The Legend of Sally Hemings and the Tasks of Black Feminist Theory Stephanie L
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Jefferson's Failed Anti-Slavery Priviso of 1784 and the Nascence of Free Soil Constitutionalism
MERKEL_FINAL 4/3/2008 9:41:47 AM Jefferson’s Failed Anti-Slavery Proviso of 1784 and the Nascence of Free Soil Constitutionalism William G. Merkel∗ ABSTRACT Despite his severe racism and inextricable personal commit- ments to slavery, Thomas Jefferson made profoundly significant con- tributions to the rise of anti-slavery constitutionalism. This Article examines the narrowly defeated anti-slavery plank in the Territorial Governance Act drafted by Jefferson and ratified by Congress in 1784. The provision would have prohibited slavery in all new states carved out of the western territories ceded to the national government estab- lished under the Articles of Confederation. The Act set out the prin- ciple that new states would be admitted to the Union on equal terms with existing members, and provided the blueprint for the Republi- can Guarantee Clause and prohibitions against titles of nobility in the United States Constitution of 1788. The defeated anti-slavery plank inspired the anti-slavery proviso successfully passed into law with the Northwest Ordinance of 1787. Unlike that Ordinance’s famous anti- slavery clause, Jefferson’s defeated provision would have applied south as well as north of the Ohio River. ∗ Associate Professor of Law, Washburn University; D. Phil., University of Ox- ford, (History); J.D., Columbia University. Thanks to Sarah Barringer Gordon, Thomas Grey, and Larry Kramer for insightful comment and critique at the Yale/Stanford Junior Faculty Forum in June 2006. The paper benefited greatly from probing questions by members of the University of Kansas and Washburn Law facul- ties at faculty lunches. Colin Bonwick, Richard Carwardine, Michael Dorf, Daniel W. -
Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968
Reputation and Reality in America’s Model Town: Remembering Racial Integration in Teaneck, New Jersey, 1949 – 1968 Rachel Mark Senior Thesis Department of History, Columbia University April 4, 2011 Acknowledgements In ‟65 tension was running high at my high school/ There was a lot of fights between the black and white/There was nothing you could do…/ Troubled times had come to my hometown/ My hometown/ My hometown/ My hometown - Bruce Springsteen, “My Hometown” This thesis investigates how integration is remembered in Teaneck, NJ, the first town in the nation to vote for integrated schools. While I observe in this thesis that the reality of integration ultimately fell short of the goals set by the activists themselves, I do not wish to take away from these individuals and their honorable actions. In a time when the country faced fierce segregation and racism, a majority in Teaneck stepped up and voted for what they believed in their hearts was right: equal education. As a third generation Teaneck resident, I feel a close connection to this story. My grandparents still vividly remember casting their votes for integration, and my mother went to the central sixth grade school created as part of the original integration plan. And at the outset, I would like to thank my parents – Joseph and Meryl Mark – and grandparents – Abraham and Sheila Schlussel, and Norman and Frances Mark – for not just providing me with a topic for my thesis but also for instilling a love of education and learning that inspired me to undertake the project in the first place. -
The Jefferson-Hemings Controversy Report of the Scholars Commission
turner 00 fmt auto cx 3 3/17/11 10:54 AM Page iii The Jefferson-Hemings Controversy Report of the Scholars Commission Edited by Robert F. Turner Carolina Academic Press Durham, North Carolina turner 00 fmt auto cx 3 4/15/11 5:36 AM Page iv Copyright © 2001, 2011 Robert F. Turner All Rights Reserved Library of Congress Cataloging-in-Publication Data Scholars Commission on the Jefferson-Hemings Matter. The Jefferson-Hemings controversy : report of the Scholars Commission / edited by Robert F. Turner. p. cm. ISBN 978-0-89089-085-1 (alk. paper) 1. Jefferson, Thomas, 1743–1826--Relations with women. 2. Hemings, Sally. 3. Jef- ferson, Thomas, 1743–1826--Relations with slaves. 4. Jefferson, Thomas, 1743–1826-- Family. I. Turner, Robert F. II. Title. E332.2.S35 2010 973.4'6092--dc22 2010031551 Carolina Academic Press 700 Kent Street Durham, NC 27701 Telephone (919) 489-7486 Fax (919) 493-5668 www.cap-press.com Printed in the United States of America turner 00 fmt auto cx 3 3/17/11 10:54 AM Page v This book is dedicated to the memory of our beloved colleagues Professor Lance Banning Hallam Professor of History University of Kentucky (January 24, 1942–January 31, 2006) and Professor Alf J. Mapp, Jr. Eminent Scholar, Emeritus and Louis I. Jaffe Professor of History, Emeritus Old Dominion University (February 17, 1925–January 23, 2011) turner 00 fmt auto cx 3 3/17/11 10:54 AM Page vii Contents Preface xiii Acknowledgments xv Members of the Scholars Commission xvii Scholars Commission on The Jefferson-Hemings Matter, Report 12 April 2001 3 Summary -
Adventuring with Books: a Booklist for Pre-K-Grade 6. the NCTE Booklist
DOCUMENT RESUME ED 311 453 CS 212 097 AUTHOR Jett-Simpson, Mary, Ed. TITLE Adventuring with Books: A Booklist for Pre-K-Grade 6. Ninth Edition. The NCTE Booklist Series. INSTITUTION National Council of Teachers of English, Urbana, Ill. REPORT NO ISBN-0-8141-0078-3 PUB DATE 89 NOTE 570p.; Prepared by the Committee on the Elementary School Booklist of the National Council of Teachers of English. For earlier edition, see ED 264 588. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 00783-3020; $12.95 member, $16.50 nonmember). PUB TYPE Books (010) -- Reference Materials - Bibliographies (131) EDRS PRICE MF02/PC23 Plus Postage. DESCRIPTORS Annotated Bibliographies; Art; Athletics; Biographies; *Books; *Childress Literature; Elementary Education; Fantasy; Fiction; Nonfiction; Poetry; Preschool Education; *Reading Materials; Recreational Reading; Sciences; Social Studies IDENTIFIERS Historical Fiction; *Trade Books ABSTRACT Intended to provide teachers with a list of recently published books recommended for children, this annotated booklist cites titles of children's trade books selected for their literary and artistic quality. The annotations in the booklist include a critical statement about each book as well as a brief description of the content, and--where appropriate--information about quality and composition of illustrations. Some 1,800 titles are included in this publication; they were selected from approximately 8,000 children's books published in the United States between 1985 and 1989 and are divided into the following categories: (1) books for babies and toddlers, (2) basic concept books, (3) wordless picture books, (4) language and reading, (5) poetry. (6) classics, (7) traditional literature, (8) fantasy,(9) science fiction, (10) contemporary realistic fiction, (11) historical fiction, (12) biography, (13) social studies, (14) science and mathematics, (15) fine arts, (16) crafts and hobbies, (17) sports and games, and (18) holidays. -
HIS 100: Introduction to Historical Methods: the World of Thomas Jefferson Fall 2010 Professor T. Slaughter Tuesday and Thursday
HIS 100: Introduction to Historical Methods: The World of Thomas Jefferson Fall 2010 Professor T. Slaughter Tuesday and Thursday RR Library 456, 9:40-10:55. Office hours: Tuesday and Thursday 11-noon, and by appointment. 369B RR; 273-2799 [email protected] Thomas Jefferson is an ideal focus for discussions of the range of subjects that fascinated him, from gardening to food, wine, women, education, politics, philosophy, architecture, and plantation management. He provides an exquisite example of Enlightenment culture during the age of revolutions, and of a Founding Father who, as Secretary of State, Vice President, and President attempted to implement the revolutionary and constitutional principles on which the United States was founded. His private correspondence and public papers, his published writings and private musings, give access to Jefferson’s inner landscape as well as the world in which he lived. Through films, non-fiction and fiction, and primary source documents relating to case studies—The Declaration of Independence and its contrast to Thomas Paine’s Common Sense; the Burr Conspiracy; and Jefferson’s relationship with his slave Sally Hemings—we will explore historical research and interpretation, both our own and that of other historians. In particular, we will look at some of the ways that historical research can go wrong, and how historical writing is always a reflection of perspectives rather than of gathered facts, of interpretations rather than recovery, of creativity rather than objective engagement with sources. Your grades will be based on attendance; active, knowledgeable participation in class discussions; and three papers that you will re-write after the first drafts are returned to you. -
The Legend of Sally Hemings
Acad. Quest. (2012) 25:218–227 DOI 10.1007/s12129-012-9287-6 SPECIAL SECTION: FRAUDS, FALLACIES, FADS, AND FICTIONS The Legend of Sally Hemings Herman Belz Published online: 5 May 2012 # Springer Science+Business Media, LLC 2012 The part played by Sally Hemings in the life of Thomas Jefferson has been regarded as provocatively dubious since political enemy James Callender claimed in 1802 that Jefferson was the father of several of Hemings’s children. Historian Merrill Peterson, observing that paternity is hard to prove, wrote in 1960 that no concrete evidence was ever produced to support the accusation. Peterson also noted that Jefferson never issued a public denial of the charge. The legend of Sally Hemings has invited endless speculation while remaining apparently impervious to disproof. Perhaps most notably, the story has been periodically recycled to illustrate Jefferson’s moral hypocrisy and white society’s oppression of blacks. In recent years Annette Gordon-Reed’s 1997 study, Thomas Jefferson and Sally Hemings: An American Controversy, stands out as the most vigorous and determined effort to defend the legend.1 Gordon-Reed, a professor of law at Harvard’s Radcliffe Institute for Advanced Study, argued that historians treated the story as “too impossible to believe,” on the assumption that Jefferson was “so high as to have been something more than human” and Hemings “so low as to have been something less than human.”2 Gordon- Reed wrote, “It is not my goal to prove that the story is true or that it is false. I suspect that if that is ever done, it will be the result of miracles of 1Annette Gordon-Reed, Thomas Jefferson and Sally Hemings: An American Controversy (Charlottesville and London: University of Virginia Press, 1997). -
The President's Brother
Scottsville Museum Newsletter Number 23 Page 1 The President’s Brother: Capt. Randolph Jefferson of Buckingham County, Virginia By Joanne L. Yeck When someone learns I am of his 60th birthday. The squire investigating the life of Randolph of Snowden from 1776 until his Jefferson, Thomas Jefferson’s death on August 15, 1815, Ran- only brother, they inevitably want dolph Jefferson’s life in Bucking- to know: “What was his relation- ham County was typical for a ship with the great man?” That man of his station. His education question inspired The Jefferson and experience far exceeded the Brothers (Slate River Press, average Virginian of the day; it 2012). included a year in Williamsburg, where he took courses at the The Jefferson brothers were very Grammar School at William and different men, living very Mary, supplemented by a private independently from each other. tutor from the College. He also Randolph was younger by more studied the classical violin with than twelve years—virtually a his brother’s Italian-born mentor, generation apart in Colonial Frances Alberti. America. Thomas spent much of his adult life away from central Randolph Jefferson was a suc- Virginia, whereas Randolph spent cessful planter, maintaining his his entire life living and farming patrimony, something many Vir- in Buckingham County, at the ginia farmers found hard to do in James River’s Horseshoe Bend. the late 18th century. He never The Jefferson Brothers accumulated crippling debt, by Joanne Yeck something many Virginia farmers The early death of their father, Book Cover Design by Andy Snow Peter Jefferson, played a signifi- found all too easy to do. -
John Adams Thomas Jefferson Physical Characteristics
Working With Comparisons: John Adams, Thomas Jefferson and the Rhetoric and Art of the American Revolution From HBO’s John Adams mini-series based on the biography by David McCullough Episode 1: “Join or Die” (The Boston Massacre) 1 C. Barrera 2012 Name ________________________________________ Date _______________ Class _________________ Viewing Guide- John Adams (miniseries) Episode 1- “Join or Die” Boston 1770 1. What is the significance of the “Tory” sign on the skeleton hanging off the trees in the opening sequence? 2. Characterize John and Abigail Adam’s relationship when Abigail looks at John and immediately knows that he has lost his case. 3. Characterize John Adams as a father. 4. John Adams hears a distant crowd yell, “fire!” What does John initially think this is? 5. Describe Samuel Adams’ reaction to the massacre. 6. What is the significance about Crispus Attucks death? 7. Why was the bloodied visitor at the Adams’ house? Speculate why he was bloodied. 8. What warning does Abigail Adams give John Adams about defending Captain Preston? 9. Explain Abigail Adams statement, “They will say you are the Crown’s man!” 2 C. Barrera 2012 10. What is Captain Wilson’s explanation for the massacre? 11. What is Sam Adams’ political motive for having a procession after the massacre? 12. Contrast Paul Revere’s sketch of the Boston massacre with reality. 13. Explain Abigail Adam’s comment to John, “Mask your intelligence with more patience than those less intelligent that you.” 14. Mr. Goddard, the first witness, admits the crowd carried clubs. Why does he admit this? 15. -
Young Elizabeth‟S World
1 Young Elizabeth‟s World lizabeth Hemings began life when America was still a colonial possession. She lived through the Revolution in the home of one of the men who helped make it and died during the formative years of the American Republic, E an unknown person in the midst of pivotal events in national and world history. Hemings lived at a time when chattel slavery existed in every American colony, but was dramatically expanding and thriving in the Virginia that was her home. She was, by law, an item of property—a nonwhite, female slave, whose life was bounded by eighteenth-century attitudes about how such persons fit into society. Those attitudes, years in the making by the time Hemings was born, fascinate because they are at once utterly familiar and totally alien. Most Americans today admit the existence of racism and sexism, even as we often disagree about examples of them. When we encounter these practices while studying the eighteenth century, we react knowingly. “These are the things,” at least some of us say, “that we‟re still working to overcome.” We also know that hierarchies, based on any number of factors, exist in every society, enriching the lives of some and blighting the lives of others. Yet, slavery is a different matter altogether. There are workers all over the world who live desperate lives with little hope of advancement for themselves or their children. There are women who are held in bondage and forced to work as prostitutes or to clean others‟ homes and care for others‟ families while their own families go unattended. -
The American Pageant
11 The Triumphs and Travails of the Jeffersonian Republic 1800–1812 Timid men . prefer the calm of despotism to the boisterous sea of liberty. n the critical presidential contest of 1800, the fi rst Iin which Federalists and Democratic-Republicans Federalist and Republican functioned as two national political parties, John Ad- Mudslingers ams and Thomas Jefferson again squared off against each other. The choice seemed clear and dramatic: Ad- In fi ghting for survival, the Federalists labored under ams’s Federalists waged a defensive struggle for strong heavy handicaps. Their Alien and Sedition Acts had central government and public order. Their Jefferso- aroused a host of enemies, although most of these crit- nian opponents presented themselves as the guardians ics were dyed-in-the-wool Jeffersonians anyhow. The of agrarian purity, liberty, and states’ rights. The next Hamiltonian wing of the Federalist party, robbed of its dozen years, however, would turn what seemed like a glorious war with France, split openly with President clear-cut choice in 1800 into a messier reality, as the Adams. Hamilton, a victim of arrogance, was so indis- Jeffersonians in power were confronted with a series of creet as to attack the president in a privately printed opportunities and crises requiring the assertion of fed- pamphlet. Jeffersonians soon got hold of the pamphlet eral authority. As the fi rst challengers to rout a reigning and gleefully published it. party, the Republicans were the fi rst to learn that it is The most damaging blow to the Federalists was the far easier to condemn from the stump than to govern refusal of Adams to give them a rousing fi ght with consistently. -
Thomas Jefferson: Early Life Thomas Jefferson Was Born at Shadwell in What Is Now Albemarle County, Virginia on April 13Th 1743
Thomas Jefferson: Early Life Thomas Jefferson was born at Shadwell in what is now Albemarle County, Virginia on April 13th 1743. His mother, Jane Randolph Jefferson, was one of Virginia’s first families. His father, Peter Jefferson, was a well to do landowner and slave holders although not in the class of wealthiest planters. Jefferson was the third of ten children and he often had intellectual debates with his older sisters. He attended the College of William and Mary in 1760 and studied law with George Wythe. In 1762, Jefferson’s sister Jane died and he fell into a period of deep depression. Several historians believe that his grief during this time led to a reclusive lifestyle as an adult. In 1769 Jefferson began six years of service with the Virginia House of Burgesses. The following years he began building Monticello on land he inherited from his father. The mansion, which he designed in every detail, took years to complete but part of it was ready for occupancy when he married Martha Wayles Skelton on January 1, 1772. They had six children, two of whom survived into adulthood: Martha Washington Jefferson and Mary Jefferson. Jefferson died on July 4, 1826, just hours before his close friend John Adams, on the fiftieth anniversary of the adoption of the Declaration of Independence. He was eighty-three years old, the holder of large debts, but according to all evidence a very optimistic man. It was Jefferson's wish that his tomb stone reflect the things that he had given the people, not the things that the people had given to him. -
Life Stage Information Sheet: Born Into Slavery and Inherited by Jefferson
Life Stage Information Sheet: Born into Slavery and Inherited by Jefferson Sally Hemings’s story began before her birth in 1773. Her mother, Elizabeth Hemings, was the daughter of an African slave and an English sea captain named Hemings. From Captain Hemings, Elizabeth and her future children received their surname. Captain Hemings made multiple efforts to purchase Elizabeth, but her owner, John Wayles, refused to sell the girl. As a result, Elizabeth grew up subject to Wayles’s authority in every matter. After the deaths of three wives, Wayles took Elizabeth to be his “concubine.” Concubine, a term used by Betty’s grandson, Madison Hemings, meant that he held her in a sexual relationship without the prospect of marriage or legal recognition. The pair produced six children named Robert, James, Thenia, Critta, Peter, and Sally. Therefore, Sally was born into a Virginia plantation culture where inter-racial and extra-marital relationships were common. In 1773, just after Sally’s birth, John Wayles died and Thomas Jefferson, Wayles’s son-in-law, relocated the Hemings family to his plantation, Monticello. Jefferson married Martha Wayles Skelton in 1772, and by this marriage, he gained the legal rights to Elizabeth, Sally, and the rest of the Hemings family. Therefore, despite being Martha Jefferson’s half-sister, Sally became a housemaid at Monticello. Sally was nine years old and present when her half-sister and mistress died in 1782. After you read through the profile, consider these points about this stage in Sally’s life: 1. What might Sally have thought about serving her half-sister? 2.