FINAL EXAM: REFLECTION

FINAL EXAM: REFLECTION

By: Nyla and Jessica

INTRODUCTION - NYLA: Good morning! With the conclusion of Talking About Freedom and the Summer Advantage program, Jessica and I will be touching on a few key class components.  

FIRST AMENDMENT RIGHTS

FOUR TIMELINES - NYLA: Throughout this course, we prioritized several historical timelines, notably the Founding Era, Civil War Reconstruction Era, Progressive Era, Civil Rights Era, and the remaining U.S. history. Additionally, the class held a particular concentration on the significance of the 1st and 14th Amendments. These two revisions directly impacted court case conclusions and the nation’s historical context.

Similarly, Professor Smith provided knowledge on the nation’s construction, including the six clauses of the First Amendment, four classifications of law, the association between prior restraint and subsequent punishment, and, of course, the STATE ACTION DOCTRINE. 

 

Furthermore, the timelines assisted our visual learning and the comprehension of past ideologies. We utilized this tool as an indicator of our nation’s progression and movement from racist ideologies. Initially, the United States participated in a slavery system, ostracizing African Americans for decades. With the Confederacy's loss in the Civil War, systematic racism slowly began to alter. This was despite the Black Codes and Jim Crow Laws, hindering the associated efforts. More prominently, these notes were the key to our five topic quizzes, even feeding into the requirements of our blog posts.  

THREE MOVIES - JESSICA: The three movies that we watched as a class during the Summer Advantage program were Gone with the Wind, Green Book, and In the Heat of the Night. The movies that we watched (Gone with the Wind, Green Book, and In the Heat of the Night) enhanced our learning experience. The movies brought what we learned in class to life. What I mean by this is that by watching the movies, we were able to gain a better understanding of the mindset, society, and values of that time. The movies not only provided us with more and new information, but they also elaborated on the topics we were learning in class, such as Green Book and racism, as well as Jim Crow and deep-seated racism. These three movies would also be a good spark for reflections and discussions because they incorporate great talking points, and you can look back at the topics in the movie and see if there is anything that you learned, found interesting, and more. 

KKK

TWO DOCUMENTARIES - NYLA: In addition to the associated films, our class watched two primary documentaries. These publications were meant to solidify the information taught in Talking about Freedom while providing several visual elements.

In particular, Reconstruction: America After the Civil War detailed the aftermath of the Civil War, the Freedman’s Bureau, and a 2015 racially motivated mass shooting. This documentary outlined our nation’s prejudiced past and our attempts to solve these societal issues. 

Our second documentary highlights the history of the Ku Klux Klan. This publication outlined the fluctuations in the assembly's leadership and societal influence. Viewers were also able to witness Greensboro’s direct involvement in the group’s assembly, an interesting concept that stands in accordance with this university’s location. These publications demonstrated the information presented in Talking About Freedom through the utilization of motion pictures. Overall, this powerful tool showcased the events of violence firsthand.   

 

BLOGS - JESSICA: Writing the Blog posts for some of our assignments was a great experience. Overall, I liked that the writing style was on the shorter side than the longer side. I liked this because it gave me a challenge to write everything that I could, still have it sound professional, and have all of my main points. I also liked it shorter because then I could get straight to the point instead of having to write a two-page essay just to get to the point at the very end of those pages. The online format also made writing blogs more fun and interesting. I say this because instead of just writing a few paragraphs and then posting, I was adding links, pictures, captions, and more, which was fun to do and made my writing look more professional and interesting.

Blogs also taught me how to present my work professionally. What I mean by this is that the blogs made me add in little details like embedded links, pictures, captions, and more to make it sound more professional, but also look more professional, like I was writing for a newspaper company, a magazine company, or a journalist. So, in all the blogs, not only elevated my writing style but also improved how I can present my work more professionally.   

BROWN V. BOARD OF EDUCATION

EOTOs AND MOCK TRIALS - NYLA: With the use of EOTOs and Mock Trials, the class was able to discover the information, precedents, and conclusions of two notable Supreme Court cases. In particular, we highlighted the contents of Plessy v. Ferguson (1896) and Brown v. Board of Education (1954).

Regarding Plessy v. Ferguson, eight students were given their roles as the team’s lawyers. Each side covered the topics of legality, morality, history, and the economy. This method created distinctive arguments for each opposing side, allowing the remaining students to grasp the case’s facts.  

In the following week, another eight students were instructed to serve as representatives in Brown v. Board of Education. These individuals underwent the same process, each presenting their persuasive argument to the court. 

Regarding the EOTOs, groups were able to instruct the class on the Reconstruction Era and the Civil Rights Movement. We highlighted significant events, including the murders of the Three Civil Rights Workers, the rise of African American education, and Standing at the Schoolhouse Door. These presentations provided viewers with additional knowledge on each period, outlining their individual strengths and weaknesses. 

CLAUDE AI

AI - JESSICA: By using the AI tools, I was able to feel more comfortable using AI to help me with my work. By experimenting in class, I was able to get the AI to work for me. When using AI on assignments that were ok to use it on, I was able to see the ethical side of AI. What I mean by this is that by using AI on assignments that allowed it, I was able to see when the right times to use AI are and when it is not ok to use it. For example, assignments that were ok to use AI on were the EOTOs and Trials to help with research and help with putting my notes and research that I gathered into a more organized style.

For example, assignments that were not ok to use AI on were the Movie Reflections because those assignments are supposed to be written by you and about what you learned, what was interesting about the movie, and how it related to our class topic and Era that we are focusing on. AI also helped speed up the research process. I went from taking more than 30 minutes to a couple of hours to now 30 minutes or less. The use of AI also made my research more accurate. I say this because the AI was able to take the key points of my notes and research and find articles, books, videos, etc. that were mainly about my topic and give me the most accurate information on those topics. Overall, from this class, I was able to understand how to make the AI work for me and help with making my notes and words more organized.  

SUMMER ADVANTAGE

SUMMER ADVANTAGE - NYLA: To conclude our four weeks at the Summer Advantage Program, we gained more than simply eight college credits. The 250 students were able to bond, learn, and grow with one another. We grasped direct insights into college realities and how to properly adapt to High Point University.

Throughout our time, we each experienced a few key events, including seeing that our clothes have mysteriously moved in the laundry room, ordering late-night food at The Point, hating the “Follow Me” printers, staying out later than we probably should have, sleeping through all fifteen of our alarms, hearing unexpected knocks on our dorm room doors, creating new friendships, and above all - learning to love our new lives! 

Overall, this program and DIS1000 helped us develop as individuals and college students alike. I am proud of our progress during these past four weeks and our future development in the next four years. Thank you. 

In the Heat of the Night: Reflection

IN THE HEAT OF THE NIGHT: REFLECTION

IN THE HEAT OF THE NIGHT

The 1967 mystery thriller, In the Heat of the Night, showcases a gruesome murder case and the racist ideologies that permeated the South. The primary characters are Virgil Tibbs (Sidney Poitier) and Bill Gillespie (Rod Steiger). These two individuals attempted to solve a local murder involving Phillip Colbert and the town's citizens. 

As seen in the Plessy v. Ferguson (1896) conclusion, the "separate but equal" doctrine was an attempt to segregate white and black citizens. The Supreme Court argued that the doctrine would result in harmony and social stability. On the other hand, In the Heat of the Night showcases the detrimental results of this decision. More prominently, the film highlights the chaos and destruction transpiring after the enactment of these racist ideologies. There were frequent brawls and periods of violence, all with the intent to harm Virgil Tibbs. This concept placed the citizens of Sparta, Mississippi, into utter mayhem. 

Regarding Virgil Tibbs' circumstance, the character was held in an unsettling and discriminatory position. Despite the man's intelligence and proven competence, others still treated him as inferior. He attempted to alter the system with his efforts and success in the Phillip Colbert murder case. As the film progressed, certain officers began to view Tibbs' importance and African American proficiency.

TIBBS AND CHIEF GILLESPIE

With the progression of In the Heat of the Night, the relationship between Det. Tibbs and Police Chief Gillespie evolved. Initially, Deb. Tibbs was seen as the predicted "killer." From there, the character was brought onto the investigation, acting as a key member of the case's conclusion. These changes altered Chief Gillespie's beliefs and attitude toward the African American Northerner. The level of respect grew, causing Chief to physically defend Tibbs and fight off four violent men. Comprehensively, their alteration in relationship directly reflected the future changes occurring within society. As time proceeded, certain citizens became more accepting, straying away from blatant racism. 

DELORES PURDY

Furthermore, women held a prominent place in the movie's value. With the enactment of the Jim Crow laws, women were severely disadvantaged. Men, African American and Caucasian alike, were treated at a higher standard than any woman. This fact is evident through the tribulations of Mrs. Colbert, Delores Purdy, and Mamma Caleba. Their societal dilemmas highlighted their inadequacies. 

Notably, the topic of abortion held prominence in this production. With the Supreme Court's decision to overturn Roe v. Wade (1973) via the Dobbs case, women are currently forced to rely on the decisions of state governments. Today, abortion regulations are delegated to state governments and is no longer considered a federally protected right. This is viewed in Delores Purdy's (a 16-year-old girl) attempt to receive the treatment at the hands of an unlicensed individual. In this era, women were forced to take initiative even in its illegality. Once again, this was considered separate but NOT equal. 

RALPH

Similarly, there were several male characters who were wrongfully accused of criminal activity. This includes Officer Sam Wood and Harvey. Fly-swatting Ralph was the true murderer. Within a system prioritizing the protection of white individuals, these men weren't prioritized or considered "above the law." Additional advantages were reserved for WEALTHY, white men rather than low-income individuals. 

Lastly, the appearance of Mr. Endicott displayed a pivotal moment in the film's composition. In response to an accusation, Mr. Endicott slapped Det. Tibbs with an eventual strike back. From there, Endicott claimed, "There was a time when I could have had you shot." This emotional statement displayed the deep hatred white Southerners had for African Americans. Evidently, the man began crying due to his loss of power and control. Prior to the Civil War, Mr. Endicott was a slave owner and possessed full authority over the lives of his slaves. With the conclusion of the Civil War, he lost these capabilities. 

Overall, In the Heat of the Night left me with pessimistic emotions. This film demonstrated the clear prejudice that persisted in the United States and the bias held toward several individuals.

EOTO: Brown v. Board of Education

EOTO: Brown v. Board of Education (1954)

CASE CONCLUSION

In Talking About Freedom, we completed two mock trials. For our second presentation, class members outlined the Brown v. Board of Education (1954) case. The lawyer teams assembled legal, economic, moral, and historical arguments. This 1954 case consolidated four separate litigations, centered on statutory law. More prominently, it discussed the "separate but equal" doctrine and whether it violates the rights protected by the 14th Amendment. 

CASE QUESTION: "Does the segregation of public education based solely on race violate the Equal Protection Clause of the Fourteenth Amendment?" (Oyez)

BROWN (APPELLANT): For the appellant's argument, the associated lawyers claimed that the "separate but equal" doctrine was unconstitutional. The doctrine was developed during the Plessy v. Fuergon (1896) case. With the enforcement of this ideology, two distinctive school systems developed. One institution is labeled for white students and one is designated for black students. Every individual could identify that these areas were inherently unequal. 

SUPREME COURT OF 1954

Furthermore, these separations were considered economically unsustainable. They represent a clear waste of taxpayer money along with job loss and a deprivation of economic opportunity. Each educational institution requires separate administrations, funding, curriculum materials, supplies, etc. 

Similarly, there was a clear psychological impact, backed by conducted experiments. Researchers took a group of children who attended segregated school systems. The children we given one white doll and one black doll. Consistently, the participants referred to the white doll as good but the black doll as bad. Comprehensively, Brown's representatives argued that these racist systems taught children to reject their own race, an inferiority that continues to follow them. 

Altogether, the appellant's team claimed that states MUST provide equal opportunity under their jurisdiction. 

LAWYER FOR BOARD OF EDUCATION

BOARD OF EDUCATION: On the other hand, the case's appellee is the Board of Education of Topeka, located in Shawnee County, Kansas. The second set of lawyers urged the court to support the "separate but equal" doctrine and its requirement for equal OPPORTUNITY rather than TREATMENT.  Many representatives claimed that the 14th Amendment didn't intend to prohibit school segregation. Instead, it was meant to maintain them. For example, the government developed segregated schools in the District of Columbia. 

Additionally, the Board of Education urged that this case was a Federalism issue rather than a moral, emotional, or psychological argument. The appellant's team highlighted the 60-year precedent of this case, surviving multiple federal and state court cases. Furthermore, these societal normalities have successfully provided structure and stability for both races, effectively serving the population. This tailed everyone's specific needs and circumstances. 

From a moral standpoint, the government is constitutionally prohibited from drafting conclusions on the basis of religion. The First Amendment claims, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof." Therefore, the court is forbidden to rule by a religious doctrine.

NEW INFORMATION: Overall, this mock trial connects past events to today's current struggles. Recently, President Trump attempted to dismantle the Department of Education, claiming that education is a state issue. The Supreme Court sided with the president on the grounds of Federalism. Therefore, the information taught in Talking about Freedom and past historical cases have a direct influence on our current dilemmas.

Ku Klux Klan Documentary: Reflection

Ku Klux Klan Documentary: Reflection

KU KLUX KLAN

In the attached documentary, the history and development of the KKK are adequately outlined. Initially, the discriminatory group consisted of a few friends. Eventually, the assembly grew to more than 10,000 members, surpassing the total number of participants in all other states combined. North Carolina became known as "Klansville USA." This state was considered the most "progressive" in the entire organization. 

In 1915, the film Birth of a Nation was released. This feature justified the actions of the KKK and emphasized their attempt to "protect" white people. The Klan was depicted as heroic and an effort to stand up against African Americans. Similarly, the KKK promoted white supremacy and the concept of "100% Americanism."

Following the Civil War and the movie, The Birth of a Nation, the group was revitalized. Presumingly, the Ku Klux Klan began with attempts at non-violence and witnessed the public's overwhelming reaction, progressing into terror. The group successfully murdered people, threw them off bridges, and hung them from trees.  

CAPITAL MARCH

The Ku Klux Klan served as a spokesperson for citizens who saw their lives threatened...

In the 1920s, the KKK prospered in surprising areas, specifically Denver. On August 8, 1925, 50,000 people marched to the capital, 4 million Americans claiming membership. On the other hand, the Klan experienced power struggles and bad press during the 1930s. This resulted in tearing the group apart. Later, public schools were ordered to integrate, causing the Klan to return. The group claimed that they "saved the South twice."

CROSS BURNING

In 1963, Bob Jones became the "grand dragon" of the KKK. Jones had a prevalent naval history with an eventual discharge. Jones refused to salute a black officer and faced the resulting consequences. Throughout his life, people frequently referred to Jones as "white trash." These notions powered his hatred for African Americans and his role in the prosperity of the KKK.

With a multitude of leadership and societal influence fluctuations, the KKK still attempted to suppress the identification of African Americans. The group conducted immoral actions, including burning the Cross, reciting the Pledge of Allegiance, etc. These individuals openly voiced their twisted ideologies and racist principles. 

Comprehensively, this documentary provided additional insight into the KKK, along with surprising information. In particular, I was unaware of the Klan's initial "innocence" and their growth from non-violent political organizations, formally known as white citizen councils. Based on the documentary, the group noticed the social response and expanded into violent activity. Additionally, I was surprised by the connection between historical events and the political influence of the KKK. A few particular examples include the murders of Three Civil Rights activists, the 16th Street Baptist Church bombing, and the killing of Emmett Till. Overall, this organization has a direct effect on our nation's history and the systemic racism that lies within. 

Green Book: Reflection

GREEN BOOK: REFLECTION

GREEN BOOK

The 2018 film Green Book, directed by Peter Farrelly, showcases the complex relationship between an African American and an Italian-American man. The primary characters include Tony Lip (Viggo Mortensen) and Dr. Donald Shirley (Mahershala Ali). Together, the pair traveled into the Deep South for Shirley's musical career. Tony was hired as the musician's defender. 

More prominently, the themes and events of Green Book uncovered societal racism in the 1960s. This film encouraged the contemplation of our nation's development and the severity of racial division. Prior to the 1960s, the United States was informally divided into the Northern and Southern states. Each area had drastically different beliefs on slavery and its role in society. Following the Confederacy's defeat, slavery was outlawed. The Reconstruction Amendments assisted in the development of African American rights and their official "freedom." Simultaneously, the Jim Crow Laws and Black Codes attempted to reintegrate slavery, hindering American progress. 

TONY LIP AND DONALD SHIRLEY

More prominently, my knowledge of U.S. history and the information provided in Greenbook opened up a series of questions...

(1) How did the government effectively pass the Jim Crow Laws and Black Codes? (2) Why was racism such a prominent piece of our nation's history? (3) How come we made such progress, then attempted to return to slavery? (4) Will racism ever cease to exist?  

Regarding Mahershala Ali's character, he was portrayed as a calm, introverted, poised, and intelligent individual. Don Shirley's disposition debunked common stereotypes associated with African American men and their contribution to society. Shirley was an extraordinary pianist, hired to perform for many wealthy white families. With the film's progression, Shirley developed into a more open-minded and accepting individual, acknowledging his friendship with Tony. Similarly, Don learned how to defend himself and rise against oppressors. Lastly, his line, "If I'm not black enough, if I'm not white enough, if I'm not normal enough, then what am I?" showcased his internal insecurities. As a knowledgeable and talented African American man, he was ostracized by the public, still treated as inferior. 

DON SHIRLEY

Furthermore, Tony Lip was a character of extreme importance. Originally, he was considered a prejudiced individual, opposing the value of African Americans and their public integration. These biases were seen once Lip disposed of two glasses used by black repairmen. This was a primary example of discriminatory thinking and a restrictive mindset. As his journey continued, Tony became less restrictive and more empathetic. Traveling with Don made him consciously aware of the struggles faced by African Americans, adding to his protection of Shirley. The evolution of Tony's character pointed toward the future and the progress of coming generations. The character's mindset shift showed the possibility for others to develop and alter their prejudices. 

Additionally, if I were a Black musician/artist/writer and facing discrimination, I would boycott these confinements. Protesting efforts are considered influential to the development of humanity, as seen through the Boston Tea Party (1773), the Women's Suffrage Parade (1913), and the Civil Rights Movement Marches (1963-1965). On the other hand, I completely understand why an individual would prefer to remain silent. During this period, African American lives were threatened by the violence and intimidation of others. 

If the initial effort failed, I would attempt to flee and discover success in Europe. One's monetary stability and livelihood are vital. Therefore, this course of action could be potentially beneficial. 

Comprehensively, American arts and culture would be vastly different if segregationists had succeeded. African Americans have served as vital additions to our cultural heritage. These individuals developed musical classifications such as jazz or gospel. In addition, they were beneficial to the artistic world, notably Edmonia Lewis and Henry Ossawa Tanner. Each aspect of American culture has been positively influenced by African Americans. Overall, this group made a remarkable impact on the nation's culture, as viewed throughout the film Green Book.

EOTO: The Three Civil Rights Workers

The MURDERS of Chaney, Goodman, and Schwerner

A Tragic Chapter in Civil Rights History

BODIES DISCOVERED

INTRODUCTION:

Good morning. Today, I plan to discuss one of the most tragic events in Civil Rights history - the Mississippi murders of James Chaney, Andrew Goodman, and Michael Schwerner (Freedom Summer of 1964). This event revealed the extreme violence that civil rights workers endured, altering how America viewed the struggle.

BACKGROUND AND CONTEXT: 

In the summer of 1964, hundreds of activists traveled to Mississippi for "Freedom Summer," a voter registration campaign in one of America's most segregated states. Mississippi had effectively disenfranchised Black voters through poll taxes, literacy tests, and violent intimidation.

 (1) James Chaney was a 21-year-old Black civil rights worker from Mississippi. (2) Michael Schwerner was a 24-year-old white social worker from New York. (3) Andrew Goodman was a 20-year-old white college student. These three were working together to register Black voters and investigate the burning of the Mount Zion Methodist Church (Neshoba County).

MURDER IN MISSISSIPPI

THE EVENTS OF JUNE 21, 1964:

On June 21, 1964, the three activists drove to investigate the church burning. Upon their return, the group was stopped by Deputy Sheriff Cecil Price for "speeding" (allegedly). This "routine" traffic stop was an orchestrated plan involving local law enforcement and the Ku Klux Klan.

The three men were arrested and held in the Neshoba County jail. After their release that evening, they were followed by Deputy Sheriff Price and members of the KKK. The activists were forced off the road, abducted, and driven to a remote location. From there, they were tortured and murdered.

THE CONSPIRACY AND COVER-UP: 

The local law enforcement's involvement was completely disheartening. Deputy Sheriff Cecil Price wasn't just a bystander - he was an active participant in the conspiracy. This revealed how embedded white supremacist violence was, specifically in the institutions meant to protect citizens.

For 44 days, the three men were listed as missing. The FBI launched one of its largest investigations, involving 200 agents. The bodies were finally discovered on August 4, 1964, buried in an earthen dam. The investigation revealed that James Chaney, the only African American among the three, was beaten more severely than his companions before being killed.

MARTIN LUTHER KING JR.

 SYSTEMIC FAILURES AND CONSEQUENCES:

This tragedy exposed critical failures in the American justice system. It demonstrated how local law enforcement could be completely compromised by white supremacist ideology and revealed the inadequacy of federal protection for civil rights workers.

The federal government's response was limited by jurisdictional issues. Since murder was a state crime and Mississippi authorities refused to prosecute, the federal government relied on civil rights violations. In 1967, seven defendants were convicted of federal civil rights violations, but none served more than six years in prison.

It wasn't until 2005 - 41 years later - that Edgar Ray Killen, a key organizer, was finally convicted of manslaughter by a state court. This delay demonstrated the long-term failure of the justice system to address these crimes adequately.

CONCLUSION:

The murders of Chaney, Goodman, and Schwerner became a turning point in the Civil Rights movement. Their deaths helped galvanize national support for civil rights legislation while exposing the extreme violence that civil rights workers faced daily. However, this tragedy also revealed deep institutional failures - from compromised law enforcement to inadequate federal protection to a justice system that failed to deliver timely accountability.

The fact that it took over four decades to achieve some measure of justice illustrates how deeply embedded these systemic problems were in American society. Their story remains a powerful reminder that progress toward justice often comes at the highest cost. Thank you.

SOURCES: 

• U.S. Department of Justice, Civil Rights Division
• Federal Bureau of Investigation
• PBS American Experience
• EBSCO Research Starters
• Zinn Education Project
• CBS News
• Washington Post

AI USAGE: Claude AI conducted proper research and placed the information into script form. I edited the document, adding important information, links, and images.