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Keywords: New Years

Historical Items

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Item 20342

Swedish Baptist Church of New Sweden, ca. 1938

Contributed by: New Sweden Historical Society Date: circa 1938 Location: New Sweden Media: Photographic print

Item 20347

New Sweden Gustaf Adolph Lutheran Church, ca. 1938

Contributed by: New Sweden Historical Society Date: circa 1938 Location: New Sweden Media: Photographic print

Item 31089

Thursday Club's New Year's Day party, Biddeford, 1930

Contributed by: McArthur Public Library Date: 1930-01-02 Location: Biddeford Media: Photographic print

Architecture & Landscape

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Item 111315

Poland Springs House, Poland, 1891

Contributed by: Maine Historical Society Date: 1891 Location: Poland Client: unknown Architect: John Calvin Stevens

Item 116275

Church of the New Jerusalem, Portland, 1908-1945

Contributed by: Maine Historical Society Date: 1908–1945 Location: Portland; Portland Client: unknown Architect: John Calvin Stevens and John Howard Stevens Architects

Item 111479

Sarajo Gallery floor plan and section, New York, NY, 2016

Contributed by: Maine Historical Society Date: 2016 Location: New York Clients: Yosi Barzilai; Grant Lindsey Architect: Carol A. Wilson; Carol A. Wilson, Architect

Online Exhibits

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Exhibit

Toy Len Goon: Mother of the Year

Toy Len Goon of Portland, an immigrant from China, was a widow with six children when she was selected in 1952 as America's Mother of the Year.

Exhibit

400 years of New Mainers

Immigration is one of the most debated topics in Maine. Controversy aside, immigration is also America's oldest tradition, and along with religious tolerance, what our nation was built upon. Since the first people--the Wabanaki--permitted Europeans to settle in the land now known as Maine, we have been a state of immigrants.

Exhibit

Westbrook Seminary: Educating Women

Westbrook Seminary, built on Stevens Plain in 1831, was founded to educate young men and young women. Seminaries traditionally were a form of advanced secondary education. Westbrook Seminary served an important function in admitting women students, for whom education was less available in the early and mid nineteenth century.

Site Pages

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Site Page

New Portland: Bridging the Past to the Future - East New Portland Village Schools

"East New Portland Central High School X The original Central High School was built in 1921, as the product of over a year's worth of town vote…"

Site Page

New Portland: Bridging the Past to the Future - West New Portland Village Schools

"… Historical Society Great Works School in West New Portland X West New Portland was only known to have two different schools."

Site Page

New Portland: Bridging the Past to the Future - New Portland: Bridging the Past to the Future

"Two churches were also built in 1838; the Free Will Baptist Church and the Universalist Church. North New Portland saw the creation of the…"

My Maine Stories

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Story

Working as a telephone operator in the 1940s
by Doris Tardy

Working as a telephone operator in 1946 was new and exciting, and challenging.

Story

30 years of business in Maine
by Raj & Bina Sharma

30 years of business, raising a family, & showcasing our culture in Maine

Story

Civil War Soldier comes home after 158 years
by Jamison McAlister

Civil War Soldier comes home after 158 years

Lesson Plans

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Lesson Plan

Bicentennial Lesson Plan

Becoming Maine: The District of Maine's Coastal Economy

Grade Level: 3-5 Content Area: Social Studies
This lesson plan will introduce students to the maritime economy of Maine prior to statehood and to the Coasting Law that impacted the separation debate. Students will examine primary documents, take part in an activity that will put the Coasting Law in the context of late 18th century – early 19th century New England, and learn about how the Embargo Act of 1807 affected Maine in the decades leading to statehood.

Lesson Plan

Longfellow Studies: "The Jewish Cemetery at Newport"

Grade Level: 6-8, 9-12 Content Area: English Language Arts, Social Studies
Longfellow's poem "The Jewish Cemetery at Newport" opens up the issue of the earliest history of the Jews in America, and the significant roles they played as businessmen and later benefactors to the greater community. The history of the building itself is notable in terms of early American architecture, its having been designed, apparently gratis, by the most noted architect of the day. Furthermore, the poem traces the history of Newport as kind of a microcosm of New England commercial cities before the industrialization boom. For almost any age student the poem could be used to open up interest in local cemeteries, which are almost always a wealth of curiousities and history. Longfellow and his friends enjoyed exploring cemeteries, and today our little local cemeteries can be used to teach little local histories and parts of the big picture as well. Henry Wadsworth Longfellow visited the Jewish cemetery in Newport, RI on July 9, 1852. His popular poem about the site, published two years later, was certainly a sympathetic portrayal of the place and its people. In addition to Victorian romantic musings about the "Hebrews in their graves," Longfellow includes in this poem references to the historic persecution of the Jews, as well as very specific references to their religious practices. Since the cemetery and the nearby synagogue were restored and protected with an infusion of funding just a couple years after Longfellow's visit, and later a congregation again assembled, his gloomy predictions about the place proved false (never mind the conclusion of the poem, "And the dead nations never rise again!"). Nevertheless, it is a fascinating poem, and an interesting window into the history of the nation's oldest extant synagogue.

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.