Category: Seminar Blog Page 1 of 2

Lincoln’s Second Inaugural Address

On July 24 we rose, bright and early, at 7:30am to board our giant tour bus. (We slept on the ride.) We set off for Washington D.C., and a couple hours later, there we were—right in front of the Lincoln Memorial.

The shining marble towered above the bland surroundings. The luscious texts—Lincoln’s latest version of the Gettysburg Address and his Second Inaugural Address—were deeply etched into the wall. Professor Pinsker asked us to find the fixed mistake in Lincoln’s Second Inaugural; there is a word “FUTURE” with a grayed out rung beneath the top two rungs of the letter F. It turns out that F was once an E!

Next, we visited Martin Luther King Jr.’s Memorial. Very beautiful as well, King stands

Martin Luther King Jr.’s Memorial

jutting out of a stone pillar—a symbol of his stone of hope carved from a mountain of despair—and is surrounded by thin waterfalls that line the wall of the entrance.

It is also next to a lake in which a duck was chilling. We said hi to the duck!

Next we ate our scrumptious lunch and ventured to the National Archives, where we found the actual paper copies of the Declaration of Independence, the Bill of Rights, and the Constitution! We then went to the National Museum of African American History and Culture, where we split into groups, and ventured into the amazing building!

It had four levels, plus a lower level called the Concourse, which splits into a massive variety of little levels, passageways, rooms, and exhibits. It was amazing, the level of atmosphere and detail that had been put in. One of our TAs actually told me that the Museum is built from the bottom up to chronologically progress more into the modern day as you move up the building. That is why the lower levels have rooms that are meant to make you feel how it was like to be on a slave ship on a transatlantic voyage, whereas the top floor explores African-American influence in modern-day pop culture. Some of the facts within the museum—especially the ones about slavery and racial segregation—are horrifying. For example, slaves on the first sugar plantations had an average life expectancy of seven years, suffering from mortality rates of 30 percent! The museum does a good job of showcasing the horrible injustices and hardships African-Americans have gone through over the history of the United States.

Next we went to a statue in Lincoln Park, called the Emancipation Memorial. It shows a picture of Abraham Lincoln gesturing toward a kneeling black man, who appears to have broken from his chains. This commemorates Lincoln’s Emancipation Proclamation. We discussed the implications of this statue as well as the statue on the other side of the park, a statue of Mary McLeod Bethune, a famous educator who advocated for civil rights and greater gender and racial equality. Four different U.S. presidents had her as an advisor. We discussed whether 19th-century abolitionist Frederick Douglass would have liked the memorial, as he did say that there should be another monument built to complement the Emancipation Memorial.

The Emancipation Memorial

Finally, we went to a great restaurant and rode home, getting back at around 9:30pm and actually having hours of relax time remaining! 

As someone who has never been to Washington D.C. before, I was truly grateful to be in such a historically significant, famous place, with many beautiful sights to see and facts to learn—all while being in D.C. at the same time as Prime Minister Netanyahu!

the duck

Coming into this program, I was so nervous of what it would entail. After being a week into this program, the only thing I feel is immense joy that I am a part of this program. In one week, I have learned and done so much.

College Lectures:

I got to experience my first ever college lecture in the Denny Building at Dickinson College! Denny 317 is such a beautiful classroom with stained glass windows. Within that room, I have learned so much from our professors, Professor Pinsker and Professor Mealy. They have helped me learn so much about the civil war and

Picture of Denny Lecture Hall.

college in general in a total of five classes so far. The biggest takeaway I have from lectures is on the idea of asking questions. Throughout this seminar, we have been taught the importance of asking questions to help take handle of our individual education. It has been a new experience for me to ask in depth questions, but it has really helped me understand the material better. Outside of the Lectures, we have so many supporters such as Cooper Wingert, Jordyn Ney, Henry Booth, Sarah Mash,  Estube Taye, and Jordan Schucker to help us succeed in our readings, close reading paper, debate prep and more. You have so many people here at KFF to make sure you succeed both in and out of the classroom!

College Readiness:

While we complete lectures during this program, we also learn a lot about the college admissions process to be a college student. The individuals at Dickinson Admissions have done workshops with us to help us feel more prepared about the college application process and what to consider when looking at a school. This was extremely helpful for me, as I am a first generation college student who felt overwhelmed by the process at first, but not as much now thanks to Dickinson Admissions. Another big thing I learned about college was time management. As people who have known me for a while would say, I sometimes put the pro in procrastination. That leads to a very unsuccessful college experience. I have learned to be on top of my work and to dedicate time to studying and reading everyday. I found my study place on the 2nd floor of the Rector Building!

Field Trips and Fun!

Kylie and Cailin at Gettysburg.

Kylie at the Old Courthouse.

Group at Little Round Top in Gettysburg.

While we do a variety of lectures and workshops, we also have done a variety of field trips in KFF. We have gone to the CCHS, the Capital of Pennsylvania, the Old Courthouse in Carlisle, and a trip to the Gettysburg Battlefield. It has been such a wonderful experience to take some of the things we have actively learned in class and apply that history to true locations of where it happened. 

Biggest thing is we also HAVE FUN! We have made trips to Massey’s Ice Cream, Denim Coffee, went on walks around campus, participated in a scavenger hunt, watched movies in the Common Room, had a talent show, and more. On Sunday, Cailin, Maddie, and myself left campus for a little bit to explore the town of Carlisle by doing some antiquing! These activities helps add some more fun to this experience

Overall, I would recommend this program to any rising high school Senior. It has really helped teach me a lot and I still have a week left!

On Tuesday, class was mostly a scheduled debate between Professor Pinsker and Professor Mealy. They argued over whether the compromises of the Reconstruction era were necessary for democracy, especially since a lot of these compromises allowed racial prejudice to permeate around American society. It was good for the students to see because they will be participating in a debate of their own on Friday, so seeing two skilled debaters like Professor Pinsker and Professor Mealy is a good experience. After class, the students separated into their groups for more debate preparations. They got to reflect on the prior debate and take away some key lessons that they could apply to their debate.

Games were not just outside; some played cards for a lot of the night

After debate prep, the students got to hear from the Dickinson Admissions staff about how to structure their college essays and prepare for their interviews. The students were taught different writing techniques and interview strategies to stand out amongst their peers in the admissions process. Additionally, they also asked questions about the process as a whole to gain more knowledge about the process, especially since they have access to insiders and their knowledge.

Cailin playing soccer with her friends

Finally, students closed off the day with outdoor activities. They played football, and other games on the field outside the dorm, which was especially nice since the weather cooled off a little bit. Finally, we all went inside and went to bed somewhat early considering we were going on a field trip to Washington DC on Wednesday. More to come then!

Today was the first rainy day of summer camp – foreshadowing the due date for close reading and video submissions! Lecture today focused on Frederick Douglass’s “Mission of the War,” Anna Dickinson’s “Perils of the Hour,” and my personal favorite Abraham Lincoln’s Blind Memorandum, which he wrote to ensure his peaceful of transition of power in the off chance he lost the 1864 Election. 

Rain can’t stop us!

After lunch, students worked extra hard on their assignments. Having read many of the papers and a good amount of the videos, these kids are naturals! I was genuinely impressed by their deep analysis of historic text and creative details in their short videos.  

Then, the kids broke into their first debate practice. Team Ney is debating on behalf of Abraham Lincoln, while Team Wingert is taking the side of Frederick Douglass. Having sat through Wingert’s group, I can confidently say that have some tricks up their sleeve and are sure to win. Ney’s team is trying to work overtime, and they’re gonna need it! 

Desperate times

Assignments were due at a soft 7pm, which meant ice cream run to Massey’s at 8. Students made the trek in the rain as a reward for their hard work. George had to use a comically large spoon to eat his soggy, melting ice cream.  

TAs and Interns need ice cream too!

Sunday brought a change of pace for our students. While the day had a mix of focused academic work and leisure, it was up to the students themselves to decide when to do what and for how long (just like college students). It was impressive to witness their time management skills. The students delegated a considerable amount of time to their close readings and video projects. Once they honed their writings they reviewed their close readings with staff members who were on stand to provide guidance and support.

After working hard on their close readings some took breaks by going out for a run while others opted for exploring Carlisle. Cailin, Maddie and Kylie ventured into town to explore Carlisle’s antique and thrifting stores. They were very happy with what they found. Later that night, after the students had dinner together, they had a movie night. I’m proud to say that there were no Sunday scaries. Instead the students were excited for the upcoming Lincoln v Douglass debate prep and the DC trip on Wednesday. 

Cooper gives an overview of the Gettysburg Campaign

On Saturday, the group went to Gettysburg National Military Park to learn about the Civil War battle there. We first stopped at the Eternal Peace Monument at the park’s north end. Here, Cooper Wingert, the tour leader, highlighted the events that preceded the battle. Cooper discussed the Confederate invasion of Pennsylvania, the shelling of Carlisle, and the march onto Gettysburg from here. Afterwards, we made our way into the park towards McPherson Ridge where Cooper then detailed the first day of the battle. He described how the US forces may have lost their initial positioning but set themselves up for success later in the battle by fortifying the high ground south of the town.

Then, we made our way over to the Virginia Memorial, where we talked a bit about the Confederate army’s strategy and their relationships with both the enslaved people that they brought into Pennsylvania, and their harassment of Pennsylvania’s free-Black population in Chambersburg. Finally, Cooper and Professor Pinsker brought up the question as to how we should remember the monuments at Gettysburg, and whether monuments like the Virginia Memorial are too “glorifying” of the Confederate troops, who were ultimately fighting in the name of slavery.

The group at Little Round Top

Our next stop was at Little Round Top, where Cooper taught us about the second day of the battle. He explained how the Confederate strategy of flanking the US defenses was nearly successful, but because of the heroism of the US army’s southern flank, they were able to survive the Confederate attempts at taking the high ground. Additionally, the students also got to take plenty of pictures at the New York Monument, which gives a great view of the battlefield itself.

Then we made our way over to Cemetery Ridge, where we learned about the final day of the battle. Cooper described Pickett’s charge, the reasoning behind General Robert E. Lee’s gamble by ordering the charge, and the heroism of the US soldiers who fought off the Confederate charge. Cooper also described the aftermath of the battle, including the retreat back to Virginia, and President Lincoln’s reaction to General George Meade’s missed opportunity to beat Lee’s forces during the retreat. Professor Pinsker also gave a discussion about the Gettysburg address in the National Cemetery, which is where Lincoln gave his famous address when dedicating the site.

Our group with the statue of President Lincoln

After the tour, we went to the visitors’ center for lunch, saw the Gettysburg film, viewed the famous Cyclorama of the battle, and got to tour the museum and gift shop there. Some students (and Cooper and Sarah from our staff) even got to wear replica uniforms of the US troops and got to read up on more information at the museum (I did attempt to wear the uniform but failed miserably). Finally, we headed home after a long day where we had a relaxing night at the dorms.

To end the work week, students began the day engaging in some of Abraham Lincoln’s most impactful speeches: the House Divided Speech, his First Inaugural Address, and of course, the Gettysburg Address. Students delve into these works’ details through understanding the context of the secession crisis Lincoln had to navigate. 

After lunch, students had a guest visitor from the League of Women Voters. A speaker from this nonprofit, nonpartisan organization spoke to students about their mission: advocating for voting rights. 

Students taking a rest at one of our stops

Afterwards, the annual scavenger hunt took off. With five teams randomly picked from a hat, students and staff took off on a race to win the scavenger hunt. The staff member on the team was responsible for reading the clue and answering no more than three questions about revealing the location. Locations included the campus archives, damage from the shelling of Carlisle, Spradley-Young Hall, and several more. My team took off in a sprint to get to our first location, keeping the energy up throughout the event. We somehow managed to only come in third, partially because RA Jordan Schucker’s team cheated. Prizes were still available in the form of Dickinson merch and candy. 

That night, students watched the movie Lincoln. Snacks were provided to get that real movie theater feel. After the movie, students had the opportunity to ask questions and make comments on references they saw

Don’t step on the seal!

in the movie and relate them

to what they learned in class or knew from their own study. Though many of the students did not want to watch a 2.5 hour movie on a Friday night, students were moved to tears and everyone thought the movie was “actually pretty good” and “better than they expected.” 

We kicked the day off with an engaging discussion on the Underground Railroad featuring the esteemed historian Richard Blackett. In his work Professor Blackett explores the abolitionist movement with a focus on the role of African Americans. It was fascinating to witness two historians discussing and sometimes disagreeing on certain aspects of the UGRR. The discussion showcased the complexity of ongoing debates in the field. 

Students listening to Prof. Blackett and Prof. Pinsker

Later that afternoon students went on a short field trip to the Old Court house. It was a hit! Cooper gave a brief lecture on the Kaufman and McClintock trial of 1847. He specifically highlighted the power of abolitionist vigilance committees in Carlisle. He also helped the students redefine Underground Railroad stops as sites having to do with resistance to enslavement through escape. Thus positioning the courts as pivotal sites for the struggle against slavery. 

The admissions activity in Denny 112 provided valuable insights into the college application process. Students got a taste of what it’s like on the other side of an admissions desk by evaluating sample student applications. It was an eye-opening experience for many.

Cooper giving presentation outside of Carlisle Courthouse

Another highlight was undoubtedly our talent show (organized by Jordan Schucker), which took an unexpected turn when students broke out into a Hamilton karaoke. Here are some memorable moments:

• Cooper sang a rendition of “Somewhere Over the Rainbow” and “Country Roads” alongside Sarah Mash who played the ukulele 
• Kylie’s dance to “Birds of a Feather”
• Natalia and Avery’s performance of “Summer Nights” from Grease
• Counselors and students joining forces for a lively rendition of “Non-Stop” from Hamilton

The show had its share of surprises, including Cooper’s impromptu performance that didn’t quite go as planned. As one student candidly remarked, “Do it better!” But that’s the beauty of live performances–you never know what might happen! And special shoutouts to Jordan and Sarah for their stellar performances. Sarah’s impeccable impression of Lin-Manuel Miranda had me on the floor. Overall Thursday was unforgettable. 

Students posing at the Monument with Lenwood Sloan

When our students arrived at the State Capitol on Wednesday afternoon, our first stop was at a monument outside the building called “A Gathering at the Crossroads.” It was here that Lenwood Sloan, one of the men who helped to create the monument, described the process of how the monument was created, and highlighted four figures represented in the statue: William Howard Day, Thomas Morris Chester, Francis Ellen Watkins Harper, and Jacob T. Compton. This statue illustrates the reaction to the 15^th Amendment in 1870,  However, the monument also highlights the work to be done as women did not have suffrage at this moment, as highlighted by Francis Ellen Watkins Harper’s decision to hand the amendment back William Howard Day .

Students meeting with Representative Webster

Our students then got to meet with Pennsylvania State Representative Joe Webster of Montgomery County, where they heard first-hand about the governmental process and about the state of political discourse in state governments. Additionally, the students learned about lobbying from Jordyn Ney, who works for a lobbying firm when she is not working for the Knowledge for Freedom seminar.

Students at the Capitol with Representative Gleim

After the meeting with Rep. Webster, the group got to tour the building itself, seeing the House of Representatives, Senate, and the Supreme Court of Pennsylvania. We learned a lot about the artwork and the building’s history itself, which is especially interesting considering Pennsylvania has a beautiful capitol building. Additionally, the students also met State Representative Barbara Gleim from Cumberland County and got to take a photo with her on the main staircase. After the tour, we all drove back to Carlisle where we had dinner and a relaxing evening back at the dorms.

Today, the students began the day with a classroom focus on “Framing Slavery,” including readings from debates from the 1787 constitutional convention and references to slavery in the Constitution. After a classroom discussion, the students watched Professor Pinsker and Dr. Mealy debate “Founding Compromises” – debating whether the Constitution defended and upheld slavery. Dr. Mealy was about to introduce new evidence that at the convention, John Rutledge said if there were no protection for slavery, then South Carolina would not ratify, suggesting that since the constitutional convention was done out of haste, the protection of slavery was necessary to make sure the new

Students listening to Shawn Gladden

American experiment didn’t immediately implode. Unfortunately, this information was brought up during the closing argument and had to be dismissed. Professor Pinsker won the debate, with all but one student voting with the majority. 

Viet looking shocked

After lunch, the students went on our first field trip to the Cumberland County Historical Society. There, they spoke to Shawn Gladden about what it means to operate a museum that is accessible and welcome to the public. Gladden spoke to the students about the history of the Cumberland County Historical Society and how they are rebranding as a museum rather than a society to market themselves better to the public. Students also learned about how many opportunities there are to volunteer at CCHS and their local historical societies.

Julien pondering local history

Students then had a chance to explore the rotating exhibit, which now focuses on what life looked like in Cumberland County during the 1870s. When they had the chance to explore the more permanent exhibits, the focus was on the Underground Railroad and Carlisle Indian Industrial School displays. Students also found the printing press and jewelry from the Titanic particularly interesting.  

Students talking with Admissions

Afterwards, students had the opportunity to speak with the admissions office about finding the right college for them. It is important to pick a college that doesn’t just include your desired major, but also what matches your aid, student engagement, class size, and accessibility to professors. I know that when I decided on Dickinson, a large part of it was because I felt comfortable on campus – the vibes were good – and that gut feeling was the heaviest factor I used in making my final decision on a college.

Avery and Natalia posing like the painting