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ABSTRACT

DOCUMENT RESUME

SO 029 178

The 'Amistad' Case. Lesson Plan.National Archives and Records Administration, Washington,DC.

1998-00-0031p.; Photocopies of hand-written documents may notreproduce clearly.Web site: www.nara.gov/education/teaching/amistad/teach.htmlGuides Classroom Teacher (052)MF01/PCO2 Plus Postage.Civics; Class Activities; *History Instruction; LearningActivities; Political Science; Primary Sources; SecondaryEducation; *Slavery; *United States History*Amistad; National Civics and Government Standards; NationalHistory Standards; *Supreme Court

Teaching about the Amistad case provides correlations to theNational Standards for History, and Civics and Government. An overview of theevents of 1839 is given in this lesson plan. Seven student activities includereading and using primary source documents, writing journal articles, viewingthe movie "Amistad," and giving presentations. Each of the five primarysource documents provided contains an explanation of the historical context.(BT)

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The Amistad Case

Lesson Plan00 from theN National Archives and Records Administration

URL: http://www.nara.gov/educationiteaching/amistad/teach.html

Office of Educational Research and ImprovementU.S. DEPARTMENT OF EDUCATION

C.)EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)/This document has been reproduced as

received from the person or organizationoriginating it.

O Minor changes have been made toimprove reproduction quality.

ci) Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position cr policy.

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National Archives and Records Administration

The Amistad CaseTeaching Activities

Standards Correlations

The following teaching activities correlate to the National Standards for History.

o Era 4 - Expansion and Reform (1801-1861)

O Standard 2D - Demonstrate understanding of the rapid growth of "the peculiarinstitution" [slavery] after 1800 and the varied experiences of AfricanAmericans under slavery.

O Standard 3B - Demonstrate understanding of how the debates over slaveryinfluenced politics and sectionalism.

O Standard 4A - Demonstrate understanding of the abolitionist movement.

The teaching activities also correlate to the National Standards for Civics and Government.

O Standard II. B. 1. - Explain how certain characteristics, including a history of slavery,tend to distinguish American society from most other societies.

o Standard III. B. 1.- Evaluate, take, and defend positions on issues regarding thepurposes, organization, and functions of the institutions of the national government.

O Standard III. D. 1.- Evaluate, take, and defend positions on the role and importance oflaw in the American political system.

o Standard V. B. 1.- Evaluate, take, and defend positions on issues regarding personalrights.

Cross-curricular Connections

Share these exercises with your history, government, language arts, and drama colleagues.

Teaching Activities

1. Review with students the meanings of the following terms: schooner, brig, writ of habeascorpus, proctor, and libel. Terms are defined in the text of the online headnotes.

2. Divide students into five groups. Print out the the featured documents and the WrittenDocument Analysis Worksheet, and provide one document and a copy of the worksheet foreach group. Ask each group to analyze their document. Using the jigsaw method, regroup

the students to share the infomation. Lead the class in oral responses to the worksheetquestions, and discuss how the'documents relate to one another.

3. Ask students to complete a chart similar to the one below comparing the individualsinvolved in the Amistad case. Documents #1 and #2 provide adequate information tocompare Thomas R. Gedney and the Africans. Additional research will provide informationon President Van Buren, the Spanish Government, the Abolitionists, and the Spanishplanters.

Comparison Chart

Who? Africans Gedney VanBuren

The SpanishGovernment Abolitionists Spanish

Planters

What roledid theyplay in thetrial?

(defendants)

(financial &moralsupport forAfricans)

What wastheirmotivation?

(economicgain)

(political;gain)

What weretheirarguments?

(propertyrights)

What wasthe basis fortheirarguments?

(Pinckney'sTreaty)

4. Ask students to write an article for an 1841 newspaper describing the decision of theSupreme Court in the Amistad case. Encourage them to research the provisions of theCongressional Act of March 19, 1819, for background information. To insure that studentsrecognize the differences in sectional reactions to the case, assign students particularnewspapers, some in the North and some in the South.

5. Encourage students to write a review of the Amistad movie, comparing the film version tothe actual events as described in the documents. Ask for student volunteers to share theirreviews with the class. Lead a class discussion about the value of preserving the historicalintegrity of the story and the value of changing that story for a screenplay.

6. Following analysis of the documents, divide students into groups of five. Instruct studentgroups to write and stage a one-act play about the events and personalities involved in thecase. The acts might focus on the formation of the Amistad Committee by abolitionistsLewis Tappan, Joshua Levitt, and Symeon Jocelyn; the decision by John Quincy Adams torepresent the Africans; the challenges of securing translators for the Africans; and VanBuren's concerns about the election of 1840. Encourage students to quote directly from thedocuments. Schedule a media specialist to videotape the final productions.

7. Ask student volunteers to research and make an oral presentation to the class comparingthe Amistad case to other significant incidents related to slavery prior to the Civil War,including Nat Turner's rebellion (1831), the Creole revolt (1841), and the Dred Scottdecision (1857). Use the following questions to prompt comparisons: To what extent didthese incidents involve violence? What were their outcomes? How did they influence


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http://www.nara.gov/education/teaching/amistad/home.html

The Amistad Case". . . each of them are natives of

Africa and were born free, and ever sincehave been and still of right are and oughtto be free and not slaves . . ."

-- S. Staples, R. Baldwin, and T. Sedgewick,Proctors for the Amistad Africans,January 7, 1840

Background

In February of 1839, Portuguese slave huntersabducted a large group of Africans from SierraLeone and shipped them to Havana, Cuba, a centerfor the slave trade. This abduction violated all ofthe treaties then in existence. Fifty-three Africanswere purchased by two Spanish planters and putaboard the Cuban schooner Amistad for shipmentto a Caribbean plantation. On July 1, 1839, theAfricans seized the ship, killed the captain and thecook, and ordered the planters to sail to Africa. OnAugust 24, 1839, the Amistad was seized off LongIsland, NY, by the U.S. brig Washington. Theplanters were freed and the Africans wereimprisoned in New Haven, CT, on charges ofmurder. Although the murder charges weredismissed, the Africans continued to be held inconfinement as the focus of the case turned tosalvage claims and property rights. President VanBuren was in favor of extraditing the Africans toCuba. However, abolitionists in the North opposedextradition and raised money to defend theAfricans. Claims to the Africans by the planters,the government of Spain, and the captain of thebrig led the case to trial in the Federal DistrictCourt in Connecticut. The court ruled that the casefell within Federal jurisdiction and that the claimsto the Africans as property were not legitimatebecause they were illegally held as slaves. The casewent to the Supreme Court in January 1841, andformer President John Quincy Adams argued thedefendants' case. Adams defended the right of theaccused to fight to regain their freedom. TheSupreme Court decided in favor of the Africans,and 35 of them were returned to their homeland.The others died at sea or in prison while awaitingtrial.

5

The Documents

Libel of Thomas R.Gedney, Lieutenant,U.S. Brig Washington,August 29. 1839

Answer of the Proctorsfor the AmistadAfricans,January 7, 1840

John Quincy Adams'request for papersrelating to the lowercourt trials of theAmistad Africans.January 23 1841

Opinion of theSupreme Court inUnited States v. TheAmistadMarch 9, 1841

Statement of theSupreme Court toCircuit Court,March 9, 1841

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sectional differences?

For Further Reading:

Jones, Howard. Mutiny on the Amistad: The Saga of a Slave Revolt and its Impact on AmericanAbolition, Law, and Diplomacy. New York: Oxford University Press, 1987.

The Legal Information Institute at Cornell University has created a web site devoted to the legal issuessurrounding the Amistad case.

ational Archives and Records AdministrationURL: http://www.nara.gov/education/teaching/amistad/[email protected] updated: January 29, 1998


Written Document Analysis Worksheet1. TYPE OF DOCUMENT (Check one):

Newspaper MapLetter TelegramPatent Press releaseMemorandum Report

AdvertisementCongressional recordCensus reportOther

2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):Interesting letterheadHandwrittenTypedSeals

Notations"RECEIVED" stampOther

3. DATE(S) OF DOCUMENT:

4. AUTHOR (OR CREATOR) OF THE DOCUMENT:

POSITION (TITLE):

5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?

6. DOCUMENT INFORMATION (There are many possible ways to answer A-E.)

A. List three things the author said that you think are important:

1.2.3.

B. Why do you think this document was written?

C. What evidence in the document helps you know why it was written? Quote from the document.

D. List two things the document tells you about life in the United States at the time it was written:

E. Write a question to the author that is left unanswered by the document:

7


Document #1

Libel of Lieutenant Thomas R. Gedney,on behalf of himself and the officers and crew of the U.S.Brig Washington,August 29, 1839

National Archives and Records Administration-Northeast Region,Waltham, MA,Records of the District Courts of the United States, RG 21

The Washington was the brig that seized the Amistad off thecoast of Long Island. Its commander was Lt. Thomas R.Gedney. In his libel, or written statement, to Judge Andrew T.Judson of the district court, he described the encounter withthe Amistad. Because he sought salvage of the schooner andits cargo, he was very detailed in his account and itemized allof its cargo, estimating its value at $40,000 and the value ofthe Africans as slaves at $25,000. In maritime law,compensation is allowed to persons whose assistance saves aship or its cargo from impending loss. The libelants claimedthat with great difficulty and danger to themselves theyrecaptured the Amistad from the Africans. They claimed thathad they not seized the vessel, it would have been a total lossto its "rightful" owners. Therefore, Gedney and his crewbelieved they were entitled to salvage rights. At that time inU.S. history, even individuals acting in their official capacityas officials of the government were entitled to salvage rights.

In addition, Gedney relayed that the Africans could speakonly native African tongues and that one of the two Spaniards,Jose Ruiz, spoke English. Gedney included in his libel theaccount of the mutiny as told by Ruiz.

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Document #2

Answer of S. Staples, R. Baldwin, and T. Sedgewick,Proctors for the Amistad Africans,to the several libels of Lt. Gedney, et. al. and PedroMontes and Jose Ruiz,January 7, 1840

National Archives and Records Administration-Northeast Region,Waltham, MA,Records of the District Courts of the United States, RG 21

After the Amistad was seized, the schooner, its cargo, and allon board were taken to New London, CT. Had it not been forthe actions of abolitionists in the United States, the issuesrelated to the Amistad might have ended quietly in anadmiralty court. But they used the incident as a way to exposethe evils of slavery and generate significant opposition to thepractice. Abolitionists asked Roger S. Baldwin, a lawyer fromNew Haven, and two New York attorneys, Seth Staples andTheodore Sedgewick, to serve as proctors for, or represent,the Africans. The answer to the libels of Lt. Gedney, et. al.and Pedro Montes and Jose Ruiz that the proctors submittedto the district court conveyed the position of the Africans.

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Document #3

John Quincy Adams' request for papers relating to thelower court trials of the Amistad Africans,January 23, 1841

National Archives and Records Administration, Records of theSupreme Court of the United States, RG 267

After the Federal District Court ruled in favor of the Africans,the U.S. District Attorney filed an appeal to the SupremeCourt. In the trial before the Supreme Court, the Africanswere represented by John Quincy Adams, a former U.S.President and descendant of American revolutionaries.Preparing for his appearance before the Court, Adamsrequested papers from the lower courts one month before theproceedings opened. For 8 'A hours, the 73-year-old Adamspassionately and eloquently defended the Africans' right tofreedom on both legal and moral grounds, referring to treatiesprohibiting the slave trade and to the Declaration ofIndependence.

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Document #4

Opinion of the Supreme Court inUnited States v. The Amistad,March 9, 1841

National Archives and Records Administration,Records of the Supreme Court of the United States, RG 267

Senior Justice Joseph Story wrote and read the decision of theSupreme Court. The Court ruled that the Africans on boardthe Amistad were free individuals. Kidnapped and transportedillegally, they had never been slaves.Although Justice Story had written earlier that ". . . it was theultimate right of all human beings in extreme cases to resistoppression, and to apply force against ruinous injustice," theopinion in this case more narrowly asserted the Africans rightto resist "unlawful" slavery.The Court ordered the immediate release of the AmistadAfricans.

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Document #5

Statement of the Supreme Court to Circuit Court,March 9, 1841

National Archives and Records Administration,Records of the Supreme Court of the United States, RG 267

Following its decision, the Supreme Court submitted thisstatement to the lower court where the case originated. Thestatement indicated that the decision of the circuit court wasin part upheld and in part reversed. The part that was upheldrelated to the freedom of the Africans. The part that wasreversed related to Judge Andrew T. Judson's application ofthe Congressional Act of March 3, 1819. Judson's decisionauthorized the President to return the Africans to Africa.Ultimately, the abolitionists arranged for their return in early1842.

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