Black Mutiny on the Amistad 293
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“Bicentennial Speeches (2)” of the Ron Nessen Papers at the Gerald R
The original documents are located in Box 2, folder “Bicentennial Speeches (2)” of the Ron Nessen Papers at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Ron Nessen donated to the United States of America his copyrights in all of his unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. Digitized from Box 2 of The Ron Nessen Papers at the Gerald R. Ford Presidential Library THE WHITE HOUSE WASHINGTON June 28, 1976 MEMORANDUM FOR ROBERT ORBEN VIA: GWEN ANDERSON FROM: CHARLES MC CALL SUBJECT: PRE-ADVANCE REPORT ON THE PRESIDENT'S ADDRESS AT THE NATIONAL ARCHIVES Attached is some background information regarding the speech the President will make on July 2, 1976 at the National Archives. ***************************************************************** TAB A The Event and the Site TAB B Statement by President Truman dedicating the Shrine for the Delcaration, Constitution, and Bill of Rights, December 15, 1952. r' / ' ' ' • THE WHITE HOUSE WASHINGTON June 28, 1976 MEMORANDUM FOR BOB ORBEN VIA: GWEN ANDERSON FROM: CHARLES MC CALL SUBJECT: NATIONAL ARCHIVES ADDENDUM Since the pre-advance visit to the National Archives, the arrangements have been changed so that the principal speakers will make their addresses inside the building . -
Amistad Movie Script in PDF Format
Scripts.com Amistad By David Franzoni Page 1/43 Por favor! Si. Dolly! Dolly! Lay up, Mr. Packwood! Aye, aye, sir! Straight ahead! Fire over their heads! Open the gate! Come on, come on, come on! Move along, now! Move along! - Forward! Move along! - Keep it going! Get along! Get moving! - Don't stop there! Keep moving! - Make way for the stinking heathens! All right, move on. Lock 'em up! Gates! Gates! Gates! Push 'em in! Mr. President! What? Seor Calderon. Yes, all right. Not now. - It is a matter of importance, sir. - God bless you all! I'm trying to drink my brandy after a very long day. I simply wasn't certain whether this was something you wanted to take care of personally. Leder, there are what, four million Negroes in this country? Why on earth should I concern myself with these forty-four? Hmm? Well, there are reasons. I don't care how. You just take care of it. The ship is Amistad. It's too small to be a transatlantic slaver. They're plantation slaves, then? West Indians? Page 2/43 Not necessarily. At least they certainly don't look it. Not from the glimpse I caught of them on their way to jail. They have these... scars. - Scars? - Yeah. They were first detained by officers of a brig off Long Island. They were conveyed to New Haven - under what authority, I don't know - and given over to the local constabulary. About forty of them, including four or five children. The arraignment is day after tomorrow. -
What Was the Significance of the Amistad Rebellion for Enslaved People and for All Americans?
BACKGROUND INFORMATION THEME 1 THEME 2 THEME 3 What was the significance of the Amistad rebellion for enslaved people and for all Americans? In February 1839, Portuguese slave hunters of Slaves of 1807. Former president John Quincy captured hundreds of African people in Adams would ultimately represent the Amistad Mendeland, in what is today Sierra Leone, and captives before the U.S. Supreme Court. transported them across the Atlantic for sale at a During the 18 months that the case made its way Cuban slave market. Many nations had outlawed through U.S. courts, the African people worked the international slave trade by this time, but it with a translator and studied English so they could was a profitable industry that persisted illegal- tell their story in their own words. They became ly. In Havana, Spanish plantation owners Pedro powerful advocates on their own behalf, testify- Montes and Jose Ruiz purchased 53 of the ing in court and writing letters demanding their captives—including four children—and forced freedom. In one letter to his lawyer, John Quincy them aboard the schooner La Amistad. Adams, 12-year-old Kale—the lone boy aboard As the ship sailed toward the site of the enslavers’ the Amistad—wrote: “Dear friend Mr. Adams, you plantations in Puerto Principe, Cuba, the Africans have children, you have friends, you love them, feared for their lives. Led by Sengbe Pieh (also you feel very sorry if Mendi people come and take known as Joseph Cinqué), they organized a revolt. all to Africa… [Americans] say we make you free. -
Download the List of History Films and Videos (PDF)
Video List in Alphabetical Order Department of History # Title of Video Description Producer/Dir Year 532 1984 Who controls the past controls the future Istanb ul Int. 1984 Film 540 12 Years a Slave In 1841, Northup an accomplished, free citizen of New Dolby 2013 York, is kidnapped and sold into slavery. Stripped of his identity and deprived of dignity, Northup is ultimately purchased by ruthless plantation owner Edwin Epps and must find the strength to survive. Approx. 134 mins., color. 460 4 Months, 3 Weeks and Two college roommates have 24 hours to make the IFC Films 2 Days 235 500 Nations Story of America’s original inhabitants; filmed at actual TIG 2004 locations from jungles of Central American to the Productions Canadian Artic. Color; 372 mins. 166 Abraham Lincoln (2 This intimate portrait of Lincoln, using authentic stills of Simitar 1994 tapes) the time, will help in understanding the complexities of our Entertainment 16th President of the United States. (94 min.) 402 Abe Lincoln in Illinois “Handsome, dignified, human and moving. WB 2009 (DVD) 430 Afghan Star This timely and moving film follows the dramatic stories Zeitgest video 2009 of your young finalists—two men and two very brave women—as they hazard everything to become the nation’s favorite performer. By observing the Afghani people’s relationship to their pop culture. Afghan Star is the perfect window into a country’s tenuous, ongoing struggle for modernity. What Americans consider frivolous entertainment is downright revolutionary in this embattled part of the world. Approx. 88 min. Color with English subtitles 369 Africa 4 DVDs This epic series presents Africa through the eyes of its National 2001 Episode 1 Episode people, conveying the diversity and beauty of the land and Geographic 5 the compelling personal stories of the people who shape Episode 2 Episode its future. -
La Amistad: a Child's Journey
Elementary School | Grades 3–5 LA AMISTAD: A CHILD’S JOURNEY ESSENTIAL QUESTIONS What do you think the experience was like for children who came to the U.S. on the Amistad? How do you think the experience changed them? OBJECTIVES Students will: → Learn about the rebellion by the kidnapped Mende aboard the slave ship La Amistad. → Analyze a fictionalized child’s perspective on the Amistad by creating a visual representation of it. → Describe the lives the children of the Amistad were forced to leave behind and identify connections between these children’s lives and their own. → Interpret Hale Woodruff’s murals depicting the Amistad and discuss the social and emotional effects of the rebellion and legal victory. LEARNING STANDARDS See the standards alignment chart to learn how this lesson supports New Jersey State Standards. TIME NEEDED 60–90 minutes MATERIALS → AV equipment to project images → Journey on the Amistad—A Child’s Perspective handout (one per student) → Drawing implements (markers, crayons, colored pencils) → Amistad Knowledge Cards handout (one set per small group) → Gallery Cards handout (one per student) VOCABULARY abolitionist captive enslaver mutiny bondage enslaved La Amistad rebellion 41 Procedures NOTE ABOUT LANGUAGE When discussing slavery with students, it is suggested the term “enslaved person” be used instead of “slave” to emphasize their humanity; that “enslaver” be used instead of “master” or “owner” to show that slavery was forced upon human beings; and that “freedom seeker” be used instead of “runaway” or “fugitive” to emphasize justice and avoid the connotation of lawbreaking. Project the image of the ship, La Amistad at https://www. -
Customary International Law in United States Courts
04 - Born.docx (Do Not Delete) 12/28/2017 9:45 AM CUSTOMARY INTERNATIONAL LAW IN UNITED STATES COURTS Gary Born* Abstract: Over the past two decades, the status of customary international law in U.S. courts has been the subject of vigorous debate. On the one hand, proponents of the “modernist” position contend that rules of customary international law are presumptively rules of federal law, which apply directly in U.S. courts and preempt inconsistent state law even in the absence of federal legislative or executive authorization. On the other hand, the “revisionists” argue that, in the absence of congressional legislation or a U.S. treaty, rules of customary international law are generally not matters of federal law, and will therefore generally be governed by state law. This Article argues for an approach that rejects central elements of both the modernist and revisionist positions, while also adopting other aspects of both positions. The Article contends that the text, structure, and objectives of the Constitution, and the weight of judicial authority, require treating all rules of customary international law as rules of federal law, but that such rules will be directly applicable in U.S. courts only when the federal political branches have expressly or impliedly provided for judicial application of a particular rule. This approach would mirror the way in which courts apply U.S. treaties and other international agreements—treating them as matters of federal law but applying their provisions in U.S. courts only to the extent authorized by the political branches. The intentions of the political branches regarding application of particular rules of customary international law by U.S. -
RIVERFRONT CIRCULATING MATERIALS (Can Be Checked Out)
SLAVERY BIBLIOGRAPHY TOPICS ABOLITION AMERICAN REVOLUTION & SLAVERY AUDIO-VISUAL BIOGRAPHIES CANADIAN SLAVERY CIVIL WAR & LINCOLN FREE AFRICAN AMERICANS GENERAL HISTORY HOME LIFE LATIN AMERICAN & CARIBBEAN SLAVERY LAW & SLAVERY LITERATURE/POETRY NORTHERN SLAVERY PSYCHOLOGICAL ASPECTS OF SLAVERY/POST-SLAVERY RELIGION RESISTANCE SLAVE NARRATIVES SLAVE SHIPS SLAVE TRADE SOUTHERN SLAVERY UNDERGROUND RAILROAD WOMEN ABOLITION Abolition and Antislavery: A historical encyclopedia of the American mosaic Hinks, Peter. Greenwood Pub Group, c2015. 447 p. R 326.8 A (YRI) Abolition! : the struggle to abolish slavery in the British Colonies Reddie, Richard S. Oxford : Lion, c2007. 254 p. 326.09 R (YRI) The abolitionist movement : ending slavery McNeese, Tim. New York : Chelsea House, c2008. 142 p. 973.71 M (YRI) 1 The abolitionist legacy: from Reconstruction to the NAACP McPherson, James M. Princeton, NJ: Princeton University Press, c1975. 438 p. 322.44 M (YRI) All on fire : William Lloyd Garrison and the abolition of slavery Mayer, Henry, 1941- New York : St. Martin's Press, c1998. 707 p. B GARRISON (YWI) Amazing Grace: William Wilberforce and the heroic campaign to end slavery Metaxas, Eric New York, NY : Harper, c2007. 281p. B WILBERFORCE (YRI, YWI) American to the backbone : the life of James W.C. Pennington, the fugitive slave who became one of the first black abolitionists Webber, Christopher. New York : Pegasus Books, c2011. 493 p. B PENNINGTON (YRI) The Amistad slave revolt and American abolition. Zeinert, Karen. North Haven, CT : Linnet Books, c1997. 101p. 326.09 Z (YRI, YWI) Angelina Grimke : voice of abolition. Todras, Ellen H., 1947- North Haven, Conn. : Linnet Books, c1999. 178p. YA B GRIMKE (YWI) The antislavery movement Rogers, James T. -
Benito Cereno: an Analytical Reflection on Benito Cereno As a Fictional Narrative Dani Kaiser Marquette University
Marquette University e-Publications@Marquette 4997 English: Capstone English Department 10-1-2015 The Literary Significance of Herman Melville’s Benito Cereno: An Analytical Reflection on Benito Cereno as a Fictional Narrative Dani Kaiser Marquette University This project was created for a section of ENGL 4997: Capstone devoted to the life and work of Herman Melville. The Literary Significance of Herman Melville’s Benito Cereno: An Analytical Reflection on Benito Cereno as a Fictional Narrative by Dani Kaiser Abstract: In Herman Melville’s Benito Cereno (1855), Captain Amasa Delano discovers a distressed slave ship in need of aid, only to later find out that his perception of the dire situation was completely incorrect. Melville’s novella is derived from Delano’s nonfiction account of the experience, titled Narrative of Voyages and Travels in the Northern and Southern Hemispheres (1817). This paper focuses on three questions that demonstrate why Melville wrote a novella almost completely derived from a nonfiction account of the events aboard the ship. In order to understand why Melville’s novella is powerful, one must ask, as an overarching question why he wrote it, and, more specifically, what Melville was attempting to communicate to his American readership by writing the novella. Studying what Melville changed from the nonfiction account is important in wholly understanding Melville’s intentions in Benito Cereno. This ultimately goes to show that fictional narratives can be as effective as nonfiction, if not more influential in illuminating complex realities that are likely outside of one’s limited perception. Keywords: Herman Melville, Benito Cereno, Amasa Delano, slavery, African American In Herman Melville’s Benito Cereno (1855), Captain Amasa Delano discovers a distressed slave ship in need of aid, only to later find out that his perception of the dire situation was completely incorrect. -
Benito Cereno" and Madison Smartt Bell's "All Souls' Rising"
University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1997 Breaking open the monologic| Re-reading the Haitian Revolution in Herman Melville's "Benito Cereno" and Madison Smartt Bell's "All Souls' Rising" Beth Marie Moynihan The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Moynihan, Beth Marie, "Breaking open the monologic| Re-reading the Haitian Revolution in Herman Melville's "Benito Cereno" and Madison Smartt Bell's "All Souls' Rising"" (1997). Graduate Student Theses, Dissertations, & Professional Papers. 1704. https://scholarworks.umt.edu/etd/1704 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University of MONTANA Permission is granted by the author to reproduce this material in its entirety, provided that this material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature ** Yes, I grant permission No, I do not grant permission Author's Signature 7 Date 11 Iff 1*17 Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Breaking Open the Monologic: Re-Reading the Haitian Revolution in Herman Melville's Benito Cereno and Madison Smartt Bell's All Souls' Rising by Beth Marie Moynihan M.A. -
Christine “X Ine”
Dr. Christine “Xine” Yao | www.christineyao.com 1 CHRISTINE “XINE” YAO DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE, UNIVERSITY COLLEGE LONDON GOWER STREET | LONDON, UNITED KINGDOM WC1E 6BT [email protected] | +44 7894 512459 ACADEMIC HISTORY 2018 Lecturer in American Literature to 1900 (UK equivalent to tenure-track Assistant Professor) Department of English Language and Literature, University College London 2016-2018 Postdoctoral Fellow, Social Sciences and Humanities Research Council of Canada Department of English, University of British Columbia 2016 PhD, Department of English, Cornell University Minor Fields: American Studies; Feminism, Gender, and Sexuality Studies Dissertation: “Feeling Subjects: Science and Law in 19th-Century America” Committee: Shirley Samuels (chair), Eric Cheyfitz, George Hutchinson, Shelley Wong 2013 MA, Department of English, Cornell University 2008 MA, Department of English, Dalhousie University Thesis: “Genre-Splicing: Epic and Novel Hybrids in Neil Gaiman’s The Sandman and American Gods,” directed by Jason Haslam 2007 Honours BA, High Distinction, University of Toronto, St. George Campus BOOK PROJECTS The Disaffected: The Cultural Politics of Unfeeling in Nineteenth-Century America. (under contract with Duke University Press. Perverse Modernities series edited by Jack Halberstam and Lisa Lowe) ● Winner of the 2018 Yasuo Sakakibara Essay Prize from the American Studies Association for an excerpt from the main argument and first chapter on Benito Cereno Sex Without Love: Affect, Bodies, and Resistance in Nineteenth-Century Sex Work Narratives. (in progress) PUBLICATIONS Articles “#staywoke: Digital Engagement and Literacies in Anti-Racist Pedagogy.” American Quarterly. Dr. Christine “Xine” Yao | www.christineyao.com 2 Special issue: Toward a Critically Engaged Digital Practice. 70.3 (2018). -
Blackface and Pale Gaze: Racialist Sentiment in Stowe
Blackface and Pale Gaze: Racialist Sentiment in Stowe, Melville, and London BY HARVEY PARTICA B.A., Lycoming College, 1998 M.A., Kansas State University, 2002 THESIS Submitted as partial fulfillment of the requirements for the degree of Doctor of Philosophy in English in the Graduate College of the University of Illinois at Chicago, 2016 Chicago, Illinois Defense Committee: Christian Messenger, Chair and Advisor Nancy Cirillo Nicholas Brown Terence Whalen Jamie Daniel, American Association of University Professors This thesis is dedicated to the memory of my mother, Mary Partica, with love. ii ACKNOWLEDGMENTS This dissertation has been a collective effort. Without the help of many people it would not have happened. My profound thanks to Chris Messenger, whose willingness to welcome home a prodigal grad student will surprise no one who knows him. I could not ask for a finer advisor, mentor, and friend. Jamie Daniel’s solidarity and comradeship in the class room, and in the streets, has been a model of commitment. She introduced me to Harriet Jacobs during my first semester at UIC. Her influence is discernible throughout this dissertation. I’d also like to thank Nicholas Brown for his seminar on Hegel, and his friendship. Terence Whelan and Nancy Cirillo have been generous with their time. I very much appreciate the work of the committee on my behalf. I also appreciate Neil O’Callaghan’s work as Graduate Coordinator to shepherd forms on my behalf. Lennard Davis, Director of Graduate Studies, allowed me to come back after an extended leave. He has my sincere thanks. My colleagues in the Department of English at Susquehanna University have encouraged this project. -
Herman Melville and the History of American Law
University at Buffalo School of Law Digital Commons @ University at Buffalo School of Law Journal Articles Faculty Scholarship Fall 1-1-2004 The Accidental Legal Historian: Herman Melville and the History of American Law Alfred S. Konefsky University at Buffalo School of Law Follow this and additional works at: https://digitalcommons.law.buffalo.edu/journal_articles Part of the Legal History Commons Recommended Citation Alfred S. Konefsky, The Accidental Legal Historian: Herman Melville and the History of American Law, 52 Buff. L. Rev. 1179 (2004). Available at: https://digitalcommons.law.buffalo.edu/journal_articles/810 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Commons @ University at Buffalo School of Law. It has been accepted for inclusion in Journal Articles by an authorized administrator of Digital Commons @ University at Buffalo School of Law. For more information, please contact [email protected]. The Accidental Legal Historian: Herman Melville and the History of American Law ALFRED S. KONEFSKYt While Herman Melville has been variously described as an existentialist, a socialist, Marxist, democrat, social democrat, conservative, liberal, radical, reactionary, mod- ernist, and postmodernist,' he has not to my knowledge t University at Buffalo Distinguished Professor, School of Law, State University of New York at Buffalo. First, I thank Joyce Farrell for her care and patience with the manuscript and, in particular, her ability to convince recalcitrant computer spell-check programs that the words Melville used actually existed and were also really spelled that way. Second, I thank a number of years of students in my Melville and the Law seminar for constantly bringing fresh ideas to the course, a tribute both to them and Melville.