...Schooner Amistad, Dred Scott v. Sanford, and Albeman v. Booth were three court classes that had a major significance in impacting the status of both free and insullted Blacks in the United States. In the Schooner Amistad case Africans slaves onboard the Schooner La Amistad rebelled and killed the captain of the ship. After killing their captain they then demanded going back to Africa, but instead they ended up near Long Island, New York. The result of the case was that the transporting was going against many laws and treaties. The court ruling was that these men were free and that they were just fighting for their freedom. The Schooner Amistad case played a major significance because this gave Africans this gave the right to take any measure possible to secure their freedom. Dred Scoot v. Sanford was another court case that had a major significance on the United Stated....
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...Multiple Protagonists and No Concise Antagonist Result in a Heartfelt Film The 1997 Steven Spielberg film, Amistad, the Hollywood strategy of having multiple protagonists in one film is exercised to perfection. This situation happens many of times in movies. But the fact that it happens in Amistad is noteworthy due to the fact this movie, a movie about the happenings of the trial after a slave mutiny aboard a Spanish transatlantic slave ship, contains a protagonist that was neither aboard the ship, nor is he black. The other protagonist in the movie was a slave on the ship, and a good portion of the movie depicted his plight both during the mutiny and during the trial that made the audience want to be on his side throughout the film. There is no clear cut antagonist in this film. Is it the nation of Spain who wants its “property” back? Could it be the two Spaniards that were the only surviving “victims” of the mutiny? Or better yet could it be the finders of the ship La Amistad? No, in fact the antagonist is actually an establishment. The first thirty minutes or so of Amistad starts out with the mutiny that takes place aboard the ship La Amistad. This dramatic scene shows vivid detail in attempt to bring the audience into the realm of the ship. Here the audience is introduced to Cinque, the leader of his tribe, who in the opening moments of the film uses his bloody hands to meticulously pick the lock to his shackles during a mid-ocean storm. It starts with...
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...Amistad: Film and the book. After watching the film Amistad and read the book of this story, I feel like they are both valuable to study the history of America in 1840s. Meanwhile, from my point of view, the book is more academical than the movie while the movie can give you a quick idea about what is really going on in the story and you can feel the story more directly than the book. Now, let’s compare them in different aspects. 1.What can the student more readily learn from the film as opposed to the book? After watching the movie, the first thing that I feel different from the book is the mood that those actors behaved were really shocking. From the movie, we can directly feel the eager of those black people whom lead by Cinque want to regain...
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...ensnared in the Atlantic slave trade struck out for freedom. They had been captured, sold into slavery, carried across the ocean, sold again, and they were being transported on what was, for millions of Africans, the last leg of the slave trade when they found the chance to seize the initiative. One of them, a man the world would come to know as "Cinque," worked free of his chains and led a shipboard revolt . The vessel they won was a schooner that had been named, in a grim bit of irony, the Amistad ("Friendship"). The Africans tried to force two Cuban survivors to sail them back to Africa, but the Amistad wound up instead in U.S. waters, just past Long Island Sound, where the Africans were again taken into custody. Spain promptly demanded their extradition to face trial in Cuba for piracy and murder, but their plight caught the attention of American abolitionists, who mounted a legal defense on the Africans' behalf. The case went through the American judicial system all the way up to the Supreme Court. The Amistad Case became one of the most important slavery cases that the nation had ever seen. A case that would not only bring different anti-slavery groups together, but a case that would prove to be a corner stone in the fight against slavery. It would prove to be a case that would have many influential people step in or try to, including the president of the U.S., martin Van Buren, and a former president, John Quincy Adams. Both cases were strong and provable, but it would be the...
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...Just like his father John Quincy Adams will always be labeled as a one-term president. Unfortunately for John Quincy Adams he never really had a shot of becoming a great president because Congress shot all of his ideas down. He came into presidency at a very tough time with sectionalism and his enemy Andrew Jackson already campaigning for the election of 1828. With a combination of all those things and other ideas Andrew Jackson defeated Adams in the election of 1828. Ironically the same Congress that played a big part in his failure as a president he worked for until he died. One of his biggest events as a Congressman in Massachusetts was in 1841 when Adams went before the Supreme Court on behalf of African American slaves who revolted and...
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...Amistad Essay Questions 1 There are several different facts of the Amistad case including African slaves were bought and then brought from Cuba to the United States. John Quincy Adams was against slavery. The District Court ruled that the Africans be turned over to the President and be sent back to Africa.The slaves were accused of murder and seen as cargo. The constitutional issues included rule of law, the independent judiciary, freedom of speech, trial by jury, popular sovereignty, and freedom of religion. In 1839 the 53 slaves that were bought were illegally bought. Since the slaves were seen as cargo, they were locked under the ship tied up in shackles. Some of them were able to break free from their shackles and take over the ship to try to go in the right direction, the way they came from. The slaves killed the captain and the cook then a few of the...
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...Skill Level 1 The Amistad Trials A: With the Amistad Trials, there were no names mentioned for the defendants but there were fifty-three black men that were on board the Amistad that had managed to free themselves from their chains. They found a knife in the hold and they used it to take command of the ship and murdered the captain. http://www.hlla.com/reference/lawinamerica.html B: The fifty-three Africans were arrested on charges of murder and piracy, and they were taken and held in the county jail in New Haven, Connecticut. http://www.hlla.com/reference/lawinamerica.html C: The judge stated that the United States did not have jurisdiction over the murder and piracy charges because the offenses occurred in a Spanish ship, sailing in Spanish waters. They only gave this ruling because the Africans didn’t speak English. Once the Africans found an interpreter and told their horrific story to the judge. After that, the judge ruled that the Amistad Africans were "born free and ever since have been and still of right are free and not slaves." The United States attorney filed an immediate appeal, and the case of the Amistad was destined for the United States Supreme Court. http://www.hlla.com/reference/lawinamerica.html Charles Manson Trial A: With the Charles Manson Trails, there were the four defendants of Charles Manson, Patricia Krenwinkel ("Katie"), Leslie Van Houten and Susan Atkins (aka Sadie Mae Glutz) http://www...
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...their revolt was successful, could return to their homes or regain their freedom (Hines,2016). Even so, there are more than 500 reported revolts aboard slave ships during the Atlantic slave trade. Historian Joseph E. Holloway has made the following estimates. Between 1500 and 1859, ten to 15 million were transported to the Americas along the Middle Passage; 10% to 50% of them died en route. Of those who died at sea, one in 15 died in an attempted revolt. According to these figures, the bloody toll of slave revolts at sea kept 660,000 to 1,000,000 Africans from entering the bonds of slavery on land in the Americas (Douglas,2015). One famous and well-noted revolt took place on the Amistad in 1839, where 53 Africans who were purchased by Don Jose Ruiz and Don Pedro Montezled in Cuba, led by a slave named Senbe Pieh revolted and took over the ship killing most of the crew and its captain. The Africans forced Don Jose Ruiz and Don Pedro Montez to take them back to Africa but ended up in Montauk Point, Long Island in New York State. After two historic court cases, the later in which the slaves were represented by former President John Quincy Adams who won a Supreme Court decision which paved the way for them, 35 Amistad Africans to return home to Sierra Leone. The revolt of the Amistad Africans is not the norm as noted earlier many of the revolts even if successful did result in the Africans regaining their freedom or returning back to Africa. As a result of the threat of this type...
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...One of the final scenes in the 1997 film Amistad is President John Quincy Adams’s appeal to the Supreme Court of the United States in his effort to argue for the release and freedom of the Africans. His argument to the Court is composed of various rhetorical strategies that make it persuasive and effective. Throughout his appeal, Adams implements the notable Aristotelian rhetorical elements of ethos, logos, and pathos, each contributing significantly to strengthening the logic and persuasiveness of his assertions. In his opening remarks to the Court, Adams states: “This is the most important case ever to come before this court. Because what it, in fact, concerns is the very nature of man.” In this instance, Adams appeals to logic (logos),...
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...Society: Through the View of Many People African-Americans, Whites, Asians, Indians, Chinese, Japanese, and etc…They are all classified as ethnicities, that are judged every day in some shape or form. From day one to now I’ve learned more through the class of “Black World Studies” taught by Professor Coates. Coates gave me the intelligent insight on how Africans-Americans were able to succeed through the tough times of learning even when they could die from learning how to read. It was a sacrifice the slaves had to do that the time. When I read more articles and watched more movies, it showed determination, courage, heart, and attitude. When reading, it switched to a period of slavery to a period of the Civil War. After that I came to an author named Jared Diamond that gave his view on the world of slavery. In the article “How Africa Became Black” by Jared Diamond he argues that diversity resulted from the geography of Africa. Africa is home to five major human groups, blacks, whites, African Pygmies, Khoisan, and Asians. Thirty percent of the world’s language is in Africa. But as the years goes on were losing about 2 per week. Soon as the world gets older there wouldn’t be any languages in Africa. As race continues to grow in Africa there will be different types of languages being made and the previous groups (ethnic groups of language) wouldn’t exist anymore. As said in paragraph 8 of “How Africa Became Black” races are stereotyping, from Black to White, to putting the Zulu...
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...Slavery shaped every facet of the daily life of those living in the old south and even those living in the Northern Stares. Focusing primarily on the Old Southern States it is easy to see that slavery heavily affected the social, economic, religious, and political aspects of old southern life. To begin, the economic effect that slavery had on the southern states were numerous. Slavery allowed for enormous profits to be made by the America. The free labor used to pick cotton and other crops made it very profitable for the plantation owners and the owners of factories in the northern states. Another economic effect was the development of the south. Because slavery made it so profitable to continue an agricultural society, the south found very little use for industry and following the example set by the North. The social effects of slavery were also varied. One of the most important was the structure of society. The South was primarily agricultural because it was so profitable. It was therefore not necessary to develop an industrial base for society. Another social effect was the racism created by slavery. This contempt created between the races was a result of the institution of slavery. The effects of this racism were perpetuated throughout society for a very long time and are seen in our not too distant past. Religion was also affected by slavery. The result of slavery on religion was the creation of new beliefs and traditions. The slaves in the south were exposed...
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...Why should our elementary school children study history? There is no doubt that the primary purpose of schooling is to prepare students to function effectively in the world, and thereby to assist society to function effectively as well. We study the past in school not because students need to know a collection of old facts, but because history helps them understand how the world works and how human beings behave. Knowledge of the past is required for understanding present realities. When people share some common knowledge of history, they can discuss their understandings with one another. What does history give?Human self-awareness is the very essence of history. Arnold Toynbee said, “History is a search for light on the nature and destiny of man.” R.G. Collingwood wrote, “History is for human self-knowledge…the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is. Psychologist Bruno Bettleheim asserted that human self-knowledge is the most important role of education.” Most of all, our schools ought to teach the true nature of man, teach about his troubles with himself, his inner turmoil and about his difficulties in living with others. They should teach the prevalence and the power of both man’s social and asocial tendencies, and how the one can domesticate the other, without destroying his independence or self-love.” Read more: http://socyberty.com/education/teaching-history-is-important/#ixzz21GQnYhj0 ...
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...Women and their forgotten role in Slavery Nigel Sadler Sands of Time Consultancy Often when the history of slavery is studied the argument is over whose history is being told. This debate rarely goes beyond whether it is the history as written by or about the white or black involvement. There is often an assumed male history. History books mainly reflect the involvement of men. The abolitionists (Clarkson and Wilberforce), the Slave traders (Canot) and the enslaved (Equaino). In portrayal of enslaved people, men appear more frequently. In the movie Amistad it is told from the point of view of Cinque; in the TV series Roots it follows Kunta Kinte. This male dominated history fails to acknowledge, belittles and devalues the role of women at all levels of slavery. What about the female slave traders, slave owners, enslaved females, female rebels and abolitionists? Are they really invisible? Verene Shepherd, in Women in Caribbean History states that up until the 1970s Caribbean books neglected women because early historians looked at colonisation, government, religion, trade and war fare, activities men were more involved in. Also some historians felt that women’s issues did not merit inclusion and where women could have been included, such as slave uprisings, their contributions were ignored. Shepherd believes changes occurred with the influence of women’s groups who tried to correct the gender neutral or male biased history. There was also a shift into social history...
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...THE FIRST FILIPINO Republie of the Philippines Department of Education & Culture NATIONAL HISTORICAL COMMISSION Manila FERDINAND E. MARCOS President Republic of the Philippines JUAN L. MANUEL Secretary of Education & Culture ESTEBAN A. DE OCAMPO Chairman DOMINGO ABELLA Member HORACIO DE LA COSTA, S. J. Member GODOFREDO L. ALCASID Ex-Oficio Member TEODORO A. AGONCILLO Member EMILIO AGUILAR CRUZ Member SERAFIN D. QUIASON Ex-Oficio Member FLORDELIZA K. MILITANTE Exccutive Director RAMON G. CONCEPCION Chief, Administrative Division BELEN V. FORTU Chief, Budget & Fiscal Division JOSE C. DAYRIT Chief, Research & Publications Division AVELINA M. CASTAÑEDA Chief, Special & Commemorative Events Division ROSAURO G. UNTIVERO Historical Researcher & Editor EULOGIO M. LEAÑO Chief Historical Writer-Translator & Publications Officer GENEROSO M. ILANO Auditor JOSE RIZAL (1861-1896) THE FIRST FILIPINO A Biography of José Rizal by LEÓN Ma. GUERRERO with an introduction by CARLOS QUI R INO ( Awarded First Prize in the Rizal Biography Contest held under the auspices of the José Rizal National Centennial Commission in 1961) NATIONAL HISTORICAL COMMISSION Manila 1974 First Printing 1963 Second Printing 1965 Third Printing 1969 Fourth Printing 1971 Fifth Printing 1974 This Book is dedicated by the Author to the other Filipinos Speak of me as I am; nothing extenuate, Nor set down aught in malice, Shakespeare: °the/Lo. Paint my picture truly like me, and not flatter me at all ; but...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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