Keywords: town celebration
After being part of the town of Bristol for nearly 150 years, residents of South Bristol determined that their interests would be better served by becoming a separate town and they broke away from the large community of Bristol.
The Maine Charitable Mechanic Association, an organization formed to promote and support skilled craftsmen, celebrated civic pride and members' trades with a parade through Portland on Oct. 8, 1841 at which they displayed 17 painted linen banners with graphic and textual representations of the artisans' skills.
St-Jean-Baptiste Day -- June 24th -- in Lewiston-Auburn was a very public display of ethnic pride for nearly a century. Since about 1830, French Canadians had used St. John the Baptist's birthdate as a demonstration of French-Canadian nationalism.
History Celebrated, Threatened and Preserved West Side, Water Street, Hallowell, ca. 1900Item Contributed byHubbard Free Library Historic…
Lubec's 1911 Centennial Celebration by Ronald Pesha, Lubec Historical Society Lubec staged a grand celebration in 1911 observing the Town’s…
… people of the town in their efforts to fittingly celebrate their anniversary of establishment as a town.” In conclusion Miss Evelyn Pike unveiled…
Grade Level: 6-8
Content Area: Social Studies
Where do people gather? What defines a community? What buildings allow people to congregate to celebrate, learn, debate, vote, and take part in all manner of community activities? Students will evaluate images and primary documents from throughout Maine’s history, and look at some of Maine’s earliest gathering spaces and organizations, and how many communities established themselves around certain types of buildings. Students will make connections between the community buildings of the past and the ways we express identity and create communities today.
Grade Level: 3-5, 6-8, 9-12
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.