Tag Archives: Capitol Hill

Capitol Hill Close Up

At 8:30 am on Wednesday, supporters of Obamacare were already out in force, anticipating the day's arguments in the Supreme Court.

Hill Day.  One of the fundamental reasons Close Up exists is for this epic moment, this controlled collision between students and legislatures.  As it so often goes, this week’s Hill Day was one of the most vindicating experiences for program instructors.  It didn’t hurt that there was an historical case being heard at the Supreme Court, nor that the committee hearings were relatively light for a day so near Congress’s recess.

Senator Al Franken speaks to Close Up Minnesotans outside his office.

I was assigned three meetings on the Senate side of Capitol Hill to attend.  In this phase we program instructors are very much in the background, just facilitating the meetings, providing directions or suggestions, answering logistical questions, helping lost school groups find their way, and occasionally suggesting that a student with a question that cannot be answered take a business card to follow up.  Minnesotans met with Senator Al Franken (D) outside his office following his constituents breakfast.  He then took questions and explained on which committees he served, what Hill responsibilities he had, the national issues he is plugging or fighting, the state issues that he is supporting in Washington, the constituent groups with whom he meets, and bills or amendments his staff is drafting.  Each school got a few moments with him, including one of the schools from my hotel who got hung up in the security lines and arrived late.

Michiganders met with Senator Carl Levin outside the Armed Services Committee, which he chairs.

The next meeting I had was with Michigan Senator Carl Levin (D).  He met with students in person outside the committee room he for which he is chair in the Russell office building.  He, too, discussed the state issues for which he is advocating in Washington–Asian carp in the Great Lakes, for example, is a big concern for both Michigan and Minnesota.  Senator Levin further elaborated on some of the issues related to energy and oil speculation that he has been working on.  He came from the Senate floor to meet with students and rushed off (late) to get to a meeting he was suppose to be leading after his opening remarks and answering a handful of the students’ questions.  His staffer continued the meeting, even handing out his business card to a student who asked a question he could not answer (I did not hear the question, sadly, otherwise I would brag about it).

Alaskan students met with both of their senators, Senator Lisa Murkowski and freshman Senator Mark Begich, on the Senate-side eastern steps of the capitol.

While it was a little breezy and bit loud and busy on the steps, the small contingent of Alaskan students nonetheless had a pretty intimate meeting with both of their senators, Senator Lisa Murkowski (R) and Senator Mark Begich (D).  While they waited for them to arrive, a nearby press conference was held by the Democratic leadership regarding the Supreme Court case being argued in the background.  Once the senators arrived the questions began.  It was a slow start, but questions about oil and energy, transportation costs, and the health care law soon followed.  The two senators spoke to students for about 20 minutes, if not longer, and urged students to be ambassadors for the state and its issues that are relevant to the national stage.

Here is the most important take-away:

Each of the senators took the students seriously as constituents; they did not talk down to the students; they did not trivialize their presence with softball, time-sucking questions about the tourist sites in town that they might have visited; they did not expect to lecture, but anticipated good policy questions and answered them without talking down or patronizing them; they fielded questions about the state issues that were relevant on the national stage that they were working on for the benefit of their state and constituents.

Students have been encouraged all week to take agency, to increase their knowledge and to ask questions.  Beyond that, they have been given the opportunity to express themselves, to take the lead, and to influence their peers and decision-makers–especially those working on Capitol Hill.  They have walked the halls of power in America’s democracy and owned them–as is every citizen’s right–sitting in on committee meetings, hearings, Senate and Congressional floor debates, and Supreme Court arguments and asking questions of those who represent them.  If they can do this, surely, the halls of power and authority at home are small potatoes: student councils, school boards, city councils, state governments, etc.  While each school was photographed with their senator, it is to be hoped that it is merely a reminder of their agency and not a mere picture of a brief encounter during their high school days.

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Researching at the Library of Congress

(A snow day post…)

A bird's eye view of Capitol Hill and the Library of Congress

If you don’t do research, you should find yourself a project just so you have an excuse to visit the Library of Congress (LOC).  If you have never visited, you should–it is very cool and entertaining, more accessible than many of the Smithsonian museums and better located for other amenities, plus you can spend a half-day or a full-day there and not feel like you have left most of it unseen.  (I posted about the LOC earlier for folks who want to visit:  “The Library of Congress”.)

As great as it is to take the tour and play with the “The Passport to Knowledge” at each of the exhibits, the experience researching at the LOC is awesome!  While the facility exists first and foremost to benefit Congress–think about that for a moment and see if it doesn’t give you a flicker of hope for our country’s future–it is also intended to benefit the country as a vast receptacle of knowledge that will contribute to the greater good for America’s citizens.  So, take advantage!  This is a primer on doing research at the LOC and quite frankly will only scratch the surface because there is so much within its facilities.

The beautiful Thomas Jefferson building (LOC)

Your first stop should probably be the the LOC’s website, where you can get the lay of the land and IM with a librarian to help plan your visit.  Your next stop should be the James Madison building.  Here you get your library card–it typically takes a few minutes.  The building is at the top of the street from the Capitol South Metro station on the Orange and Blue line.  (Union Station is only a few blocks away and is on the Red line.  Transferring takes the most time on Metro, so if you are already on the Red line just go to Union Station.)  The library card station is one floor below the main entrance and both the security guards and the help desk just inside the main entrance can guide you.

The John Adams building (LOC)

There is security because these are federal buildings.  Don’t bring blades–even scissors, although some guards will ignore them I wouldn’t risk it–and travel light.  Put those items that run afoul of metal detectors in your bag or coat so you can quickly run it through the x-ray machines (while this will speed your entrance, it does not necessarily help you with slower tourists who may be in line in front of you–fortunately most of them will be at the Jefferson building).  Your next step is to determine which reading room you need.  The folks who get you your card will give you a quick orientation.  For some projects you have to go to a specific reading room because the materials do not leave that room.  If time is of the essence than you will want to go to the correct room to get your materials quickly.  If you are using a variety of materials, such as books and journals, you have a little more time, or brought some materials to work on with you, go to the Jefferson’s Main Reading Room.  This is also where preparation is so important, because you can pre-request materials online and have them waiting for you in the Main Reading Room or a specific reading room.

A map of the Library of Congress facilities on Capitol Hill (more exist in Maryland!)

Let’s say you do this and are going to the Main Reading Room, you will never work in such a beautiful and, in my opinion, optimal setting.  So, enter at the Madison building, get your card and walk through the tunnels to the Jefferson building so you do not have to do the security drill again and you bypass the tourists–also allows you to avoid the bizarre DC weather.  Once you get to the Jefferson building (follow the signs–it is not quite as obvious as it might be), go to the coat check–this is mandatory!  Here, you will hand over your bags and coats.  My advice is that you wear a layer or two–I typically find that I get cold after sitting there for a while.  Travelling light is important, too, because you will carry everything in by hand or in provided clear plastic bags–which I love and constantly reused at my campus library!  This includes your laptop and its accessories, pencils (pens are not allowed in some reading rooms!!) and notebooks!  Go find a spot to sit and note the seat number.  Then submit your book requests with your seat number at the desk or pick up the resources that are waiting for you.  Assuming you find what you need, but don’t finish with all of your materials you have the option of holding the books for a week and retrieving them from a room off the Main Reading Room.  Remember you can’t take them with you!

The Jefferson's Main Reading room (LOC)

Use your time wisely and be focused about what you want to do when you are there.  I liked having two projects to work on, because  I could switch my focus if I was hitting a block or getting burned out, but I have also been guilty of over-stimulating myself and not making the best use of my time.  While we are talking about the actual practice of researching let me throw in a quick note about note-taking: Be methodical!  Put your bibliographical information at the top of page (be it in Word or your notebook) and write down the page numbers for each note.  This is a good habit to get into–especially if you have previously been stacking and hoarding library books in your room all semester long.  This will make your research process much more useful to you two years later after you’ve completed that project and realize you need something from that research which you did not include in your paper.  You can’t own all the books you need, but you can take good and useful notes, which may be almost as useful.  (The key is being able to do it quickly, which is something I still struggle at . .  maybe from lack of practice while a student!)  Finally, if you are stuck ask for help.  The librarians know there business and if you are in a specific reading room they really know their stuff.  I was amazed at how they could help me even if they were not experts in my field.  They work for you and work out solutions.  (A shot out to librarians everywhere!)

Pulling an all-dayer is possible, of course, but you need to plan carefully.  For food, you can get “off campus” if you need a break and walk a couple blocks down Pennsylvania Avenue (use the researcher’s entrances and exits on the back side of Jefferson–right next to the coat check), but be aware that the area can get a bit crowded and busy if Congress is in session and the weather is nice.  Otherwise pack your lunch and check it in with bag and coat.  There are places to eat and even purchase food in the LOC–so, again preparation–know the location closest to where you are researching.

This should get you started.  The LOC has most books published in this country, many published abroad, journals, newspapers, photos, audio and video archives.  It is a great place to visit and research.  It is worth developing a project just so you can take advantage of the facility–consider it your duty as an American citizen!

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Filed under Experiences, Experiencing History - Project Based Learning, Historian's Journal