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| Adventures in History Series: The Pan-American Exposition | | | Description: | | Author Isabel Vaughan James looks back at one of the most significant events in Buffalo’s history that helped define the future of the city while impacting the direction and development of the nation.
This pamphlet is one of twenty-seven volumes in the Adventures in WNY History Series, which were produced based on the collections and archives of the Buffalo and Erie County Historical Society. The contents of the pamphlets, including the images, are copyrighted by the Buffalo and Erie County Historical Society. They can be used exclusively for educational purposes described under the federal copyright laws. Some original copies may be purchased from the museum shop.
This pamphlet is appropriate for students studying local, New York State, and US history.
| | | | | | Grade Level(s): | 4, 5, 7, 8, 11 | | | | |
| | Related Standards: | | | |  | | SS1.E.1A | | Students know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.
| | | | SS1.I.1A | | Students explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior and traditions that help define it and unite all Americans.
| | | | SS1.C.1A | | Students analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans.
| | | | SS1.I.2B | | Students investigate key turning points in New York State and United States history and explain why these events or developments are significant.
| | | | SS1.I.2D | | Students analyze the role played by the United States in international politics, past and present.
| | | | SS1.C.2B | | Students develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
| | | | SS1.E.3A | | Students gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities.
| | | | SS1.C.3C | | Students prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history.
| | | | SS1.E.4C | | Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.
| | | | SS1.I.4B | | Students understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives.
| | | | SS1.I.4C | | Students compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts.
| | | | SS1.C.4A | | Students analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the author’s perspectives.
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| | | Submitted By: | Michael Horning, Educator
| | NYLearns |
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