10th Grade TAKS Information - Lamar Consolidated ISD · PDF fileSocial Studies 10th Grade TAKS...

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 ♦ Lowest scoring SE on all three tests is 8.16A, Historical Documents.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.



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


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



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



WH22B summarize the fundamental ideas and institutions of Western civilization that originated in Rome.


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



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



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


Time

Unit 11: Absolutism 1 week

WH15B define and give examples of different political systems, past and present.


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.


3-4 days



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



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



Unit 17: Between the Wars .5 weeks


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



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



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.

odelli

Underline

http://www.tea.state.tx.us/student.assessment/taks/booklets/index.html

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.


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.


(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.




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).


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




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.


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




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.




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….




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.




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.


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


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



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.




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




SS10-6

10


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%




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%




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




how U.S. political leaders dealt with various domestic and international issues during the early years of the

Republic….




SS10-9


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.




SS10-10

10


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


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


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




SS10-11

10





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


A 15% B* 64% C 15% D 6%

10





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




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




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]




• why and how the American Revolution and the drafting of the U.S. Constitution occurred….


None

10


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


8.4 (C)explain the issues surrounding [important events of] the American Revolution, including declaring


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.




SS10-14

10


8.4 (C)explain the issues surrounding [important events of] the American Revolution, including declaring


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



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


A 32% B 8% C 18% D* 53%

10



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




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




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




• 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….




SS10-17


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




SS10-18

generation of Americans.

Patterns of Questions

Not tested in 10th

Grade in 2004

10


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




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.




SS10-75

Student Expectation

TAKS Objective 4: (8.3A) explain the reasons for the growth of representative government and institutions during the

colonial period




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;


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




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




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




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.




SS10-78


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.




SS10-79

10th


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


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



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


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




SS10-80

10th



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


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




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




(o) how the U.S. Constitution and the Bill of Rights addressed colonial grievances listed in the Declaration of

Independence;



• republicanism


• federalism









SS10-82


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,




SS10-83

to protect their rights, and to extend their right to vote.


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




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.




SS10-84

10th



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.




SS10-85

10th




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?


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




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


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.




SS10-86

10th




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.




SS10-87

10th


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%




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




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






• republicanism


• federalism









SS10-90


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


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.




SS10-91

10th


Objective 4: 8.17 (B) describe the impact of 19th-century amendments including the 13th, 14th, and 15th


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




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




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.




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






• republicanism


• federalism





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


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.




SS10-93

10th


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


TAKS Objective 4: (8.18B) describe historical conflicts arising over the issue of states' rights, including the

Nullification Crisis and the Civil War


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




SS10-94

Student Expectation

TAKS Objective 4: (8.20A) define and give examples of unalienable rights






• republicanism


• federalism







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


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.




SS10-95

10th



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



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




SS10-96

Student Expectation

TAKS Objective 4: (8.20B) summarize rights guaranteed in the Bill of Rights






• republicanism


• federalism







None




SS10-97


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


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.




SS10-98

10th


TAKS Objective 4: (8.20B) summarize rights guaranteed in the Bill of Rights


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




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




SS10-100

Student Expectation

TAKS Objective 4: (8.22B) describe the importance of free speech and press in a democratic society






• republicanism


• federalism







None



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.”




SS10-101

10th



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

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