CITIZENSHIP TEST REVIEW

1. CITIZENSHIP TEST REVIEW American History, 9th Grade Mary Ellen Buechter ED 448, Professor Helms February 26, 2002

2. Materials Needed • 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

3. HISTORY • Historical documents • American diversity • Symbols of the United States

4. Historical Documents • Northwest Ordinance • Declaration of Independence • U.S. Constitution • Bill of Rights

5. American Diversity • Early immigrants to the U.S. • Contributions of racial and ethnic groups • Influences on language and culture

6. Symbols of the United States • American flag • National Anthem • Pledge of Allegiance • Independence Day

7. History Vocabulary

8. History Activities • 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.

9. GEOGRAPHY • Place locations on maps • Map-reading skills

10. Place Locations on Maps • The United States • The nation’s capital, Washington, D.C. • The State of Ohio • Ohio’s capital, Columbus

11. Map-reading Skills • Finding directions • Judging distances between points using a scale • Reading a legend

12. Geography Vocabulary

13. Geography Activities • 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.

14. ECONOMICS • Economic concepts • Major economic systems

15. Economic Concepts • 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.

16. Major Economic Systems • Capitalism • Socialism • Communism

17. Economics Vocabulary

18. Economics Activities • 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

19. GOVERNMENT • Branches of government • Federalism • Types of government • Political parties • Role of public officials

20. Branches of Government • The legislative branch makes laws. • The executive branch sees that laws are carried out. • The judicial branch interprets laws.

21. Federalism • 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.

22. Types of Government • Representative democracy • Monarchy • Dictatorship

23. Political Parties • To provide governmental leadership in the form of candidates • To provide governmental leadership in the form of platforms

24. Role of Public Officials • 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

25. Government Vocabulary

26. Government Activities • 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

27. LAW • Making and amending laws • Protection under the law

28. 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

29. Protection Under the Law • 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

30. Law Vocabulary

31. Law Activities • 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.

32. CITIZENSHIPKNOWLEDGE • Voting responsibility and privilege • Using sources of information • Opportunities for civic involvement

33. Voting Responsibility and Privilege • Qualifications for voting • Recognizing that property ownership, race, gender, literacy, and certain tax payments no longer affect eligibility to vote

34. Using Sources of Information • 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

35. Opportunities for Civic Involvement • Understand the concept of citizenship as a participatory activity

36. Citizenship Knowledge Vocabulary

37. Citizenship Knowledge Activities • 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.