CITIZENSHIP TEST
REVIEW
American History, 9th Grade
Mary Ellen Buechter
ED 448, Professor Helms
February 26, 2002
Materials Needed
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American History Textbook
Computers/internet access/application files/printers
Decisions, Decisions game
Tape with the National Anthem
Dangerous Parallel game
5 current atlases
Poster board/markers
Index cards
TV and VCR
Video of Congressional hearings
Voter registration cards
Newspapers
School Library
HISTORY
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Historical documents
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American diversity
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Symbols of the United States
Historical Documents
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Northwest
Ordinance
Declaration of
Independence
U.S. Constitution
Bill of Rights
American Diversity
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Early immigrants to the U.S.
Contributions of racial and ethnic groups
Influences on language and culture
Symbols of the United States
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American flag
National Anthem
Pledge of Allegiance
Independence Day
History Vocabulary
Quartering
Census
Branches of
Government
Native
Americans
Stars and
Stripes
National Anthem
Apartheid
Counsel
Gender
Equality
Old Glory
Melting Pot
Stereotype
Liberty
Nationality
Independence
Day
Immigrant
Segregation
Minorities
Federalism
Northwest
Ordinance
Symbol
Preamble
Bill of Rights
Double
Jeopardy
Northwest
Territory
Declaration of
Independence
Civil Rights
Movement
Fourth of July
Checks and
Balances
Selfincrimination
Thomas
Jefferson
Constitutional
Convention
Women’s
Liberation
Movement
Francis Scott
Key
Constitution
Unalienable
Rights
Ethnic Group
Articles of
Confederation
American Flag
Francis
Bellamy
Pledge of
Allegiance
History Activities
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Each student will do the following:
Define the vocabulary words.
Write the cover page of a newspaper announcing the passage of the Northwest
Ordinance. Cover the facts of the ordinance and the effects it should have.
Read and discuss the Declaration of Independence from the textbook
Using the text book, outline the Constitution and use 1-2 sentences to explain
each article.
Read the Bill of Rights at http://www.billofrights.com
Play Decision, Decisions (the immigration game)
State the Pledge of Allegiance and discuss the origin of the flag
Sing/play the National Anthem and discuss its origin, review
http://www.law.ou.edu
Have an Independence Day Celebration, Dress as a colonist, share food and
drinks.
Draw a family symbol/crest that includes at least four identifying factors.
GEOGRAPHY
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Place locations on
maps
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Map-reading skills
Place Locations on Maps
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The United States
The nation’s capital, Washington, D.C.
The State of Ohio
Ohio’s capital, Columbus
Map-reading Skills
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Finding directions
Judging distances between points using a
scale
Reading a legend
Geography Vocabulary
Longitude
Regions
State
Prime
Meridian
Latitude
Scale
Continent
Geographic
Coordinates
Direction
Capital
Hemisphere Legend
Atlas
Equator
Compass
Equator
Geography Activities
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Each student will do the following:
Draw a map of the U.S. and label the U.S., its capital, Ohio and its capital.
Label the capitals and countries on a map of the U.S. on the wall.
Plan a vacation, using the atlas to find the shortest driving route. List interstates
taken, miles, mile markers, major cities, driving time and time zones.
Review the following web site. Print and identify at least 8 pictures of buildings in
Washington, DC. http://www.dchomepage.net
Review and study the vocabulary words.
ECONOMICS
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Economic concepts
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Major economic systems
Economic Concepts
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Taxes: All levels of U.S. government
assess taxes in order to provide services.
Scarcity: Individuals and societies must
make choices to satisfy wants with limited
resources.
Trade: Nations become interdependent
through trade.
Major Economic Systems
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Capitalism
Socialism
Communism
Economics Vocabulary
Resources
Capitalism
Supply and
Demand
Social Security Tax
Needs
Communism
Karl Marx
Deficit
Wants
Socialism
Mixed
Economy
Global
Interdependence
Opportunity Cost
Taxes
Sales Tax
State Tax
Scarcity
International Trade Income Tax
Local Tax
Interdependent
Free Enterprise
Property Tax
Levy
Specialization
Private Property
Customs Tax
Tariff
Economics Activities
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Each student will do the following:
Make a pie chart detailing federal, state and local taxes. Complete the charts with types of
taxes and uses.
Take notes on the concepts of scarcity and trade. Bring in examples of products made in
foreign countries.
Listen to a presentation by a local business owner (goods producer) who will discuss and
explain the supply and demand cycles in his company.
Define the main economic systems and detail their differences. Include the means of
production, distribution of goods, and the ownership of land, industries and businesses.
Play a country matching game. Make cards with major countries, economic systems and
production items. Match the countries, economic systems and goods. Use these sites for
assistance: http://embassyworld.com , http://www.state.gov , and http://www.gksoft.com/govt
Use the economic vocabulary words to make a puzzle on http://www.puzzlemaker.com
Review and discuss the following web sites: http://www.socialism.org ,
http://www.communism.com and http://www.capitalism.org
GOVERNMENT
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Branches of government
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Federalism
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Types of government
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Political parties
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Role of public officials
Branches of Government
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The legislative branch makes laws.
The executive branch sees that laws are
carried out.
The judicial branch interprets laws.
Federalism
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Powers exclusive to the national
government
Powers exclusive to the state government
Powers held by both state and national
governments
Powers denied to both state and national
governments
Powers held by local governments in Ohio.
Types of Government
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Representative
democracy
Monarchy
Dictatorship
Political Parties
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To provide governmental leadership in the
form of candidates
To provide governmental leadership in the
form of platforms
Role of Public Officials
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Distinguish between elected and appointed
officials
Describe the ways officials can be elected
or appointed
Evaluate the actions of public officials on
the basis of a given set of criteria
Know how public officials at national,
state, and local levels acquire their offices
Government Vocabulary
Anarchy
Checks and
Balances
Senate
National
Convention
Rider
Caucus
Constituent
Interstate
Intrastate
Legislative
Branch
House of
RepresenTatives
Electoral
College
Mayor
Primary
Election
Separation
of Powers
Delegated
Powers
Republic
Executive
Branch
Supreme
Court
Apportionment
Plank
Independent
Platform
Electoral
College
Dictatorship
Judicial
Branch
Political
Parties
Political Action
Committee
Inherit
Conservative
Monarchy
Congress
Democracy
Amendment
Party
Platforms
Board of
Elections
Export
Campaign
Literature
Concurrent
Governor
Popular
Sovereignty
Ohio
General
Assembly
Candidates
Grand Jury
Liberal
Nominate
Federalism
Reserved
Powers
Government Activities
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Each student will do the following:
Act as a branch of government and act out an activity (make a law, review a lower court
ruling, make an executive decision). (in groups) Each branch then describes how it can
overrule the other two branches.
Use flash cards to review the government vocabulary.
Divide into (political) parties and have a meeting (convention) to write the platform and
nominate candidates for a class club. Discuss who is elected and who is appointed and why.
Play “Dangerous Parallel” to reinforce the various types of government and the power and
decision making processes in each.
Participate in a field trip to the local town council meeting. Meet with council members and
have them explain their election processes and job.
Watch a segment of a debate by the U.S. House or Senate. Evaluate the effectiveness of the
discussions/arguments. List qualities of the congressional representatives.
Review http://www.encarta.msn.com and di, key in political parties.
Play an electoral college game. Represent 1-3 states with electoral votes, make signs with
states and vote numbers, use huge US map with state names and numbers and vote as in
the election.
Review and discuss the following web sites: http://www.thedictatorship.com ,
http://www.ih.k12.oh.us/msmullins and http://www.democracy.org
LAW
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Making and amending laws
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Protection under the law
Making and Amending
Laws
The sequence of steps for making
laws in the U.S. Congress and in the
Ohio General Assembly
 The process for amending or
removing laws
 The process for amending the U.S.
Constitution
 The process of initiative petition and
referendum in Ohio
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Protection Under the Law
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Rights and freedoms guaranteed in the Bill
of Rights
Apply the concept of justice, including due
process and equity before the law
Know the importance of a learning or work
environment free of discrimination against
individual differences
Identify legal means of dissent and protest
against violation of rights
Law Vocabulary
General
Assembly
Unconstitutional
Veto
Interpreting
Laws
Brown v.
Board of
Education
Prohibit
Referendum
Civil
Disobedience
Initiative
Supreme
Court
Affirmative
Action
Programs
Literacy Test
Discrimination
Law
Referendum
Judicial
Review
Bill of Rights
Legislation
Legislature
Bill
Committee
Due Process
of Law
First
Amendment
Filibuster
Congress
Lobbyist
Conference
Committee
Bail
Prejudice
Justices
Law Activities
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Each student will do the following:
Listen to a local official speak to the class to explain the law making process at the state and
national level.
Fill in a flow chart on the wall with the law making process. Use a card with a piece of the
process and post it on the chart.
Discuss and define initiative and referendums. Find examples of each for the state of Ohio
on the internet.
Review the web site http://billofrights.com again. Write two examples of how each right
might apply in their lives or the lives of their family members.
With other class members, prepare a poster on one of the following issues: racism,
affirmative action, civil disobedience, women’s liberation, homosexuality. Present the posters
to class for discussion.
Define the law vocabulary words. Write a sentence using each word in the context of
citizenship.
Use the library to research each justice on the Supreme Court. Divide biography tasks by
writing one paragraph on an aspect of each justice (e.g. family life, education) and then put
all paragraphs together to form a paper on each justice.
CITIZENSHIP
KNOWLEDGE
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Voting responsibility and privilege
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Using sources of information
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Opportunities for civic involvement
Voting Responsibility and Privilege
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Qualifications for voting
Recognizing that property ownership, race,
gender, literacy, and certain tax payments
no longer affect eligibility to vote
Using Sources of Information
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Using more than one source to obtain
information
Identifying points of agreement and
disagreement among sources
Evaluating the reliability of available
information
Drawing conclusions by reading and
interpreting data presented in graphs and
charts
Identifying and weighing alternative
viewpoints
Opportunities for Civic Involvement
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Understand the concept of citizenship as a
participatory activity
Citizenship Knowledge
Vocabulary
Print Media
Registration
Fact
Propaganda
Impartial
Opinion
Suffrage
Boycott
Encyclopedia
Referendum
Poll tax
Citizenship
Reputable
Nineteenth Amendment
Evaluating Information
Eligible Voters
Voting
Civic Participation
Scapegoat
Literacy Tests
Naturalized
Citizenship Knowledge Activities
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Each student will do the following:
Choose 5 vocabulary words. Write them vertically on a paper and use the first
letters to make other citizenship words.
Using a democratic process, elect class officers/workers/assistants. Prepare a
campaign flyer for your position.
Fill out the voter registration cards and discuss how/why to register and to vote.
Review newspaper articles to seek opinions about issues. Distinguish between
fact and opinion. Discuss sources of information.
Review http://www.kidsvotingusa.org
Draw a bar graph of voting patterns for the last 100 years. Research the internet
for web sites.
Write an editorial for the local paper soliciting civic involvement for a particular
cause or organization.
Write a letter to his/her congressman stating his/her opinion on an issue.