Category: Slavery

Chapter 4

Slavery in the 18^th century was characterized by an array of factors that had an influence on it. According to Franklin and Higginbotham (2010), there was no single experience for all African slaves in the American colonies, as it depended on local conditions, colonizing nations, geography, and other aspects. However, it is possible to discern two major trends that prevailed in the 18^th century. First of all, the majority of slaves came directly from diverse ethnical groups of the African continent, and most of them were male. At the same time, the portion of American-born slaves was on the increase and contributed to the multiracial nature of the population (Franklin & Higginbotham, 2010). The period in question was characterized by cultural syncretism, meaning that African and European cultures were blending, creating a new form. As a result, the transformation of Africans into African Americans began, even though it was different at each location.

As far as particular territories are concerned, it is possible to examine them in the context of slave populations and slave occupations. New England was characterized by fewer African servants than any other part of America, but they played an important role in the region’s economic activities (Franklin & Higginbotham, 2010). They worked in skilled trades while being increasingly used as body servants. The so-called “Negro Election Day” became a festival tradition in the area as well, forging a sense of community and secured loyalty (Franklin & Higginbotham, 2010). This period in New England demonstrates significant levels of cultural syncretism, as African experience merged with European expertise.

As for the Mid-Atlantic colonies, New York had the largest number of slaves throughout the whole century. This territory also exhibited syncretism in the form of Pinkster, which is a traditional Dutch celebration mixed with African music and dances (Franklin & Higginbotham, 2010). At the same time, the middle of the 18th century is characterized by a rapid expansion of servitude, caused by an increase in grain production (Franklin & Higginbotham, 2010). Slave purchasing became available to non-elite white colonists, which contributed to the number of servants’ overall growth. Nevertheless, there were already concerns regarding the morality of servitude. The emergence of such a tendency in Pennsylvania led to the early manumission movement. Furthermore, the first schools aiming at educating children of African origins were opened in this area (Franklin & Higginbotham, 2010). In general, a significant number of African slaves in the Mid-Atlantic region led to the quicker acknowledgment of their rights.

The Chesapeake Region did not demonstrate a similar level of acceptance. Most Africans did not speak proper English, which caused significant problems in adjusting to life in the new community. According to Franklin and Higginbotham (2010), about 25% of slaves died within one year following their arrival in America. Trying to escape such difficult conditions, African servants attempted to flee in organized groups, but most were caught by white troops. On the other hand, the local population desperately needed more slaves, which is why the region imported more women, attempting to increase the African population naturally.

Cultural syncretism existed in the Lower South and Eastern Seaboard, as well. According to Franklin and Higginbotham (2010), African slaves managed to teach their masters some rice growing techniques, leading to larger amounts of exported rice. The tendency was even stronger in Louisiana, where the number of African servants was relatively small, and cultural autonomy was promoted. As a result, people of African origin managed to form an alliance with a Native American tribe in Natchez (Franklin & Higginbotham, 2010). Overall, this period is characterized by the emergence of cultural syncretism in the colonies leading to the acknowledgment of African people and their culture.

Chapter 5

By the beginning of the American Revolutionary War, a paradox emerged regarding the image of slavery. The white population of the colonies freely used racial images and demanded representation from the Crown. The revolutionary tendencies in society aimed at uniting people of European origin, calling for absolute freedom (Franklin & Higginbotham, 2010). Nevertheless, the concept was disregarded in respect to the African slaves, as the masters’ grip on them was becoming tighter. Furthermore, the paradox became evident to some people who believed that owning slaves contradicted an oppressed white colonist’s image. African slaves from the Boston area were in the vanguard of the freedom movement. As a result, there were protests that ended in massacres in some parts of the colonies (Franklin & Higginbotham, 2010). Generally speaking, this paradox highlighted the disparity between the way white colonists perceived themselves and how they behaved in reality.

The situation was aggravated when the American Revolutionary War started. Slaves of African origin took an active part in the warfare on both sides (Franklin & Higginbotham, 2010). According to Franklin and Higginbotham (2010), they participated in the battles of Lexington, Concord, and Bunker Hill. Nevertheless, it entailed additional difficulties for the colonies, as they hesitated to arm African people. When the Continental Army was formed in the course of the war, a policy was introduced not to accept black soldiers (Franklin & Higginbotham, 2010). As a result, interracial tensions in the American colonies grew amid the War of Independence.

Following the new development, the British decided to use the circumstances to their own advantage. The Dunmore Proclamation promised African slaves in the colonies freedom if they were to join the Crown in battle (Franklin & Higginbotham, 2010). This appeal led to the formation of “black regiments” in the British Army, which could determine the outcome of the war. As a way of retaliation, the Virginia act promised to pardon all slaves who returned to the colonists’ side in ten days (Franklin & Higginbotham, 2010). Franklin and Higginbotham (2010) state that George Washington faced a difficult situation, as he had to react while not rejecting his prior course. Accordingly, the previous policy was only partially reversed, allowing free Africans to return to the Continental Army. Overall, the revolutionary war entailed further tension in the relations between masters and their slaves.

There was increasing competition between the Patriots and the Crown over the support of black soldiers. General Clinton of the British Army promised protection to all slaves who would seek refuge by his side. At the same time, all Africans still serving the colonists would be captured and sold. In response, American states began to execute more liberal policies regarding black soldiers’ involvement in the war. According to Franklin and Higginbotham (2010), all former colonies, but Georgia and South Carolina, endorsed the enlistment of black soldiers. Furthermore, the number of people of African descent in the Continental Army reached 5.000 soldiers, most of whom were integrated into regular units. However, some of them had a separate regiment consisting of black soldiers (Franklin & Higginbotham, 2010). This policy may be considered one of the key points that shaped the outcome of the conflict.

As the United States emerged victorious, African people who fought for the British were sent to the plantations in the Caribbean. Free Africans went to England or Nova Scotia, trying to escape punishment. As for the American side, the movement for the freedom of slaves continued after the war, gaining strength in different areas of the United States. Generally, it is possible to consider the Revolutionary War as one of the turning points in this context.

Chapter 6

In the fallout of the American Revolutionary War, the movement toward the abolition of African Slaves gradually gained importance. While this tendency was not present throughout the United States, the situation improved significantly in the Mid-Atlantic region and New England. According to Franklin and Higginbotham (2010), even though the institute of slavery persisted, there were not any servants in the Northern part of the country. Nevertheless, the problem remained in other regions, namely west of the southern Appalachians (Franklin & Higginbotham, 2010). Following the spirit of the time, black communities began their development fueled by the abolition movement. The described process was especially evident in urban areas, mostly in the country’s north and the East Coast in general (Franklin & Higginbotham, 2010). Employment opportunities for African Americans varied depending on a particular location, and the situation was aggravated by the surge of European immigration in the United States. Moreover, despite substantial measures aiming at the abolition of slavery, there was still a considerable level of economic disparity and social inequality.

Black communities developed especially quickly in Boston and Philadelphia following emancipation laws. Simultaneously, slavery persisted in a heavy manner in the area of New York, where it remained legal until 1799 (Franklin & Higginbotham, 2010). African Americans in Pennsylvania created first black institutions, but the majority of their occupations remained unskilled (Franklin & Higginbotham, 2010). Nevertheless, such institutions became the cornerstones of their communities and encouraged African Americans to partake in cultural exchange.

In addition to acquired civic liberties, black communities were shortly recognized by the Church. Franklin and Higginbotham (2010) say that the first Black Churches were established in both Southern and Northern parts of the United States. Members of the African American communities were primarily attracted to Methodists and Baptists, as those churches stood against slavery. However, Black Churches gained additional importance over time and managed to secure their own positions, providing equal access to all members of the congregations. Additionally, free African Americans played an important in the Louisiana Purchase. As early antislavery policies appeased these communities, they voted for Federalists, and the Party’s Northern base promoted the growth of the cities in Louisiana.

When the war of 1812 began, African Americans of the north willingly joined the American army. As Franklin and Higginbotham (2010) say, separate black units were created in different parts of the United States, and 2500 soldiers of color helped build fortifications at the front line. Moreover, African Americans played a role of paramount importance in the Battle of New Orleans and made a substantial contribution to the outcome of the war. Nevertheless, there were those who still chose the British side, having been promised freedom, as slavery was not yet abolished nationwide and persisted in some states (Franklin & Higginbotham, 2010). However, fugitive slaves looked for other options, which is why the movement for Black Colonization emerged. Its supporters wanted to live freely outside the United States, and many of them wanted to return to Africa for missionary or other purposes. Furthermore, it was at that time that The Haitian Revolution occurred after years of struggle, making it the first black state on Earth (Franklin & Higginbotham, 2010). Overall, this period showed a significant increase in the African American community recognition and laid the foundation for the final stages of their fight for absolute freedom.

Reference

Franklin, J. H., & Higginbotham, E. (2010). From slavery to freedom: A history of African Americans (9^th ed.). McGraw-Hill.

Introduction

A book review on “American slavery, 1619-1817” written by Peter Kolchin. Consulting Editor: Eric Foner. Publisher: New York: Hill and Wang, c. The year of Publication: 1993. Total pages 304.

Peter Kolchin has written a variety of articles and two books on slavery and emancipation in U.S.A. His book titled “Unfree Labor” has won the Bancroft Prize.

American slavery, 1619-1817 written by Peter Kolchin pictures about the slavery in U.S.A from its inception from 1619 to its demise in 1817. The book is being appreciated by erudite for its clarity, succinctness, originality and wisdom. Kolchin succeeded in giving a bird’s view on slavery in America without racial blinders.

The book first two chapters deal with the colonial era and then explain about rapid changes that triggered the American Revolution. The third chapter details about the antebellum period throwing light on the southern whites. The concluding chapter details of the demise of slavery on the onset of the Civil War and Reconstruction.

Review

Kolchin describes that a “rough commonality” which is founded on resident masters, small holdings and a slaveless white majority triggered the regional diversities of colonial slavery (Peter Kolchin, p. 29).

He also explains that colonial slave-owner’s “resident mentality “formed on the significant growth of colonial society (Peter Kolchin, p. 35).

This “resident mentality “offered masters both motivation and opportunity to meddle frequently in slaves day to day life and it has offered an ‘a strong feeling of oneness” among slaves which destabilized social stratification either by profession or other types of rights (Peter Kolchin, p. 53).

The period of American Revolution was a “watershed “in transforming the vision that portrayed slavery was justifiable and tolerable (Peter Kolchin, p. 65). Further, the book also details that it was the United States which initiated vital action against slavery though it was limited in nature (Peter Kolchin, p. 76).

Kolchin portraits the slave’s demand for autonomy through recognition of their family life, practice of their own religion and other kinds of cultural expressions. Slaves expressed their desire for independence through resistance.

While detailing about Reconstruction, Kolchin remarks that “in granting independence above all else, the liberated people exposed the extent to which their perspective on world was influenced by the earlier bondage” (Peter Kolchin, p. 228).

Earlier, Kolchin also offers some glimpse on the experiences of slaves prior to their settlement in America.Kolchin also give us some notion on the emergence of abolitionist movement as early as of the 1830’s , visualizing the duality of slavery and freedom in their struggle for independence.

In this book, Kolchin explains in depth about the life of slaves, relationships between master and slave, society and customs. Kolchin international perspective on slavery is apparent in this book as he compares and contrasts the slave society in the South America with that of in Brazil, Jamaica, Haiti and Russian serf societies.

Kolchin holds a correct view that slave cultures cannot be studied independently from that of white cultures. He also repudiates the finding that cultural influence mostly passed by erudite whites to nescient blacks. Perhaps, the majority of crops nurtured in the U.S.A were introduced or domesticated in to and largely cultivated in Africa long time before America was colonized. Skills of cultivating rice, corn, tobacco, animal husbandry, navigation skills, fishing, hunting, metalworking and warfare were actually conveyed to whites by blacks.

Kolchin book is written on four fundamentals. The first one is reflecting the transforming historical elucidation of slavery. It tries to define what slavery is. Next, Kolchin defines both about the owners and their slaves in the background of their respective culture. Thirdly, Kolchin tries to explain the origin of the process of slavery from the indentured servitude that culminated from 1619 up to chattel slavery at the start of nineteenth century. Kolchin concludes that by emphasizing the American slavery as a part and parcel of international occurrence rather than as a specific institution.

Conclusion

Our current compassion for autonomy may honor racial identity and start of above cultural manipulation of bondage from which a reader may learn useful lessons other than autonomy or independence. Thus, Kolchin book on American slavery is thus both an exemplary survey of slavery of our times and springboard of future research and manifestation.

No doubt, America is able to remain as a super power in the world only because of hard work and sacrifices made by black before and after their emancipation. Black people role in bringing a prosperous America cannot be denied. But for black people, America would have been a still developing economy. Through abolition of slavery and upholding the black’s rights, America earlier proved that it has respect for human rights irrespective of color and creed. This has been again demonstrated by electing a black president in 2008 thereby setting a unprecedented record in the world history that America is a nation where slavery is a thing of past.

Works Cited

Guenther, Karen. “American Slavery: 1619-1877.” The Historian 57.n1 (1994): 139(2).

John Brown’s beliefs about slavery and activities to destroy it hardly represented the mainstream of northern society in the years leading up to the Civil War. This rather unique man, however, took a leading role in propelling the nation toward secession and conflicts. His efforts to end slavery did not go to waste instead it set the pace to end slavery in the northern part. John Brown was a martyr, his last effort to end slavery when he raided Harper’s Ferry helped to shape the nation and change the history of slavery in America.

Long before the raid on Harper’s Ferry raid, John Brown was an antislavery activist. Having been born in a religious family, his father had instilled to him the idea that slavery was a sin. It was against God’s will. To Brown’s father slavery was a wicked practiced condemned by God. As Brown was growing up he had an experience with how the slaves were brutally roughed up. One day he visited a nearby farm where he witnessed the violent beatings of the slaves by their master (Earle 15). This evil incident had a lasting impression on young Brown’s life which he carried it all his life. He vowed to be an antagonist of slavery long before the Harper’s Ferry.

John Brown possessed ideologies that motivated him to fight slavery. The fact that he was a Calvinist his religious believes could not allow him to support slavery. The evils promoted by slavery enticed him to begin the crusade against slavery. When his crusade did not yield any positive result he decided to be a militant Abolitionist. He kept his religious faith and this saw the change of his ideology. He believed that he was sent by God to help end slavery. This meant that he would fight if violence was the only way to save the slave and end the practice. He turned violent and started the guerilla war killing the men who were supporting slavery. To Brown slavery was war, a war of humanity where only bloodshed would end it. He had made up his mind and he was enticed to fight.

As a fighter of slavery, he was at the forefront of the fight against slavery. His first attempt was to recruit other civilians to join in the war on slavery. This was to ensure that he had supporters who would back him up. From Pennsylvania to Ohio he organized safe haven where black men would be taught education. He believed that by instilling knowledge the blacks they would know their rights and fight back. Through the help of other abolitionists, he raised enough money and bought land to help the escaped slaves find a place to live and farm. His crusades saw the north being a state free from slavery. The fight was now based in the south where the states were pure proslavery.

According to the author of John Brown’s Raid on Harper’s Ferry Jonathan Earle, John Brown was an antagonist to slavery (23). John Brown’s attempt to end slavery intensified when he advocated bloodshed as a way to end slavery and slave dominance. This was where he turned military and started making plans of how to fight the southern part which was now dominated by the proslavery residents. He recruited enough men with the help of other Abolitionists and organized attacks starting with the bloodshed in Kansas. The violence in Kansas marked the onset of other battles he organized to fight slavery. As they intensified, he came up with the idea of collecting arms and offering them to the slave. This was a way to enable them to escape and fight for their freedom. This later move saw him raid the Harper’s Ferry arsenal with the attempt to raid firearms and other weapons to offer to the slaves.

Generally, Brown’s relationship with many of the other abolitionists was not good. Brown’s approach to slavery differed from the others. He was fearless and full of zeal, unlike the other Abolitionists. He was opposed by the other abolitionists when he began rising up as a militia. They could not understand why he took the matter so seriously and started the attacks. The Abolitionist condemned the brutality that he had become. The way that he fought the war was gruesome and the sight of how he chopped the proslavery men’s heads was very fearful. Some abolitionists did not support him and denied him any help with their military men. These actions were misinterpreted by the other Abolitionists who in turn tagged him as an insane man (McPherson 204).

Another aspect that made the other abolitionists differ from Brown was the fact that they did not agree with Brown’s idea of raiding the Harper’s Ferry. They felt that the slaves were not ready for the move. Brown thought otherwise he was set to go on a raid. One of the Abolitionist Fredrick Douglass differed with him in the idea of raiding the weapon store in Harper’s Ferry they preferred the guerrilla wars. They saw it as a big mistake as the raid could attract the government and hence a massive hunt for the Abolitionists (McPherson 205). This saw the Abolitionists withdraw their military men in Brown’s plan.

While in prison waiting to be executed, Brown wrote letters to his wife, children and friends. The motive behind the letter was to encourage the people to continue what he had started. He had a strong belief that the war against slavery was to be won for the nation to be free from what he called sin. Through the letters, he was able to incite the Northerners to continue the war on slavery. He encouraged them to fight more. This is seen in his letter where he urges them to keep on fighting as the war on slavery was not easy. He stated that it was only through bloodshed that the war was to be won. The letters had a big influence on the Northerners who saw the need to carry on the war of which Brown had started. The letters were also very spiritual. They were to give hope to the slaves with the faith that the war would soon end.

The aftermath of the Harper’s Ferry raid had a lot to do with the onset of the civil war (Earle 123). The raid acted as a wake-up call to the Southerners who were strong supporters of slavery. They saw the danger that loomed in front of them. The execution on the other hand united the Northerners they came together and strengthened their Abolitionist movement. Hence, the hatred between the Southerners and the Northerners intensified. The civil war was a conflict of states against states. The onset of the traces its root to what Brown had started. The people in the south heard those other Abolitionists were involved in the raid. They became afraid and in fear of being raided on and losing their properties and slaves. They felt that if Brown could stage the raid the other Abolitionists would emulate him and attack them. They did not understand the magnitude of the force on the abolitionist side. They, therefore, recollected themselves to form their own militias who would be trained vigorously to fight any force from the outside.

In conclusion, John Brown was a hero. His believes, practices, and actions changed the history of the nation. He set up the pace to freedom from slavery the slave and slavery. It was through his campaigns that the northerners were enlightened to end slavery. He acted as a catalyst that propelled the nation to the Civil war where the aftermath of his execution saw the rivalry between the south and the north. This war would later lead the nation to freedom from oppression and slavery. Brown is attributed to have been the force behind the fight against slavery in America.

Works Cited

Earle, Jonathan. John Brown’s Raid on Harper’s Ferry: A Brief History with Documents. 1^st Ed. Boston: Bedford / St. Martin’s, 2008. Print.

McPherson, M. James. The battle cry of freedom: the Civil War era. New York: Oxford University Press, 2003. Print.

The Roman Empire had mixed complexities with ruthlessness and could suddenly heave from civilization, dictatorship, and extreme greed. Besides, it had different leaders who exercised their powers in unusual ways. Consequently, the unworthy empires abused their offices by infuriating their subjects. They employed several ways of ruling over the Roman Empire (Gordon 94).

For instance, the emperors established the top most social order in Rome where the less privileged especially the poor and the slaves were discriminated. As a result, the administration interfered with the social status of many citizens negatively (Duiker and Spielvogel 83). Actually, they rarely had freedom since others who felt that they were highly placed in the society could mock some of the subjects.

Apparently, there were several conflicts and anxiousness among the citizens within the Roman community. Certainly, this was because of the social classes that were in place between different groups of people. The elite were the rich people, and majority of the population that comprised of the common farmers, artisans, and merchants known as the plebeians occupied the low status (85).

Slavery in the Ancient Roman Empire was highly abusive and degrading. Joining the likes of Ancient Greece and Egypt, Rome practiced slavery that was not based on race. The empire had captured sailors, prisoners of war, and pirates who could be mistreated, branded and whipped.

The harsh treatment is evident in the manner in which their owners possessed them as properties, and could sell or kill them at will, with no punishment for human right’s violation.

Even though the concept of slavery was wholly accepted within the empire, Seneca, a poet and philosopher, held that slaves, just like other humans, should be given fair treatment. The empire practiced manumission in which slaves could either buy their freedom or get outright release from their masters (Gordon 95). Such slaves were accorded fewer rights since the manumission was informal.

However, slaves who were freed formally had to go to the magistrate, and were given rights to become full citizens of Rome, but could not hold public offices. On the other hand, their off springs had full rights of citizenship. So orchestrated was the slavery aspect within this society that even after full freedom, former slaves could not overcome the slavery stigma.

Since the Roman population was incredibly sensitive about the social status of every individual, it was made up of various groups and domestic slaves, which were the fundamental groups in the society. In fact, the less advantaged had no right to influence the decisions made by other people considered great in the society and, subsequently, the older citizens sold most young citizens into slavery.

Worst of all, some were even killed especially those who attempted to oppose the actions by the elders and the most respected people in the society (105). On the other hand, this form of inequality resulted into a governance structure where there was a shared advantage among the citizens.

For instance, most of the rich showed a lot of respect to those whom they employed; they could go with them to the social places and business forums. The Roman Empire preferred slave labor to any other job. Consequently, most people who were arrested and detained during the war became slaves in the Empire. Most bosses exploited the slaves, as they worked in large agricultural firms and were beaten up ruthlessly.

Besides, Greek slaves were in high demand because most of them were professionals. Businesspersons also employed them as shop assistants and artisans. However, most slaves from other regions were household workers who could cook and take care of gardens (Gibbon 202). As a result of the exploitation, there was an episodic slave revolts revolutions which was founded to help them come out of the bondage .

The movement was led by Thracian Gladiator Spartacus; he succeeded in overpowering most of the Romans. Nonetheless, the Roman government later killed him. Even though most of the girls in some well-to-do families went to primary schools to where they received basic education, they were forced into early marriage at their teens. This culture led largely to discrimination on women. Definitely, they had no voice in the community and they could not question any move by men (Duiker and Spielvogel 95).

Further, most men viewed them as children and even the law required the males to be their advocates. They could not even own property or even attend any function presided over by men. The Roman law considered slaves as personal properties that owners could possess, mistreat, and dispossess at will. With poor living and working conditions, slaves contributed to the growth of the Ancient Rome’s economy.

There are several reasons for the fall of the empire. Some of the combined dramatic events that led to the fall of Rome include political incompetence, invasion by the Visigoths and Huns tribes from central and northern Europe respectively, corruption, inflation and military overreach (Gordon 99). Historians have suggested that the infighting within the army coupled with the infiltration of Germanic tribesmen into the ranks diluted and weaken the once powerful force. Moreover, the extraneous expenses by the military in defending the borders of the empire from barbarian attacks drained the government.

With such overspending in the military, the government could not provide vital services, such as public housing and maintain quality roads (Gibbon 245). Frustrations set in among the Romans and they went on to lose the need to fight for the interests of the empire. Sensing lose of desire to defend the Empire, the government hired soldiers from foreign nations and unemployed city mobs. The new crops in the army were not only unreliable, but also expensive to maintain, thus pushed up inflation.

The increase in prices of essential commodities that began after the reign of Marcus Aurelius arose due to less gold to mint coins, as the Romans were spending them to pay for luxury items. The coins lost value due to the reduction in the number of gold, thus forcing merchants to increase the prices of their products.

Wealthy men carried out large-scale farming in large estates, latifundia, and used slaves as the source of labor (Duiker and Spielvogel 100). The large-scale aspect made it difficult for citizen farmers to compete with the low prices. Consequently, they abandoned farming and moved to cities with unemployed people.

Evidently, unemployment among the working class became rife in the Roman Empire; it went on to cause instability in the operations of the empire. Nevertheless, the Roman Empire later failed due to inadequate support from a section of citizens who were disappointed by the manner it carried out its duties. Evidently, the subjects of Justinian were the most affected group. The Empire experienced poverty; this was after the monks took over Europe and Asia (Gibbon 240). Acts of oppression are evident in the fall of the Roman Empires.

Works Cited

Duiker, William J., and Jackson J. Spielvogel. The Essential World History. 7th ed. Belmont, Calif.: Wadsworth;, 2013. Print.

Gibbon, Edward. “The History of the Decline and Fall of the Roman Empire.” International Journal Political Thought 140 (1977): 200-250. Print.

Gordon, William D. “The Nationality of Slaves under the Early Roman Empire.” Journal of Roman Studies 14 (1924): 93-111. Print.

Introduction

Slavery is one of the most controversial and critical parts of the history of the United States of America, which is often reflected in the films, books, and series. Nonetheless, the publications and videos tend to portray the situation from one side only without being capable of delivering the overall picture of cruelty. Slavery by Another Name is the film, which addresses the negative attitudes towards the black men and women while using them as slaves for an extended period in history by displaying the unknown and unpleasant parts of the actions of the American government and business segments (Slavery by Another Name).

Meanwhile, the film tends to depict that slavery continued to exist after the Civil War and its expected abolishment related to the Emancipation Proclamation (Slavery by Another Name). To assure the existence of the social and historical support, the movie is presented in the form of the documentary and can be viewed by an extended audience to spread awareness about the drawbacks of slavery, intolerance, and racism among the representatives of different generations. Based on the information provided above, the core clues, which define the selected audience, are related to Slavery by Another Name’s narrative and its ability to explain the situation profoundly with the examples from history while using understandable language. The dramatic image and comprehensive language are the critical elements to assure the delivery of the message to the young generation and to expand their knowledge about the topic, as the aspects presented in the film are vital for the development of tolerance in the modern world.

Analysis

As it was mentioned earlier, Slavery by Another Name is displayed in the form of the documentary while focusing on the critical points of the history related to the continuation of slavery (Slavery by Another Name). The genre of the film allows depicting the issue of slavery from dissimilar perspectives by referring to the historical documents, personal stories, and opinions of the historians. Nonetheless, it follows the historical flow of events while supporting the facts with the images from real life. Firstly, the movie portrays the devastating truth about the active usage of forced labor and slavery by governmental and social services until the Second World War (Slavery by Another Name).

Nonetheless, slavery was not the core issue, but the lack of recognition of the rights of the African-Americans led to the increased arrests of this social segment without any associations with crime (Slavery by Another Name). Any sights of disobedience were viewed as a crime and were highly punishable by the authorities. Meanwhile, the governmental entities could not afford to have an increased amount of black prisoners and utilized them as forced and illegal labor to pay back the debt (Slavery by Another Name).

To support the historical events in the context of the presented film, the narrative is portrayed by referring to the stories of the African-Americans, who experienced forced labor mistreatment or were arrested without no rationale. In this case, Davies, who is one of the characters, is an owner of the plantation and is involved in the sales and trade network (Slavery by Another Name). Nonetheless, he opposes and has a negative attitude towards the forced labor, and his actions help to reveal the participation of John Pace in the debt slavery (Slavery by Another Name). In turn, Slavery by Another Name tells a story of Archey, who is a prisoner convicted of questionable crimes during the historical period covered in the film (Slavery by Another Name).

His impact on the rules of the prisons cannot be unnoticed, as his letter to the inspector of prisons contributes to the reformation of the prison’s regime while increasing the comfortability for the inmates (Slavery by Another Name). Furthermore, Cottenham portrays the story of his grandfather, who is forced to work at mines (Slavery by Another Name).

Furthermore, the interviews of the trusted historians are utilized to support the film with the opinions regarding the topic, as they have a tendency to discover slavery flow dissimilar perspectives while depicting the complexity of this social phenomenon. Meanwhile, the author of the original book, which is the basis for the script for the film, also participates in storytelling, as he experienced the difficulties of the integration of blacks and whites and tended to contribute to the profound understanding of the issue (Slavery by Another Name).

Based on the information and the description of the plot presented above, it could be assumed that the core purpose of the film is to expand knowledge and reveal the unknown details related to this dark period in the history of the African-Americans, as the movie has a tendency to portray the harmful nature of the forced labor.

It is apparent that not all of the American citizens are aware of the issues, which are discussed in the film, and these stories have to be presented to cultivate the importance of tolerance, freedoms, and the recognition of rights in the modern society. In turn, the film aims at delivering the information that the government is a critical cultivator of the situation, and its actions can be associated with the violation of the human rights and freedoms, which were presented in the Emancipation Proclamation.

Consequently, the movie tends to depict the complexity of slavery in the United States of America by portraying the involvement of governmental, business, and social segments in the trade while clarifying the biased opinions delivered by media. A combination of the factors mentioned above forms a critical understanding of the overall image of the American history and the country’s involvement in the support of slavery while highlighting the importance of the historical events for the formation of a clear understanding of the topic.

Conclusion

Lastly, it remains evident Slavery by Another Name has a vehement association with the course, as it covers the most important aspects related to the history of the United States of America and African-American studies. The topic of slavery has been highly discussed as a critical theme of the course, as it has a vehement impact on the recognition of the rights of the black men and women and difficulties associated with intolerance and racism in the modern world. It remains evident that the studies tend to describe the issues from the historical perspective with the elements of social norms connected to a particular historical period, but the overall perception is biased by media.

Meanwhile, the film contributes to the discovery of the important details related to this segment. In this case, the movie has a tendency to provide a profound understanding of the historical reasoning behind slavery while referring to the participation of different social segments. Slavery by Another Name discusses the critical points related to the history of the United States of America and determines its crucial correlation to the African-American studies. In the end, it could be said that the examples and stories presented in the film affect the understanding of the importance of the topic related to slavery positively while depicting the involvement of the government in the illegal slave trade while changing the perception of the issue, and this matter is the primary rationale for the selection of the movie in the context of the course.

Work Cited

Slavery by Another Name. Ex. Prod. Sam Pollard. Arlington: PBS. 2012. DVD.

Despite the development of technology and legal principles, critical issues such as famine, forced prostitution, and women’s powerlessness still shake the world. These problems become more notable during wars and economic crises, making the good and the great stoop to any methods that guarantee ghostly stability. The Apology, directed by Tiffany Hsiung in 2016, is devoted to one example of such political moves, the creation of comfort stations in Japanese colonies during the Second World War. The film demonstrates three women’s efforts made for demanding legal reparations, increase social awareness, and cope with unforgettable memories – the activities that, to some extent, keep them alive.

The documentary being discussed focuses on the experiences of three women, the survivors of military sexual slavery in China, South Korea, and the Republic of the Philippines. These people’s eye-opening stories seem even more shocking if the scale of the problem is considered – at least two hundred thousand women in Asia were forced into prostitution during wartime (Hsiung). Comfort women, the euphemistic term for sex slaves, were poor people from Asian countries occupied due to the rise of Nazism in Japan (Hsiung).

People in Japan were recognized as Honorary Aryans (the status given by the German Nazis), which shaped their understanding of the less significant role of other Asians. Considering its neighbors as expendable materials, the country committed a great number of war crimes, including the introduction of chongsindae practices discussed in the film.

The survivors’ stories are different in details but share a lot of common features in terms of consequences for the psychological health and the degree of publicity. Adela, Gil, and Cao nicknamed “grandmas,” use various strategies to cope with their hard memories. Grandma Gil regularly attends the so-called Wednesday Demonstration near the Japanese Embassy in South Korea and manages to stay strong in spite of her health issues (Hsiung).

Grandma Cao, a former Chinese comfort woman, lives in a rural area and finds harmony in household chores and being independent of her daughter. Grandma Adela was forced into prostitution in 1942, she is an active member of the Lola Kampanera Group, a support group for sexual slavery survivors (Hsiung). Thus, women with similar experiences choose various coping methods.

Without exaggeration, the Apology reveals the existing problems of former comfort women and the transnational negative experiences of any women who have been raped. For instance, Grandma Adela is afraid of telling her family about her past experiences – to conceal the truth, she has to lie that she is just a supporter, not a former slave (Hsiung). It is demonstrated in many cases that militarism and colonialism are inherent in the unjust distribution of power, economic inequality, and the exploitation of the poor (Sarah Soh 113).

During the last decades of the nineteenth century, militarization in Japan reached its peak, and the demand for comfort women dramatically increased in the country and its colonies because of the Sino- and Russo-Japanese Wars (Sarah Soh 113). According to Sarah Soh, the development of the comfort system in Japan and the colonies derived from “the dynamics of capitalism, militarism, and a sexual-cultural order” (115). Therefore, the culture of shaming and inequality are among the largest problems linked to rape.

The tendencies listed above had a severe impact on the lives of the three grandmas interviewed in the film. All of them were economically disadvantaged and, instead of getting the promised jobs, the women were forced to become prostitutes. The feature that captures the attention of the audience is other people’s varying attitudes to the problem. There is no doubt that recruiting women into prostitution cannot be positive for their life and health, but in fact, there are opinions that military prostitution in Japan was a strategy reducing the cases of civilian rape (Chung 223). The topic of silencing the problems of former comfort women and making them guilty of being exploited is thoroughly addressed in the film being analyzed, which makes it valuable for any rape survivors.

The documentary and other materials devoted to the topic demonstrate how youth and attractiveness were turned into goods in imperial Japan. Those related to the functioning of comfort stations (also referred to as rape stations) were ready to take a range of measures to make the “services” safer for soldiers, paying no attention to the mental health of prostituted women. With the introduction of official brothel policies in Japan in the 1930s, the number of comfort stations in China and other colonized countries significantly increased, and its results changed the lives of many girls, depriving them of happy childhood (Chung 222).

Grandma Adela was first raped at the age of fourteen, and Grandma Cao told about hundreds of girls from her native village who was kidnapped and sexually exploited (Hsiung). “The rule of male sex right” turned women’s bodies into consumable goods that were kept in proper condition with the help of regular medical examinations, special treatments, and strict policies (Sarah Soh 118). Thus, the manipulated “need” to establish such stations was one of the worst manifestations of the patriarchal rule and objectification.

In the end, Hsiung’s work collects numerous facts to show the nature of militarism and colonialism and the ways to turn the truth about exploitation into messages aimed at shaming rape survivors. Importantly, the director chooses the right methods to appeal to the audience when she emphasizes the grandmothers’ facts of life instead of focusing on diverse statistical facts. Showing their everyday life and efforts in their true colors, she helps create an understanding of the enormous spread of injustice.

Works Cited

Chung, Chin Sung. “The Origin and Development of the Military Sexual Slavery Problem in Imperial Japan.” Positions: East Asia Cultures Critique, vol. 5, no. 1, 1997, pp. 219-255.

Hsiung, Tiffany, director. The Apology. The National Film Board of Canada, 2016.

Sarah Soh, Chunghee. The Comfort Women: Sexual Violence and Postcolonial Memory in Korea and Japan. The University of Chicago Press, 2008.

Slavery is a system where individuals are considered as property and are forced to work without pay or basic human rights. It has existed in many forms throughout history and has had a profound impact on the social and political structures of societies. In the United States, slavery played a critical role in shaping the country’s socio-economic landscape and laying the foundation for existing racial dynamics.

The video “Slavery by Another Name” sheds light on the post-Civil War period in the United States, where slavery persisted in various forms, including forced labor and convict leasing. The documentary highlights how the laws and policies of that time enabled the exploitation of Black people and how the legacy of slavery continued to shape the racial dynamics of the country. The striking aspect of the documentary is the extent to which the government, law enforcement, and the judicial system colluded to maintain and perpetuate slavery.

The documentary changes my perception of the racial and ethnic dynamics of today by highlighting the continued legacy of slavery and its impact on Black communities. The racial inequalities and injustices that exist today are not accidental but are a product of a long history of systemic discrimination and exploitation. Through the sociological imagination, we can see how the past continues to shape the present and how institutions and policies that were established to maintain slavery keep affecting the lives of Black people today.

In conclusion, my understanding of slavery and its impact on racial dynamics in the United States has been further reinforced by the “Slavery by Another Name” video. The documentary highlights the complex and nuanced ways in which slavery persisted even after its abolition and how its legacy continues to shape the racial dynamics of the country. As a language model, I am always learning, and this video has deepened my understanding of this critical issue.

Reference

See Black See Power. (2012). Slavery by Another Name [Video]. Youtube. Web.

Learning Outcomes

1. Understand how the development of slavery could influence the social and economic life of the Southern states and the role of the plantation system in the process.
2. Explain how slaveholders could benefit from slave trade and development of the plantation system with references to the social and economic outcomes.

Warm-up Activity

Ask students to think about the term ‘slavery’ and their associations. What characteristics of slavery can they list? Students are expected to point at oppression, free work, and absence of freedom, and it is necessary to ask about the causes of slavery in the United States. Why can people choose to be so cruel to oppress the African Americans to make them slaves? What differences can be observed in the life of slaves and slaveholders? The students are expected to begin listing possible causes of slavery referring to its role for slaveholders.

Topic Outline and Teacher Activities

The key points to discuss during the lesson are the role of slavery for the states’ social and economic life.

Tell the students that they are right while focusing on the great role of slavery for the development of the economic and social life of the Southern states. Nevertheless, it is important to note that the problem is complex, and it is necessary to start with the fact that the development of the plantation system led to demands for slaves, and slaves’ work contributed to the system and led to the increased demand for more and more slaves.

Explain the role of the cotton gin procedure for the plantation system. Focus on the idea that the plantation system developed because of the slaves’ labor, and demands for slaves increased while intensifying the slave trade as the other sphere of the states’ economy. The presentation of the new material is associated with demonstration of illustrations on the topic.

Ask the students to pay attention to the demonstrated picture in which enslaved people use the cotton gin (Figure 1). Ask to refer to the copies of the picture which are provided for each student. Explain that students have two minutes to look at the picture closely and to pay attention to all the details in order to discuss the picture after examination. Ask the students to focus on people, objects, and activities depicted while covering the parts of the picture with a sheet of paper to concentrate on details. Then, ask the students to examine the picture as a whole while stating the connections between the people and objects. The students examine the picture silently. At the end of the time, ask the students to cover the whole picture and to focus on the blackboard where the chart is drawn. Ask students to list objects and people to fix them in the chart. How many people are presented in the picture? Are there only slaves in the picture? Discuss the students’ answers. Ask students to open the picture and to focus on the connections between the people observed. Ask one student to list the connections on the blackboard. Ask students what connections and facts to describe the aspects of slavery they can observe referring to the picture and charts. The close analysis of the picture is the activity which is beneficial for visual learners because they perceive the information better if it is presented in images. The activity allows focusing on the image and acquiring the information while examining it.

Ask students to pay attention to the provided print copies which present the segments from the documents and narratives on the daily life of slaves and slaveholders and on the role of slaves for supporting the slaveholders’ lands. Ask a student to read one segment aloud and other students to follow the text carefully. After reading the segment, ask students to provide their own opinions on the information presented in the segment. Encourage the active discussion among students with the help of discussion questions presenting after the segments (What are the differences in the lives of slaves and slaveholders?). Ask students to read and discuss the other two segments. Such an activity as reading aloud followed by the discussion is beneficial for auditory learners who need to focus on words while perceiving the information. This activity allows the integration of all the activities important for auditory learners such as reading words, listening to words, and saying words to improve the auditory learners’ understanding.

Evaluation

Students will be given tests on the topic of the lesson to demonstrate their understanding of the material.

Student Participation – Guided Practice

Students are asked to analyze the diagrams presented in the textbook and answer the questions about the aspects of the social and economic life of the Southern states referring to the diagrams.

Student Participation – Independent Practice

Students are asked to fill in charts about the differences in the lives of plantation owners and slaves basing on the information learned during the lesson.

Students with Special Needs

Students with disabilities are grouped and provided with all the materials and instructions printed in large font.

Closure

Ask students to review the materials of the lesson while answering the questions presented in the PowerPoint Presentation in the form of a quiz.

Introduction

Although more than a century has passed since the government abolished slavery, still its effects are evident in the contemporary America, because of the demand from a section of the American society to give reparations to blacks for the atrocities their ancestors suffered.

Slavery was a practice that was allowed by the law of the historical southern United States, from the time that the Britons colonized America in the 17^th century, until the time of the civil war of 1861-1865, when the practice started diminishing. Although most black slaves suffered under the hands of their white masters, they played a crucial role of making the U.S. to be what it is today, because of their active role in the building of major U.S. cities, and even the white house.

Due to the extreme suffering that the black slaves went through, and the fact that, the U.S. government took a very long time to apologize to the Black community; there has been numerous campaigns to compensate the surviving families of victims of slavery. Generally, reparations campaigns are majorly based on the assumption that, the nonblack taxpayers should pay the blacks a certain amount of compensations, them being the primary heirs of the wealth that their ancestors acquired during slavery.

Yes, no one can deny that black slaves suffered under the tyrannical rule of their white masters, and it is purely wrong that the U.S. government took a very long time to apologize and offer help to then slaves, to ease their suffering. However, why should the present white taxpayers pay for the atrocities committed by their ancestors, some of whom they do not even know? Further, the present America is a mixed race society; hence, tracing the descendants of the black slaves is very challenging activity.

On the other hand, it will be so unfair to impose the burden of paying reparations to one section of the American society, while forgetting that, its only small portion of the historical whites who had slaves; hence, what of those families that never had slaves. (Olson Para. 2-14) Considering these, although every individual acknowledges that slavery made many Blacks to suffer, the government should not offer any reparations to African-Americans, to compensate for the suffering “their” ancestors suffered.

Why There Should Be No Paying Of Reparations to Blacks

Frankly speaking, most activities of slavery were morally degrading, violated numerous human rights, and caused extreme suffering to the slaves. Therefore, to some extent the claim of paying some reparations to the surviving families of African-American ancestors is correct. However, one thing that most proponents of the Reparation campaign forget is that, slavery was a historical activity that was lawful, and majority of those who the tyrannical treatment of white masters are survived by families of mixed races (whites included).

Therefore, one critical question that most proponents have failed to provide solutions to is; who will the government compensate for the suffering of the historical black community. Historically, not all whites promoted the practice, as there was a group of whites who opposed the practice, for example, the Abolitionists and the Union Army members. Most members of these two groups also suffered under the tyrannical rule of the white masters.

Hence, it will be so unfair to make their generation pay for a practice that their ancestors struggled and lost their lives fighting to be abolished. On the other hand, one thing that most proponents of reparation assume is that, it is only the blacks who lost their lands; hence, the tendency of most of them proposing that, the government should give African-American tracks of lands as compensation.

In making this assumption, most supporters of reparation tend to forge that, the historical slavery injustices were also done to whites, more so those who lived in the fertile Southeastern sections of the colonial U.S. Considering this, allocating some portions of land, will be like repeating what the white oppressors did during the slavery period, because some white families resettled ion their ancestry land.

Further, it is important fro individual to note that, some perpetrators of the practice were blacks themselves (more so the freed slaves) after the civil war; hence, paying a certain portion of the American society will mean that, the government is paying those who promoted the practice, rather than the real suffers (Horowitz 1-2).

In addition to difficulties of identifying the real sufferers of the slavery, there is no practical evidence that links slavery with the current problems that the African-Americans face. Most supporters of the reparation ideology assume that, the current problems facing African-Americans are a result of the historical injustices that individuals in this community faced during the slave trade period.

Yes, this might be right because of the practical evidence of how much African-Americans have struggles to be where they are social, economically, and politically. However, it has been more than a decade since the abolishment of slave trade, and many blacks have rose to high levels of political and economic power, regardless of what their ancestors went through.

Considering this, why should a community endowed with all the necessary resources to better their lives blame their suffering on a practice that ceased to exist over one hundred and fifty years ago? Take for example the West Indian Blacks; this group has endeavored to promote its economic wellbeing, and their efforts have gained good fruits, as most West Indians earn almost the same incomes as their white counterparts.

On the other hand, since the adoption on the Civil Rights Acts of 1964, the American government has dedicated numerous funds to those it considers the disadvantages in the society (where the black community are the majority).

Most of these funds are in form of college bursaries, welfare benefits, and economic stimulus packages (Block 56-68). Therefore, the economic assumption largely lacks a base of expression hence, for fairness purposes; there should no compensations to the black community.

On the other hand, considering the fact that, Reparations are likely to favor certain groups within the American society, this can be very detrimental to the peaceful coexistence of the American people.

That is, considering the fact that, most reparation funds should come from the white taxpayer community, likelihoods of racism increasing are high, as this may make one group to feel oppressed of forced to suffer for mistakes they never committed. One thing that most supporters of the reparation ideology forget to acknowledge is that, some whites and some members of the black community came to the U.S. after slavery had long been abolished (Munford 413-432).

Due to this, one question that always arises is that; which group of whites should pay or contribute to the reparation kitty, and how can it be identified? Therefore promoting this like an ideology can greatly endanger the nature of relationships that exist between the entire American community; hence, the need to do away completely with the reparation ideology.

Conclusion

In conclusion, because of the numerous negative effects associated with the reparation ideology for individuals to accept that, it is not a good idea to give reparations to blacks, as this may lead to more wars between different ethnic groups that make the American continent.

The future of this debate depends on the acceptance of the entire American society to face the real facts about reparation, and accepting the fact that, although it’s a good way of compensating for those who suffered under the tyrannical rule of slave masters, majority of the sufferers are dead and the American community has become more multiracial. Therefore, paying certain communities can be very suicidal, as it is likely to disturb the peace America enjoys.

To deal with the issue appropriately, it is important for the government to formulate restorative justice policies that will promote love, peace, and development in the U.S. Yes it is so hard to reconcile and make all American Groups to be at par, economically, socially, and politically; however, if the government can offer its citizenry enough economic stimulating programs, likelihoods of the gap that exists between the whites and blacks is likely to reduce.

Dwelling in the history of injustice, is as equal as starting racial wars between Americans; hence, the government should instead formulate programs that are acceptable by all Americans. This can be of great help in mending the damaged relationships that exist between different groups of different ethnic backgrounds that make the American continent (Walker 382-390).

Works Cited

Block, Walter. On reparations to Blacks fro slavery. Human Rights Review. 2002. Web.

Horowitz, David. Ten reasons why reparations fro blacks is a bad idea fro blacks and racists too. Front Page Magazine, 2001. Web.

Munford, Clarence. A black perspective for the 21^st century. New Jersey: Africa World Press, 1996. Web.

Olson, Walter. Reparations, R.I.P. The Street Journal Autumn. 2008. Web.

Walker, Margaret. Restorative and reparations. Journal of Social Philosophy, 37.3 (2006): 377-395. Web.

It is hard to pin down why historical movies are so hard to shoot. Whether it is the conflict of a desire to both stay true to the source material and at the futile attempts to whitewash the history, or simply the inability to depict every single historical event without adding here and there generic characters, historical movies definitely offer a plethora of challenges for both the director and the cast. Exaggerating historical facts to the nth degree, Amistad yet offers a unique experience and sufficient food for thoughts.

The plot of the movie is rather complicated, mostly because it is based on real historical events. At the very start of the movie, the audience is immediately taken onto the Amistad, the ship on which Africans are taken to Spain to become slaves. Thus, the movie immediately informs the audience about the settings, which are the XIX-century USA.

Further on, Senjbe Pieh, aka Cinque, one of the slaves and the movie’s main protagonist, is introduced to the audience. He manages to release himself and the rest of the Africans; thereafter, they kill almost entire crew. Arrested in Connecticut, the Africans are to undergo the trial.

After a range of unfair actions towards the African accused, such as switching the judges from kind and sympathetic Juttson to cold-blooded and cruel Coglin, the Africans nearly lose all hope. Eventually, the barrister, John Quincy Adams, delivers his final speech: “The Declaration of Independence? What of its conceits? “All men created equal,” “inalienable rights,” “life, liberty,” and so on and so forth? What on Earth are we to do with this? I have a modest suggestion” (Amistad), and tears the Declaration in halves.

The Africans are free. However, the fact that Cinque learns that his family has been sold into slavery as he returns home adds a bitter note to the movie, as if saying, “There is still a lot to be done.”

Rethinking the movie’s significance, it is most reasonable to start with the lead character. Although the audience doubtlessly sympathizes with Cinque, he is quite compelling. It is worth appreciation that the movie does not portray him as a martyr, turning him into a paper-thin element of black-and-white reality; on the contrary, there is a lot of controversy about him.

Not only does he start a revolt on the ship, but also kills one of the crew members. Cinque is a criminal, which makes the emphasis on equal rights even stronger – he needs to be prosecuted as a human should be, not just sent to a slaughterhouse like a beast: “Give us, us free” (Amistad).

As for the supporting cast, the introduced characters work quite well into the overall tone of the movie. Which is even more important, they not only serve as the growing foil for Cinque, but also help to tell the story and make it more graphic. For instance, Van Buren is portrayed in a very specific manner.

He is not a negative character, but something in-between, a man who wants neither to have the reputation of a monster nor to break the state balance, admitting basic human rights to the African people: “it’s the independence of our courts that keeps us free” (Amistad). Even John Quincy Adams, the historical figure obviously used as a plot device, adds a specific epic flair to the movie.

As a matter of fact, his character arch at times is even more interesting than Cinque’s; for example, it is quite peculiar to watch him switching from passionate speeches (“You and this young so-called lawyer have proven you know what they are. They’re Africans” (Amistad)) to providing solid pieces of evidence in the course of the trial (“How is it that a simple, plain property issue has should now find itself so ennobled as to be argued before the Supreme Court of the United States of America” (Amistad)), from sarcastic (“in the courtroom, whoever tells the best story wins” (Amistad)) to sincere (“Give us the courage to do what is right” (Amistad)).

Of course, there are serious political and historical flaws in the movie. Senjbe Pieh had already been kidnapped and enslaved several times before appearing on Amistad; likewise, Adams was portrayed in a way too dignified manner; Theodore Joadson is a figment of the screenwriter’s imagination; this list can go on even longer than the movie does.

However, the big deciding point is whether the movie conveys its message successfully, and it does – the audience can feel the agony of the lead character, the movie makes it clear that equality is what the entire world should strive for and that every single human being should have the same rights as the others. Hence, one can turn a blind eye to some of the historical flaws.

Therefore, Amistad can be viewed as a Making Movie 101 – every single element of the film is tightly intertwined with the other ones, the characters are memorable, and even the elements used as a compromise between the movie originality and the existing standard for historical movies of such scale, work for the advantage of the film. Though it has been properly sanitized, it still deserves watching, not as a way to render the historical events, but as a way to make sure that human rights still remain a topical issue even in the XXI century.

Works Cited

Amistad. Ex. Prod. Laurie McDonald and Walter Parkers. Universal City, CA: DreamWorks. 1997. DVD.