Keywords: the Brunswicker
Item 34562
Theodore S. McLellan, Brunswick, ca. 1900
Contributed by: Pejepscot History Center Date: circa 1900 Location: Brunswick Media: Photographic print
Item 11723
Contributed by: Maine Historical Society Date: 1747-07-06 Location: Brunswick Media: Ink on paper
Item 150306
Town Hall at Brunswick, Brunswick, 1882
Contributed by: Maine Historical Society Date: 1882 Location: Brunswick Client: Town of Brunswick Architect: Fassett & Stevens Architects
Item 151139
Brunswick Elementary School, Brunswick, 1954
Contributed by: Maine Historical Society Date: 1954 Location: Brunswick Client: Town of Brunswick Architect: Stevens and Saunders
Exhibit
The Swinging Bridge: Walking Across the Androscoggin
Built in 1892 to entice workers at the Cabot Manufacturing Corporation in Brunswick to move to newly built housing in Topsham, the Androscoggin Pedestrian "Swinging" Bridge or Le Petit Pont quickly became important to many people traveling between the two communities.
Exhibit
Settling along the Androscoggin and Kennebec
The Proprietors of the Township of Brunswick was a land company formed in 1714 and it set out to settle lands along the Androscoggin and Kennebec Rivers in Maine.
Site Page
Kings Landing Historical Settlement
View collections, facts, and contact information for this Contributing Partner.
Site Page
Presque Isle: The Star City - Transportation
"John River in Durham boats. In the 1830's the Military Road was built from Bangor to Houlton and later to points north."
Story
The $ame Band
by Mike Laskey
Maine's punk rock band, 1977
Story
Scientist Turned Artist Making Art Out of Trash
by Ian Trask
Bowdoin College alum returns to midcoast Maine to make environmentally conscious artwork
Lesson Plan
Longfellow Studies: An American Studies Approach to Henry Wadsworth Longfellow
Grade Level: 6-8, 9-12
Content Area: English Language Arts, Social Studies
Henry Wadsworth Longfellow was truly a man of his time and of his nation; this native of Portland, Maine and graduate of Bowdoin College in Brunswick, Maine became an American icon. Lines from his poems intersperse our daily speech and the characters of his long narrative poems have become part of American myth. Longfellow's fame was international; scholars, politicians, heads-of-state and everyday people read and memorized his poems. Our goal is to show that just as Longfellow reacted to and participated in his times, so his poetry participated in shaping and defining American culture and literature.
The following unit plan introduces and demonstrates an American Studies approach to the life and work of Longfellow. Because the collaborative work that forms the basis for this unit was partially responsible for leading the two of us to complete the American & New England Studies Masters program at University of Southern Maine, we returned there for a working definition of "American Studies approach" as it applies to the grade level classroom. Joe Conforti, who was director at the time we both went through the program, offered some useful clarifying comments and explanation. He reminded us that such a focus provides a holistic approach to the life and work of an author. It sets a work of literature in a broad cultural and historical context as well as in the context of the poet's life. The aim of an American Studies approach is to "broaden the context of a work to illuminate the American past" (Conforti) for your students.
We have found this approach to have multiple benefits at the classroom and research level. It brings the poems and the poet alive for students and connects with other curricular work, especially social studies. When linked with a Maine history unit, it helps to place Portland and Maine in an historical and cultural context. It also provides an inviting atmosphere for the in-depth study of the mechanics of Longfellow's poetry.
What follows is a set of lesson plans that form a unit of study. The biographical "anchor" that we have used for this unit is an out-of-print biography An American Bard: The story of Henry Wadsworth Longfellow, by Ruth Langland Holberg, Thomas Y. Crowell & Company, c1963. Permission has been requested to make this work available as a downloadable file off this web page, but in the meantime, used copies are readily and cheaply available from various vendors. The poem we have chosen to demonstrate our approach is "Paul Revere's Ride." The worksheets were developed by Judy Donahue, the explanatory essays researched and written by the two of us, and our sources are cited below. We have also included a list of helpful links. When possible we have included helpful material in text format, or have supplied site links. Our complete unit includes other Longfellow poems with the same approach, but in the interest of time and space, they are not included. Please feel free to contact us with questions and comments.
Lesson Plan
Longfellow Studies: Henry Wadsworth Longfellow & Harriet Beecher Stowe
Grade Level: 9-12
Content Area: Social Studies
As a graduate of Bowdoin College and a longtime resident of Brunswick, I have a distinct interest in Longfellow. Yet the history of Brunswick includes other famous writers as well, including Harriet Beecher Stowe. Although they did not reside in Brunswick contemporaneously, and Longfellow was already world-renowned before Stowe began her literary career, did these two notables have any interaction? More particularly, did Longfellow have any opinion of Stowe's work? If so, what was it?
