Search Results

Keywords: Man

Historical Items

View All Showing 2 of 788 Showing 3 of 788

Item 8517

Peavey man, Maine woods

Contributed by: Patten Lumbermen's Museum Date: circa 1900 Media: Photographic print

Item 8315

Man with log pile

Contributed by: Patten Lumbermen's Museum Date: circa 1900 Media: Photographic print

Item 66931

E.G. Manning to Charles Bridges, Port Hudson, LA, 1863

Contributed by: Maine Historical Society Date: 1863 Location: Castine; Port Hudson Media: Ink on paper

  view a full transcription

Tax Records

View All Showing 2 of 15 Showing 3 of 15

Item 89901

Lowell property, Fern Avenue, Long Island, Portland, 1924

Owner in 1924: Linda W. Lowell Use: Stables and Henhouse

Item 83234

73 Walton Street, Portland, 1924

Owner in 1924: Edward L. Manning Use: Dwelling - Single family

Item 83235

Assessor's Record, 73 Walton Street, Portland, 1924

Owner in 1924: Edward S. Manning Use: Garage

Exhibits

View All Showing 2 of 100 Showing 3 of 100

Exhibit

Longfellow: The Man Who Invented America

Henry Wadsworth Longfellow was a man and a poet of New England conscience. He was influenced by his ancestry and his Portland boyhood home and experience.

Exhibit

Amazing! Maine Stories

These stories -- that stretch from 1999 back to 1759 -- take you from an amusement park to the halls of Congress. There are inventors, artists, showmen, a railway agent, a man whose civic endeavors helped shape Portland, a man devoted to the pursuit of peace and one known for his military exploits, Maine's first novelist, a woman who recorded everyday life in detail, and an Indian who survived a British attack.

Exhibit

Student Exhibit: A Friend in Need!

Sometime in the 1920s a 700 hundred pound moose fell through the ice, likely between Norridgewock and Skowhegan. She was rescued by a game warden and another man. Here is the story.

Site Pages

View All Showing 2 of 182 Showing 3 of 182

Site Page

Historic Hallowell - Disasters - Natural and Man-made

Disasters - Natural and Man-made History lesson X For Hallowell, adversity has come in many forms: freshets, fires, tornadoes and even train…

Site Page

Portland Press Herald Glass Negative Collection - "Man on the Street"

He was such a good rod man that he worked himself out of that position to the more exhalted office off division engineer, which means supervision of…

Site Page

Western Maine Foothills Region - A Man's Life in a Suitcase

A Man's Life in a Suitcase John Edward Barry, Mexico, 1939 Item Contributed byMexico Historical Society Text by Irene Hutchinson Images…

My Maine Stories

View All Showing 2 of 21 Showing 3 of 21

Story

One of the first abstract painters in Maine
by William Manning

I have grown as a painter in ways I might not have if I moved to New York

Story

The tradition of lobstering
by Sadie Samuels

I learned to fish from my Dad and will lobster the rest of my life

Story

Maine in Vietnam - Not to be Forgotten
by Karen L. Olson, M.D.

How Veterans' Voices started.

Lesson Plans

View All Showing 2 of 3 Showing 3 of 3

Lesson Plan

The Village Blacksmith: The Reality of a Poem

Grade Level: 6-12 Content Area: English Language Arts, Social Studies
"The Village Blacksmith" was a much celebrated poem. Written by Henry Wadsworth Longfellow, the poem appeared to celebrate the work ethic and mannerisms of a working man, the icon of every rural community, the Blacksmith. However, what was the poem really saying?

Lesson Plan

Celebrity's Picture: Using Henry Wadsworth Longfellow's Portraits to Observe Historic Changes

Grade Level: 3-12 Content Area: Social Studies, Visual & Performing Arts
"In the four quarters of the globe, who reads an American book?" Englishman Sydney Smith's 1820 sneer irked Americans, especially writers such as Irving, Cooper, Hawthorne, and Maine's John Neal, until Henry Wadsworth Longfellow's resounding popularity successfully rebuffed the question. The Bowdoin educated Portland native became the America's first superstar poet, paradoxically loved especially in Britain, even memorialized at Westminster Abbey. He achieved international celebrity with about forty books or translations to his credit between 1830 and 1884, and, like superstars today, his public craved pictures of him. His publishers consequently commissioned Longfellow's portrait more often than his family, and he sat for dozens of original paintings, drawings, and photos during his lifetime, as well as sculptures. Engravers and lithographers printed replicas of the originals as book frontispiece, as illustrations for magazine or newspaper articles, and as post cards or "cabinet" cards handed out to admirers, often autographed. After the poet's death, illustrators continued commercial production of his image for new editions of his writings and coloring books or games such as "Authors," and sculptors commemorated him with busts in Longfellow Schools or full-length figures in town squares. On the simple basis of quantity, the number of reproductions of the Maine native's image arguably marks him as the country's best-known nineteenth century writer. TEACHERS can use this presentation to discuss these themes in art, history, English, or humanities classes, or to lead into the following LESSON PLANS. The plans aim for any 9-12 high school studio art class, but they can also be used in any humanities course, such as literature or history. They can be adapted readily for grades 3-8 as well by modifying instructional language, evaluation rubrics, and targeted Maine Learning Results and by selecting materials for appropriate age level.

Lesson Plan

Henry Wadsworth Longfellow: An American Studies Approach for Middle School

Grade Level: 6-12 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.