Search Results

Keywords: American Revolution

Historical Items

View All Showing 2 of 139 Showing 3 of 139

Item 81321

Tisbury Manor Daughters of the American Revolution, Monson, ca. 1955

Contributed by: Monson Historical Society Date: circa 1955 Location: Monson Media: Photographic print

Item 15489

Houlton Daughters of the American Revolution, 1922

Contributed by: Aroostook County Historical and Art Museum Date: 1922 Location: Houlton Media: Photographic print

Item 9097

Letter from Benedict Arnold to Samuel Chace

Contributed by: Maine Historical Society Date: 1777-02-12 Location: Providence Media: Ink on paper

  view a full transcription

Exhibits

View All Showing 2 of 38 Showing 3 of 38

Exhibit

Liberty Threatened: Maine in 1775

At Lexington and Concord, on April 19, 1775, British troops attempted to destroy munitions stored by American colonists. The battles were the opening salvos of the American Revolution. Shortly, the conflict would erupt in Maine.

Exhibit

Maine Eats: the food revolution starts here

From Maine's iconic lobsters, blueberries, potatoes, apples, and maple syrup, to local favorites like poutine, baked beans, red hot dogs, Italian sandwiches, and Whoopie Pies, Maine's identity and economy are inextricably linked to food. Sourcing food, preparing food, and eating food are all part of the heartbeat of Maine's culture and economy. Now, a food revolution is taking us back to our roots in Maine: to the traditional sources, preparation, and pleasures of eating food that have sustained Mainers for millennia.

Exhibit

A Soldier's Declaration of Independence

William Bayley of Falmouth (Portland) was a soldier in the Continental Army, seeing service at Ticonderoga, Valley Forge, Monmouth Court House, and Saratoga, among other locations. His letters home to his mother reveal much about the economic hardships experienced by both soldiers and those at home.

Site Pages

View All Showing 2 of 76 Showing 3 of 76

Site Page

Maine's Road to Statehood - The American Revolution and Early Attempts at Separation - Page 1 of 2

The American Revolution and Early Attempts at Separation Overwhelmingly dedicated to independence from Britain, Mainers quieted any murmurs of…

Site Page

Maine's Road to Statehood - The American Revolution and Early Attempts at Separation - Page 2 of 2

The American Revolution and Early Attempts at Separation The committee sent a similar address to the citizens of Maine urging them to support…

Site Page

Skowhegan Community History - A Brief History of the Skowhegan Area

Later, after the American Revolution, the cutting, sawing and transporting of enormous amounts of both pine and spruce boards began.

My Maine Stories

View All Showing 2 of 3 Showing 3 of 3

Story

The centuries-long history of Passamaquoddy Veterans
by Donald Soctomah, Passamaquoddy Historic Preservation Office

Passamaquoddy Veterans Protecting the Homeland

Story

Restoring the Penobscot River
by John Banks

My role as the Director of the Department of Natural Resources for the Penobscot Indian Nation

Story

Reverend Thomas Smith of First Parish Portland
by Kristina Minister, Ph.D.

Pastor, Physician, Real Estate Speculator, and Agent for Wabanaki Genocide

Lesson Plans

View All Showing 2 of 5 Showing 3 of 5

Lesson Plan

Bicentennial Lesson Plan

Becoming Maine: The Votes for Statehood

Grade Level: 3-5 Content Area: Social Studies
Maine became a state in 1820 after separating from Massachusetts, but the call for statehood had begun long before the final vote. Why did it take so long? Was 1820 the right time? In this lesson, students will begin to place where Maine’s statehood fits into the broader narrative of 18th and 19th century American political history. They will have the opportunity to cast their own Missouri Compromise vote after learning about Maine’s long road to statehood.

Lesson Plan

Bicentennial Lesson Plan

Maine Statehood

Grade Level: 9-12 Content Area: Social Studies
Maine's quest for statehood began in the years immediately following the American Revolution. Though the state of Massachusetts consented to the separation in 1819 and Maine would ultimately achieve statehood in 1820, Maine’s split from Massachusetts was not without controversy and was not universally supported by people living in Maine. Using primary sources, students will explore the arguments for and against Maine statehood. Students will gather evidence and arguments to debate the statement: It is in the best interests of the people of Maine for Maine to become its own state.

Lesson Plan

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.