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Keywords: play

Historical Items

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Item 29376

Scene from unknown play performed by Franco amatures, Biddeford, ca. 1925

Contributed by: McArthur Public Library Date: circa 1925 Location: Biddeford Media: Photographic print

Item 26461

Play, Good Will High School, Fairfield, ca. 1945

Contributed by: L.C. Bates Museum / Good Will-Hinckley Homes Date: circa 1945 Location: Fairfield Media: Photographic print

Item 55221

High School play, Fairfield, ca. 1945

Contributed by: L.C. Bates Museum / Good Will-Hinckley Homes Date: circa 1945 Location: Fairfield Media: Photographic print

Tax Records

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Item 37301

141-145 Commercial Street, Portland, 1924

Owner in 1924: William J Dennis Use: Store

Item 89335

McGregor property, N. E. Side Brooklet Place, Peaks Island, Portland, 1924

Owner in 1924: Beatrice B. McGregor Use: Summer Dwelling

Exhibits

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Exhibit

We Used to be "Normal": A History of F.S.N.S.

Farmington's Normal School -- a teacher-training facility -- opened in 1863 and, over the decades, offered academic programs that included such unique features as domestic and child-care training, and extra-curricular activities from athletics to music and theater.

Exhibit

Strike Up the Band

Before the era of recorded music and radio, nearly every community had a band that played at parades and other civic events. Fire departments had bands, military units had bands, theaters had bands. Band music was everywhere.

Exhibit

Summer's Favorite Game

Baseball often is called the National Pastime. For many people, baseball is encountered in the backyard and down the street, a game played by a few or the full contingent of a team.

Site Pages

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Site Page

Swan's Island: Six miles east of ordinary - Islanders At Play

Family members would not only learn how to play the piano but many people could also play a guitar, an accordion or a fiddle.

Site Page

Swan's Island: Six miles east of ordinary - Playing at the pond

Playing at the pond Although Baird's Quarry was kept drained during its working seasons, once operations closed down for the winter it was always…

Site Page

Biddeford History & Heritage Project - Joseph Jovite Salvas

… by each director, having to memorize lines in French from three plays at a time, and sometimes performing fifteen plays in a single season.

My Maine Stories

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Story

Water is Music
by P Leone

Throughout her life water has played an important part

Story

This Girl Loves Seaweed
by Marianne

Marianne played with seaweed as a child now she collects photos of others with seaweed.

Story

From Pee Wee to Pro The Maine Way
by Danny Bolduc

I am the very first person from Maine to have played hockey in the Olympics and in the NHL.

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 and the Jewish Cemetery at Newport

Grade Level: 6-12 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.