Talking about freedom reflection

When I first walked into Professor Smith’s class, I thought I already had a general idea of what freedom meant in American history. I understood the big moments the end of slavery, the Civil Rights Movement and the laws that reshaped the nation. But as the semester went on, I realised how much of the story I had only seen on the surface. Through a combination of timelines, blogging and EOTO presentations this class pushed me to think deeper about what freedom actually looked like, who had access to it and how often it was limited or taken away.

One of the most impactful assignments for me was the creation of historical timelines. Laying out events in order opened my eyes to the uncomfortable truth that freedom after slavery did not equal equality. I had never fully understood how quickly newly gained rights could be restricted again. Seeing the rapid emergence of Jim Crow laws only a few years after emancipation was shocking. It painted a clearer picture of how systems of discrimination were rebuilt, just in different forms.

Sharecropping especially stood out to me. Learning how formerly enslaved people were forced into contracts that kept them trapped in poverty for generations helped me recognise that freedom can be fragile when economic power is so uneven. It was heartbreaking to see how closely sharecropping resembled the conditions of slavery, simply repackaged to fit a new era. Yet what inspired me most in these timelines was not just the struggle it was the resilience. Despite every barrier placed in their way, people continued to fight for their rights, organize their communities and push the country closer to the ideals it claimed to stand for. That persistence became one of the central themes of the course for me.

The blog assignments also played a major role in shaping my learning experience. Instead of writing long, overwhelming essays, blogging allowed me to slow down and reflect on each topic with more intention. The shorter, focused posts helped me clarify my thinking and express my ideas more directly. Publishing my writing online gave everything a more professional feel like my reflections were meant for a real audience, not just for a grade. Over time, I could actually see my writing improving. I became more confident not only in my ability to structure a response but in how I connected my thoughts to the larger themes we discussed in class. Blogging made the course feel more personal and creative, which helped me understand the material on a deeper level.

Another assignment that stood out was the EOTO project. This activity was unlike anything I had done in history classes before. Instead of simply being the learners, we became the teachers. Doing independent research transformed the topics from distant historical facts into something much more engaging and meaningful. Presenting in front of the class challenged me to explain information clearly and confidently, and it pushed me to really understand the material rather than just memorize it. Teaching turned out to be one of the most effective ways to learn and it gave me a sense of ownership over the subject.

Overall, Professor Smith’s class fundamentally changed the way I think about American history and the ongoing struggle for freedom and equality. It also helped me grow in many important skills writing, collaboration, public speaking and critical thinking. Most importantly, it showed me how history connects to the present. The systems, stories and struggles we studied are not just part of the past, they continue to shape the world we live in today. This class reminded me how essential it is to pay attention to those who fought for change and to recognize the work that still needs to be done.