Session 3: Thursday, May 10: Buffalo’s Waterfront and Architecture
Time: 4:30 - 7 pm
Location: Frank Lloyd Wright Fontana Boathouse
Session Description:
This session will take place in the breathtaking Fontana Boathouse. Originally designed by Wright in 1905 for the University of Wisconsin, the Boathouse was never built until its construction in 2007 in Buffalo along the shore of the Black Rock Channel. This was one of Wright’s favorite designs, as evidenced by his inclusion of the Boathouse in his now-famous Wasmuth Portfolio. Today the boathouse is being used for its original purpose as an active rowing facility, providing a unique opportunity to see one of Wright’s designs being used as originally intended. On the tour, you’ll learn about why it was never constructed in Wisconsin, and how it came to be built in Buffalo. The tour includes both the exterior and interior of the Boathouse, providing an in-depth look at a masterpiece of Prairie Style design. While on the tour, enjoy the spectacular views of Lake Erie, the Niagara River, and the Canadian shore from the Boathouse. This session will also include some tips and ideas for incorporating Buffalo’s history into your social studies curriculum.
Time: 4:30 - 7 pm
Location: Frank Lloyd Wright Fontana Boathouse
- Tour: FLW Fontana Boathouse
- Presentation: Connecting Buffalo’s History to NYS SS Frameworks
- IDM Work
Session Description:
This session will take place in the breathtaking Fontana Boathouse. Originally designed by Wright in 1905 for the University of Wisconsin, the Boathouse was never built until its construction in 2007 in Buffalo along the shore of the Black Rock Channel. This was one of Wright’s favorite designs, as evidenced by his inclusion of the Boathouse in his now-famous Wasmuth Portfolio. Today the boathouse is being used for its original purpose as an active rowing facility, providing a unique opportunity to see one of Wright’s designs being used as originally intended. On the tour, you’ll learn about why it was never constructed in Wisconsin, and how it came to be built in Buffalo. The tour includes both the exterior and interior of the Boathouse, providing an in-depth look at a masterpiece of Prairie Style design. While on the tour, enjoy the spectacular views of Lake Erie, the Niagara River, and the Canadian shore from the Boathouse. This session will also include some tips and ideas for incorporating Buffalo’s history into your social studies curriculum.
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
4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time, with improvements in transportation and technology.
(Standards: 1, 3, 4; Themes: MOV, TCC, GEO, ECO, TECH)
Grade 8
8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the Progressive movement and increased calls for reform. (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH)
8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace.
(Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH)
Grade 11
11.5 INDUSTRIALIZATION AND URBANIZATION (1870 – 1920): The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)
11.7 PROSPERITY AND DEPRESSION (1920 – 1939): The 1920s and 1930s were a time of cultural and economic changes in the nation. During this period, the nation faced significant domestic challenges, including the Great Depression.
(Standards: 1, 4; Themes: ID, TCC, SOC, CIV)
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
4.6 WESTWARD MOVEMENT AND INDUSTRIALIZATION: New York State played an important role in the growth of the United States. During the 1800s, people traveled west looking for opportunities. Economic activities in New York State are varied and have changed over time, with improvements in transportation and technology.
(Standards: 1, 3, 4; Themes: MOV, TCC, GEO, ECO, TECH)
Grade 8
8.2 A CHANGING SOCIETY: Industrialization and immigration contributed to the urbanization of America. Problems resulting from these changes sparked the Progressive movement and increased calls for reform. (Standards: 1, 2, 4; Themes: MOV, SOC, TECH, EXCH)
8.4 WORLD WAR I AND THE ROARING TWENTIES: Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Involvement in the war significantly altered the lives of Americans. Postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace.
(Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH)
Grade 11
11.5 INDUSTRIALIZATION AND URBANIZATION (1870 – 1920): The United States was transformed from an agrarian to an increasingly industrial and urbanized society. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, SOC, CIV, TECH)
11.7 PROSPERITY AND DEPRESSION (1920 – 1939): The 1920s and 1930s were a time of cultural and economic changes in the nation. During this period, the nation faced significant domestic challenges, including the Great Depression.
(Standards: 1, 4; Themes: ID, TCC, SOC, CIV)