Session 4: Thursday, May 17: The Erie Canal and Waterfront Revival
Time: 4:30 - 7 pm
Location: Explore Buffalo Learning Center
Session Description:
In this session, we will talk about some of the resources available for anyone who wants to enrich and deepen their knowledge about Buffalo. We’ll also learn about how Buffalo grew from the water’s edge, as the Erie Canal and later the railroads brought unprecedented commerce and industry to the city. The “Riverfront Renaissance” walking tour will explore some of the oldest neighborhoods of Buffalo, many of which have gone through numerous transitions and are in the midst of yet another change as the city returns its focus to the water. The redevelopment of Canalside and new waterfront attractions are featured in this tour, along with the history of the opening of the Erie Canal and development of the grain elevator and other waterfront industry.
Time: 4:30 - 7 pm
Location: Explore Buffalo Learning Center
- IDM Work & Discussion about available resources for source material
- Presentation: The Erie Canal
- Tour: Riverfront Renaissance
Session Description:
In this session, we will talk about some of the resources available for anyone who wants to enrich and deepen their knowledge about Buffalo. We’ll also learn about how Buffalo grew from the water’s edge, as the Erie Canal and later the railroads brought unprecedented commerce and industry to the city. The “Riverfront Renaissance” walking tour will explore some of the oldest neighborhoods of Buffalo, many of which have gone through numerous transitions and are in the midst of yet another change as the city returns its focus to the water. The redevelopment of Canalside and new waterfront attractions are featured in this tour, along with the history of the opening of the Erie Canal and development of the grain elevator and other waterfront industry.
Buffalo News Galleries: Erie Canal Opens for the Season
Buffalo Architecture and History Erie Canal Links
Essay: Carving the Harbor that Built Buffalo
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 7
7.6 WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward. (Standards: 1, 3; Themes: ID, MOV, TCC, GEO)
Grade 11
11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)
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 7
7.6 WESTWARD EXPANSION: Driven by political and economic motives, the United States expanded its physical boundaries to the Pacific Ocean between 1800 and 1860. This settlement displaced Native Americans as the frontier was pushed westward. (Standards: 1, 3; Themes: ID, MOV, TCC, GEO)
Grade 11
11.3 EXPANSION, NATIONALISM, AND SECTIONALISM (1800 – 1865): As the nation expanded, growing sectional tensions, especially over slavery, resulted in political and constitutional crises that culminated in the Civil War.
(Standards: 1, 3, 4, 5; Themes: TCC, GEO, GOV, ECO, TECH)