Session 1: Thursday, April 26: Course Objectives & Early WNY History
Time: 4:30 – 7 pm
Location: Explore Buffalo Learning Center, First Presbyterian Church
Session Description:
This six-week teacher center course will take you on a journey through Buffalo’s history, from the indigenous peoples who originally occupied this area all the way to the magnificent renaissance taking place today.
You’ll learn about the early settlements in this region & the formation of Buffalo, including its historic street plan and its claim as the terminus of the Erie Canal. You’ll be dazzled learning about Buffalo’s turn-of-the-century brilliance and our hosting of the famous Pan-American Exposition. You’ll discover the tribulations and contributions of Buffalo in times of war, all while tracing the arc Buffalo has followed from brilliance to rust belt to brilliance once again.
Time: 4:30 – 7 pm
Location: Explore Buffalo Learning Center, First Presbyterian Church
- Introductions & Overview of Course
- Presentation: Explore Buffalo 101
- Presentation: Before Buffalo: The English, French, & Native Americans
Session Description:
This six-week teacher center course will take you on a journey through Buffalo’s history, from the indigenous peoples who originally occupied this area all the way to the magnificent renaissance taking place today.
You’ll learn about the early settlements in this region & the formation of Buffalo, including its historic street plan and its claim as the terminus of the Erie Canal. You’ll be dazzled learning about Buffalo’s turn-of-the-century brilliance and our hosting of the famous Pan-American Exposition. You’ll discover the tribulations and contributions of Buffalo in times of war, all while tracing the arc Buffalo has followed from brilliance to rust belt to brilliance once again.
NYS Frameworks Alignment
Kindergarten:
K.1 Children’s sense of self is shaped by experiences that are unique to them and their families, and by common experiences shared by a community or nation.
K.2 Children, families, and communities exhibit cultural similarities and differences.
K.3 Symbols and traditions help develop a shared culture and identity within the United States.
K.7 People and communities are affected by and adapt to their physical environment.
K.8 The past, present, and future describe points in time and help us examine and understand events.
K.9 People have economic needs and wants. Goods and services can satisfy people’s wants. Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs.
Grade 1:
1.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.
1.2 There are significant individuals, historical events, and symbols that are important to American cultural identity.
1.3 A citizen is a member of a community or group. Students are citizens of their local and global communities.
1.5 The location and place of physical features and man-made structures can be described and interpreted by using symbols and geographic vocabulary.
1.6 People and communities depend on and modify their physical environment in order to meet basic needs.
1.8 Historical sources reveal information about how life in the past differs from the present.
Grade 2
2.1 A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities.
2.5 Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves.
2.6 Identifying continuities and changes over time can help understand historical developments.
Grade 3
3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs.
Grade 4
4.1 GEOGRAPHY OF NEW YORK STATE: New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State. (Standard: 3; Theme: GEO)
4.2 NATIVE AMERICAN∗ GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures.
(Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
4.3 COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period.
(Standards: 1, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV)
Grade 7
7.1 NATIVE AMERICANS∗: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.
(Standards: 1, 2; Themes: ID, MOV, GEO)
Grade 11
11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)
K.1 Children’s sense of self is shaped by experiences that are unique to them and their families, and by common experiences shared by a community or nation.
K.2 Children, families, and communities exhibit cultural similarities and differences.
K.3 Symbols and traditions help develop a shared culture and identity within the United States.
K.7 People and communities are affected by and adapt to their physical environment.
K.8 The past, present, and future describe points in time and help us examine and understand events.
K.9 People have economic needs and wants. Goods and services can satisfy people’s wants. Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs.
Grade 1:
1.1 Language, beliefs, customs, and traditions help shape the identity and culture of a family and a community.
1.2 There are significant individuals, historical events, and symbols that are important to American cultural identity.
1.3 A citizen is a member of a community or group. Students are citizens of their local and global communities.
1.5 The location and place of physical features and man-made structures can be described and interpreted by using symbols and geographic vocabulary.
1.6 People and communities depend on and modify their physical environment in order to meet basic needs.
1.8 Historical sources reveal information about how life in the past differs from the present.
Grade 2
2.1 A community is a population of various individuals in a common location. It can be characterized as urban, suburban, or rural. Population density and use of the land are some characteristics that define and distinguish types of communities.
2.5 Geography and natural resources shape where and how urban, suburban, and rural communities develop and how they sustain themselves.
2.6 Identifying continuities and changes over time can help understand historical developments.
Grade 3
3.3 Geographic factors often influence where people settle and form communities. People adapt to and modify their environment in different ways to meet their needs.
Grade 4
4.1 GEOGRAPHY OF NEW YORK STATE: New York State has a diverse geography. Various maps can be used to represent and examine the geography of New York State. (Standard: 3; Theme: GEO)
4.2 NATIVE AMERICAN∗ GROUPS AND THE ENVIRONMENT: Native American groups, chiefly the Haudenosaunee (Iroquois) and Algonquian-speaking groups, inhabited the region that became New York State. These people interacted with the environment and developed unique cultures.
(Standards: 1, 3, 5; Themes: ID, MOV, GEO, GOV)
4.3 COLONIAL AND REVOLUTIONARY PERIOD IN NEW YORK: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period.
(Standards: 1, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV)
Grade 7
7.1 NATIVE AMERICANS∗: The physical environment and natural resources of North America influenced the development of the first human settlements and the culture of Native Americans. Native American societies varied across North America.
(Standards: 1, 2; Themes: ID, MOV, GEO)
Grade 11
11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America.
(Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)