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The New Republic of Texas
Prior Texas Constitutions Texas Independence The New Republic of Texas • The delegates of Texas met in Washington-on-the-Brazos in 1836 to sign a declaration of independence from Mexico and forge a constitution for the new republic. • The first constitution would outline the core principles of liberty, popular rule, and limited government. 2 Constitutional Government Key Terms Constitution: a document that establishes principles, powers, and responsibilities of government Bill of Rights: a formal declaration of rights of the citizens within government Social Contract: an agreement in which the governed give up freedoms in return for government protection 3 Constitutional Government Two Themes • Early Anglo Texans valued rugged individualism and were not inclined to give up their freedoms to government rule lightly: (1) Individual rights (2) Separation of powers 4 Roots of Rebellion Roots of Rebellion • The spirit of Texas was forged in direct reaction to tyranny from multiple governments and several overbearing rulers. • In 1822, Augustin de Iturbide seized power from the democratically chosen Mexican Congress. • In 1823, Iturbide was forced to abdicate. 5 Roots of Rebellion Roots of Rebellion • Following Iturbide’s departure, the Mexican Constitution of 1824 expanded settlement of the northern Mexico territory. • “Empresarios” were regional land distributors, serving as local recruiters and leaders of fixed areas of land and the people who settled there. • Stephen F. Austin served as an empresario. 6 Roots of Rebellion Key Terms Monarchy: a government run by a single individual, often a king or queen, until death or abdication Republic: a form of government in which people rule indirectly through elected representatives Sovereignty: authority over a political entity, such as a province or a state Separation of Powers: a system that vests political, judicial, and policymaking authority across different branches of government 7 Roots of Rebellion Mexican Constitution of 1824 • Empresarios (like Austin) would be in charge of the colonized territories. -
The Constitution of Texas
LESSON 28 SOCIAL STUDIES TEKS 4 - 15, 17, 18, 21, 22, 23 TEXAS ALMANAC TEACHERS GUIDE 7 - 14, 15, 16, 17, 18, 21, 22, 23 8 - 17, 19, 20, 21, 22, 29, 30 STAAR The Constitution of Texas 4, 7 - Writing - 1, 2, 3 • Articles, Sections, Amendments 4, 7, 8 - Reading - 1, 2, 3 8 - Social Studies - 3 • Bill of Rights • Qualifications of State Officials • Qualifications of Voters INSTRUCTIONAL SUGGESTIONS 1. TEXAS CONSTITUTION QUESTIONS: Students will answer the questions about the state Constitution on the “Texas Constitution Questions” Student Activity Sheet. NOTE: Activities 2 through 6 require stu- dents to refer to the Texas Constitution, which can be found at this website: http://www.constitution.legis.state.tx.us/ Information on Amendments is included in the Texas Almanac. 2. TEXAS CONSTITUTION CHART: Using the list of articles and sections, students will complete the Texas Constitution Chart on the Student Activity Sheet. This may be done individually, in small groups, or as a whole-class activity. 3. TEXAS BILL OF RIGHTS: Students will match the “Right” to the “Section” on the Texas Bill of Rights Student Activity Sheet. 4. ARTICLES OF TEXAS CONSTITUTION: An 1875 copy of the Constitution of Texas. Students will identify the topic discussed in each Article on the Articles of the Texas Constitution Student Activity Sheet. 5. STATE OFFICIALS: Students will list the qualifications and terms for each official on the State OfficialsStudent Activity Sheet. L28 Copyright © 2014 by TEXAS ALMANAC & Texas State Historical Association; www.TexasAlmanac.com. LESSON 28 — The Constitution of Texas 6. TEXAS VOTERS: Students will determine the qualifications to be a voter in the state of Texas on the Texas Voters Student Activity Sheet. -
The Texas Constitution Part I
THE TEXAS CONSTITUTION PART I Half the ballot items are ridiculous because they deal with doing away with a constable’s position in Erath County or somewhere and the other half no one can understand because they involve bond financing or some arcane part of the Constitution that has to be fixed. Former Texas Senator Bill Ratliff A Texas Tragedy CONSTITUTION OF 1876 The Texas Constitution, adopted in 1876 and amended many times since, is so restrictive that many scholars and politicians believe it is counterproductive to effective, modern governance. They believe the document, which is bogged down with statutory detail, is a textbook example of what a constitution should not be. State government functions despite its constitutional shackles: an institutionally weak chief executive; an outdated, part-time legislature; a poorly organized judiciary; and dedicated funds that limit the state’s budgetary options. But a total rewrite of the constitution has been elusive, thanks to numerous special interests that find security in the present document and from those who hold obsolete public offices in Texas and those who benefit from dedicated funds. Public ignorance and indifference to the problems created by the restrictive constitutional provisions also thwart an overhaul of the document. What is a constitution? o constitution o the fundamental law by which a state or nation is organized and governed o establishes the framework of government, assigns the powers and duties of governmental bodies, and defines the relationship between the people and their government o reflects fundamental political, economic and power relationships as determined by the culture, values and interests of the people who create it and the events of the period in which it was written o The US Constitution is the fundamental law of the United States, and a state constitution is the fundamental law of the state. -
The Texas Constitution, Adopted In
Listen on MyPoliSciLab 2 Study and Review the Pre-Test and Flashcards at myanthrolab The Texas Read and Listen to Chapter 2 at myanthrolab Listen to the Audio File at myanthrolab ConstitutionView the Image at myanthrolab Watch the Video at myanthrolab Humbly invoking the blessings of Almighty God, the people of the State of Texas do ordain and establish this Constitution. Read the Document at myanthrolab —Preamble to the Constitution of Texas 1876 If men were angels, no government would be necessary. If angels were to govern men, Maneitherp the Concepts at myanthrolab external nor internal controls on government would be necessary. In framing a government which is to be administered by men over men, the great difficulty lies in this: you must first enable the government to control the governed; and in the next place oblige it to control itself.Explore the Concept at myanthrolab —James Madison, Federalist No. 51 Simulate the Experiment at myanthrolab he year was 1874, and unusual events marked the end of the darkest chapter in Texas history—the Reconstruction era and the military occupation that followed the Civil War. Texans, still smarting from some of the most oppressive laws ever T imposed on U.S. citizens, had overwhelmingly voted their governor out of of- fice, but he refused to leave the Capitol and hand over his duties to his elected successor. For several tense days, the city of Austin was divided into two armed camps—those supporting the deposed governor, Edmund J. Davis, and thoseRead supporting the Document the man at my whoanthr defeatedolab Margin sample him at the polls, Richard Coke. -
Report of the Committee on Highway Laws
Report of the Committee on Highway Laws DAVID R. LEVIN, Chief, Land Studies Section Financial and Administrative Research Branch, Bureau of Public Roads #IN 1952, the American Association of State Highway Officials requested the Highway Research Board to make a comprehensive study of the highway laws of the several states. Prior to the time when a technical study staff became available, much work was ac• complished by the Board's Steering Committee on Highway Laws (now Committee on Highway Laws). In July, 1955, a technical staff of five attorneys and three secretaries was employed and located in offices in the DuPont Circle Building, Washington, D.C. The study, planned as a three-year operation, got under way at that time. In January, 1956, the Committee held an all-day session in Washington during the annual meeting of the Highway Research Board. At the session. Committee Chairman Louis R. Morony reported that continued financing of the project had been assured, and G.Donald Kennedy, Highway Research Board Chairman, expressed his deep interest in the work. The Committee Secretary and the technical staff reported to the session on the prog• ress of the study project. The task of gathering all of the constitutional provisions, statutes and judicial deci• sions is a tremendous one. For practical reasons, the field of highway law was broken down into 28 component parts such as system classification, land acquisition, construc• tion, maintenance, etc. Research was begun in the following areas of prime current Interest: (1) Constitutional provisions. Since the constitution is the basic law of a democratic gov• ernment, a study of all the constitutional provisions which relate to highways was one of the first projects undertaken. -
'Bite Me': Buffy and the Penetration of the Gendered Warrior-Hero
Continuum: Journal of Media & Cultural Studies, Vol. 16, No. 2, 2002 ‘Bite Me’: Buffy and the penetration of the gendered warrior-hero SARA BUTTSWORTH, University of Western Australia Introduction Can the ultimate girl be the ultimate warrior? If warrior identity is simultaneously a quintessentially masculine identi er, and one of the core expressions of ‘innate’ masculinity, then the biggest transgression of warrior iconography posed by Buffy the Vampire Slayer is Buffy’s gender. Buffy is both like and not like ‘other girls’. The social conventions of mainstream femininity, which have so often been used to argue that women cannot be warriors, are often precisely what make Buffy such an effective soldier in her speculative world. The blurred boundaries that are possible in speculative texts open up space necessary to examine the arguments and gendered ideologies which govern what is, and what is not, possible in the ‘real’ world. Such texts can often make explicit what is implied in more ‘realistic’ representations, and can either destabilize or reinforce gendered cultural conventions.1 Established as the ‘chosen one’ in the 1992 lm, and then in the television series which debuted mid-season in 1997, Buffy has slashed her way not only through the ctional constraints placed upon her predecessors in vampire carnage, but through the conventions governing gendered constructions of the warrior.2 Warrior tradition con- structs a coherent masculinity, including impenetrable male bodies, as the key to warrior identity, and renders ‘slay-gal’3 not only paradoxical but, arguably, impossible. It is this (im)possibility, and the ways in which Buffy the Vampire Slayer fractures and reinvents the gendered identity of the warrior-hero, which are explored in this article. -
Investigating & Prosecuting Animal Abuse
Photo credits: Animal photos compliments of Four Foot Photography (except dog and cat on back cover and goat); photo of Allie Phillips by Michael Carpenter and photo of Randall Lockwood from ASPCA. All rights reserved. National District Attorneys Association National Center for Prosecution of Animal Abuse 99 Canal Center Plaza, Suite 330 Alexandria,VA 22314 www.ndaa.org Scott Burns Executive Director Allie Phillips Director, National Center for Prosecution of Animal Abuse Deputy Director, National Center for Prosecution of Child Abuse © 2013 by the National District Attorneys Association. This project was supported by a grant from the Animal Welfare Trust. This information is offered for educational purposes only and is not legal advice. Points of view or opinions in this publication are those of the authors and do not represent the official position or policies of the National District Attorneys Association or the Animal Welfare Trust. Investigating & Prosecuting Animal Abuse ABOUT THE AUTHORS Allie Phillips is a former prosecuting attorney and author who is nationally recognized for her work on behalf of animals. She is the Director of the National Center for Prosecution of Animal Abuse and Deputy Director of the National Center for Prosecution of Child Abuse at the National District Attorneys Association. She was an Assistant Prosecuting Attorney in Michigan and subsequently the Vice President of Public Policy and Human-Animal Strategic Initiatives for American Humane Association. She has been training criminal justice profes- sionals since 1997 and has dedicated her career to helping our most vulnerable victims. She specializes in the co-occurrence between violence to animals and people and animal protec- tion, and is the founder of Sheltering Animals & Families Together (SAF-T) Program, the first and only global initiative working with domestic violence shelters to welcome families with pets. -
Veto, Power of Governor. Appropriations, Right of Gov- Ernor
86 OPINIONS OF THE ATTORNEY GENERAL Veto, Power of Governor. Appropriations, Right of Gov ernor to Veto. Items of Appropriation Bill, Right to Veto. "{>art of Item, Right of Governor to Veto. The authority of the Governor to veto an item, or part of an item in an appropriation bill considered and discussed. March 17, 1915. Bon. S. V. Stewart, Governor, Helena, Montana. Dear Sir: I beg to acknowledge receipt of your communication concerning the authorities relating to the power of the Governor to express dis approval of an item of a Bill making appropriations of money. The provisions of our state constitution relating to the veto power of the q.overnor, are contained in Sections 12 and 13, Article VII thereof. tn Section 12, it is provided that all Bills before they become laws <!hall be presented to the Governor; if not returned by him to the House in which it originated, within five days, Sundays excepted, it shall be a law unless its return is prevented by adjournment, in which case it shall not become a law without the approval of the Governor witnin fifteen .days after such adjournment. In Section \ 13 it is pro vided: "The Governor shall have power to disapprove of any item .or items of any Bill making appropriations of money embracing distinct items, and the part or parts approved shall become a law, and the item or items disapproved shall be void." Unless passed over his veto in the manner provided in the Constitu· tion. Whether the exercise of the veto power is legislative or executive tn character is immaterial, for it is a power vested ~n him, and a duty tmposed upon him by the positive mandates of the constitution, and not 'lny Bill can become a law without first being presented to, him for his consideration; and not any Bill can become a law after adjourn ment without his approval thereof. -
Chapter 2 Quiz
Name: ___________________________________ Date: ______________ 1. A document that lays out the principles and responsibilities of government and specifies the powers of the branches of government and elected officials is usually referred to as a A) bill of rights B) law brief C) constitution D) platform 2. A formal declaration of the rights of the citizens within government is usually referred to as a A) statement of separation B) bill of rights C) policy D) constitution 3. In the seventeenth and eighteenth centuries, political thinkers rejected the idea of a “divine right” of kings and instead argued that government should depend on A) “liberty and faith” B) “consent of the ruling class” C) “parties in power” D) “consent of the governed” 4. An agreement in which the governed give up freedoms in return for government protection is referred to as a A) social contract B) declaration of rights C) constitution D) political power 5. Two themes that are woven into the many constitutions that have governed Texas have been A) safety and equality B) individual rights and separation of powers C) individual rights and judicial power D) executive authority and separation of powers 6. The “Father of Texas” who traveled to Mexico City to request the continuation of his father's colony in Mexico and served as an empresario for the Anglo settlers was named A) Moses Austin B) Sam Houston C) Stephen F. Austin D) James Polk 7. A government run by a single individual, often a king or queen, until death or abdication is called a A) democracy B) republic C) oligarchy D) monarchy 8. -
Emily Gengenbach Interview: Shahad Basahar Location: Yazidi Community Center 00:30 Interviewee: Um, My Name Is Shahad Basahar. U
Emily Gengenbach Interview: Shahad Basahar Location: Yazidi Community Center 00:30 Interviewee: Um, my name is Shahad Basahar. Uh, I have a family here. I have wife and two kids. So when they come to United States, I have a kid, I just have one girl. And another two girls, they born in United States Lincoln Nebraska. Uh, I, I came to Lincoln, Nebraska. US, uh, in 2000, February 18, 2017. When I came, uh, to the United States the first time I come, of course, to Chicago, didn't transfer to Lincoln that in 1:00 Interviewee: the second day I can do to Lincoln, Nebraska. Um, uh, when, when I applied to, to us did, uh, I did not, I think it's about the states, but I know just the name of America or the United States. So, um, uh, my brother in law applied for me to come to the United States. So, uh, uh, they told, he told me there's many Yazidi uh, living in Lincoln, Nebraska, uh, also my uncle. He is living here like long time. I mean, more than 10 years. And there's a lot of, uh, I mean, largely Yazidi population in the United States. So, uh, I'll be honest. I will, I would like, I would be close to the Yazidi community. I see. It's easier for me. I mean, yeah. It's easier to come 2:00 Interviewee: to Lincoln, Nebraska. Interviewee: Uh, before, before I applied. Uh, I just heard about maybe because I was a student, so I there's many, uh, many city, they are famous in something. -
Texas and the Union 1865–1877
322-323_COTXSE_4_15_p 11/18/02 9:47 AM Page 322 Texas and the Union 1865–1877 SECTION 1 Presidential Reconstruction SECTION 2 Congressional Reconstruction SECTION 3 A New Constitution VIEW THE Texas on Tape CHAPTER 15 VIDEO LESSON. all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free. Emancipation Proclamation John Biggers, Shotguns, Fourth Ward 1865 1868 1871 1874 1877 1866 Constitution of 1866 1870 Texas is readmitted into 1876 Constitution of is adopted the United States 1876 is adopted 1865 Slaves are emancipated in Texas 1869 Constitution of 1869 is adopted 1874 Reconstruction ends in Texas 1869 Edmund Davis is elected as first 1873 Democrat Richard Coke is elected Republican governor of Texas governor of Texas 322 ✯ Chapter 15 322-323_COTXSE_4_15_p 11/18/02 9:47 AM Page 323 Before You Read Think about a time when you believed you or someone you knew was not being treated fairly. Perhaps you saw people who had opportunities or privileges that others did not have. How did you handle the situation? Did you find a way to persuade people to listen to you? Did you help find a way to make sure that everyone was treated equally? Think about • situations at home or at school that you believed were unfair • effects of unfairness on the people involved • effective ways to address injustice “The First Vote,” Harper’s Weekly As You Read Organizing Information After the Civil War the U.S. -
July 31, 1948 the Board of Directors the Texas
AUSTIN. TEXAS PRICE DANIEL A--o-- July 31, 1948 The Board of Directors The Texas State University for Negroes 2007 Petroleum Building Houston 2, Texas Attention: Fir.John H. Robertson, Executive Assistant Opinion No. V-645 Re: ,Whethera white appli- cant may be admitted to The Texas State Univer- sity for~Ne,groes. Gentlemen: You'write that Mr. Jack Coffman, a white cit- izen of Houston, who.representsthat he isa social science major from Penn College, Oscaloosa Iowa, de- sires to be admitted to The Texas State University for Negroes for the purpose of taking courses in sociB1~ science. You request an opinion as to whether he may legally be admitted. Section 7 of Article VII and related Arti- cles of the Texas Constitution provide that separate schools shall be provided for the white and colored stu- ;;;thsand that impartial provision shall-be made for . The.legislativeact creating The~Texas 'State University for Negroes1 provides that: "It is the purpose of~thPs Act to ds- tablish an entire1 separate and equivalent university +.o the first class for Negroes . ." f Section 1, Senate Bill 140, Acts,SOth Leg., Ch. 29, PO 36, carried as Art. 2643b, V.A.C.S. I . The Texas State University for Negroes, Page 2 (V-645) With regard to which persons would be eligible for enrollment, the Act further provides in Section 12: "The term lqualifiedapplicant' as used in this Act shall mean any colored person who meets the educationalrequirements . The term 'colored person' (means) . a ne- gro or person of African descent." The Act is plain and unambiguous.