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Historical Items

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Item 6735

Birds'-eye view of Alfred Shaker community, 1880

Contributed by: United Society of Shakers Date: 1880-01-29 Location: Alfred Media: Slide from an illustration- camera obscura/lucida

Item 81727

Charles K. Savage and family, Northeast Harbor, ca. 1946

Contributed by: Mount Desert Island Historical Society Date: circa 1946 Location: Mount Desert Media: Photographic print

Item 20268

Landeen Family, New Sweden, ca. 1890

Contributed by: New Sweden Historical Society Date: circa 1890 Location: New Sweden Media: Photographic print

Tax Records

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Item 36791

23 Chestnut Street, Portland, 1924

Owner in 1924: Trustee of Portland Methodist Episcopal Society Use: Dwelling - Three Family

Online Exhibits

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Exhibit

Freeland Holmes and Caroline Holmes, Foxcroft, ca. 1860

The Washburns of Livermore

Members of the Washburn family of Livermore participated in the Civil War in a variety of ways -- from Caroline at the homefront, to Samuel at sea, Elihu, as a Congressman from Illinois, and Israel governor of Maine. The family had considerable influence politically on several fronts.

Exhibit

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.

Exhibit

Preble House, Great Cranberry Island, ca. 1895

Great Cranberry Island's Preble House

The Preble House, built in 1827 on a hilltop over Preble Cove on Great Cranberry Island, was the home to several generations of Hadlock, Preble, and Spurling family members -- and featured in several books.

Site Pages

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Site Page

Freedom & Captivity Portal

The Freedom & Captivity digital collection in the Maine Memory Network, and the complete digital archive housed at Colby Special Collections, is a repository of personal testimonies, ephemera, memorabilia, artifacts, and visual materials that capture multiple dimensions of the experiences of incarceration for individuals, families, and communities, as well as for survivors of harm.

Site Page

Biddeford History & Heritage Project - I. Headwaters of a community: Sowacatuck, Chouacoet, and the sea

"… patrilineal social organization allowed numerous family band affiliations and frequent migrations between villages.” (Ghere, 513) Wood Island…"

Site Page

Mount Desert Island: Shaped by Nature - The Bryants and Rockefellers: Two Seal Harbor Families

"Upon the birth of Donald and Marguerite’s second child in the early 1950s, they decided that it would be best if Donald worked closer to home."

My Maine Stories

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Story

Charles "Chuck" Tsomides: devoted to family and local sports
by Biddeford Cultural & Heritage Center

A life influenced by Greek ancestry, love of music and appreciation for local community sports

Story

Jennie Aranovitch - honoring family legacy and Jewish identity
by Biddeford Cultural & Heritage Center

Her great-grandparents journey from Belarus through current day Jewish experience in Biddeford.

Story

Michael Reilly: preserving an iconic family business
by Biddeford Cultural & Heritage Center

The story behind Reilly's Bakery, at the heart of Biddeford’s Main Street for 100+ years

Lesson Plans

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Lesson Plan

Trolley, Morning Street, Portland, ca. 1900

Teddy Roosevelt, Millie, and the Elegant Ride Companion Curriculum

Grade Level: 3-5, 6-8 Content Area: Social Studies
These lesson plans were developed by Maine Historical Society for the Seashore Trolley Museum as a companion curriculum for the historical fiction YA novel "Teddy Roosevelt, Millie, and the Elegant Ride" by Jean. M. Flahive (2019). The novel tells the story of Millie Thayer, a young girl who dreams of leaving the family farm, working in the city, and fighting for women's suffrage. Millie's life begins to change when a "flying carpet" shows up in the form of an electric trolley that cuts across her farm and when a fortune-teller predicts that Millie's path will cross that of someone famous. Suddenly, Millie finds herself caught up in events that shake the nation, Maine, and her family. The lesson plans in this companion curriculum explore a variety of topics including the history of the trolley use in early 20th century Maine, farm and rural life at the turn of the century, the story of Theodore Roosevelt and his relationship with Maine, WWI, and the flu pandemic of 1918-1920.

Lesson Plan

Henry Wadsworth Longfellow miniature, ca. 1840

Portland History: "My Lost Youth" - Longfellow's Portland, Then and Now

Grade Level: 6-8, 9-12 Content Area: English Language Arts, Social Studies
Henry Wadsworth Longfellow loved his boyhood home of Portland, Maine. Born on Fore Street, the family moved to his maternal grandparents' home on Congress Street when Henry was eight months old. While he would go on to Bowdoin College and travel extensively abroad, ultimately living most of his adult years in Cambridge, Massachusetts, he never forgot his beloved Portland. Years after his childhood, in 1855, he wrote "My Lost Youth" about his undiminished love for and memories of growing up in Portland. This exhibit, using the poem as its focus, will present the Portland of Longfellow's boyhood. In many cases the old photos will be followed by contemporary images of what that site looked like 2004. Following the exhibit of 68 slides are five suggested lessons that can be adapted for any grade level, 3–12.

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.