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| Adventures in History Series: The Wilcox House (The Theodore Roosevelt Inaugural National Historic Site) | | | Description: | | Author Richard M. Hurst incorporates fascinating primary accounts surrounding Theodore Roosevelt’s inauguration in the Ansley Wilcox Mansion. Today known as the Theodore Roosevelt Inaugural National Historic Site, this Buffalo home is significant in both local and national history.
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, 8, 11, 12 | | | | |
| | 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.E.1B | | Students understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents.
| | | | 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.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.E.3C | | Students identify individuals who have helped to strengthen democracy in the United States and throughout the world.
| | | | SS1.I.3A | | Students complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national and religious groups, including Native American Indians, in New York State and the United States at different times in different locations.
| | | | SS1.I.3C | | Students describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and the United States Constitutions, the Bill of Rights, and other important historical documents.
| | | | SS1.I.3D | | Students classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious.
| | | | 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.I.4D | | Students describe historic events through the eyes and experiences of those who were there.
| | | | 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.
| | | | SS1.C.4C | | Students evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed.
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| | | Submitted By: | Michael Horning, Educator
| | NYLearns |
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