Dana Anderson and Mary Moore, Freeport High School, Cumberland County
2005
9-12
- English Language Arts -- Reading
- Social Studies -- History
1-5 days
- 1775-1850
- 1851-1920
- Arts
- The People/Peopling of Maine
We explored Longfellow's ability to express universality of human emotions/experiences while also looking at the patterns he articulated in history that are applicable well beyond his era. We attempted to link a number of Longfellow's poems with different eras in U.S. History and accompanying literature, so that the poems complemented the various units. With each poem, we want to explore the question: What is American identity?
- Students and teachers will examine Longfellow's ability to express universality of human emotions/experiences as well as looking at the patterns he articulates in history that are applicable well beyond his era. With each poem, students will explore a common set of central guiding questions.
- Outline of Poems
- 1. The Song of Hiawatha - Section IX (PDF)
- 2. "Hawthorne" (PDF)
- 3. "Paul Revere's Ride" (PDF)
- 4. "The Warning" (PDF)
- 5. "Psalm of Life" (PDF)
- 6. "The Village Blacksmith" (PDF)
- 7. "Cross of Snow" (PDF)
- 8. "The Jewish Cemetery at Newport (PDF)
- 9. "The Children's Hour" (PDF)
A resource developed through the "Longfellow & the Forging of American Identity" program funded by NEH
