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Keywords: Civil War

Historical Items

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Item 100744

List of Civil War soldiers, Pittsfield, 1864

Contributed by: Maine Central Institute Date: 1864-04-15 Location: Pittsfield Media: Ink on paper

  view a full transcription

Item 94910

Civil War remembrance poem, Presque Isle, 1905

Contributed by: Presque Isle Historical Society Date: 1861 - 1864 Location: Presque Isle Media: Ink on paper

Item 70734

Civil War infantry soldier, Vassalboro, ca. 1864

Contributed by: Bangor Public Library Date: circa 1864 Location: Vassalboro Media: Carte de visite

Tax Records

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Item 64628

Assessor's Record, 9-11 Munjoy Street, Portland, 1924

Owner in 1924: Debbie J. Sanborn et al, Widow of Civil War Veteran Use: Stable

Item 64627

9-11 Munjoy Street, Portland, 1924

Owner in 1924: Debbie J. Sanborn et al, Widow of Civil War Veteran Use: Dwelling - Single family

Item 32128

292 Allen Avenue, Portland, 1924

Owner in 1924: John W Lambert Style: Italianate Use: Dwelling - Single family

Exhibits

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Exhibit

Meshach P. Larry: Civil War Letters

Meshach P. Larry, a Windham blacksmith, joined Maine's 17th Regiment Company H on August 18, 1862. Larry and his sister, Phebe, wrote to each other frequently during the Civil War, and his letters paint a vivid picture of the life of a soldier.

Exhibit

Monuments to Civil War Soldiers

Maine supplied a huge number of soldiers to the Union Army during the Civil War -- some 70,000 -- and responded after the war by building monuments to soldiers who had served and soldiers who had died in the epic American struggle.

Exhibit

Civil War Soldiers Impact Pittsfield

Although not everyone in town supported the war effort, more than 200 Pittsfield men served in Civil War regiments. Several reminders of their service remain in the town.

Site Pages

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Site Page

Lincoln, Maine - Civil War

I think all the people that fought in the Civil War were really brave. One of the men that was part of the Civil War from Lincoln was William…

Site Page

Maine and the Civil War - Communities and the War

… from their historical collections relating to the Civil War era and residents of their area who participated in the war; held "One Book, One…

Site Page

Maine and the Civil War - Legendary Participation

… Historical Society Maine's participation in the Civil War is legendary: heroes and heroines, a huge per capita participation rate, nurses, and…

My Maine Stories

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Story

Rev James Wells Appointment as Chaplain for Maine in Civil War
by David Woodward

Certificate for Rev. Wells commissioned by Gov. Israel Washburn Jr. to serve in Maine 11th Regiment

Story

I have thought about Vietnam almost every day for 48 years
by Ted Heselton

Working as a heavy equipment operator in Vietnam

Story

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

Passamaquoddy Veterans Protecting the Homeland

Lesson Plans

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Lesson Plan

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.

Lesson Plan

Longfellow Amongst His Contemporaries: The Ship of State DBQ

Grade Level: 9-12 Content Area: English Language Arts, Social Studies
Preparation Required/Preliminary Discussion: Lesson plans should be done in the context of a course of study on American literature and/or history from the Revolution to the Civil War. The ship of state is an ancient metaphor in the western world, especially among seafaring people, but this figure of speech assumed a more widespread and literal significance in the English colonies of the New World. From the middle of the 17th century, after all, until revolution broke out in 1775, the dominant system of governance in the colonies was the Navigation Acts. The primary responsibility of colonial governors, according to both Parliament and the Crown, was the enforcement of the laws of trade, and the governors themselves appointed naval officers to ensure that the various provisions and regulations of the Navigation Acts were executed. England, in other words, governed her American colonies as if they were merchant ships. This metaphorical conception of the colonies as a naval enterprise not only survived the Revolution but also took on a deeper relevance following the construction of the Union. The United States of America had now become the ship of state, launched on July 4th 1776 and dedicated to the radical proposition that all men are created equal and endowed with certain unalienable rights. This proposition is examined and tested in any number of ways during the decades between the Revolution and the Civil War. Novelists and poets, as well as politicians and statesmen, questioned its viability: Whither goes the ship of state? Is there a safe harbor somewhere up ahead or is the vessel doomed to ruin and wreckage? Is she well built and sturdy or is there some essential flaw in her structural frame?

Lesson Plan

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?