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Historical Items

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Item 29318

Kennebunk in the Future, ca. 1905

Kennebunk in the Future, ca. 1905

Contributed by: Brick Store Museum Date: circa 1905 Location: Kennebunkport Media: Postcard

Item 29319

Postcard of Kennebunk future, ca. 1909

Postcard of Kennebunk future, ca. 1909

Contributed by: Brick Store Museum Date: circa 1909 Location: Kennebunkport Media: Postcard

Item 21033

Franklin Pierce letter about future prospects, 1829

Franklin Pierce letter about future prospects, 1829

Contributed by: Maine Historical Society Date: 1829 Location: Hillsborough; Portland Media: Ink on paper

  view a full transcription

Architecture & Landscape

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Item 151741

MMN #116617

McArthur House, Portland, 1912-1913

Contributed by: Maine Historical Society Date: 1912–1913 Location: Portland Client: Robert McArthur Architect: John Calvin Stevens and John Howard Stevens Architects

Item 151700

MMN #116448

Dyer Library alterations, Saco, 1913-1917

Contributed by: Maine Historical Society Date: 1913–1917 Location: Saco Client: unknown Architect: John Calvin Stevens and John Howard Stevens Architects

Online Exhibits

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Exhibit

Vice presidential campaign poster, 1968

Presidents and Campaigns

Several Mainers have run for president or vice president, a number of presidents, past presidents, and future presidents have had ties to the state or visited here, and, during campaign season, many presidential candidates and their family members have brought their campaigns to Maine.

Exhibit

Pvt. John E. Stewart on letter writing, Virginia, 1861

Patriotic Imagery: 1861-1880

Imagery on letterhead soldiers used, on soldiers' memorials produced after the war, and on many other items captured the themes of the American Civil War: union, liberty, and freedom.

Exhibit

Toy Len Goon in Washington, D.C., 1952

Toy Len Goon: Mother of the Year

Toy Len Goon of Portland, an immigrant from China, was a widow with six children when she was selected in 1952 as America's Mother of the Year.

Site Pages

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Site Page

Plan of the town of New Portland, 1808

New Portland: Bridging the Past to the Future - New Portland: Bridging the Past to the Future

"… New Portland: Bridging the Past to the Future A historical town narrative Text by Kate Hall & Amanda Pingree Images from New Portland Historical…"

Site Page

Aerial View of Northeast Harbor Looking North Towards Asticou ca. 1975

Mount Desert Island: Shaped by Nature - Summary: The Future: Recycle or Start from Scratch?

"Summary: The Future: Recycle or Start from Scratch? Aerial View of Northeast Harbor Looking North Towards Asticou ca."

Site Page

New Portland: Bridging the Past to the Future - East New Portland Village

New Portland: Bridging the Past to the Future - East New Portland Village

"Also recorded this account in town records so future generations would know the history of the stone. David and Mary Hutchins had eleven children."

My Maine Stories

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Story

Sustainable Futures

Sustainable Futures
by Bill McKibben, Schumann Distinguished Scholar Middlebury College

Climate change is the biggest thing humans have ever done. So we need to think big as we take it on.

Story

The future of potato growing

The future of potato growing
by Dan Blackstone

Informed by six generations of potato farming

Story

Rematriation

Rematriation
by Alivia Moore

Our shared future for all people in Wabanakiyik calls us to rematriate.

Lesson Plans

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Lesson Plan

Road in birch forest, ca. 1935

Bicentennial Lesson Plan

Wabanaki Studies: Stewarding Natural Resources

Grade Level: 3-5 Content Area: Science & Engineering, Social Studies
This lesson plan will introduce elementary-grade students to the concepts and importance of Traditional Ecological Knowledge (TEK) and Indigenous Knowledge (IK), taught and understood through oral history to generations of Wabanaki people. Students will engage in discussions about how humans can be stewards of the local ecosystem, and how non-Native Maine citizens can listen to, learn from, and amplify the voices of Wabanaki neighbors to assist in the future of a sustainable environment. Students will learn about Wabanaki artists, teachers, and leaders from the past and present to help contextualize the concepts and ideas in this lesson, and learn about how Wabanaki youth are carrying tradition forward into the future.

Lesson Plan

Henry Wadsworth Longfellow, ca. 1842

Longfellow Studies: "Christmas Bells"

Grade Level: 6-8, 9-12 Content Area: English Language Arts, Social Studies
The words of this poem are more commonly known as the lyrics to a popular Christmas Carol of the same title. Henry Wadsworth Longfellow wrote "Christmas Bells" in December of 1863 as the Civil War raged. It expresses his perpetual optimism and hope for the future of mankind. The poem's lively rhythm, simple rhyme and upbeat refrain have assured its popularity through the years.

Lesson Plan

View from Mount Holyoke, Northampton, MA, after a Thunderstorm (The Oxbow)

Longfellow Studies: The American Wilderness? How 19th Century American Artists Viewed the Separation Of Civilization and Nature

Grade Level: 9-12 Content Area: Social Studies, Visual & Performing Arts
When European settlers began coming to the wilderness of North America, they did not have a vision that included changing their lifestyle. The plan was to set up self-contained communities where their version of European life could be lived. In the introduction to The Crucible, Arthur Miller even goes as far as saying that the Puritans believed the American forest to be the last stronghold of Satan on this Earth. When Roger Chillingworth shows up in The Scarlet Letter's second chapter, he is welcomed away from life with "the heathen folk" and into "a land where iniquity is searched out, and punished in the sight of rulers and people." In fact, as history's proven, they believed that the continent could be changed to accommodate their interests. Whether their plans were enacted in the name of God, the King, or commerce and economics, the changes always included – and still do to this day - the taming of the geographic, human, and animal environments that were here beforehand. It seems that this has always been an issue that polarizes people. Some believe that the landscape should be left intact as much as possible while others believe that the world will inevitably move on in the name of progress for the benefit of mankind. In F. Scott Fitzgerald's The Great Gatsby – a book which many feel is one of the best portrayals of our American reality - the narrator, Nick Carraway, looks upon this progress with cynicism when he ends his narrative by pondering the transformation of "the fresh green breast of a new world" that the initial settlers found on the shores of the continent into a modern society that unsettlingly reminds him of something out of a "night scene by El Greco." Philosophically, the notions of progress, civilization, and scientific advancement are not only entirely subjective, but also rest upon the belief that things are not acceptable as they are. Europeans came here hoping for a better life, and it doesn't seem like we've stopped looking. Again, to quote Fitzgerald, it's the elusive green light and the "orgiastic future" that we've always hoped to find. Our problem has always been our stoic belief system. We cannot seem to find peace in the world either as we've found it or as someone else may have envisioned it. As an example, in Miller's The Crucible, his Judge Danforth says that: "You're either for this court or against this court." He will not allow for alternative perspectives. George W. Bush, in 2002, said that: "You're either for us or against us. There is no middle ground in the war on terror." The frontier -- be it a wilderness of physical, religious, or political nature -- has always frightened Americans. As it's portrayed in the following bits of literature and artwork, the frontier is a doomed place waiting for white, cultured, Europeans to "fix" it. Anything outside of their society is not just different, but unacceptable. The lesson plan included will introduce a few examples of 19th century portrayal of the American forest as a wilderness that people feel needs to be hesitantly looked upon. Fortunately, though, the forest seems to turn no one away. Nature likes all of its creatures, whether or not the favor is returned. While I am not providing actual activities and daily plans, the following information can serve as a rather detailed explanation of things which can combine in any fashion you'd like as a group of lessons.