Intro- Introduce West Side Story’s plot in 2-3 sentences. Thesis: police relations and brutality against Puerto Rican immigrants in the 50’s and 60’s. Immigrants such as Puerto Ricans face general hardships when coming to the U.S. The conflict between the Sharks vs. the Jets.

Body I- There was bias towards foreigners, especially Puerto Ricans when it came to gangs and crimes. Cops were racist and tougher against the newcomers compared to Americans (Officer Krupky’s treatment with Sharks vs. the Jets). Using the source, “I don’t think the cop is my friend”. Cops had motives and agendas against Puerto Ricans.

Body II- The Sharks need to survive, and the immigrants develop the gang as a result. They lived in slums with terrible conditions so they wanted security by working together. “Police Assailed by Puerto Ricans”. Puerto Rican leaders called them biased as 3 of them in their communities were shot and killed.

Body III- Unlike the movie, cops try to make peace with Puerto Rican communities through educational programs from the police department. As cops were taught and understanding the culture, minority rights develop, which leads to respect of the Puerto Ricans. “Police Move to Win Puerto Rican Amity”.

Conclusion- Puerto Ricans, like other immigrants faced many hardships such as the police and dealing with them everyday. West Side Story represents the daily struggles of the Puerto Ricans trying to survive in the 50’s and 60’s.

– Puerto Rican Citizen: History and political identity in twentieth-century New York City by Lorrin Thomas                                                                                                   Denis-rosario, M. (2012). Puerto rican citizen: History and political identity in twentieth-century new york city by lorrin thomas. Latino Studies, 10(3)

– Center for Puerto Rican Studies: Sustaining the Culture; Many Collaborations Mark Its Third Decade                                                                                                   Stern, G. M. (2005, May 09). Center for puerto rican studies: Sustaining the culture; many collaborations mark its third decade. The Hispanic Outlook in Higher Education, 15, 41

-The Puerto Rican Paradox: Colonialism Revisited                                             Pantojas-García, E. (2005). THE PUERTO RICAN PARADOX: Colonialism revisited. Latin American Research Review, 40(3)

All sources were found within the Baruch Newman Library’s database through Journals. The second choice from the NY times.  01/01/1923 to 12/31/2013 in New York Times (1851-2010)  Includes the New York Times Magazine

Option One : West Side Story in Historical Context

The movie West Side Story and Brigg’s Reproducing Empire highlight Puerto Rican values, which caused families and gangs into disruption of the culture in America. West Side Story is a classic, in which there are two gangs, the American Jets and the Puerto Rican sharks. Both gangs claimed the same street as their territories, but each side couldn’t accept that. Of course, Riff, the gang leader of the Jets challenges Bernardo, the Shark leader to a fight for the streets.

One of the sparks of their duel was when one of the Jets members, Tony, interacts with Bernardo’s sister, Maria on the dance floor. Bernardo was extremely protective of her sister, especially from an American. Viewers can see how family plays a role in each of the Puerto Rican characters. With their lack of trust and fear, Bernardo didn’t want to affiliate his gang, family, or himself to Americans or other outsiders.

Reproducing Empire has many examples of Puerto Rican families having or causing problems due to their closeness and lack of trust. Chavez, who says that there is a “surprisingly strong family attachment and traditional family values” within Puerto Ricans. One example was that mothers were hesitant in even sending their children to day care because they believed in raising the children themselves. Beliefs such as sexual abuse and rituals in the day cares only strengthened their case. As a result, mothers and older children were out of the labor force in order to raise the children. There were many conflicts within Puerto Rican families because of their lack of trust and fear from the outside world.

Seabrook’s Magic Island and the film White Zombie share similar ideas of the use of magic, which caused skepticism, and at the same time, fear. Our current idea of brain-eating zombies in the movies were portrayed differently in the 1930’s as the zombies were subservient to their master’s every command under some spell. The island of Haiti was full of ideas, stories, and myths including wolves, vampires, ghosts, voodoo, and of course zombies. As the story goes, a man confronts a witch doctors in hopes of being with his love who is about to get married. Using magic was his last resort. In the end, it really didn’t work out, as the woman died and turned into a zombie slave.

A man just learning about the magic island of Haiti has asked Polynice, an “experienced” person who’s familiar with the superstitions taking place on the island. As the man was hearing about these folk-tales, he realizes that these creatures or the magic used was also seen in white Europe. He’s heard of demons and vampires, sure, but zombie caught his ear. Polynice was genuinely frightened when he asked “Why so often do you see a tomb or grave set close beside a busy road or footpath where people are always passing?” (94).

The only technical difference between White Zombie and The Magic Island was that in the film, white corpses were only summoned. In Haiti, slaves and white slave masters dealt with zombies and sorcery. Whether believing in the magic or not, slaves could have been zombies metaphorically. The opening sentence of Chapter 2 is “…Dead men working in the fields”(92). These “dead” men are referred to as the zombies or they could just be seen as regular slaves working in the field. Many slaves killed themselves and constantly suffered self-conflicts between living and death. Maybe, these slaves are just lifeless when working because they lost all hope for their lives. Magic and voodoo offered an escape for belief and organization of other slaves. It brought others together. Maybe the Haitian slaves were zombies from the beginning.

V. Brown’s Icons, Shamans, and Martyrs and the African American burial grounds explain the culture or cultures behind slaves during the the 1700s. Slaves now suffered with a self-conflict between living or death. So much mental and physical strain has caused slaves to face a serious threat of suicide in the African communities. The slaves formed a belief or idea in their afterlife after death. They believed that there is more than their physical suffering. Slaves would rather kill themselves then to be chained for another day. Slaves were happy to take their lives away because they were deeply convinced of the afterlife. The reincarnation posed as a real threat to slave holders as slaves were their investment and money was being lost. A culture developed out of hope and faith in the next world to come because there has to be something better than what they’re going through. Scare tactics such beheading corpses and using “government magic” against the bodies were attempts to burn out the spirits, hauntings, and reincarnation. Slave holders wanted their subordinates to know that they are the ones with the absolute power, degrading the slave’s magic to nothing.

The African American burial grounds is a sacred ground commemorating and respecting the 419 human remains that were discovered there in 1991. Before being declared a national monument, the sacred grounds received no respect. African funerals were illegal at the time so burials and rituals were in secrecy. Friends and family would gather around and practice their traditions in respect of their lost ones. Despite their restrictions, enslaved families managed to hold their funerals with their love and burying the lives lost with honor and dignity.

“Severe penalties were meted out to slaves who dared to strike whites, as we have seen. Not many slaves were willing to risk such punishment, and consequently, most slaves put up with whatever provocation whites gave them”. (140-141)

Slowly and steadily, slaves in Jamaica were resisting their master’s abuse. White slaveowners like Thistlewood now found it necessary to carry some sort of weapon as protection. Slaves were emerging out of fear into whatever it takes to freedom. In early slavery, slaves didn’t have the courage but rather the fear towards their masters. They were out mastered. Now, slaves often carried weapons of their owns frightening their masters. Where did this outbreak come from? Although Thistlewood has never experienced a revolt against himself, he witnessed other revolts around the island against other slave owners. Before, slaves would think twice before revolting. Now, slaves came to realize they can’t stay like this forever. What once was a dream might turn into reality. As every day passes, whites were at more risk around their slaves with no knowledge on what they might do or have plotted against them. One reason for the slave owner’s dominance falling was that the whites had no knowledge of Africans and their society. Owners would assume that the slaves were divided by their language, ethnicity, etc. But, as the slave owners realize this isn’t true, its too late! The Jamaican slaves slowly grew to their ultimate goal of freedom, but for now are enjoying the smaller freedoms granted by their masters such as free trade, travel, and education.

“Jamaican planters and British policymakers were most disturbed by the unique character of this revolt” (15). “If Dove and I were to be stripped, our skins would be found to be as smooth as any white man’s for we have never been flogged. I was quite happy” (16)

The revolt was surprisingly  bloodless and without fire because of the slaves wanting to salvage the harvests for themselves in the future. The rebellion was more defensive because of the sit down strikes and lands that the slaves were defending already. Being limited, the slaves resorted to guerrilla attacks on the estates. The whites suffered less losses of men compared to the 540 slave lives lost in the revolt. The whites were shocked when they discovered that the rebel leaders of the revolution were the slaves that were most trusted-“the black drivers and artisans”. Being considered the more privileged slaves of the group, these leaders were more literate being included in newspapers involving the Abolitionist movement in England. One of the leaders, George Taylor was a saddler who smuggled arms and information for the rebels. Slaves like Taylor’s had certain advantages over field slaves being that they were more educated, traveled more, and had practical skills avoiding “the harsher features of slave life”. Because of the “unique characters of the revolt”, more successful revolts occurred through the cultural advancement of slaves, the new access of information, and the constant irritation of the slavery issue towards Britain which ultimately led to their freedom. It is quite ironic that the most privileged of the bunch represent the vast majority of slaves on the island.

1. How come the more privileged slaves ended up as leaders of the revolt, rather than the regular slaves?
2. What advantages did the new leaders bring to the slave rebellion?

Colin Dayan’s claims on the master’s savagery and absoluteness towards their slaves during the Atlantic Systems are so correct, and unfortunately, were true. So many slaves were lost to due to capital greed, rather than the slaves having a potential in their own lives. In the Narrative of the of the Life of Frederick Douglass, an American Slave (1845) by Frederick Douglass and the Dred Scott decision in 1857 provide examples through primary sources of slaves that have experienced torture, murder, cruelty, and ignorance.

Even as early as a baby, mothers like Douglass’s were separated and worked through different farms to destroy the mother and child’s emotional connection as they grew older. Douglass was so used to ignorance as far not knowing his own age. Masters were afraid  if slaves were educated, they wouldn’t keep them in control. Slaveowners offered as little information as possible to their slaves to insure no risk or defiance. Douglass experienced his aunt beaten nearly to death multiple times as a young child by his master that severely effected his mental stability, always seeing that as the norm for slaves. Slaves like Douglass were so used to how they were treated that they thought that was the way of life. It was the norm to see your friends and family being whipped out of anger or mere pleasure by a white man. The Dred Scott decision was caused by a dispute between a slave and his master on crossing an anti-slavery state and being considered free by his owner. The court ruled saying that the master has the right to free their slaves, not the states that are declared anti-slavery states. Also, the Constitution doesn’t recognize blacks and slaves as citizens and weren’t granted citizenship of the U.S.

Although the social norm in the 1800s among whites were to own slaves, it is still seen as monstrous and inhumane to do so. A man holding another’s man’s basic right is the ultimate example of dehumanization. Beatings and holding back knowledge is ridiculous and robs the master’s sense of being a human. Believing that one race is superior or dominant over the other was seen as prosperous in some states, but many masters just saw it as a means of survival, obviously for themselves of course.

“Africans, listen carefully to me. You can rest on Saturday, on Monday, every day of the week, if you want. You are completely free. But you have to eat and clothe yourselves” (140)

Polverel reveals the cold truth to freed slaves: they still have to work. Africans were excited and couldn’t believe their new freedoms. Some tested it by not working Saturdays, Sundays, or even the whole week. They realize that it’s a big problem. Although they’re free of the white man, it doesn’t mean that they are free of labor. Everyone had to work just to survive, even the whites!. So with men not working, how are they going to care for themselves or more importantly, their families? Polverel explains that they are in control of themselves and in their work. They need to provide for their wives and children. There needs to be food, clothing, and a house to live in. Africans now have the opportunity to raise their own crops or livestock for personal benefit. African are now free, but not free from work. Days off are nice, but the more days off taken, the less money is made. These men can now ultimately decide whether or not to work hard enjoy life’s gifts and pleasures. When enslaved, these men were just given enough clothes and food to survive. Now is their opportunity to work hard and live a more meaningful life. With the Emancipation Proclamation, there is a new wave of men facing their experiences with freedom, both humanely and financially.