Did America End Colonization?

Episode Transcript
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SPEAKER_03 (00:11):
All right, what's going on, everybody out there?
You're probably not in thecomments because there was a
mistake.
Oh, yeah, you are.
You are uh viewers.
I see you.
Uh thank you for coming out thisevening.
Really appreciate you.
Uh part in the the delay.
There's something going on withthe technology nowadays with uh
this platform I'm using, and uhI didn't understand it.

(00:33):
Anyway, let's go into before weget into it, let's go into the
commercial and then we set itoff.

SPEAKER_00 (00:39):
Peace family.
Welcome to NYP Talk Show.
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(01:23):
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SPEAKER_03 (01:29):
All right, we're back.
We're back.
Thank you for coming out,checking us out this evening.
We're talking about uh did theUnited States in
colonialization.
This is a great question.
Also, excuse my audiotechnology.
I don't know what's going on.
Uh by the weekend, we'll haveall this stuff figured out.
Um, so anyway, let's go into it.

(01:50):
Thank you, brothers, for comingout this evening.
Really appreciate you for uhbeing uh recurring guests on the
show.
Um, and let's take it away,let's go straight to it.

SPEAKER_01 (02:00):
All right.
Peace.
So the question did the UnitedStates end colonization?
Right?
A critical thought question.
What was the purpose of theUnited States drafting Article
4, Section 3 and the and the14th Amendment?
We'll get into that as we gothrough these slides.

(02:25):
These questions were written byRegina Willis.
She is two hours outside ofChicago.
She is a part of the MooreMidwest Educational Network.
Uh, questions from her kin onthe following slides.
Abdullah Bey, I will answer allthe questions from a national
principle perspective,pre-existent Moore's

(02:45):
sovereignty, recovery of lostMoore's sovereignty,
post-luminium, blood right tiedto the land, modern race
paradigm, and generational massdehumanization and mass
denationalization of our people,individual perspective versus
national identity, nationalprinciple, and national
political unity perspective.

(03:07):
Question number one Why doesnationality matter?

SPEAKER_02 (03:19):
Want me to answer?
Or at this point, if you want todo it that way, I can do it that
way, yes.
And well, we'll and we'll beanswering that throughout two.
Um why why does nationalitymatter?
Well, there are three, so we'relooking at nationality from a

consequinity perspective (03:38):
the ancestry, lineage, descent,
pedigree, national origin.
So, but from a political sense,because we we are we are Moors

(03:58):
by consequences, so that thathas been taken away from us.
That's our blood.
But why does nationality matterfrom the perspective of why does
the political application ofnationality and the legal
application of nationalitymatters?
Because what what it does in thecontext of international law,

(04:22):
nationality refers to a legalbond, rights and duties, states
jurisdiction, and diplomaticprotection.
So nationality is thefoundation, core foundation of
sovereignty.

(04:42):
So it matters that, particularlyfor our people who have lost the
knowledge of their nationalityand the political, political
framework, and legal frameworkof our nationality has been
lost.
So by restoring the politicaland legal framework of our
nationality, it will restore ourlegal bond, our rights and

(05:10):
duties, our democraticprotection, and our state
jurisdiction.
So that's that's why nationalitywould matter.

SPEAKER_01 (05:21):
Next question.
Question number two.
What does declaring mynationality do for me?

SPEAKER_02 (05:27):
All right.
From a because we have, becauseour more sovereignty has not
been restored.
I mean, that meaning that ourmother is still in the hospital.
She is still in a coma.
Our mother has been in a comafor over 200 years.

(05:52):
Nobu Jwali set the footprintsfor the reversion of our more
sovereignty.
However, that has yet to berestored.
It's been 112 years counting.
I know that there's consciousmore say it's been done already.
It hasn't been done.
Our more sovereignty and ourrevival, our more statehood has

(06:16):
not been restored.
So declaring, quote unquote,declaring, because you are more
by consequentity, by ancestry.
So there's this you declaring itdoesn't make you more by
consequentity, ancestry.

(06:37):
But the quote unquote declaringit would be will be would be
would have to go and coincidewith the recovery of our lost
boys' sovereignty, the revivalof our boy's statehood.
I mean, you can come out yourmouth and you can have you can
have paperwork, all right?
But that that that alone doesnot restore the political and

(07:02):
legal framework of our Morsenationality.
I know conscious Moors thinkthat does, all right?
So, but they the declaring meansthat you have a good a
consciousness, a Morse nationalconsciousness.
But that doesn't mean that youhave a legal bond to our Moors

(07:23):
state because our Moore state isstill has not been restored.
So I just that this this conceptis very important.
This is the number one conceptthat we have to grow to.
All right, next one.

SPEAKER_01 (07:39):
Question number three.
Looking at all the negativemedia about Moors, why would I
want to be a Moore?

SPEAKER_02 (07:49):
And 15, the the the Spain, Portugal, France, England
slash Great Britain, the DutchRepublic, the Netherlands have
done all that they could do, hadwars against us, and they as

(08:15):
they have redefined andreclassified us, stripped us of
our culture, identity.
Uh, you have the pragmatica of1567.
King Philip II issued that royaldecree forbidding us from
wearing from wearing our Morsefans, our Morse turbans, uh

(08:40):
speaking our Morse language,Arabic.
You have the the Europeanshriners and European gratos
have hijacked it, have hijackedit our culture.
So they so there's 206 shrinetemples, they and they use Morse
names.
Um what I'm getting at is thethe value, the value of

(09:05):
restoring the Morse nationalconsciousness and how and how
that will reconnect us to ournatural, to position us, puts us
in a mental capacity to be ableto work together to recover our
lost Lord's sovereignty.
And this you by reconnecting toour illustrious history because

(09:28):
it's that the Europeans arewearing our moist feathers, so
they see that they see value init.
That they that the Europeans arewearing our morse for Gaia, they
see value in it.
Your Europeans use our Moorshnames for their shrine temples
and Grand Gato temples.
They see tremendous value in it.
They have done everything tosuppress our Moorsh nationality,

(09:55):
our Moorish history.
They've used our Moors, theybenefit.
So the the negative, thenegative media is the Europeans
make maintaining their positionto keep us away from it.

(10:17):
So why?
It's because it's yourbirthright, and that it will it
would re-empower us politically,economically, and socially and
culturally.

SPEAKER_03 (10:33):
Now I understand that.
However, the Moors aren't in aposition of power right now as a
collective, and there's a lot ofuh uh uh factions and confusion
among Moors in the Moorishmovement, so um that's another
thing.
So even though with a Moorishnationality or with the

(10:57):
nationality puts us in a betterposition as individuals, um as a
collective, and the bad mediaand press and and and and things
like that, it it does, you know,it it I don't know.
I think that it's just morefactions and splits and bad

(11:18):
media and negative press thanpositive out there, you know,
you know, it doesn't work in ourfavor.
So how do we change that?
You know what I mean?

SPEAKER_02 (11:31):
Like we're we're doing it right now.
We're doing it right now.
This part, this platform.
This is this is the how that thethe how you you you you you
answer the how by don't havingthis platform.
You answer the question, youanswer your own question by
having this platform.
I'm just I'm just trying to bepractical.
That's all I'm not this it's notthe thing is to be practical,

(11:53):
just I'm trying to kiss it, justtrying to kiss it.

SPEAKER_01 (11:58):
Take it one step at a time.

SPEAKER_02 (11:59):
Right, that you have this platform is the how, is a
how.
I mean, it's not all of the how,but I'm saying it is a how.
It is a how.
So I'm I'm I'm I'm and so I wantI'm and I'll let I want the
audience to know the value ofRon's platform, the value of
platforms like this, the valueof my books, the value of the

(12:23):
outreach, the value of that, thevalue that you bring in
different guests like ourselvesfrom different organizations.
That's tremendous value.
The value that I brought in over40, over 40 guests on my Morse
Monday platform who are part ofdifferent organizations.

(12:48):
Um and you know, I'd like tohave you on one day, Von, my
Morse Monday.
All right, so the value thatwe're working together, so I
just want to just kiss it.
This is part of the how.

SPEAKER_01 (13:06):
Question number four
affect my day-to-day activities?

SPEAKER_02 (13:12):
All right, once again, to provide clarity, we
are more by consequenity.
So how and that the because thethis will be the political
application, because beingbecoming conscious yesterday or

(13:36):
last year, five or ten yearsago, did not make you a more
you're more by consequentity.
Our people who aren't consciousand classified as niggle color
black, they're more.
So this would be the politicalapplication.
So how would we so because oursovereignty has never been lost,

(14:02):
has been has not been restored,how would the the day-to-day,
how would how does Nash Notaffect our day-to-day?
Well, our sovereignty.
Yeah.
This this because our becauseour because of the political and

(14:25):
legal framework of our Mooresovereignty has not been
restored.
That has to be restored.
The noble, like I said, Nuitwalilaid the footprints for the
recovery our lost Moore'ssovereignty.
Unfortunately, unfortunately,you have those that some of

(14:48):
those in the temple did not knowwhat he what doesn't didn't know
what that means, they'll notknow what it means
internationally.
They don't know what that meansfrom an international law
perspective, from a s from asovereignty perspective.
His res his his saying thatwe're not Negro color black,

(15:09):
addressing, you know, the 200,the the years of United States
subjugation, his presenting theflag.
So it because I think that thequestion implies how this having
would imply how what havingknowledge of it affect my

(15:32):
day-to-day.

SPEAKER_03 (15:33):
Real quick, I just want to uh uh address I just
want to address the troll.
Uh uh, he says that uh do youbarely have a third grade
education?
Can you explain your education,brother Abdullah?

SPEAKER_02 (15:46):
Do I have a third do I have a what degree education?

SPEAKER_03 (15:48):
He said he's the brother this whoever this person
said is said said you barelyhave a third grade education.

SPEAKER_02 (15:55):
Yeah, I only I dropped out of school at third
grade.
You didn't know that.
I'm dropped out of school inthird grade.
Come on, Abdullah, give him givehim the give him the history,
Abdullah.
I dropped out of school at thirdgrade.
So I mean, yeah, you know, isthat a problem that I dropped
out of school in third grade?
Come on, come on, Moore.

(16:16):
Give them give them the history,give them the history, Mo.
All right.
You know, I because I don'tthink I don't take things like
stuff that personally, thatdon't bother me.
So that's why I'm being that'swhy I'm being like that.
Um I have I have a I have a BAdegree from Glasgow State

(16:39):
College, which is now calledRowan University in Glasgow, New
Jersey.
I have a master's degree insocial work from Rutgers School,
Graduate School of Social Work.
I have studied etymology, whichis the history, origin, and too
many words, etymology, grammar,basic grammar, advanced grammar,

(17:03):
vocabulary building, dictionarystudy skills, uh sound shifts,
uh uh poetry.
I have written, I have writtenseveral books.
I have lectured in 20 cities, 20or 25 cities.
Um I have taught teachers.

(17:24):
I've had, I taught etymology atTemple University, Pan-African
Studies Community EducationProgram from 2003, 2003 to 2019.
I taught over 1,500 adults, uhetymology and grammar vocabulary
building.

(17:44):
I taught nationality to over 10,10, I taught nationality to over
uh 10,000 students in the KansasCity Public School.
I've had gain respect fromEuropeans and other co-workers
and so forth for my for mybooks.
20 20 over 20 years of researchfor my book, More's a mastery.

(18:09):
So, and um, and as you said, yousaid I got a third grade
education.
I say all right, we good.

SPEAKER_03 (18:17):
All right, thanks, thanks for the for clarifying
that.
All right, now we're going intothe next one.

SPEAKER_01 (18:25):
Question number five.
How do officials recognize Moorsand uphold their rights?

SPEAKER_02 (18:33):
How do officials in that case?
Um, United, uh federal or fromUnited States officials, or also
state of state officials,judges, uh senators, uh uh
Congress, uh men and women,governors, mayors, city

(18:56):
councils, if they're they'retalking about officials, all
right, um, from uphold theirrights.
Now you have there there aremorals like conscious morals
like myself, like Israel, whohave you know gained knowledge

(19:23):
on how to deal with certaincases in the courts, but the
courts do not recognize thatwe're Moors.
What's the evidence?
The fact that they the fact thatthey continue with the case,

(19:46):
because the to recognize thatwe're Moors would mean that they
don't have authority to hear thecase.
Article 20 to article 25 of thetreaty of peace and friendship
between his appearance majestyand the United States, those are
extraterritoriality clauses.

(20:06):
Only a Moors consul, only aMoors Council has the authority.
When if a Moor is a defendant,only a Moorish council, not a
not a United States prosecutor,not a state prosecutor, not a
United States judge, not a statejudge, only a Moors Council.

(20:30):
So the fact that they hear thecase, the fact they gave the
prosecutor, brings forth thecase, is evidence that they
don't recognize that we'reMoors.
We make we'll be clear on thatnow.
All right, so we can move on.
We're not talking aboutconscious more's winning cases,

(20:52):
I'm talking about the fact thatthey hear the case.

SPEAKER_01 (20:58):
So, question number six What changes do I need to
make to prepare for more's life?
What will be different?

SPEAKER_02 (21:07):
All right, because most of our people are
unconscious, you're gonna you'regonna have to do work like we're
doing.
Because most of our people areunconscious, and you also, as
Ron mentioned, they the negativeuh views of the media and the

(21:27):
European Schreiners and the umEuropean grottos, you know, have
hijacked our Moorish Fez and ourMoors regalia and our Moorish
shoes and you know our Moorishlanguage, our Moorish names.
You know, you there uh there's athere's misconceptions, there's
misconceptions among consciousMoors that's been out there for

(21:50):
so long.
You're gonna have to get yourhands dirty.
You're gonna have to roll upyour sleeves.
I'm just I'm keeping it real.
Now you may have some, you mayhave another conscious Moors
that would tell you whateverthey want to tell you.
All right?
I'm keeping it real.
There's work to be done.
I'm not gonna give you this piein the sky, I'm not gonna give

(22:10):
you this, I'm not gonna, I'm notgonna BS you with this, you
become most conscious today, andyou put in some more paperwork,
and it's this magical paperwork,and everything is hunky thory.
They are conscious more who tellyou that BS.

(22:33):
There are conscious Moors whowill sell you that BS.
I said to I said I would neverpresent a never misconception in
my life.
They will sell you that BS.

(22:53):
They will try to sell you apackage for 10,000.
I'm not exaggerating.
For 5,000, I'm not exaggeratingthese numbers, for 7,000, 2,000.
This magical paperwork andeverything refined, it's BS.
We got work to do to resuscitateour mother out of her over 200

(23:14):
years of a coma.
Juwali laid the foundation orset the set this footprints to
for the revival, recovery of ourlost Moore's sovereignty.
We got a lot of work to be done.
It has not been done yet.
You got conscious Moors thatwill BS you and said, it's been
done.
We got a state, it's been donealready.

(23:34):
They will BS you.
I'm not gonna BS you.
You're gonna roll up yoursleeves and do the work like
we're doing.
Next one.
The best thing to do, mybrothers, is to be up front with
these people.
The worst thing to do is to BSthem.
The worst thing to do is to sellthese people the pie in the sky.

(24:00):
That's the worst thing to do.
And I've seen conscious boys dothat for 33 years because they
want a position that you know,because they want to they want
to sell something, they want tosell them a package, so they'll
they'll they'll to say they'llgive them the pie in the sky.
Got work to do.
Most of a lot of our people,most of our people still

(24:20):
unconscious.
We go to the next one.

SPEAKER_01 (24:23):
All right.
So nationality, the nationalidentity of a people,
identifying their politicalallegiance and political
protection, constitution, thewritten expression of the
political unity of a people.
So, did the phrase in the UnitedStates, as used in a

(24:44):
geographical sense, come aboutthrough the various land
boundary cession treaties withindigenous Moorish tribes,
wherein we agreed to transferwhich when they in which they
agreed uh to transfer theterritorial sovereignty rights
to our lands to the new, we'resupposed to read.

(25:05):
Um, did the United States, asused in a geographical sense,
come about through the variousland boundary cession treaties
with indigenous Moors tribes,wherein they agreed to transfer
their territorial sovereigntyrights to our lands back to you
know us as Moors, uh IndigenousMoors?
Or did the phrase in the UnitedStates as used in a geographical

(25:28):
sense come about through thevarious land boundary cession
treaties, whereby Great Britain,Spain, France, Russia, and the
United States of Mexicotransferred their territorial
sovereignty over our lands tothe new extension of colonial
powers called the United States?

SPEAKER_02 (25:43):
Yeah, it's a it's a second one.
Yeah, it's a second one.
You have there, and I used toteach the misconception.
I used to teach themisconception that we that we
transferred that the Morsetransferred, uh allowed, allowed

(26:03):
the Europeans to set up coloniesthrough the the the treaties,
the treaties.
I used to teach thatmisconception too.
So those are United States beingused in a geographical sense
came through the second one.

(26:24):
So what was the United Statesdoing in 1644?
The answer is United States hadnot been established.
What was the United States doingin 1710?
The answer is United States hadnot been established.

(26:46):
In 1720, in 1720, who was livingin the United States?
Anybody was saying I'm from theUnited States?
I'm going to the United States.

(27:07):
I live in the United States.
I'm going to United States.

SPEAKER_01 (28:31):
This is a continuation of European
discovery, conquest,subjugation, colonization of our
lands, and the continuedsubjugation of our people.
Article 4, section three of theUnited States Constitution is
how our land is managed underthe under the authority of the
United States Congress.

(28:52):
So we have the French Louisianafrom 1682 to 1762 map.
And we see Spain, France, andwhere's the United States?

SPEAKER_02 (29:03):
Why why I don't see United States on there?
Why not?
I don't see United States onthis map.
I thought this was UnitedStates.

SPEAKER_01 (29:27):
So we have North American, Spanish, French, and
British territories circa 1700.
See New Spain, New France,British colonies, European
settlements in the New World.
So did France return theconquered and colonized land to
the indigenous people of thesaid land?

(29:47):
Or did France continue to keepthe conquered lands under
colonial occupation by ceding itto Spain in the 1762 secret
treaty of Fontainebleau?

SPEAKER_02 (30:00):
It's the second one.
France continued to keep theconquered land under colonial
occupation.
Because by ceding it to another,to another European conquering
power, Spain.
So this so it didn't changethis, it didn't change the

(30:23):
status of the land beingconquered.
It's still conquered land.
So France transfers conqueredland that they conquered to
another conquering power, Spain.
The land is still conquered.
It didn't change the status ofthe land being conquered.

(30:45):
It's still conquered land.
What changed was the was thisterritorial sovereignty, which
transferred.
That's only a change.
But it's still conquered land.

(31:07):
How would it no longer become beconquered land?
France would have to have tocede it, return it to what?
Restore it to the native people.
So therefore, no longer, it willno longer be conquered land.
France transfers, restores it tothe native people.

(31:28):
They pack up.
They pack up.
They pack up their subjects andthey they leave.
Now that changes is no longerconquered land.
Did that happen?

SPEAKER_01 (31:41):
Nope.
1762, Spanish Louisiana,Espaniola.

SPEAKER_02 (31:51):
Another conquering power?

unknown (31:53):
Yep.

SPEAKER_02 (31:54):
Another European conquering power.

SPEAKER_01 (32:01):
So then we have.
So did France and Great Britainreturn the conquered and
colonized land to the indigenouspeople of the said land?
Or did France and Great Britaincontinue to keep the conquered
lands under colonial occupationby ceding and retro-ceding lands
to each other in Articles 4, 6,7, 9, 10, and 20 of the 1763

(32:25):
Treaty of Paris between Franceand Great Britain?

SPEAKER_02 (32:28):
Now you see, now you see this orientation.
This orientation is not taughtin the schools.
Colonization is no more.

(32:50):
United States is established.

SPEAKER_03 (32:55):
That's a good question.
We got a question here.

SPEAKER_02 (32:57):

SPEAKER_03 (32:59):
We got a question.
What's up with Portugal?

SPEAKER_02 (33:03):
Uh that's uh yeah, Portugal.
Yeah, Portugal too.
That's in uh um Brazil.
Brazil.
Yes, Portugal is yeah, Portugalas well.
But as far as in North America,that wouldn't be Portugal.
Portugal is in South America,right?
Portugal conquered part Portugalconquered parts of South
America, along with Spain.

SPEAKER_01 (33:25):
Right.
So they didn't cede anything tothe United States.

SPEAKER_02 (33:27):
Yeah, they didn't cede land to the United States.
That's yeah, so that's that'sthe answer.

SPEAKER_01 (33:33):
And then the proof the uh evidence is this map
here.
So France and Great Britainchose to keep the land amongst
themselves, amongst the colonialpowers.
France transferred lands, HudsonBay Company, Spanish Louisiana,

(33:57):
New Spain, British claims,British colonies, did Spain
return the conquered andcolonized land to the indigenous
people of the said land, or didSpain continue to keep the
conquered land under colonialoccupation by retroceding it to
France in Article 3 of the 1800Third Treaty of San

(34:20):
Edifedefonso.

SPEAKER_02 (34:26):
So he's uh so Israel identify the treaty as well as
the article in the treaty.

SPEAKER_01 (34:35):
And you see it, you'll see that Spain retroceded
uh Louisiana back to France.
As we see, these are the claimsbefore the French and Indian
War, French claims, Spanishclaims, Hudson Bay Company,
British, British colonies,Spanish Florida, Cuba, and

(34:58):
unexplored again, Englishcolonies, New France, English,
New Spain.
So did England and Great Britainreturn the conquered and
colonized land to the indigenouspeople of the said land, or did
England slash Great Britaincontinue to keep the conquered

(35:18):
land under colonial occupationby ceding it to the newly
founded United States vis thefirst 13 states in Articles 1
and 2 of the 1783 definitivepeace treaty between Great
Britain and the United States.

SPEAKER_03 (35:31):
Before we go into that, before we go into that, I
just want to uh recon you knowum recognize Joey for give you
know uh sending the$20 on thesuper chat.
Really appreciate you.
Thank you, thank you, thank you.
Peace to you.

SPEAKER_01 (35:50):
So the evidence to that, this map, United States
after the Treaty of Paris, 1783,showing claims of uh can't read
it, it's kind of blurry downthere.
Are you 13 original states?
Uh New Hampshire, Massachusetts,New York, Pennsylvania,
Connecticut, Rhode Island, NewJersey, Delaware, Virginia,

(36:13):
North Carolina, South Carolina,Georgia.
Then we have Florida down here.

SPEAKER_02 (36:19):
Uh-huh.
And remember, these are theseare states now.
These are these aren't the theuh Article one, article one of
the let's go, let's go back tothat.
Yeah, the the map, the map.
Article one of the 1783 Defenderthe Peace Treaty, his Britannic

(36:44):
Majesty King George III.
He acknowledges the UnitedStates viz.
All 13 are named.
So it's not, it doesn't, itdoesn't read United States, it
reads United States Viz, V-I-Z,and Latin means namely, and all
13 are named after the word viz.

(37:05):
In Article 1, he took recognizethem to be free, sovereign,
independent states, and hetreats with them, he
relinquishes, which means thatKing George III relinquishes the
boundaries in North CarolinaCounty Charter to North Carolina
state.

(37:25):
King George III relinquishes theboundaries in the William Penn
Charter to PennsylvaniaCommonwealth, Pennsylvania.
The uh um William William KingGeorge III relinquishes the
boundaries in the the the um theVirginia County Charter to

(37:46):
Virginia State.
King George III relinquishes theboundaries, the land boundaries
that's in the Connecticut CountyCharter to Kinetic State.
That's what that means.
That's what that that is whatthat means in Article One.
So King George the Third didn'treturn it to the native people.

(38:12):
So the the if there is a ifthere is a just to provide more
clarity, and I've seen this inyou'll see this in cases.
If there is a land disputebetween Maryland state and
Virginia State, where they'renot gonna bring in the

(38:33):
constitution of Maryland state,and Virginia State, what are
they gonna bring in the court?
The Supreme Court.
The Supreme Court would hear it.
The Supreme Court would hear theland disputes, because they're
the you know, I mean theboundaries that they're so far
as the boundaries concerned.
They're not gonna bring in, whywon't they bring in the
constitution?

(38:53):
Why don't they why aren't theygonna examine the the the uh the
Virginia State Constitution andthe Merlin State Constitution?
Because the land boundaries arenot in that in the in the in the
constitution.
It's in the what?
The charters.
It's in the Virginia ComVirginia Charter and the and

(39:15):
particularly the 1609, 1609Plymouth Charter, and the 1619
Charter.
And then you have the MerlinCollege Charter.
That's where the landboundaries.
So, so the the people of thestate, the people of Meryl State
is assumes rights as far as theboundaries concerned, under the

(39:36):
charter.
That's what that relinquishing.
He relinquishes, it didn't hedidn't relinquish it to the
native people.
So we're showing once again thethe question is did the United
States end colonization?

(39:59):
The boundaries already set up,the boundaries is in the
charters.
New York Virginia state didn'tset the boundaries, New York
State didn't set the boundaries,Connecticut State didn't set
didn't survey the boundaries.

(40:24):
North Carolina State didn'tsurvey the boundaries, South
Carolina state didn't survey theboundaries, it was what under
the under the authority of theking of and queens of England
through the charters, and theywere what they would throw they
were relinquished to the states,showing a clear continuation of

(40:48):
colonization.

SPEAKER_03 (40:50):
All right, we got a question that's pretty a lot.
I love this question.
Oh, 11 Gate, uh 11 Gate, we'retalking about the United States.
That's why we're not talkingabout Haiti right now.
We're talking about the UnitedStates.

SPEAKER_02 (41:04):
Yeah, yeah, we don't want, yes, yeah.

SPEAKER_03 (41:06):
Right.
So um this question right hereare these four foreign uh colon
colon colony.
What is that?
Colonizing colonizing, yes, uhcolonizing nations, uh the
private corporations thatoperate uh the Federal Reserve

(41:27):
in which the U.S.
nationals are indebted to notthe U.S.
citizens, but the U.S.
nationals, black people.

SPEAKER_02 (41:37):
Yeah, it's not all right.

SPEAKER_03 (41:38):
Um these foreign colonizing nations, the private
corporations that operate theFederal Reserve in which the
United the U US nationals areindebted to.
That's a great question.

SPEAKER_02 (41:55):
All right.
Well, we're what we're whatwe're discussing here with this
and it bodies is a is a is thechange.
Let me let me let me let's letme let me give the international
law principles.
Because I I think that's we'retalking about territorial
sovereignty, territorialsovereignty, because I I think

(42:18):
we have we gotta because that'sthat's part of this
presentation, explain theinternational law uh principles.
I don't think he would haveasked that question if if he had
listened long enough to listento the international law
principles and elements.
He would have never, he or shewould have a founder would have
never asked this question.

(42:39):
He's not we're talking aboutinternational law principles.
With what's what's what's atplay here?
So we're talking about conquest,discovery, conquest,
colonization, and subjugation,acquisition, international law,

(43:00):
you have acquisition ofterritory in international law.
You have loss of sovereignty.
So with how did the UnitedStates acquired the various
territories?
We're showing that the primaryprinciple that's at play is

(43:25):
known as territorialsovereignty.
An element of territorialsovereignty is that the state
that is transferred tosovereignty gains control over
the defined territory as well asthe inhabitants.
So we're looking at change ofsovereignty and its effects on

(43:50):
the nationality of theinhabitants.
We're looking at generalsecession and its effects and
law of secession and the effectsit has on and change of
sovereignty and the effects ithas on the inhabitants of the
land.
So these are these are areas ofstay with us with uh

(44:12):
international law.
So the so the these the ourland, the the France, just to
try to provide clarity here.
France conquered our land.
France conquered a large portionof our land.
Under Louis XIV, they surveyed,a survey was done.

(44:38):
A survey map in internationallaw becomes the title.
A surveying the boundaries,outlining the boundaries of
French conquest of our land.
We're talking conquest here.
This is stronger than what thisquestion.
This is what I'm saying, this ismore powerful than the question.
This is more powerful than theIRS.

(45:01):
This is more powerful than UScitizens.
This is more powerful.
This is we're talking conquestof our land.
I think they don't, it's it'snot understanding right now
because they didn't give us achance, though.
Like, which I understand youwould ask questions why they do,
but it didn't give us a chanceto go through because he not
under doesn't see that theconquest overrides anything he

(45:28):
has in the question.
The conquest overrides anythinghe has in question.
So let's let us continue,brother.
We got you.
You can you got it.
We are we're talking conquesthere.
We're talking change ofsovereignty, we're talking loss

(45:49):
of sovereignty and the effects,the effects it has on the
nationality of the of theinhabitants of the land.
We're talking how the Europe,how the United States gained
territorial sovereignty.
We're talking discovery, we'retalking, we're talking
subjugation.
This is more this is morepowerful than any of the points

(46:13):
he raised in this question.
But we're talking foundationhere.
That's not foundation.
That's not foundation.
This is foundation.
I I had to say it that way so wecan provide us clarity, and

(46:36):
he'll see it as we continue.
It is good though.
I thank you for the question.
But maybe clear that's what I'msaying is compared to what we're
talking about, that's minuscule.
That's that's that's minusculecompared to what we're compared
to this presentation.

(46:56):
That's minuscule.
They don't want you to knowthis.
They don't want you to be clearon this, what we're doing in the
presentation, what you'representing, that's minuscule.
I had to say it that way just sothat the clear to provide
clarity on the the the the thevalue on what we're presenting.

(47:22):
If you talk the foundation ofanything, any service thing is
minuscule to the foundation.

unknown (47:29):
Right.

SPEAKER_02 (47:31):
Ryan understands.

SPEAKER_01 (47:37):
All right, so uh this is the Northwest Ordinance
of 1787, as Article 4, Section3, as Article 4, Section 3 of
the United States Constitution,states and territories of the
United States, 1787.
You have uh unclaimedterritories to the left,
Viceroyalty of New Spain, Colonyof Louisiana, Rupert's Land,

(48:03):
United Kingdom, disputed betweenNorthwest Territory and the
Rupert's Land, UK, uhConnecticut Western Reserve,
Erie Triangle, disputed betweenMassachusetts and colony of the
Brun of New Brunswick,Brunswick, UK.
And then we have the 13 states,and here we have Northwest

(48:24):
Territory.

SPEAKER_02 (48:32):
Bring it home more.
You know I can go out.
You know I can go, you know Ican spit this, brother.
United States set up the Spanishland grant office.

(48:55):
Why?
When United when the UnitedStates of Mexico ceded, remember
Spain, Spain conquered that.
Spain conquered all of that partof the West Coast.
All right, here, see here, lookat the map.
Spain conquered that.
So Spain exercised territorialsovereignty.
Spain in the 15, 16, 1700sgranted Spanish land grants to

(49:20):
soldiers and Spanish families.
Those are personal rights.
When United States of Mexicotook over in 1820, United States
of Mexico was obligated toprotect the personal rights of
those Spanish land grants.

(49:51):
You're talking about 2,000acres, there's cases.
There's been ongoing cases sincethe 1800s.
These things, I'm saying is thatthat's minuscule.

(50:12):
That question, those elements ofthe question is minuscule.
These are, that's why let theseare elements, these are things
that are going on that we don'tknow that we're not aware of.
That was set in place in the1500s, 1600, 1700s, Spanish land
grant.

(50:33):
That's why I said that'sminuscule.
They don't want us to know this.

SPEAKER_01 (50:46):
Again, Northwest Territory 1787.
Which was the groundwork forArticle 4, Section 3, admittance
of a new state in the UnitedStates Constitution.
So did France did France returnthe conquered and colonized land
to the indigenous people of thesaid land, or did France

(51:10):
continue to keep the conqueredland under colonial occupation
by ceding it to the newlyfounded United States in Article
3 of the 1803 Louisiana PurchaseTreaty between France and the
United States?
And when I put this question,I'm putting the article, I'm
putting the reference in thequestion.
So the source that you can goand look into.

(51:31):
You can Google Article IIILouisiana Purchase Treaty and
all the other sides that arelike this.
You can yeah, definitelyresearch and check everything.
Did Great Britain and the UnitedStates return the conquered and
colonized land to the indigenouspeople of the said land?
Or did Great Britain and theUnited States continue to keep
the conquered land undercolonial occupation by ceding

(51:54):
lands to each other in Article 2of the Convention of 1818
between Great Britain and theUnited States?

SPEAKER_02 (52:02):
So the status of land is the same as conquered,
it's still conquered land.

SPEAKER_01 (52:09):
Yeah, it's gonna lead the audience are leading up
to the map as well.
So the map will show what theanswers what the answers are.
So did Spain return theconquered and colonized land to
the indigenous people of thesaid land, or did Spain continue
to keep the conquered land undercolonial occupation by ceding it
to the newly founded UnitedStates in Article 2 of the 1819
Adams Onus Treaty between Spainand the United States?

(52:35):
Did Mexico return the conqueredand colonized land to the
indigenous peoples of the saidland, or did Mexico continue to
keep the conquered land undercolonial occupation by ceding it
to the newly founded UnitedStates in Article 1 of the 1846
treaty regarding oh that's notit?

SPEAKER_02 (52:57):
Between uh uh um United States of Mexico and the
United States.

SPEAKER_01 (53:00):
Yeah, here it is right here.

SPEAKER_02 (53:02):
Yeah, yeah, all right.
There you go.

SPEAKER_01 (53:04):
Did Mexico did Mexico return the colonized land
to the indigenous people of thesaid land, or did Mexico
continue to keep the conqueredland under colonial occupation
by ceding it to the newlyfounded United States in Article
5 of the 1848 Treaty ofGuadalupe, Hidalgo, between the
United States of Mexico and theUnited States?

(53:27):
So did Mexico return theconquered and colonized land to
the indigenous people of theSedland, or did Mexico return to
did Mexico continue to keep theconquered land under colonial
occupation by ceding it to thenewly founded United States in
Article I of the 1853 GadsdenPurchase Treaty between the
United States of Mexico and theUnited States?

(53:51):
Did Russia return the conqueredand colonized land to the
indigenous people of the saidland?
Or did Russia continue to keepthe conquered land under
colonial occupation by ceding itto the newly founded United
States in Article I of the 1867treaty concerning the cession of
the Russian possessions in NorthAmerica by His Majesty the
Emperor of the Russians to theUnited States of America between

(54:14):
Russia and the United States?
Uh, and Alaska was involved inthis treaty.
Awesome.
And here are your answers.
So we have here territory oforiginal 13 states ceded by
Great Britain in 1783, thedefinitive peace treaty.

(54:34):
We have down here, East Florida,West Florida, Spanish Cession in
1819, Spain ceded territorialsovereignty to the United States
and not back to the indigenouspeople.

(55:00):
So this is when United States uhexchanged lands with Great
Britain, uh exchangedterritorial sovereignty over the
land with Great Britain, OregonTerritory, 1846, treaty with
Great Britain, Great Britainceded land to the United States,
Mexican Session, 1848, Treaty ofGuadalupe, Hidalgo, Mezco ceded

(55:25):
territorial sovereignty to theUnited States, the Gazden
Purchase Treaty, 1853, fromMexico to the United States.
Mezco transferred territorialsovereignty to the United
States.
Down here is the Alaska PurchaseTreaty with Russia.
Russia ceding territorialsovereignty to the United

(55:46):
States.
And to the left, we have Hawaii,the annexation of 1898, former
Republic of Hawaii.
Before that, it was the Kingdomof Hawaii.
Awesome.
As we can see, uh theterritorial sovereignty was not
transferred, or the titles tothe lands were not transferred

(56:07):
back to the indigenousAboriginal peoples of the land.

SPEAKER_02 (56:12):
Hence the land is still conquered.
In the hands of the UnitedStates.

SPEAKER_01 (57:02):
This is evidence of the continuation of European
discovery, conquest,colonization, and subjugation of
Moors land.
This article gives the UnitedStates Congress territorial
sovereignty over Moorish land.
The territorial sovereignty wastransferred to the United States
by the various treaties withGreat Britain, France, Spain,
the United States of Mexico, andRussia.

(57:24):
Today, Congress is exercisingterritorial sovereignty over
Moorish lands.

SPEAKER_02 (57:32):
See the perspective?

SPEAKER_01 (57:38):
This is Article 4.
Relationships between thestates, Section 3, New States
and Federal Property.
Clause 1, admissions.
So this is Article 4 and Section3 in the United States
Constitution.
You can Google it and readalong.
New states may be admitted bythe Congress into this union.

(58:01):
But no new state shall be formedor erected within the
jurisdiction of any other state,nor any state be formed by the
junction of two or more states,or parts of states, without the
consent of the legislatures ofthe states concerned, as well as
of the Congress.

(58:28):
Clause two, territory and otherproperty.

(59:03):
This is 13, uh subsection 1322,volume.
Um I think this is from uh storeJoseph Story commentaries.

SPEAKER_02 (59:21):
Yeah, yes.

SPEAKER_01 (59:23):
Joseph Story commentaries on the Constitution
of the United States, volumethree, Boston, 1833.

SPEAKER_02 (59:31):
Yeah, that's it.
Uh-huh.

SPEAKER_01 (59:32):
So subsection 1322, the power of Congress over the
public territory is clearlyexclusive and universal, and
their legislation is subject tono control, but is absolute and
unlimited unless so fair as itas unless so fair as it is
affected by stipulations in thesessions or by the ordinance of

(59:55):
1787, under which any part of ithas been settled.
But the power of Congress toregulate the other national
property unless it has acquiredby session of the state's
exclusive jurisdiction is notnecessarily exclusive in all
cases.
If the national government ownsa fort, arsenal, hospital, or

(01:00:16):
lighthouse establishment not soceded, the general jurisdiction
of the state is not excluded inregard to the site, but subject
to the rightful exercise of thepowers of the national
government, it remains in fullforce.

SPEAKER_02 (01:00:31):
All right, let me let me explain.
Um, so they're obsession as faras affected by stipulations in
the sessions or by the ordinanceof 1787, it goes sessions.
The there uh the these the thethe the revolutionary war
between United States and GreatBritain.

(01:00:52):
United States they were gainedcontrol over the Northwest
Territory, what is now known aswhat is um with five states were
formed.
Uh part of Minnesota, Ohio,Indiana.
I go uh oh, Indiana, I'll goback to that map.
Go back to the go go back to themap so I can it'd be better for

(01:01:16):
yes.
Um the uh Northwest Territory,the other I think is a it was
that blacks, it was a blacksomething on there.
Yeah, there we go.
There we go, here we go.
So there was United Statesgained control.
There were six, six of thelargest states made claims in

(01:01:38):
1777.
Great Britain lost control ofthis area during the
Revolutionary War.
Six of the largest states madeclaims to this.
Uh Virginia being the hadVirginia had the largest claim.
Virginia state had the largestclaim.
Virginia state made the claimbased on the 16, 1607 uh charter

(01:02:03):
and the seven 1619 charter.
There were seven of the smalleststates that did not have claims
to this.
This was a major dispute.
The Articles Confederation wasdrafted in 1777.
It was not ratified until 17,until 1781, four years later,

(01:02:25):
with held up the ratification ofthe Articles Confederation and
Perpetual Union.
That the those states who hadclaims was would grow larger in

(01:02:47):
size, of course, economicallyand politically.
So Samuel Hunting, Samuel Chaseproposed that it would be
managed in the hands ofCongress.
So Virginia seated, Virginiaceded her claim.
That's where it said thatsession.

(01:03:39):
The ordinance of 1787.
That's the Northwest ordinanceof 1787.
So let me just lead up to that.
So you had the land ordinance,Thomas Jefferson.
Thomas Jefferson drafted theland ordinance of 1784.
That was a proposal to what thehow what to do with this land
here, to make states out of it.

(01:04:01):
So that was the first proposal.
So the second proposal was theland ordinance of 1785.
Now, what was missing in thosetwo and those two ordinances,
land ordinances was that itwould be managed in the hands of
Congress that still had not beensettled.
During the ConstitutionConvention of 1787, this was a

(01:04:22):
major, major issue.
The smaller states hadthreatened to walk out.
And in there, it had the finalteeth where it would have the
equal footing clause, Article 4,Section 4 of the United States

(01:04:46):
Constitution, that this constantthat the United States shall
guarantee a Republican form ofgovernment in every state in the
Union.
That's the equal footing clause.
Also, Article 4, Section 3 wouldbe managed in the hands of
Congress.
So that way no state will havethe will gain an advantage.
This is major.
That's what story is referringto.

(01:05:07):
Session and the ordinance of1787.
I just want to so that so that Iwanted to put that in context
when you reread that so they canunderstand.
Thank you.

SPEAKER_01 (01:05:23):
All right.
Check everything we're saying.
Territorial sovereignty cededand relinquished to the United
States with landbound recessiontreaties with Great Britain,
France, Spain, Russia, theUnited States of Mexico, and the

(01:05:45):
subjugation and annexation ofthe Kingdom of Hawaii.
International law principles.
Number one, acquisition ofterritory.
Number two, loss of sovereignty.
Number three, law of succession.
Number four, territorialsovereignty.
Number five, acquisition ofnationality through subjugation
and cession.

(01:06:07):
Number six, change ofsovereignty and its effects upon
the inhabitants.
Article 4, section three of theUnited States Constitution.
The member states of the Unionand birthright certificates.

SPEAKER_02 (01:06:24):
Now, this is what has played.
This is at play today.
We're talking today.
That's why I said that that'sthe IRS and all that stuff.
That's minor compared to whatthis.
This is the foundation.
This is the foundation that thisthat the United States is
standing on.

(01:06:51):
How is it the Federal ReserveBank and the IRS and whatever?
When we talk about how theUnited States acquired the
territory, like that supersedesthat.

(01:07:21):
They surveyed, they battled,they battled us.
They surveyed the land.
They ceded.
We're talking about that.
We're talking about that theUnited States gaining
territorial sovereignty.
This this is this supersedes anyIRS discussion.
This supersedes any FederalReserve Bank discussion.

(01:07:46):
We're talking about the veryfoundation which they stand on
to even to even the claim thatthis is United States.
I'm from the United States.
I live in the United States.
I'm going.
What's the foundation of thisclaim that this is the United

(01:08:06):
States?
We're showing y'all.
That supersedes any discussionon the Federal Reserve Bank.
That supersedes any discussion.
There's nothing you can say tome about the RS Federal Reserve
Bank.
This, that, this, that's that ismore powerful than what we're
presenting.

(01:08:32):
That has to sink in.
That has to sink in.
This is new to them.
It's new.
I get it.
It's new.
That's all that is.
It's new to them.
So they've been hearing aboutthe IRS and they've been hearing
about the UCCs, and they've beenthat's all because that's all
they know, and this is new tothem.

(01:08:53):
I get it.
Take notes.
Listen to it three or fourtimes.

SPEAKER_01 (01:09:02):
So change of sovereignty and concessions.
Number one, general principles.
The principle of internationallaw as announced by Chief
Justice Marshall.
The principle of internationallaw as announced by Chief
Justice Marshall in the famousHirchman case and supported by a

(01:09:26):
long list of American decisionsis that no confiscation of
private property and landresults from a mere change of
sovereignty.
Will this principle besufficient and adequate to
protect private property rightsin concessions and contracts?
In other words, since contractsno less than land may constitute

(01:09:47):
valuable and irreplaceableprivate property, should any
distinction be made in theapplication of the Perchman
principle between land andcontracts, where the parties to
the contracts are privatepersons or corporations, there
seems to be no essentialdistinction between property in

(01:10:09):
the form of land and property inthe form of contracts.
In either case, the change ofsovereignty must of itself
affect no forfeiture.
Where, for instance, territorypasses out of the sovereignty of
State X and under thesovereignty of State Y, just as
State Y must not allow thechange of sovereignty to affect

(01:10:31):
the ownership of land held by aprivate individual, A, within
the seed of territory.
So state Y must not allow it toaffect the ownership of contract
rights held by A against someprivate obligator or debtor.

SPEAKER_02 (01:10:47):
This is why we're saying that we need to go
through the presentation so thatyou can see more information.
This is the very point of what Iwas saying 10 minutes ago, 10-15
minutes ago.

SPEAKER_01 (01:11:04):
So this is change of sovereignty of a people and
laws, usages, and municipalregulations in force at the time
of session remain in force untilchanged by the new sovereignty.
The new sovereign may deal withthe inhabitants and give them

(01:11:24):
what law it pleases unlessrestrained by the treaty of
session.
But until alteration be made,the former law continues.
By the recent treaty with Spain,sovereignty is ceded to the
United States over Puerto Ricoand the Philippine Islands.
With the following proviso, thecivil and political status of

(01:11:47):
the native inhabitants of theterritories hereby ceded to the
United States shall bedetermined by Congress.
The seeding power imposes noconditions and reserves no
rights defined and secured bythe federal constitution to the
inhabitants of these newpossessions.

(01:12:08):
None of our territories haveever been organized under the
Constitution, but are creaturesexclusively of the legislative
department of the government andsubject to its pro supervision
and control.
And in a territory, all thefunctions of government are
within the legislativejurisdiction of Congress.
Consequently, it is for Congressto decide what the political

(01:12:30):
status of residents of our newpossessions shall be, whether
they shall exercise the rightsof suffrage or not, and that
right, if granted, may belimited or extended at the will
of Congress.
The late treaty with France,distinguished from all up from
all others heretofore made bythe United States in the

(01:12:50):
acquisition of new territory, itis provided in the Treaty of
1803 for the cession ofLouisiana that the inhabitants
of the ceded territory shall beincorporated in the Union of the
United States and admitted assoon as possible, according to
the principles of the FederalConstitution, to the enjoyment
of all the rights, advantages,and immunities of the citizens

(01:13:13):
of the United States.
And in the meantime, they shallbe maintained and protected in
the free enjoyment of theirliberty, property, and the
religion which they profess.

SPEAKER_02 (01:13:25):
Those are French subjects who were born and
raised on our land.
French subjects who were bornand raised on our land when they
go on the Louisiana territory.
They didn't go nowhere.
When Spain, when France ceded itto Spain in 1762 through the
Treaty of Fontable, the Frenchsubjects did not leave.

(01:13:49):
They remained under theterritorial Spanish territorial
sovereignty.
Spain had mismanaged the land.
They mistreated the Frenchsubjects.
They also brought in Spanishsubjects to the territory.
So because Spain mismanaged theland, it's like that hot potato.

(01:14:11):
They don't want it no more.
They don't want it no more.
So they what retroceded toFrance.
Now, France was in this war withHaiti.
France was in this long war withHaiti.
They catch trapped.
Remember, the land ismismanaged.
They don't know what to do withit.
All right.

(01:14:31):
They're not in a position to dosomething with it.
But the United States is.
Why?
Why the United States is?
Because United States settledthe what?
The dispute.
Settled the land dispute.
Remember, I was talking aboutover the Northwest Territory
that settled the land disputethey had, this major dispute,
and what in the order 1787,ordinance of 1787, and the and

(01:14:53):
what agreed for Congress tomanage it.
So you talk about 1780, 17, 17um 87 to what 1803?
That's what 16 years.
So there was already what?
Experience.
They had already populated withthe Europeans from Europe.

(01:15:17):
They were already used, theywere already in position to do
something with it.
They did.
They made created 14 states outof it.
No discussion on the IRS isgreater than this.
No discussion on the FederalReserve Bank is greater than
this.

(01:15:40):
This is something new to them.
That's all that is.

SPEAKER_01 (01:15:59):
Status of inhabitants of territory
acquired by discovery, purchase,cession, or conquest according
to the usage of the UnitedStates.
From an early period in Americanhistory, two principal theories
were entertained and insistedupon by their respective

(01:16:22):
advocates in reference to thepower to acquire territory.
These theories were conflictingand were influenced by the
opposing interpretations whichthe national and states' rights
schools placed upon the powersof Congress under constitutional
grants.
The states' rights school atfirst denied that the United

(01:16:43):
States had power under theConstitution to acquire new
territory.
The national school insistedthat the power existed and was
necessarily inherent in thegovernment as an attribute of
sovereignty.
Notwithstanding the doubt ofdenial of the extreme state
rights school, Louisiana andFlorida were acquired by
purchase, Texas by annexation,and an extensive territory was

(01:17:06):
acquired by treaty with Mexico.
The annexation of the HawaiianIslands was affected by joint
resolution of Congress.
The Northwestern Territoryacquired previous to the
adoption of the federalconstitution by session from
Virginia was regulated by anordinance for the government of

(01:17:27):
the territory of the UnitedStates northwest of the river,
Ohio, adopted by the oldCongress July 13, 1787.
Territorial, and that's the uhNorthwest ordinance of 1787.
Territorial governments havehave from time to time been

(01:17:48):
organized out of the otherterritories of the United
States.
The recent act of Congressorganizing the territory of
Hawaii prescribes specificallywhat classes of the inhabitants
shall be deemed citizens of theUnited States.
What classes the character andextent of the power of Congress

(01:18:09):
over the territories have beenthe subject of repeated and
excited discussion in and out ofCongress.
The national school haveinsisted that under the
Constitution, Congress haveabsolute, Congress have absolute
and despotic power over theterritories, that whatever they
have the power to do, they havethe right to do.

(01:18:29):
If in their judgment it willconduce to the general welfare.

SPEAKER_02 (01:18:34):
Article 4, section three, we talked about that.
Article 4, section three, andthe states agreed, but the
states agreed to that.
They ceded their claims, andthey agreed to that in the
Northwest Ordinance of 1787,that it would be managed in the
hands of Congress.
So Article 4, Section 3 of theUnited States Constitution is

(01:18:56):
drafted from the NorthwestOrdinance of 1787.
But remember, the the Congressdoes not Congress does not have
the original claim, though.
That's why it's not Article I.
Let me be clear.
It's Article 4.

(01:19:18):
Article 1, Section 1 of theUnited States Constitution, the
legislative power, United Stateslegislative power shall be
vested.
I mean vested, all right,inherit.
So so why isn't it Article 1,Article 1 power?
Because what?
It's not an inherent power fromof Congress.

(01:19:39):
Remember, the states had the thestates had the original claim.
The states have the originalclaim because they made the all
right, they ceded their claimand the note was ordinate to the
to Congress.

(01:20:02):
That can be retroceded.
So that's so that's that's why.
United States, the people of theUnited States, so the the people

(01:20:24):
of the United States, the peopleof the land, that's two
different people.
The people of the land, theoriginal, autochthonous, native,
aboriginal, indigenous people ofthe land.
That's the people of the land.
The people of the United States.
So the people of the land'sclaim to land is based in blood.

(01:20:50):
The peoples of the United Statesclaim to land, we're showing
y'all that.

(01:21:31):
So conscious Morris, hear meout, conscious Morris, hear me
out.
You claim to be people of theUnited States, that's an
inferior claim, which means youdon't claim to have a blood
right claim to the land.
Claim to be people of the UnitedStates, I got you.
It means that your claim ain'tbased in blood rights, because
the people of the United Statesclaim is only based in those

(01:21:55):
treaties.
I mean the land, Spanishterritorial sovereignty, French
territorial sovereignty, wastransferred to the United States
through treaties.
Their claim is based in that.
Our claim, the people of thepeople of the land's claim is
based in blood.

SPEAKER_01 (01:22:41):
That wouldn't even exist without this.
We're talking about.

(01:23:53):
It emphasizes the importance ofpolitical independence and
territorial integrity.
It helps states claim land andresolve conflicts over
territory.
It's a key factor ininternational relations and law.
Article 4, Section 3 of the U.S.
Constitution gives Congress thepower to govern U.S.

(01:24:15):
territories and property.
This includes the power tocreate political divisions, set
rules and regulations, anddispose of the territory.
How does this apply to U.S.
territories?
Congress can create territorialgovernments within the U.S.
Congress can incorporateterritories into the U.S.,
granting them the sameconstitutional protections as

(01:24:38):
U.S.
residents.
Congress can also regulateunincorporated territories which
are not on the path tostatehood.
Congress can allow U.S.
territories to becomeindependent nations, as as was
done with the Philippines.

SPEAKER_02 (01:24:55):
And this is a great presentation, brother, because
you even give the foundation ofto attempt to understand this.

SPEAKER_04 (01:25:02):
Yeah.

SPEAKER_02 (01:25:02):
The origin of where where they Congress gave it
gained their thought to even dothat.
That's why I'm saying we give itfoundation.

unknown (01:25:11):
Yeah.

SPEAKER_02 (01:25:11):
Now they begin to understand.
Oh now we see why Congress cando that.
Again, because they because theySpain and France transferred
territorial sovereignty to theUnited States.
Oh, that's see.
United States now, oh, I get it.

(01:25:32):
Because without that, theycan't.
We wouldn't be talking about noRRS.
We when we talk about no FederalReserve Bank.
We wouldn't be talking about noUnited.
I mean, the other stuff youwouldn't be talking about,
because this is the foundationof it.

SPEAKER_01 (01:25:53):
All right.
So key points.
Key points about Article 4,Section 3 and territorial
sovereignty.
Disciplinary power.
This clause gives Congress broadand complete power to manage
territories, includingestablishing local governments,
creating laws, and regulatingproperty within those
territories.

(01:26:13):
Admission of new states.
The section also outlines theprocess for admitting new states
into the Union, requiringcongressional approval and
ensuring that new states areadmitted on an equal footing
with existing states.
Historical context.
The Founding Fathers includedthis provision to address the

(01:26:34):
issue of newly acquired landfrom the Louisiana Purchase and
to ensure consistent governanceacross different territories.
Northwest Ordinance asprecedent.
The Northwest Ordinance is oftencited as a key example of how
Congress utilized Article 4,Section 3, to establish a
territorial government withprovisions for eventual

(01:26:56):
statehood.
No inherent statehood.

(01:27:17):
Territories are not consideredstates and do not have full
representation in Congress untiladmitted by Congress.
Evolution of territorialgovernance.

(01:27:38):
As a territory develops andgains population, Congress may
gradually grant moreself-governance through the
creation of a territoriallegislature.

SPEAKER_02 (01:28:02):
Ohio, Illinois, Indiana, and um Wisconsin.

(01:28:25):
It was Northwest territory.
That was, they they didn't haveconstitutional big for a period
of time until they were able togain a certain amount of
population.
And then they then they thenthey had constitutional
conventions.
So that's where that that'sthat's I'm tying that in to what
Israel just read.

(01:28:49):
They will understand it better,man.
This is this is studying from ajury's perspective.
Not a law school's perspective.
We're not talking law school.
We're not talking law school.
This is not this not this isthis is political science.

(01:29:10):
If we got this is not lawschool, get me out.
This is not what we're this isnot this is not regular law
school.
Attorneys do not know this.
Attorneys will not be able togive this presentation.
International jurists, yes,international law professors,
yes, but not attorneys that goto regular law schools.

(01:29:32):
They don't know this.
They can't give thispresentation.
This is political science, thisis international law, this is
political philosophy.
We're giving you all threepolitical philosophy, political
science, and international law.
That's all three.
This is not law school.

(01:29:54):
This is taught in internationallaw school.
This is taught in politicalscience.
This is taught in politicalphilosophy, but not law school.
Regular law schools, not and Idon't want them to assume that
they've talked to an attorneyand they can they you you be

(01:30:16):
teaching them.
They won't be able to carry aconversation with you.
You become their teacher.
They would have to take out anotebook, take notes from you.

SPEAKER_01 (01:30:38):
All right, so uh when a territory changes
sovereignty, the nationality ofthe people living there also
changes, meaning theircitizenship is.

SPEAKER_02 (01:30:50):
This is international law.
You say you say that, they belike, huh?

SPEAKER_01 (01:30:59):
Yeah.
So often determined by the newstates' laws regarding
nationality acquisition,potentially impacting their
rights and obligations dependingon the specific circumstances of
the change in power.
This is particularly relevant insituations like territorial
transfers, annexation, orindependence movements.

(01:31:22):
Key points about how changes ofsovereignty affect nationality,
automatic change.
In most cases, when a territorychanges hands, the inhabitants
automatically acquire thenationality of the new sovereign
state.
Legal framework, internationallaw, including treaties on state
secession, provides guidelineson how nationality should be

(01:31:44):
handled during sovereigntychanges.
But states still have somediscretion in implementing these
rules.
Options for individuals.
Depending on the specificsituation, individuals might be
given options to retain theirold nationality, acquire the new

(01:32:06):
nationality, or opt for adifferent path depending on
their personal circumstances.

SPEAKER_02 (01:32:12):
All right, let me go into go read that one and I'll
explain.
I'm out go ahead.
Read that last one.

SPEAKER_01 (01:32:19):
Potential issues, changes in sovereignty can lead
to complexities likestatelessness, where individuals
are left out or left without anationality due to the
transition or situations whereindividuals are forced to choose
between multiple nationalities.

SPEAKER_02 (01:32:34):
All right, let me explain the option clause.
Now, all all the treaties don'thave option clauses, all right?
There is no option clause forthe inhabitants, the spec, the
French inhabitants, the Frenchsubjects.
In the Louisiana PurchaseTreaty, there's no option
clause.

(01:32:55):
The French subjects were werefully incorporated within the
Union of the United States.
There's no option clause.
That was 1803, but there is anoption clause in the Guadalupe
Treaty between the United Statesof Mexico and the United States.
The option is in the clause,United States, the United

(01:33:16):
States, Mexican nationals, andwhat is now known as California,
Mexico, New Mexico, Arizona,Utah, Colorado, Oregon.
I mean, I think it was Oregon.
They had one year to notify theMexican government.

(01:33:40):
If they wanted to remain Mexicannationals, they had one year to
notify the Mexican government.
They didn't have to go to thatlittle section they call Mexico
today.
They didn't have to go there.
They just had to notify theMexican government that they
will remain Mexican nationals.

(01:34:10):
If they did not notify theMexican government in one year,
on the if so jore, if so jor,through the mere operation of
law.
All right, as in the as anoption clause, they will be
what?
Become what?
Automatically citizens of theUnited States.

(01:34:31):
Not through no immigration.
They will automatically becomecitizens of the United States.
That's the option clause.
I just wanted to explain thatthe treaty that has the option
clause and the treaty that doesnot have an option clause.
So that you know, like I said,we prepare them to become
scholars.

(01:34:57):
Only has a third gradeeducation.

SPEAKER_03 (01:34:59):
Oh, now we got a we got another we got another one.
Leon is back.
Leon is back.
Leon is back.
So Leon is uh uh realizing is afoundational black American uh
person.
And so he wants to basicallyknow if uh uh you're West

(01:35:25):
Indian, where your family from.

SPEAKER_02 (01:35:29):
I'm a Moor.
I'm I'm I'm um I'm I'mAboriginal native and talkingist
to these to these lands.
I'm a Moor.
I mean West Indies, that's not anationality, that's not a
pedigree, ancestry, lineage,descent.

(01:35:51):
I mean the West Indies, where'sthe treaties?
Where's the diplomatic relationswith this?
I'm a I'm a Moor.
By consequentity.

SPEAKER_03 (01:36:07):
What country your family from?

SPEAKER_02 (01:36:10):
All right.
We look we we she showed you themaps, we showed you the maps,
all right.
So so we showed you the maps,and you so we you see how the
names change on the maps withthe the international law
principles that are affect thatare at play with France and you

(01:36:32):
know to to to Spain and back toFrance and now United States,
and so you so we see that.
So I am Moroccan, I am ofMoroccan descent.
The Moroccan Empire has beencollapsed due to French,
Spanish, Dutch, the Netherlands,Swedish, Portugal conquest and

(01:36:59):
subjugation that led to the lossof Moroccan sovereignty.

SPEAKER_03 (01:37:07):
That's how I gotta explain it this way.

SPEAKER_02 (01:37:09):
I mean, how do I gotta because I gotta explain by
principle?
I mean, that's funny.
Just because he's gonna look ata map and you don't he ain't
gonna see Morocco on the map,he's gonna see United States.
But we're gonna we showed y'allhow United, how that what was
that play there?

(01:37:31):
Right.
That's why I said that this isthis lesson is because this is
foundational.
They begin to they begin tounderstand the international
principles that's involved inthat, involved in that United.
It went from on the map, on themap, from Great Britain to the

(01:37:54):
United States.
What is the international lawprinciples?
Territorial sovereignty, chainsof sovereignty, chains of
sovereignty, and it's a and itseffect on the nationality and
the habits of the land.
Leon Coleman law secession,territorial sovereignty,
acquisition of nationality,subjugation.
We presenting those principlesand the terminology and the

(01:38:18):
principles at play in theelements, right?

SPEAKER_03 (01:38:20):
Yo, Leon, Leon Coleman.
I think you the feds, bro.
I think you the feds.
You the feds, Leon Coleman.
Are you the feds?

SPEAKER_02 (01:38:28):
I wish the feds were on there.
This would be because they'lllearn something.
They don't know this, so we betips.
Bring them on.
Bring FBI on here, CIA, bringthem on here.
That's good, so they can learn.
So no, because they'll bethey'll be learning from us.
We ain't gonna be learning fromthem because they can't teach
this.
They know it.
CIA gonna CIA agents know this?
Hell no.
This is international law.
This is political science, thisis political philosophy.

(01:38:50):
FBI agents don't know this.
They they want they what they'regonna dispute us.
We want FBI agents to come on.
Like I'm saying, we're not theywhat dispute us based on what?
Yeah, what evidence they'regonna present that's countless.
This this is the evidence, thetreaty is the evidence.

(01:39:10):
We'll we're what we're doing iswe're giving the international
law principles to explain itbecause that's the only way
you're gonna explain it.
Because within the principlesare the elements, everybody else
reading it.
We're explaining it by what theelements of the principles that

(01:39:32):
gives you a clearerunderstanding of what's going on
on the dynamics.
This is major.
I love this man.
Man, I love this presentation,man.

SPEAKER_01 (01:39:53):
So examples of situations where changes of
sovereignty affect nationality,colonial independence.
When a colony gainsindependence, the inhabitants
usually become citizens of thenew nation.
Territorial cession.
If a country transfers territoryto another state, the people
living in that territorytypically become citizens of the

(01:40:14):
new state.

SPEAKER_02 (01:40:16):
There you go, United States of Mexico.
We explained it.
Gave y'all examples andeverything.
He's explaining what theprinciples and the elements.
This is those are the elementsof territorial sovereignty.
Like we're making it plain.

SPEAKER_01 (01:40:35):
Annexation, when a country forcibly takes over
another territory, theinhabitants may be granted or
denied the nationality of theannexing state.

SPEAKER_02 (01:40:47):
Oh, oh, Kingdom of Hawaii.
United States gained territorialsovereignty over the by due
subjugation.
So they so United States, that'swhat that's a new title due to
subjugation.
The United States subjugated theKingdom of Hawaii and later

(01:41:08):
annexed her.

(01:41:28):
And those who were part of theRepublic of Hawaii on eight, the
Title VIII of the United StatesCodes, the year 1900, that's

what it reads (01:41:40):
those who are part of the Republic of Hawaii
would be citizens of the UnitedStates, and those are not born
in an international law that isknown as acquisition of
nationality through subjugation,whereby the United States is
forcing the people, they're thepeople of Hawaii into their
legal system and throughlegislation creating a new

(01:42:04):
citizenship framework.
An international law, that's theinternational law application,
the acquisition of nationalitythrough subjugation.
So now what we're explaining,we're explaining it using
international law framework.

(01:42:25):
Thank you, Ron.

SPEAKER_03 (01:42:31):
This is the foundation that's set on.
That okay.
That's the whole point I've beensaying.
Yeah, let's do that.
Let's do that on the nextpodcast.

SPEAKER_02 (01:42:52):
On the next podcast, a review.
Yeah, you want to get we do itwith Ravon?
You want, yeah, because likewe're you're not Israel get
together.
And with you too, Ron, you wantto, yeah.
You said we're supposed to havesome questions.
Yeah, some questions, you know,and a review.
A review will be good.

SPEAKER_03 (01:43:09):
I don't want to put this, I put it, I say it in on a
lot.
It'll be nice for Cosmo, Cosmoto get in on this right here.
This one right here.

(01:43:43):
The presentation it was talkingabout, you know, it stated that
the con Congress, the Congressum is uh has the power to, you
know, make significant changesto help us, pretty much, um, and
our nationality.
So No, no, no, no, uh-uh.
No, no, doesn't that's not whatwe read.

(01:44:04):
No, no, no, no, no, no, no, no.

SPEAKER_02 (01:44:06):
That's what I'm saying.
Help me out.
Come again, come again, thencome again.

SPEAKER_03 (01:44:09):
Then I thought you would not not not not make
significant changes to ournationality.
What I'm saying is makesignificant changes to pretty
much bridge the gap between ournationality, the land, and and
and how we are presented to thegovernment moving forward.

(01:44:29):
As opposed to being Negro,black, and colored, we are now
this Moorish American, and wehave ties to the land based on
this in this particular history.

SPEAKER_02 (01:44:38):
Yeah, that's what that's that's subjugation.
They've already violated it.
It's been 200 years.
United States, all right, UnitedStates is in violation of
subjugation.
Meaning that so it's not, youwouldn't, let me thank you,
thank you, Von.
You we we wouldn't go toCongress, you would go to world
court.
You wouldn't go to they meanthey they violated already.
It's been 200 years.

unknown (01:44:58):
Okay.

SPEAKER_01 (01:44:58):
International.

SPEAKER_02 (01:45:00):
But it's a it's a it's called an act of
subjugation, meaning that theUnited States stripped the
United States reclassified intheir in their census, in their
records, in their in theirrecords, in the census.
They've classified it as a blacknigga of color.
That's an act of subjugation.
That is not to be heard in theUnited States Supreme Court.

(01:45:22):
That's not to be heard inCongress.
That's an act of subjugation tobe addressed because we are a
people of a foreign state.
That isn't that is to be whatput forth in world court against
the United States.
We're talking about we'retalking about over 200 years of
subjugation, Ron.

(01:45:43):
Of stripping, well, that'smajor, stripping a people of
that culture identity,redefining and reclassifying a
people.
That's a major, that's culturegenocide.
That is not to be heard inUnited States court, that's not
to be heard with in front ofCongress, that's to be heard in

(01:46:04):
world court, yeah.

SPEAKER_01 (01:46:06):
For clarity, yeah, because Spain, France, Dutch,
Netherlands.

SPEAKER_02 (01:46:11):
Exactly.
United States has maintained it.

SPEAKER_01 (01:46:13):
They did the stripping, they stripped us of
our nationality.

SPEAKER_02 (01:46:16):
Absolutely, you know, part of it too.
United States has maintained itfor over 200 years, receiving
stolen property, yeah.

SPEAKER_03 (01:46:23):
Absolutely.
Indeed.
Um, we got we we have we'reshort on time right now.
Yeah, yeah, yeah.
We got that's the let's let'slet's definitely do a uh a
review on this, and then we'llbring that part of review.

SPEAKER_02 (01:46:38):
That this last discussion here, uh Israel,
we'll bring that as part ofreview on on where this can be
addressed, right?

SPEAKER_03 (01:46:46):
The proper the proper venue, the proper venue
to address it, and we and whyindeed we we have uh uh uh the
FBA people like to come in too.
They like to come in.

SPEAKER_02 (01:46:59):
Oh no, I'm I'm fine with that, but you know, I want
I want to have a discussionbased on facts, though.
Like I don't want, I mean,because to have a discussion
based on emotion and stuff,that's not have a discussion
that's we're we're bringingfoundation here, we're bringing
facts.
Like this, that's disgust.
I mean, if they're gonna, ifsomeone's going to refute us, I

(01:47:19):
have no problem with that.
Examine, you examine the factsthat we're presenting, and then
by point by point, but don'tcome with some emotional that
ain't so he got a third gradeeducation, you know.
Um, you know, uh just to dismissit out of hand.
Like I'm saying, don't come withBS.

(01:47:42):
Yeah, show your works, right?
Show your works.

SPEAKER_03 (01:47:46):
Yeah, on that note, thank you, brothers, for coming
out this evening.

SPEAKER_02 (01:47:50):
I'm not and I'm not offended by somebody saying I
got a third grade education, itoffend me, you know.

SPEAKER_03 (01:47:55):
Don't worry about that.

SPEAKER_02 (01:47:57):
Yeah, man, I'm cool with that, man.

SPEAKER_03 (01:47:59):
On that note, thank you, brothers, for coming out
this evening.
Really appreciate y'all.
Thank y'all for all coming out,even the uh the trolls and all
of that.
Leon Coleman, I think you'reyoung or something like that.
You gotta be young.
You can't you can't be you can'tbe over 30.
I'm telling I I could I could Idon't think so.
I don't think he is.

(01:48:19):
Leon Coleman is not over 30.
Anyway, peace for y'all.
We are out of here, and we areout one.
Oh, before we go, before we go,let's do this.

SPEAKER_00 (01:48:29):
Peace family.
Welcome to NYP Talk Show.
This is more than a podcast,it's a conscious platform rooted
in truth and culture from the 5%nation, nation of Islam, Moorish
movement, and masonry.
Our mission is to reclaim ournarrative and uplift the African
diaspora with real stories andreal conversations.

(01:48:53):
Support us through Super Chatsduring live shows, donations on
Cash App, GoFundMe, Patreon, orBuzz Sprout.
And by refing our officialmerch, available on our website
and right here on YouTube'smerch shelf.
Every dollar, every super chat,every hoodie builds the

(01:49:13):
movement.
This is NYP Talk Show.

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