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Keywords: bill

Historical Items

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Item 6355

Bill of sale for slave Scippio, 1759

Contributed by: Maine Historical Society Date: 1759-12-07 Location: Falmouth Media: Ink on paper

  view a full transcription

Item 15426

Clapboard Slick, ca. 1850

Contributed by: Davistown Museum Date: circa 1850 Location: Augusta Media: Cast steel, wood

Item 1051

Buffalo Bill Cody, ca. 1887

Contributed by: Maine Historical Society Date: circa 1887 Location: London Media: Photographic print

Tax Records

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Item 89141

Billings property, East End Avenue, Long Island, Portland, 1924

Owner in 1924: Dora A. Billings Use: Shed

Item 89139

Billings property, East End Avenue, Long Island, Portland, 1924

Owner in 1924: Dora A. Billings Use: Summer Dwelling

Item 69782

Assessor's Record, 79-81 Payson Street, Portland, 1924

Owner in 1924: Sadie Billings Use: Storage

Exhibits

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Exhibit

Student Exhibit: Logging on Kennebec River

I became interested in the Kennebec River log drive when my grandfather would tell me stories. He remembers watching the logs flow down the river from his home in Fairfield, a small town along the Kennebec River.

Exhibit

Wired! How Electricity Came to Maine

As early as 1633, entrepreneurs along the Piscataqua River in southern Maine utilized the force of the river to power a sawmill, recognizing the potential of the area's natural power sources, but it was not until the 1890s that technology made widespread electricity a reality -- and even then, consumers had to be urged to use it.

Exhibit

George F. Shepley: Lawyer, Soldier, Administrator

George F. Shepley of Portland had achieved renown as a lawyer and as U.S. Attorney for Maine when, at age 42 he formed the 12th Maine Infantry and went off to war. Shepley became military governor of Louisiana early in 1862 and remained in the military for the duration of the war.

Site Pages

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Site Page

John Martin: Expert Observer - Old Bill, gundalow crossing Penobscot River, Bangor, 1846

Old Bill, gundalow crossing Penobscot River, Bangor, 1846 Contributed by Maine Historical Society and Maine State Museum Description John…

Site Page

Norcross Heritage Trust

View collections, facts, and contact information for this Contributing Partner.

Site Page

Lincoln, Maine - William Kelly, Lincoln, 1943

He served in the Marine Corps from 1942-1945. He was stationed in the Pacific and served at the Battle of Guadalcanal. Bill lost part of his foot…

My Maine Stories

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Story

An allegory about the Vietnam war
by Bill Hinderer

An allegory about my service in the Vietnam War

Story

We will remember
by Sam Kelley

My service in the Vietnam War

Story

Carrabassett Village and the Red Stallion Inn circa 1960
by David Rollins

The creation of Carrabassett Village and the Red Stallion Inn at Sugarloaf USA

Lesson Plans

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Lesson Plan

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

Grade Level: 6-12 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

Bicentennial Lesson Plan

Maine Statehood and the Missouri Compromise

Grade Level: 9-12 Content Area: Social Studies
Using primary sources, students will explore the arguments for and against Maine statehood and the Missouri Compromise, and the far-reaching implications of Maine statehood and the Missouri Compromise such as the preservation and spread of slavery in the United States. Students will gather evidence and arguments to debate the statement: The Missouri Compromise was deeply flawed and ultimately did more harm to the Union than good.