate the validity of a source based on language, corroboration with other sources, and information about the author.
WH25G & 8.30F identify bias in written, oral, and visual material.
WH25H support a point of view on a social studies issue or event.
WH25I use appropriate mathematical skills to interpret social studies information such as maps and graphs.
WH26A use social studies terminology correctly.
WH26B use standard grammar, spelling, sentence structure, and punctuation.
WH26C & WG6 interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.
WH26D transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.
WH27A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.
WH27B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. WH11B & WG1B & 8.10B pose and answer questions about geographic distributions and patterns in World History and the United States shown on maps, graphs, charts, models, and databases.
WH12B & WG1A & WG8B analyze the effects of physical and human geographic factors on major events in world history [such as the effects of the opening of the Suez Canal] on world trade patterns.
WH12C & WG8B interpret historical and contemporary maps to identify and explain geographic factors such as control of the Straits of Hormuz that have influenced people and events in the past.
WH1A identify the major eras in world history and describe their defining characteristics.
WH15D apply knowledge of political systems to make decisions about contemporary issues and events.
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 2
WH21A analyze the specific roles of women, children, and families in different historical cultures.
WH21B describe the political, economic, and cultural influence of women in different historical cultures.
1st Semester World History Studies (Grade 10) TEKS/LINKS Student Objectives
First Six Weeks
(The student will…) Suggested
Time
Unit 1: Prehistory .25 week WH 1(A) identify the major eras in pre-history world and describe their defining characteristics such as the Paleolithic and Neolithic eras.
1-2 days
Unit 2: Ancient Civilizations 2 weeks
WH 12(A) locate places and regions of historical significance such as the Indus, Nile, Tigris and Euphrates, and Yellow (Huang He) river valleys and describe their physical and human characteristics.
WH 12(C) interpret historical [and contemporary] maps to identify and explain geographic factors [such as control of the Straits of Hormuz] that have influenced people and events in the past.
WH13A identify important changes in human life caused by the Neolithic agricultural revolution.
WH 6B summarize the major political, economic, and cultural developments of civilizations in Mesoamerica and Andean South America.
WH 23C summarize the ideas in astronomy, mathematics, and architectural engineering that developed in Mesoamerica and Andean South America.
3-4 days
WH 13(B) explain economic, social, and geographic factors that led to the development of the first civilizations.
WH 1B- identify changes that resulted from important turning points in world history such as the development of farming and the development of cities.
1 - 2 days
8.4C explain the issues surrounding the American Revolution, including declaring independence.
WH 16(B) & 8.16A identify the impact of political and legal ideas contained in significant historic documents, including Hammurabi’s Code and the Declaration of Independence.
WH 17(B) describe the different roles of citizens and non-citizens in historical cultures, especially as the roles pertain to civic participation.
3 - 5 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 3
Unit 3: Classical Greece 2.5 weeks
WH 16(A) trace the process by which democratic-republican government evolved from its beginnings in classical Greece.
WH 16(B) & 8.16A identify the impact of political and legal ideas contained in significant historic documents, including the Declaration of Independence and the Articles of Confederation.
WH 17(B) describe the different roles of citizens and non-citizens in historical cultures, especially as the roles pertain to civic participation.
WH 18(A) trace the historical development of the rule of law and rights and responsibilities, beginning in Greece.
WH 18(B) summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo-Christian ideals in Western civilization such as equality before the law.
5-7 days
WH 22(B) summarize the fundamental ideas and institutions of Western civilization that originated in Greece.
8.3A explain the reasons for the growth of representative government and institutions during the colonial period.
3-5 days
WH 20(B) analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced.
WH23E identify the contributions of significant scientists such as Archimedes, Erastosthenes, and Pythagorus.
2-3 days
Second Six Weeks (The student will…)
Suggested Time
Unit 4: Classical Rome 2.5 weeks
WH16A trace the process by which democratic-republican government evolved from its beginnings in classical Rome.
WH16B identify the impact of political and legal ideas contained in significant historic documents, including Justinian's Code of Laws.
WH17B describe the different roles of citizens and non-citizens in historical cultures, especially as the roles pertain to civic participation.
WH18A trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics.
WH18B summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo-Christian ideals in Western civilization such as equality before the law.
5 - 7 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 4
WH22B summarize the fundamental ideas and institutions of Western civilization that originated in Rome.
8.3A explain the reasons for the growth of representative government and institutions during the colonial period.
3-5 days
Unit 5: Byzantine Influence 1 week
WH18C identify examples of political, economic, and social oppression and violations of human rights throughout history, including slavery.
WH16B identify the impact of political and legal ideas contained in significant historic documents, including Justinian's Code of Laws.
WH2B describe variables in a contemporary situation that could result in different outcomes.
WH1B identify changes that resulted from important turning points in world history such as the Mongol invasions.
4-5 days
Unit 6: Religious Traditions 1 week
WH19A compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.
WH19B identify examples of religious influence in historic and contemporary world events.
4-5 days
Unit 7: Asia-Afro Empires 1 week
WH22A summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.
WH23B identify new ideas in mathematics, science, and technology that occurred during the Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations.
WH6A summarize the major political and cultural developments of the civilizations of sub-Saharan Africa.
WH6C summarize the major political, economic, and cultural developments of civilizations in China, India, and Japan.
4-5 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 5
Third Six Weeks (The student will…)
Suggested Time
Unit 8: Medieval Europe 3 weeks
WH3A compare medieval Europe with previous civilizations.
WH1B identify changes that resulted from important turning points in world history.
2-3 days
WH 3(B) describe the major characteristics of the political system of feudalism, the economic system of manorialism, and the authority exerted by the Roman Catholic Church.
4-5 days
WH3(C) identify the political economic and social impact of the Crusades.
2-3 days
WH1D explain the significance of the following dates: 1066, 1215.
WH16B & 8.16A identify the impact of political and legal ideas contained in significant historic documents, including the Magna Carta and the English Bill of Rights.
WH16A trace the process by which democratic-republican government evolved through developments in England.
WH17B & 8.4C describe the different roles of citizens and non-citizens in historical cultures, especially as the roles pertain to civic participation. (Include 8.4C in the discussion.)
WH18A and 8.16C trace the historical development of the rule of law and rights and responsibilities as they apply to medieval societies. (Compare to the colonial grievances listed in the Declaration of Independence.)
4-5 days
Unit 9: Renaissance & Reformation 1.5 weeks
WH4A identify the causes and characteristics of the European Renaissance and the Reformation eras.
WH4B identify the effects of the European Renaissance and the Reformation eras.
2-3 days
WH5A identify causes of European expansion beginning in the 16th century. WH19B identify examples of religious influence in historic and contemporary world events.
2-3 days
WH23E identify the contributions of significant scientists such as Copernicus and Galileo.
1-2 days
WH20A identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
WH20B analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced.
WH20C identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes.
1-2 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 6
Unit 10: The Encounter 1 week
WH5B explain the political, economic, cultural, and technological influences of European expansion on both Europeans and non-Europeans, beginning in the 16th century. WH1D explain the significance of the following date: 1492.
WH18C identify examples of political, economic, and social oppression and violations of human rights throughout history, including slavery and other examples of genocide.
8.17B describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.
4-5 days
2nd Semester World History Studies (Grade 10) TEKS/LINKS Student Objectives
Fourth Six Weeks
(The student will…) Suggested
Time
Unit 11: Absolutism 1 week
WH15B define and give examples of different political systems, past and present.
WH20A identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
WH20B analyze examples of how art, architecture, literature, music, and drama reflect the history of cultures in which they are produced.
4-5 days
Unit 12: Enlightenment 2 weeks
WH1B identify changes that resulted from important turning points in world history such as the European age of exploration and colonization and the scientific revolution. WH16A trace the process by which democratic-republican government evolved through the Enlightenment. 8.20A & 8.20B define and give examples of unalienable rights and summarize rights guaranteed in the Bill of Rights. 8.22B describe the importance of free speech and press in a democratic society.
3-4 days
WH16B & 8.16A identify the impact of political and legal ideas contained in significant historic documents, including John Locke's Two Treatises of Government, the Declaration of Independence, and the Federalist Papers.
WH18A trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics.
8.3A explain the reasons for the growth of representative government and institutions during the colonial period.
3-4 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 7
WH23A give examples of [major mathematical and scientific discoveries] and technological innovations that occurred during the Enlightenment and describe the changes produced by these discoveries and innovations.
WH24C identify the contributions of significant scientists and inventors such as Robert Boyle and Sir Isaac Newton.
WH23D describe the origins of the scientific revolution in 16th-century Europe and explain its impact on scientific thinking worldwide.
2-3 days
Unit 13: Political Revolutions 3 weeks
WH1D & 8.1C explain the significance of the following dates: 1776, 1787, 1789, and 1861-1865. WH8A & 8.4C identify causes and evaluate effects of major political revolutions since the 17th century, including the English, American, French, and Russian revolutions. WH8B, 8.4B, & 8.16D summarize the ideas from the English, American, French, and Russian revolutions concerning separation of powers, limited government, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism WH8C & 8.16C evaluate how the American Revolution differed from the French and Russian revolutions, including its long-term impact on political developments around the world and identify the grievances listed in the Declaration of Independence. WH17B & 8.4B describe the different roles of citizens and non-citizens in historical cultures, especially as the roles pertain to civic participation including the roles of Thomas Jefferson and George Washington.
9-10 days
WH1B identify changes that resulted from important turning points in world history such as the political revolutions of the 18th, 19th, and 20th centuries. WH15A explain the impact of parliamentary and constitutional systems of government on significant world political developments. WH15C explain the impact of American political ideas on significant world political developments. 8.18B describe historical conflicts arising over the issue of states' rights, including the Nullification Crisis and the Civil War.
4-5 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 8
Fifth Six Weeks (The student will…)
Suggested Time
Unit 14: Industrial Revolution 1 week
WH1B identify changes that resulted from important turning points in world history such as the industrial revolution.
WH24A explain the causes of industrialization and evaluate both short-term and long-term impact on societies.
1-2 days
WH14A identify the historic origins of the economic systems of capitalism and socialism.
WH14B identify the historic origins of the political and economic system of communism.
WH14C compare the relationships between and among contemporary countries with differing economic systems.
2-3 days
WH23A give examples of technological innovations that occurred during the industrial revolution and describe the changes produced by these discoveries and innovations.
WH24C identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Robert Fulton, Louis Pasteur, and James Watt.
1-2 days
Unit 15: Imperialism 1 week WH7A analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires.
WH7B summarize effects of imperialism on selected societies.
2-3 days
WH22C analyze how ideas such as Judeo-Christian ethics and the rise of secularism and individualism in Western civilization, beginning with the Enlightenment, have influenced institutions and societies.
1-2 days
Unit 16: World War I 1 week
WH1B identify changes that resulted from important turning points in world history such as the world wars of the 20th century.
WH1D explain the significance of the following dates: 1914-1918.
WH9A identify and explain causes and effects of World War I.
WH10A analyze the influence of significant individuals such as Kaiser Wilhelm and Woodrow Wilson on political events of the 20th century.
4-5 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 9
Unit 17: Between the Wars .5 weeks
WH20A identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures.
WH24B describe the connection between the scientific discoveries and technological innovations and new patterns of social and cultural life in the 20th century, such as developments in transportation and communication that affected social mobility.
2-3 days
Unit 18: World War II 2.5 weeks
WH1B identify changes that resulted from important turning points in world history such as the world wars of the 20th century.
WH1D explain the significance of the following dates: 1939-1945.
WH9B analyze the nature of totalitarian regimes in China, Nazi Germany, and the Soviet Union.
2-3 days
WH9A identify and explain causes and effects of World War II, including the rise of nazism/fascism in Germany, Italy, and Japan; the rise of communism in the Soviet Union; and the Cold War.
WH10A analyze the influence of significant individuals such as Winston Churchill, Adolf Hitler, and Mao Zedong.
4-5 days
WH18C identify examples of political, economic, and social oppression and violations of human rights throughout history including the Holocaust and other examples of genocide, and politically-motivated mass murders in Cambodia, China, and the Soviet Union.
WH17A identify examples of political, economic, and social oppression and violations of human rights throughout history including the Holocaust and other examples of genocide, and politically-motivated mass murders in Cambodia, China, and the Soviet Union.
3-4 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 10
Sixth Six Weeks (The student will…)
Suggested Time
Unit 19: Major World History Conceptual Review 1 week
WH11B & WG1B pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases. W12B analyze the effects of physical and human geographic factors on major events in world history. WH23A give examples of technological innovations that occurred at different periods in history and describe the changes produced by these innovations. WH25C analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. WH1B identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century. WH26C & WG6A interpret visuals including graphs, charts, timelines, and maps. WH12C interpret historical maps to identify and explain geographic factors that have influenced people and events in the past. WH14C compare the relationships between and among contemporary countries with differing economic systems.
4-5 days
Unit 20: Major Early American History Concepts Review 1 week
8.1C explain the significance of the following dates: 1776, 1787, and 1861–1865. 8.4B explain the roles played by significant individuals during the Revolution, including Thomas Jefferson and George Washington. 8.4C explain the issues surrounding the American Revolution, including declaring independence and the Articles of Confederation. 8.16 C identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights. 8.10B answer questions about geographic distributions and patterns shown on maps, graphs, and charts. 8.3A explain the reasons for the growth of representative government and institutions during the colonial period. 8.16A identify the influence of ideas from historic documents including the Magna Carta, the
4-5 days
World History Scope and Sequence; Pilot 2007-08
WH – World History Bolded – Included on TAKS [ ] – Brackets indicate part of an objective that will not be included on TAKS. 11
English Bill of Rights, the Declaration of Independence, and the Federalist Papers on the U.S. system of government. 8.16D analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. 8.17B describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States. 8.18B describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War. 8.20A define and give examples of unalienable rights. 8.20B summarize rights guaranteed in the Bill of Rights. 8.22B describe the importance of free speech and press in a democratic society. 8.30A use primary and secondary sources to acquire information about the United States. 8.30D identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. 8.30F identify bias in written and visual material. Unit 21: Contemporary Issues 2 weeks
W1B identify changes that resulted from important turning points in world history such as the political revolutions of the 20th century.
W17A evaluate political choices and decisions that individuals, groups, and nations have made, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies.
W8D summarize the significant events related to the spread and fall of communism, including worldwide political and economic effects.
W18D assess the degree to which human rights and democratic ideals and practices have been advanced throughout the world during the 20th century.
4-5 days
WH19B identify examples of religious influence in contemporary world events.
WH10B analyze the influence of significant social and/or religious leaders such as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and Desmond Tutu on events of the 20th century.
WH2B describe variables in a contemporary situation that could result in different outcomes.
4-5 days
Texas Assessment of Knowledge and SkillsList of TEKS Student Expectations Tested
Grade: 10Subject: Social StudiesAdministration: April 2008
The letter W indicates that thestudent expectation listed is from theWorld History TEKS.
The letter G indicates that thestudent expectation listed is from theWorld Geography TEKS.
Item Objective StudentNumber Measured Expectations
Copyright © 2008, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work isprohibited without express written permission from Texas Education Agency.
01 05 W.26 (C)02 03 G.5 (B)03 01 8.1 (C)04 04 8.16 (A)05 05 8.30 (D)06 05 W.26 (C)07 03 G.5 (B)08 03 G.18 (A)09 02 G.1 (A)10 04 8.16 (D)11 05 G.21 (C)12 05 8.30 (A)13 05 G.21 (C)14 02 W.23 (A)15 02 G.1 (B)16 04 8.17 (B)17 03 G.10 (C)18 02 G.1 (B)19 01 8.16 (C)20 04 8.22 (B)21 05 8.30 (A)22 02 G.1 (A)23 04 8.20 (B)24 01 8.16 (C)25 04 8.18 (B)26 04 8.16 (A)27 02 W.23 (A)28 05 G.21 (C)29 01 8.4 (C)30 04 8.3 (A)31 01 8.1 (C)32 01 8.4 (C)33 03 G.18 (A)34 01 8.4 (B)35 05 G.21 (C)36 04 8.16 (A)37 03 G.5 (B)38 02 8.10 (B)39 05 W.26 (C)40 05 W.25 (C)41 04 8.17 (B)42 02 G.1 (B)43 04 8.22 (B)44 02 G.6 (A)45 05 G.8 (B)46 03 G.5 (B)47 02 W.12 (C)48 04 8.20 (A)49 02 8.10 (B)50 02 G.6 (A)
Grade 10 Social Studies
Objective 1:
Objective 2:
For a more complete description of the objectives measured, please refer to the Revised TAKSInformation Booklet for Grade 10 Social Studies athttp://www.tea.state.tx.us/student.assessment/taks/booklets/index.html.
(8.1) The student understands traditional historical points of reference in U.S. history through1877. The student is expected to
(C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861-1865.
(8.4) The student understands significant political and economic issues of the revolutionaryera. The student is expected to
(B) explain the roles played by significant individuals during the Revolution, including [SamuelAdams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette,Thomas Paine,] and George Washington; and
(C) explain the issues surrounding [important events of] the American Revolution, includingdeclaring independence; [writing] the Articles of Confederation; [fighting the battles ofLexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris].
(8.16) The student understands the American beliefs and principles reflected in the U.S.Constitution and other important historic documents. The student is expected to
(C) identify colonial grievances listed in the Declaration of Independence and explain how thosegrievances were addressed in the U.S. Constitution and the Bill of Rights.
(8.10) The student uses geographic tools to collect, analyze, and interpret data. Thestudent is expected to
(B) [pose and] answer questions about geographic distributions and patterns shown on maps,graphs, charts, [models, and databases].
(WG1) The student understands how geographic contexts (the geography of places in the past)and processes of spatial exchange (diffusion) influenced events in the past and helped to shapethe present. The student is expected to
(A) analyze the effects of physical and human geographic patterns and processes on events inthe past and describe their effects on present conditions, including significant physicalfeatures and environmental conditions that influenced migration patterns in the past andshaped the distribution of culture groups today (correlates with WH12B); and
(B) trace the spatial diffusion of a phenomenon and describe its effects on regions of contactsuch as the spread of bubonic plague, the diffusion and exchange of foods between theNew and Old Worlds, [or the diffusion of American slang] (correlates with WH11B).
Page 1
The student will demonstrate an understanding of issues and events in U.S.history.
History.
History.
Government.
The student will demonstrate an understanding of geographic influences onhistorical issues and events.
Geography.
History.
Grade 10 Social Studies (continued)
Objective 3:
Objective 4:
(WG6) The student understands the types and patterns of settlement, the factors thataffect where people settle, and processes of settlement development over time. The student isexpected to
(A) [locate settlements and] observe patterns in the size and distribution of cities using maps,graphics, and other information (correlates with WH26C).
(WH12) The student understands the impact of geographic factors on major historic events.The student is expected to
(C) interpret historical [and contemporary] maps to identify and explain geographic factors [suchas control of the Straits of Hormuz] that have influenced people and events in the past(correlates with WG21C).
(WH23) The student understands how major scientific andmathematical discoveries and technological innovations have affected societies throughout history.The student is expected to
(A) give examples of [major mathematical and scientific discoveries and] technologicalinnovations that occurred at different periods in history and describe the changes producedby these discoveries and innovations (correlates with WG19A and WG20A).
(WG5) The student understands how political, economic, and social processes shapecultural patterns and characteristics in various places and regions. The student is expected to
(B) analyze political, economic, social, and demographic data to determine the level ofdevelopment and standard of living in nations (correlates with WH14C).
(WG10) The student understands the distribution and characteristics of economic systemsthroughout the world. The student is expected to
(C) compare the ways people satisfy their basic needs through the production of goods andservices such as subsistence agriculture versus market-oriented agriculture or cottageindustries versus commercial industries (correlates with WH14C).
(WG18) The student understands the ways in which cultures change and maintain continuity.The student is expected to
(A) describe the impact of general processes such as migration, war, trade, independentinventions, and diffusion of ideas and motivations on cultural change (correlates withWH1B).
(8.3) The student understands the foundations of representative government in the UnitedStates. The student is expected to
(A) explain the reasons for the growth of representative government and institutions during thecolonial period.
Page 2
Geography.
Geography.
Science, technology, and society.
The student will demonstrate an understanding of economic and socialinfluences on historical issues and events.
Geography.
Economics.
Culture.
The student will demonstate an understanding of political influences onhistorical issues and events.
History.
Grade 10 Social Studies (continued)
Objective 5:
(8.16) The student understands the American beliefs and principles reflected in the U.S.Constitution and other important historic documents. The student is expected to
(A) identify the influence of ideas from historic documents including the Magna Carta, the EnglishBill of Rights, [the Mayflower Compact,] the Declaration of Independence, the FederalistPapers, [and selected anti-federalist writings] on the U.S. system of government; and
(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,checks and balances, federalism, separation of powers, popular sovereignty, and individualrights.
(8.17) The student understands the process of changing the U.S. Constitution and theimpact of amendments on American society. The student is expected to
(B) describe the impact of 19th-century amendments including the 13th, 14th, and 15thamendments on life in the United States.
(8.18) The student understands the dynamic nature of the powers of the nationalgovernment and state governments in a federal system. The student is expected to
(B) describe historical conflicts arising over the issue of states' rights, including the NullificationCrisis and the Civil War.
(8.20) The student understands the rights and responsibilities of citizens of the UnitedStates. The student is expected to
(A) define and give examples of unalienable rights; and
(B) summarize rights guaranteed in the Bill of Rights.
(8.22) The student understands the importance of the expression of different points of viewin a democratic society. The student is expected to
(B) describe the importance of free speech and press in a democratic society.
(8.30) The student applies critical-thinking skills to organize and use informationacquired from a variety of sources including electronic technology. The student is expected to
(A) [differentiate between, locate, and] use primary and secondary sources [such as computersoftware, databases, media and news services, biographies, interviews, and artifacts] toacquire information about the United States;
(D) identify points of view from the historical context surrounding an event and the frame ofreference which influenced the participants; and
(F) identify bias in written, [oral,] and visual material.
Page 3
Government.
Government.
Government.
Citizenship.
Citizenship.
The student will use critical thinking skills to analyze social studies information.
Social studies skills.
Grade 10 Social Studies (continued)
(WG8) The student understands how people, places, and environments are connected andinterdependent. The student is expected to
(B) compare ways that humans depend on, adapt to, and modify the physical environment using[local,] state, national, and international human activities in a variety of cultural andtechnological contexts (correlates with WH12B and WH12C).
(WG21) The student applies critical-thinking skills to organize and use informationacquired from a variety of sources including electronic technology. The student is expected to
(C) [construct and] interpret maps to answer geographic questions, infer geographicrelationships, and analyze geographic change (correlates with WH11B and WH12C).
(WH25) The student applies critical-thinking skills to organize and use informationacquired from a variety of sources including electronic technology. The student is expected to
(C) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,comparing, contrasting, finding the main idea, summarizing, making generalizations [andpredictions,] and drawing inferences and conclusions (correlates with WG21A).
(WH26) The student communicates in written, oral, and visual forms. The studentis expected to
(C) interpret [and create databases, research outlines, bibliographies, and] visuals includinggraphs, charts, timelines, and maps (correlates with WG21C).
Page 4
Geography.
Social studies skills.
Social studies skills.
Social studies skills.
Grade 10- SOCIAL STUDIES TAKS Objectives – Question Analysis
Underlined wording = tested in 03
Shaded wording = tested in 04 Italicized wording- tested in 06
GRADE 10 - 28 Student Expectations Objective 1 – Historical issues and events 2003 2004 2005 2006 2007 2008 8.1C Explain the significance of the following dates: (1607,) 1776, 1787, (1803,) and 1861-1865.
X X X X X X X X X xx
8.4B Explain the roles played by significant individuals during the Revolution, including (Samuel Adams, Benjamin Franklin, King George III,) Thomas Jefferson, (the Marquis de Lafayette, Thomas Paine,) and George Washington. John Adams
X X X X X X X X X X X x
8.4C Explain the issues surrounding (important events of) the American Revolution, including declaring independence; (writing) the Articles of Confederation; (fighting the battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of Paris).
X X X X X X X X X xx
8.16C Identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.
X X X X X X xx
Objective 2 – Geographic Influences 2003 2004 2005 2006 2007 2008 8.10B (Pose and) answer questions about geographic distributions and patterns shown on maps, graphs, charts, (models, and databases).
X X X X X xx
WG1A Analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today (correlates with WH12B).
X X X X X X X X X X xx
WG1B Trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, (or the diffusion of American slang) (correlates with WH11B). computer technology
X X X X X X X X X X X xxx
WG6A (locate settlements and) observe patterns in the size and distribution of cities using maps, graphics, and other information (correlates with WH26C).
X X X X X X X X X X x
WH12C Interpret historical (and contemporary) maps to identify and explain geographic factors (such as control of the Straits of Hormuz) that have influenced people and events in the past (correlates with WG21C).
X X X X X X X X X X X x
WH23A Give examples of (major mathematical and scientific discoveries and) technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations (correlates with WG19A and WG20A).
X X X X X X X X X X X X X xx
Grade 10- SOCIAL STUDIES TAKS Objectives – Question Analysis
Underlined wording = tested in 03
Shaded wording = tested in 04 Italicized wording- tested in 06
Objective 3 – Economic and Social Influences 2003 2004 2005 2006 2007 2008WG5B Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations (correlates with WH14C).
X X X X X X X X X X X X X xxxx
WG10C Compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries (correlates with WH14C).
X X X X X X X X X
WG18A Describe the impact of general processes such as migration, war, trade, independent inventions, and diffusion of ideas and motivations on cultural change (correlatesWH1B).
X X X X X X X X X X X X X xx
Objective 4 – Political Influences 2003 2004 2005 2006 2007 20088.3A Explain the reasons for the growth of representative government and institutions during the colonial period.
X X X X X X X X x
8.16A Identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, (the Mayflower Compact,) the Declaration of Independence, the Federalist Papers, (and selected anti-federalist writings) on the U.S. system of government.
X X X X X X xxx
8.16D Analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
X X X X X
X X X X X X X X x
8.17B Describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.
X X X X X X X X X xx
8.18B Describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War.
X X X X X x
8.20A Define and give examples of unalienable rights.
X X X X X X X x
8.20B Summarize rights guaranteed in the Bill of Rights
X X X X X X X X x
8.22B Describe the importance of free speech and press in a democratic society.
X X X X xx
Grade 10- SOCIAL STUDIES TAKS Objectives – Question Analysis
Underlined wording = tested in 03
Shaded wording = tested in 04 Italicized wording- tested in 06
Objective 5 – Social Studies Skills 2003 2004 2005 2006 2007 20088.30A (differentiate between, locate, and) use primary and secondary sources (such as computer software, databases, media and news services, biographies, interviews, and artifacts) to acquire information about the United States;
X X X X X xx
8.30D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants.
X X X X X X X X X X X
8.30F Identify bias in written, (oral,) and visual material.
X X X X x
WG8B Compare ways that humans depend on, adapt to, and modify the physical environment using (local,) state, national, and international human activities in a variety of cultural and technological contexts (correlates with WH12B and WH12C).
X X X X X X X X X X x
WG21C (Construct and) interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change (correlates with WH11B and WH12C).
X X X X X X X X X X X X X X xxxx
WH25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations (and predictions,) and drawing inferences and conclusions (correlates with WG21A).
X X X X X X X X X
X X x
WH26C Interpret (and create databases, research outlines, bibliographies, and) visuals including graphs, charts, timelines, and maps (correlates with WG21C).
X X X X X xxx
10th Grade TAKS 8th Grade TAKS Concerns
LHS 8th Grade TAKS Concerns 8.40C 8.30A 8.30D 8.1C 8.16D 8.18B 8.22B THS 8th Grade TAKS Concerns 8.1C 8.4B 8.4C 8.16C 8.3A 8.16A 8.16D 8.17B 8.18B 8.22B 8.30D FHS 8th Grade TAKS Concerns 8.1C 8.4B 8.4C 8.16C 8.3A 8.16A 8.16D 8.17B 8.18B 8.20A 8.20B 8.22B 8.3F 8.30A 8.30D
TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS–MODIFIED (TAKS–M)
BLUEPRINT FOR GRADE 10 SOCIAL STUDIES
TAKS–M Objectives Number of Items
Objective 1: History 5
Objective 2: Geography 10
Objective 3: Economics and Social Influences 6
Objective 4: Political Influences 9
Objective 5: Social Studies Skills 10
Total number of items 40
TAKS–M Modification Guidelines for Grades 8, 10, and 11 Social Studies
FORMAT
Verdana font
Larger point size
More white space due to fewer items per page
Horizontal item layout (full width)
Reduce the blueprint and delete all field test items
ITEM MODIFICATIONS*
Delete one answer choice based on content and/or statistics of item.
Delete one part of compound answer choices when possible.
Delete extraneous information including irrelevant material and
unnecessary words in items or graphics.
Simplify complex sentence structure and vocabulary in item and answer
choices without eliminating social studies vocabulary.
Change passive voice to active voice when appropriate.
Change item from an open-ended statement to a direct question or vice
versa, as necessary, for clarification.
Add precise language to provide additional context for clarification.
Use consistent language within an item in order to focus student attention
on what is being asked.
Revise text as necessary to maintain the authenticity of the item due to
modifications.
Use bullets to clearly organize complex items into smaller, meaningful
parts.
Provide definition of non-tested vocabulary in a text box near item and
bold the defined term in the item or provide definition in parenthesis
behind the word.
Provide explanatory text in brackets in historical excerpts (quotations).
Direct student attention to graphics.
Simplify visual complexity of graphics.
Provide additional graphics to support text, emphasize ideas, and
facilitate comprehension.
Provide new text and/or reorganize existing text within the question to
explain or clarify the graphic.
Delete items that cannot be modified based on guidelines.
* In the development of TAKS-M items, modifications were made to TAKS items
while preserving the construct of each item and maintaining alignment with
grade level content standards. Consideration has been given to the progression
of complexity (word usage, sentence structure, vocabulary, content) throughout
the grades.
10th Grade TAKS Vocabulary
Objective 1-The student will demonstrate an understanding of issues and events in U.S. history. (8.1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:
(C) explain the significance of the following dates: 1776, 1787, and 1861–1865. Vocabulary Word Definition Declaration of Independence
A statement of reasons for the American colonies to break from Britain which was written in 1776
1787 The completion of the United States Constitution by the Constitutional Convention which had met in Philadelphia
1861-1865 American Civil War between the North and the South (8.4) History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:
(B) explain the roles played by significant individuals during the Revolution, including Thomas Jefferson and George Washington.
Vocabulary Word Definition John Locke Believed that all people are born free and equal with three natural rights – life, liberty and
property. Government is to protect these rights and if it did not citizens had the right overthrow it. This idea was used by colonists to justify their revolt against Britain that al
Montesquieu His ideas about separation of powers and checks and balances became the basis for the United States Constitution
Thomas Jefferson Writer of the Declaration of Independence Samuel Adams Opposed British taxation, believed colonial government was capable of self-government,
organized opposition to the Stamp Act, protests waged by the Sons of Liberty, supported the Constitution subject to the Bill of Rights
George Washington Commander-in-chief of the Continental Army during the American Revolution Patrick Henry Influenced the colonial resistance to British taxation without representation. In a speech to the
Virginia House of Burgesses he stated: “….give me liberty, or give me death!.” Thomas Paine Author of Common Sense, which was a pamphlet that attacked the monarchial system and
supported independence. The leading propagandist of the American Revolution
(C) explain the issues surrounding [important events of] the American Revolution, including declaring independence and the Articles of Confederation.
Vocabulary Word Definition Enlightenment An 18th century European movement which ideas inspired the American Revolution French and Indian War After this war England believed the colonies should share in the cost of the war by way of
taxation. Stamp, Sugar and Tea Acts
Various taxes England imposed on the colonies, which led to the Revolution
Articles of Confederation
America’s first Constitution. Was replaced by the US Constitution in 1787
Boston Massacre Incident involving the death of five colonists at the hand of British troops on March 5, 1770.
(8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:
(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights.
Vocabulary Word Definition Unalienable Rights God given rights given to all people which are “life, liberty and the pursuit of happiness”. Great Compromise A agreement reached during the Constitutional Convention that create the American system of
government. New Jersey Plan Small state plan which asked for a legislative branch based on equal representation. Virginia Plan Plan submitted by James Madison which called for 3 branches of government and a legislative
branch using population as the bases of representation. 3/5 Compromise An agreement passed by the Constitutional Convention in which slaves were to be counted as
3/5’s for both population as well as taxation. Electoral College A group of voters chosen by each state to elect the president and vice-president of the United
States. Amending Process The process of proposal and ratifying to change the U.S. Constitution Objective 2- The student will demonstrate an understanding of geographic influences on historical issues and events. (8.10) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(B) answer questions about geographic distributions and patterns shown on maps, graphs, charts. Vocabulary Word Definition Interpret to give or provide the meaning of (WH12) Geography. The student understands the impact of geographic factors on major historic events. The student is expected to:
(B) analyze the effects of physical and human geographic factors on major events in world history. Vocabulary Word Definition Columbian Exchange The global transfer of food, plants, and animals during the colonization of the Americas monsoon A wind that effects climate by changing direction in certain seasons Silk Roads Caravan routes traders used to bring silk from China to Western Asia and on to Rome Slave trade International trade in humans Mongols Horsemen from the central Asian plateau who conquered the largest land empire in history (WH12) Geography. The student understands the impact of geographic factors on major historic events. The student is expected to:
(C) interpret historical maps to identify and explain geographic factors that have influenced people and events in the past (correlates with WG21C).
Vocabulary Word Definition Latitude Distance north or south from the earth's Equator measured through 90 degrees Longitude Distance east or west from the earth’s Prime Meridian through 180 degrees Continent Continuous landmass on individual tectonic plates Region A broad geographic area distinguished by similar features Scale Ruler that measures distance on a map Key Something that gives an explanation or identification
(WH23) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. The student is expected to:
(A) give examples of [major mathematical and scientific discoveries and] technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations (correlates with WG19A and WG20A).
Vocabulary Word Definition Industrial Revolution The development of making goods by machine instead of by hand Scientific Method Logical procedure for gathering information, in which experimentation and observation are used
to test hypotheses. Printing Press Mass production of the written word that allowed rapid spread of information Scientific revolution Major change in European thought starting in the mid 1500s in which the study of the natural
world began to be characterized by careful observation and questioning of accepted beliefs Objective 3- The student will demonstrate an understanding of economic and social influences on historical issues and events. (WH14) Economics. The student understands the historic origins of contemporary economic systems. The student is expected to:
(C) compare the relationships between and among contemporary countries with differing economic systems. Vocabulary Word Definition GDP Gross Domestic Product a method of determining the strength of a countries economy Capitalism/market economy
The economic basis of the USA, based on private property, free economic choices, investment, and profit. The government should not interfere in the economy; lassie faire. (opposite of socialism and communism).
communism An economic system in which all means of production - land , mines, factories, railroads, and businesses are owned by the people (often the totalitarian government), private property does not exist, and all goods and services are shared equally (except by the totalitarian government).
feudalism Political organization in which nobles are granted the use of lands that legally belong to their king, in exchange for their loyalty, military service, and protection of the people who live on the land.
socialism An economic system in which the factors of production are owned by the public and operate for the welfare of all (see communism)
Lassie faire Literally:+ let people do as they please. Economic policy of letting owners of industry and business to set working conditions without interference; i.e. free market, unregulated economy.
command economy When the means of production and output are controlled by the government (see communism and socialism
(WH1) History. The student understands traditional points of reference in world history. The student is expected to:
(B) identify changes that resulted from important turning points in world history such as the development of farming; the development of cities; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century.
Vocabulary Word Definition industrialization The economic change from artisans to mass production or development of industries for the
machine production of goods. subsistence agriculture Self sufficient agriculture that only feeds the immediate family. Marxism Political theory esposed by Karl Marx and Engles that focuses on the class struggle, and
dictatorship of the proletariat until the establishment of a classless society
Objective 4- The student will demonstrate an understanding of political influences on historical issues and events. (8.3) History. The student understands the foundations of representative government in the United States. The student is expected to:
(A) explain the reasons for the growth of representative government and institutions during the colonial period. Vocabulary Word Definition inalienable rights incapable of being alienated, surrendered, or transferred Democracy Government by the people Limited government An American idea where the rights and duties of government are limited to a document (US
Constitution) and the rights of the people are preserved. (8.16) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and other important historic documents. The student is expected to:
(A) identify the influence of ideas from historic documents including the Magna Carta, the English Bill of Rights, the Declaration of Independence, and the Federalist Papers, on the U.S. system of government.
Vocabulary Word Definition Colonial grievances Complaints from American colonists against the British government. Influence A power affecting a person, thing or course of events. Federalism An American system of government where power is split between the Federal and State
governments but the Federal government prevails. Anti-federalists Believed the federal government should be weaker than the states and that states rights
trumped federal authority.
(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
Vocabulary Word Definition Constitutional principles
A rule of action or conduct expressed in the United States Constitution.
Popular sovereignty Power through the vote of the people. Republicanism People vote for representatives who in turn make the laws. (8.17) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:
(B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.
Vocabulary Word Definition 13th Amendment Ended slavery in the United States. 1865 14th Amendment Declared that all citizens were entitled to the same rights regardless of race. 1868 15th Amendment Granted black men the right to vote. 1870 Civil War Amendments 13,14,15 Amendments collectively Emancipation proclamation
Lincoln’s declaration of freedom for all slaves in Confederate territory.
(8.18) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:
(B) describe historical conflicts arising over the issue of states’ rights, including the Nullification Crisis and the Civil War.
Vocabulary Word Definition Nullification the action of a state impeding or attempting to prevent the operation and enforcement within its
territory Ordinance Authoritative decree or order tariff A duty (import tax) imposed by a government on imported or in some countries exported goods duty A tax imposed on imports States’ rights Where the states have the right to make decisions without being overruled by the national
government suffrage The right to vote deregulate the act or process of removing restrictions and regulations (8.20) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:
(A) define and give examples of unalienable rights. Vocabulary Word Definition Due process a course of formal proceedings (as legal proceedings) carried out regularly and in accordance
with established rules and principles seizures the taking possession of person or property by legal process Natural rights Rights that all men are born with Implied rights Rights given indirectly, given as a consequence of another right liberty freedom Expressed rights Rights given by directly stating them
(B) summarize rights guaranteed in the Bill of Rights. Vocabulary Word Definition quartering To house or shelter petition to make a request; especially : to make a formal written request incrimination to charge with or show evidence or proof of involvement in a crime or fault (8.22) Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
(B) describe the importance of free speech and press in a democratic society. Vocabulary Word Definition electorate a body of people entitled to vote Free speech The right to gather and discuss issues openly abridge Diminish or reduce in scope
Objective 5- The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(A) use primary and secondary sources to acquire information about the United States. Vocabulary Word Definition Primary source A firsthand or eyewitness account of an event. Secondary source Any document that describes an event, person, place or thing, not created at the time it
occurred.
(D) identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants.
Vocabulary Word Definition Point of view The attitude or opinion of a narrator.
(F) identify bias in written and visual material. Vocabulary Word Definition Bias An opinion that prevents one from making fair judgments.
(WH25) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
(C) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and drawing inferences and conclusions (correlates with WG21A).
Vocabulary Word Definition sequencing Putting events in order. inference To conclude or judge based on information already known. compare Finding similarities. Contrast Finding differences. generalizations A principle, statement or idea that applies to a situation. analyze To examine by separating into parts. summarize Presenting the main idea of material in a short form.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-1
From TAKS Information Booklet (revised 2004)
Objective 1 is a history objective and consists of TEKS that pertain mainly to events during the American
revolutionary and constitutional eras. Four student expectations listed under Objective 1 in the eighth grade
assessment objectives also appear at tenth grade. These four early American history student expectations will also be
assessed on the exit level test. The knowledge and skills statements and student expectations describe many of the
social and political tensions that challenged the developing nation. When teaching the TEKS student expectations in
this objective, teachers should make students aware of the historical factors and major events surrounding the
American Revolution.
Teachers should also help students understand how events and decisions from this time period connect to later
historical events in American history; one example would be how the grievances listed in the Declaration of
Independence were addressed in the Bill of Rights. By studying the portions of the curriculum listed in Objective 1,
students will gain an awareness of the early development of the American nation. They will also understand the
short-term and long-term consequences of the important events that occurred during this time period. This
understanding will provide the foundation necessary for success on the exit level social studies assessment.
Knowledge of their country’s development gives students a sense of their historical past. As students
learn more about the historical events that have shaped their country, they gain a better
understanding of why important events occurred and how those events shape America’s present course. In short,
having the ability to look back prepares students for their future role as informed citizens capable of participating
fully in American society.
Notes:
1. Because of the nature of the social studies TEKS, the tests at 8th
, 10th
, and 11th
place a heavy emphasis on the recall
of specific historical data.
2. Unlike the reading tests, the social studies tests do not constructed based on "categories of distracters." Incorrect
answers are often drawn from the students’
(a) limited experience,
(b) commonly accepted (but erroneous) generalizations about history, and
(c) limited understanding of people, events, issues, and documents in history.
Therefore, the incorrect answers in Smart Teaching are not analyzed in the way that they are in mathematics and
reading.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-2
Student Expectation
TAKS Objective 1: (8.1C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861-1865
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 1:
• how dates specifically listed in this portion of the curriculum are essential to understanding
American history….
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-3
From the Social Studies Center for Educator Development (SSCED)
1776
On June 7, 1776, Richard Henry Lee, the Virginia representative to the Second Continental Congress, moved that
"These United Colonies are, and of right ought to be, free and independent states. . . " Congress appointed a committee
to draft an inspirational document to explain to the world the reasons the colonies were asserting their independence in
the hopes of gaining broad colonial and international support. The committee included Thomas Jefferson who was
charged with drafting the document. In it he asked for protection of the "unalienable rights" of humankind, in addition
to British rights, and listed other British actions which prompted the quest for independence. Congress adopted Lee's
motion on July 2, and on July 4, fifty-six representatives from the thirteen original colonies unanimously approved the
Declaration of Independence. Six months prior to the official declaration, Thomas Paine published his influential
political pamphlet Common Sense. It presented a clear and persuasive argument for independence, and convinced
many undecided colonists to support the movement for independence.
1787
Between May 25 and September 17, 1787, delegates gathered in Philadelphia to revise the Articles of Confederation.
Instead they drafted, debated, compromised, and finally approved for ratification the Constitution of the United States.
It was then sent to the states to adopt or reject based on the votes of delegates to ratification conventions. The debate
over ratification continued into 1788 as Federalists and Anti-Federalists faced off over issues of states' rights, human
liberties, and governmental authority. Ratification of the new constitution required acceptance by nine of the thirteen
states. Delaware was the first state to ratify the Constitution and it was followed by Pennsylvania and New Jersey in
1787. Georgia, Connecticut, Massachusetts, Maryland, South Carolina, and New Hampshire ratified it in 1788. The
ninth state (New Hampshire) guaranteed that the new United States had a government. Virginia and New York
approved the document later in 1788, and North Carolina and Rhode Island adopted it last, in 1789 and 1790,
respectively.
1861-1865
The American Civil War began on April 12, 1861, with the firing on Fort Sumter and ended with the Confederate
surrender at Appomattox Court House in early April 1865. South Carolina, the first state to leave the Union, seceded
in 1860, prompted by the election of the Republican presidential candidate Abraham Lincoln. Six more followed in
early 1861 (Mississippi, Alabama, Florida, Georgia, Louisiana and Texas). They formed the Confederate States of
America. 1861: President Lincoln took the oath of office on March 4, 1861 and sought to maintain ties with eight
border states which remained with the Union. The Civil War began on April 12 with the firing on Fort Sumter by
Confederate troops off the coast of Charleston, South Carolina. Four more states seceded after war was declared:
Virginia, Arkansas, North Carolina, and Tennessee. The first battle of the war at Bull Run, near Manassas Junction,
Virginia, ended in a Confederate victory due to poor Union generalship. 1862: The Confederacy started to draft
soldiers to meet the demand for troops and the Union followed suit in 1863. The Battle of Antietam, the bloodiest
single-day battle of the war, occurred in Maryland on September 17, 1862. Lincoln issued his Emancipation
Proclamation on September 23, following the Union victory at Antietam. 1863: From July 1 to 3, 1863, 92,000
Union troops fought 76,000 Confederates at Gettysburg, Pennsylvania. The fate of the Confederacy was sealed on
July 4 with Union victories at Gettysburg, turning back a Confederate invasion of the North, and Vicksburg, ceding
control of the Mississippi River to the Union. The war continued for two more years as the South sought
independence and Lincoln demanded union. 1864: Ulysses S. Grant, appointed commander of the Union army
following Vicksburg, crafted a more aggressive military offensive than previous generals. It included a march of
destruction into the heart of the South by General William Tecumseh Sherman, and Grant's own assault on Lee in
Virginia. Sherman's men captured and burned Atlanta in September 1864. Grant's engagements with Lee involved
destructive battles including the Wilderness Campaign and the assault on Cold Harbor. 1865: Union troops captured
Richmond and surrounded Lee in April. On Palm Sunday, April 9, 1865, General Robert E. Lee surrendered to
General Ulysses S. Grant at Appomattox Court House in Virginia. On April 15, 1865, President Lincoln died from an
assassin's bullet and Vice-President Andrew Johnson assumed office.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-4
TAKS Information Booklet 8.1 (C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861–1865.
In which year would this headline have appeared in newspapers?
A 1607
B 1776
C* 1787
D 1861
Students need to be able to associate the dates with the major events and be able to sequence the events properly.
TAKS Information Booklet
8.1 (C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861–1865.
A major reason the colonies in North America declared independence in 1776 was because of the —
A establishment of Anglicanism as the state religion in the colonies
B* British taxation of the colonists without their consent
C failure of Great Britain to regulate the colonial slave trade
D British naval blockade of rebellious colonies in Canada
10
th Grade Released Test 2003
8.1 (C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861–1865.
18 The Confederate capture of Fort Sumter in 1861 was significant because it —
F inspired northern voters to elect Abraham Lincoln as president
G allowed the South to form an alliance with France
H* marked the beginning of the Civil War
J forced the border states to agree to free their slaves
Students needed to understand the traditional historical points of reference in U.S. history in order to understand their
significance.
10
th Grade Released Test 2003
8.1 (C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861–1865.
The year 1776 is an important date in U.S. history because it marked the —
F beginning of the American Revolutionary War
G* signing of the Declaration of Independence
H writing of the U.S. Constitution
J founding of the first American colony
Students must recognize the important dates in US history including 1776, 1787, and 1861–1865.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-5
10
th Grade 2004 Released Test
TAKS Objective 1: (8.1C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861-
1865
23 Which newspaper headline would most likely have appeared in Philadelphia in 1776?
A
B
C*
D
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-6
10
th Grade 2004 Released Test
TAKS Objective 1: (8.1C) explain the significance of the following dates: [1607,] 1776, 1787, [1803,] and 1861-
1865
34 Use the excerpt and your knowledge of social studies to answer the following question.
In which year was the statement above issued?
A 1787
B 1812
C* 1863
D 1877
This was one of the most frequently missed items in 2004. The answer choices were:
A 14% B 21% C* 47% D 18%
10th
Grade 2006 Released Test TAKS Objective: 01 8.1 (C) explain the significance of the following dates:
[1607,] 1776, 1787, [1803,] and 1861-1865.
21 The firing on Fort Sumter on April 12, 1861, was the first armed conflict of the —
A Revolutionary War
B Civil War Correct Answer
C Seven Years’ War
D Mexican War
Seventh most frequently missed question in the state:
A—24%; B—61%; C—11%; D—4%
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-7
10th
Grade 2006 Released Test TAKS Objective: 01 8.1 (C) explain the significance of the following dates:
[1607,] 1776, 1787, [1803,] and 1861-1865.
27 In the excerpt above, General Butler recounts the sacrifices of African Americans killed in a battle during the —
A American Revolution
B War of 1812
C Mexican War
D Civil War Correct Answer
Second most frequently missed question in the state:
A—26%; B—16%; C—5%; D—52%
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-8
Student Expectation
TAKS Objective 1: (8.4B) explain the roles played by significant individuals during the Revolution, including [Samuel
Adams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and
George Washington
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 1:
how U.S. political leaders dealt with various domestic and international issues during the early years of the
Republic….
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-9
From the Social Studies Center for Educator Development (SSCED)
Thomas Jefferson (1743-1826)
The third president, Thomas Jefferson was a founding father and principal author of the Declaration of Independence
which rationalized the break with Britain. He also approved the Louisiana Purchase which nearly doubled the area
controlled by the United States. Jefferson was born into the Virginia planter class, attended private schools and
entered the Virginia House of Burgesses in 1769. By 1774 he owned 10,000 acres and more than 200 slaves. That
same year he wrote the first of many influential political pamphlets. He became an early and effective leader in the
American Revolution. He was a delegate to the Continental Congress in Philadelphia and in 1776 he was a member
of the committee which wrote the Declaration of Independence. He drafted a plan to organize the territories of the
expanding United States, a system based on rectangular surveys. His plan to bar slavery from the territories was
incorporated into the Northwest Ordinance of 1787, but Jefferson owned slaves until he died. In 1785 he replaced
Benjamin Franklin as minister to France and was in France when the U.S. Constitution was drafted. Jefferson served
as secretary of state under President George Washington. By 1793, he and James Madison organized opposition to
the Federalist's plan for national economic development and foreign entanglements with England. The Republicans
emerged to provide an outlet for citizens to oppose office holders they disagreed with, and to elect replacements
which shared their own concerns. Thus the first political system developed. The Republicans favored state's rights in
government in opposition to the strong central government favored by Federalists. Jefferson expressed his concerns
about this in the Kentucky Resolutions, written in 1798. Jefferson ran for president in 1796, but earned only enough
votes to serve as vice-president to Federalist John Adams. In 1800 Jefferson was elected president and served two
terms. He maintained peace and encouraged westward expansion during the first term, completing the Louisiana
Purchase in 1803 from Napoleon. Foreign affairs clouded his second term as France and England both refused to
recognize that the United States was neutral. Jefferson imposed the unpopular Embargo Act of 1807 which paralyzed
trade for over one year. It was repealed by Congress days before James Madison assumed the presidency. Jefferson
and John Adams both died on July 4, 1826, the fiftieth anniversary of the Declaration of Independence.
George Washington (1732-1799)
George Washington became the first president of the United States elected following procedures outlined in the
newly ratified Constitution. He served two terms between 1789 and 1797. A resident of Virginia, he was a surveyor,
a planter, a soldier in the French and Indian War, a delegate to the First and Second Continental Congresses,
commander-in-chief of the Continental Army during the American Revolution, and the chairman of the
Constitutional Convention in 1787. His prestige as a southern planter, his strong character, and his heroic military
accomplishments ensured his recognition, and the Electoral College unanimously supported him for president in
1789. During his two terms he started regular meetings of his cabinet and supported Alexander Hamilton's plans to
deal with war debts and create a currency system for the new nation. Washington was a Federalist, believing in a
strong central government and the responsibility of the wealthy to ensure the wellbeing of all, but he remained open
to the opinions of others, especially fellow Virginian Thomas Jefferson. During his second term, an opposition
political party solidified as the Jeffersonian Republicans. In 1793 he sought to avoid another war with European
powers, Britain and France, by issuing the Neutrality Proclamation, a move which incensed pro-French Jeffersonians
but heartened Federalists. This stands as one of Washington's greatest accomplishments because it allowed the
fledgling United States to build a solid system of government, expand westward, and develop a merchant marine to
engage in trade without becoming embroiled in another European war. His plantation home was Mount Vernon. He
is known as the "Father of Our Country" and his likeness is one of four presidents carved into the monument at
Mount Rushmore, South Dakota. Presidents' Day, a federal holiday, occurs on the third Monday in February, near his
birthday, February 22.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-10
10
th Grade Released Test 2003
8.4 (B) explain the roles played by significant individuals during the Revolution, including [Samuel Adams,
Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and George
Washington
15 George Washington played an important role during the American Revolution while serving as —
A ambassador to France
B attorney general for the colonies
C* commander of the Continental army
D president of the Continental Congress
10
th Grade Released Test 2003
8.4 (B) explain the roles played by significant individuals during the Revolution, including [Samuel Adams,
Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and George
Washington
44 Which document is correctly paired with its author?
F Thomas Paine — Articles of Confederation
G George Washington — Virginia Bill of Rights
H* Thomas Jefferson — Declaration of Independence
J John Hancock — U.S. Constitution
10
th Grade 2004 Released Test
TAKS Objective 1: (8.4B) explain the roles played by significant individuals during the Revolution, including
[Samuel Adams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,]
and George Washington
2 Thomas Jefferson’s main contribution to the American Revolution was —
A* writing the Declaration of Independence
B securing French support for the American independence movement
C leading American troops to victory at the Battle of Saratoga
D representing Virginia at the Constitutional Convention
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-11
10
th Grade 2004 Released Test
TAKS Objective 1: (8.4B) explain the roles played by significant individuals during the Revolution, including
[Samuel Adams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,]
and George Washington
25 Use the information in the box and your knowledge of social studies to answer the following question.
Which of the following Founding Fathers is described above?
A Alexander Hamilton
B* John Adams
C George Washington
D Thomas Paine
This was one of the most frequently missed items in 2004. The answer choices were:
A 15% B* 64% C 15% D 6%
10
th Grade 2004 Released Test
TAKS Objective 1: (8.4B) explain the roles played by significant individuals during the Revolution, including
[Samuel Adams, Benjamin Franklin, King George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,]
and George Washington
27 Which of the following individuals was appointed commander of the Continental army by the Second Continental
Congress in 1775?
A Thomas Jefferson
B John Adams
C* George Washington
D Nathan Hale
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-12
10th
Grade 2006 Released Test TAKS Objective: 01 8.4 (B) explain the roles played by significant individuals
during the Revolution, including [Samuel Adams, Benjamin Franklin, King
George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and
George Washington
18 Following the battles of Lexington and Concord in 1775, the Second Continental Congress created the
Continental army. The commander in charge of uniting American
militias under this new army was —
F Baron von Steuben
G Benjamin Franklin
H Thomas Jefferson
J George Washington Correct Answer
10th
Grade 2006 Released Test TAKS Objective: 01 8.4 (B) explain the roles played by significant individuals
during the Revolution, including [Samuel Adams, Benjamin Franklin, King
George III,] Thomas Jefferson, [the Marquis de Lafayette, Thomas Paine,] and
George Washington
38 Which Revolutionary Era leader is described above?
F Thomas Jefferson Correct Answer
G John Adams
H Benedict Arnold
J Alexander Hamilton
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-13
Student Expectation
TAKS Objective 1: (8.4C) explain the issues surrounding [important events of] the American Revolution, including
declaring independence; [writing] the Articles of Confederation; [fighting the battles of Lexington, Concord, Saratoga,
and Yorktown; and signing the Treaty of Paris]
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 1:
• why and how the American Revolution and the drafting of the U.S. Constitution occurred….
From the Social Studies Center for Educator Development (SSCED)
None
10
th Grade Released Test 2003
8.4 (C) explain the issues surrounding [important events of] the American Revolution, including declaring
independence; [writing] the Articles of Confederation; [fighting the battles of Lexington, Concord, Saratoga, and
Yorktown; and signing the Treaty of Paris].
17 The tax laws imposed on the colonists by the British government were viewed as unfair and created support for
declaring independence because —
A the laws did not apply to all British colonists
B* colonists were taxed without direct representation in Parliament
C the laws were designed to deregulate trade
D British merchants were taxed at a higher rate than colonial merchants
Students need a thorough understanding and practice with the significant political and economic issues of the
revolutionary era. They need to have a broad enough vocabulary of the terms that apply to that era.
10
th Grade Released Test 2003
8.4 (C)explain the issues surrounding [important events of] the American Revolution, including declaring
independence; [writing] the Articles of Confederation; [fighting the battles of Lexington, Concord, Saratoga, and
Yorktown; and signing the Treaty of Paris]
22 The Articles of Confederation established a weak central government in order to —
F promote western migration
G allow colonies to pay off their debts
H** protect the power of the states
J help contain nationalism
Students need to understand the significant political and economic issues of the revolutionary period in order to
understand the climate that produced the Articles of Confederation and eventually the U.S. Constitution. Students are
traditionally weak on this particular document that produced a weak and ineffective government.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-14
10
th Grade Released Test 2003
8.4 (C)explain the issues surrounding [important events of] the American Revolution, including declaring
independence; [writing] the Articles of Confederation; [fighting the battles of Lexington, Concord, Saratoga, and
Yorktown; and signing the Treaty of Paris]
Challenges for Leaders of the American Revolution
• Developing diplomatic relations
• Limited financial resources
• Accusations of treason
30 The information in the box represents some of the challenges that leaders of the American Revolution faced when
they —
F began participating in the slave trade
G established trade relations with Spain
H attempted to negotiate a peaceful settlement with France
J* declared independence from Great Britain
Students needed to know the main issues faced by the colonists before and after the Declaration of Independence.
During 11th
Grade US History, parallels should be drawn between the US and other countries to help students make
connections and appreciate the relevance of learning history. Regarding test-taking skills, it must be reinforced that
students must read the question thoroughly as many of the “wrong” choices are designed to apply to part of the
referenced list or keywords in the question. Furthermore, students should always establish the time frame referenced
in the question to help rule our incorrect choices.
10
th Grade 2004 Released Test
TAKS Objective 1: (8.4C) explain the issues surrounding [important events of] the American Revolution, including
declaring independence; [writing] the Articles of Confederation; [fighting the battles of Lexington, Concord,
Saratoga, and Yorktown; and signing the Treaty of Paris]
29 One of the purposes of the Declaration of Independence was to —
A end slavery and the slave trade
B reduce economic competition between small and large colonies
C encourage people in England to revolt against the British king
D* justify the American colonists’ revolution to the rest of the world
This was one of the most frequently missed items in 2004. The answer choices were:
A 32% B 8% C 18% D* 53%
10
th Grade 2004 Released Test
TAKS Objective 1: (8.4C) explain the issues surrounding [important events of] the American Revolution, including
declaring independence; [writing] the Articles of Confederation; [fighting the battles of Lexington, Concord,
Saratoga, and Yorktown; and signing the Treaty of Paris]
44 The Declaration of Independence proclaimed the American colonists’ intention to –
A attack British Loyalists
B* form a new nation
C seize British merchant ships
D end the slave trade
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-15
10th
Grade 2006 Released Test TAKS Objective: 01 8.4 (C) explain the issues surrounding [important events
of] the American Revolution, including declaring independence; [writing] the
Articles of Confederation; [fighting the battles of Lexington, Concord, Saratoga,
and Yorktown; and signing the Treaty of Paris].
49 Which colonial issue is this cartoon most likely about?
A Censorship of the press
B Taxation without representation Correct Answer
C Establishing a national religion
D Quartering of troops
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-16
Student Expectation
TAKS Objective 1: (8.16C) identify colonial grievances listed in the Declaration of Independence and explain how
those grievances were addressed in the U.S. Constitution and the Bill of Rights
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
• how the U.S. Constitution and the Bill of Rights addressed colonial grievances listed in the Declaration of
Independence;
• how the U.S. Constitution reflects the following principles:
o limited government
o republicanism
o checks and balances
o federalism
o separation of powers
o popular sovereignty
o individual rights;
o how all U.S. citizens possess certain rights and responsibilities;
o how the individual rights of U.S. citizens are protected;
o how political leaders negotiated the balance of power between the federal and state governments
during the late 18th and 19th centuries….
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-17
From the Social Studies Center for Educator Development (SSCED)
Bill of Rights
The Bill of Rights is the first ten amendments to the Constitution, ratified in 1791. The 1st Amendment protects
several fundamental rights of U.S. citizens: freedom of religion, of speech, and of the press, and the rights to
assemble and to petition. The next seven amendments guarantee other freedoms including the right to a fair trial and
the right to bear arms. Homes are protected from search without just cause, citizens are protected from the imposition
of housing troops during peacetime, and those accused of crimes are entitled to fair treatment before the law. The 9th
Amendment guarantees that people retain rights not enumerated in the Constitution and the 10th amendment limits
federal power by granting to the states all powers not specifically assigned by the Constitution to the national
government.
U.S. Constitution A constitution is a document that outlines the powers of government. One of the foundations of the American system
of government is the use of a written constitution defining the values and principles of government and establishing
the limits of power. The U.S. Constitution evolved from the Articles of Confederation, adopted in 1781. The Articles
established a national congress with a limited number of powers including the authority to make laws and enter into
treaties with other nations. By 1787 a new system was needed as states were acting independently, and Congress
lacked the power to tax, regulate trade, or control coinage, issues critical for the survival of a new nation of united
states. Congress announced a call for delegates to a convention "for the sole and express purpose of revising" the
Articles of Confederation. The Philadelphia Convention began in the Pennsylvania State House, now called
Independence Hall, on May 25, 1787. Fifty-five delegates from 12 of the 13 states participated. The more daring
quickly overstepped the intended goal of the convention by proposing plans to replace the old Articles. James
Madison formulated many of the ideas included in the Constitution and is known as the "Father of the Constitution."
He proposed that the U.S. government be organized in three branches: a legislative branch (Congress), an executive
branch (the President) and a judicial branch (Supreme Court). The "Great Compromise" related to representation of
states in the federal government. Delegates engaged in heated debate but finally agreed that legislative power should
rest in a two-house Congress, the House of Representatives including delegates from each state based on population,
and the Senate including an equal number of elected delegates from each state. Article II outlined the executive
department and the powers of the President within that branch. This new form of government distributed the power
between a central government and the states, a system called federalism. Other compromises made during the
drafting process included the establishment of an Electoral College to elect the president indirectly instead of by
direct election, and the "three-fifths compromise" which counted slaves as three-fifths of a person when apportioning
direct taxes or counting representation in the House of Representatives. Another compromise related to the slave
trade which the convention agreed to end in 1807. Article VII, Ratification of the Constitution, outlined the process
which required nine states to approve the U.S. Constitution. The process fostered one of the great debates of
American history. The Federalists, who favored a strong central government, supported the Constitution while the
Anti-Federalists favored states' rights and the protection of individual rights through a Bill of Rights. They opposed
ratification. Madison worked with Alexander Hamilton and John Jay to write The Federalist calling for ratification.
Delegates elected to state conventions determined the outcome. The first nine states approved the constitution
between December 1787 and June 1788. The last four states ratified out of fear of exclusion, believing they could not
exist separate from the union. Rhode Island was the last to ratify in May 1790. The Framers of the Constitution
understood that society would change over time, and made provisions for amendments to be formally proposed and
ratified by both the state and federal governments. In the last 200 years, there have been 27 amendments to the
Constitution, including the Bill of Rights. Informal amendments to the Constitution keep the government up-to-date
without formal modifications to the document, such as Court decisions (Roe v. Wade), legislation (commerce laws),
executive actions (the President's cabinet), and customs (Democrat/Republican parties). Article V, The Process of
Amendment, outlines the ways to keep the Constitution current. The first Congress proposed the Bill of Rights, the
first ten amendments, which protected basic human rights and freedoms. This pleased Anti-Federalists who felt the
original document did not extend adequate protection. The power of judicial review, first assumed by the U.S.
Supreme Court in Marbury v. Madison, allows the federal judicial branch to rule on issues of constitutional law
including civil liberties, suspect's rights, equality, women's rights, minority rights, foreign policy, and constitutional
change. Through the process of amendment and judicial review, the Constitution is adapted to the needs of each
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-18
generation of Americans.
Patterns of Questions
Not tested in 10th
Grade in 2004
10
th Grade Released Test 2003
8.16 (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances
were addressed in the U.S. Constitution and the Bill of Rights.
The history of the present king of Great Britain is a history of repeated injuries . . . [such as:]
. . . quartering large bodies of armed troops among us . . .
. . . depriving us in many cases of the benefits of trial by jury . . .
. . . transporting us beyond seas to be tried for pretended offenses . . .
. . . [answering] our repeated petitions . . . only by repeated injury.
25 These colonial grievances were directly addressed in —
A the Articles of Confederation
B presidential decrees
C congressional legislation
D** the Bill of Rights
Students need to master the TEKS which requires them to explain how the grievances listed in the Declaration of
Independence were addressed in the Bill of Rights. Students need to identify the context clues in the excerpts and/or
properly correlate them with the rights given under the Bill of Rights. They need to understand the basic rights given
in the Bill of Rights. Another problem with this question is the archaic language. Students need to read and see the
language of the Revolutionary Era to better understand what was being said. They need to have practice taking apart
the sentences of the Declaration of Independence.
10th
Grade 2006 Released Test TAKS Objective: 01 8.16 (C) identify colonial grievances listed in the
Declaration of Independence and explain how those grievances were addressed
in the U.S. Constitution and the Bill of Rights.
11 Which of the following provisions in the U.S. Constitution addresses the colonial grievance above?
A The vice president may be impeached.
B The president is the commander in chief. Correct Answer
C U.S. Supreme Court justices serve for life.
D Congress may establish tax laws
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-74
From TAKS Information Booklet (revised 2004)
Objective 4 is the political objective and consists of TEKS that focus on the growth of representative government in
early America. Eight student expectations listed under Objective 4 in the eighth-grade assessment objectives also
appear at tenth grade. These portions of the eighth-grade curriculum will also be assessed on the eleventh-grade exit
level test. The knowledge and skills statements and
student expectations in this objective are dedicated to the development of representative institutions during the
colonial period, the writing of the U.S. Constitution and the Bill of Rights, and those issues related to constitutional
law through Reconstruction. When teaching the student expectations in this objective, teachers should concentrate on
how early political leaders drew inspiration from historical documents and attempted to balance regional interests
while forming a national government.
Teachers should also focus on how the constitutional powers of the national government continued to evolve during
the 90 years following the signing of the U.S. Constitution.
By studying the curriculum listed under Objective 4,students will understand the development of representative
government in early America. This will provide an understanding and a foundation for further study in the high
school course U.S. History Since Reconstruction. This study should also give students an awareness and an
appreciation of the U.S. Constitution and serve to promote citizenship and democratic ideals.
Notes:
22. Because of the nature of the social studies TEKS, the tests at 8th
, 10th
, and 11th
place a heavy emphasis on the recall
of specific historical data.
23. Unlike the reading tests, the social studies tests do not constructed based on "categories of distracters." Incorrect
answers are often drawn from the students’
(j) limited experience,
(k) commonly accepted (but erroneous) generalizations about history, and
(l) limited understanding of people, events, issues, and documents in history.
Therefore, the incorrect answers in Smart Teaching are not analyzed in the way that they are in mathematics and
reading.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-75
Student Expectation
TAKS Objective 4: (8.3A) explain the reasons for the growth of representative government and institutions during the
colonial period
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
24. how representative institutions developed during the colonial period;
12. how various historical documents influenced American political leaders during the colonial period as these leaders
created the U.S. Constitution;
(m) how the U.S. Constitution and the Bill of Rights addressed colonial grievances listed in the Declaration of
Independence;
From the Social Studies Center for Educator Development (SSCED)
Representative Government In a representative government, power is held by the people and exercised through the efforts of representatives
elected by those people.
10th
Grade 2004 Released Test
TAKS Objective 4: (8.3A) explain the reasons for the growth of representative government and institutions during
the colonial period
13 Which of the following types of government allows individuals elected by popular vote to exercise power?
A Theocratic government
B Totalitarian government
C Monarchical government
D* Representative government
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-76
10th
Grade 2006 Released Test TAKS Objective: 04 8.3 (A) explain the reasons for the growth of
representative government and institutions during the colonial period.
15 Which of the above excerpts is most similar to the idea of representative government as reflected in the
U.S. Constitution?
A Excerpt 1
B Excerpt 2
C Excerpt 3
D Excerpt 4 Correct Answer
10th
Grade 2006 Released Test TAKS Objective: 04 8.3 (A) explain the reasons for the growth of
representative government and institutions during the colonial period.
32 Which of the following sets of characteristics typically determined the right to vote in American colonies? F Gender, race, and property ownership Correct Answer
G National origin, religion, and social class
H Social class, race, and property ownership
J Gender, national origin, and social class
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-77
Student Expectation
TAKS Objective 4: (8.16A) identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist
Papers, [and selected anti-federalist writings] on the U.S. system of government
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
25. how representative institutions developed during the colonial period;
13. how various historical documents influenced American political leaders during the colonial period as these leaders
created the U.S. Constitution;
(n) how the U.S. Constitution and the Bill of Rights addressed colonial grievances listed in the Declaration of
Independence;
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
♦ how all U.S. citizens possess certain rights and responsibilities; and
♦ how the individual rights of U.S. citizens are protected.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-78
From the Social Studies Center for Educator Development (SSCED)
Magna Carta
The Magna Carta is the cornerstone of English justice and law. King John, who ruled between 1199 and 1216 AD,
angered the English nobility and commoners alike by his lack of military prowess and his heavy taxation to pay a large
national debt. Members of the nobility, the archbishop of Canterbury, and the Earl of Pembroke forced King John to
sign the Magna Carta in 1215. It declared that the king and government were bound by the same law as other citizens
of England. It contained the antecedents of the ideas of due process of law and the right to a fair and speedy trial that
are included in the protection offered by the U.S. Bill of Rights. The English viewed it as a guarantee of law and
justice.
English Bill of Rights
In 1689, King William and Queen Mary accepted the English Bill of Rights which guaranteed certain rights to
English citizens and declared that elections for Parliament would happen frequently. The document followed the
Glorious Revolution in which the English people forced absolute monarch James II to leave the country. William and
Mary then assumed rule. By agreeing to the English Bill of Rights, they supported a limited monarchy, a system in
which they shared their power with Parliament and the people, and did not have absolute power, as James II had
sought. The influence of the English Bill of Rights can be seen in the Bill of Rights to the U.S. Constitution.
Declaration of Independence The Declaration of Independence is a document adopted by the Second Continental Congress on July 4, 1776. It
established the 13 colonies as independent states, free from rule by Great Britain. The committee appointed to write
the Declaration of Independence included Benjamin Franklin, John Adams, Roger Sherman, Robert Livingston, and
Thomas Jefferson. Thomas Jefferson wrote the majority of the declaration. In the Preamble, Jefferson explained that
it was necessary to list the reasons why the colonies sought their own government. In three sections Jefferson
outlined the reasons: people have the right to control their own government; the British government and King used
their power unjustly to control the colonies; and the colonies had tried to avoid separating from Britain, but Britain
refused to cooperate. The most famous passage concerns the right to govern: "We hold these truths to be self-evident,
that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among
these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among
men, deriving their just power from the consent of the governed. That whenever any Form of Government becomes
destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government. . . "
Federalist Papers After the delegates to the Philadelphia Convention finished writing the U.S. Constitution, each state elected delegates
to a ratification convention. Ratification was required by nine of the 13 states in order for the constitution to take
effect. People were divided over issues of the extent of power of the Constitution, the degree to which the rights of
states were protected, and the degree to which the rights of citizens were protected. Those favoring the new form of
government, which divided power between a strong central government and the states, were called Federalists. Those
seeking greater power for states were called Anti-Federalists. In an effort to sway opinion and get the Constitution
approved, three leading Federalists wrote a series of 85 essays which explained the new government and the division of
power. Published as The Federalist, the series was written by James Madison, Alexander Hamilton, and John Jay. For
instance, The Federalist, No. 10 (1787) defines the republican form of government which Federalists envisioned and
the process of electing representatives to Congress.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-79
10th
Grade 2003 Released Test
Objective 4: 8.16 (A)identify the influence of ideas from historic documents including the Magna Carta, the English
Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist Papers, [and selected anti-
federalist writings] on the U.S. system of government
26 In 1689 King William and Queen Mary signed the English Bill of Rights. That same year Parliament passed the
Toleration Act, which extended religious freedom. These events were relevant to the development of the U.S.
political system because —
F* they contributed to the notion that government must protect the rights of the people
G voting rights were extended to all citizens, regardless of social status or religion
H the legislation was rejected by the Massachusetts General Assembly
J the resulting absolute monarchy created discontent among American colonists
Students are easily confused by the lofty ideas in so many documents in this TEK. They need much practice
becoming familiar with the time and circumstances surrounding the reasons each document was produced and the
impact that each one had in defining the American beliefs and principles reflected in the U.S. Constitution.
10th
Grade 2004 Released Test
Objective 4: 8.16 (A)identify the influence of ideas from historic documents including the Magna Carta, the English
Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist Papers, [and selected anti-
federalist writings] on the U.S. system of government
24 How were legislators chosen to serve in colonial assemblies in North America?
F* They were elected by eligible citizens.
G They were selected by church officials.
H They were appointed by royal governors.
J They were chosen by the king.
This was one of the most frequently missed questions in 2004. Student answers were:
A* 67% B 10% C 14% D 9%
10th
Grade 2004 Released Test
TAKS Objective 4: (8.16A) identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist Papers, [and
selected anti-federalist writings] on the U.S. system of government
30 Use the excerpt and your knowledge of social studies to answer the following question.
The main idea of this excerpt is addressed in the U.S. Constitution’s provision for the —
A* lifetime appointment of federal judges who obey the law
B executive procedure for vetoing legislation without judicial approval
C confirmation process for federal judges
D judicial process for reviewing legislation
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-80
10th
Grade 2004 Released Test
TAKS Objective 4: (8.16A) identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, [the Mayflower Compact,] the Declaration of Independence, the Federalist Papers, [and
selected anti-federalist writings] on the U.S. system of government
20 Use the excerpt and your knowledge of social studies to answer the following question.
Ideas similar to those expressed in the excerpt above are also found in the —
A Virginia Statute of Religious Freedom
B* U.S. Constitution
C Mayflower Compact
D Proclamation of 1763
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-81
Student Expectation
TAKS Objective 4: (8.16D) analyze how the U.S. Constitution reflects the principles of limited government,
republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
(o) how the U.S. Constitution and the Bill of Rights addressed colonial grievances listed in the Declaration of
Independence;
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
♦ how all U.S. citizens possess certain rights and responsibilities; and
♦ how the individual rights of U.S. citizens are protected.
Social Studies: Grade 10
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Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-82
From the Social Studies Center for Educator Development (SSCED)
Limited Government
In a limited government everyone, including all authority figures, must obey the laws. Constitutions, statements of
rights, or other laws define the limits of those in power so they cannot take advantage of their elected, appointed, or
inherited positions. In an unlimited government, control is placed solely with the ruler and his/her appointees, and
there are no limits imposed on his/her authority.
Republicanism
Republicanism is a philosophy of limited government with elected representatives serving at the will of the people.
Republicanism says that the only legitimate government is one based on the consent of the governed.
Checks and Balances The U.S. Constitution authorizes each branch of government to share its powers with the other branches and thereby
check their activities and power. The President can veto legislation passed by Congress, but Congress can override
the veto. The Senate confirms major appointments made by the President, and the courts may declare acts passed by
Congress as unconstitutional.
Federalism Federalism is the distribution of power between a federal government and the states within a union.
Separation of Powers Baron de Montesquieu first outlined the concept of separating the powers of government between the executive,
legislative, and judicial branches in The Spirit of the Laws (1748). His ideas influenced those who proposed the
Virginia Plan in the opening discussion of the Philadelphia Convention, held in 1787 to revise the Articles of
Confederation. Delegates to the convention modified the Virginia Plan, merged it with the New Jersey Plan proposed
later, defined the three branches, and outlined their responsibilities and limitations of power in the U.S. Constitution.
The branches included the legislative branch know as "Congress" made up of a "House of Representatives" and a
"Senate," the executive branch known as the "President," and the judicial branch known as the "Supreme Court." The
convention agreed that Congress, which made laws, would consist of an equal number of senators from each state and
a variable number of representatives from each state based on population. The powers of the legislative branch are
outlined in Article I of the U.S. Constitution. The President would lead the executive branch, which carried out the
laws and ensured their just application. These powers are outlined in Article II of the U.S. Constitution. The judicial
branch, consisting of all courts of the United States including the highest court, the Supreme Court, would interpret and
apply the laws, ensuring that they are just. Its powers are outlined in Article III. The delegates to the Philadelphia
Convention felt this afforded protection to U.S. citizens. In addition this new form of government distributed the power
between a central government and the states. The system was called federalism.
Popular Sovereignty Popular sovereignty is the concept that political power rests with the people who can create, alter, and abolish
government. People express themselves through voting and free participation in government. Popular sovereignty is
an important characteristic of democratic government.
Individual Rights Many opposed the Constitution in 1787 because they believed it did not offer adequate protection of individual
rights. The Bill of Rights, ratified in 1791, were created to correct this. The individual rights protected in the Bill of
Rights include economic rights related to property, political rights related to freedom of speech and press, and
personal rights related to bearing arms and maintaining private residences. The structure of the U.S. Constitution
allows for adaptation based on changing public opinion and the need to protect individual rights. For instance,
debates over the institution of slavery raised concerns about property and property protection afforded by the U.S.
Constitution. In the decision Dred Scott v. Sandford, the Supreme Court ruled that slaves were property and that the
Missouri Compromise, which prohibited slavery in certain parts of the United States, was unconstitutional in that it
deprived people of property, their slaves. As public opinion changed, voters amended the Constitution to free slaves,
Social Studies: Grade 10
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Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-83
to protect their rights, and to extend their right to vote.
TAKS Information Booklet
Objective 4: 8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,
checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
• The Senate must ratify the appointment of Supreme Court justices.
• The president can veto bills passed by Congress.
• The Supreme Court can declare laws to be unconstitutional.
The statements above reflect which of the following constitutional principles?
A* Checks and balances
B Federalism
C Popular sovereignty
D Majority rule
8.16D is one of the most difficult TEKS for students to grasp because there are so many broad concepts. Students
need much practice with these concepts in order to build an understanding firm enough to enable them to analyze the
differences among the concepts.
10th
Grade 2003 Released Test
Objective 4: 8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,
checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
9 The principle of checks and balances in the U.S. government is reflected in the —
A election of Supreme Court justices
B creation of separate state and federal court systems
C appointment of cabinet-level officers by the legislative branch
D* ability of Congress to override a presidential veto
Students need to understand the American Beliefs and principles in the U.S. Constitution in order to analyze how
checks and balances are reflected there.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-84
10th
Grade 2003 Released Test
Objective 4: 8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,
checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
14 Which principle of government does the chart illustrate?
F Federalism
G Popular sovereignty
H Republicanism
J** Separation of powers
Students need to understand the American Beliefs and principles in the U.S. Constitution in order to analyze how the
“separation of powers” are reflected there.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-85
10th
Grade 2003 Released Test
Objective 4: 8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,
checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
21 Which issue from the Constitutional Convention of 1787 does the information in the chart reflect?
A* How will population affect congressional representation?
B What should the relationship be between the federal and state governments?
C How should presidential candidates be nominated?
D Should slaves be counted as part of the general population?
Students need to understand the American Beliefs and principles in the U.S. Constitution in order to analyze how
popular sovereignty is reflected there. They need to have a firm understanding of how these beliefs and principles
influenced the issues of and the compromises made during the Constitutional Convention brought about the U.S.
Constitution.
10th
Grade 2003 Released Test
Objective 4: 8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,
checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
24 The principle of federalism in the U.S. Constitution is reflected in —
F the right of states to negotiate foreign trade agreements
G the right of the national government to remove a state from the Union
H the separation of power among the three branches of the national government
J* the division of power between the national and state governments
Students need to understand the American Beliefs and principles in the U.S. Constitution in order to analyze how
federalism is reflected there. Federalism is a very difficult concept for students to grasp when not taught in a way that
lets the students see the relevance and importance of it. Students need to understand how federalism came about and
the implications of it today. They need many examples of how federalism works so they may apply new examples as
they arise. One excellent example of federalism is to demonstrate with a Marble Cake. One cannot bite a piece of
chocolate cake without connecting with a piece of white cake.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-86
10th
Grade 2003 Released Test
Objective 4: 8.16 (D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism,
checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
33 Which of the following best completes the diagram?
A Principles of a theocracy
B* Principles of a democratic republic
C Principles of an autocracy
D Principles of an absolute monarchy
The terms in these distracters are easily confused unless the students have a firm understanding of their meanings and
derivations.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-87
10th
Grade 2004 Released Test
TAKS Objective 4: (8.16D) analyze how the U.S. Constitution reflects the principles of limited government,
republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
9 Use the diagram and your knowledge of social studies to answer the following question.
The diagram above represents which constitutional principle?
A Republicanism
B Popular sovereignty
C* Separation of powers
D Individual rights
10th
Grade 2006 Released Test TAKS Objective: 04 8.16 (D) analyze how the U.S. Constitution reflects the
principles of limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual rights.
29 Under the constitutional principle of popular sovereignty, the authority of government is derived from —
A state legislatures
B the U.S. Supreme Court
C acts of the U.S. Congress
D the will of the people Correct Answer
Fourth most frequently missed question in the state:
A—13%; B—19%; C—13%; D—55%
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-88
10th
Grade 2006 Released Test TAKS Objective: 04 8.16 (D) analyze how the U.S. Constitution reflects the
principles of limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual rights.
36 The sequence of events shown above best illustrates what constitutional principle?
F Checks and balances Correct Answer
G Individual rights
H Limited government
J Popular sovereignty
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-89
Student Expectation
TAKS Objective 4: (8.17B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
♦ how all U.S. citizens possess certain rights and responsibilities; and
♦ how the individual rights of U.S. citizens are protected.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-90
From the Social Studies Center for Educator Development (SSCED)
13th Amendment
The 13th Amendment, one of three passed during the era of Reconstruction, freed all slaves without compensation to
the slaveowners. President Abraham Lincoln first proposed compensated emancipation as an amendment in December
1862. His Emancipation Proclamation declared slaves free in the Confederate states in rebellion, but did not extend to
border states. After Lincoln's assassination, President Andrew Johnson declared his own plan for Reconstruction which
included the need for Confederate states to approve the 13th Amendment. The amendment, adopted in 1865, eight
months after the war ended, legally forbade slavery in the United States.
14th Amendment The 14th Amendment is one of three to the U.S. Constitution passed during the era of Reconstruction to protect the
rights and involvement of citizens in government. It declared that all persons born or naturalized in the United States
(except Indians) were citizens, that all citizens were entitled to equal rights regardless of their race, and that their rights
were protected at both the state and national levels by due process of the law. Political pressure ensured ratification. In
1866, Congress passed the Civil Rights Bill which extended citizenship to blacks. President Andrew Johnson opposed
and vetoed the legislation but Congress overruled his veto and then proposed the 14th Amendment. In 1866, ten of the
eleven Confederate states refused to ratify, but the Military Reconstruction Act, passed by Congress on March 2, 1867,
required all seceded states to ratify the amendment as a condition of their re-admission into the union. In 1868, the
required number of states ratified the 14th Amendment . The amendment did not extend the right to vote to black men
but it encouraged states to allow them to vote by limiting the Congressional representation of any state that did not
extend the right. The amendment disappointed women's rights activists because it equated the right to vote as a male
right. Most significantly, the amendment incorporated the "due process clause" as outlined in the 5th Amendment and
ensured the protection of citizen's rights, previously only guaranteed at the national level, at the state level.
15th Amendment The 15th Amendment, one of three amendments to the U.S. Constitution passed during the era of Reconstruction,
granted black men the right to vote. The amendment derived from a requirement in the Military Reconstruction Act,
passed by Congress on March 2, 1867, that Confederate states, as a condition for readmission into the Union, extend
the right to vote to former adult male slaves. Congress eventually sought more stringent means to safeguard the vote
for black men by proposing a constitutional amendment in 1869. It was ratified in 1870. Women's rights activists
opposed the amendment because it defined the right to vote as a male right. Thus, gender remained a determining
factor in denying women the right to vote in national and state elections until 1920 when the 19th Amendment was
ratified. Between 1870 and 1920, a few states including Wyoming did extend the right to vote to women but women
could not vote in national elections until after passage of the 19th Amendment.
10th
Grade 2003 Released Test
Objective 4: 8.17 (B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States.
No State shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United
States; nor shall any State deprive any person of life, liberty, or property, without due process of law. . . .
14th Amendment, 1868
47 According to the 14th Amendment, state governments must —
A obtain the approval of Congress to pass laws
B* protect the individual rights of all citizens
C ensure that every citizen has a job
D conduct a judicial review of Supreme Court decisions
Students must be familiar with the 13th
, 14th
, and 15th
amendments that followed the Civil War. Emphasis should be
placed on the fact they are federal mandates and the states must abide by them regardless of their beliefs. Students
need to understand how important the 14th
Amendment became after World War II, especially in the Civil Rights
movement.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-91
10th
Grade 2003 Released Test
Objective 4: 8.17 (B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States
19 One reason the 14th and 15th Amendments to the U.S. Constitution were considered milestones was that they —
A brought the Civil War to an end
B created the Freedmen’s Bureau
C established procedures for impeaching the president
D* granted newly freed slaves significant political rights
Students needed to understand the process of changing the U.S. Constitution and the impact of the amendments on
American society. The three “Reconstruction Amendments” can be confusing unless their chronology and impact are
thorough understood.
10th
Grade 2004 Released Test
TAKS Objective 4: (8.17B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States
26 In 1965 Congress passed the Voting Rights Act, which outlawed literacy tests as a requirement for voting. In
effect, this law helped enforce the 15th Amendment (1870), which —
A prohibited slavery in the United States
B* eliminated voting restrictions based on race
C outlawed the use of exit polls in federal elections
D gave women the right to vote in all elections
This was one of the most frequently missed questions on the 2004 test. The student answers were:
A 8% B* 64% C 15% D 5%
10th
Grade 2004 Released Test
TAKS Objective 4: (8.17B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th
amendments on life in the United States
46 In addition to granting citizenship to former slaves, the 14th Amendment to the U.S. Constitution —
A* guaranteed equal protection under the laws
B granted voting rights to women
C abolished literacy tests for voting
D protected freedom of speech
10th
Grade 2006 Released Test TAKS Objective: 04 8.17 (B) describe the impact of 19th-century amendments
including the 13th, 14th, and 15th
amendments on life in the United States.
39 Which of the following is a common characteristic of the 13th, 14th, and 15th
Amendments?
A They aim to protect the civil rights of African Americans. Correct Answer
B They guarantee a high standard of living for workers.
C They offer economic concessions to southern landowners.
D They strengthen the authority of state governments.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-92
Student Expectation
TAKS Objective 4: (8.18B) describe historical conflicts arising over the issue of states' rights, including the
Nullification Crisis and the Civil War
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
From the Social Studies Center for Educator Development (SSCED)
Nullification Crisis In 1828, Congress approved a high tariff to protect U.S. interests from competition from foreign trade. This angered
southerners who dealt directly with merchants in Britain. The planters favored freedom of trade and believed in the
authority of their states over the federal government. In 1832 Congress passed a lower but still protective tariff.
Angered South Carolinians, led by Senator John C. Calhoun, declared the federal tariff null and void within its
borders. Delegates to a special convention urged the state legislature to take military action and to secede from the
union if the federal government demanded the customs duties. To prevent a civil war, Henry Clay, senator from
Kentucky, proposed the compromise Tariff of 1833 which gradually reduced the protective tariff over ten years.
Southerners accepted the measure but northerners countered with the Force Bill which authorized the president to use
the army and navy to collect the duties. The nullifiers repealed the ordinance of nullification but accomplished their
goal of reducing the tariff.
10th
Grade 2003 Released Test
Objective 4: 8.18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification
Crisis and the Civil War.
13 The debate over states’ rights and the supremacy of the national government became increasingly important
between 1820 and 1860 because of opposing views on —
A industrial development
B* slavery
C immigration
D women’s suffrage
Students need to understand the dynamic natures of the powers of the national government and state governments in
a federal system. They concept of states’ rights and, especially, nullification are difficult for students to grasp and
require much attention and practice in the classroom.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-93
10th
Grade 2003 Released Test
Objective 4: 8.18 (B) describe historical conflicts arising over the issue of states’ rights, including the Nullification
Crisis and the Civil War
The Constitution of the United States, then, forms a government…. It is a government I
which all the people are represented, which operates directly on the people individually,
not upon the states…. To say that any state may at pleasure secede from the union, is to say
that the United States are not a nation….
--President Andrew Jackson, December 10, 1832
31 The reader can conclude that President Andrew Jackson most likely would have agreed with which of the
following statements?
A Federal government reports to the various state governments.
B The legitimacy of the federal government comes from the states.
C The U.S. Constitution created a loose union of states.
D* States do not have the right to withdraw from the Union.
Students need much practice with using primary sources in order to “hear” the language of the era. Andrew Jackson
and the question of nullification is a very difficult concept for students to grasp. They need to have a thorough
understanding of the theory of nullification and states rights and how it became important in the events leading to the
Civil War and relate it to the later struggle for Civil Rights and even to events today.
Students needed to know the main issues faced by the colonists before and after the Declaration of Independence.
During 11th
Grade US History, parallels should be drawn between the US and other countries to help students make
connections and appreciate the relevance of learning history. Regarding test-taking skills, it must be reinforced that
students must read the question thoroughly as many of the “wrong” choices are designed to apply to part of the
referenced list or keywords in the question. Furthermore, students should always establish the time frame referenced
in the question to help rule our incorrect choices.
10th
Grade 2004 Released Test
TAKS Objective 4: (8.18B) describe historical conflicts arising over the issue of states' rights, including the
Nullification Crisis and the Civil War
28 Use the information in the box and your knowledge of social studies to answer the following question.
Which of the following is the best title for the list above?
A Causes of the Mexican War
B* Events Related to the Issue of States’ Rights
C Milestones in the History of U.S. Immigration
D Examples of Federal Abuses of Power
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-94
Student Expectation
TAKS Objective 4: (8.20A) define and give examples of unalienable rights
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
♦ how all U.S. citizens possess certain rights and responsibilities; and
♦ how the individual rights of U.S. citizens are protected.
From the Social Studies Center for Educator Development (SSCED)
Unalienable (Inalienable) Rights Unalienable rights are fundamental rights or natural rights guaranteed to people naturally instead of by the law. The
Declaration of Independence equated natural rights with several truths, "that all men are created equal, that they are
endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of
happiness." The phrase "unalienable rights" was also used in the Virginia Declaration of Rights. Other rights are
guaranteed in the Bill of Rights, the first ten amendments to the U.S. Constitution.
10th
Grade 2003 Released Test
Objective 4: 8.20 (A) define and give examples of unalienable rights
28 According to the Declaration of Independence, which of the following is a right that all people have and that
legitimate governments should protect?
F Economic right
G Implied right
H* Unalienable right
J Expressed right
Students needed to review the concept of unalienable rights, as well as examples sought by the colonists leading to
the Declaration of Independence. Again, the students need to take apart the sentences of the Declaration of
Independence to attain a thorough understanding of it.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-95
10th
Grade 2004 Released Test
TAKS Objective 4: (8.20A) define and give examples of unalienable rights
18 The 13th Amendment to the U.S. Constitution was adopted in 1865. This amendment brought the United States
closer to its goal of safeguarding the unalienable rights of life, liberty, and the pursuit of happiness by —
A pardoning Confederate soldiers
B giving women the right to vote
C* outlawing the institution of slavery
D eliminating immigration quotas
10th
Grade 2004 Released Test
TAKS Objective 4: (8.20A) define and give examples of unalienable rights
37 Which of the following defines an unalienable right?
A A right that provides access to a political process
B A right that allows personal freedom without accountability
C A right that guarantees economic security
D* A right that cannot be taken away by the government without due process of law
10th
Grade 2006 Released Test TAKS Objective: 04 8.20 (A) define and give examples of unalienable rights
14 John Locke’s philosophy of natural rights asserts that all people have certain basic rights from birth. In the
Declaration of Independence, these rights are referred to as — F political rights
G unalienable rights Correct Answer
H states’ rights
J women’s rights
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-96
Student Expectation
TAKS Objective 4: (8.20B) summarize rights guaranteed in the Bill of Rights
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
♦ how all U.S. citizens possess certain rights and responsibilities; and
♦ how the individual rights of U.S. citizens are protected.
From the Social Studies Center for Educator Development (SSCED)
None
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-97
TAKS Information Booklet
Objective 4: 8.20 (B) summarize rights guaranteed in the Bill of Rights
Which document belongs in the center circle?
A Magna Carta
B Declaration of Independence
C Articles of Confederation
D* Bill of Rights
Students need here to understand the rights and responsibilities of citizens laid out in the Bill of Rights as
distinguishable from the documents that paved the way for the first ten amendments to the Constitution.
10th
Grade 2003 Released Test
Objective 4: 8.20 (B) summarize rights guaranteed in the Bill of Rights.
50 The Bill of Rights guarantees all citizens of the United States certain rights, including protection —
F against oppression by foreign governments
G from economic hardships
H* from being deprived of property, liberty, or life without due process of law
J against the military draft by the federal government
Students need to be very familiar with the contents of the Bill of Rights, as well as the events leading to the
development of individual rights not originally guaranteed by the Constitution.
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-98
10th
Grade 2004 Released Test
TAKS Objective 4: (8.20B) summarize rights guaranteed in the Bill of Rights
42 Use the information in the box and your knowledge of social studies to answer the following question.
All of the principles listed in the box are included in which of the following historical documents?
A The Federalist Papers
B Articles of Confederation
C Declaration of Independence
D* Bill of Rights
10th
Grade 2006 Released Test TAKS Objective: 04 8.20 (B) summarize rights guaranteed in the Bill of
Rights.
43 Which type of government best safeguards the individual rights of its citizens? A Modern autocracy
B Theocratic state
C Modern democracy Correct Answer
D Totalitarian state
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-99
10th
Grade 2006 Released Test TAKS Objective: 04 8.20 (B) summarize rights guaranteed in the Bill of
Rights.
44 The list above is an example of how the U.S. Bill of Rights —
F ensures cooperation from suspects
G provides job security for attorneys
H protects the rights of the accused Correct Answer
J limits the rights of judges
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-100
Student Expectation
TAKS Objective 4: (8.22B) describe the importance of free speech and press in a democratic society
TAKS Information Booklet
The following list contains some of the issues students must understand to respond to questions
related to Objective 4:
— how the U.S. Constitution reflects the following principles:
• limited government
• republicanism
• checks and balances
• federalism
• separation of powers
• popular sovereignty
• individual rights;
♦ how all U.S. citizens possess certain rights and responsibilities; and
♦ how the individual rights of U.S. citizens are protected.
From the Social Studies Center for Educator Development (SSCED)
None
TAKS Information Booklet
TAKS Objective 4: (8.22B) describe the importance of free speech and press in a democratic society
Speaker 1:
We can trust the government to always tell the truth.
Speaker 2:
A well-informed electorate is necessary for representative government to succeed.
Speaker 3:
Most people really don’t care about politics, so I don’t understand why we talk about it all the time.
Speaker 4:
People should not criticize or second-guess Congress or the president. Our leaders know what is best.
Which speaker’s statement reflects an understanding of the importance of the First Amendment’s protection of
freedom of the press?
A Speaker 1
B* Speaker 2
C Speaker 3
D Speaker 4
Students must have a thorough understanding of the First Amendment guarantee of the right to a free press and why
it is important and understand the importance of different points of view in a democratic society. They must be able
to identify the context clue in the “Speakers’ statements”: “well-informed” correlates to the “press”. With this
understanding perhaps they will be able to put aside “commonly held opinion.”
Social Studies: Grade 10
Copyright © 2003, 2004, 2006 Texas Education Agency, Austin TX
Copyright © 2003, 2004, 2006 Dallas County Schools, Dallas TX
SS10-101
10th
Grade 2004 Released Test
TAKS Objective 4: (8.22B) describe the importance of free speech and press in a democratic society
22 Use the table and your knowledge of social studies to answer the following question.
Which of the following best completes the table above?
A Freedom of movement
B Military tribunals
C Cult of personality
D* Freedom of the press
This was one of the most frequently missed questions on the 2004 test. The student answers were:
A 18% B 9% C 9% D* 64%
10th
Grade 2006 Released Test TAKS Objective: 04 8.22 (B) describe the importance of free speech and press
in a democratic society.
34 The constitutional guarantees of free speech and a free press are important to a free society because they —
F support a one-party political system
G protect majority rights
H encourage an open exchange of ideas Correct Answer
J require all citizens to vote