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Historical Items

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Item 5283

First phase, burning of the Old South Church, Bath, 1854

First phase, burning of the Old South Church, Bath, 1854

Contributed by: Maine Historical Society Date: 1854-07-06 Location: Bath Media: Oil on canvas

Item 5208

Third phase, burning of Old South Church, Bath, 1854

Third phase, burning of Old South Church, Bath, 1854

Contributed by: Maine Historical Society Date: 1854-07-06 Location: Bath Media: Oil on canvas

Item 35333

John Bapst, Bangor, ca. 1860

John Bapst, Bangor, ca. 1860

Contributed by: John Bapst Memorial High School Date: circa 1860 Location: Bangor Media: Photographic print

Online Exhibits

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Exhibit

St. John's Church, Bangor, ca. 1930

Father John Bapst: Catholicism's Defender and Promoter

Father John Bapst, a Jesuit, knew little of America or Maine when he arrived in Old Town in 1853 from Switzerland. He built churches and defended Roman Catholics against Know-Nothing activists, who tarred and feathered the priest in Ellsworth in 1854.

Exhibit

Spring kittens, ca. 1910

Best Friends: Mainers and their Pets

Humans and their animal companions began sharing lives about twenty-five thousand years ago, when, according to archaeological evidence and genetic studies, wolves approached people for food scraps. As agriculture grew and people began storing grains around ten thousand years ago, wild cats helped keep rodents at bay and feline populations thrived by having a steady food source. Over time, these animals morphed into the dogs and cats we know today, becoming our home companions, our pets.

Exhibit

Anne Longfellow drawing, ca. 1818

Drawing Together: Art of the Longfellows

Henry Wadsworth Longfellow is best know as a poet, but he also was accomplished in drawing and music. He shared his love of drawing with most of his siblings. They all shared the frequent activity of drawing and painting with their children. The extended family included many professional as well as amateur artists, and several architects.

Site Pages

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Site Page

MMN Image 28101

Thomaston: The Town that Went to Sea - Ammunition Case

"We do not know what battle it was used in, but we know that it belonged to a soldier. A soldier whose name goes untold, and we know that there is a…"

Site Page

Maternity, Hallowell Granite Works, ca. 1895

Historic Hallowell - Ice Storm In Hallowell

"Oh and did you know the ’98 Ice Storm was a federal disaster? Really, I’m not kidding. Al Gore came to Maine."

Site Page

Maternity, Hallowell Granite Works, ca. 1895

Historic Hallowell - The Information Call Script

"MELISSA: OK WHAT WOULD YOU LIKE TO KNOW? GABBY: FIRST I WOUD LIKE TO KNOW YOUR NAME, BEAUSE I AM NOT SURE WHAT TO CALL YOU. MELISSA: MY NAME IS MRS."

My Maine Stories

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Story

Anti-immigrant violence

Anti-immigrant violence
by Matthew Jude Barker

Prejudice in Maine against immigrants dates back to at least the mid-1700s

Story

Classroom Time Capsule

Classroom Time Capsule
by Anna Bennett

On March 12, 2020, I left my classroom not knowing I wouldn't return again for months.

Story

Importance of Insects in Maine

Importance of Insects in Maine
by Charlene Donahue

Doing Insect surveys with the Maine Entomological Society

Lesson Plans

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Lesson Plan

Image of Charles Dickens and Longfellow

Longfellow Studies: Longfellow and Dickens - The Story of a Trans-Atlantic Friendship

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
What if you don't teach American Studies but you want to connect to Henry Wadsworth Longfellow in meaningful ways? One important connection is Henry's friendship with Charles Dickens. There are many great resources about Dickens and if you teach his novels, you probably already know his biography and the chronology of his works. No listing for his association with Henry appears on most websites and few references will be found in texts. However, journals and diary entries and especially letters reveal a friendship that allowed their mutual respect to influence Henry's work.

Lesson Plan

Big Tree, Islesboro, ca. 1920

Bicentennial Lesson Plan

Wabanaki Studies: Out of Ash

Grade Level: 3-5, 6-8, 9-12 Content Area: Science & Engineering, Social Studies
This lesson plan will give middle and high school students a broad overview of the ash tree population in North America, the Emerald Ash Borer (EAB) threatening it, and the importance of the ash tree to the Wabanaki people in Maine. Students will look at Wabanaki oral histories as well as the geological/glacial beginnings of the region we now know as Maine for a general understanding of how the ash tree came to be a significant part of Wabanaki cultural history and environmental history in Maine. Students will compare national measures to combat the EAB to the Wabanaki-led Ash Task Force’s approaches in Maine, will discuss the benefits and challenges of biological control of invasive species, the concept of climigration, the concepts of Traditional Ecological Knowledge (TEK) and Indigenous Knowledge (IK) and how research scientists arrive at best practices for aiding the environment.

Lesson Plan

The Happy Home, Currier & Ives

Longfellow Studies: Longfellow's "The Village Blacksmith" and "Whitman's Song of Myself" - Alternative Constructions of the American Worker

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
Most if not all of us have or will need to work in the American marketplace for at least six decades of our lives. There's a saying that I remember a superintendent telling a group of graduating high-school seniors: remember, when you are on your deathbed, you will not be saying that you wish you had spent more time "at the office." But Americans do spend a lot more time working each year than nearly any other people on the planet. By the end of our careers, many of us will have spent more time with our co-workers than with our families. Already in the 21st century, much has been written about the "Wal-Martization" of the American workplace, about how, despite rocketing profits, corporations such as Wal-Mart overwork and underpay their employees, how workers' wages have remained stagnant since the 1970s, while the costs of college education and health insurance have risen out of reach for many citizens. It's become a cliché to say that the gap between the "haves" and the "have nots" is widening to an alarming degree. In his book Wealth and Democracy, Kevin Phillips says we are dangerously close to becoming a plutocracy in which one dollar equals one vote. Such clashes between employers and employees, and between our rhetoric of equality of opportunity and the reality of our working lives, are not new in America. With the onset of the industrial revolution in the first half of the nineteenth century, many workers were displaced from their traditional means of employment, as the country shifted from a farm-based, agrarian economy toward an urban, manufacturing-centered one. In cities such as New York, groups of "workingmen" (early manifestations of unions) protested, sometimes violently, unsatisfactory labor conditions. Labor unions remain a controversial political presence in America today. Longfellow and Whitman both wrote with sympathy about the American worker, although their respective portraits are strikingly different, and worth juxtaposing. Longfellow's poem "The Village Blacksmith" is one of his most famous and beloved visions: in this poem, one blacksmith epitomizes characteristics and values which many of Longfellow's readers, then and now, revere as "American" traits. Whitman's canto (a section of a long poem) 15 from "Song of Myself," however, presents many different "identities" of the American worker, representing the entire social spectrum, from the crew of a fish smack to the president (I must add that Whitman's entire "Song of Myself" is actually 52 cantos in length). I do not pretend to offer these single texts as all-encompassing of the respective poets' ideas about workers, but these poems offer a starting place for comparison and contrast. We know that Longfellow was the most popular American poet of the nineteenth century, just as we know that Whitman came to be one of the most controversial. Read more widely in the work of both poets and decide for yourselves which poet speaks to you more meaningfully and why.