Content Specification - SS.4.6.a.1:
Students will examine why people began to move west in New York State.

Content Specification - SS.4.6.a.2:
Students will examine the difficulties of traveling west at this time and methods used to improve travel on roads, including corduroy roads and turnpikes.

Content Specification - SS.4.6.b.1:
Students will examine the physical features of New York State and determine where it might be easiest to build a canal, and form a hypothesis about the best location. Students will compare their hypothesis with the actual location of the Erie Canal.

Content Specification - SS.4.6.b.2:
Students will examine how the development the canal affected the Haudenosaunee nations.

Content Specification - SS.4.6.b.3:
Students will locate and name at least five towns and four cities along the canal and identify major products shipped using the canal.

Content Specification - SS.4.6.c.1:
Students will investigate which early means of transportation were used in their local community and to which communities they were linked, noting why they were linked to those communities.

Content Specification - SS.4.6.c.2:
Students will trace developments in transportation and communication technology from the 1800s to the present, noting the impact these changes had on their communities, the state, and the world.

Content Specification - SS.4.6.d.1:
Students will examine New York State’s key agricultural products during the 1800s and compare these to the key agricultural products of today.

Content Specification - SS.4.6.d.2:
Students will explore which resources were extracted in New York State over time, the location of those resources, and the economic activities associated with those resources.

Content Specification - SS.4.6.d.3:
Students will examine the importance of New York City to the development of banking and finance in New York State and the United States.

Content Specification - SS.4.6.e.1:
Students will research several people who made important contributions to business, technology, and New York State communities. Some people to consider include Thomas Jennings, Thomas Edison, Henry Steinway, John Jacob Bausch, Henry Lomb, Cornelius Vanderbilt, Lewis H. Latimer, Jacob Schoellkopf, Nikola Tesla, George Westinghouse, George Eastman, Amory Houghton, Willis Carrier, John D. Rockefeller, Edward H. Harriman, J.P. Morgan, Hetty Green, Emily Roebling, and Elisha Otis, and others as locally appropriate.

Content Specification - SS.4.6.f.1:
Students will trace manufacturing and industrial development in New York State and in their local community in terms of what major products were produced, who produced them, and for whom they were produced from the 1800s to today.

Content Specification - SS.4.6.g.1:
Students will examine how the economic activities in their local community have changed over the last 50 years.

Content Specification - SS.4.6.g.2:
Students will investigate major economic activities in regions of New York State and create a map showing the major economic activities in Long Island, New York City, Lower Hudson Valley, Mid- Hudson Valley, Capital District, Adirondacks/North Country, Mohawk Valley/Central New York, Mid-West/Finger Lakes, Catskills, Southern Tier, and Western New York.