OBJECTIVES ASSESSMENT/EVALUATION INSTRUCTIONAL ACTIVITIES Family Tree Project A. Forming the 13 Original English Colonies Identify and explain the reasons that people left their home countries and moved to the colonies Performance: 1.6 Knowledge: (SS) 5 SSCLE: MUSWH.3a.C; EGSA.5.H; TSSI.7.D NETS: 2b DOK: 3 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Family Tree Project: research their family history to see from which country they came make a record of their family s: names dates occupations movement present their information using various forms of media Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I 1
The project will include: movement famous people major events religion political systems geography climate economics transportation regions 2
B. Forming the 13 Original English Colonies Identify the political systems of the colonies Analyze how the ideas of selfgovernment evolved Performance: 1.6 Knowledge: (SS) 5 SSCLE: EGSA.5.C; TSSI.7.D NETS: 2b DOK: 2 13 Colonies Project How the Colonies Were Governed Colonial WebQuest Completion of computer WebQuest How the Colonies Were Governed Activity: research a type of government found in the colonies create and present a play portraying a type of colonial government. Colonial governments include: joint stock companies royal colonies proprietary colonies self-governed colonies Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 3
C. Forming the 13 Original English Colonies Identify famous people Explain their contributions to American History Performance: 1.6 Knowledge: (SS) 3 SSCLE: MUSWH.3a.C; TSSI.7.D NETS: 2b DOK: 3 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 4
D. Forming the 13 Original English Colonies Analyze how religion impacted the colonists and their cultures Performance: 1.6 Knowledge: (SS) 5 SSCLE: EGSA.5.Cb; TSSI.7.D NETS: 2b DOK: 4 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 5
E. Forming the 13 Original English Colonies Summarize how geography influenced colonial development in the: New England Middle Southern Colonies Performance: 1.6 Knowledge: (SS) 5 SSCLE: MUSWH.3a.C; EGSA.5.Ca; EGSA.5.E; TSSI.7.D NETS: 2b DOK: 2,3 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 6
F. Forming the 13 Original English Colonies Analyze how various climates impacted ways of life in the: New England Middle Southern Colonies Performance: 1.6 Knowledge: (SS) 5 SSCLE: EGSA.5.C; TSSI.7.Bb; TSSI.7.D NETS: 2b DOK: 4 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 7
G. Forming the 13 Original English Colonies Analyze and explain how geography and climate contributed to the development of different economies in the: New England Middle Southern Colonies Performance: 1.6 Knowledge: (SS) 5 SSCLE: ECP.4.F; EGSA.5.Aa; EGSA.5.C; TSSI.7.D NETS: 2b DOK: 4 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 8
H. Forming the 13 Original English Colonies Interpret major events and their effects on the colonies Performance: 1.6 Knowledge: (SS) 6 SSCLE: MUSWH.3a.A; MUSWH.3a.C; TSSI.7.D NETS: 2b DOK: 3,4 13 Colonies Project Colonial WebQuest Completion of computer WebQuest Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 9
I. Forming the 13 Original English Colonies Identify: and locate: the 50 United States their Capitals major cities the 13 colonies and their locations Performance: 1.4, 1.5 Knowledge: (SS) 5 SSCLE: EGSA.5.Ba,b; TSSI.7.D NETS: 2b DOK: 1 13 Colonies Map Assessment Quiz 13 Colonies Project WebQuest Completion of computer WebQuest States and Capitals Assessment Quiz Colonial WebQuest: Students will work individually to familiarize themselves with the 13 colonies 13 Colonies Map Location Contest: Students will be in groups of 4 to 5 and compete for accuracy and time using the geography game located at: www.sheppardsoftware.com States and Capitals: Identify and locate states and capitals using state games located at: www.sheppardsoftware.com 13 Colonies Project: research the 13 colonies in the computer lab along with using other sources produce a: PowerPoint video or newspaper that includes research of Objectives A-I The project will include: movement famous people major events religion political systems geography climate economics transportation regions 10
J. Forming the 13 Original English Colonies Analyze colonial trade: Columbian Exchange Mercantilism Triangular Trade Middle Passage Performance: 3.8 Knowledge: (SS) 4 SSCLE: MUSWH.3a.Fb: ECP.4.F; EGSA,5,Ab NETS: 3b DOK: 4 Middle Passage Project Assessment: Colonial unit test Middle Passage Project: research (the): Middle Passage Columbian Exchange mercantilism triangular trade create a poster that includes: an illustrated and colored map showing: the continents of: Europe Africa North America South America Triangular Trade Products from the Columbian Exchange The Middle Passage write a research paper on the Middle Passage. This paper must include (a): five sources title page minimum of 750 words bibliography create a designed graph showing any aspect of the American slave trade. This graph must be from student researched information 11
K. The American Revolution Assess the causes of the American Revolution, specifically (The): French and Indian War Proclamation of 1763 Sugar Act Boston Massacre Stamp Act Declaratory Act Townshend Act Tea Act Boston Tea Party Coercive Acts or Intolerable Acts Lexington and Concord Patriots vs. Loyalists Performance: 3.6 Knowledge: (SS) 3 SSCLE: MUSWH.3a.D; ECP.4.C; RIGIT.6.E NETS: 3b DOK: 3 Causes of the American Revolution Project Episode pattern organizer Debate: Loyalists vs. Patriots Paul Revere s Boston Massacre Engraving, Evaluating Propaganda Formative assessment Learning conversations Reflective writings Causes of the American Revolution Project: Students will research, write and act out a play over the causes of the American Revolution which will include The: Sugar Act Stamp Act Townshend Acts Tea Act Intolerable Acts Selected Primary Source Readings: Common Sense by Thomas Paine guided reading Video Clip America: The Story of Us : Causes of the American Revolution Debate: Loyalists vs. Patriots: Students will be given a side to debate. Debate preparation will require writing a persuasive essay including at least three reasons supporting their point of view. The debate will follow a modified Lincoln- Douglas Debate format Paul Revere s Boston Massacre Engraving, Evaluating Propaganda: How propaganda techniques were used to change the opinions in the colonies leading to the American Revolution 12
L. The American Revolution Analyze and evaluate the formation of the ideas of democracy that led to the writing of the Declaration of Independence: Greece democracy Magna Carta Enlightenment The Glorious Revolution The English Bill of Rights Mayflower Compact The Fundamental Orders of Connecticut Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A NETS: 4a DOK: 4 Declaration of Independence Evolution Activity: Formative assessment Development of an anchor chart Bumper Sticker Or Flag Primary Source Readings: Readings include (The): Magna Carta English Bill of Rights Fundamental Orders of Connecticut Mayflower Compact various authors including: Locke Rousseau Declaration of Independence Evolution Activity: work in small groups and will be given one of the following: Greece democracy Magna Carta Enlightenment The Glorious Revolution The English Bill of Rights Mayflower Compact The Fundamental Orders of Connecticut analyze their topic and evaluate and connect the democratic ideas in common with those used by Thomas Jefferson in writing the Declaration of Independence Groups will present their research to the class The class will compare and combine each group s findings on an anchor chart 13
Bumper Sticker Or Flag: Students will create a bumper sticker or flag to capture the ideas of democracy using the early democratic ideas found in (The): early Greece Magna Carta Glorious Revolution English Bill of Rights Mayflower Compact Fundamental Orders of Connecticut 14
M. The American Revolution Analyze important principles in the Declaration of Independence: Inalienable Rights Government by the consent of the governed Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A NETS: 4a DOK: 4 Declaration of Independence Evolution Activity Formative assessment Development of anchor chart Video Clip: The Reading of the Declaration of Independence Declaration of Independence Evolution Activity: work in small groups and will be given one of the following: Greece democracy Magna Carta Enlightenment The Glorious Revolution The English Bill of Rights Mayflower Compact The Fundamental Orders of Connecticut analyze their topic and evaluate the democratic ideas in common with those used by Thomas Jefferson in writing the Declaration of Independence The class will compare and combine each group s findings on an anchor chart 15
N. The American Revolution Identify famous people of the American Revolution and what made them famous Performance: 1.9 Knowledge: (SS) 3 SSCLE: MUSWH.3a.D NETS: N/A DOK: 1 O. The American Revolution Name the major battles of the Revolutionary War Interpret how they affected the war s outcome Performance: 1.9 Knowledge: (SS) 3 SSCLE: MUSWH.3a.D NETS: N/A DOK: 2 Create Your Own Test: Famous People Activity: Create Your Own Test Create Your Own Test: create their own test and answer key including: famous people major battles major events of the American Revolution exchange their test with another student check the exchanged test with the teacher created scoring guide to check for completeness trade back and take their own test Famous People Activity: Students will research famous Americans from the Revolution using library resources Video clip: America: The Story of Us: The American Revolution Create Your Own Test: create their own test and answer key including: famous people major battles major events of the American Revolution exchange their test with another student check the exchanged test with the teacher created scoring guide to check for completeness trade back and take their own test 16
P. The American Revolution Identify major events of the war and interpret why they were important: Continental Congress Articles of Confederation Performance: 3.6 Knowledge: (SS) 6 SSCLE: MUSWH.3a.D NETS: N/A DOK: 2 Q. The U.S. Constitution Analyze the Articles of Confederation and the need for a new Constitution Performance: 1.6, 4.1 Knowledge: (SS) 1 SSCLE: MUSWH.3a.E NETS: N/A DOK: 4 Create Your Own Test Constitutional News Cast Create Your Own Test: create their own test and answer key including: famous people major battles major events of the American Revolution exchange their test with another student check the exchanged test with the teacher created scoring guide to check for completeness trade back and take their own test Teacher led discussion Video clip: A More Perfect Union Constitutional News Cast: Students will research and write skits based on the Constitutional Convention, including (the): Articles of Confederation need for a new government famous people in the convention compromises made in the convention The news cast will be acted out and recorded Video clip: A More Perfect Union : The film portrays the events surrounding the Constitutional Convention 17
R. The U.S. Constitution Assess the importance of the Constitutional Convention Performance: 1.6, 4.1 Knowledge: (SS) 3 SSCLE: MUSWH.3a.E NETS: 2a DOK: 3 Constitutional News Cast Parliamentary Procedure Formative evaluation or quiz Constitutional Convention Simulation Student participation see: Convention rules Scoring guide Constitutional News Cast: Students will research and write skits based on the Constitutional Convention, including (the): Articles of Confederation need for a new government famous people in the convention compromises made in the convention The news cast will be acted out and recorded Video clip: A More Perfect Union : The film portrays the events surrounding the Constitutional Convention Parliamentary Procedure: Students will learn basic parliamentary procedure before simulating the Constitutional Convention Constitutional Convention Simulation: Students will conduct a student led simulation of the Constitutional Convention. This simulation will include many learning experiences for the students including, but not limited to: learning to work together as a group understanding the basic Articles of the U.S. Constitution understanding the process of voting experiencing speaking in front of a group learning to express opinion in a logical manner understanding and using compromise making decisions based on knowledge they have about our plan of union 18
S. The U.S. Constitution Investigate important people in the Constitutional Convention and their contributions to the convention Performance: 1.6, 4.1 Knowledge: (SS) 3 SSCLE: MUSWH.3a.E NETS: 2a DOK: 3 Constitutional News Cast Graphic Organizer Constitutional News Cast: Students will research and write skits based on the Constitutional Convention, including (the): Articles of Confederation need for a new government famous people in the convention compromises made in the convention The news cast will be acted out and recorded Graphic Organizer: Virginia Plan New Jersey Plan 3/5 Compromise The Great Compromise (Including the people who made them) 19
T. The U.S. Constitution Investigate the sections of the Legislative Branch: House of Representatives Term of office Requirements Method of election Vacancies Officers Impeachment Senate Term of office Requirements Method of election Officers Impeachment House and Senate Procedures Meeting requirements Rules Privileges and restrictions Passing laws Powers granted Powers denied Powers denied states Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A; PCD.2.Ca-g NETS: 6b DOK: 3 Quizzes: Preamble Principles of the Constitution Eighteen Powers of Congress Activity Various medias can be used to portray the 18 powers. The collage can include a: PowerPoint poster video Three Branches Project Eighteen Powers of Congress Activity: research the 18 powers of Congress use internet news sources to create a collage portraying those powers Video Clips: The Preamble I m Just a Bill Mock Congressional And Presidential Election: Students will vote in a mock election Guest Speaker: Local representatives Three Branches Project: work with a partner to research a specific branch of our government combine their research with the other branches work as a group to develop a classroom presentation combining the 3 branches 20
U. The U.S. Constitution Investigate the sections of the Executive Branch: Term of office Method of election Qualifications Vacancies Powers State of the Union Impeachment Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A; PCD.2.Ca-g NETS: 2d DOK: 3 Three Branches Project Mock Impeachment Trial Mock Impeachment Trial: Students: will research and collect information about the impeachment trials of: Andrew Johnson William Clinton using the Internet will work in groups of 4-5 to design a script and be assigned to either one of the following: Senate Jury Supreme Court Chief Justice Andrew Johnson Bill Clinton Prosecution Defense parts will have a teacher-designed outline to direct their research and participation requirements Mock Congressional and Presidential Election: Students will vote in a mock election Three Branches Project: work with a partner to research a specific branch of our government combine their research with the other branches work as a group to develop a classroom presentation combining the 3 branches 21
V. The U.S. Constitution Investigate the sections of the Judicial Branch: Federal courts and processes Jurisdiction Treason Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A NETS: 2d DOK: 3 W. The U.S. Constitution Identify the relations among the states: Citizen rights New states Federal protection Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.B NETS: N/A DOK: 1 X. The U.S. Constitution Identify the amendment process Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A NETS: N/A DOK: 1 Three Branches Project Students will demonstrate basic knowledge of Article 4 through: formative exit passes problem solving summative assessments Students will demonstrate basic knowledge of Article 5, the Amendment process, through: formative assessments graphic organizer summative assessments Three Branches Project: work with a partner to research a specific branch of our government combine their research with the other branches work as a group to develop a classroom presentation combining the 3 branches Article 4 Activity: read and answer cloze passages over Article 4 compare answers with pre selected partners in groups, create examples of difficulties that could arise without these U.S. Constitutional laws Article 5 Activity: read and answer cloze passages over Article 5, the Amendment process compare answers with pre selected partners in groups: review and discuss previous examples of several past amendments present the information to the class 22
Y. The U.S. Constitution Identify the Supremacy and Ratification Articles Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A NETS: N/A DOK: 1 Z01. The U.S. Constitution Critique the 27 Amendments: Bill of Rights Performance: 1.10 Knowledge: (SS) 1 SSCLE: PCD.1.Ac NETS: 6b DOK: 3 Students will demonstrate their knowledge and understanding of Articles 6 & 7, the National Supremacy/Ratification, through: formative assessments a final summative exam Students will demonstrate their knowledge and understanding of the Bill of Rights and Amendments through: formative assessments a final summative exam that includes application of these rights through real life examples Article 6 & 7 Activity: read and answer cloze passages over Articles 6 & 7, National Supremacy and Ratification compare answers with pre selected partners in small groups,: discuss the necessities of National Supremacy create examples of the government without them Bill of Rights and Amendments Activity: In groups, students will: review a modified version of the 27 Amendments choose five of the most important amendments that affect us today create a presentation of their top two choices to the class discuss and evaluate the importance of the Bill of Rights and Amendments 13, 14, 15, 19, and 24 23
Z02. The U.S. Constitution Analyze the principles and processes of government: Limited government Rule of law Majority rule and minority rights Separation of powers Checks and balances Federalism Popular sovereignty Due process of law Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.A; PCD.2.Ca-g NETS: 2a DOK: 4 Z03. The U.S. Constitution Analyze citizens rights and responsibilities: Rights Due process Equal protection Basic freedoms Limits Participation Duties Responsibilities Voting and the political process Students will demonstrate their knowledge and understanding of these principles through (a): formative assessments teacher created scoring guide for the media presentations summative assessments that require students to clearly state the principle and the importance thereof Constitution unit exam Rights, Responsibilities, and Duties of a U.S. Citizen Activity: Reflective writing Principles and Processes Activity: complete 3 column notes view media presentations of the topics create their own media demonstrations of these topics Rights, Responsibilities, and Duties of a U.S. Citizen Activity: Using: shared reading learning conversations students will learn the: rights responsibilities duties of a U.S. citizen Performance: 1.6, 4.2 Knowledge: (SS) 1 SSCLE: PCD.1.B; PCD.2.Ca-g NETS: 6b DOK: 4 24
Z04. A New Nation and Westward Expansion Assess how the principles of the new constitution were used to build our nation: First Presidents Jefferson era War of 1812 Jacksonian Democracy Performance: 1.6, 4.1 Knowledge: (SS) 3 SSCLE: MUSWH.3a.E; MUSWH.3a.Fa; ECP.4.A,B; TSSI.7.A,C NETS: N/A DOK: 3 Power Expansion and Challenges to Our New Government Activity Formative assessment Shared anchor chart Constructed response Primary And Secondary Reading Sources: Students will read and evaluate various primary and secondary sources on the new nation Power Expansion and Challenges to Our New Government Activity: As a large group, the instructor will: lead a shared reading about the early presidencies point out the evolution of the government s power and begin an anchor chart Working in small groups, students will be given one of the following: Jefferson Era War of 1812 Jacksonian Democracy and will analyze their topic and evaluate the expansions or challenges to the new government The class will compare and combine each group s findings on an anchor chart Students will use the information on their anchor chart to complete an objective question in constructed response format 25
Z05. A New Nation and Westward Expansion Assess the impact of westward expansion on the United States: Louisiana Purchase Republic of Texas Manifest Destiny Mexican War Trails West Performance: 4.6 Knowledge: (SS) 5 SSCLE: MUSWH.3a.Fa,b; EGSA.5.Ab; EGSA.5.H; TSSI.7.Bb NETS: 1c DOK: 3 Westward Expansion Timeline Project Trails West Project: Westward Expansion Timeline Project: research the: Louisiana Purchase Republic of Texas Manifest Destiny Mexican War Western Trails produce a written or electronic timeline for each event write a short summary of the event, identifying the: main causes most significant effects on the United States create a map showing westward expansion Trails West Project: Students: will research a different Western Trail in the computer lab may use other sources such as the library will produce a presentation utilizing various forms of technology. The goal of the presentation is to give a prospective traveler or land speculator all of the information he or she needs before embarking on a westward journey This project will include descriptions of: geography climate economics and cost benefit analysis of the journey modes of transportation used native peoples which may be encountered problems and challenges which may be encountered 26
Z06. The Civil War Identify and analyze the causes of the Civil War: Slavery and King Cotton Abolition-Reform Movements Underground Railroad Missouri Compromise Sectionalism Compromise of 1850/Fugitive Slave Act Kansas-Nebraska Act Bleeding Kansas Uncle Tom s Cabin Dred Scott Lincoln-Douglas Debates John Brown-Harper s Ferry Election of 1860 Secession Fort Sumter Performance: 1.8 Knowledge: (SS) 2,4,6 SSCLE: MUSWH.3a.H,I; EGSA.C,F; RIGITS.6.E-I NETS: N/A DOK: 4 Causes Of The Civil War Research Project: Teacher created study guide Anchor chart Shared writing Causes of The Civil War Research Project: research the causes of the Civil War pick the six causes they believe their research indicates are the six leading causes In small groups, the students will: share their causes and reasons select their groups top six causes The class will: anchor chart the Top 10 causes of the Civil War pick their number one cause and write a shared writing why it was chosen as number one 27
Z07. The Civil War Identify famous people of the Civil War and what made them famous Performance: 1.6, 3.6 Knowledge: (SS) 6 SSCLE: MUSWH.3a.G NETS: N/A DOK: 4 Who Would You Pick for Your Dream Team? Teacher created study guide Who Would You Pick for Your Dream Team?: research famous people of the Civil War pick seven people from the Civil War era that they would want on their side if they were the President of the United States or the Confederate States. They must: identify the person explain what that person did that was significant tell why they chose them tell how they would have used that person to change the outcome of the Civil War 28
Z08. The Civil War Investigate and analyze the major battles of the Civil War and how they affected the war s outcome Performance: 1.6, 3.1 Knowledge: (SS) 2,5,6 SSCLE: MUSWH.3a.I; EGSA.5.Ab; TSSI.7.Ba; TSSI.7.G NETS: N/A DOK: 3 Who Would You Pick for Your Dream Team? Teacher created study guide You Are In Command Who Would You Pick for Your Dream Team?: research famous people of the Civil War pick seven people from the Civil War era that they would want on their side if they were the President of the United States or the Confederate States. They must: identify the person explain what that person did that was significant tell why they chose them tell how they would have used that person to change the outcome of the Civil War You Are In Command!: select a Civil War battle create a map including physical features such as: elevation rivers including a map key showing: opposite sides army size army movements commanders battle outcomes analyze the outcome of the battle determine what factors they believe caused those outcomes explain what they would have done differently, had they been the commander of the losing side, to change the outcome of the battle be prepared to defend their decision 29
Z09. The Civil War Assess the role Missouri played in the Civil War Performance: 1.6 Knowledge: (SS) 2,5,6 SSCLE: MUSWH.3a.I NETS: N/A DOK: 3 Civil War unit test Jefferson City in the Civil War Project: Guest Speakers: Various guest speakers may include re-enactors Possible sources include: Dick Peerson at Wall Street Insurance Jim Hickman at Scholastic, Inc. Civil War Day: Civil War Day at Thomas Jefferson would include both middle schools Various activities include: a Civil War encampment speakers cooking medicine in the Civil War weapons demonstrations including Civil War Era cannons Jefferson City in the Civil War Project: research Jefferson City in the Civil War have various options for the project such as: walking tours of historical Civil War homes research of Civil War personages buried in the National Cemetery Civil War defensive positions and fortifications famous people of the Civil War who lived or were in Jefferson City during the Civil War Various projects may include, but not be limited to: videos posters brochures grave marker rubbings 30
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