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Keywords: view

Historical Items

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Item 71152

Bird's eye view, Vinalhaven, 1893

Contributed by: Boston Public Library Date: 1893 Location: Vinalhaven Media: Ink on paper

Item 60538

Bay View Street, Lubec, ca. 1905

Contributed by: Lubec Historical Society Date: circa 1905 Location: Lubec Media: Postcard

Item 105521

Views of Old Orchard Beach, 1879

Contributed by: Osher Map Library and Smith Center for Cartographic Education Date: circa 1879 Location: Old Orchard Beach Media: Lithograph

Tax Records

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Item 82189

Dwelling, View Street, Portland, 1924

Owner in 1924: Harry L. Douglass Use: Dwelling - Single family

Item 78366

200-202 Valley Street (rear view), Portland, 1924

Owner in 1924: Morton Clarence Use: rear view

Item 85244

Graham property, City View Avenue, Little Diamond Island, Portland, 1924

Owner in 1924: Frederick W. Graham Use: Summer Dwelling

Architecture & Landscape

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Item 111598

David A. Calhoun house, Cape Elizabeth, 1904

Contributed by: Maine Historical Society Date: 1904 Location: Cape Elizabeth Client: David A. Calhoun Architect: John Calvin Stevens

Item 111315

Poland Springs House, Poland, 1891

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

Item 111546

Cottage for Francis Cushing on Cushing Island, Portland, ca. 1896

Contributed by: Maine Historical Society Date: circa 1896 Location: Portland Client: Francis Cushing Architect: John Calvin Stevens

Online Exhibits

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Exhibit

Maine Streets: The Postcard View

Photographers from the Eastern Illustrating and Publishing Co. of Belfast traveled throughout the state, especially in small communities, taking images for postcards. Many of these images, taken in the first three decades of the twentieth century, capture Main Streets on the brink of modernity.

Exhibit

Summer Folk: The Postcard View

Vacationers, "rusticators," or tourists began flooding into Maine in the last quarter of the 19th century. Many arrived by train or steamer. Eventually, automobiles expanded and changed the tourist trade, and some vacationers bought their own "cottages."

Exhibit

Promoting Rockland Through a Stereopticon, 1875

Frank Crockett and photographer J.P. Armbrust took stereo views of Rockland's downtown, industry, and notable homes in the 1870s as a way to promote tourism to the town.

Site Pages

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Site Page

Maine and the Civil War - Togus Veterans' Hospital view, 1885

"Each building is drawn on the view and an index tells the names of each. This facility was the first of its kind established to serve disabled…"

Site Page

Lincoln, Maine - View of Lincoln from Ballard Hill, ca. 1913

"View of Lincoln from Ballard Hill, ca. 1913 Contributed by Lincoln Historical Society Description A view of the town of Lincoln taken from…"

Site Page

Swan's Island: Six miles east of ordinary - Ocean View Hotel

"Ocean View Hotel Ocean View Hotel porch, Swan's Island, ca. 1900Swan's Island Historical Society The Ocean View Hotel was located at 241…"

My Maine Stories

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Story

One View
by Karen Jelenfy

My life as an artist in Maine.

Story

Valeda Couture: a mother’s view on immigration of her children
by Biddeford Cultural & Heritage Center

Quebec farm life and a mother’s experience when 7 of her 12 children move to Biddeford.

Story

Anne Macdonald - Middle School Science
by MLTI Stories of Impact Project

Anne Macdonald on the impact of the MLTI providing ubiquitous access to real time science data.

Lesson Plans

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Lesson Plan

Longfellow Studies: 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 Studies: The Writer's Hour - "Footprints on the Sands of Time"

Grade Level: 3-5 Content Area: English Language Arts, Social Studies
These lessons will introduce the world-famous American writer and a selection of his work with a compelling historical fiction theme. Students take up the quest: Who was HWL and did his poetry leave footprints on the sands of time? They will "tour" his Cambridge home through young eyes, listen, and discuss poems from a writer’s viewpoint, and create their own poems inspired by Longfellow's works. The interdisciplinary approach utilizes critical thinking skills, living history, technology integration, maps, photos, books, and peer collaboration. The mission is to get students keenly interested in what makes a great writer by using Longfellow as a historic role model. The lessons are designed for students at varying reading levels. Slow learners engage in living history with Alice’s fascinating search through the historic Craigie house, while gifted and talented students may dramatize the virtual tour as a monologue. Constant discovery and exciting presentations keep the magic in lessons. Remember that, "the youthful mind must be interested in order to be instructed." Students will build strong writing skills encouraging them to leave their own "footprints on the sands of time."

Lesson Plan

Primary Sources: Museum Practices for Students

Grade Level: K-2, 3-5 Content Area: Social Studies
Included here are some basics about general museum etiquette and ways to enable your students a greater understanding of museums, artifacts and their significance in illustrating history.