Texas TEKS 8.18

8.18 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 8.18.A

  identify the origin of judicial review

• 8.18.B

  summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden

• 8.18.C

  evaluate the impact of the landmark Supreme Court decision Dred Scott v. Sandford on life in the United States.

01

What Students Need to Do

Students explain how Marbury established judicial review through the Court’s ruling. They summarize the constitutional dispute, ruling, and lasting effect in Marbury, McCulloch, and Gibbons. They also judge how Dred Scott affected citizenship, slavery in the territories, and sectional conflict.

02

What Mastery Looks Like

Students can match each case to its constitutional question and ruling without mixing up interstate commerce, implied powers, and judicial review. They can use evidence to explain how Dred Scott denied citizenship, limited congressional control over slavery, and increased sectional conflict.

03

Common Misconceptions

Students often think judicial review is stated directly in the Constitution or that Marbury let the Court write laws. They may confuse McCulloch’s implied powers and state taxation issue with Gibbons’s interstate commerce issue. Some reduce Dred Scott to one man’s freedom claim and miss its wider effects on African American citizenship and sectional tensions.

04

How to Assess It

Exit ticket: Complete a four-row chart with each case’s issue, ruling, and significance. For Dred Scott, include one effect on African Americans and one effect on sectional conflict.

1. 01

   Give groups issue, ruling, and impact cards for each case, then have them build four matched case files.

2. 02

   Ask students to write: Which ruling changed federal power most, and what evidence from two cases supports your choice?

3. 03

   Run a case clue relay where teams identify the case, state the ruling, and earn a point after explaining its significance.

4. 04

   Present a current conflict over state regulation of interstate business and ask students to connect it to Gibbons and federal power.

• 8.16

  Government. The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:

• 5.15

  Government. The student understands the framework of government created by the U.S. Constitution of 1787. The student is expected to:

• 5.14

  Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected t...

• 3.8

  Government. The student understands important ideas in historical documents at various levels of government. The student is expected to: