Final Blog Post

Roberts Hall, HPU

This semester at High Point has been my first, and it has already been one of the most meaningful and engaging learning experiences I’ve had. From the very first day, it was clear that this class was about far more than memorizing dates or reciting facts, but about understanding the ideas, struggles, and stories that have shaped our country.

Dr. Smith has a way of bringing history to life. He challenges us to think critically, ask questions, and explore beyond the surface of events. His teaching encourages reflection and curiosity, and he consistently pushes us to consider not just what happened, but why it mattered and how it connects to both the founding of America and our present.

One of the most impactful aspects of the class has been learning about the Jim Crow era and the Civil Rights movement. Studying segregation, the 13th, 14th, and 15th Amendments, and the ways laws and social customs enforced racial inequality helped me understand how deeply systemic racism shaped society. Learning about events like the 16th Street Baptist Church bombing in Birmingham, the Freedom Rides, and the sit-ins (which I previously was unaware of) brought these struggles to life. These events made me realize the courage and determination required to fight injustice in the face of violence and oppression.

March on Washington

What I learned most vividly is how entrenched segregation and discrimination were, and how laws and customs worked together to maintain inequality. I was surprised by the scale of resistance to Civil Rights, even after legal protections were supposedly in place. I was shocked by the violence activists faced, from bombings to beatings, and the risks ordinary people took just to demand basic human rights. At the same time, I was inspired by the resilience of activists who used nonviolent protest, legal challenges, and community organization to push for change.

Participating in EOTOs was especially powerful. Teaching classmates about historical events forced me to process and explain the material deeply, and hearing others perspectives helped me see new angles I might have missed. The EOTOs highlighted how sharing knowledge strengthens understanding and reinforces the idea that learning is collaborative, not just individual.

Brown v. Board lawyers

Another experience that made the history feel real was observing mock trials, like for Brown
v. Board of Education. Seeing classmates go over arguments, evidence, and reasoning behind the Supreme Court case helped me understand the stakes and strategies involved in challenging segregation. It made the law tangible and showed how activism, legal reasoning, and public awareness work together to create change. Experiencing history in this interactive way made me realize how much effort and courage went into dismantling systemic inequality.

Beyond these specific experiences, this class helped me develop a deeper understanding of history as a lens to examine the present. I began to see patterns in how social change occurs, how laws interact with societal attitudes, and how ordinary individuals can influence history. Dr. Smith encouraged us to think critically about consequences and the importance of standing up for justice, even when it is dangerous or unpopular.

Overall, this first semester at High Point has taught me that history is more than memorization, but that it is a way to understand human struggle, resilience, and the ongoing pursuit of justice. Learning about the Jim Crow era, Civil Rights activism, participating in EOTOs, and observing mock trials highlighted both the brutality of oppression and the power of collective action to overcome it. These lessons showed me that fighting for equality is difficult but essential, and that progress is fragile without active effort and vigilance.

I am grateful for the opportunity to learn in this class and for Dr. Smith as a teacher. His guidance and passion made history feel real, relevant, and alive. The lessons I’ve gained about the struggles of the past and the importance of reflection, collaboration, and action will stay with me long after the end of the semester. They remind me that understanding our history is essential for shaping a better, more just future, and that progress, while often difficult and fragile, is always worth pursuing.

Brown v. Board of Education - Mock Trial Reaction

 Students and their parents who initiated the landmark Civil Rights lawsuit

The landmark case of Brown v. Board of Education represented a fundamental challenge to the constitutional framework of American public education. Brought under the Fourteenth Amendment's Equal Protection Clause, parents sued school districts on behalf of their children, arguing that racially segregated schools inherently violated constitutional guarantees of the "separate but equal" treatment listed in Plessy v. Ferguson. This litigation would ultimately force the Supreme Court to reconsider whether the nation's commitment to equality could coexist with the doctrine of "separate but equal."

Lawyers George E.C. Hayes, Thurgood
Marshall, & James M. Nabrit, Jr.

The Challenge to Segregation

As I examined classmates arguments on the side fighting for Brown, I found it rested on a comprehensive rejection of educational segregation. They contended that separating children in public schools based on race violated fundamental constitutional principles established by the Fourteenth Amendment. Their case directly challenged Plessy v. Ferguson, the 1896 decision that had enshrined the "separate but equal" doctrine into American law.

For decades, this doctrine had relegated Black children to demonstrably inferior educational facilities. The evidence presented by one classmate showed stark disparities: white schools received $43 per pupil annually while Black students received only $17. Black schools operated with fifty students per teacher, and the school year was deliberately shortened to allow those same black children to work in agricultural fields. These conditions, the plaintiffs argued, proved that separate had never truly meant equal.

The Moral and Psychological Dimensions

Kenneth Mark observing a child
playing with a Black and White doll

Beyond material inequalities, I observed how classmates introduced psychological evidence demonstrating segregation's harmful effects on children. Studies like the doll test were brought up and revealed how segregation damaged Black children's self-perception and sense of worth. The argument extended to moral philosophy: civil law derives legitimacy from moral law, and segregation fundamentally contradicted principles of human dignity and equality. 

Religious and ethical arguments from other classmates also reinforced this position. The plaintiffs invoked universal principles, that God created all people equal, that individuals possess unalienable rights, and that one should love one's neighbor as oneself. They challenged segregation's defenders with a simple question: would you impose on your own children what you impose on Black children? I found these arguments framed segregation as denying a dignity that no legitimate government could withhold.

The Defense of Precedent and Tradition

A waiting room seperated for African Americans

The Board of Education mounted its defense on established legal precedent and social custom. For nearly six decades, Plessy v. Ferguson had governed American law, and until explicitly overturned, it remained binding. States had long maintained separate school systems under this framework, and the defendants argued that constitutional protections extended to rights, not emotions.

They emphasized historical and cultural norms stretching back beyond the 1800s. Segregation reflected longstanding patterns of social "organization", and these established systems provided stability and cohesion within communities. The defense maintained that equal protection required equal facilities, not social mixing or identical appearances.

State Autonomy and Community Control

Linda Brown, the child at the center
of the Brown v. Board case

Central to the Board's argument was the principle of local governance. Each community, their side contended, should structure schools according to its own values and preferences. Children learn best in environments shaped by familiar traditions, and forced integration might cause more harm than progress, creating instability for students of both races.

The defendants noted that many states had already invested in improving the equality of their separate facilities. Operating within established legal precedent for decades, these systems represented constitutional exercise of state authority and community autonomy.

Reflections on Justice and Progress

Mothers and children protesting the mixing of 
schools in Birmingham, Alabama

In my assessment of this mock trial, I believe the side in favor of Brown presented the more compelling constitutional argument. While the Board's defense of precedent and local autonomy possessed legal merit, it fundamentally failed to address the material inequality and psychological harm that segregation inflicted upon Black children, as well as natural human morals and sensitivity. The economic evidence alone, presented as the vast funding disparities and shortened school years, demonstrated that "separate but equal" was a legal fiction rather than a lived reality.

What struck me most powerfully was the moral dimension of the plaintiffs' case. Their invocation of human dignity, universal ethical principles, and especially religion elevated the discussion for me beyond mere legal technicality to fundamental questions of justice. When we honestly confront the question they posed. Would we impose such conditions on our own children? The answer reveals segregation's inherent injustice. Legal precedent, no matter how long-standing, cannot legitimize a system that denies children equal opportunity based solely on race. This trial underscored that progress often requires the courage to acknowledge when tradition has perpetuated injustice, and to choose constitutional ideals over comfortable custom.

AI Disclosure: This blog post was written using ClaudeAI. After taking notes on classmates arguments during a Mock Trial in class, I uploaded them to ClaudeAI, asking it to create a blog post. I then reworded some of the text to make it easier to understand, added subheadings, photos with captions, and embedded links into the post.