| America was founded through open acts of | | | | independent nation. |
| rebellion by all different sorts of rebels. | | | | |
| | | | Rebellion waas necessary because it drove the |
| Is rebellion necessary? | | | | national idea and the knowledge not only of |
| | | | the monumental significance of the actions to |
| Throughout American nation has fought against | | | | be undertaken, but also the impact of a free |
| oppression to gain freedom and independence. | | | | democracy. For instance, Master Hugh in "My |
| The one of the major forms of this struggle | | | | Bondage and My Freedom" says that: "knowledge |
| was rebellion. Taking into account historical | | | | unfits a child to be a slave." I [Douglas] |
| development of American nation, causes and | | | | instinctively assented to the proposition; |
| effects of rebellions it is evident that | | | | and from that moment I understood the direct |
| rebellion was a very effective way of open | | | | pathway from slavery to freedom" (Douglas, |
| acts used by slaves and insurgents. The main | | | | Chapter 10). Rebellions could be seen as a |
| purpose of the paper is to examine the role | | | | school for those who did not know the rules |
| of rebellion in American history. | | | | of strategic tactics and planning. Like |
| | | | uneducated people, most rioters studied how |
| In general, the aim of rebellion was to fight | | | | "to read and write" the tactics of fight and |
| for freedom, equal rights and antislavery | | | | struggle. |
| legislation. On the one hand, it helped to | | | | |
| attract attention of masses to social | | | | In the movie "Amistad", Stephen Spielberg |
| problems such as injustice and oppression. | | | | portrays a slave revolt of 1839 on the ship |
| For instance, Frederick Douglas depicts the | | | | in the Caribbean and the trials to revolt on |
| "rebellion" of a person who strives for | | | | U.S. soil. This movie shows that people |
| better days. Douglas described his experience | | | | werelocked by whites who controlled them and |
| as: "We were all in open rebellion, that | | | | suppressed. For this ship, rebellion was the |
| morning. Caroline answered the command of her | | | | only possible way to free themselves and |
| master to "take hold of me," precisely as | | | | their comrades. Rebellion was a kind of an |
| Bill had answered, but in her it was at | | | | obligation to fight and to protect their |
| greater peril so to answer" (Chpater 17). | | | | dignity and self-esteem. |
| | | | |
| Rebellion was necessary because it led to | | | | For rioters, rebellion meant absence of |
| revolution (in some cases). Rebellion could | | | | restrictions and compulsions, and in |
| be seen as a "training" of soldiers before | | | | correlation with the idea of will, it is the |
| serious and key actions. For instance, the | | | | opportunity to act as would be desirable. On |
| slave rebellions in 1781 and 1830s prepared a | | | | the other hand, the idea which would be |
| firm ground for the Revolution. Rebellion was | | | | likely to the American society was that the |
| necessary because it demonstrated the act of | | | | freedom was not an honor or award except in |
| human spirit and unity. Rebellion forced the | | | | the case of honorary freedom. As Douglas says |
| government and insurgents to realize the | | | | "Coming generations in this country will |
| consequences that took place if political | | | | applaud the spirit of this much abused |
| changes havd not been made. | | | | republican friend of freedom" (Douglas, |
| | | | Chapter 24). Rebellion was necessary because |
| Rebellion was necessary because it showed a | | | | it opened freedom to all who were genuinely |
| struggle for individual freedom which means | | | | interested and met the criteria of a rioter. |
| much more than the absence of physical | | | | That was main principle on which rebellions |
| coercion. Every rebellion had a short term | | | | were based in the United States. |
| and long term goals which helped mutineers to | | | | |
| reach their target. For instance, the | | | | Also, rebellion gave rise to a new national |
| rebellion depicted by Harriet Beecher Stowe | | | | ideology held by most American |
| in Uncle Tom's Cabin had two objectives. On | | | | revolutionaries. It was one in which they |
| the one hand, slaves Tom, George, Eliza and | | | | knew their sacrifices would be acknowledged |
| Harry wanted to save their life and became | | | | and appreciated by future generations of |
| free. On the other hand, this rebellion was a | | | | Americans. There was also the knowledge that |
| general movement of slaves who opposed | | | | America would serve as an example to God and |
| oppression and tyranny. For instance, when | | | | the rest of the world of what the advantages |
| Tom talks to Eva he expresses his vision of | | | | of a free society could be. |
| slavery and masters: | | | | |
| | | | To many revolutionaries who had their own |
| "They are robed in spotless white, | | | | ideas about united nation rebellion was a |
| | | | necessity. It showed their strength and |
| And conquering palms they bear." (Chapter | | | | weaknesses, and it was absolutely a key to |
| 22). | | | | any further advancement towards their |
| | | | ultimate goal of freedom to enjoy personal |
| In this situation, the obligation of people | | | | liberties. Store writes: "since the |
| to rebel coincided with their strategy to | | | | legislative act of 1850, with perfect |
| survive as a unity, on the one hand, and with | | | | surprise and consternation, Christian and |
| that of defending its national identity on | | | | humane people actually recommending the |
| the other. Rebellion could not be explained | | | | remanding escaped fugitives into slavery, as |
| through a private (personal) interest of | | | | a duty binding on good citizens" (Stowe, |
| people taking part in a battle because a | | | | Chapter 35). The movie "Amistad" vividly |
| soldier or a general means nothing as a | | | | portrays the necessity of rebellion of former |
| subject, but becomes simply a tool of the | | | | slave Theodore Joadson who viewed the rioters |
| battlefield. | | | | as "freedom fighters" and called Africans |
| | | | "stolen goods" as they were kidnapped |
| A wave of rebellions in the nineteenth | | | | (Amistad, 1997). |
| century helped American people to neutralize | | | | |
| their enemy (the government) in order to | | | | It is possible to say that a revolution had |
| protect their safety. Rebellions should be | | | | result, positive or negative while rebellions |
| considered as a rational choice which | | | | were a part of revolutionary process, they |
| included its aims, alternatives, consequences | | | | represented continuous actions. On the other |
| and choice. If American nation had taken such | | | | hand, rebellions did not always lead to a |
| an action, it was based on the purposes to | | | | revolution. If the government compromised, |
| overcome oppression and created a set of new | | | | there was no necessity to continue struggle |
| values and tasks. | | | | which could lead to numerous death-roll. |
| | | | |
| It should be mentioned that alternative types | | | | Racial differences and oppression undoubtedly |
| of actions were possible, but without careful | | | | motivated people to acts of extreme violence |
| and strategic planning such actions would | | | | against those whom they classify as "others." |
| lead to numerous scarifies. Rebellions were | | | | Racial confrontations acting as an original |
| necessary because they were concerned with | | | | cause of rebellion forced Americans to |
| the rule of national identity. They showed | | | | struggle. In many cases, fight for freedom |
| that something "wrong" with the society and | | | | and equal rights made use of racial |
| demonstrated the necessity for improvements. | | | | differences. In this case, a necessity to |
| | | | rebel served as a causal explanation of it. |
| Desire of a nation to struggle as such did | | | | Rebellion was a relational choice which |
| nothing, because only active operations led | | | | allowed to start fighting and attract masses |
| to rebellion. It was people who made claims | | | | of people to rebel. It served like a signal |
| or felt marginalized, and people who often | | | | for those who wanted to be free. |
| disagreed, some¬times quite fundamentally, | | | | |
| about how their identity should be | | | | It is possible to conclude that rebellions in |
| interpreted or understood. For instance, in | | | | American history were a very important step |
| 1781 the rebellious states created a loose | | | | towards freedom and independence. Rebellions |
| union under the Articles of Confederation, | | | | prepared a ground for revolutions and became |
| and at the end of the war in 1783, Britain | | | | a single for unified popular uprising. |
| recognized its former colonies as an | | | | |