TAKS Review Activities...Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, [and selected anti-federalist writings] on the U.S. system of

Social Studies Center http://socialstudies.tea.state.tx.us 1

TAKS Review Activities

What are TAKS Review Activities? Beginning in 2003, the Texas Assessment of Knowledge and Skills (TAKS) instrument will assess social studies in Grades 8, 10, and 11 (exit level). Social Studies, Grade 8 TEKS provide the basis for five objectives assessed at Grade 8 and for some of the objectives assessed at Grades 10 and 11. However, instructional materials at Grades 10 and 11 do not necessarily include content from the Social Studies, Grade 8 course. Therefore, the Social Studies Center (SSC) staff developed TAKS Review Activities to assist teachers in preparing students to respond successfully to TAKS assessment items. This document includes examples of review activities with accompanying TEKS and TAKS objectives, the grade level(s) assessed, materials needed for the activities, and descriptions of activities. Master copies of handouts and transparencies accompany the activities. How can I use the TAKS Review Activities? These review activities are intended to provide ideas for addressing instructional content that teachers may use as they prepare students for TAKS assessments at Grades 8, 10, and 11. Concepts and skills that are eligible for assessment should receive emphasis in Grades 8, 10, and 11, as appropriate. These review activities are not prescriptive; educators may use them as a “starting point” for planning curriculum and instruction. What other resources are available to assist in preparing students for the Grade 8, Grade 10, and Grade 11 TAKS? Information about TAKS social studies assessments at Grades 8, 10, and 11 (exit level) are available on the TEA web site at: <http://www.tea.state.tx.us/student.assessment/index.html>. Also available at this site are the TAKS Information Booklets for Social Studies which include the social studies objectives and student expectations that will be assessed at Grades 8, 10, and 11 (exit level). The booklets provide sample questions for each of the social studies objectives. Educators will find additional resources useful for aligning curriculum as well as suggestions for instruction and assessment on the SSC web site under “About SSC, TAKS Training, TEKS and TAKS, and Educator Resources.” As additional TAKS review activities are developed for other objectives, they will be posted on the SSC web site at: <http://socialstudies.tea.state.tx.us>. The staff of the Social Studies Center, in consultation with Texas Education Agency staff members, Cheryl Wright, Director of Social Studies, and Dean Brumley, Assistant


Director of Social Studies, and Dr. Margery Petrovich prepared the TAKS Review Activities.


Colonial Foundations

of Representative Government

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.3) History. The student understands the (A) The student is expected to foundations of representative government explain the reasons for the growth in the United States. of representative government and institutions during the colonial period.

(B) The student is expected to evaluate the importance of the Mayflower Compact, [the Fundamental Orders of Connecticut,] and the Virginia House of Burgesses to the growth of representative government.

Note: TEKS (8.3)(A) is assessed at Grades 8, 10, and 11. TEKS (8.3)(B) is assessed at Grade 8, but is not assessed at Grades 10 or 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by information acquired from a variety of sources sequencing, categorizing, including electronic technology. identifying cause-and-effect relationships, comparing, contrasting, finding the main

idea, summarizing, making generalizations [and predictions],and drawing inferences and conclusions.

Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Make a transparency or handout of Colonial Foundations of Representative Government.


Colonial Foundations of Representative Government, Page 2

Activities Have students sequentially organize the following developments in representative government in 17th century colonial America onto a timeline: a bill of rights, colonial legislature elected by the people, guarantees of individual rights, power of the people to enact laws, power of the people to elect governors and judges. Ask students to find the main idea in each description of colonial representative governments. Ask students to draw conclusions about the impact of the idea of representative government on the United States Constitution and the Bill of Rights.


Colonial Foundations of

Representative Government

Each colony developed its own government over time. Some retained closer ties with England and others were more independent. However, all had a governor, appointed by the king or proprietor, a court system, and a legislature in which the people elected the lower house. Governments had written constitutions and elected representatives. Colonials were determined to live under the rule of law, not of man. By the time of the American Revolution, legislative bodies had been operating in the colonies for over 150 years. The Virginia House of Burgesses, 1619 This was the first representative legislature in the English colonies. Representatives immediately began to enact laws and to safeguard individual rights. The Mayflower Compact, 1620 Signed by most of the men on the Mayflower, this compact was an agreement to form a political body and give it the power to enact laws for the good of the colony. The Fundamental Orders of Connecticut, 1639 This document stated that people had the right to elect governors, judges, and a legislature. Massachusetts Bay, 1641 Puritans included a bill of rights in their constitution. These acts guaranteed that no one could be deprived of life, liberty, and property without due process. It prohibited cruel and unusual punishment and stated that a person could not be compelled to incriminate himself.


English Heritage:

The Principles of Limited & Representative Government

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.16) Government. The students understands (A) The student is expected to the American beliefs and principles reflected identify the influence of ideas from in the U.S. Constitution and other important historic documents including the historic documents. 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. Note: TEKS (8.16)(A) is assessed at Grades 8, 10, and 11. However, the Mayflower Compact is bracketed at Grades 10 and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-including electronic technology. and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Make a transparency or handout of Two Principles of English Government: Limited Government and Representative Government.


English Heritage: The Principles of Limited

& Representative Government, Page 2

Activities

Explain to students that both documents have many more articles than can be listed on a single transparency. The Magna Carta has 63 articles and the English Bill of Rights is more detailed. Have students study the transparency and process the information using the following skills:

1. identify the dates of each document 2. compare the restrictions placed on the king (government) by these documents 3. draw conclusions about the impact of the principles stated in these

documents on the power of Parliament 4. identify the effect of these principles on the development of representative

government

Have students complete a chart that compares the limitations placed on government in each document and their impact on the development of representative government. Ask students to draw conclusions about the historic influence of the English model of government to the development of American democracy.


Two Principles of English Government:

Limited Government &


Limited Government The Magna Carta, 1215 The Magna Carta limited the power of the king (government) by guaranteeing certain rights to the nobles. These rights were later extended to all citizens. This document placed the power of government beneath that of the law. Some specific limitations were:

1. protection against cruel and unusual punishment. 2. protection against loss of life, liberty, and property. 3. the right to a fair and speedy trial by a jury of one's peers. 4. the king could not levy certain taxes without approval of the

people. The English Bill of Rights, 1689 The English king and queen, William and Mary, agreed to accept the Bill of Rights establishing the supremacy of Parliament. Some specific guarantees included:

1. freedom of speech and debate in Parliament. 2. guarantees of individual freedoms against the power of

government; protection from excessive bail, right of petition, and reaffirming the right of trial by jury.

Representative Government The people elected representatives to make laws and govern. Only Parliament, the elected representatives, had the power to pass laws.

1. The upper chamber of Parliament was called the House of Lords and was comprised of the aristocracy.

2. The lower chamber of Parliament was called the House of Commons and was comprised of property owners and merchants who elected other property owners and merchants to represent them.


Important Features of the Magna Carta and the

English Bill of Rights: Limitations on Government Power

Features

Magna Carta

English Bill of Rights

Dates

Limitations on King or

Government

Guaranteed Individual

Rights

Growth of the

Power of Parliament

Structure of Parliament


Principles of American Government: Ideas from the Mayflower Compact,

Declaration of Independence, and the Federalist Papers

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.16) Government. The student understands (A) The student is expected to the American beliefs and principles reflected identify the influence of ideas from in the U.S. Constitution and other important historic documents including the historic documents. 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.

Note: TEKS (8.16)(A) is assessed at Grades 8, 10, and 11. However, the Mayflower Compact is bracketed at Grades 10 and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Make a transparency or handout of Historic Documents that Influenced the American System of Government.


Principles of American Government: Ideas from the Mayflower Compact, the Declaration of Independence, and the Federalist Papers, Page 2

Activities Ask students to study basic ideas expressed in each document. Ask them to categorize each statement under one of the following headings:

SOURCE OF THE POWERS OF GOVERNMENT RESPONSIBILITIES OF GOVERNMENTS RELATIONSHIP OF GOVERNMENTS TO CITIZENS

Then, ask students to find the main idea or ideas in the three documents and write a statement detailing each. Ask students to review the ideas stated in the Magna Carta and the English Bill of Rights and form a generalization based on the relationship of the ideas. Students can also create a timeline (attached) showing the development of ideas of limited and representative government from 1215 to 1788.


Historic Documents that Influenced the American System of Government

The Mayflower Compact, 1620 The passengers of the Mayflower drew up a written contract by which they would govern themselves. They agreed to organize a government to frame and enact laws "most fitting for the general good of the colony." The Declaration of Independence, 1776 Thomas Jefferson wrote this document. It consists of three parts: a statement of human rights, the reasons for declaring independence, and the declaration itself. In his opening comments, Jefferson stated that:

1. all men are created equal and are endowed with certain unalienable rights such as life, liberty, and the pursuit of happiness.

2. governments derive their powers from the consent of the governed.

3. if governments become destructive, people have the right to replace them with new forms of government.

The Federalist Papers, 1787-1788 The Federalist Papers were a series of 85 essays written by Alexander Hamilton, James Madison, and John Jay to explain and support the new Constitution. They hoped to define the reasons why the new Constitution should replace the Articles of Confederation. Some basic ideas stated in the Papers were:

1. Legislatures prescribe rules by which the duties and rights of every citizen are regulated.

2. Legislatures are comprised of representatives of the people. There should be no qualifications of wealth, of birth, of religious faith, or of civil profession to serve as a legislator.

3. The fabric of the American empire ought to rest on the solid basis of the consent of the people who are the fountain of all legitimate authority.

4. The majority rules, but the Constitution protects minorities and individuals.


Timeline of Documents that Influenced American Government

Magna Carta 1215

Federalist Papers 1787-1788


The Articles of Confederation:

Strengths and Weaknesses

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.16) Government. The student understands (B) The student is expected to the American beliefs and principles reflected summarize the strengths and in the U.S. Constitution and other important weaknesses of the Articles of historic documents. Confederation. Note: TEKS (8.16)(B) is assessed at Grade 8, but is not assessed at Grades 10 or 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-including electronic technology. and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions. Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Copy the handout titled Strengths and Weaknesses of the Articles of Confederation. Ask students to study the information in each paragraph.

Activities After reading the paragraphs, ask students to summarize the main strengths and weaknesses of the Articles of Confederation either orally or in a sentence. Have students categorize the strengths and weaknesses using a graphic organizer (attached). After sorting the information, ask students to draw conclusions about the need to change the form of government. Ask them if they would support revising the Articles or framing a new constitution.


Strengths and Weaknesses of the Articles of Confederation

The Articles of Confederation, written during the American Revolution, was the first American constitution. It was introduced in 1777 and finally ratified by all states in 1781. The colonials' experience with tyranny under George III caused them to design a confederation of powerful states united by a weak national government. The powers given to the states limited the effectiveness of the national Congress. Some of the weaknesses of Congress were:

Congress had no power to levy taxes. Congress had no power to regulate foreign and interstate trade. Congress had no power to enforce laws. Congress could only pass laws with a vote of 2/3 of the states.

In addition to a weak Congress, there were no provisions for an executive branch or national court system. The national government under the Articles did show strength and wisdom in solving the following problems:

Congress signed a peace treaty with England in 1783 in which the U.S. added land east of the Mississippi River to its territory. Congress developed a plan for surveying and selling the land between the Appalachians and the Mississippi. These acts of Congress were the Land and Northwest Ordinances. Congress established departments of War, Marine, Treasury, and Foreign Affairs that established a precedent for today's cabinet departments.


Strengths and Weaknesses of the Articles of Confederation

Weaknesses

Strengths


Colonists' Grievances against the English King as Stated in the Declaration of Independence

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.16) Government. The student understands (C) The student is expected to the American beliefs and principles reflected identify colonial grievances listed in in the U.S. Constitution and other important the Declaration of Independence and historic documents. explain how those grievances were addressed in the U.S. Constitution

and the Bill of Rights. Note: TEKS (8.16)(C) is assessed at Grade 8 in Objective 4. However, TEKS (8.16)(C) is assessed at Grades 10 and 11 in Objective 1. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.


Materials Make transparencies or handouts of Grievances against King George III as Listed in the Declaration of Independence, Two Principles of English Government, and Historic Documents that Influenced the American System of Government.

Activities Ask students to study the list of grievances against King George III. Then use the transparency, Two Principles of English Government, to review ideas from the Magna Carta and the English Bill of Rights. After students have had a few minutes to compare ideas regarding human rights and limited government, use the transparency listing ideas from the Mayflower Compact and Declaration of Independence for additional comparisons. Point out that the Declaration of Independence states that governments


Colonists' Grievances against the English King as Stated in the Declaration of Independence, Page 2 should not be changed for "light and transient" causes, but only after long abuses of power. Categorizing Ask students to study each grievance and, using a graphic organizer, write beside each grievance the historic documents that it violated. Comparing Have students compare the ideas of human rights and limited government as stated in all the documents. Ask what changes have occurred over the years. Drawing Conclusions Ask students to study the ideas stated in the English and American documents and draw conclusions about their impact on our lives today.


Grievances against King George III

as Listed in the Declaration of Independence

• The king's actions against the colonists were those of an absolute tyrant with unlimited power.

• The king refused to assent to laws for the public good. • The king dissolved legislative bodies and called them

together in unusual and distant places. • The king dissolved representative Houses and refused others

to be elected. • The king deprived colonial citizens of the right of trial by

jury. • The king imposed taxes on the colonists without their

consent. • The king abolished laws and altered forms of government. • The king made war against the colonies, burning homes and

capturing and killing colonial citizens. • The king kept standing armies in the colonies in times of

peace and made them superior to law.


Two Principles of English Government:

Limited Government &


Limited Government The Magna Carta, 1215 The Magna Carta limited the power of the king (government) by guaranteeing certain rights to the nobles. These rights were later extended to all citizens. This document placed the power of government beneath that of the law. Some specific limitations were:

1. protection against cruel and unusual punishment. 2. protection against loss of life, liberty, and property. 3. the right to a fair and speedy trial by a jury of one's peers. 4. the king could not levy certain taxes without approval of the

people. The English Bill of Rights, 1689 The English king and queen, William and Mary, agreed to accept the Bill of Rights establishing the supremacy of Parliament. Some specific guarantees included:

1. freedom of speech and debate in Parliament. 2. guarantees of individual freedoms against the power of

government; protection from excessive bail, right of petition, and reaffirming the right of trial by jury.

Representative Government The people elected representatives to make laws and govern. Only Parliament, the elected representatives, had the power to pass laws.

1. The upper chamber of Parliament was called the House of Lords and was made up of the aristocracy.

2. The lower chamber of Parliament was called the House of Commons and was made up of property owners and merchants who elected other property owners and merchants to represent them.


Historic Documents that Influenced

the American System of Government The Mayflower Compact, 1620 The passengers of the Mayflower drew up a written contract by which they would govern themselves. They agreed to organize a government to frame and enact laws "most fitting for the general good of the colony." The Declaration of Independence, 1776 Thomas Jefferson wrote this document. It consists of three parts: a statement of human rights, the reasons for declaring independence, and the declaration itself. In his opening comments, Jefferson stated that:

1. all men are created equal and are endowed with certain unalienable rights such as life, liberty, and the pursuit of happiness.

2. governments derive their powers from the consent of the governed.

3. if governments become destructive, people have the right to replace them with new forms of government.


Impact of the Declaration of Independence

on the Constitution and Bill of Rights

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.16) Government. The student understands (C) The student is expected to the the American beliefs and principles reflected identify colonial grievances listed in the U.S. Constitution and other important in the Declaration of Independence historic documents. and explain how those grievances were addressed in the U.S. Constitution and the Bill or Rights. Note: TEKS (8.16)(C) is assessed at Grade 8 in Objective 4. However, TEKS (8.16)(C) is assessed at Grades 10 and 11 in Objective 1. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing,

contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.

(C) The student is expected to [organize and] interpret information

from [outlines, reports, databases, and] visuals, including graphs, charts, timelines, and maps.

Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11. TEKS (8.30)(C) is assessed at Grade 8 and correlates with (WH26)(C) assessed at Grades 10 and 11.

Materials Make a transparency or handout of the chart titled The Effect of Colonial Grievances on the Constitution and Bill of Rights.


Impact of the Declaration of Independence on the Constitution and Bill of Rights, Page 2

Activities Ask students to use the information on the chart to:

1. identify each cause (grievances stated in the Declaration of Independence) and effect (statements in the Constitution and Bill of Rights).

2. find the main ideas of limited government and protection of human rights. 3. make inferences about the impact of the Declaration of Independence on the

framers of the Constitution and the writers of the Bill of Rights.


The Effect of Colonial Grievances on the Constitution and Bill of Rights

Grievances in the Declaration of Independence

Impact on the Constitution and Bill of Rights

The king had absolute power.

Checks and balances limit power of the executive.

Colonials were taxed without their consent.

Only Congress as the representative of the people can levy taxes.

The king made war against colonials.

Only Congress can declare war.

The king suspended trial by jury.

Citizens are guaranteed speedy and fair trials.

The king kept standing armies in colonies and required that citizens quarter them in their homes.

No one can be forced to keep soldiers in his home in times of peace.

The king dissolved legislatures because they opposed his invasions on the rights of people.

Freedom of religion, speech, press, and assembly are guaranteed.

.


Basic Principles Reflected in the United States Constitution

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.16) Government. The student understands (D) The student is expected to the American beliefs and principles reflected analyze how the U.S. Constitution in the U.S. Constitution and other important reflects the principles of limited historic documents. government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. Note: TEKS (8.16)(D) is assessed at Grades 8, 10, and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing, contrasting, finding the main idea, summarizing, making

generalizations [and predictions], and drawing inferences and conclusions.

Note: TEKS (8.30)(B) assessed at Grade 8 and corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Make a transparency or handout of Basic Principles Reflected in the United States Constitution. Ask students to read the information in the table and recall the principles stated in the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Declaration of Independence.

Activities Give students a few minutes to study the information. Then ask them to make inferences, based on their knowledge of earlier documents, about the protections guaranteed to citizens of the United States. Have students draw conclusions about the impact of these basic principles on the stability of the U.S. government and the freedom of its citizens.


Basic Principles Reflected in the United States Constitution, Page 2 Have students discuss this generalization: The governments of both the United States and England support the basic principles of limited government and individual rights.


Basic Principles Reflected in the United States Constitution

Basic

Principles Description Location in the

Constitution

Limited Government

Powers of government are restricted by the Constitution.

Articles I, II, III

Republicanism

Voters hold the sovereign power and elect representatives to exercise power for them.

Preamble and Article I

Checks

And Balances

Each of the three branches of government exercises some control over the others, sharing power among them.

Articles I, II, III

Federalism

Power is divided between the national and state governments, limiting central power.

10th Amendment

Separation

of Powers

Each branch of government has its own responsibilities and limitations.

Articles I, II, III

Popular

Sovereignty

Authority for government flows from the people and they rule through their representatives.

Amendment IX and Preamble

Individual

Rights

Unalienable rights guaranteed to all citizens.

Preamble and Bill of Rights


Amending the Constitution Impact on 19th Century Life

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.17) Government. The student understands (A) The student is expected to the process of changing the U.S. Constitution summarize the purposes for and and the impact of amendments on American processes of changing the U.S. society. Constitution.

(B) The student is expected to describe the impact of 19th-century amendments including the 13th, 14th, and 15th amendments on life in the United States.

Note: TEKS (8.17)(A) is assessed at Grade 8, but is not assessed at Grades 10 or 11. TEKS (8.17)(B) is assessed at Grades 8, 10, and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing,


Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Make a transparency of the handout titled Purpose and Process of Amending the U. S. Constitution and Important Amendments of the 1860s and ask students to study the purposes for amending, the processes of amending, and the impact of important amendments on life in the 19th century.

Activities Using the information on the transparency, have students summarize the purpose and processes for amending the Constitution. Ask them to explain how the power to amend makes the Constitution flexible.


Amending the Constitution: Impact on 19th Century Life, Page 2 Ask students to draw conclusions about how the amending process limits hasty attempts to change the Constitution. After students read the brief descriptions of the 13th, 14th, and 15th amendments, ask them to make a generalization about the impact of these amendments on life in the 19th century. Students may look at Plessy v. Ferguson, 1896, to find out if all these amendments were enforced.


Purpose and Process of Amending the U. S. Constitution

and Important Amendments of the 1860s

Purpose of Amending When framers wrote the Constitution, the United States was a small country of 13 mainly agricultural states. The framers were wise to make the Constitution flexible in order to adapt to new conditions. Article V was intended to help make changes as needed, at the same time, preserving the basic form of government. Processes of Amending Proposal

• Congress can propose an amendment with a 2/3’s majority vote of both Houses.

OR

• Congress may call special conventions at the request of 2/3’s of

the state legislatures. This method has never been used. Ratification

• After an amendment has the approval of Congress, it must be ratified by 3/4’s of the state legislatures.

OR

• Special conventions in 3/4’s of the states.

Impact of 19th Century (Civil War) Amendments • 13th Amendment, 1865: Abolished slavery in all states and territories • 14th Amendment, 1866: U.S. citizenship was defined as all persons

born or naturalized in the U.S. This amendment based representation in Congress on all the people of the state.

• 15th Amendment, 1869: The right to vote could not be denied or

abridged because of race, color, or previous servitude.


Arguments For and Against the Constitution: the Federalists and Anti-Federalists

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.18) Government. The student understands (A) The student is expected to the dynamic nature of the powers of the analyze the arguments of the national government and state governments Federalists and Anti-Federalists, in a federal system. including those of Alexander Hamilton, Patrick Henry, James Madison, and [George Mason]. Note: TEKS (8.18)(A) is assessed at Grade 8, but is not assessed at Grades 10 or 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (A) The student is expected to critical-thinking skills to organize and use [differentiate between, locate, and] information acquired from a variety of sources use primary and secondary including electronic technology. sources [such as computer software, databases, media and news services,

biographies, interviews, and artifacts] to acquire information about the United States.

(B) The student is expected to 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.

Note: TEKS (8.30)(A) is assessed at Grades 8 and 10 and correlates with (US24)(A) assessed at Grade 11. TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/(WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.


Arguments For and Against the Constitution: the Federalists and Anti- Federalists, Page 2

Materials Copy The Federalists vs. the Anti-Federalists information sheet. Explain to students that the arguments between the two groups were not over the basic principles of representative government and human rights, but, rather, how best to organize the government to continue these traditions.

Activities Have students compare and contrast the arguments of those who supported the new Constitution (Federalists) with those who opposed it (Anti-Federalists). Using the brief descriptions of each argument, have students draw conclusions about the weak points and strong points of each argument. Ask students to point out primary and secondary sources in the handout.


The Federalists vs. the Anti-Federalists

The Federalists: Alexander Hamilton of New York and James Madison of Virginia supported the ratification of the Constitution to strengthen and save the Union. Their Arguments for the Constitution: • The Articles of Confederation could not preserve the Union. • A strong national government was needed to sustain the Union. • The Constitution conformed to the true principles of republican

government. • A bill of rights was not needed because peoples' rights were

protected in the Constitution. • The national government must have the power to tax. • A strong national government was needed to carry on foreign affairs

and protect the new country from its enemies. The Anti-Federalists: Patrick Henry and Richard Henry Lee of Virginia Their Arguments against the Constitution: • Ratification of the Constitution endangered states' rights. • Slavery would be a divisive issue and might lead to a civil war. • A consolidated government would result in tyranny. • The national government would have unrestricted power over

commerce that might injure some states. • The federal government would be too large to protect liberty and

preserve property. • Federal authority would subvert state authority. Referring to the checks and balances of the Constitution, Patrick Henry said, "What can avail your specious, imaginary balances, your rope-dancing, chain-rattling, ridiculous ideal checks and contrivances."


States' Rights vs. Nationalism Issues and Conflicts

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.18) Government. The student understands (B) The student is expected to the dynamic nature of the powers of the describe historical conflicts national government and state governments arising over the issue of states' in a federal system. rights, including the Nullification Crisis and the Civil War. Note: TEKS (8.18)(B) is assessed at Grades 8, 10, and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing,


(D) The student is expected to identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants.

Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11. TEKS (8.30)(D) is assessed at Grades 8 and 10.

Materials Use the States' Rights vs. Nationalism and Conflicts Caused by Different Viewpoints on States’ Rights and Nationalism sheets to make transparencies or handouts. Ask students to study the information.


States' Rights vs. Nationalism: Issues and Conflicts, Page 2

Activities Have students analyze the information by: 1. comparing and contrasting the statements in the Constitution that each side used to justify its position.

2. showing how different points of view caused conflicts in the Nullification Crisis and the Civil War.


States' Rights vs. Nationalism

States' Rights Position

• The Constitution was a compact of states, and the national government

was their agent. • The 10th Amendment gave states all the powers not specifically given to

the national government. • The states created the Constitution and gave the national government

limited power. • The state governments were closer to the people and less likely to

threaten individual rights. Nationalists' Position

• Supporters denied that the national government was an agent of the

states. • The "necessary and proper" clause (elastic clause) in Article I gave the

national government the right to use any reasonable means to carry out its powers.

• People, not states, created the Constitution. • The Constitution guaranteed individual rights.


Conflicts Caused by Different Viewpoints on

States' Rights and Nationalism

Nullification Crisis, 1828-1832 The idea of nullification or "state veto" was first written into the Virginia and Kentucky Resolutions of 1798-1799. Advocates of states' rights argued that states could nullify a law that was unconstitutional. Nationalists argued for the supremacy of the Constitution and national government. Early in Andrew Jackson's administration, southern states threatened to nullify a high tariff (tax on imports) enacted by Congress. The tariff helped northern merchants and manufacturers but hurt southern farmers. Jackson threatened to "hang" anyone who attempted to nullify this law. The tariff was gradually lowered, averting a showdown, but the idea of nullification remained. The Secession Crisis and the Civil War, 1860-1861 States' rights defenders argued that the states had voluntarily joined the Union and had the right to leave the Union. In 1860, southern states declared that the unrestricted rights of the majority to rule was tyranny over the minority. Therefore, southern states had the right to secede to protect their freedom. Abraham Lincoln, a nationalist, said, "The Union is older than any of the states, and, in fact, it created them as states." Nationalists argued for the right of the majority to govern.


Important Supreme Court Cases of the 19th Century

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.19) Government. The student understands the (A) The student is expected to impact of landmark Supreme Court cases. summarize the issues, decisions, and significance of landmark Supreme Court cases including Marbury v. Madison, [McCulloch v. Maryland, and Gibbons v. Ogden]. (B) The student is expected to evaluate the impact of selected Supreme Court decisions including Dred Scott v. Sandford on life in the United States. Note: TEKS (8.19)(A) and (B) are assessed at Grade 8, but are not assessed at Grades 10 or 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing,



Materials Copy the brief summaries of Important Supreme Court Cases of the 19th Century.

Activities Ask students to write a summary (1 or 2 sentences) of each court case and be prepared to discuss their ideas with the class.


Important Supreme Court Cases of the 19th Century, Page 2 Have students find the main idea in each case. Finally, ask students to draw conclusions about the impact of Marbury v. Madison on the power of the Supreme Court and separation of powers. Have them draw conclusions about the impact of Dred Scott v. Sandford on life in the United States.


Important Supreme Court Cases of the 19th Century

Marbury v. Madison, 1803 John Marshall, the Chief Justice of the Supreme Court, used this case to establish the superiority of the Constitution over acts of Congress. The Court stated that a law that was in conflict with the Constitution was void. It magnified the authority of the Supreme Court by declaring that the Court had the final authority to interpret the Constitution and to declare acts of Congress null and void. This power to review Congressional legislation came to be known as judicial review. It was a victory for the Court and for the concept of separation of powers and checks and balances. Dred Scott v. Sandford, 1857 In this case a slave, Dred Scott, a resident of Missouri, sued for his freedom using the argument that his owner had taken him into free territory where he lived for a number of years. Based on an earlier case in the 1850s, the Supreme Court of Missouri dismissed the case stating that Scott was not a citizen of Missouri and could not sue in its courts. The case ended up in the U.S. Supreme Court in 1857. A majority of the justices rejected the case on the basis of the citizenship issue. Rather than ending the case there, Chief Justice Taney wrote an explanation declaring that slaves were property and could be taken into any territory by their owners. He stated that the 5th Amendment guaranteed that a person could not be deprived of his property without due process. He added that slaves were not citizens and declared unconstitutional the Missouri Compromise of 1820, an act of Congress dividing the United States into slave and free states and territories.


Rights and Responsibilities

of American Citizens

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.20) Citizenship. The student understands the (A) The student is expected to rights and responsibilities of citizens of the define and give examples of United States. unalienable rights. (B) The student is expected to summarize rights guaranteed in the Bill of Rights. Note: TEKS (8.20)(A) and (B) are assessed at Grades 8, 10, and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (A) The student is expected to critical-thinking skills to organize and use [differentiate between, locate, and] information acquired from a variety of sources use primary and secondary including electronic technology. sources [such as computer software,

databases, media and news services, biographies, interviews, and artifacts] to acquire information about the United States.

(B) The student is expected to 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.

Note: TEKS (8.30)(A) is assessed at Grades 8 and 10 and correlates with (US24)(A) assessed at Grade 11. TEKS (8.30)(B) assessed at Grade 8 and corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.


Rights and Responsibilities of American Citizens, Page 2

Materials Copy the Unalienable Rights of Man sheet for distribution and make a transparency of the attached Bill of Rights sheet.

Activities Students should study the definition of "unalienable rights." Ask them to read the quotes by Thomas Jefferson, made over a period of many years in letters, essays, and speeches. Ask students which descriptions are primary sources and which are secondary sources. Then, have them draw conclusions about the origin and supremacy of these rights. Using the brief listing of the Bill or Rights, tell students to place each right in the following categories: Direct Effect on the Individual and Indirect Effect on the Individual. Have each student state which amendment is most important to him/her. Ask students to look at the unalienable rights and the rights guaranteed in the first ten amendments and summarize the features of each, pointing out the impact of natural rights on Constitutional rights.


Unalienable Rights of Man

Definition Unalienable rights are the natural rights of mankind. They are independent of the government and are rights that no government can deny to its citizens. They are derived from the nature of man and do not depend on any constitution for their existence. They are gifts of God or nature that existed before governments were created. In broad terms these rights are personal security, liberty, and private property. Quotations Thomas Jefferson, author of the Declaration of Independence, made the following statements about unalienable or human rights between 1770 and 1823: "Nothing is unchangeable but the inherent and unalienable rights of man." "A free people [claim] their rights are derived from laws of nature, and not as the gift of their chief magistrate." "Under the law of nature, all men are born free." "It is to secure our rights that we resort to government at all." "Man [is] a rational animal, endowed by nature with rights." Samuel Adams, a leader of the American Revolution, made the following statement in 1772: "Among the natural rights of the Colonists are these: First, a right to life; Secondly, to liberty; Thirdly, to property; together with the right to support and defend them in the best manner they can."


The Bill of Rights

Amendment I Freedom of religion, speech, press, and assembly Amendment II The right to bear arms Amendment III No quartering in homes during times of peace Amendment IV Protection from unreasonable search and seizure Amendment V Rights of accused persons: no double jeopardy, no self-incrimination, guarantees due process of law Amendment VI Rights to a fair and speedy trial Amendment VII Trial by jury guaranteed in federal cases. Amendment VIII Guarantees reasonable bail if arrested and protection from cruel and unusual punishment Amendment IX Powers are reserved to the people if not delegated to the United States by the Constitution. Amendment X Safeguards the powers of the states by stating that all powers not delegated to the United States by the Constitution nor prohibited by it to the states are reserved to the states.


Importance of Different Points of View

in a Democratic Society

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.22) Citizenship. The student understands the (B) The student is expected to importance of the expression of different points describe the importance of free of view in a democratic society. speech and press in a democratic society. Note: TEKS (8.22)(B) is assessed at Grades 8, 10, and 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing, contrasting, finding the main idea,

summarizing, making generalizations [and predictions], and drawing inferences and

conclusions.

(D) The student is expected to identify different points of view from the historical context surrounding an event and the frame of reference which influenced the participants.

Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C)/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11. TEKS (8.30)(D) is assessed at Grades 8 and 10 and correlates with (US24)(C) at Grade 11.

Materials Make a transparency of the handout titled Free Speech and Free Press.

Activities

Ask students to summarize the rights and responsibilities of citizens under the free speech and press clauses of the 1st Amendment.


Importance of Different Points of View in a Democratic Society, Page 2 Then, have them draw conclusions about why democracies must protect and limit the rights to free speech and free press. Ask students how different points of view are necessary in a free society and how they shape American policy and life. Ask them to check the editorial pages of their local newspapers to find examples of different points of view.


Free Speech and Free Press

Free Speech The framers of the Bill of Rights included the right of free speech to protect opinions that might be unpopular or different from those of the majority. Free speech allows citizens to hear many differing opinions on the same issue. However, even this right has certain limitations. For example, restrictions may be placed on free speech during times of war. There are also curbs on speech urging resistance to authority or advocating the overthrow of the government. On a personal level, inaccurate speech that damages a person's reputation (libel) is illegal. Free Press Free press is a basic and necessary right in a free society. It is important because it allows a variety of opinions to be written in newspapers, journals, and books. Free press now extends to television as well. The press is the principal way people get information about government activities, events, and opinions. Some countries censor the press and control the information that people read. The United States has power to censor the press in cases of national security. As in freedom of speech, the press has restrictions on its freedom. An untrue story that damages a person's reputation cannot be legally published.


The Importance of Effective Leadership in a Democratic Society

TAKS Objective 4 The student will demonstrate an understanding of political influences on historical issues and events. (8.23) Citizenship. The student understands the (B) The student is expected to importance of effective leadership in a describe the contributions of democratic society. significant political, social, [and

military] leaders of the United States such as Frederick Douglass, [John Paul Jones,] James Monroe, and Elizabeth Cady Stanton.

Note: TEKS (8.23)(B) is assessed at Grade 8, but is not assessed at Grades 10 or 11. TAKS Objective 5 The student will use critical thinking skills to analyze social studies information. (8.30) Social studies skills. The student applies (B) The student is expected to critical-thinking skills to organize and use analyze information by sequencing, information acquired from a variety of sources categorizing, identifying cause-and- including electronic technology. effect relationships, comparing,

contrasting, finding the main idea, summarizing, making

generalizations [and predictions], and drawing inferences and conclusions. Note: TEKS (8.30)(B) assessed at Grade 8 corresponds with the (WH25)(C/ (WG21)(A) correlation at Grade 10, and (US24)(B) at Grade 11.

Materials Copy the three biographies from the handout titled Leaders of Political and Social Change in the 19th Century.

Activities Have students categorize the contributions of the three leaders into two categories: Political Contributions and Social Contributions. Compare and contrast the impact of their leadership upon policy and life in the 19th century. Ask students to generalize about the impact of these leaders of change on Americans in the 20th century.


Leaders of Political and Social Change in the 19th Century

James Monroe, President of the United States, 1817-1825, and proponent of the Monroe Doctrine In the early 1800s, Latin American colonies of Spain began to revolt and form independent countries. President Monroe and his secretary of state, John Quincy Adams, developed a policy concerning any European country's attempt to interfere in colonial revolutions. This declaration, given in a speech in 1823, has become the basis of American foreign policy toward Latin America to the present time. The Monroe Doctrine, as it is called, stated that European countries could keep the colonies they had, but the United States would not permit further colonization on the American continents or intervention in countries that were revolting from their mother countries. If European countries made any attempts, the United States would consider it "to be dangerous to our peace and safety." In essence, the Monroe Doctrine closed America to any more colonies. The statement was the basis for America's foreign policy of isolation and nationalism and caused a spirit of patriotism among Americans. Elizabeth Cady Stanton, Leader of the Women's Rights Movement Elizabeth Cady Stanton was one of the most prominent early leaders of the women's rights movement. At the Women's Rights convention at Seneca Falls, New York in 1848, she advocated women's right to vote. She later spoke before Congress and proposed an amendment allowing women to vote. Congress stated that the proposal was "too radical" to consider. She also suggested that the Declaration of Independence should say, "All men and women are created equal." In 1869, she helped found and became president of the National Women's Suffrage Association. Even though women had to wait until 1920 to vote, Stanton's efforts many years earlier began the protests for women's rights.


Frederick Douglass, Leader of the Abolition Movement Frederick Douglass escaped from slavery at the age of 21 and became the greatest of the black abolitionists. He took the political route to abolition by supporting various political parties: first, the Liberty Party, then the Free Soilers, and finally, the new Republican Party. He was an eloquent and persuasive orator and writer. He wrote several autobiographies about his life in slavery. He endorsed the idea of a civil war to free the slaves. During the Civil War he helped slaves to freedom on the Underground Railroad. He published several abolitionist journals and newspapers before and during the Civil War. Douglass worked tirelessly for civil rights until his death in 1895.