When was amistad incident

Libellants of Schooner Amistad to explore the concept of jurisdiction and how a case travels through the Federal court system. Students will also interpret the Supreme Court's role in the judicial branch by connecting the document back to the United States Constitution, and ultimately decide if they agree with the Supreme Court's ruling in the case. Materials created by the National Archives and Records Administration are in the public domain. Top Skip to main content. The schooner, its cargo, and all on board were taken to New London, CT.

The plantation owners were freed and the Africans were imprisoned on charges of murder. Although the murder charges were dismissed, the Africans continued to be held in confinement and the case went to trial in the Federal District Court in Connecticut. The plantation owners, government of Spain, and captain of the Washington each claimed rights to the Africans or compensation. President Van Buren was in favor of extraditing the Africans to Cuba. However, abolitionists in the North opposed extradition and raised money to defend the Africans.

Home Milestones The Amistad Case, Milestones: — For more information, please see the full notice. Following this zigzag course for weeks, the Amistad eventually anchored off eastern Long Island, where it was seized by a U. A hearing was held in New London, Connecticut. The Africans were arrested, charged with mutiny, murder, and piracy and sent to New Haven where they were jailed, to await trial.

Abolitionists quickly took up the cause of the Amistad rebels. Legal battles raged for two years. Supreme Court which, at last, set them free. Brig Washington, and taken into New London harbor," reported one newspaper,. Public curiosity is on the stretch, to ascertain, if possible, what will be the ultimate fate of these captives. The Abolitionists have already manifested a deep interest in these captives.

They have retained several distinguished lawyers as counsel for them, and last week appointed the Rev. Leavitt, of New York, to lead a committee to visit them, and report their situation. He reports that he found them in the jail at New Haven, 'as comfortable as is consistent with their situation.

Multitudes visit the prison, the keeper charging each one a New York shilling, the avails of which, after a just compensation for his trouble, he purposes to expend for the benefit of the prisoners, or for some other charitable object. Lower Court Decisions In prison, the Amistad captives were held on a charge of murder. They were also claimed as property by the Spaniards and, along with the rest of the cargo, by the American captors who brought them to Connecticut.

The legal issues were first considered in September when the Circuit Court met in Hartford. Justice Smith Thompson dismissed the charges of piracy and murder against the Africans on the grounds that the alleged crimes occurred in Spanish territory. However, the issue of what should be done with the Amistad and its cargo, which might include the Africans, was referred to the U. District Court. In January , the U.

He ruled that the Africans were not slaves, even under Spanish law, and should be released. He stated that the Africans "were born free and ever since have been and still of right are free and not slaves. Thomas Gedney, the commander of the USS Washington, should receive one-third of the value of the Amistad and its cargo. Prior to this case, Judson was a leader in closing the academy for "young ladies of color" started by Prudence Crandall in Canterbury, Connecticut.

His decision was a shock to the administration, and the government attorneys filed an appeal. Taney, were Southerners who had at one time or another owned slaves. To the administration's surprise and disappointment, the majority on the Supreme Court decided against them.

Justice Joseph Story said the main issue was whether the blacks were the property of Ruiz and Montes and returnable under the [Pinckney] treaty of The blacks were kidnapped and unlawfully transported, he said. The right of self-defense is held by people held illegally.

There was an "ultimate right," he said, "of all human beings in extreme cases to resist oppression, and to apply force against ruinous injustice. The real issue, he said, was a conflict of rights between parties. The Amistad captives had the right to equal justice before the courts. They had rights to a fair trial. Cinque and the other Africans testified in the courts, and were given other legal rights that had previously been granted only to white people.

But Story's decision affirmed that slaves were property and that the blacks were free solely because neither Spain nor the U. Classroom Application The Amistad incident can be re-enacted with students assuming the roles of participants in this important episode in the history of the struggle against slavery. Students can select or be assigned the roles listed below. Because some of the roles are those of proponents of slavery, teachers should first ensure that the simulation is not one that would upset any students in their class, and should be confident that it is an acceptable activity for the community in which their school is located.

The groundwork for the activity should include contacts with students to determine whether they regard the re-enactment as an appropriate exercise, as well as guidance by the teacher to prevent roles from being performed in a misleading or stereotypical manner. The purpose of the re-enactment is to involve students more profoundly in the study of history, and this can be better achieved when students feel comfortable with the activity.

Joshua Leavitt Atty. Roger S. Baldwin John Quincy Adams Atty. Thomas Gedney Atty. Ralph Ingersoll Atty. The Chief Justice was Roger B. The writer of the majority opinion was Associate Justice Joseph Story. The attorneys can be given the additional task of serving as group leaders. Students should understand that the case is not a trial or a debate. They should focus their efforts on making a persuasive presentation that reviews the facts, laws, and decisions made by the lower courts. Each side should be given a set amount of time to present its case.

Justices may question any points that are unclear, omitted, or in contention. After the presentations, each side may present concluding arguments that may respond to points raised by the opposition.

After a suitable time for discussion, the Justices are to make their decision by voting. Majority and dissenting opinions may be expected and opinions written. Objectives As a result of participating in this case, students will be able to do the following:. The Facts Familiarize students with the Amistad incident.

Give a brief overview of the revolt, events leading up to the ship's capture, and the trial in Connecticut. Distribute background materials before students assume roles.

Read or reproduce material from the beginning of this article, but be sure not to include information regarding the decision of the Supreme Court. Provide time for students to read and review this information. The Laws At the time of the Amistad incident, slavery had been practiced in the United States for more than two hundred years. It was widespread in the South and a critical part of that region's economy.

Although many northern shipowners benefited from the trade, slavery was never widely practiced in the region. During the Revolutionary War era, many northern states passed laws providing for the gradual emancipation of the slaves within their borders.

Although slavery was still legal in Connecticut in , there were fewer than twenty slaves, compared to some six thousand free African Americans living in the state. The Constitution banned the importation of slaves after , but there were no federal laws having to do with slavery within the states. Each state made its own laws. By , most people in the north did not want to take a stand on the issue of slavery, fearing that it would destroy the union.

For the most part, abolitionists were considered dangerous fanatics.