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Confirming Pages
xii THE STATE OF TEXAS: Government, Politics, and Policy
Learning Outcomes and Core Objectives Correlation Table
Learning Outcome: Explain

the history, demographics, and
political culture of Texas.
Thinking
Critically
How have settlement patterns impacted Texas? Give current examples.
Texas Learning Outcomes and
Core Objectives:
Learning Outcome: Explain Communicating Write a short synopsis of Texas’s changing economy and its role in international
CHAPTER the history, demographics, and Effectively trade.
1 Learning Outcome: Explain

Taking Personal
Responsibility
What can you do to become well informed about political issues so that you can
make good decisions at election time?
Learning Outcome: .Explain Being Socially Understanding the relationship between religious affiliations and politics
the history, demographics, and Responsible can improve civic knowledge. How would you use this knowledge to engage
The State of Texas not only covers the new Learning Outcomes and Core
political culture of Texas. effectively in your community?
Learning Outcome: Describe Communicating Analyze the diagram in Figure 2.1 and the division of powers in Table 2.1 to
separation of powers and checks Effectively describe the separation of powers and checks and balances in both theory and
and balances in both theory and practice in Texas.
Objectives for GOVT 2306, but also does so in a way that makes the program
practice in Texas.
Learning Outcome: Explain the Thinking What is the impact of a constitutional convention dominated by one party? What
origin and development of the Critically were the consequences of the 1875 constitutional convention in the development
Texas Constitution. of the Texas Constitution?
CHAPTER
SACS-compliant. The State of Texas deeply incorporates the state Core

Learning Outcome: Describe state Being Socially Considering the argument that the national government has eroded state power,
2 and local political systems and

their relationship with the federal
government.
Responsible to what extent should the government “promote general welfare?” What does
promoting general welfare mean to you? In developing an understanding of state
and local political systems and their relationship with the federal government,
who do you think should play a greater role—the states or the federal
Learning Outcome: Describe state

and local political systems and
Taking Personal
Responsibility
government?
As a resident of Texas and a citizen of the United States, can you identify and
discuss examples that reinforce the Full Faith and Credit Clause and the Privileges
and Immunities Clause of the U.S. Constitution? Can you identify examples that, in
Objectives (COs) and Texas Learning Outcomes (TLOs) in both the print and
digital products.
government. your opinion, violate these principles?
Learning Outcome: Describe Communicating It has been argued that smaller constituencies might allow a wider array of people
the legislative branch of Texas Effectively to participate in state politics, rather than just the “rich” or “well born.” How would
government. you argue in favor of or against this statement?
Learning Outcome: Describe Being Socially To what extent should legislators use race when redistricting? Do you think
the legislative branch of Texas Responsible redistricting is an appropriate tool to increase intercultural competency? Why or
government. why not?
CHAPTER
Learning Outcome: Describe Thinking Both demographics and voting patterns have changed in Texas, and some districts
3 the legislative branch of Texas

government.
Critically have become more competitive, especially for Democrats in South Texas and in
inner-city districts. Discuss what these shifts mean for future elections and the
composition of the Texas House and Senate. Reference Table 3.6 in your answer.
Learning Outcome: Describe Taking Personal It has been stated that the success of legislation depends largely on a relative few
the legislative branch of Texas Responsibility individuals who make up the leadership in the Texas House and Senate. Do you
government. think the speaker of the house and the lieutenant governor have too much control
over the passage of bills? How can you influence legislation? What can individuals
do to affect legislation?
mor4821x_fm_i-xxvi.indd xii 12/26/16 04:42 PM
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students report
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To learn more about Texas Government visit the McGraw-Hill

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THE STATE OF TEXAS:
Government, Politics,
and Policy
THIRD EDITION
THE STATE OF TEXAS:
Government, Politics, and Policy
TH IRD EDITION
Sherri Mora
William Ruger
THE STATE OF TEXAS: GOVERNMENT, POLITICS, AND POLICY, THIRD EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2017 by McGraw-
Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2015, and
2014. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not
limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Some ancillaries, including electronic and print components, may not be available to customers outside the
United States.
This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 LWI/LWI 21 20 19 18 17
ISBN 978-1-259-54821-5
MHID 1-259-54821-X
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All credits appearing on page or at the end of the book are considered to be an extension of the copyright page.
Library of Congress Cataloging-in-Publication Data
Names: Mora, Sherri, author. | Ruger, William, author.

Title: The state of texas: government, politics, and policy / Sherri Mora,
William Ruger.
Description: Third edition. | New York, NY : McGraw-Hill Education, 2017.
Identifiers: LCCN 2016040526 | ISBN 9781259548215 (paperback)
Subjects: LCSH: Texas—Politics and government. | BISAC: POLITICAL SCIENCE /
Government / State & Provincial.
Classification: LCC JK4816 .M67 2017 | DDC 320.4764—dc23 LC record available
at https://lccn.loc.gov/2016040526
The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website
does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education
does not guarantee the accuracy of the information presented at these sites.
mheducation.com/highered
G ROUNDED IN Y OUR C ORE O BJECTIVES,
D EVELOPED FOR Y OUR S TUDENTS
The State of Texas: Government, Politics, and Policy, 3e, combines concise
content with effective digital tools that provide a personalized learning
path for every student. Built to align directly with state learning outcomes
and core objectives, this highly readable program provides students with
the content and tools to make Texas government relevant in their lives.
The State of Texas is designed around the Learning Outcomes and
Core Objectives for GOVT 2306 as defined by the Texas Higher Education
Coordinating Board. With a comprehensive content program, a revision
that was informed by student data, and numerous assignable activities
in Connect Texas Government®, The State of Texas includes ample
material for a full semester course on Texas government. Connect Texas
Government with LearnSmart and Smartbook is organized around the
Texas Learning Outcomes and provides the ability to assess directly on
those outcomes.
Informing and Engaging Students on Government Concepts

Using Connect Texas Government, students can learn the course material more
deeply and study more effectively than ever before.
At the remember and understand levels of Bloom’s taxonomy, Concept Clips
help students break down key concepts in government. Using easy-to-understand
audio narration, visual cues, and colorful animations, Concept Clips provide a
step-by-step presentation that aids in student retention. Concept Clips for the Third
Edition address the following:
• What is Federalism?
• What is Selective Incorporation?
• How are State Judges Selected?
• What are the Voting Decision Rules?
• How are Public Opinion Polls
Evaluated?
• What are the Merit and Spoils
Systems?
• What Does Separation of Powers
Mean?
• What is Judicial Review?
• What is the Difference Between De
Jure and De Facto Segregation?
vii
viii THE STATE OF TEXAS: Government, Politics, and Policy
• What is Social Contract Theory?

• What is the Full Faith and Credit Clause?
• What is Electioneering?
• What are the Powers of Congress?
• How Does the Electoral College Work
• What is the Public Policy Cycle?
• How Does Media Shape the Public Agenda?
• Why Two Parties?
Also at the remember and understand levels of Bloom’s, Newsflash exercises
tie current news stories to key Texas government concepts and learning objec-
tives. After interacting with a contemporary news story, students are assessed on
their ability to make the connection between real life events and course content.
At the apply, analyze, and evaluate levels of Bloom’s taxonomy, critical think-
ing activities allow students to engage with the political process and learn by doing.
For example, students will understand how Texas is a majority-minority state.
Better Data, Smarter Revision, Improved Results

Students study more effectively with LearnSmart® and SmartBook®. LearnSmart is
an adaptive learning program designed to help students learn faster, study smarter, and
retain more knowledge for greater success. Distinguishing what students know from
what they don't, and focusing on concepts they are most likely to forget, LearnSmart
continuously adapts to each student's needs by building an individual learning path.
Millions of students have answered more than a billion questions in LearnSmart
since 2009, making it the most widely used and intelligent adaptive study tool that's
proven to strengthen memory recall, keep students in class, and boost grades.
Fueled by LearnSmart, SmartBook is the first and only adaptive reading
experience currently available.
• Make It Effective. SmartBook creates a personalized reading
experience by highlighting the most impactful concepts a student needs
to learn at that moment in time. This ensures that every minute spent
with SmartBook is returned to the student as the most
value-added minute possible.
• Make It Informed. The reading experience
continuously adapts by highlighting content based
on what the student knows and doesn't know. Real-
time reports quickly identify the concepts that
require more attention from individual students—or
the entire class. SmartBook detects the content a
student is most likely to forget and brings it back to
improve long-term knowledge retention.
Students helped inform the revision strategy:
STEP 1. Over the course of two years, data points
showing concepts that caused students
the most difficulty were anonymously
collected from the Connect Texas
Government LearnSmart product.
Grounded in Your Core Objectives, Developed for Your Students ix
STEP 2. The data from LearnSmart was

provided to the authors in the form
of a Heat Map, which graphically
illustrated “hot spots” in the text that
impacted student learning (see image
to the right).
STEP 3. The authors used the Heat Map data
to refine the content and reinforce
student comprehension in the new
edition. Additional quiz questions and
assignable activities were created for
use in Connect Texas Government to
further support student success.
RESULT: Because the Heat Map gave the
authors empirically based feedback
at the paragraph and even sentence
level, they were able to develop the
new edition using precise student data
that pinpointed concepts that caused
students the most difficulty.
Real-Time Reports, On the Go, Made

Easier
Student performance reports show you their
progress.
Connect Insight is a one-of-a-kind visual analyt-
ics dashboard—now available for both instructors
and students—that provides at-a-glance information
regarding student performance.
• Make It Intuitive. You receive instant,
at-a-glance views of student performance
matched with student activity.
• Make It Dynamic. Connect Insight puts
real-time analytics in your hands so you
can take action early and keep struggling
students from falling behind.
• Make It Mobile. Connect Insight travels from office to classroom,
available on demand wherever and whenever it's needed.
x THE STATE OF TEXAS: Government, Politics, and Policy
Increased Coverage of Criminal Justice,

Media, and the Hispanic Experience
The Third Edition features increased coverage of core content areas.
• New! Chapter 12, “The Criminal Justice System in Texas,” covers
criminal and civil courts, prisons, the death penalty, and reforms.
• New! Chapter 14, “Public Opinion and the Media in Texas,” available
in Connect Texas Government only, covers the historical and current
media landscape as it relates to Texas government.
• New! Focus On features present students with engaging examples of how
Hispanic and Latino individuals, groups, and culture play an important
role in Texas political life. Chapter 8, for example, focuses on “The
Hispanic Population and Bilingual Ballots.”
Content Changes
As mentioned, the Third Edition was revised in response to student heat map
data that pinpointed the topics and concepts where students struggled the most.
This was reflected primarily in the chapters on the Texas State Constitution and
the American Federal System, the Court System in Texas, Local Governments in
Texas, Public Policy in Texas, and Financing State Government.
Chapter 1
• Updated section on post-Reconstruction Texas, including the most recent
data available on the state’s economy, politics, and demographics
• Updated section on Texas today, including the most recent data available
on poverty, education, and immigration in Texas
• Revised section on political culture to clarify Texas’s political culture and
the philosophical traditions contributing to it
• Expanded Conclusion section
• New Focus On feature on how the government defines the term “Hispanic"
Chapter 2
• Updated section on characteristics common to state institutions with a
recent example on conflicts between local law and state law
• Updated section comparing state constitutions to reflect their most current
version, as of 2015
• Updated section on amending state constitutions, including the most
recent voter turnout numbers from 2015
• Significantly revised section, “Relations between States in the Federal
System,” focusing on the 2015 Supreme Court case Obergefell v. Hodges,
which legalized gay marriage in the United States
• New Focus On feature on Tejano contributions to the Texas founding,
specifically through the deeds of José Antonio Navarro
Chapter 3
• Updated section on legislator qualifications and demographics, including
the most recent data available on the members of the Texas state legislature
Grounded in Your Core Objectives, Developed for Your Students xi
• Updated district maps for the state legislature

• Updated coverage of redistricting issues in Texas
• Updated list of legislative committees and process for legislative oversight
of state agencies
• Revised section on procedures to include discussion of the change in the
“two-thirds” rule, as well as updated coverage of the legislature’s use of
calendars
• New Focus On feature on the first Hispanic woman in the Texas legislature
Chapter 4
• Updated section, “Informal Qualifications for Governor,” including a
recent study on the jobs that most often lead into the governorship and
updated national statistics on the gender and ethnicity of those holding
state governorships in 2016
• Updated map on states with female governors, past and present
• Updated map, “Total Number of Major Statewide Elected Officials for
Each State, Executive Branch”
• Updated map, “Term Limits for Governors as of 2015”
• Updated figure, “Employment in the Top Four State Agency Categories
by General Appropriation”
• New Focus On feature on the issue of when Texas may have its first
Hispanic governor
Chapter 5
• Revised and reorganized section on the structure of state courts
• Updated section “Judicial Selection” reflecting 2015 data, specifically
how states currently select their judges
• Significantly revised section “Is There a Best System for Judicial Selection?”
• Revised section “Judicial Selection in Texas,” specifically addressing
minority representation and campaign contributions
• Updated graph on crime rates in Texas as compared to the United States
as a whole
• New Focus On feature on the first Hispanic justice on the Texas Supreme
Court, Raul A. Gonzalez, Jr.
Chapter 6
• Revised section on “General Law Cities and Home Rule”
• Updated section on county governments with the most recent data
available (number of counties within states and the populations of the
largest counties in Texas)
• New Focus On feature on Hispanic representation in local governments,
including a brief discussion of the differences between descriptive and
substantive representation
Chapter 7
• Revised section on political participation, including a discussion of online
political engagement
• Reorganized voting section to present more clearly the current
requirements for voting in Texas
xii THE STATE OF TEXAS: Government, Politics, and Policy
• New material on the 2016 presidential primary and general elections

• Updated section on voter turnout with the most recent data available on
voter turnout in Texas
• New Focus On feature on Hispanic voter turnout
Chapter 8
• Reorganized subsection “Party Caucus” introducing concepts of primary
elections and open vs. closed primary systems
• Updated chart on the primary systems used in state elections as of 2015
• Revised section on the Federal Voting Rights Act to more clearly explain
the Supreme Court case Shelby County v. Holder (2013) and its effect on
voting rights
• Updated material on PAC money in state campaigns with the most recent
data available
• New Focus On feature on the use of bilingual ballots as required by the
Federal Voting Rights Act
Chapter 9
• Reorganized to present the history and evolution of political parties in the
United States as background for subsequent material
• Revised section on the evolution of political parties in Texas to include
the concept of candidate-centered politics
• Expanded coverage of realignment and dealignment to clarify these
concepts and how they apply to Texas politics
• Updated material on Texas parties and election results with the most
recent data available
• Expanded coverage of caucus and primary delegate selection systems
• New Focus On feature on Hispanic party affiliation
Chapter 10
• Updated section on interest group typology, including the most recent
data available on Texas interest groups
• Expanded discussion of grassroots lobbying
• New material on litigation as a technique interest groups use to achieve
their goals
• New Focus On feature on litigation by Hispanic interest groups
Chapter 11
• Updated section on policy liberalism, including the most recent version of
the State Policy Index (SPI)
• Updated section on public policy areas, including the most recent data on
state policy regarding business regulation, welfare, health care, education,
firearms, gay rights, abortion, immigration, water, and veterans
• Expanded discussion of the Affordable Care Act (ACA), including its
provisions
• Expanded discussion of the intersection between federal and state policy
• New Focus On feature on bilingual education
Grounded in Your Core Objectives, Developed for Your Students xiii
Chapter 12
• New to this edition, this chapter covers criminal and civil courts, prisons,
the death penalty, and reforms in the Texas criminal justice system.
Chapter 13
• Significantly revised section “Why Do Governments Provide Services to
Citizens?” including a more explicit discussion of public goods and how
they are nonexclusive and nonexhaustive
• Revised table comparing revenue for the 15 most populous states
• Updated table on the 10 most regressive state tax systems to 2015
• Updated figures on state and local taxes in Texas and all states to 2015
• Expanded Budget Fix subsection to include discussion of dedicated and
non-dedicated revenue
• Updated section on state finance to include discussion of fluctuating oil
prices
• New Focus On feature on the tax contributions of Hispanic households
Chapter 14
• New to this edition and available in Connect Texas Government only,
this chapter covers the historical and current media and public opinion
landscape as it relates to Texas government.
Learning Outcomes and Core Objectives

GOVT 2306 is one of the foundational component areas within the Core
Curriculum identified by the Undergraduate Education Advisory Committee
(UEAC) of the Texas Higher Education Coordinating Board (THECB). The
UEAC has identified six core objectives, of which four—critical thinking skills,
communication skills, social responsibility, and personal responsibility—must
be mapped to content in GOVT 2306. Those four core objectives are mapped to
specific The State of Texas content here and throughout each chapter.
Institutions must assess learning outcomes (provided in the UEAC's Academic
Course Guide Manual); for example, the student's demonstrated ability to explain
the origin and development of the Texas constitution, consistent with assessment
practices required by the Commission on Colleges of the Southern Association
of Colleges and Schools (SACS-COC).
These requirements include an explanation of measures, methodology, fre-
quency, and timeline of assessment; an explanation of targets and benchmarks
of “Core Objective” attainment; evidence of attainment of the required core
objectives; interpretation of assessment information; and the use of results for
improving student learning. SACS principles of accreditation 3.3.1.1 requires
institutions to identify expected learning outcomes, assess the extent to which it
achieves these outcomes, and provide evidence of improvement based on analy-
sis of the results.
Adopting The State of Texas and using the provided assessment tools makes
SACS compliance easy while meeting the purpose of the Core Curriculum.
xiv THE STATE OF TEXAS: Government, Politics, and Policy
Learning Outcomes and Core Objectives Correlation Table
Learning Outcome: Explain Thinking How have settlement patterns impacted Texas? Give current examples.
the history, demographics, and Critically
Learning Outcome: Explain Communicating Write a short synopsis of Texas’s changing economy and its role in international
CHAPTER the history, demographics, and Effectively trade.

Taking Personal
Responsibility
What can you do to become well informed about political issues so that you can
make good decisions at election time?
Learning Outcome: .Explain Being Socially Understanding the relationship between religious affiliations and politics
the history, demographics, and Responsible can improve civic knowledge. How would you use this knowledge to engage
political culture of Texas. effectively in your community?
Learning Outcome: Describe Communicating Analyze the diagram in Figure 2.1 and the division of powers in Table 2.1 to
separation of powers and checks Effectively describe the separation of powers and checks and balances in both theory and
and balances in both theory and practice in Texas.
practice in Texas.
Learning Outcome: Explain the Thinking What is the impact of a constitutional convention dominated by one party? What
origin and development of the Critically were the consequences of the 1875 constitutional convention in the development
Texas Constitution. of the Texas Constitution?
CHAPTER
Learning Outcome: Describe state Being Socially Considering the argument that the national government has eroded state power,
2 and local political systems and

government.
Responsible to what extent should the government “promote general welfare?” What does
promoting general welfare mean to you? In developing an understanding of state
and local political systems and their relationship with the federal government,
who do you think should play a greater role—the states or the federal
government?
Learning Outcome: Describe state Taking Personal As a resident of Texas and a citizen of the United States, can you identify and
and local political systems and Responsibility discuss examples that reinforce the Full Faith and Credit Clause and the Privileges
their relationship with the federal and Immunities Clause of the U.S. Constitution? Can you identify examples that, in
government. your opinion, violate these principles?
Learning Outcome: Describe Communicating It has been argued that smaller constituencies might allow a wider array of people
the legislative branch of Texas Effectively to participate in state politics, rather than just the “rich” or “well born.” How would
government. you argue in favor of or against this statement?
Learning Outcome: Describe Being Socially To what extent should legislators use race when redistricting? Do you think
the legislative branch of Texas Responsible redistricting is an appropriate tool to increase intercultural competency? Why or
government. why not?
CHAPTER
Learning Outcome: Describe Thinking Both demographics and voting patterns have changed in Texas, and some districts
3 the legislative branch of Texas

government.
Critically have become more competitive, especially for Democrats in South Texas and in
inner-city districts. Discuss what these shifts mean for future elections and the
composition of the Texas House and Senate. Reference Table 3.6 in your answer.
Learning Outcome: Describe Taking Personal It has been stated that the success of legislation depends largely on a relative few
the legislative branch of Texas Responsibility individuals who make up the leadership in the Texas House and Senate. Do you
government. think the speaker of the house and the lieutenant governor have too much control
over the passage of bills? How can you influence legislation? What can individuals
do to affect legislation?
Grounded in Your Core Objectives, Developed for Your Students xv
Learning Outcome: Explain Communicating Analyze Map 4.1. What inferences can be drawn from the data?
the structure and function of Effectively
the executive branch of Texas
government.
Learning Outcome: Explain Being Socially How does the comptroller promote effective involvement in regional, national, and
the structure and function of Responsible global communities?
CHAPTER government.

the structure and function of
Taking Personal
Responsibility
What can you do to become more actively engaged in the civic discourse about the
role of the State Board of Education?
government.
Learning Outcome: Explain Thinking The six factors that influence the strength of the power of the governor are
the structure and function of Critically the number of elected statewide executives, tenure of office, the governor’s
the executive branch of Texas appointive powers, the governor’s budgetary powers, the governor’s veto powers,
government. and the extent to which the governor controls his or her political party. What can
you conclude about the powers of the governor?
Learning Outcome: Describe Communicating Analyze Figure 5.1. Describe the appeals process for a civil case filed in county
the structure and function of Effectively court.
the judicial branch of Texas
government.
Learning Outcome: Describe Being Socially What impact, if any, do you think partisan election of judges has on judicial
the structure and function of Responsible outcomes?
CHAPTER the judicial branch of Texas
government.
5 Learning Outcome: Describe

the structure and function of
the judicial branch of Texas
Thinking
Critically
Reflecting on the discussion about representation of minorities and women in
the Texas judicial system, do you think it is important to have a judiciary that is
representative of the general population? Why or why not?
government.
Learning Outcome: Describe Taking Personal Given what you read in this section, it would seem that citizens have little impact in
the structure and function of Responsibility disciplining and/or removing judges. What do you think is a citizen’s responsibility
the judicial branch of Texas in this matter? How can individuals take greater personal responsibility to ensure
government. that judges perform properly?
Learning Outcome: Describe local Communicating Compare Figures 6.1, 6.3, and 6.4 with Table 6.2. Discuss the fundamental
political systems in Texas. Effectively differences between weak mayor, strong mayor, and council-manager forms of
government. Which do you prefer and why?
Learning Outcome: Describe local Being Socially Compare at-large election systems and single-member district systems. An
CHAPTER political systems in Texas. Responsible argument in favor of single-member district systems is that they increase minority
representation in local government. In your opinion, does increased minority
6 Learning Outcome: Describe local

political systems in Texas.
Taking Personal
Responsibility
representation increase intercultural competency? Why?
Local government directly impacts people in their daily lives. What can you do to
improve local governance?
Learning Outcome: Describe local Thinking Identify some of the problems facing county governments. What solutions would
political systems in Texas. Critically you propose?
xvi THE STATE OF TEXAS: Government, Politics, and Policy
Learning Outcomes and Core Objectives Correlation Table continued
Learning Outcome: Identify the Taking Personal What activities do you engage in that are related to governance? Which forms of
rights and responsibilities of Responsibility political participation do you think are the most effective?
citizens.
Learning Outcome: Identify the Thinking How do you think the Texas voter ID law impacts voter turnout in Texas? Where do
CHAPTER rights and responsibilities of Critically you stand on the issue? Explain why you favor or oppose voter ID laws.
7
citizens.
Learning Outcome: Identify the Being Socially Considering the discussion of the socioeconomic factors that affect voter
rights and responsibilities of Responsible turnout, identify effective ways to increase civic knowledge in culturally diverse
citizens. communities.
Learning Outcome: Identify the Communicating Write a one-page summary of the rationalist explanations for low voter turnout.
rights and responsibilities of citizens. Effectively
Learning Outcome: Analyze the Thinking Explain the challenges that hinder minor party candidates from succeeding in
state and local election process Critically statewide elections.
in Texas.
Learning Outcome: Analyze the Communicating Do you think the Voting Rights Act requirement that Texas provide a bilingual ballot
CHAPTER state and local election process Effectively increases voter turnout? Construct an argument in favor or against this provision of
in Texas. the Voting Rights Act.
8 Learning Outcome: Analyze the

state and local election process
in Texas.
Being Socially
Responsible
What responsibility do you think the media have in covering campaigns and
elections? Are the media living up to your expectations?
Learning Outcome: Analyze the Taking Personal If you choose to contribute to a candidate’s campaign, to what extent is the
state and local election process Responsibility candidate obligated to you as a contributor? Should your contribution influence
in Texas. public policy? What about corporate contributions?
Learning Outcome: Evaluate the Communicating Explain how political reforms have weakened political parties.
role of political parties in Texas. Effectively
Learning Outcome: Evaluate the Taking Personal Examine your political values and compare them to the expressed values of both
role of political parties in Texas. Responsibility parties. Do your ideas about the role of government, politics, and policy align with
CHAPTER one particular party?
9 Learning Outcome: Evaluate the

role of political parties in Texas.
Being Socially
Responsible
What impact, if any, do factions have on enhancing or diminishing civic
engagement? In your opinion, do factions promote acceptance of diverse
opinions?
Learning Outcome: Evaluate the Thinking For a variety of reasons, third parties do not currently have much impact on Texas
role of political parties in Texas. Critically politics. What measures might be taken to level the playing field for third parties
and improve their competitiveness in elections?
Learning Outcome: Evaluate the Thinking Review Table 10.1. Are you a participant in a membership organization? If so, how
role of interest groups in Texas. Critically does the organization represent your interests? If not, how are your interests
represented at the state and federal levels of government?
Learning Outcome: Evaluate the Taking Personal Socrates suggested, “know thyself,” and Shakespeare’s Hamlet admonished “to
role of interest groups in Texas. Responsibility thine own self be true.” It is important to know what your interests are and how
CHAPTER they are represented in government. Consider what you have read in this chapter
and determine how interest group efforts align with your personal interests. If they
10 Learning Outcome: Evaluate the Communicating

do not, what can you do to ensure that government addresses your interests or the
interests of those who share similar values?
Review the data presented in Table 10.4. Identify the interest group category
role of interest groups in Texas. Effectively that spent the most money in 2014. Discuss the impact that PAC spending has on
government.
Learning Outcome: Evaluate the Being Socially How can geographic distribution of interest groups improve political awareness
role of interest groups in Texas. Responsible between culturally diverse populations?
Grounded in Your Core Objectives, Developed for Your Students xvii
Learning Outcome: Analyze Taking Personal How can you impact public policy decisions? At what point in the policy cycle could
important public policy issues in Responsibility you voice your preferences?
Texas.
Learning Outcome: Analyze Being Socially To what extent should Texas be responsible for ensuring equal funding for wealthy
CHAPTER important public policy issues in Responsible school districts and poor school districts?
Texas.
11 Learning Outcome: Analyze

important public policy issues in
Texas.
Communicating
Effectively
Summarize the legislation that Texas has passed on abortion. Discuss the
advantages and disadvantages of state involvement in this policy issue.
Learning Outcome: Analyze Thinking Given the water-related challenges facing Texas, what measures would you
important public policy issues in Critically recommend to ensure all Texans have access to water? What might be some
Texas. negative or unintended consequences of your recommendations?
Learning Outcome: Analyze issues Communicating Explain the difference between criminal and civil law, including how the standard
and policies in Texas. Effectively of proof differs for each. Provide an example of each type of case.
Learning Outcome: Analyze issues Taking Personal Currently, at what age does the state of Texas consider a person an adult in
CHAPTER and policies in Texas. Responsibility criminal and civil proceedings? At what age do you think the state should require
individuals to take personal responsibility? Why?
12 Learning Outcome: Analyze issues

and policies in Texas.
Being Socially
Responsible
Why might the use of special courts to punish crimes like prostitution provide a cost
savings for the criminal justice system?
Learning Outcome: Analyze issues Thinking Given the current challenges faced by the criminal justice system, what types
and policies in Texas. Critically of reforms would you recommend? What might be some of the negative or
unintended consequences of your recommendations?
Learning Outcome: Analyze state Thinking What goods and services do you think state government should provide? Consider
financing issues and policies in Critically the consequences of your answer. What would the possible impact to society be,
Texas. given your position?
Learning Outcome: Analyze state Being Socially Texas taxes prepared food items, but does not tax unprepared food items (e.g.,
financing issues and policies in Responsible raw meats and fresh produce). If, as noted earlier in this chapter, individuals can
CHAPTER Texas. be excluded from receiving services, such as electricity, because of the inability to
pay, how does taxing prepared food impact our state’s poorest citizens?
13 Learning Outcome: Analyze state

financing issues and policies in
Texas.
Communicating
Effectively
Consider Table 13.7, which illustrates how specific appropriations are restricted.
What percentage of funds is not restricted? How does restricting funds impact
budget flexibility?
Learning Outcome: Analyze state Taking Personal Although few individuals would express a preference for higher taxes, given the
financing issues and policies in Responsibility information in this chapter about the goods and services the state provides and
Texas. the revenue data presented in Figure 13.9 and Table 13.9, should Texans advocate
for a personal income tax? Why or why not?
Learning Outcome: Evaluate public Thinking Compare and contrast the factors of socialization and explain how they have
opinion and the role of the media Critically informed your political opinions.
in Texas politics.
Learning Outcome: Evaluate public Taking Personal What can you do to improve the content on social media networks?
opinion and the role of the media Responsibility
CHAPTER
in Texas politics.
14 Learning Outcome: Evaluate public

opinion and the role of the media
in Texas politics.
Being Socially
Responsible
Explain what social obligation the media has in the political campaign process.
Learning Outcome: Evaluate public Communicating Write an essay summarizing government’s efforts to regulate the Internet.
opinion and the role of the media Effectively
in Texas politics.
B RIEF C ONTENTS
CHAPTER 1 Introduction to Texas History and Politics 1
CHAPTER 2 The Texas State Constitution and the American Federal

System 35
CHAPTER 3 The Texas Legislature 71
CHAPTER 4 The Executive Department and the Office of the

Governor of Texas 119
CHAPTER 5 The Court System in Texas 155
CHAPTER 6 Local Governments in Texas 183
CHAPTER 7 Voting and Political Participation in Texas 213
CHAPTER 8 Campaigns and Elections in Texas 239
CHAPTER 9 Political Parties in Texas 259
CHAPTER 10 Interest Groups and Lobbying in Texas 301
CHAPTER 11 Public Policy in Texas 327
CHAPTER 12 The Criminal Justice System in Texas 365
CHAPTER 13 Financing State Government 409
CHAPTER 14 Public Opinion and the Media in Texas
GLOSSARY 435
INDEX 443
xviii
C ONTENTS
Types of Political Culture 26

CHAPTER 1 INTRODUCTION TO TEXAS Social Conservatism, Classical Liberalism, Populism, and
HISTORY AND POLITICS 1 Progressivism 28
The Six Flags of Texas: From Spain Conclusion 30
to Statehood 2 Summary 30
Key Terms 31
Spain 2 Notes 31
France, Briefly 2
Spain Returns 2
CHAPTER 2 THE TEXAS STATE
The Republic of Mexico 3 CONSTITUTION AND THE
The Republic of Texas 4 AMERICAN FEDERAL
Core Objective: Thinking Critically . . . 5 SYSTEM 35
The Twenty-Eighth State of the Union 5 Principles of Constitutional
The Confederate State of Texas 6 Government 36
Civil War and Reconstruction: Characteristics Common to State
A Time of Transition 6 Constitutions 36
Post-Reconstruction Texas 9 Separation of Powers 36
Land 9
Core Objective: Communicating Effectively . . .38
The Texas Economy: From Agriculture to
Oil to the Service Sector 10 Bill of Rights 38
Supreme Law of the State 39
Evolution of the Texas
Texas’s Economic Regions 12 Constitution: 1824–1876 39
Texas Politics: From Democrat to Republican 13 Constitutions under the Republic of Mexico 39
Core Objective: Taking Personal Responsibility . . . 16 The Republic of Texas Constitution of 1836 40
Demographics: The Road to Majority-Minority 16 Statehood Constitution of 1845 41
Urban and Rural 17 The Civil War and Reconstruction Constitutions of 1861,
Majority-Minority 18 1866, and 1869 42
Religion in Texas 21 The Constitution of 1876 43
Core Objective: Being Socially Responsible . . .22 Core Objective: Thinking Critically . . . 43
Current Challenges: Texas Today 23 Culture Drives Institutions 44

The Recent Recession 23 Important Sections of the Texas
National Issues 23 Constitution 44
Income and Poverty 23 Article 1: Bill of Rights 44
Education 24 Article 2: The Powers of Government 45
Immigration and In-Migration Today 24 Article 3: Legislative Department 45
In-Migration 24 Article 4: Executive Department 45
Immigration 25 Article 5: Judicial Department 46
Texas Political Culture 26 Additional Articles 46
xix
xx THE STATE OF TEXAS: Government, Politics, and Policy
Comparing the Structure of State Equity of Representation 84

Constitutions 46 Minority Representation 86
Amending and Revising State Political and Racial Gerrymandering 86
Constitutions 50 Core Objective: Being Socially Responsible . . .87
Patterns of Constitutional Change 51
Redistricting in 2001 88
Amending the Texas Constitution 51
2003 and the Texas Eleven 89
Criticisms of the Texas
Redistricting in 2011 and Beyond 92
Constitution 54
Getting Elected 94
Conclusion to the Texas Constitution 55
Competition for House and Senate Seats 94
The American Federal System of
Government 57 Core Objective: Thinking Critically . . . 95
Constitutional Distribution of Powers 58 Term Limits 96
Division of Powers between National and State Turnover in State Legislatures 96
Governments 59
Leadership Positions in the Texas
The “Necessary and Proper” Clause and the Tenth
Amendment 59 Legislature 97
Interstate Commerce Clause 61 Speaker of the House 97
Equal Protection and Due Process Clause of the Lieutenant Governor 99
Fourteenth Amendment 62 Committees in the House and Senate 101
Power to Tax and Spend to Promote the General Welfare of
Citizens 62 Core Objective: Taking Personal Responsibility . . .103
Core Objective: Being Socially Responsible . . .63 Functions 103

Lawmaking 103
The Evolution of American Federalism 64
Budget and Taxation 103
Relations between States in the Federal System 65
Oversight 103
Core Objective: Taking Personal Responsibility . . .66
Procedures 105
Conclusion 67 Formal Rules: How a Bill Becomes a Law 105
Summary 67 Major and Minor Calendars and Bills 107
Key Terms 69 Legislative Workload and Logjams 109
Notes 69
Informal Rules 110
Legislative Roles 111
CHAPTER 3 THE TEXAS Representational Roles 111
LEGISLATURE 71 Partisan Roles 112
The Structure and Size of the Texas Legislative Professionalism versus

Legislature 72 Citizen Legislatures: Where Does Texas
Stand? 113
Conclusion 113
General Characteristics Summary 114
of the Legislature 73 Key Terms 114
Notes 115
Sessions and Session Length 73
Salary 75
Staff and Facilities 77
CHAPTER 4 THE EXECUTIVE
DEPARTMENT AND THE
Qualifications for Legislators and Member OFFICE OF THE GOVERNOR
Demographics 77 OF TEXAS 119
Single-Member Versus Multimember
Districts 81 Qualifications 119
Reapportionment and Redistricting Formal Qualifications 119
Issues 83 Informal Qualifications 120
CONTENTS xxi
Race and Ethnicity 121 Core Objective: Thinking Critically . . . 149

Women 122
Informal Powers 149
Core Objective: Communicating Effectively . . .123 Roles 150
Wealth 123 The Governor’s Staff 151
Salary 123 Conclusion 151
Succession to Office and Acting Key Terms 151
Governor 123 Summary 152
Notes 152
Postgubernatorial Office 124
Removal from Office 125 CHAPTER 5 THE COURT SYSTEM IN
Formal Powers of the Governor 126 TEXAS 155
Election of Other Statewide Executives 126
Office of the Attorney General 126 Court Decision Making 157
Comptroller of Public Accounts 128 Judicial Federalism 158
Core Objective: Being Socially Responsible . . .128 The Structure of State Courts 158
Trial and Appellate Courts 160
Commissioner of the General Land Office 129
Commissioner of Agriculture 129 Magistrate or Minor Courts 160
The Texas Railroad Commission 129 Core Objective: Communicating Effectively . . .161
The State Board of Education 130
County Courts 161
Core Objective: Taking Personal Responsibility . . .131 District Courts 162
Tenure of Office 131 Appellate Courts 162
Governor’s Appointment Powers 132 Supreme Courts 162
Secretary of State 135 Judicial Selection 162
Commissioner for Health and Human Services 136 Is There a Best System for
Office of State-Federal Relations 136 Judicial Selection? 164
Adjutant General of the National Guard 136 Election by the Legislature 165
Other Single-Head Agencies 137 Appointment by the Governor 165
Boards and Commissions 137 Partisan Election 166
Appointment and Campaign Contributions 138 Nonpartisan Election 166
Removal Powers 138 The Merit, or Missouri, Plan 166
Budgetary Powers 139
Judicial Selection in Texas 167
Legislative Powers 141
Core Objective: Being Socially Responsible . . .168
Governor’s Control over Party 142
Administrative Agencies of State Government 143 Familiar Names Can Skew Judicial Elections 168
State Employees 143 Straight Ticket Voting 169
Legislative Agencies 143 Campaign Contributions 169
Legislative Budget Board 144 Gender and Minority Representation in the Texas
Texas Legislative Council 144 Judiciary 170
Legislative Audit Committee and State Auditor’s Office 144 Core Objective: Thinking Critically . . . 172
Legislative Reference Library 145
The “Appointive-Elective”
Judicial Agencies 145
System in Texas 172
Judicial Powers 145
Removing and Disciplining Judges 173
Ex Officio Boards and Commissions 146
Multi-Appointment Boards 146 Core Objective: Taking Personal Responsibility . . .174
Democratic Control and Bureaucratic Responsiveness 146 The Legal System 174
Sunset Review 146 Grand Jury 175
Powers of the Texas Governor in Comparative Context 148 Petit Jury 176
xxii THE STATE OF TEXAS: Government, Politics, and Policy
Crime and Punishment in Texas 177 Special District Governments 207

Conclusion 179 School Districts 208
Summary 179 Conclusion 209
Key Terms 180 Summary 209
Notes 180 Key Terms 210
Notes 210
CHAPTER 6 LOCAL GOVERNMENTS IN
TEXAS 183 CHAPTER 7 VOTING AND POLITICAL
PARTICIPATION IN
Federalism Revisited 184 TEXAS 213
Creatures of the State 185
Political Participation 214
General Law Cities and Home Rule 186
Incorporation: The Process of Creating a City 187 Core Objective: Taking Personal Responsibility . . .216
Annexation 187 Voting in Texas 216
Types of City Government 188 Current Voting Requirements 216
Council-Manager Government 188 Ongoing Controversies with Voting 217
Role of the Mayor 189
Core Objective: Thinking Critically . . . 219
Role of the City Manager 190
Weaknesses of the Council-Manager Form 191 In Comparison with Other States 219
Mayor-Council Government 191 Voter Turnout in Texas 219
Explaining Voter Turnout 223
The Legacy of Restricted Ballot Access in Texas 223
Commission Form of Government 194 Social and Economic Factors 226
Weaknesses of the Commission Form of Government 195
Felony Conviction and Voting 228
Impact on the Evolution of Local Government 195
Municipal Elections 195 Core Objective: Being Socially Responsible . . . 229
At-Large Election Systems 196 Party Competition 229
Single-Member District Election Systems 197 Other Factors Affecting Voter Turnout 229
Core Objective: Being Socially Responsible . . .198 Rationalist Explanations for Low Voter Turnout 230
Cumulative and Preferential Voting Systems 198 Core Objective: Communicating Effectively . . .231
Nonpartisan Elections 198 Other Forms of Political Participation 231
Voter Turnout in Local Elections 199
Conclusion 234
Core Objective: Taking Personal Responsibility . . .200 Summary 234
Key Terms 235
County Governments 200 Notes 235
The Structure of County Government 201
The County Commissioner’s Court 202 CHAPTER 8 CAMPAIGNS AND
The County Sheriff 203 ELECTIONS IN TEXAS 239
The County and District Attorneys 203
Ballot Form 240
The County Tax Assessor/Collector 203
The County and District Clerk 203 Ballot Access to the November General
The County Treasurer 204 Election 242
The County Auditor 204 Independent and Third-Party Candidates 242
Weaknesses of County Government in Texas 204 Core Objective: Thinking Critically . . . 243
Inability to Provide Urban Services 205
Party Caucus 243
Lack of Ordinance Authority 205
Inequity of Financial Resources 206 Political Differences between
Open and Closed Primary Systems 245
Possible Reform of County Government 206
The Administration and Finance
Core Objective: Thinking Critically . . . 207 of Primary Elections 247
CONTENTS xxiii
Special Elections 248 An Update on the Democrats 279

The Federal Voting Rights Act 249 Core Objective: Being Socially Responsible . . . 282
Core Objective: Communicating Effectively . . .250 Party Dealignment 282
Absentee and Early Voting 250 Third-Party Movements 283
The Changing Nature of Elections 251 Core Objective: Thinking Critically . . . 288
Campaigns 251
Party Organization in Texas 288
The Role of the Media in Campaigns
Permanent Party Organization 289
and Elections 252
The Precinct Chair 289
Core Objective: Being Socially Responsible . . .253 The County Chair 289
Political Consultants 253 The County Executive Committee 290
Money in Campaigns 253 The State Executive Committee 290
The State Chair 290
Temporary Party Organization 290
Impact of Citizens United Decision 255 Precinct Convention 291
Conclusion 256 County or Senatorial District Convention 291
Summary 256 State Convention 291
Key Terms 257 Caucus and Primary Delegate
Notes 257
Selection Systems 292
Primary versus Caucus 292
CHAPTER 9 POLITICAL PARTIES IN 2008 Democratic Party Caucuses 294
TEXAS 259
Conclusion 295
How Parties Have Operated in the United Summary 295
Key Terms 295
States 260
Notes 296
Labor-Intensive Politics 260
Capital-Intensive Politics 262 CHAPTER 10 INTEREST GROUPS AND
Political Reforms and the Weakening LOBBYING IN TEXAS 301
of Political Parties 264
Interest Group Typology 302
Membership Organizations 303
Fifty States, Fifty Party Systems 266
The Strength of State Party
Organizations 267 Nonmembership Organizations 307
Government Organizations 308
Techniques Used by Interest Groups 308
Evolution of Political Parties in Texas 269 Lobbying 308
Politics of the Republic of Texas 269
Core Objective: Taking Personal Responsibility . . . 311
Annexation and the Civil War Era 269
The One-Party Democratic Era in Texas 270 Electioneering 311
Party Realignment in Texas 273 Core Objective: Communicating Effectively . . .313
The Beginning of Change 273 Public Relations: Public Education and Grassroots
The Election of John Tower 274 Lobbying 314
The Election of Bill Clements 274 Litigation 316
The “Conversion” and Election of Phil Gramm 275 Regulation of Interest Groups 316
The Move toward Parity with the Democrats 276 Factors Influencing the Strength of Interest
The One-Party Republican Era in Texas 277 Groups 318
The Current Party System in Texas 278 Leadership and Organization 319
An Update on the Republicans 278 Geographic Distribution 319
xxiv THE STATE OF TEXAS: Government, Politics, and Policy
Core Objective: Being Socially Responsible . . .319

CHAPTER 12 THE CRIMINAL
Money 320
JUSTICE SYSTEM IN
Economic Diversity 320 TEXAS 365
Political Party Competition 320
Professionalism of the State Legislature 320 Elements of the Criminal
Fragmented Government Structure 321 Justice System 366
Law Enforcement and Policing 366
Conclusion 323
Summary 323 Criminal Law and Civil Law 368
Key Terms 324 Core Objective: Communicating Effectively . . .371
Notes 324
Criminal Justice Policy 371
CHAPTER 11 PUBLIC POLICY IN Juvenile Justice 373
TEXAS 327 Government’s Duties to Minors 373
Procedures Involving Juveniles 375
Steps in the Policy-Making Process:
The “Policy Cycle” 328 Core Objective: Taking Personal Responsibility . . .377
Core Objective: Taking Personal Responsibility . . .329 Correction and Rehabilitation 377
The State Prison System 378
Policy Liberalism Index 329
Managing the Prison Population 379
Public Policy Areas in Texas State
Government 332 Core Objective: Being Socially Responsible . . .380
Regulatory Policy 333 Private Prisons 380
Welfare Policy 336 Local Government Jails 384
Health Care Policy 337 The “Three R’s”: Recidivism, Rehabilitation,
Primary and Secondary Education in Texas 339 and Reform 385
School District Financing 339 The Death Penalty 387
Core Objective: Being Socially Responsible . . .341 Texas, the Death Penalty, and the Harris
County Factor 388
High Stakes Test 341
Poverty and Access to Legal Services 391
Controversial Curriculum 341
Higher Education in Texas 342 Problems and Reform: Implications
Tuition and Fees 343 for Public Policy 392
Curriculum and Degree Requirements 344 Overcriminalization 392
Higher Education Funds 345 Sentencing Reform 393
Access to Higher Education 346 Police Militarization 393
Social Policy 348 Civil Asset Forfeiture 393
Firearms Policies 348 Mental Illness in Prison 393
Gay Rights 348 Fine and Fee Practices 394
Abortion Policies 349
Suicide 395
Core Objective: Communicating Effectively . . .350 Technology and Crime 396
Sex Education 350 Exoneration 396
Immigration Policy 351 Race, Gender, and the Criminal
Water Policy 354 Justice System 397
Misconduct in the Justice System 398
Veteran Policy 356
Conclusion 357 Conclusion 400
Summary 357 Summary 400
Key Terms 358 Key Terms 400
Notes 358 Notes 401
CONTENTS xxv
Core Objective: Thinking Critically . . .

CHAPTER 13 FINANCING STATE
How Can Public Opinion Be Measured?
GOVERNMENT 409
Why is Public Opinion Important?
Why Do Governments Provide Services Media and Its Functions
to Citizens? 410 Defining “the Media”
Characteristics of Public Goods 410 Media Sources: Print, Broadcast, and Online
Types of Public Goods 411 Print Media: Newspapers and Magazines
Social Goods 411 Broadcast Media: Radio and Television
Toll Goods 412
New Media: The Internet and Social Media Networks
Common-Pool Goods 412
Core Objective: Taking Personal Responsibility . . .
The Media in Political Campaigns
Sources of State Revenue 413
Traditional Media
Per Capita Taxes 414
Digital Campaigning and Citizen Participation
State Taxes in Texas 414
Equity in Taxes 417 Core Objective: Being Socially Responsible . . .
Regressive and Progressive Taxes 417 Media Bias
Tax Shifting 420 Perceptions of Media Bias
Core Objective: Being Socially Responsible . . .421 Reality of Media Bias
Regulating the Media
Local Taxes 421
Federal Regulation of Print and Electronic Media
Comparison of State and Local Tax Revenues 422
Federal Regulation of the Internet
Nontax Revenue Sources 423
State and Local Regulation
The Budget “Fix” 424
Core Objective: Communicating Effectively . . .
Whose Media?
Expenditures: Where the Money Goes 426
Who Owns the Media?
Continuing Issues in State Finance in The Internet and Social Media
Texas 428
The Future of Media
Tax Structure 428
Is There a Personal Income Tax in the Future Conclusion
Summary
for Texas? 430
Key Terms
Core Objective: Taking Personal Responsibility . . .431 Notes
Conclusion 432
Summary 432 GLOSSARY 435
Key Terms 433 INDEX 443
Notes 433
CHAPTER 14 PUBLIC OPINION AND THE

MEDIA IN TEXAS
Public Opinion
What is Public Opinion?
A BOUT THE A UTHORS
Sherri Mora is the Associate Chair and Undergraduate Program Coordinator

for Political Science and Public Administration at Texas State University. She
earned advanced degrees in political science, public administration, and educa-
tion from Texas State University. She has published on teaching and learning
in political science and has served as a vertical team member on College and
Career Readiness Standards since 2004. As an active member of the assessment
group, Mora is responsible for core curriculum assessment and programmatic
review in the Department of Political Science at Texas State. She has received
numerous awards from the university for distinction as a professor, coordina-
tor, and scholar, including the College of Liberal Arts Achievement Award for
Excellence in Service and the Foundation of Excellence Award.
William Ruger is a political scientist who specializes in state politics, inter-

national relations, and political economy. He has worked for two decades in the
university and educational nonprofit worlds, including teaching stints at two
Texas universities: Texas State University (where he was a tenured professor)
and the LBJ School of Public Affairs at the University of Texas-Austin. Ruger
authored Milton Friedman and co-authored four editions of Freedom in the
50 States: An Index of Personal and Economic Freedom. His most notable schol-
arship appeared in State Politics and Policy Quarterly, International Studies
Quarterly, Civil Wars, and Review of Political Economy. He is a frequent guest
on television and radio, and his op-eds have appeared in several national pub-
lications, including Time, USA Today, Investor’s Business Daily, and the New
York Daily News. Ruger earned an A.B. from the College of William and Mary
and his Ph.D. in Politics from Brandeis University. He is also a veteran of the
Afghanistan War.
xxvi
A CKNOWLEDGMENTS
W
e would like to thank Jennifer Ruger and Jamie Falconnier for their
exceptional research assistance for the third edition. We also want
to thank the anonymous reviewers of the first and second editions,
whose questions and comments made this a better edition. At McGraw-Hill
Education and Southern Editorial, we are indebted to Denise Wright, Jason
Seitz, Dawn Groundwater, Marianne Musni, Laura Wilk, Eliana White, April
Cole, Michelle Greco, Dolly Womack, Tamara Newlin, Will Walter, and Rick
Hecker. For their help with the manuscript, our gratitude goes out to the follow-
ing individuals: Tracy Cook at Central Texas College for her thoughtful com-
ments; Christopher Brown and Brendan Scott at Texas State University, Sandra
Geiseler at Alamo Colleges, David McClendon at Tyler Junior College, Jerod
Patterson at the University of Texas-Austin, Cindy Pressley at Austin State
University, Jason Sorens at Dartmouth College, and Christy Woodward-Kaupert
at San Antonio College for their helpful contributions; and Meredith Grant for
helping make this all happen in the first place.
Additional thanks goes to the following reviewers:
Millie Black, Collin College, Plano
Darrell Castillo, Weatherford College
Henry Esparza, University of Texas, San Antonio
Brandon Franke, Blinn College
Rodolfo (Rudy) Hernandez, Texas State University, San Marcos
Alan Lehmann, Blinn College
Sharon Manna, North Lake College
David McClendon, Tyler Junior College
Lindsey B. McLennan, Kilgore College
Eric Miller, Blinn College, Bryan
Chad Mueller, Weatherford College
Martha Musgrove, Tarrant County College, South
Sharon Navarro, University of Texas, San Antonio
John M. Osterman Jr., San Jacinto College, Pasadena
William Parent, Houston Community College, San Jacinto
Paul Philips, Navarro College
Blayne J. Primozich, El Paso Community College, Verde
Prudencio Ramirez, San Jacinto College, Pasadena
Wesley Riddle, Central Texas College, Killeen
Jeff Stanglin, Kilgore College
Steven Tran, Houston Community College
Ronald Vardy, Wharton County Junior College
xxvii
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were killed and wounded, and their captain taken prisoner.
25. 160 of Gen. Fremont’s Body-guard, under command of Major
Zagonyi, charged 2,000 rebels, drawn up to receive them, near
Springfield, Mo., routed them, and occupied the town. Rebel loss,
106 killed, many wounded, and 27 prisoners. Zagonyi’s loss, 15
killed, 27 wounded, 10 missing. The Missouri “Prairie Scouts,” under
Maj. F. J. White, attacked the rear of the rebel force, at the same
time, making three successful charges, and inflicting severe loss on
the enemy. The loss of the “Scouts” was 33 in killed, wounded and
missing.
26. An artillery fight across the Potomac, at Edward’s Ferry, for
several hours. Two killed in Gen. Banks’ encampment, and 3
wounded. Both parties were compelled to move back their
encampments.
26. Gen. B. F. Kelly, with 2,500 Virginia and Ohio Volunteers,
from New Creek, Va., attacked an inferior rebel force near Romney,
who were routed and pursued through that town with severe loss.
Col. Thos. Johns, of 2d regiment, Potomac Home Brigade, made a
diversion of the enemy’s force, by marching to the rear of Romney,
by way of Frankfort, and engaged and held in check a regiment of the
rebels. The expedition was successful in capturing a large supply of
military stores and provisions. Federal loss, 2 killed, 14 wounded.
Rebel loss, 10 killed, 15 wounded, and a number of prisoners,
including Col. Angus McDonald, their commander: their artillery
wagons, camps, etc., were captured.
26. Parson Brownlow was forced to suspend the publication of the
Knoxville (Tenn.) Whig.
26. A wagon train was established between Baltimore and
Washington, for want of sufficient railway facilities, consequent on
the danger from rebel batteries in navigating the Potomac.
26. Major Phillips, with 300 of the 9th Illinois, from Paducah,
sailed on the steamer Conestoga to West Eddyville, Ky., on the
Cumberland river, where they landed and marched 6 miles to
Saratoga, and surprised a detachment of rebel cavalry, under Capt.
Wilcox. After a brief resistance the enemy fled, losing 13 killed, many
wounded, 24 prisoners, and 52 horses. Four of the Illinois men were
wounded.
26. Surprise of a rebel encampment at Plattsburg, Clinton co., Mo.,
by a superior force of Federals. Rebel loss, 8 killed, 12 prisoners, one
cannon, and a quantity of small arms.
28. Three rebel vessels were surprised and burnt at Chincoteague
Inlet, Va., by a portion of the crew of U. S. gunboat Louisiana, under
Lieut. A. Hopkins.
28. D. Davis, of Ill., J. Holt, of Ky., and H. Campbell, of Mo., were
appointed Commissioners by Pres. Lincoln to audit all unsettled
military claims in Missouri.
29. 250 U.S. Kentucky volunteers, under Col. Burbridge, marched
from Owensboro’ to Morgantown, Ky., crossed the river at that point,
defeated a superior rebel force and destroyed their camp. Federal
loss, 2 wounded.
28. Gen. J. B. Henderson, with a superior force, surrounded and
captured 400 rebels at Dyer’s Mills, near Concord, Mo. They were
allowed to lay down their arms and return home.
29. Nearly 100 “contrabands” arrived at Fortress Monroe in two
days.
29. Rebel State “Conference” at Russellville, Ky.
29. The great naval expedition sailed from Fortress Monroe, under
the command of Flag-officer Com. Samuel F. Dupont, comprising 77
vessels of all classes. The land forces, numbering 20,000 men, were
commanded by Brig.-Gen. Thos. W. Sherman.
31. Skirmish at Morgantown, Green River, Ky. Col. McHenry’s
command drove a party of rebels attached to Buckner’s camp across
the river, with loss.
31. At N. York, the jury empaneled for the trial of the sailors
captured on the privateer Savannah, the first rebel armed vessel that
was commissioned, failed to agree.
Nov. 1. Lieut.-Gen. Winfield Scott, at his own request, was retired
from active service, and Maj.-Gen. George B. McClellan was
appointed to succeed him as Commander-in-chief of the U. S. army.
1. Lieut.-Col. Morse, with 450 cavalry and infantry, surprised and
routed a rebel force 800 strong, under Col. Sweeny, in camp near
Renick, Randolph co., Mo.
1. Rebels from Gen. Floyd’s command attacked a Federal camp at
Gauley Bridge, Va., by cannonading from the opposite shore. They
were driven into the hills by 3 companies from Gen. Benham’s camp,
at Hawk’s Nest.
1. A violent storm overtook the naval expedition off the N. C. coast.
3 vessels were disabled and returned, 2 were driven ashore, and 2
foundered. Seven lives lost.
2. Gen. Fremont, at Springfield, received an order from
Washington, relieving him from command of the Department of
Missouri. Gen. Hunter was appointed temporarily to the command.
2. An address was issued by Gov. Harris, of Tenn., calling upon the
people to furnish every shot-gun and rifle to defend the soil.
2. Major Joseph’s Missouri militia, numbering 129, were attacked
at Platte City, Mo., by Silas Gordon with 300 rebels, who were
repulsed with a loss of 13 killed and wounded, 30 prisoners, many
guns, and all their equipments.
2. The English steamer Bermuda ran the blockade at Charleston, S.
C., with 2,000 bales of cotton.
2. Prestonburg, Ky., was occupied by Union troops under Gen.
Nelson, without opposition.
3. et seq. Rising of Union men in E. Tenn., who burned or broke
down several important railroad bridges.
3. Five rebel boats made an attack on Fort Hatteras, N. C., but
were repulsed by the U. S. gunboat National, and the Fort.
3. Col. Greensle drove rebel troops from Houston, Mo., and
returned to Rolla with several prisoners and a large amount of
property.
4. Enthusiastic Union meeting in Baltimore Co., Md., addressed by
Reverdy Johnson.
4. Barboursville, Ky., was occupied by 1,500 Federals without
opposition.
6. Extra session of South Carolina Legislature adjourned, after
choosing Presidential electors and ordering the banks to loan the
State $300,000.
5. Colonel Corcoran and 15 other national officers who were
prisoners, were selected by lot by the rebels, as hostages, to be hung
in the event of that punishment being awarded to the privateers held
by the national government.
6. Two parties of rebel troops met above Newport News, Va., and
by mistake fired on each other, killing and wounding a number.
Among the killed was Major Bailey, of Mobile.
6. The grand jury at Frankfort, Ky., found indictments for treason
against 32 prominent citizens, among whom were R. J. Breckinridge,
Jr., J. C. Breckinridge, Humphrey Marshall, and Benj. Desha.
6. Electors for President and V. President were chosen throughout
the revolted States, and also members of Congress.
6. 120 Federals, under Capt. Shields, were captured by 500 rebels
near Little Santa Fé, Mo. They were on their way to join Gen.
Fremont’s column.
6. The 13th Indiana regiment, Col. J. J. Sullivan, and Capt.
Robinson’s Ohio cavalry, returned to Huttonsville, Va., from an
extensive march through Webster Co. Several rebels were killed and
wounded in scouting, and 13 prisoners taken.
7. Battle of Belmont, Mo., Gens. Grant and McClernand with 2,850
men, landed at Belmont at 8 A. M., drove in the rebel pickets and
captured their camp, which was burnt. A battery of 12 guns was
taken, and about 200 prisoners. Meantime, a large reinforcement of
rebels was landed from Columbus, on the opposite side of the river,
which intercepted Gen. Grant’s army in their return to their boats.
The Federals cut their way through a much superior force of the
enemy, losing 150 of their number prisoners, together with their
killed and wounded, who fell into the hands of the rebels. Federal
loss, 89 killed, 150 wounded, 150 missing. The rebel loss was greater,
155 were taken prisoners.
7. Gen. Hunter, Fremont’s successor in Missouri, repudiated the
agreement just, made between Gens. Fremont and Price, the rebel
commander, concerning the privileges of unarmed citizens, and the
disarming of unrecognized bodies of men.
7. Skirmishing on New river, near Gauley Bridge, Va. Federal
forces under Gen. Rosecrans, drove off a body of rebels who had
besieged his camp for several days. Several rebels and one private of
13th Ohio killed.
7. The Federal fleet under Com. Dupont captured Forts Warren
and Beauregard at Port Royal entrance, and took the town of
Beaufort, S. C., with a loss of 8 killed, 6 badly wounded, and 17
slightly. None of the national vessels seriously damaged. Rebel loss
unknown, but not large.
7. Two launches and 40 men, commanded by Lieut. Jas. E. Jouett,
from the U.S. frigate Santee, off Galveston, Texas, surprised and
burnt the rebel privateer Royal Yacht, by night, after a sharp conflict,
killing several of the rebels, and capturing 13. Federal loss 2 killed
and 7 wounded.
8. U. S. gunboat Rescue shelled out a rebel battery at Urbana
Creek, on the Rappahannock, Va., and captured a large schooner
with stores.
8. Five railway bridges were burned in E. Tennessee by Unionists.
8. Capt. Wilkes, with the U. S. steam sloop-of-war San Jacinto,
overhauled the English mail-steamer Trent in the Bahama channel,
and took from her the rebel emissaries Mason and Slidell, with their
secretaries, who had taken passage for England.
8. Col. Grensle returned with his command to Rolla, Mo., from an
expedition against the rebels in Texas co., bringing 9 prisoners, 500
head of cattle and 40 horses and mules.
8. A portion of Gen. Nelson’s Ky. brigade were ambuscaded while
on their way to Piketon, Ky., by 200 rebels in a strong position. The
rebels were dispersed with the loss of 10 killed, 15 wounded. Gen.
Nelson had 6 killed and 24 wounded. Another portion of Gen.
Nelson’s brigade under command of Col. Sill, reached Piketon by a
circuitous route, and attacked a body of rebels, defeating them with a
small loss, and having one Federal soldier killed.
8. A bridge on the E. Tenn. railway, 200 feet span, was destroyed
by Unionists. Also 4 on the line N. of Knoxville, and a heavy wooden
bridge at Charleston, Bradley co., Tenn.
9. Maj.-Gen. Henry W. Halleck, of Cal., was ordered to take
command of the Department of Missouri, in place of Gen. Fremont:
Brig.-Gen. Don Carlos Buell, of Ind., was appointed to command the
Department of Kentucky: Maj.-Gen. Hunter to command the
Department of Kansas: Col. E. R. S. Canley, the Department of N.
Mexico.
10. A band of rebel marauders was captured by Lieut. Shriver, with
a squad of 1st Iowa cavalry, near Clark’s Station, Mo.
10. A portion of Gen. Cox’s brigade crossed the New river near
Gauley, Va., and attacked Floyd’s forces posted there, who retreated
after a severe skirmish, in which the 11th Ohio regiment lost 8 killed
and 10 wounded.
10. 150 of the 9th Virginia regiment, Col. K. V. Whaley, were
surprised at Guyandotte, Va., on the Ohio river, by a superior force of
rebels, and after a sharp skirmish, in which 8 of the Federals were
killed and 12 wounded, and nearly the same loss sustained by the
rebels, Col. Whaley and 45 of his men were captured, and the rest
escaped. About two-thirds of the town was burned next day by the
Union Virginia and Ohio troops who arrived there, in retaliation for
the treachery and cruelty of the rebel inhabitants evinced in the
scenes of the engagement.
11. At Columbus, Ky., two rebel lieutenants and six privates were
killed by the explosion of a Dahlgren gun. Rev. Maj.-Gen. Polk
narrowly escaped.
11. 110 of Col. Anthony’s regiment attacked a rebel camp on the
Little Blue river, near Kansas City, Mo., which proved too strong for
them, and after severe fight, Col. Anthony’s men were drawn off in
good order, losing 8 killed and 8 wounded.
12. Reconnoissance in force by Gen. Heintzelman, with 6,000
men, to Occoquan Creek, Va., 18 miles from Alexandria. Capt. Todd’s
company of Lincoln cavalry were surprised by a superior force of
rebels, 3 killed, 1 wounded and 3 taken prisoners, including the
captain.
12. Attack on the U.S. fleet at the Passes of the Mississippi, by the
Manassas Ram, 5 gunboats and several fire ships, under command of
Capt. Hollins. U. S. ship Vincennes grounded, and the Richmond was
damaged by the ram and also grounded: but the enemy were driven
off without obtaining any advantage.
12. The privateer Beauregard, of Charleston, S. C., with 27 men,
was captured 100 miles E. N. E. of Abaco, by the U. S. sloop-of-war
W. G. Anderson, Lieut. W. C. Rogers, commanding.
12. Skirmish on Laurel Creek by portions of Gen. Benham’s with
Gen. Floyd’s forces, in which the rebels retreated after small loss.
12. Skirmish of Gen. Kelly’s pickets near Romney, Va., losing 2
killed and several wounded. 12 rebels taken prisoners.
13. Rebel Gen. Zollicoffer retreated from Cumberland Ford to
Cumberland Gap, Tenn.
14. The privateer schooner Neva, from China, was seized at San
Francisco, Cal., by Capt. Pease, of U. S. cutter Mary.
14. Lieut. J. H. Rigby, with 20 men of the Gist Artillery, on an
expedition from Salisbury, Md., to Wilmington and Newcastle, Md.,
seized 3 brass 6-pounders and 100 muskets, in possession of
secessionists in those places.
14. The Gov. of Florida, by proclamation, forbade the enlistment of
citizens of that State to serve in any other portion of the Confederacy.
14. $30,000 had been raised by Southern people for the widow of
“the martyr Jackson,” who killed Col. Ellsworth, at Alexandria, Va.
14. Gen. Benham, in pursuit of the army of Gen. Floyd, in W. Va.,
overtook the rear guard near McCoy’s Mills, and defeated it, killing
15 rebels, among them Col. Croghan. Floyd, in his retreat, destroyed
200 of his tents, and lost 10 wagon loads of ammunition and arms.
14. Fast day was observed in the rebel States.
14. Steamship Champion arrived at New York from Aspinwall,
bringing Gen. Sumner and several companies of regular soldiers
from San Francisco, having under arrest ex-Senators Gwin and
Brent, and C. Benham, late Attorney General of California, charged
with complicity with the rebels.
16. A party of 57 of the N. Y. 30th, attached to Gen. Keyes’ brigade
on the Potomac, while out foraging west of Upton’s Hill, Va., were
betrayed and surrounded by 200 rebel cavalry, and one-half their
number, with the teams and wagons, captured.
16. 50 wagons and 500 oxen, with the teamsters and stores, were
captured near Pleasant Hill, Cass co., Mo., by the rebels.
16. 68 Federal prisoners, the crews of fishing smacks captured off
the Florida coast, were taken to Tallahassee, Fla.
17. Union troops under Col. Alcorn, defeated Hawkins’ regiment at
Cypress Bridge, McClean co., Ky., routing them with severe loss, and
taking 25 prisoners, 300 horses, etc. Federal loss, 10 killed, 15
wounded.
17. A party of Union troops recaptured nearly all the wagons and
cattle seized the day before near Pleasant Hill, Mo.
17. U. S. gunboat Connecticut captured British schooner Adelaide,
with military stores and supplies for rebels, near Cape Canaveral,
and took her into Key West.
17. Lieut. G. W. Snyder, U. S. A., a valuable engineer officer, died at
Washington, of typhoid fever.
17. The 3d Missouri cavalry routed a large number of rebels near
Palmyra, Mo., while on their way to join Price’s army, killing 3,
wounding 5, taking 16 prisoners.
18. The rebel Congress met at Richmond, Va., Howell Cobb, of Ga.,
in the chair.
18. Capt. A. H. Foote was appointed Flag-officer of the fleet of the
Western Military Department.
18. Gen. Halleck assumed charge of the Missouri Department, vice
Gen. Hunter.
18. Information was received at Washington of the imposition
practised upon the Indians west of Arkansas, by Albert Pike, rebel
Commissioner.
18. Rebel troops in Accomac and Northampton cos., Va.,
disbanded, and Union troops, under Gen. Lockwood, seized their
arms and took possession of the peninsula.
18. 150 rebels were taken prisoners by Federal cavalry, near
Warrensburg, Mo.
19. Missouri rebel legislature, at Neosha, Newton co., passed an
ordinance of secession.
19. N. Y. ship Harvey Birch was captured and burnt in the British
channel by the rebel steamer Nashville.
19. The principal part of Warsaw, capital of Benton co., Mo., was
burnt by rebels.
19. Lieut. Worden, U.S.N., held prisoner by the rebels, was
exchanged for Lieut. Short, of the Confederate army.
19. U. S. gunboat Conestoga engaged rebel batteries on the
Tennessee river, and silenced them, receiving but slight damage
herself.
19. First flotilla of the “Stone Fleet” sailed for the South, from
Conn. and Mass.
20. Col. Burchard, with Lieut. Gregg and 24 men, attacked a large
company of rebels under Capts. Hays and Gregg, near Kansas City,
Mo., and defeated them, killing 5 and wounding 8. The Col. and
Lieut. were slightly wounded.
20. A special Committee from the Virginia State Convention to
consider proposed amendments to the State Constitution, reported
in opposition to free schools and free suffrage for poor whites.
20. Secession State Convention at Russelville, Ky., adopted an
ordinance of secession, and appointed Commissions to the rebel
government.
22. Two U. S. gunboats, Cambridge and Hertzel, from Fortress
Monroe, shelled out the camps of the 2d Louisiana and 10th Georgia
regiments, at the junction of James and Warwick rivers.
22. Fort Pickens opened fire on the rebel encampments and forts,
near Pensacola, Fla., which was replied to by them, and a severe
cannonade ensued for two days. Much damage was experienced by
Fort McRae, the Navy Yard, and town of Warrington—loss of life
slight on either side. The U. S. fleet in the harbor took part. The
Richmond was badly damaged by a shot. 1 killed, 6 wounded at Fort
Pickens: 1 killed, 7 wounded on the Richmond.
23. The Confederate gunboat Tuscorora accidentally took fire and
was destroyed on the Mississippi, near Helena, Ark.
24. An explosion took place at Fort Pickens, Fla., by the careless
handling of a shell, by which 5 men were killed, and 7 wounded.
24. A skirmish in Lancaster, Mo., between 450 Federals under Col.
Moore, and 420 rebels commanded by Lieut.-Col. Blanton. The
rebels were routed with the loss of 13 killed, and many wounded and
prisoners. Union loss, 1 killed and 2 wounded.
24. Tybee Island, in Savannah harbor, was occupied by U. S. forces
under Flag-officer Dupont.
24. Rebel Commissioners Mason and Slidell were imprisoned in
Fort Warren, Mass.
25. Col. Bayard with the 1st Pa. Cavalry made a reconnoissance
from Langley to Dranesville, Va., and in a skirmish killed 2 and
captured 4 rebels. 3 or 4 were wounded. 6 secessionists were also
arrested. 2 of the Cavalry were wounded.
25. Com. Tatnall, with 3 steamers and a gunboat, attacked the
Federal fleet in Cockspur Roads, Ga., but withdrew without injury,
after 40 or 50 shots were exchanged.
25. The State of Missouri, as represented by the late Governor
Jackson and the Commissioners from the rebel members of the
Legislature, was unanimously received by the Richmond Congress as
a member of the Confederacy.
26. The house of Mr. Bell, near Franklin, Tenn., was attacked by an
armed party of rebels, the building fired, and the inmates, some 10 or
12, all killed or burned but two, who escaped.
26. Skirmish at Black Oak Point, Hickory co., Mo. Capt. Cosgrove
and Lieut. Bobbitt, with 25 men, surprised a rebel camp, killed 5,
captured 8, and took 75 tents, 6 wagons, 10 horses, 35 guns, and
other property, and released 6 loyal prisoners.
26. A squadron of the 3d Pa. Cavalry, near Vienna, Va., were
attacked on three sides by a superior force of cavalry and infantry,
and retreated after a short engagement. 29 of their men were
missing.
26. The Convention to form a new State in W. Va., met at
Wheeling.
27. Federal troops, from Gen. Sherman’s command, visited Bear
Island and Edisto Island, near the mouth of the Ashepoo river, S. C.
27. Henry R. Jackson was appointed a Maj.-Gen. in the Georgia
army.
27. Gen. McClellan appointed the hour of 11 each Sabbath for
religious worship throughout the U. S. army, and directed that all
officers and men off duty should have opportunity to attend.
27. Transport Constitution sailed from Fortress Monroe to Ship
Island, Mississippi Sound, with a portion of Gen. Butler’s expedition,
under Brig.-Gen. Phelps.
28. Capts. Robb and White, and Lieut. Moonlight, three U. S.
officers, were captured from the railway train at Weston, Mo., by Sy.
Gordon.
28. S. C. planters on the seaboard burnt their cotton, to prevent its
capture by the Federal forces or the coast.
29. The English Government forbade temporarily the exportation
of cotton.
29. Major Hough, with 4 companies of Missouri cavalry, in defence
of the Sedalia railway train, had an engagement at Black Walnut
Creek, Mo., in which 17 rebels were killed and wounded, and 5 taken
prisoners. 5 of the cavalry, including the Major, were wounded.
29. Col. De Kay, Maj. Sharpf and other Federal officers, and 40
men, had a skirmish about a mile beyond New Market, Va., in which
the rebels were routed, leaving 2 dead, and carrying off their
wounded.
Dec. 1. The U. S. steamer Penguin arrived at Brooklyn with the
prize “Albion,” captured while attempting to run the blockade at
Charleston, S. C., with arms, ammunition, provisions, &c., worth
$100,000.
1. A party of Federals attacked the rebel pickets at Morristown, E.
Tenn., killing a large number and putting the rest to flight.
1. Skirmish near Hunter’s Chapel, Va., between a squadron of Gen.
Blenker’s horsemen and a squadron of rebel cavalry, who were
defeated, losing 3 or 4 killed and wounded, and 2 prisoners. 1
Federal killed.
2. The first regular session of the 37th Congress commenced at
Washington.
2. A party of citizens in Mo., near Dunksburg, 20 miles west of
Sedalia, attacked a body of rebels under Capts. Young and Wheatley,
killing 7 and wounding 10 of them. Several citizens slightly wounded.
3. Skirmish at Salem, Dent co., Mo. A party of Federal soldiers,
commanded by Maj. Bowen, were surprised and fired on, while
sleeping in a house near headquarters, by 300 rebels under Cols.
Freeman and Turner, and 15 killed and wounded. The main body of
the Federals were drawn out by Maj. Bowen, who attacked the rebels
in turn and drove them from the town. 1 Federal killed and 4
wounded. Rebel loss unknown.
3. H. C. Burnett of Ky. and J. W. Reed of Mo. were expelled from
U. S. House of Representatives as traitors.
4. Col. Taylor with 30 men of the 3d New Jersey had a skirmish
with a number of rebel cavalry near Annandale, Va., three or four of
whom were captured, and several killed and wounded without
Federal loss.
4. Gen. Phelps, with 2,000 men, attached to Gen. Butler’s
expedition, occupied Ship Island, Mississippi Sound.
4. A detachment of Federal cavalry surprised the rebel guard at
Whip-poor-will Bridge, on the Memphis Branch railway, Ky., taking
11 prisoners. 5 or 6 Confederates were killed or wounded. 4 Federals
were wounded.
4. J. C. Breckinridge was expelled from the U. S. Senate.
5. Reports of the Secs. of War and Navy show the Government had
in service for the war 682,971 men.
5. Skirmish at Brownsville, Ky. 100 Home Guards defeated a
superior rebel force under Gen. T. C. Hindman, of Ark. Rebel loss, 3
killed, 5 wounded; the Guards sustaining no loss.
5. Successful foray of the 13th Mass., Col. Leonard, from the
Potomac to Berkley Springs, Va., capturing a large quantity of
provisions.
5. Riot at Nashville, Tenn., occasioned by the attempt of the rebel
authorities to enforce the endraftment of the militia. Two persons
were killed and several wounded.
7. At Sedalia, Mo., 106 mule teams and the teamsters were seized
by rebels.
7. Capt. Sweeney, with 35 rebel guerrillas, were captured near
Glasgow, Mo., by Capt. Merrill’s cavalry.
7. Skirmish near Dam No. 5 on the Potomac. Rebels driven off,
losing 12 men.
7. Skirmish near Olathe, Mo. 2 Federals killed. 3 rebels killed and 5
wounded.
8. Capt. McGuire’s company of 27th Mo., captured 14 rebels at
Sedalia, Mo.
8. U. S. steamer Augusta captured schr. E. Waterman, loaded with
provisions, coal and war munitions, off Savannah, Ga.
9. Gen. Halleck required all municipal officers at St. Louis, Mo., as
well as State officials, to subscribe to the oath of allegiance
prescribed by the State Convention in October previous.
9. The U. S. steamer Harriet Lane, and 6 steamers attached to the
upper Potomac flotilla, shelled the woods at Budd’s Ferry, and
exchanged shots with the rebel batteries opposite, at Shipping Point.
Some large buildings, containing rebel stores, were burnt, by
boatmen from the Jacob Bell and Anacosta.
9. Gov. Pickens of S. C. proclaimed the State invaded, by land and
sea, and called for 12,000 twelve-month volunteers.
9. A detachment of the “Stone Fleet” left New Bedford, Mass., for a
southern port.
9. Garret Davis was elected a senator from Ky., in place of J. C.
Breckinridge.
9. The rebel Congress “admitted” Kentucky to the Confederacy.
11. Federal troops, under Lieut.-Col. Rhodes, had a skirmish near
Bertrand, Mo., losing 1 man. They took 16 prisoners and a number of
horses and fire-arms.
11. Five vessels of the Stone Fleet, and the ships George Green and
Bullion, of Gen. Butler’s expedition, sailed from Boston, Mass.
11. Skirmish at Dam No. 4, on the Potomac, near Sharpsburg, Md.
Seven rebels on the Virginia shore were killed, and many wounded.
Capt. Williams and 6 men having crossed the river were captured by
the rebels.
11. Great fire at Charleston, S. C. 600 houses destroyed.
12. A squad of men from Col. Whitaker’s regiment were defeated in
an attempt to arrest secessionists near Bagdad, Shelby co., Ky., and
retreated with one wounded.
12. Col. Merrill’s cavalry regiment returned to Sedalia, Mo., from
Waverley, bringing as prisoners 4 rebel capts., 2 lieuts. and 40 men,
a mortar, and many horses.
12. Co. I, of 15th Ohio, were attacked on the banks of the Green
river, Ky., by a superior force of rebel cavalry, whom they repulsed,
wounding several of the cavalry, without loss themselves.
13. Villages of Papinsville and Butler, Bates co., Mo., rebel
rendezvous, were burned by Maj. Williams of the 3d Kansas.
13. Wm. H. Johnson, of the Lincoln Cavalry, a deserter, who was
captured, under military order was shot.
13. The British ship Admiral was captured off Savannah, Ga., while
attempting to run in, by the Augusta.
13. Rebel Gov. Jackson, of Mo., issued a proclamation, from New
Madrid, praising the valor, fortitude and success of the rebel army,
and calling for more volunteers.
13. Battle of Camp Alleghany, Va. 2,000 Federal troops, under
Brig.-Gen. R. H. Milroy, marched from Cheat Mountain Summit to
attack a rebel camp on Alleghany Summit, of 2,000 troops, under
Col. E. Johnson. The Federals approached in 2 divisions, of 750 each,
from different directions, but did not arrive simultaneously, and
alternately attacked the whole rebel force. They retired after a well
contested fight of 8 hours, losing 20 killed, 107 wounded, and 10
missing. The rebels reported about the same loss.
14. Ex-minister Faulkner was released on parole, to be exchanged
for Congressman Ely.
14. Reconnoissance by Federal troops, within 28 miles of
Charleston, S. C. The rebels, as they retreated, burnt their cotton.
15. Skirmish on the Virginia shore, opposite Berlin, Md. A
detachment from the 28th Penn. were attacked by 120 rebels in
ambush, but cut their way through to their boat, and escaped, having
1 wounded, and 2 taken prisoners. 2 of the enemy were killed and 5
wounded.
15. Many Union refugees escaped from Arkansas. Capt. Ware, late
of the Ark. Legislature, organized a military company of Ark. Union
men at Rolla, Mo.
16. Platte City, Mo., was fired by rebels, and the principal public
buildings destroyed.
16. The Europa arrived from England, with news of the excitement
among the British people occasioned by the arrest of Messrs. Mason
and Slidell, and also the ultimatum of the British Government,
demanding a surrender of the rebel commissioners, and an apology
for their seizure. Mr. Seward’s dispatch to Mr. Adams, dated Nov. 30,
having settled the matter in anticipation, there was but little
excitement in the public mind.
16. Gen. Zollicoffer established a camp on the banks of the
Cumberland river, six miles from Somerset, Ky.
16. A party of 8 men from the 2d and 4th N. J. advanced to
Annandale, on the south bank of the Potomac. They were surprised
by the enemy and 3 of them captured.
17. Battle at Munfordsville, Green river, Ky. The rebels defeated;
33 killed and 60 wounded. Federal loss, 10 killed and 17 wounded.
17. Gen. Pope captured 300 rebels near Osceola, Mo.
17. Entrance to the harbor at Savannah, Ga., blockaded by sinking
7 vessels laden with stone.
18. A part of Gen. Pope’s forces under Col. J. C. Davis and Col. F.
Steele, surprised a rebel camp near Milford, north of Warrensburg,
Mo., and captured nearly 1300 men, 70 wagons loaded with stores,
and all their camp equipage and arms. Federal loss, 2 killed, 17
wounded.
18. Gen. Barnard, Chief-engineer of the U. S. army, reported to
Congress that the defences around Washington consisted of 48
works, the perimeter of which was 48 miles, mounting above 300
guns.
18. The Island City sailed from Boston for Fortress Monroe with
240 rebel prisoners, to be exchanged.
18. Rebel Gen. Jackson attempted a movement against
Williamsport, Md., but Gen. Williams being on the alert, the rebel
force retired.
18. News from Ky., that Gen. McCook, was at Munfordsville, Gen.
Mitchell at Bacon Creek, and Gen. Zollicoffer, (rebel) at Cumberland
river, near Mill Springs.
19. Skirmishing at Point of Rocks, Md. Rebels from Va. shore
commenced shelling the encampment of Col. Geary’s Pennsylvania
regiment, but were repulsed after half an hour’s fight, without loss on
the Federal side.
19. A band of 25 rebels visited the town of Ripley, Jackson Co., Va.,
and seized all the arms in the place, some ammunition and clothing.
They also robbed the post-office and the principal store in the place.
20. George W. Jones, late U. S. Minister to Bogota, was arrested in
New York on a charge of treason.
20. Battle of Dranesville, Va. Federal forces, under Gen. E. O. C.
Ord, defeated about 2,800 Confederates from South Carolina,
Alabama, and Virginia. Federal force about 4,000 men, of whom 7
were killed and 61 wounded. Rebel loss, 75 killed 150 wounded and
30 prisoners, together with a large supply of forage.
20. A scouting party under Capt. Wood, captured 100 rebels near
Springfield, Mo., who were released upon taking the oath of
allegiance.
20. A party of rebels from Gen. Price’s army committed extensive
ravages on the N. Missouri railway, between Hudson and Warrenton.
The bridges, wood-piles, water tanks, ties and rails were destroyed
along the route for 80 miles.
20. 103 Federal soldiers, under Major McKee, repulsed a superior
force of rebels four miles S. of Hudson, Mo., killing 10 and capturing
17 prisoners and 30 horses, at the same time rescuing a stock train
which had just been seized by the rebels.
20. The main ship channel at Charleston harbor, was obstructed
by sinking 16 vessels of the “stone fleet.”
22. Reconnoissance in the vicinity of Tybee Island and Broad river,
Ga., from Gen. Sherman’s command.
22. Skirmish near New Market bridge, Newport News, Va. Two
companies of 20th N. Y. regiment, under Major Schoepf, were
attacked by 700 rebel cavalry and infantry, and escaped with loss of 6
wounded. Ten of the enemy were killed and a number wounded,
when they retreated.
23. Gen. Pope sent an expedition to Lexington, Mo. Two boats of
the rebels were captured and burnt.
26. A skirmish took place at Camp Boyle, Columbia, Ky. A body of
rebels were attacked by a detachment of Col. Hazzard’s regiment,
under Major Ousley, who dispersed them, killing 5 and wounding
others, without loss themselves.
26. Gen. McCall sent a reconnoitering party towards Dranesville,
Va., which was driven back by the rebels, who had a force of 10,000
men there.
26. A Cabinet Council at Washington, decided to give up Mason
and Slidell, on the ground that they could not be held consistently
with the doctrine of neutral rights always maintained by the U. S.
Government.
26. Gen. Scott arrived at New York, in the Arago, from France.
26. Bluffton, S. C., was occupied by Federal troops under Gen.
Stevens.
26. The Lighthouse on Morris Island, Charleston, S. C. harbor, was
blown up by order of rebel authorities.
26. Major Gower, with a squadron of 1st Iowa cavalry, arrived at
Jefferson City, Mo., bringing as prisoners, 1 capt., 13 men, and 10
wagon loads of stores.
26. Philip St. George Cook, a Brig.-Gen. in the rebel army, shot
himself, at his residence in Powhatan Co., Va.
26. A fire occurred in the government stables at Washington, D. C.,
in which nearly 200 horses were burned.
27. Lord Lyons, the British minister at Washington, was notified
that Mason and Slidell awaited his disposal.
27. Alfred Ely, U. S. representative from Rochester, N. Y., taken
prisoner at Manassas Plains, was released in exchange for C. J.
Faulkner.
27. The rebel privateer Isabel, ran the blockade off Charleston, S.
C.
27. The bridges over Fabias river on the Palmyra railway, Mo.,
destroyed by rebels.
28. Gen. Buell’s army in Ky., was reported by the War Department
to number 60,000 men.
28. The rebels at Bowling Green, Ky., were reported to number
30,000, under Gens. A. S. Johnston, Buckner, and Hindman.
28. Gen. Prentiss, with 5 companies 3rd Missouri cavalry, under
Col. John Glover, and 5 companies of Col. Birge’s sharpshooters, 470
in all, attacked a rebel camp at Mount Zion, in Boone Co., Mo.,
numbering nearly 900 men. The rebels were routed, losing 25 killed,
150 wounded, and 40 prisoners. 90 of their horses and 105 stand of
arms were captured. The Federal loss was 3 killed and 46 wounded.
28. A squadron of Federal cavalry, from Col. Jackson’s regiment,
commanded by Major Murray, left their camp near Calhoun, Ky., on
a scouting expedition across Green river. They were attacked near
Sacramento, by a large force of rebels under Col. De Forrest, and
after a short engagement compelled to retire. Capt. A. G. Bacon was
killed, and Lieut. R. H. King, of Frankfort, and 8 privates wounded.
Capt. Merriweather and two privates of the rebels were killed, and a
number wounded.
30. The rebel Gen. H. H. Sibley having entered New Mexico with a
military force without opposition, took possession of it, and annexed
it to the Southern Confederacy by proclamation.
30. Messrs. Thomas and Burnett, of Ky., were “qualified” and took
their seats in the rebel Congress at Richmond, Va.
31. Two boats under Acting Masters A. Allen, and H. L. Sturges,
from the U. S. steamer, Mount Vernon, destroyed a light ship off
Wilmington, N.C., which the rebels had fitted up for a gunboat. The
expedition was at night, and the boats were under fire from Fort
Caswell, but escaped injury.
31. Capt. Shillinglaw and Mason, N. Y. 79th, and Lieutenants
Dickinson, 3rd U. S. infantry, J. W. Hart, 20th Indiana, and other
officers and men were released by the rebels from Richmond, Va.
31. Capture of the town of Biloxi, Miss, by U. S. gunboats Lewis,
Water Witch, and New London, with national forces from Ship
Island. The town and fort surrendered without a fight. The guns were
removed by Commander Smith, and the Federals retired.
1862.
Jan. 1. The rebel Commissioners Mason and Slidell, with their

Secretaries, left Boston for England, via Provincetown, Mass., where
the British war steamer Rinaldo received them.
1. Col. H. Brown opened fire from Fort Pickens on the rebel vessels
and fortifications within range of his guns, which was returned by
the enemy.
1. The British bark Empress arrived at New York as a prize, with
6,500 bags of coffee, captured by the U. S. sloop-of-war Vincennes,
off New Orleans bar.
1. Part of the Louisville and Nashville railway was destroyed by
order of the rebel Gen. Buckner.
1. Skirmish at Port Royal Ferry, S. C. Federal troops under Gen.
Stevens, with the assistance of five gunboats, crossed from Beaufort
to the mainland and attacked batteries erected by the rebels, who
retreated towards Grahamville. Federal loss, 3 killed, 11 wounded.
Rebels, 6 killed, 12 wounded.
1. Jeff. Owens, Col. Jones, and 50 rebel bridge-burners were
captured near Martinsburg, Adrian Co., Mo., by State militia under
General Schofield.
1. Four Federal soldiers were captured, 1 killed, and 10 guns taken
by a party of rebels on Green river, Ky., near Morgantown.
2. The U. S. gunboats Yankee and Anacosta, exchanged shots with
the rebel batteries at Cockpit Point, on the Potomac.
2. Daniel P. White of Ky., qualified and took his seat in the
Confederate Congress.
3. Col. Glover, with 300 Federal troops, attacked a rebel camp 9
miles N. of Hunnewell, Mo., taking 8 prisoners, putting the rest to
flight, and capturing a quantity of arms, &c.
3. 240 released Federal prisoners arrived at Fortress Monroe from
Richmond.
4. The 84th Pa., 39th Ill., 500 cavalry and other troops were driven
from Bath, Va., by a superior rebel force under Gen. Jackson, who
took 30 Federals prisoners. The Federals retreated to Hancock, Md.
7 rebels were killed and a number wounded. 3 of the Federals were
killed, several wounded.
4. Skirmish at Huntersville, W. Va. A portion of the 25th Ohio, 2d
Va., and Bracken’s Ind. cavalry, all under Major Webster, attacked a
rebel force of 400 cavalry and 350 infantry who were guarding the
rebel supplies at that depot. They were routed with a loss of 2 killed
and 7 wounded, leaving $50,000 worth of army stores which were
destroyed by Unionists.
5. Skirmish on the mainland near Port Royal, S. C. 7 rebels were
captured.
5. Rebel army under Gen. Jackson bombarded Hancock, Md. from
the opposite Va. shore, but were driven away by artillery forces under
Gen. Lander without a close engagement.
5. Five Federal soldiers were killed by rebels in ambush in Johnson
Co., Kansas.
6. 4,000 Cherokee Indians were driven from their homes by Texas
rebels.
7. Destruction of bridges and culverts on the Balt. and Ohio
railway, near the Cacapon river, by rebel Gen. Jackson.
7. Engagement at Blue’s Gap, near Romney, W. Va. Federal troops
under Col. Dunning, of the 5th Ohio, attacked 2,000 of the enemy,
routing them with the loss of 15 killed, 20 prisoners, 2 pieces of
cannon, their wagons, &c. No Federal loss.
7. 300 of the 32d Ohio, under Capt. Lacey, were sent by Gen.
Milroy into Tucker Co., Va., where they dispersed 400 rebels,
capturing 2 officers and a private, and a large quantity of stores. 4
rebels were found dead and many were wounded.
7. Three brigades of Gen. Smith’s division, S. side of the Potomac,
proceeded toward Peacock Hill, Lewinsville, Fairfax Court House
and Vienna, and captured an immense quantity of hay, oats, corn,
&c.
7. A band of rebels having seized a quantity of army stores from
the depot at Sutton, Braxton Co., W. Va., information was sent to
Col. H. Anisansel, commanding 1st Virginia Cavalry, at Clarksburg.
The Col. overtook the rebels 30 miles E. of Sutton, and, attacking
them, killed or wounded 22, took 15 horses and 56 head of cattle, and
recaptured the greater part of the stores.
7. Skirmish at Paintsville, near Prestonburg, Ky. Col. Garfield
dispersed 2,500 rebels under Humphrey Marshall, killing 3,
wounding a large number, and capturing 15. Federal loss 2 killed and
1 wounded.
8. The newspapers of Missouri were put under military censorship,
and their editors ordered to send two copies of each issue to the
Provost-Marshal.
8. Riot at Warsaw, Mo. Two secessionists were shot.
8. Reconnoissance of gunboats towards Savannah, Ga., under
command of Capt. Davis.
8. Capt. Latham and 17 men of 2d Virginia regiment, encountered
about 30 rebel guerrillas on the Dry Fork of Cheat river, W. Va., and
after a severe fight of an hour’s duration, the rebels were driven from
the field with the loss of 6 killed and several wounded. Federal loss 6
wounded. Capt. Latham destroyed the rebel tents and provisions.

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The State of Texas: Government,

Politics, and Policy Sherri Mora

Biota Grow 2C gather 2C cook Loucas

Texas politics governing the Lone Star State Cal

Politics and Government in Israel The Maturation of a

Texas politics governing the Lone Star State Sixth

Comparing the States and Communities: Politics,

American Government and Politics Today: No Separate

Texas Politics: Ideal and Reality 13th Edition

Trials of the State: Law and the Decline of Politics

xii THE STATE OF TEXAS: Government, Politics, and Policy

Learning Outcomes and Core Objectives Correlation Table

Learning Outcome: Explain

1 Learning Outcome: Explain

SACS-compliant. The State of Texas deeply incorporates the state Core

2 and local political systems and

Learning Outcome: Describe state

3 the legislative branch of Texas

mor4821x_fm_i-xxvi.indd xii 12/26/16 04:42 PM

“I can honestly say that the first time I

To learn more about Texas Government visit the McGraw-Hill

* The Impact of Technology on College Student Study Habits 2015

This book is printed on acid-free paper.

Chief Product Officer, SVP Products & Markets: G. Scott Virkler

Library of Congress Cataloging-in-Publication Data

Names: Mora, Sherri, author. | Ruger, William, author.

Informing and Engaging Students on Government Concepts

• What is Social Contract Theory?

Better Data, Smarter Revision, Improved Results

STEP 2. The data from LearnSmart was

Real-Time Reports, On the Go, Made

Increased Coverage of Criminal Justice,

• Updated district maps for the state legislature

• New material on the 2016 presidential primary and general elections

Learning Outcomes and Core Objectives

Learning Outcomes and Core Objectives Correlation Table

1 Learning Outcome: Explain

2 and local political systems and

3 the legislative branch of Texas

4 Learning Outcome: Explain

5 Learning Outcome: Describe

6 Learning Outcome: Describe local

Learning Outcomes and Core Objectives Correlation Table continued

8 Learning Outcome: Analyze the

9 Learning Outcome: Evaluate the

10 Learning Outcome: Evaluate the Communicating

11 Learning Outcome: Analyze

12 Learning Outcome: Analyze issues

13 Learning Outcome: Analyze state

14 Learning Outcome: Evaluate public

CHAPTER 1 Introduction to Texas History and Politics 1

CHAPTER 2 The Texas State Constitution and the American Federal

CHAPTER 3 The Texas Legislature 71

CHAPTER 4 The Executive Department and the Office of the

CHAPTER 5 The Court System in Texas 155

CHAPTER 6 Local Governments in Texas 183

CHAPTER 7 Voting and Political Participation in Texas 213

CHAPTER 8 Campaigns and Elections in Texas 239

CHAPTER 9 Political Parties in Texas 259

CHAPTER 10 Interest Groups and Lobbying in Texas 301

CHAPTER 11 Public Policy in Texas 327

CHAPTER 12 The Criminal Justice System in Texas 365

CHAPTER 13 Financing State Government 409

STEP 2. The data from LearnSmart was

Core Objective: Being Socially Responsible . . .63 Functions 103

Race and Ethnicity 121 Core Objective: Thinking Critically . . . 149

Core Objective: Being Socially Responsible . . .319

Core Objective: Thinking Critically . . .