Student Projects

Author: Sarah Ruschak

July 22, 2025-Lincoln Night

Students spent the morning discussing the compromises that had to be made after the Civil War. To fuel their discussions, they read the Reconstruction Amendments, “New Colossus” by Emma Lazarus, and “On Democracy” by E.B. White. Professor Mealy and Professor Pinsker debated on if there were too many compromises after the Civil War. Professor Pinsker, on the negative side, won. After lunch, student were hard at work on preparing for Friday’s debate before heading to an admissions session to learn how to nail the college essay and interview. Because of the big D.C. trip tomorrow, students relaxed during the evening with a movie. Predictably, students chose to watch Lincoln.

People sitting on a couch

Movie night!

July 19, 2025-Gettysburg Trip

Students standing by a cannon

Standing by real Civil War cannons

Yesterday was our much-anticipated trip to Gettysburg! Cooper led us through the three days of the battle and highlighted not only troop movements and strategies, but also stories of individual stories of soldiers present, questions about displaying Confederate monuments, and the Confederate presence in Carlisle that preceded the Gettysburg battle. At the Eternal Peace Monument, Professor Pinsker told us about meeting a Carlisle man who had shaken the hands of Gettysburg veterans, making the battle seem not so far away.

Students standing on a hill

On the battlefield

We later moved to visiting McPherson Ridge, Little Round Top, and Cemetery Ridge. Getting to walk among these spots gave us a sense of the battle’s huge scale and insight into what motivated the generals to make the defensive choices they did. We wrapped up by visiting the National Cemetery (where Lincoln gave his famous speech) and took a quiet moment among the graves of all of the unidentified soldiers from the battle. 

Person in military vest

Jackson is ready to serve

After a quick lunch break, we headed into the museum to look at recreations of a soldier’s camp, walk through exhibits on the cause of the Civil War, and even try on Union uniforms. We then watched a movie that brought the battle to life and viewed the Cyclorama, a circular painting nearly 400 feet that depicts Pickett’s Charge. Before we headed back to Carlisle, we took our annual picture with the statue of Lincoln. In the evening, students were still not done and continued to work on their close reading essays. All in all, it was an incredible day, especially for people like me who had never visited Gettysburg.

Students standing around Lincoln statue

Posing with Abe!

Trip to Harrisburg-July 16, 2025

On Wednesday, students started the day off by learning about texts from Frederick Douglass, Frances Harper, and Sojourner Truth in class with Professor Pinsker and Professor Mealy. The group discussed how Douglass fashioned his famous “Fifth of July” speech to address specific audiences. 

Two girls looking at the rotunda

Don’t look down!

After lunch, we headed out on a mini road trip to the Pennsylvania State Capitol, complete with The Greatest Showman karaoke and the alphabet game. When we arrived, everybody was awed by the building’s paintings, glass domes, and chandeliers. Our tour guide told us the history of the building and the artists who made it, as well as showing us the Senate, House of Representatives, and Supreme Court Chambers. It was amazing to see the rooms where such important decisions are made.

Students in a balcony looking at room with desks

Learning about the House of Representatives

Students standing around statues.

Stepping into history

We also stopped at the A Gathering at the Crossroads monument to talk about some of Harrisburg’s Black leaders in the 1800s and poet Frances Ellen Watkins Harper. Students stood in the middle of the memorial, representing how today they can be part of the next generation of civic leaders who fight for what they believe is right, just like the historical figures. 

 

Move In-July 13, 2025

Grey townhouse with red door

The House Divided Building

Students finally arrived on campus yesterday, ready to start their Knowledge for Freedom experience! After everybody got checked in at the House Divided Studio, they made their way to High Street dorms, their home for the next two weeks. We played two truths and a lie to get to know each other (we all have a lot of car accidents under our belts) and got dinner at the Dickinson’s cafeteria. Students spent the rest of the night socializing and doing their reading for their first class. It looks like the summer is off to a great start!

Summer 2025

This summer, we will share daily updates from our undergraduate interns (Andrew, Olivia, and Sarah). These will include information on classes, field trips, and even our ice cream runs. Dickinson has hosted the Knowledge for Freedom Seminar since 2020 with support from the Teagle Foundation in New York. Students will travel to the State Capitol in Harrisburg, the battlefield at Gettysburg, the Old Courthouse in Carlisle, and Washington, D.C. We also offer some programs that will help to acclimate students to college life. It is going to be a great two weeks, and we can’t wait to share more updates with you! 

Students standing around Abraham Lincoln statue.

Our summer 2024 group on a field trip.

Tips on Close Reading Essays

While I was writing my close reading essay on Lincoln’s letter to George Robertson, I went through several drafts with Professor Pinsker to improve it. Here are a few small tips that I learned along the way, from getting started with ideas to working with citations. 

Girl writing at a computer

Hard at work!

  1. One way to close read is to briefly draw in another document to compare the ideas and gain context. For me, this was somewhat easier; the Robertson letter was presented with two other letters that contained Lincoln’s thoughts on the sectional crisis, so it was easy to track how his ideas evolved and changed based on who he was talking to. Think about all the documents that are a part of the curriculum and try to see where one might reflect or differ from another.  
  2. For most history classes you will take in college, your professor will want you to use Chicago footnotes. Although it is not required that you use them here, it could be useful to try them out now. Remember not to put a footnote in the middle of a sentence, and instead place it after the punctuation. Normally, you would use an actual footnote, but because WordPress doesn’t have this option, place the number in brackets. Often, you will include an entire hyperlink in the citation. However, to make it appear less messy, try to just type out [WEB] and attach the link to this word. 

Sample Chicago citation

  1. For these essays, it isn’t necessary to use ellipses for quotes unless you are omitting something from the middle. Make sure, however, that you don’t change the meaning of the quote for your argument by cutting key information. 
  2. One of my main takeaways from writing this essay is to try to explain things succinctly. I often fall into the trap of thinking that for a college-level essay to be “smart,” it must use big words and long sentences. However, this sometimes ends up hiding your meaning. 

Good luck writing! 

Image and Text Effects Tutorial

Image and text effects are a great way to make your video more engaging and to add life to your images. These are just a few examples to get you started, and I am sure that when you begin playing around in WeVideo you will be able to discover a lot more depending on what image you are looking at. Think about what parts of your image and text would be the easiest and most useful to enhance and how it would help your viewers to understand the topic better. 

  • I use an app called Vimage to easily add overlays to images. For images that illustrate an outdoor scene, I have added overlays like falling rain, snow, or tree branches/grass swaying in the wind. There are a ton of different options, so take some time to explore.  
  • You can also use Vimage to add simple animation to images. Effects “Zoom” or “Layered Foreground” (located in the 3D Parallax section) will scan the image, locate the key figures, isolate them from the background, and have the two layers move separately from each other. I normally have used this with images that already depict “action,” like the illustrations found on the Slave Stampede website. 
  • With both of these above options, make sure to crop out the watermark at the bottom of the finished product! 
  • If there is a keyword or phrase in a letter, poster, or newspaper (for example, the headline of a newspaper), you can gradually enlarge it. Add the image like normal to the video, but add an additional video/text track above. To this track, add a version of the document cropped to just the words you want to highlight and position it over where the words were in the original document. Go to the animation settings and make the words grow gradually in size. Make sure they don’t end up overlapping with another word. 

WeVideo screenshot with growing text

  • You can also modify the above directions to layer different images. Play around with adding transitions and animation to the image added above to add additional movement.  

WeVideo screenshot with layered images

  • It is also fun to add a “Page Turn” transition between pages of letters, newspapers, or other documents. 
  • Sometimes it can enhance your video to add extra information/a caption. I did this for my Frances Harper video; although I wanted to include context on her grave, I couldn’t start talking about something completely new after finishing the poem. If you feel like there is a certain part of your narration that you want to highlight, you could also add that to a text box. Try to keep the font/color somewhat simple, and feel free to add a transition to the text.

WeVideo screenshot with a captioned image

  • Don’t be afraid to have a few extra images or videos after your spoken audio is finished. Think carefully about what the lingering effect should be. For example, for the video I did that narrated Frances Harper’s poem, I added a few images of her published works, her at different points as she aged, and her grave. This helps to draw out the fact that even though Harper didn’t know at the time of writing the poem if slavery would ever end, she was eventually able to live in a free land. This also gives you an opportunity to add some more information with a caption.

Transition Tutorial

 

When I first started making videos on WeVideo, my instinct was to only use a few transitions for the entire video so I wouldn’t distract from my content. However, this just made my video feel unfinished. Transitions can be a fun way to add variety to your videos, making them more engaging and highlighting the specific meaning of your photo/video. Below are a few tips that I have learned while working to hopefully help you create a better video. Happy video making! 

  • Try to think about what type of transition fits the image/clip. For example, “Filmstrip” wouldn’t make sense with an 18th-century illustration, but I like to use it with a photograph or a black and white video. 
  • If you are trying to show the contrast between two images, maybe play around with a transition that would momentarily hold both images on screen at once, like one of the “Wipe” varieties or “Slide.”Transition that splits two images
  • Try the “Page curl” when transitioning between pages of letters or books. 
  • However, just because a transition makes sense with the first photo doesn’t mean that it makes sense with the second. For example, for one of the videos that I made I used a “Page curl” transition after an image of a letter, but it led to a painting of King George, which I eventually had to change. 
  • I sometimes use the “Burn” transition when I have a more violent or painful image because of the association with fire.  
  • “Fade to white” is sometimes useful when I have a more positive/hopeful image related to emancipation or freedom. 
  • Sometimes when I am using two similar images back to back (like two of the illustrations colorized by the House Divided Project), I use “Cross fade” to make the transition more seamless.
  • When in doubt, use a simple transition like “Dip to Black.” Having a different transition in between every image, especially if the images are short and in rapid succession, could be distracting.
  • Stay away from colorful/complicated transitions like “Rainbow” or “Paper Plane.” They could detract from the seriousness of the message you are conveying in your video. 
  • If you are creating different layers of images/clips in WeVideo, you can still apply transitions to multiple images to add some additional movement. A layered image with two different transitions added
  • I like to place a simple transition after the last image/clip so that the video does not end abruptly. 
  • Another thing to keep in mind is the minimum amount of time that a transition can last is 1 second. Make sure to rewatch your video to make sure that the transitions didn’t cause the images and audio to fall out of line.  Transition setting tab with duration settings

 

 

Abraham Lincoln’s Letter to George Robertson (1855)

Abraham Lincoln’s Letter to George Robertson (1855)

https://www.wevideo.com/view/3836940215

In 1855, Abraham Lincoln sounded worried. “I think, that there is no peaceful extinction of slavery in prospect for us,” he wrote to George Robertson, an acquaintance and political ally from Kentucky [1]. Was he predicting a civil war? Understanding why Lincoln tried to warn Whigs like Robertson to mobilize against slavery requires a close reading with political context from the 1850s and an understanding of why Lincoln turned to the Republican Party at this time. Republicans stood firmly against the spread of slavery and were more open about denouncing its evils than the Whigs had ever attempted.  To persuade Robertson about the wisdom of this approach, Lincoln emphasized the American Revolution and the value of freedom.  He chose not to mention the horrors of slavery to this Kentucky slaveholder.

Description of the Text 

The last page of Lincoln's original 1855 letter to George Robertson, written in cursive and ending with Lincoln's signature

Lincoln’s Letter to Robertson (Papers of Abraham Lincoln)

Lincoln wrote the 503-word letter in cursive on two pieces of lined paper, using both the front and back of the first page. When he needed to edit, Lincoln crossed out several words and wrote their replacements in with carets. To close, he signed the letter “A. Lincoln.” He started by admitting that the recipient had “very reasonable” views on slavery and the Missouri Compromise. However, Lincoln moved to counter these ideas by pointing to Henry Clay‘s failure to secure gradual emancipation in Kentucky in 1849 after the state amended its constitution. Clay did not hold abolitionist views and did not think that the federal government had the power to abolish slavery nationally as the Constitution does not explicitly mention the topic. Lincoln wrote that this event had “extinguishe[d] that [gradual emancipation] hope utterly”[2]. He then lamented the dead spirit of the Revolutionary War and how many Americans had locked themselves to their ideals of slaveholding. He said that the Declaration of Independence’s idea that “all men are created equal” had proven to be “a self evident lie” for “fat” politicians who had forgotten the country’s founding egalitarian principles. Lincoln used sarcasm to remark that the Fourth of July’s only purpose was “for burning fire-crackers!!!”[3]. Lincoln did not let the irony of Americans celebrating independence while others were enslaved go unnoticed, underlining “for burning fire-crackers” and adding three exclamation marks. Finally, at the end of the letter, Lincoln pointed to the future, doubting if the country could remain together while so strongly divided on the issue of slavery. He asked “Can we, as a nation, continue together permanently— forever— half slave, and half free? The problem is too mighty for me”[4]. Lincoln underlined the synonymous words “permanently—forever” to call attention to how difficult it would be for the current conditions to perpetually continue.

Context on the Republican Party

Map reading "The Missouri Compromise, 1820," notablly labeled with "Free States," "Slave States," and "Missouri Territory."

Map of the Missouri Compromise (Library of Congress)

Robertson left a copy of his book, Scrap Book on Law and Politics, after a visit to Springfield. Robertson had fought against federal governmental intervention over slavery in Arkansas in 1819, and detailed ideas of gradual emancipation in the book. Additionally, he discussed his role in the Missouri Compromise of 1820, which admitted Missouri as a slave state and Maine as a free state. To explain why he disagreed with the moderate view that Southern slavery would gradually end as it had in the North, Lincoln referenced the failures of Henry Clay’s compromises. While the divisions of free and slave states admitted to the Union postponed war, they did not offer a final solution. No state had emancipated their enslaved people since New Jersey in 1804; failed efforts by Virginia in 1831 and Kentucky in 1849 demonstrated that slavery would not naturally extinguish. By equating Robertson’s views with Clay’s actions, Lincoln undermined Robertson’s confidence that the issue would resolve itself. The ongoing disagreement over slavery between Robertson and Lincoln signaled the rifts between those with anti-slavery viewpoints. 

However, the Republican Party had recently been formed, uniting Whigs, Know Nothings, and Free Soilers. Matthew Pinsker writes that the party launched itself onto a national stage by keeping “a single-minded focus on the slavery issue while accommodating as broad a coalition of men as possible” [5]. Although Lincoln had not called himself an abolitionist, his politics were often seen by Democrats as what historian James Oakes calls “a flagrant appeal to radicalism” [6]. This reputation would have stood in his mind as he appealed to the moderate Robertson to stand behind Republican principles.

Subtext on Using the Declaration

Lincoln used the language of the revolution and the Declaration of Independence to remind Robertson that he was not far removed from being “enslaved” himself and that as a Whig he should stand up against oppression. Lincoln felt angry that Americans had sterilized the war, turning the Fourth of July into a holiday instead of a reflection on liberty. For Lincoln, patriotism meant fighting for equality for both White and Black people. But Lincoln did not try to sway Robertson, a slaveholder, with appeals to the humanity of enslaved people.

Lincoln had seen the experiences of enslaved people; in a letter written in 1844 to an old Kentucky friend Mary Speed, Lincoln detailed the experience of seeing twelve enslaved people chained together, writing “In this condition they were being separated forever from the scenes of their childhood, their friends, their fathers and mothers, and brothers and sisters, and many of them, from their wives and children”[7]. In another August 1855 letter, a still distressed Lincoln wrote to friend Joshua Speed, his closest friend and Mary’s brother, that the sight was a “continued torment” for him [8]. Lincoln knew that appeals over slavery’s violence would not affect a slaveholder like Robertson. Instead, he chose to appeal to America’s founding ideals, even if ignoring the sight of the slave coffle betrayed some of his strongest emotions. This exclusion of discussion of conditions of slavery conveyed Lincoln’s willingness to speak to a targeted audience. At this point in his career, Lincoln tested different variations of anti-slavery rhetoric, figuring out how to address people across the spectrum in a deeply divided nation. 

Shows politicians tearing a map of the United States to divide it by slave and free states.

Depiction of Lincoln’s House Divided speech (Library of Congress ) 

Although Lincoln had told Robertson that the question of slavery was “too mighty for him,” he eventually chose to answer it on June 16, 1858, during his address to the Illinois Republican State Convention after the party nominated him for the Senate. There, he stated that “A house divided against itself cannot stand. I believe this government cannot endure, permanently half slave and half free”[9]. This famous statement echoed the rhetoric in this letter. Now on a national stage, Lincoln still understood slavery to be a divisive issue that could tear the country apart and appealed to his Republican audience to stand firmly against it.

[1] Abraham Lincoln to George Robertson, August 15, 1855, in Papers of Abraham Lincoln Digital Library, [WEB]. 

[2] Abraham Lincoln to George Robertson, August 15, 1855. 

[3] Abraham Lincoln to George Robertson, August 15, 1855. 

[4] Abraham Lincoln to George Robertson, August 15, 1855. 

[5] Matthew Pinsker, “Man of Consequence,” History Teacher 16 (2009): 16-33. [WEB].

[6] James Oakes, The Radical and the Republican: Frederick Douglass, Abraham Lincoln, and the Triumph of Antislavery Politics (New York: W.W. Norton & Company, 2008), xiv. [WEB].

[7] Abraham Lincoln to Mary Speed, September 27, 1841, in Lincoln’s Private Letters on the Sectional Crisis (1841, 1850), [WEB]. 

[8] Abraham Lincoln to Joshua Speed, August 24, 1855, in Lincoln’s Private Letters on the Sectional Crisis (1841, 1850), [WEB]. 

[9] Abraham Lincoln, “House Divided Speech” (speech, Illinois Republican State Convention, Springfield, IL, June 16, 1858). [WEB].

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