Podcast appearances and mentions of Sally Hemings

Presidentporträtt av USA:s 3:a president Thomas Jefferson, del 4. Det kommer handla om Mississippifloden och New Orleans, Louisianaköpet, gå emot egna principer, Lewis och Clarkexpeditionen, 2:a mandatperioden, Embargot 1807, Jefferson och slaveriet, hålla vargen i öronen och Sally Hemings.Bild: Porträtt av Jefferson 1800 vid tiden då han valdes till president. Källa: WikipediaPrenumerera: Glöm inte att prenumerera på podcasten! Betyg: Ge gärna podden betyg på iTunes!Följ podden: Facebook (facebook.com/stjarnbaneret), twitter (@stjarnbaneret), Instagram (@stjarnbaneret)Kontakt: stjarnbaneret@gmail.comLitteratur:- The Glorious Cause, Robert Middlekauf- Empire of Liberty, Gordon Wood- The Creation of the American Repbulic, 1776-1787, Gordon Wood- The Federalist era, John Miller- The age of federalism, Stanley Elkins, Eric McKitrick- American Politics in the Early Republic, James Roger Sharp- The complete book on US presidents, Bill Yenne- To the best of my ability, James McPherson- John Adams, David McCullough- The cabinet, Lindsey Chervinsky- The presidency of Thomas Jefferson, Forrest Mcdonald- Den amerikanska drömmen, Claus Stolpe- USA:s alla presidenter, Karin Henriksson Hosted on Acast. See acast.com/privacy for more information.

Host Marcia Franklin sits down with historian and law professor Annette Gordon-Reed about her book, The Hemingses of Monticello: An American Family. The book, which won both the National Book Award and the Pulitzer Prize, explores the complex bonds between President Thomas Jefferson and one of his slave families, the Hemingses. Using primary source documents, as well as second-hand accounts, Gordon-Reed tries to piece together the relationship between Jefferson and Sally Hemings, with whom most historians now believe he had as many as seven children. Hemings, a slave at Monticello, was also the half-sister of Jefferson's wife, Martha, who died when Jefferson was 39. A professor at Rutgers University and the New York College of Law at the time of the interview, Gordon-Reed is currently the Charles Warren Professor of American Legal History at Harvard Law School and Professor of History in the Faculty of Arts and Sciences at Harvard. Don't forget to subscribe to the podcast and visit the Dialogue website for more conversations that matter!  Originally Aired: 12/03/2009 The interview is part of Dialogue's series, "Conversations from the Sun Valley Writers' Conference," and was taped at the 2009 conference. Since 1995, the conference has been bringing together some of the world's most well-known and illuminating authors to discuss literature and life.

Send us a textThomas Jefferson was a complicated figure. Essential to the start of our country and the university I attend, he is impossible to ignore. Yet, he held slaves, and at the same time said “all men are created equal.” What's up with that?!Yet, we need to be able to talk about him. We also need to be able to acknowledge the contributions he has made to the world, while also acknowledging the flaws in his character and behavior. His legacy is complicated, and he was a complicated person. We all are. So how do we reconcile these parts of him? Join us in our attempt to understand this. Today, we talk about Thomas Jefferson and his complicated relationship with slavery. Cara Rogers Stevens, professor of history at Ashland University and codirector of the Ashbrook Scholars Program, joins us to talk about this. She is also the author of Thomas Jefferson and The First Against Slavery, which informs much of our conversation.Want to explore more:Read the Complete Works of Thomas Jefferson at the Online Library of Liberty.Hans Eicholz, 1776 and All That: Thomas Jefferson on Adam Smith, at AdamSmithWorks.Darren Staloff on the American Founding, a Great Antidote podcast.Understanding Jefferson: Slavery, Race, and the Declaration of Independence, a Liberty Matters forum at the Online Library of Liberty.Jeffrey Rogers Hummel, U.S. Slavery and Economic Thought, in the Concise Encyclopedia of Economics.Never miss another AdamSmithWorks update.Follow us on Facebook, Twitter, and Instagram.

Charles Cook of the National Review, Melody Barnes of the University of Virginia, and Sean Wilentz of Princeton University explore the debate about the core values of the American Idea—liberty, equality, democracy, and federalism—throughout American history and model the way in which Americans of different perspectives can come together in the spirit of civil dialogue. This program was recorded live on February 9, 2024.    Resources:  Sean Wilentz, The Rise of American Democracy: Jefferson to Lincoln (2008)  Sean Wilentz, The Politicians and the Egalitarians: The Hidden History of American Politics (2016)  Charles Cooke, The Conservatarian Manifesto: Libertarians, Conservatives, and the Fight for the Right's Future   Charles Cooke, “The American System Works, and It Will Work If Trump Wins Again” (2023)   Melody Barnes, Corey D.B. Walker and Thad M. Williamson, “Introduction: can we make American democracy work?” In Community Wealth Building and the Reconstruction of American Democracy (2020)  Melody Barnes (and others), “Hate-fueled violence is ripping apart our cities and nation. We need to stop it.,” USA Today (2022)  Melody Barnes and Caroline Janney, “Opinion: In a civil war, accountability must precede healing,” The Washington Post (2021)  Melody Barnes, “Opinion: It's time for Sally Hemings to show us the unvarnished Thomas Jefferson,” The Washington Post (2018)  Stay Connected and Learn More: Questions or comments about the show? Email us at podcast@constitutioncenter.org.   Continue today's conversation on Facebook and Twitter using @ConstitutionCtr.   Sign up to receive Constitution Weekly, our email roundup of constitutional news and debate, at bit.ly/constitutionweekly.  You can find transcripts for each episode on the podcast pages in our Media Library. Donate

Last time, we looked at Sally's family background and pre-Paris life. This time, we look at her return to Monticello from Paris, and what happened next. 0:00 Intro 04:55 Sally's story begins 45:47 Ads 1:26:44 Extro The image for this episode is from the multimedia installation The Life of Sally Hemings at Thomas Jefferson's plantation home, Monticello. Learn about the exhibit here. — As mentioned in the intro, here is the link for Ancestry's new resource: Articles of Enslavement on Ancestry And here is more information about (and the recipe for) James Hemings's Mac and Cheese — References: The Hemingses of Monticello by Annette Gordon-Reed The Life of Sally Hemings (Monticello.org) — Vulgar History: Black History podcast playlist on Spotify — Get 15% off all the gorgeous jewellery and accessories at common.era.com/vulgar or go to commonera.com and use code VULGAR at checkout — Get Vulgar History merch at vulgarhistory.com/store (best for US shipping) and vulgarhistory.redbubble.com (better for international shipping) — Support Vulgar History on Patreon  — Vulgar History is an affiliate of Bookshop.org, which means that a small percentage of any books you click through and purchase will come back to Vulgar History as a commission. Use this link to shop there and support Vulgar History. Learn more about your ad choices. Visit megaphone.fm/adchoices

Sally Hemings was born in 1773 to enslaved mother Elizabeth Hemings and Elizabeth's enslaver, John Wayles. She grew up alongside her mother and siblings in enslavement in Virginia at around the same time as the American Revolution. In part one, we learn about Sally's family and childhood and how a series of coincidences led her to live in Paris just before the French Revolution. The image for this episode is from the multimedia installation The Life of Sally Hemings at Thomas Jefferson's plantation home, Monticello. Learn about the exhibit here (spoilers for part two of this podcast, if you don't already know her story!) — References: The Hemingses of Monticello by Annette Gordon-Reed The Life of Sally Hemings (Monticello.org) — Vulgar History: Black History podcast playlist on Spotify — Get 15% off all the gorgeous jewellery and accessories at common.era.com/vulgar or go to commonera.com and use code VULGAR at checkout — Get Vulgar History merch at vulgarhistory.com/store (best for US shipping) and vulgarhistory.redbubble.com (better for international shipping) — Support Vulgar History on Patreon  — Vulgar History is an affiliate of Bookshop.org, which means that a small percentage of any books you click through and purchase will come back to Vulgar History as a commission. Use this link to shop there and support Vulgar History. Learn more about your ad choices. Visit megaphone.fm/adchoices

Thomas Jefferson is one of the most complex figures in the whole American Revolution. A child of the enlightenment, it was he who wrote 'we hold these truths to be self-evident that all men are born equal'. Yet, throughout his life he possessed over 600 enslaved people and had sexual relations with some, including Sally Hemings. Listen as William and Anita dive into the early life of Thomas Jefferson and try to understand this contradiction. Twitter: @Empirepoduk Email: empirepoduk@gmail.com Goalhangerpodcasts.com Assistant Producer: Anouska Lewis Producer: Callum Hill Exec Producer: Neil Fearn Learn more about your ad choices. Visit podcastchoices.com/adchoices

 Clay Jenkinson interviews political cartoonist Phil Hands about the importance of cartoons in American history. Hands is the house cartoonist for the Wisconsin State Journal in Madison, Wisconsin, syndicated for a range of newspapers around the United States. We gave much of our attention to political cartoons about Thomas Jefferson, including one that depicts him as a prairie dog vomiting money in his quest to buy the Floridas, and another that depicts Sally Hemings as Jefferson's consort. We also talked about the most cartooned political figure in American history, Theodore Roosevelt, including Clifford Berryman's famous Teddy Bear cartoon of TR, as well as the difficulty of being a political cartoonist today with the aggressions of cancel culture. 

Hosts Tom Price and Jo Ann McClellan speak with Ms. Sandra Seaton. Ms. Seaton is an award winning author, playwright, and librettist. Her plays have been performed in cities throughout the country, including New York, Chicago, and Los Angeles, and her libretto for the solo opera “From the Diary of Sally Hemings,” set to music by Pulitzer Prize, Grammy Award winning, 2007 composer of the year winner, William Bolcom, has been performed at such venues as Carnegie Hall, the Kennedy Center, the Herbst Theatre in San Francisco and the Rialto Performing Arts Center in Atlanta.  She received the Mark Twain Award from the Society for the study of Midwestern Literature in 2012. She taught creative writing and African-American Literature at Central Michigan University for 15 years as a professor of English.https://www.youtube.com/watch?v=ifOF8LTYa_4&pp=ygUNU2FuZHJhIFNlYXRvbg%3D%3D

In her latest play, Sally & Tom, Pulitzer Prize-winning playwright Suzan-Lori Parks tackles what is, arguably, one of the most complicated and personal chapters in American history: the relationship between Thomas Jefferson and Sally Hemings, the enslaved woman who gave birth to at least six of his children. Kara and Parks discuss the play in the context of her past work, as well as our nation's trend of revising history to sand down its rough edges, and why wrestling with our nation's past is a sign of love. Sally & Tom is now playing at the Public Theater. You can buy tickets at: https://publictheater.org/productions/season/2324/sally--tom/  Questions? Comments? Email us at on@voxmedia.com or find Kara on Threads/Instagram as @karaswisher  Learn more about your ad choices. Visit podcastchoices.com/adchoices

MacArthur Fellow and 2002 Pulitzer-Prize Winner in Drama for “Topdog/Underdog, ” Suzan-Lori Parks tells us about her current play ”Sally and Tom”* now having its NY premier at the Public Theater. It's a play within a play about Sally Hemings and Thomas Jefferson and combines Parks' love of  American history and theater. We discuss the play's exploration of fraught subjects such as enslavement, sexual coercion, Black and white families living under the same roof under very different circumstances, and the paradoxes within Jefferson's life as a figure of enlightenment who owned slaves. Parks discusses how "Sally & Tom" invites audiences to engage in tough yet essential conversations about America's history and its echoes in the present-- reflected in the meta-theatrical structure of "Sally & Tom", which allows for a layered examination of history, storytelling, and the act of creation itself. She shares that her writing is not just as a form of artistic expression but is also a spiritual practice which allows her to engage with historical figures and narratives in a way that transcends traditional storytelling, inviting both creators and audiences into a space of reflection and transformation that fosters both nuanced conversations and broader implications for understanding American history. Parks also discusses her relationship with music and its intersections with her theatrical work and her personal and professional journey, from her upbringing in a military family to her initial reluctance towards theater, and how encouragement from James Baldwin led her to embrace playwriting.  She reflects on the evolution of theater over the past two decades, emphasizing the essential importance of inclusivity and diversity, and the continued need for spaces that offer both entertainment and nourishing content. And she discusses her residency at the Public Theater, her artistic home that supports her experimental and innovative approach to storytelling exemplified with her on-going project Watch Me Work. Finally,  I also want to say that I have been privileged -- to use, with great sincerity, an overused word-- to speak with the people I do for this podcast—I have been moved, taught, had my heart expanded and my mind stimulated by these interviews. But I have never spoken with anyone as vital or present as Suzan-Lori Parks nor with anyone who made me feel so enlivened by the conversation. It's a pleasure to share this. *“Sally and Tom” has been extended and will run at Public Theater through May 5.

MacArthur Fellow and 2002 Pulitzer-Prize Winner in Drama for “Topdog/Underdog, ” Suzan-Lori Parks tells us about her current play ”Sally and Tom”* now having its NY premier at the Public Theater. It's a play within a play about Sally Hemings and Thomas Jefferson and combines Parks' love of  American history and theater. We discuss the play's exploration of fraught subjects such as enslavement, sexual coercion, Black and white families living under the same roof under very different circumstances, and the paradoxes within Jefferson's life as a figure of enlightenment who owned slaves. Parks discusses how "Sally & Tom" invites audiences to engage in tough yet essential conversations about America's history and its echoes in the present-- reflected in the meta-theatrical structure of "Sally & Tom", which allows for a layered examination of history, storytelling, and the act of creation itself. She shares that her writing is not just as a form of artistic expression but is also a spiritual practice which allows her to engage with historical figures and narratives in a way that transcends traditional storytelling, inviting both creators and audiences into a space of reflection and transformation that fosters both nuanced conversations and broader implications for understanding American history. Parks also discusses her relationship with music and its intersections with her theatrical work and her personal and professional journey, from her upbringing in a military family to her initial reluctance towards theater, and how encouragement from James Baldwin led her to embrace playwriting.  She reflects on the evolution of theater over the past two decades, emphasizing the essential importance of inclusivity and diversity, and the continued need for spaces that offer both entertainment and nourishing content. And she discusses her residency at the Public Theater, her artistic home that supports her experimental and innovative approach to storytelling exemplified with her on-going project Watch Me Work. Finally,  I also want to say that I have been privileged -- to use, with great sincerity, an overused word-- to speak with the people I do for this podcast—I have been moved, taught, had my heart expanded and my mind stimulated by these interviews. But I have never spoken with anyone as vital or present as Suzan-Lori Parks nor with anyone who made me feel so enlivened by the conversation. It's a pleasure to share this. *“Sally and Tom” has been extended and will run at Public Theater through May 5.

As promised, here is the completion of my examination of David Barton's whitewashing of Thomas Jefferson. In our book Getting Jefferson Right: Fact-Checking Claims About Thomas Jefferson, Michael Coulter and I assume the position held by most scholars and the Thomas Jefferson Foundation when it comes to the paternity of Sally Hemings children, i.e., Thomas Jefferson was their father. In The Jefferson Lies, David Barton deceives readers about what Madison Hemings said about his mother. Here is what Barton said Hemings told a Pike County (OH) newspaper in 1873."The other major oral tradition challenging Jefferson's sexual morality came from Sally Hemings' son Madison (the fourth Hemings child, born in 1805). In an article published in an Ohio newspaper in 1873, Madison Hemings claimed that in France “my mother became Mr. Jefferson's concubine, and when he was called back home she was enceinte [pregnant] by him” with Thomas Woodson."Here is what Madison Hemings actually had published in that newspaper:"But during that time my mother became Mr. Jefferson's concubine, and when he was called home she was enciente by him. He desired to bring my mother back to Virginia with him but she demurred. She was just beginning to understand the French language well, and in France she was free, while if she returned to Virginia she would be re-enslaved. So she refused to return with him. To induce her to do so he promised her extraordinary privileges, and made a solemn pledge that her children should be freed at the age of twenty-one years. In consequence of his promises, on which she implicitly relied, she returned with him to Virginia. Soon after their arrival, she gave birth to a child, of whom Thomas Jefferson was the father. It lived but a short time. She gave birth to four others, and Jefferson was the father of all of them. Their names were Beverly, Harriet, Madison (myself), and Eston—three sons and one daughter. We all became free agreeably to the treaty entered into by our parents before we were born. We all married and have raised families."Hemings did not mention Woodson because he was irrelevant. Sally Hemings first child lived but "a short time." Barton didn't tell his readers that part of the story.The Monticello website on Sally Hemings and Thomas Jefferson: https://www.monticello.org/thomas-jefferson/jefferson-slavery/thomas-jefferson-and-sally-hemings-a-brief-account/Research Report: https://www.monticello.org/thomas-jefferson/jefferson-slavery/thomas-jefferson-and-sally-hemings-a-brief-account/research-report-on-jefferson-and-hemings/SHOW NOTES:For more information about Getting Jefferson Right, go to gettingjeffersonright.com.  The closing song is Were You There by LoFi Hymnal. https://open.spotify.com/track/19oJxhr6efnpU7LVBzUQz2?si=c94873948db84fbdBackground music by Jonathan Swaim, Roman Candle, and Warren ThrockmortonThe series will conclude during the final week of April with an episode on the virtues of the separation of church and state.  Watch for additional episodes between now and then.  If you like the pod, leave a positive review. 

This is a free preview of a paid episode. To hear more, visit andrewsullivan.substack.comJeff is the president and CEO of the National Constitution Center, where he hosts “We the People,” a weekly podcast of constitutional debate. He is also a professor of law at the George Washington University Law School, and a contributing editor at The Atlantic. A former house-mate of mine and friend for 40 years, Jeff began his journalistic career writing some stellar essays on the Supreme Court in the TNR when I was editor. The author of many books, his new one is The Pursuit of Happiness: How Classical Writers on Virtue Inspired the Lives of the Founders and Defined America.You can listen right away in the audio player above (or on the right side of the player, click “Listen On” to add the Dishcast feed to your favorite podcast app). For two clips of our convo — on the transcendence of deep reading in the age of distraction, and the hypocrisy of many Founding Fathers on slavery — pop over to our YouTube page.Other topics: growing up in NYC with a father who's a renowned hypnotherapist and a mother who's a social worker; educated at the Dalton School — “a beacon of liberalism”; reconciling faith with reason; the intellectual tradition in Catholicism; God as reason (logos); Jeff's deep reading during Covid; Seneca's essays on time; Cicero's treatise on old age; Aurelius' Meditations; Ben Franklin's 13 virtues; temperance and prudence; Socrates; Plato; Aristotelian balance; Pythagorus; Blazing Saddles; “without virtue happiness cannot be”; Jefferson's 12 virtues; his rank racism and contradictions over liberty; Sally Hemings; George Wythe freeing his slaves; the Founders building a new society based on ancient wisdom; Cicero at the center of that project; the Bhagavad Gita; the Stoics as Taoist; John Adams as tempestuous and striving for humility; treating his brilliant wife as his equal; making up with his enemies (e.g. Jefferson); Madison and the Federalist Papers; Douglass teaching himself to read; Freud and the substitute of character for personality; delayed gratification; “everything goes to s**t in the Sixties”; Gen Z's pursuit of happiness ending in anxiety; the quiet life of the 18th century vs the “dazzling array of distractions” today; regaining concentration through deep reading; how all the great books of the ancient world are free online; balance, deliberation, and equanimity as keys to good government; the preternatural calm of Obama; the danger of demagogues; Trump as the anti-Christ of liberal democracy and the antithesis of the Founders.Browse the Dishcast archive for an episode you might enjoy (the first 102 are free in their entirety — subscribe to get everything else). Coming up: Rob Henderson on class and “luxury beliefs,” Christian Wiman on resisting despair as a Christian, George Will on Trump and conservatism, Abigail Shrier on why the cult of therapy harms children, Adam Moss on the artistic process, and Richard Dawkins on religion. Please send any guest recs, dissents, and other pod comments to dish@andrewsullivan.com.

We have all heard of Sally Hemings; she was the biracial mistress of Thomas Jefferson. But else do we know?Deep dive into this episode about Sally Hemings, her background, her descendants, and her cultural influence on the arts.https://en.wikipedia.org/wiki/Sally_HemingsAre there any other Sally hemings we don't know about? Let me know, and I'll do an episode!DOWNLOAD and SUBSCRIBE to Generation Mixed, on Apple, Spotify, IHeart, or Spreaker!FOLLOW US: Instagram: @generationmixedpodcast | https://www.instagram.com/generationmixedpodcast/Tik-Tok: @GenMixedpodcast | https://www.tiktok.com/@genmixedpodcastSubscribe to our newsletter at www.nuwavemedia.orgE-mail us with any questions, comments, or suggestions for future episodes: Generationmixedpodcast@gmail.comWanna be on the show? Text or call 510-852-9550!What it means to be multiracial in America, one story at a time, from the studio to the streets. –Exciting news! JMarc has partnered with NuWave Community Media, a non-profit promoting digital literacy. Support our cause by donating or volunteering at www.nuwavemedia.org. Explore our diverse podcasts for insightful content. Join us in building a digitally empowered community!

A look at the President's kitchen and some of the first cooks to feed the Founding Fathers—Hercules and James Hemings—the enslaved chefs of George Washington and Thomas Jefferson. Hercules, described as a “dandy,” had eight assistants—stewards, butlers, undercooks, waiters. He cooked in a huge fireplace—hearth cooking. He walked through the streets of Philadelphia in a velvet waistcoat, with a gold-handled cane. When Washington was getting ready to leave Philadelphia to return to Mt. Vernon, Hercules escaped. Washington sent out search parties and offered rewards. Hercules was never found. In 1784, Thomas Jefferson was appointed minister to France. He took with him his body servant, 19-year-old James Hemings (the brother of Sally Hemings), to master the French style of cooking. Hemings apprenticed with well-known French caterers and pastry chefs and assumed the role of chef de cuisine in Jefferson's kitchen on the Champs-Elysees, earning $48 a year. In 1793, Hemings petitioned Jefferson for his freedom. Jefferson consented upon one condition—he must train someone to take his place. After teaching his brother, Peter Hemings, the cooking techniques he had learned in France and at home, James Hemings became a free man. These stories begin a long connection of presidents and their African American cooks, including the story of Zephyr Wright, President Lyndon Johnson's cook who worked for the family for 27 years. Johnson spoke to Zephyr Wright about the Civil Rights Movement and the March on Washington. She attended the signing of the Civil Rights Act of 1964 and Johnson gave her a pen he used to sign the document. Featuring interviews with: Jessica Harris, Culinary Historian and author of The Welcome Table: African American Heritage Cooking; Historian Willliam Seale, author of The President's House; Chef Joe Randall, founder of African American Chef's Hall of Fame; William Woys Weaver, food historian and author; Sharron Conrad, African American food historian. Special thanks to the Lyndon Baines Johnson Library and Museum and Michael L. Gillette for use of Zephyr Wright's oral history. The Kitchen Sisters Present is produced by The Kitchen Sisters (Davia Nelson & Nikki Silva) and Nathan Dalton and Brandi Howell. Part of Radiotopia from PRX, a curated network of podcasts created and owned by independent producers.

Cauline Yates was at a family reunion the first time she heard she was a descendant of Thomas Jefferson. She later helped develop the Memorial to Enslaved Laborers at the University of Virginia. And: Clint Smith is the author of the award-winning book, How the Word is Passed: A Reckoning with the History of Slavery Across America. He traveled to 9 historic sites to understand how slavery is remembered and taught. Later in the Show: Gayle Jessup White was on a tour at Monticello when she raised her hand and told the guide she was related to Sally Hemings. She says that moment changed her life forever. Her memoir, Reclamation: Sally Hemings, Thomas Jefferson and a Descendant's Search for Her Family's Lasting Legacy, chronicles uncovering her family's roots at Thomas Jefferson's home. Plus: Descendants recently gained structural parity at James Madison's plantation home, Montpelier. When this interview was originally recorded, James French represented the descendant community on Montpelier's board.

In 1776 Thomas Jefferson penned the Declaration of Independence, kick-starting the movement against British rule and putting in place the foundations for democracy in what became the United States of America. But he was a man of contradictions. He argued passionately against slavery but was a slave-owner. He had a relationship with an enslaved woman, Sally Hemings which may have started in France when she was just fourteen. He became the third President of the United States, and he loved philosophy, nature and wine.Jimmy Wales first-learned of Jefferson and the founding fathers when he was in school. The founder of Wikipedia fell in love with Encyclopaedias when his Mother bought a set from a travelling salesman. Jimmy's fascinated by Jefferson's political principles and intrigued by his many contradictions, and with the help of Kathleen Burk they discuss Jefferson's political legacy and how his attitudes to slavery are impacting on how he's seen today. Presenter: Matthew Parris Guest: Jimmy Wales Guest expert: Kathleen Burk, Professor Emerita of Modern and Contemporary History at University College London Producer: Toby Field for BBC Audio Bristol

Did you know that the first book written by an African American was based on Sally Hemings and Thomas Jefferson? Or how about the murders of Arthur St.Clair and Elsie Siegel? What about shadow families?Delve into this episode that exposes two unsolved murders, the book Clotel and what shadow families really are in mixed race history.Murder of Elise Siegelhttps://en.wikipedia.org/wiki/Murder_of_Elsie_SigelArthur W. St. Clairhttps://en.wikipedia.org/wiki/Arthur_St._Clair_(minister) What is a shadow family?https://en.wikipedia.org/wiki/Shadow_familyClotelhttps://en.wikipedia.org/wiki/ClotelDo you know any little known facts of our mixed race history?What it means to be multiracial in America, one story at a time, from the studio to the streets.DOWNLOAD and SUBSCRIBE to Generation Mixed, on Apple, Spotify, IHeart, or Spreaker!FOLLOW us on:Instagram| @generationmixedpodcastWanna be on the show? Text or call 510-852-9550!Subscribe to our newsletter at www.Justjmarc.comPlease email us here with any suggestions, comments, and questions for future episodes.generationmixedpodcast@gmail.com

Professor Samantha Pinto discusses her book, Infamous Bodies: Early Black Women's Celebrity and the Afterlives of Rights. Using the idea of “vulnerability” as a touchstone to explain the celebrity of Sally Hemings and Sarah “the Hottentot Venus” Baartman, Prof. Pinto describes how each woman’s agency is complicated by dominant systems of coercion and violence. Sally […]

Frederick Madison Roberts, the great-great-grandson of Thomas Jefferson and Sally Hemings, had an major impact on early 20th century politics in California and was the first Black legislator in Los Angeles and the state as a whole.

This week in honor of July 4th, we're exploring an important part of American history – the contributions of enslaved Black chefs, whose work influences American cuisine to this day. In 1784, Thomas Jefferson brought the enslaved chef James Hemings, brother of Sally Hemings, with him to France to train under the French culinary masters of the day. Hemings created a cuisine that was half French, half Virginian, and brought it back to Jefferson's plantation, Monticello. This week, Dan tours the kitchens at Monticello with three descendants of enslaved Virginians: Michael Twitty, culinary historian and historical interpreter; Niya Bates, public historian of slavery and African American life at Monticello; and Gayle Jessup White, community engagement officer at Monticello.This episode originally aired on October 21, 2019, and was produced by Dan Pashman, Anne Saini, and Ngofeen Mputubwele, with editing by Peter Clowney. The Sporkful production team now includes Dan Pashman, Emma Morgenstern, Andres O'Hara, Nora Ritchie, and Jared O'Connell.Transcript available at www.sporkful.com.

Welcome back to another installment of the Redacted History Podcast! On this week's episode we are discussing one of the founding father and third president of the United States --- Thomas Jefferson and the abusive he handed down to one of his enslaved? :Sally Hemings. NEW YOUTUBE VIDEO:  https://youtu.be/LtN0Li9cFv8 PATREON: patreon.com/redactedhistory Stay Connected with Me: https://www.tiktok.com/@Blackkout___ https://www.instagram.com/redactedhistory_ Contact: thisisredactedhistory@gmail.com Episode Script Writer and Researcher: Jordyn Howard Episode Editor and Narrator: André White Learn more about your ad choices. Visit megaphone.fm/adchoices

In honor of Black History Month, Christina and Frank Sasso along with Sprout U School of the Arts Headmaster, Danielle Miller-Winrow, travel back in time and meet history icons, James Armistead Lafayette, Phillis Wheatley, Reverend Richard Allen, Sally Hemings, and Paul Cuffe. All are portrayed by Sprout U students. Black History Time Travel with Sprout U!File Size: 61411 kbFile Type: mp3Download File Be sure to catch th [...]

The Context of White Supremacy welcomes Dr. Jared Ross Hardesty. An Associate Professor of History at Western Washington University, Dr. Hardesty is a scholar of colonial America, the Atlantic world, and the histories of labor and slavery. He's written three books about Racism/White Supremacy in the US, and we'll discuss his 2021 offering, Mutiny on the Rising Sun: A Tragic Tale of Smuggling, Slavery, and Chocolate. Gus heard about this book from WGBH Boston Public Radio. They reported on Old North Church and how the three centuries old house of worship was complicit in slavery. Specifically, White church members sat in the pews of Old North Church to network with other slave smugglers/owners. Dr. Hardesty's book examines an 18th century mutiny in the Caribbean, where White pirate slave smugglers were killed by some of their non-white crew members. 15 slaves - mostly black children - had to witness the carnage. Listeners are encouraged to remember Neely Fuller Jr. and Dr. Frances Cress Welsing's commentary about the symbolism and significance of chocolate in the System of White Supremacy. In fact, Dr. Hardesty confessed to being unaware that American icon Jeffrey Dahmer was employed in a chocolate factory. Pay special attention to exchange about the racial classification of Dr. Hardesty's researchers ("hispanic" is not a racial classification #Confusion) as well as the dialog about the rape of "enslaved" black children like Sally Hemings. The work of Harvard historian Annette Gordon-Reed was mentioned again. #MoChocolate INVEST in The COWS – http://paypal.me/TheCOWS Cash App: https://cash.app/$TheCOWS CALL IN NUMBER: 605.313.5164 CODE 564943#

History Week on The Megyn Kelly Show concludes with a look at one of our Founding Fathers.Megyn Kelly is joined by Clay Jenkinson, American humanities, scholar, author and educator, to discuss the life and legacy of President Thomas Jefferson, his early life and education, the rise of Jefferson into a political leader, his natural talent for writing, his authoring of the Declaration of Independence, his home at Monticello, his love life and family struggles, the media's role in politics, his life after politics, the controversy of his alleged relationship with Sally Hemings,the attempted cancellation of Jefferson and how his legacy will continue to live on, his rivalry and reconciliation with John Adams, and more.Follow The Megyn Kelly Show on all social platforms: YouTube: https://www.youtube.com/MegynKellyTwitter: http://Twitter.com/MegynKellyShowInstagram: http://Instagram.com/MegynKellyShowFacebook: http://Facebook.com/MegynKellyShow Find out more information at: https://www.devilmaycaremedia.com/megynkellyshow

Blossom Your Awesome Podcast Ep 76 Metaphysics With Suzanne MunsonSue Munson is an author and historian and we are talking about her recent book, The Metaphysical Thomas Jefferson.               A breakthrough work, it premiered as the Number One New Release in Political Commentary.                 Check her out www.suzannemunson-author.com . PREMISE: IF YOU COULD TALK WITH THOMAS JEFFERSON, WHAT QUESTIONS WOULD YOU ASK?Eight Jefferson authorities devised questions, thinking they were participating in a “history class project.” Instead, they became part of an amazing adventure: a journey to the immortal mind of Mr. Jefferson himself, facilitated by an experienced medium.From his place in spirit, Jefferson is not happy with the evolution of America's government and culture since the days of the Founding Fathers. America's government has lost its footing and is in need of a new revolution--not of war, but of integrity, he observes.  The Metaphysical Thomas Jefferson records his views on Congress, the presidency, foreign policy, higher education, the military, religion, the media, slavery, race, and Sally Hemings. It is a fascinating conversation. To see more of my work  - blossomyourawesome.com where I write and cover mindfulness and other things to help you Blossom Your Awesome. or my other work at suesblues.com Or follow me on instagram where I post fairly regularly and ask an inquisitive question or two weekly in hopes of getting you thinking about your life and going deeper with it. My Instagram - i_go_by_skd

Cauline Yates was at a family reunion the first time she heard she was a descendant of Thomas Jefferson. In 2019, she was asked to help develop the Memorial to Enslaved Laborers at the University of Virginia. With Good Reason producer Matt Darroch has the story. And: Clint Smith is the author of the award-winning book, How the Word is Passed: A Reckoning with the History of Slavery Across America. He travels to 9 historic sites to understand how slavery is remembered and taught. Later in the Show: Gayle Jessup White was on a tour at Monticello with her son when she raised her hand and told the guide she was related to Sally Hemings. She says it was a moment that changed her life forever. Her memoir, Reclamation: Sally Hemings, Thomas Jefferson and a Descendant's Search for Her Family's Lasting Legacy, chronicles her journey to uncovering her family's roots at Monticello. Plus: Descendants recently gained structural parity at James Madison's Montpelier. James French, a descendant himself, represents the descendant community on Montpelier's board.

On today's Bible Answer Man broadcast (11/03/22), we pick up where we ended on our previous broadcast and present more of an episode of the Hank Unplugged podcast. Hank is talking with Dr. Mary Grabar, author of Debunking The 1619 Project: Exposing the Plan to Divide America. Hank and Dr. Grabar discuss the falsehood that Thomas Jefferson fathered Sally Hemings' children, the mistreatment of Abraham Lincoln in the 1619 Project, the Constitution and slavery, the misappropriation and virtue signaling of the Kente cloth, and the impact of Karl Marx on the perception of slavery in America.

November 5, 1998. Using DNA evidence, the scientific journal Nature publishes findings that put to rest a centuries-old mystery: Was Sally Hemings, an enslaved woman at Monticello, the mother of six of Thomas Jefferson's children? Until then, the historical consensus had been this: “The Jefferson-Hemings relationship can be neither refuted nor substantiated.” Jefferson's white descendants were more categorical: they flatly denied it. But now the truth was out. Why was this story denied for so long, and what does that say about whose version of history is believed? And how did it revise our understanding of America's third president? Special thanks to our guests: Professor Annette Gordon-Reed, author of the Pulitzer Prize-winning book, The Hemingses of Monticello: An American Family as well as the book, Thomas Jefferson and Sally Hemings: an American Controversy. And Gayle Jessup White, a descendant of Thomas Jeffersonand Sally Hemings and author of the book, Reclamation: Sally Hemings, Thomas Jefferson, and a Descendant's Search for her Family's Lasting Legacy. Hosted on Acast. See acast.com/privacy for more information.

REP. JAMIE RASKIN OF THE 1/6 COMMITTEE TELLS IT LIKE IT IS       Our 115th GREE-GREE Session is honored with the presence of US REPRESENTATIVE JAMIE RASKIN, Democrat of Maryland, prominent member of the 1/6 Committee.   We first pose to him the hope to remove the statue of General George McClellan from the streets of DC, and for official recognition of Sally Hemings as the third First Lady of the United States.   We hear from MIKE HERSH about the details of Rep. Raskin's great career.   Rep. Raskin then lays out the case for federal criminal prosecution against Donald Trump.   Our own JOEL SEGAL tells of his long-standing friendship with Rep. Raskin, and then asks critical legal questions on prosecuting Trump and on preserving our democracy.   RAY MCCLENDON of the Georgia NAACP gives us a critical presentation of the desperate need to shift the Democratic Party to becoming an actual democracy organization with a shift to grassroots organizing.     McClendon underscores the need to stop pouring millions of donor dollars into media advertising and switch to establishing the kind of GOTV / person-to-person campaigning that won the “Georgia Miracle” in 2021, shifting control of the US Senate.   BRYNN TANNEHILL informs the Rep. on the plight of trans citizens under Republican regimes.   DENNIS BERNSTEIN of the nationally-syndicated FLASHPOINTS radio show hears from Rep. Raskin on how to protect the vote in places like Florida and Arizona, as well as the danger of “madman” Putin using nuclear weapons.   JIM GARRISON of the Ubiquity Institute asks why Donald Trump is not yet in prison, to which Rep. Raskin responds with a strong second to that notion.   Next week's session #116 will include DAVID HOGG of the Parkland Shooting exploring the impact of gun control on this year's mid-term elections.  

1806 Virginia sees a murder forgotten, a murder ignored, and a murderer set free.This is also the episode where you learn about Thomas Jefferson's secret murdered love child. Maybe.This is Part II of Monstrous Strange. For Part I, please listen to episode 29.Sources:Bailey, John. Jefferson's Second Father:  (Pan, 2013).Berexa, Daniel. “The Murder of Founding Father George Wythe.” Tennessee Bar Association. https://www.tba.org/?pg=LawBlog&blAction=showEntry&blogEntry=9542 . 2010.Boyd, Julian. "The Murder of George Wythe," in The Murder of George Wythe: Two Essays (The Institute of Early American History & Culture, 1955)Callender, James. “The President, Again” by James Thomson Callender (September 1, 1802). (2020, December 07). In Encyclopedia Virginia. https://encyclopediavirginia.org/entries/the-president-again-by-james-thomson-callender-september-1-1802.Chadwick, Bruce. I Am Murdered: George Wythe, Thomas Jefferson, and the Killing That Shocked a New Nation. (Hoboken: John Wiley & Sons, Inc., 2009).Crawford, Alan Pell. “A House Called Bizarre.” The Washington Post.https://www.washingtonpost.com/archive/lifestyle/travel/2000/11/26/a-house-called-bizarre/4ea73982-5c3c-4599-9086-ea209464a666/ 26 November 2000.“George Wythe.” Colonial Williamsburg. https://www.colonialwilliamsburg.org/explore/nation-builders/george-wythe/"Our Lives, Our Stories: Legacy of the Randolph Site - Virtual Tour." Colonial Williamsburg. https://virtualtours.colonialwilliamsburg.org/randolph/ and https://www.colonialwilliamsburg.org/learn/behind-the-scenes/newest-virtual-tour-randolph-site/Hemphill, Edwin. "Examinations of George Wythe Swinney for Forgery and Murder: A Documentary Essay," The William and Mary Quarterly, Third Series 12, no. 4 (October 1955): 551–562.Longsworth, Polly. "Jefferson's "alleged child." Colonial Williamsburg Journal. Vol. 21, No. 02 (April/May 1999). “Lydia Broadnax.” Slavery and Remembrance: Colonial Williamsburg. https://slaveryandremembrance.org/people/person/?id=PP040"Monticello Affirms Thomas Jefferson Fathered Children with Sally HemingsA Statement by the Thomas Jefferson Foundation." Thomas Jefferson's Monticello. https://www.monticello.org/thomas-jefferson/jefferson-slavery/thomas-jefferson-and-sally-hemings-a-brief-account/monticello-affirms-thomas-jefferson-fathered-children-with-sally-hemings/Mumford, George Wythe. The Two Parsons (Richmond: J.D.K. Sleight, 1884)."Sally Hemings." Thomas Jefferson's Monticello. https://www.monticello.org/sallyhemings/"Slavery FAQs." Thomas Jefferson's Monticello. https://www.monticello.org/slavery/slavery-faqs/“Thomas Jefferson and Sally Hemings: A Brief Account.”  and “Sally Hemings.” Thomas Jefferson's Monticello. https://www.monticello.org/thomas-jefferson/jefferson-slavery/thomas-jefferson-and-sally-hemings-a-brief-account/ and https://www.monticello.org/sallyhemings/ “Q&A with Bruce Chadwick.” C-SPAN Transcript Viewer. https://www.c-span.org/video/transcript/?id=8188. July 6, 2009.Wolfe, Brendan. “Wythe, The Death of George (1806).” Encyclopedia Virginia.https://encyclopediavirginia.org/entries/wythe-the-death-of-george-1806/“Wythepedia: The George Wythe Encyclopedia.” The Wolf Law Library. https://lawlibrary.wm.edu/wythepedia/index.php/Main_PageMusic: Dellasera by Shane Ivers - https://www.silvermansound.comFor more information, visit www.oldbloodpodcast.com

In 1806, a founding father of the newly created United States was murdered. This episode is the story of a botched murder investigation, the fight for freedom, and a murderer's forgotten victims.Sources:Bailey, John. Jefferson's Second Father:  (Pan, 2013).Berexa, Daniel. “The Murder of Founding Father George Wythe.” Tennessee Bar Association. https://www.tba.org/?pg=LawBlog&blAction=showEntry&blogEntry=9542 . 2010.Boyd, Julian. "The Murder of George Wythe," in The Murder of George Wythe: Two Essays (The Institute of Early American History & Culture, 1955)Chadwick, Bruce. I Am Murdered: George Wythe, Thomas Jefferson, and the Killing That Shocked a New Nation. (Hoboken: John Wiley & Sons, Inc., 2009).Crawford, Alan Pell. “A House Called Bizarre.” The Washington Post.https://www.washingtonpost.com/archive/lifestyle/travel/2000/11/26/a-house-called-bizarre/4ea73982-5c3c-4599-9086-ea209464a666/ 26 November 2000.“George Wythe.” Colonial Williamsburg. https://www.colonialwilliamsburg.org/explore/nation-builders/george-wythe/Hemphill, Edwin. "Examinations of George Wythe Swinney for Forgery and Murder: A Documentary Essay," The William and Mary Quarterly, Third Series 12, no. 4 (October 1955): 551–562.“Lydia Broadnax.” Slavery and Remembrance: Colonial Williamsburg. https://slaveryandremembrance.org/people/person/?id=PP040Mumford, George Wythe. The Two Parsons (Richmond: J.D.K. Sleight, 1884).“Thomas Jefferson and Sally Hemings: A Brief Account.”  and “Sally Hemings.” Thomas Jefferson's Monticello. https://www.monticello.org/thomas-jefferson/jefferson-slavery/thomas-jefferson-and-sally-hemings-a-brief-account/ and https://www.monticello.org/sallyhemings/ “Q&A with Bruce Chadwick.” C-SPAN Transcript Viewer. https://www.c-span.org/video/transcript/?id=8188. July 6, 2009.Wolfe, Brendan. “Wythe, The Death of George (1806).” Encyclopedia Virginia.https://encyclopediavirginia.org/entries/wythe-the-death-of-george-1806/“Wythepedia: The George Wythe Encyclopedia.” The Wolf Law Library. https://lawlibrary.wm.edu/wythepedia/index.php/Main_PageMusic: Dellasera by Shane Ivers - https://www.silvermansound.comFor more information, visit www.oldbloodpodcast.com

Do you remember a teacher who really made a difference in your life as a child? A teacher who really saw you and encouraged you? Minnesota schools have a persistent opportunity gap, with Native American children, Black children and other children of color less likely to graduate high school than their white peers. Research has shown that having teachers and school staff of color can help students of color succeed. But nationally only seven percent of teachers are Black, and only two percent are Black men.  American Public Media special correspondent Lee Hawkins spoke about identity, curriculum, recruitment and more with four Black men who are educators. Guests: Michael Walker, the Director of Black student achievement for Minneapolis Public Schools Michael Thomas, superintendent of Prior Lake-Savage Area Schools Eric Robinson, a retired teacher Derek Francis, Executive Director of Equity and School Climate for Minneapolis Public Schools. He previously managed the district's counseling services.  The following is a partial transcript of the conversation, edited for clarity and brevity. Listen to the full conversation using the audio player above. Lee Hawkins: Thank you all for being here. I'm really excited about the opportunity to bring you brothers together into this discussion. So thank you. Only two percent of the nation's teachers are Black males. That's a tough number to swallow. But here's something that's mind blowing for you all to digest: across the state of Minnesota, there are only 1.45 percent Black teachers, male or female. So that's even less than the percentage of Black male teachers across the nation. Only 1.45 percent Black teachers in a state where Black people make up seven percent of the population. What does this mean for Black children for Minnesota, particularly boys? And what will their educational experience be like as a result? Michael Walker: Well, we already know that representation matters if we got to make sure that we have people that look like them in front of the classrooms, right? And when we think about how that impacts the growth and development of young people, is that when we see folks that look like us, it gives us the ability to see that we have that possibility to be an educator as well. The school system is not designed for them to feel valued, to feel welcomed. The cultural aspects of our schools are a little different than what our Black students are experiencing. So it's not designed for them. And so we have to really think about how do we address that piece? The other components of why the experience is different: what about our curriculum? Like how is the curriculum set up? We have a Eurocentric curriculum, again, that is not centering the experiences of our Black people. And so how do we change? That is some of the things that we have to address. Hawkins: Michael Thomas, what does this mean for the kids who are in these classrooms? Without people who look like them? Michael Thomas: Yeah, I take it right back to the psychology of one's health and in Maslow's hierarchy of needs. When a young person doesn't have a sense of belonging, they're going to struggle no matter what that gap might be. In this case, a lot of our young Black students, specifically young Black boys to your question, they don't see themselves in the curriculum, they don't see themselves in terms of adult authority in the school systems. And so it becomes very psychologically isolating, and with no outlet or sense of support. That's where you begin to see a young, immature mind trying to make decisions for themselves that are well beyond their comprehension. So that's where we might see some kids falling off. Because they don't have the ability to make some of the best decisions without, you know, the struggles that they're going through, and not being able to have somebody that they can trust to go to, to help kind of process and support them through some of the challenges. I would just center there first, and you can fast forward 30 years as adults. Many of us sitting in this room, were oftentimes maybe the only one — only teacher, only administrator in a system — where we also had that level of isolation and had to navigate very carefully our own existence to kind of stay alive in that system. So, I think that's where I would say first, how do we address Is that social — psychological need of our kids. Hawkins: Derek [Francis], you're counseling kids. When kids come into your office and you're doing the counseling, do you ever get the feeling “wow, this person could really use some diversity in terms of the people who are educating them?” Derek Francis: Oh, man, that is, I think the thing that comes to mind, especially when you're thinking about career development, especially for our youth, the exposure to seeing someone who looks like you. So many times when students, they have just the what they see on TV, so I show up as a Black person in the school, and then I start to teach lesson around. “Well, guess what, let me show you pictures of people who look like you. And they're doctors, they're lawyers, they're educators.” And it opens the mind. I think that's so neat, because it's really exposing them to their hope and future. I start to share students, “you have so many different career opportunities. Here's some schools where You see students that look like you.” And that makes a difference. If you have a counselor that hasn't been around or seen Black people or Black students do some of these successful things, you might limit them from your own views. So at some point for someone to say, “Oh, I see you, I've seen people who have looked like you do some of these things. And that's going to be you.” Hawkins: It's so interesting that you say that because people of all races have stories of being counseled out of going into certain careers by their counselor because their counselor didn't believe in them. I particularly remember a story of a woman who is very, very prominent in the science field, a Black woman that I went to school with who talking about being counseled away from STEM… and right now, she's one of the top people at the Center for Disease Control and Prevention. So many people have these “Hi, how you like me now?” stories, and it's sad because you shouldn't have to hear those stories. You should be able to say, “I have the support from my village from the beginning.” Before we get too deep into this, it's really important that we frame the problem that we're addressing right now: Boys collectively, of course of all races, are not performing academically, and socially, as strong as girls. We know that. In the case of Black boys, they're not an exception. And as the effort to close the racial opportunity gap continues, it's important to look at how our educational system can do a better job with Black boys. And if we're going to discuss the issue, we need to be transparent and candid. From what you see right now, from what you see statistically and in the classroom, are Black boys underperforming? Eric, you want to take that? Eric Robinson: Right now students are looking at this as a Eurocentric type of system. And, you know, maybe when you're younger, elementary age, there's a little bit of hope. But then as they get more toward high school or middle school, then that starts to dwindle as far as improving their reading or math goals. So that follows them. I mean, working with high school students in a charter school and knowing that they can't get anything… any higher than a fourth-grade reading level. It comes back to having that presence of a Black teacher in the classroom. To, you know, just say that you can do this, you have value you're worthy of careers that you think you don't think you're capable of doing. Hawkins: I wanted to shift this over to you, Michael [Walker], because … you're the director of Black student achievement for Minneapolis Public Schools, are Black boys underperforming? Walker: I know you start off by saying there's an opportunity gap. And what I tend to believe and the kind of research that I've done, it's really a belief gap, right? It's about what do our adults believe about our Black males? Do we believe that they are able to accomplish success? Do we believe that they're able to achieve whatever goal there is that they're trying to achieve? If we don't have that belief as adults, then we're going to treat them or have expectations that are lower, right? Because I don't believe that you can be a doctor, I don't believe that you can be a lawyer. I don't believe that you can be a scientist, right? And so it really starts with the adults. And so that's kind of the focus of our work. And then some of the work that we do, it's really how do we change the beliefs of the educators so that they can see value in our Black students, specifically our Black males. And so I don't believe in an achievement gap. I don't believe that the young people are Black males are underperforming. I believe that the system has been designed and created and the belief of them in that system has created the outcomes that we see. Hawkins: In talking about improving outcomes, it's important to introduce some data that I think is just mind-blowing. Researchers at Johns Hopkins University studied about 100,000 Black students who entered third grade at North Carolina public schools between 2001 and 2005. About 13 percent of the students ended up dropping out of high school, while about half graduated, but with no plans to pursue college, OK? However, low-income Black students who were assigned to at least one Black teacher in third, fourth or fifth grade, were not only less likely to drop out of school, but 18 percent more likely to express interest in college when they graduated. And persistently low-income Black boys who had at least one Black teacher, in third, fourth or fifth grade, were 29 percent more likely to say that they were considering college. And I spoke to Nicholas Papageorge, who was the lead researcher on this study at Johns Hopkins. And he told me that the big difference is that Black teachers tend to have higher expectations for Black students. Michael, when we were in the green room you were talking about when you were working in Osseo. “I'm Dr. Thomas, I believe in you. And you're going to come in here, and you're going to perform up to your potential.” Tell me about that experience. Thomas: I'll say, it stems back to when I was in sixth grade. I actually had a sixth-grade teacher who called me the n-word, and said I wasn't going to amount to anything. Now don't get me wrong. I'm sure I was a handful, and maybe wasn't always making the best choices. But to have an adult teacher who had power and influence over me, kind of cut me down at that level. I'm 50 years old, I've never forgotten what that felt like, right. So fast forward to myself being an educator, I knew very well, I was never going to let a young Black kid — basically a mini-me — experience what I experienced. I had a lot of positive Black men in my life, who countered that. And that was part of my job when I was a principal. Yes, I'm here to serve all kids. And that was a non-negotiable. I also knew I had to bring a point of emphasis for my kids of color. And that was very clear based upon my data. And if you were Black, and you live in a certain zip code and you're coming to my school, I can predict outcomes, unfortunately. So for me, it was to have a tough conversation, I remember I got criticized for pulling a lot of the Black students together and essentially letting them know, “You're not on track to graduate. And if you continue on this path, you're not going to find success in life.” And there was a lot of backlash to “why would you break confidentiality?” and, you know, having families know each other's business. I'm like, this is a small community. If we don't talk about this and put truth out there, I need the families to come and join me in helping these young men and young girls find a better path in life. And so we were successful in my junior high, closing that achievement gap by almost 45 percent in a period of three years. Because the intentionality was data driven. I could see it, no one can deny it, the numbers are here. But going back to what Dr. Walker was just saying, it was about a mindset shift. Kids don't come to our schools. They're not dumb, right? These kids are looking to become successful, whatever that means for them. And it's our jobs as adults to be that bridge to that. But if I don't believe as an adult, if I don't believe that this young kid can ever achieve something, you know, subconsciously, it's going to come out in my practice. I'm not gonna call on Eric, you know, call on everybody else in the classroom. I'm not gonna call on Eric. I'm gonna be, you know, writing discipline referrals for young Mr. Francis. if he was my kid. That comes out. Because you can't necessarily change beliefs. Although there's a belief gap. I totally believe that. But I can manage the behaviors that are manifestations of what you believe. And that's what my job was as a principal, as an administrator, to look at the adult behaviors that were derived from their belief sets of what kids are going to do well, and who's not going to do well. And then those were the tough conversations that allowed us to really kind of peel that onion back and get to the core of what we needed to get to. Hawkins: I'll tell you, it must be hard. Years later, when you're seeing that Black kid that was in your class and he's on TV now or he's, he's the superintendent of schools. Are you reading about kids? You taught and then in the school system and you didn't believe in them. It's an educational journey for a lot of educators in this country. There's one critical thing growing up in Minnesota taught me. And that's that it's not always about malice or racial animus. A lot of times it's about people not having experience with Black people. You haven't been around Black people in your life. And that means you're bringing a lot of this bias and prejudice into the classroom, to the point that you're still you're nervous around the kid. Am I right about it? … [Cross talk in agreement.] Francis: The thing is too, the way it comes out, even the way… you hear it in the language… it's always in opposition. So the students who are doing well, “that's such a good kid, they're great family, they're their siblings were smart.” Or if it's a student who is a Black student, “they're in the hall again.” The way it's around, not giving the same amount of grace when an assignment is missing, or a student might be a minute late walking in the room. It's a different tone. The students I know, see it too. They'll notice with Black students, the staff is more short with or doesn't call on as much. And I think also too, as a Black staff at a school, I've had times where I can tell staff will kind of dance around saying certain things to me, because they know I'll pick up on what they're really trying to say about that student or their family. And so I do think it's a lack of exposure. You can just tell. Maybe their friendship group might not be as diverse. I think, as educators, being aware of that. Because if you're going to work for Black students, and say that you're working in that neighborhood, or working in an inner city, you have to be cautious and aware of the experiences and have that humility to say, “hey, I don't know what that's like." Let me listen and glean some knowledge from my Black colleagues that are here.” I think that's so important to have that kind of humility. Robinson: I think that bias… has a lot to do with it, because the white teachers they would have in mind, well, this is how they would behave. I remember when I started early in education, there was just one teacher, and I was working with the Black students to Black boys. And it was always every day, the same two or three would like a revolving door, you know, instead of this person, this male person giving grace or, you know, understanding, “Well, why are these students doing this?” or, you know, trying to work with that student. But the teachers would have this in mind that they all behave the same way. And, you know, what I've noticed — just to switch gears here — what I've noticed, as far as administrators, right? Principals, you like the assistant principal, was working always with behavior, you know, and that was the role of Black male working in behavior, well, they can take care of these students because they know how to handle them. But it goes beyond that, you know. Literally it goes beyond that, because if there were Black male teachers in the classroom, then those things wouldn't occur. There wouldn't be suspensions, and, you know, with over-suspending students, students of color males. And I know… about this individual that actually, he graduated this June, and he was in my ethnic studies class a couple of quarters ago. And he never passed. Never, never, in fact, he would disrespect me by calling me Eric by my first name. And toward the middle of the summer. He came in, he owed certain assignments and everything. The teachers were working with them, and they had compassion on him and they knew he had to get graduated. And he graduated, he got everything done. And when he was seeing me, he would call me Mr. Eric, you know, because he was succeeding. You know, years ago, certain behaviors would come out and everything. And teachers would overlook that day. They gave him time they gave him a rope, you know, just “Hey, you can do this.” And he did it, you know, But in some schools, right, some classrooms, they're not given that chance, if a student is gifted, maybe their behavior is helter-skelter. However, there's something beneath that. Teachers don't always see that. They don't, they look at the behavior first, instead of getting to know their student. Hawkins: You mentioned, people expecting the same behavior from all of the Black students. And it reminded me of my cousin who went to my high school, North St. Paul, Senior High School, who actually receipt was called to the office, about a matter that pertained to another Black student, where they actually thought he was the black student that they were talking to. And, you know, I've experienced this in corporate America, where I've been called the name of another Black reporter. Whereas you know, and so, that's how deep the issue is. This whole idea of people not knowing how to deal with black people, sometimes not even knowing the difference between Black label. Thomas: Well, and also, you know, to your question earlier — and Eric, you as well just brought up — they bring one of the four of us in to handle these Black kids. Right? And again, we're all passionate Black men who care deeply about our communities and cared deeply about, you know, Black kids, no doubt. But we're more than that. Right? And we, even as professional men have with degrees, we get relegated, and trapped, right? Just like Hollywood, right? You can act this part. I'll never forget my very first year as a principal. That was the narrative, you know, and one of the staff came up to me and said, “Hey, just want to let you know, staff are all really happy that you're coming here. And finally, me on the handle a lot of the behaviors is behavior issues of, you know, these students of color.” And I thought to myself, wow… and my very first staff meeting, you know, August workshop week comes up. And one of the statements I said to my staff — which was all white minus one person — was, “just because you're white, doesn't mean you're not right.” And don't think that's going to exonerate you from accountability for all kids in the school. Right? It gets to that fear piece, Lee, that you were speaking to, like, they don't want to say something, because either they're afraid of being called racist, or whatever it might be, or they just don't know. But at the end of the day, your expectations that you have for some kids need to apply to all kids. And you can't lead from a place of fear. And you can't expect me as a Black person to own your issue. Right? So that was my push to really get my staff to embrace that this is about you, not so much about the student. Hawkins: Dr. Michael Thomas, we had a conversation and I asked you to send me a copy of your dissertation. The reason I asked for him is because it studies African American male school leaders in predominantly white school systems, and how they negotiate their racial identity without committing cultural sacrifice. And I want to read this sentence that you wrote, you said, and I quote: “It is said that being a school administrator is a very lonely and challenging position to have, one must continually negotiate who they authentically are, in an effort to remain in the position,” you wrote. It was 1996, when you wrote this, now that you're a superintendent, and you're actually living this, do you think that you were way ahead of things? I mean, because it seems like that's what we're talking about now is that as educators trying to influence the Black male achievement equation, you're going through your own sort of identity issues with people projecting things on you? Thomas: That's a deep question, Lee. And yeah, there, you know, when I was the only in a system, it was a real lonely place. On top of that, when you're in higher levels of leadership, there aren't a lot of people you can go to and talk to, because you might feel as though you can't do the job. And you don't ask those kinds of questions, right? And I've had colleagues, they go, “oh, here goes Michael, he's on that Black stuff again.” Right? I mean, colleagues! And I'm sitting here thinking, “if you're saying this to me as an adult, what are you doing with kids when you close your classroom door?” Right? At the same time, because my deep commitment to ensuring that young Black students didn't experience what I went through, and I could still continue to blaze a trail for them to have a much better-beaten path to go down. I could only say and do so much before the system then would squeeze me out. Right? And so, oftentimes, I felt caught. Because my heart is committed to doing the right thing, and I know me, I know exactly who I am and what I'm about. And thus the name of my title of my dissertation, which is a play off of Sidney Poitier movie, Guess Who's Coming to Dinner? Right? How how much of my authentic Blackness can I be, before my plate is pulled from the table? Right. And it's a real delicate dance. And this is a negotiation, beyond education that people of color in this country do every single day. Hawkins: What I hear you talking about is that identity continues to be an issue, the expectations, what people project on you certain stereotypes, certain expectations, and that this is something that you must carry with you everywhere, as you navigate through the professional world. So if we are experiencing this as grown, Black men, let's talk about identity, and the challenge of identity that Black boys are facing every day. And how did they work through that or not? Francis: Oh, man, there's so much when you talk about identity, I think about it. The first part is, how it shows up as the academic system. So when you're looking at the schoolwork, how often are you seeing yourself mirrored in that work, seeing people that look like you that you're learning about. This past month, Juneteenth, how many students sit and hear about Juneteenth or learn about the history of it. And so just imagine the liberation that comes with being a Black person hearing someone teach you about the true freedom that people who look like you had to fight for and how delayed it was. But also, I think, especially in Minnesota, our schools have this unspoken toxic culture of attacking students who are marginalized, and it shows up in schools through social media, it shows up in things that are said to students about their identity. So many students talk about how schools don't do anything to speak up when they're attacked as a Black student. Would that bother you? I'm here to learn, I'm here to get an education. I'm hearing these things on an ongoing basis, or I'm seeing other people being called these negative things, either on social media, or in real life. And I have to absorb that day in and day out. And then if I don't have someone at school protecting me to understand what that feels like, that's hard. So I think that's one of the ways we really need to step up as educators to say, hey, we're gonna call out when we hear at sporting events, people making monkey sounds to the Black athletes, that should not be happening in schools, students posting on social media, calling other kids downward, we got wouldn't, because how would I feel safe going to school if I know that there are seeing that happen? And no one's speaking up? Hawkins: There's that problem of the external pressure that Black kids are feeling. But there's also the internalization of some of these stereotypes. And I know Dr. Roland Fryer, at Yale talked about a while back, the acting white phenomenon. Where there was actually a social penalty put on kids, the higher their grades, the less socially acceptable they were. And now we're starting to see that sort of shift, which is nice to see that there's that Black male achievement or Black student achievement is not as stigmatized as it once was, but working as the director of Black student achievement in Minneapolis. What do you see along the lines of identity that these kids are dealing with, that our kids are dealing with every day? Walker: I think it goes back to kind of what Derek mentioned earlier about the curriculum, right? So when we're looking at the curriculum that we have in our schools, we are sharing identity, right? But we're sharing a Eurocentric identity. So in those classrooms, students our white students are getting taught about how they have discovered this, how they have created and invented this, all these great things that they have done, right? Which, okay, fine. Where's that for the other groups in our school system, right? How are we not uplifting those narratives and those stories? So in our program in Minneapolis public schools, we have a class called BLACK — it stands for Building Lives, Acquiring Cultural Knowledge — where it is designed to teach some Afro-centric curriculum and to show them the benefits that they have created and what they have done for this society in this country, but also goes back to before we came to this country where things were better and things were invented on the continent of Africa. So they understand the foundation of that. So it's not just what happened here on the states, right? And that is important, right? Because when we think about schooling, and I'll just experience from myself, I learned about being enslaved. That was the foundation of what they told me about myself, right? So if that's the foundation that you are sharing with these young people, well, we are intentionally creating a thought and an idea in these kids minds of who they can be and where they came from. So we have to undo that and show that there is a much better place. Yeah, enslavement was a portion of our history, but it's not all of our history, right? Hawkins: If you're going to teach enslavement, then teach enslaver, right? and what the role of Thomas Jefferson was, right with his biracial children, some who are buried right here in Madison, Wisconsin. Let's go to that cemetery. Let's bring the classroom to the cemetery to see the kids that Thomas Jefferson had with Sally Hemings. It's important to teach all of that, but the complexity and the nuance of it all. Eric, you taught ethnic studies, right? Robinson: Yeah.. and if I could piggyback on you, doctor, the same thing, you know identity. When students first come into that classroom, I say, “Well, what is your story? Know your story.” However, it may be in your, in your family, but it still goes back to slavery. You know, none of us have color, or Indigenous Natives, have not had a certain history, you know, through the colonists. So, I know the boy talks about a double consciousness. Right. And we experienced that as adults, as a Black man. But the students they need to know who they are, and where they've come from, and where they're heading. Hawkins: I mean, you taught ethnic studies, at a time in which there is a national backlash against teaching of ethnic studies, right? People calling it critical race theory — which it isn't. It's American history. So tell me about ethnic studies in teaching it and, and the effect that that has on not only students of color, but students in general of all races. Robinson: I think the point where I come from, when I'm teaching that class, I want to co taught that class is not just African Americans, but Indigenous Natives, Asian Americans, you know our whole global society has been affected by colonialists. And not just England, but Portuguese and Spaniards. So this is an area that our kids, our Black kids, our students, they come from communities where, you know, they're not exposed to it in education. I've learned some of this while I was teaching, you know, research, because I hadn't had this in elementary, middle, even in undergraduate, master's. I had none of this and I had to learn it on my own, so I can teach it. So if this can happen to me, can you imagine what our students are dealing with? You know, they're not exposed to it. Hawkins: I want to shift the conversation. Let's talk a little bit about the school to prison pipeline. Growing up, there were two places in Minnesota that you had to avoid if you were a young Black boy, it was Totem Town and Red Wing. Those were juvenile detention centers that people went to, and many came back and they were never the same. In fact, I can remember the precise days that some people were literally placed by a teacher on the school to prison pipeline. It was: You got in a fight. You had marijuana. You had a knife. You'll never amount to anything, get out of my class right now. You're out of here. And that's just enough to ruin a kid's life. And you're sending them into a community, unfortunately, where they do feel accepted. And that begins the school to prison pipeline. I know people who are still in prison right now that I went to school with. Is that something that you see and how do you make the schools more sensitive to the trauma that leads kids to make the mistakes that lead them into juvenile detention? Walker: Yeah. And you talked about the ones that are like front and center that we see all the time. Right? Right. So whatever, those are the ones that we see, but there's other school to prison pipeline that may be invisible to, to the outside world. Hawkins: Like what? Walker: Like, directing our kids into special education programs and labeling them as EBD. Because now you get on this transition, and now you're in a “level four” setting. And now you're in an enclosed school… that's another, maybe less direct way that we may not see on the outside. So do those things happen? Yes, of course, they happen. What we have to start to do is really, again, center, what are we talking about? Are we really looking at behavior from a Eurocentric lens? Right? We talked about student not being able to fill the full range of emotions, our Black students with the social and emotional learning? Well, if I get angry, my anger may show up differently. That doesn't mean that I am a threat. That doesn't mean that I should be sent down to the SRO office or whatever, I'm just upset right now. And give me time to go through my emotions and go through that. But I don't get an opportunity to do that. And so now I am put into this category that I am violent, that I am a threat. And now, anything that I do, gets heightened. So, what we're talking about here is confirmation bias. Right? So now we have educators who are looking to confirm their bias that they already have about these Black students by when they make one act. Thomas: And they'll push the button until the trigger pops. Now that student is… like Dr. Walker just said. And in the thing is, it's those both macro and micro… acts that are committed particularly on young kids of color, and a lot of the prevention work that Michael has done with the BLACK program. I remember years ago, when I was doing project COFI, in St. Paul Public Schools, same thing. It was doing a lot of co-teaching with my colleagues, giving them an additional lens to look through that they just weren't… They didn't get trained in their teacher prep programs, right? Or they weren't comfortable. They weren't, you know, fill in the blank, as we've just talked about earlier. But we've all seen our colleagues, particularly our white colleagues who, who may have that light turn on for themselves, like, “Oh, I see that now.” So I don't want to, you know, be in this doomsday conversation, right? That nothing is going well. There's a lot of improvement, no doubt. But there are — I'll speak for myself, I know these brothers, and probably validate too, but we've all seen opportunities where, where teachers get it, and they lean into that space. And they take that and now, they are part of that conversation of helping this young kid. But that goes back to us just not being the ones relegated to that space. It's way bigger than the four of us. We can do a lot. But you know, we don't have “S”s on our chests or wear red capes to work. Hawkins: We're gonna wrap up in a minute. But I just have two more questions. Why aren't there more Black men teaching in the classroom? And what can be done to recruit and retain more? Robinson: Yeah, this thing about recruitment. I went through a program through St. Thomas. And I already had my BA in another area. But I was recruited by an individual who saw something in me and said, “Well, yeah, you know, you'd be a great teacher.” Two men: first Dr. Terrell, and this man that was a recruiter. I think our universities — we have quite a few within the Twin Cities — need to send out those recruiters to our schools. Because, like we mentioned earlier, your gift is gifted students in the classrooms, Black boys and girls in the classrooms already. Those that might be in high schools, junior seniors, and recruiters from these universities or these, you know, these schools, these colleges, need to go into these high schools and have some type of programs, with incentives, to get these young men or women out, and say “Hey, this is for the community. You can do this.” It might be me, but it has to be somebody from these colleges that knows what's going on in the schools and collaborate with these schools and have them go in and recruit. Or communities, whatever community access, organizations, nonprofits that are out there, as well. I mean, you have, I can't think of it off the top of my head, but that's what needs to be done. Francis: As I'm hearing this, because I'm from Minnesota. Minneapolis, Twin Cities area born and raised. I went to Champlin Park High School, Anoka-Hennepin area. And I had one Black teacher my entire K-12 career. And then, when I was in high school, I had a white teacher who saw me working with elementary kids through the child care occupation course. And she started saying, “Whoa! You're talented, you're good.” And I share this because it was something that I carried with me. When I went to get my licensure to be a school counselor, I originally wanted to be a news anchor. And I started volunteering after I didn't get a gig as a news anchor. And then my teacher, I saw her again, she was like “You know have you ever think about going into counseling.” And then when I got to the University of Minnesota, I met a professor there that would speak into me, it was like you're talented. And mind you, I was the only black man in my course in high school and in my program for school counseling. And so the importance of that belief, that encouragement. And so that's something I carry with me. And I say this also to white listeners out there, don't think you can't do the work. Don't think for a second that it's only… it because there's not enough Black people in education for us to wait for just us to do it. So white educators, we need you. We're in this all together. And so speak into... have that belief in your heart about Black boys. See the potential and the skills, we see it speak into it, because who knows where that seed will land. And so I think it's so important. That's what we really need to do. And I do that. That's why I want to be a school counselor, because I know the power of not just having that belief, but it's speaking that word for people. Hawkins: Dr. Walker, I know one thing that you said that was powerful — of the many things you've said — was: If we're not creating an environment where Black men or Black boys feel comfortable in the educational setting, what makes them want to come back? Walker: I say it all the time. We're probably the only profession that has students for 13 years to recruit. So if our Black boys are getting a horrible experience going through the school system, why would they choose to come back and work in it? So the first thing we have to do is give them a better experience. Meaning: Do we value them while they're in the school system? Do we see that they're great and their genius, is what Derek is speaking about. If we can do that, then we may have more of them interested in this profession. The second thing is what Derek said is, who is being directly speaking that into students? Hey, you know what, Michael Thomas, as a second grader, you would be a really good teacher one day you ever thought about that profession? Hawkins: Is that what happened [to you] Mike? Walker: It didn't happen with me. But I'll tell you, it happened with my daughter. So my daughter, who's going to be a senior at Hampton University next year, is an elementary education major. And it was that intentionality from my mother-in-law. She was a first grade teacher. And long ago when my daughter was a little girl said, “you'd be a great teacher, you know?” and she's never forgotten that and so she will be graduating and anybody looking to hire a dynamic teacher? *laughter* Hawkins: In the Green Room, you said, “Are you sure you want to do that?" Walker: I did! You know, I had to have that conversation. I mean, given what's going on in education these days, I mean, it can be a scary space. But my daughter, she's committed to kids, you know, and she's been working at that youth program and champion, you know, she graduate from Champlain Park High School as well. Derek was her counselor and, you know, again, I mean, I credit you know, people like Mr. Francis, who really helped, you know, stay in touch with her to keep her inspired to be great. Me and Mr. Bridgeman How a teacher transformed a student's life Listen to the full conversation with the audio player above.

Jon responds to Curtis Woods, Thomas Kidd, and Christianity Today's assumption that Thomas Jefferson fathered Sally Hemings child(ren).https://youtu.be/GweMqp4zdjwSupport this podcast at — https://redcircle.com/conversations-that-matter8971/donationsAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

(This conversation was originally broadcast on June 18, 2021) Tom's guest on this archived edition of Midday is the author and historian Annette Gordon Reed. She is best-known for her study of Sally Hemings and Thomas Jefferson. Her book, The Hemingses of Monticello: An American Family, won sixteen book prizes, including the Pulitzer Prize and the National Book Award. Her latest book is a beautiful peroration on the meaning of the holiday known as Juneteenth, which marks the anniversary of a significant historical event: on June 19th, 1865, Major General Gordon Granger issued General Order No. 3 in Galveston, Texas, declaring that all slaves were free, two months after General Robert E Lee had surrendered to Gen. Ulysses S Grant in Appomattox, Virginia. Juneteenth celebrations of this belated emancipation originated among African American communities in Texas, and now take place around the country. Gordon-Reed's book is at once an homage to her home state of Texas, and a wholly original and fascinating exploration of how history and legend and myth all shape what we learn when we're young, how our understanding evolves as we grow older, and how social dynamics inform the evolution of societal understanding. Professor Reed writes with erudition and grace, authority and humility, weaving a touching personal memoir into the stark reality of a harsh historical record. Her book is called On Juneteenth.  Annette Gordon Reed joined Tom on Zoom from her home in New York. They spoke just a few days before President Biden signed a congressional bill making Juneteenth a federal holiday. Because this conversation was recorded earlier, we can't take any calls or comments. ____________________________________ Here's a list of some local public events happening this weekend in observance of Juneteenth: The historic Hosanna School Museum hosts the Annual Upper Bay Juneteenth Festival in Darlington on Saturday from 12-6pm. Hosanna School Museum was the first of three Freedmen's Bureau schoolhouses erected in Harford County.   The building was used as a school, community meeting place and church. In 1879, Harford County School Commissioners assumed operation of the school and Hosanna remained an active schoolhouse for African American children until 1946. Juneteenth Community Walk on Saturday, starting at 10:30am at the Pennsylvania Avenue AME Zion Church. On Sunday:  Freedom Day Festival from11am-6pm at German Park and a Juneteenth Festival at the Dovecote Café in Reservoir Hill. Juneteenth Festival Sunday from 3-7pm at the Eubie Blake National Jazz and Cultural Center. The annual AFRAM Festival in Druid Hill Park on Saturday and Sunday. See omnystudio.com/listener for privacy information.

Though most people are probably more likely to recognize the name of her daughter, Sally Hemings, Elizabeth Hemings was a powerful leader of an extensive family that was ingrained in all parts of life at Thomas Jefferson's plantation home. Monticello Guide Olivia Brown looks at her life and legacy.

Though most people are probably more likely to recognize the name of her daughter, Sally Hemings, Elizabeth Hemings was a powerful leader of an extensive family that was ingrained in all parts of life at Thomas Jefferson's plantation home. Monticello Guide Olivia Brown looks at her life and legacy.

About this episodeGrowing up, Gayle Jessup White had heard that her African American family was somehow related to Thomas Jefferson. But it wasn't until advances in DNA technology, along with methods pioneered by historians exploring the African American experience in the U.S., helped her uncover her direct link to not only Thomas Jefferson, but also Sally Hemings, the enslaved woman with whom Jefferson had had 6 children.The result is a new book, Reclamation: Sally Hemings, Thomas Jefferson, And A Descendant's Search For Her Family's Lasting Legacy. If you are writing (or thinking of writing) about your family — especially a story with national and historic significance—this episode will have lots to say to you.In this episode, we also discuss:* How truths embedded in her family lore helped Gayle to direct her genealogical research* How do you go about researching your ancestors, especially as an African-American* The complexities of America's history of enslavement, as illustrated by the story of “Old Sal” – the enslaved woman, owned by the Jefferson family, who started as Thomas's wet nurse, but later became his own slave when Thomas's father died.* Writing in the “flow state” & moreGayle Jessup White is the Public Relations & Community Engagement Officer at Monticello, and a former award-winning television reporter and anchor, and she's documented her search for ancestors on NPR, in the New York Times, theroot.com, CNN, and other places.Discussed on this episodeReclamation: Sally Hemings, Thomas Jefferson, And A Descendant's Search For Her Family's Lasting Legacy (HarperCollins Publishers)A Black Descendant of Thomas Jefferson Explores Her Ancestors' Legacy, NPRCousins, Across the Color Line by Tess Taylor, NYTimes, Jan 22, 2014.Historian Cinder StantonGetting Word: African American Oral History Project at MonticelloCreditsThis episode was edited by Paul Zakrzewski and produced by Magpie Audio Productions. Theme music  is "The Stone Mansion" by BlueDot Productions. Get full access to The Book I Want to Write at bookiwanttowrite.substack.com/subscribe

Being great afficionados of great thinkers who are impossible contradictions, we turn our attention to American founding father Thomas Jefferson: the man who penned the stirring words of the Declaration of Independence that "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness" ... and yet, in his lifetime, owned over 600 slaves including a (for lack of a better term) concubine, Sally Hemings (who also happened to be his deceased wife's half-sister...!!), manumitted only two of those slaves and none of them his own children by Sally until after his death according to his will, and made at best lackluster gestures toward the injustice of it all, not to mention its moral corruption of slaveholders. In this episode, we try to make sense of this "American sphinx" and especially his revisionist attitude toward Christianity, producing a variation on the faith with no power to set slaves free—or Jefferson himself. Notes: 1. Ellis, American Sphinx 2. Meacham, Thomas Jefferson: The Art of Power 3. Jefferson, Writings (Library of America). See in particular the following: Notes on the State of Virginia, 1787 letter to Peter Carr, 1803 letter to Joseph Priestley, 1803 letter to Benjamin Rush, 1813 letter to John Adams, 1816 letter to Charles Thomson, 1819 and 1820 letters to William Short, 1822 letter to Benjamin Waterhouse, 1826 letter to James Heaton. 4. Locke, Second Treatise of Government and Letter concerning Toleration 5. Havel, “The Power of the Powerless” 6. Manseau, The Jefferson Bible Do you rejoice every other Tuesday to see a new Queen of the Sciences episode appear? Then consider supporting us on Patreon. You can start at just $2 a month; more gets you swag. Or just pay us a visit at sarahhinlickywilson.com and paulhinlicky.com!

Harley and her friends talk about the experience of being a woman during Women's History Month. Also Tim and Chris add their two cents on snakes, ham robbery and the pros and cons of Ben Franklin. Time Stamps 3:08 - Rec N' Rev 9:43 - Tim's “Well, Actually…”
 14:09 - What Did I Miss? 27:33 - WOMEN! 29:46 - Background on WHM 32:36 - Historical Moments 45:12 - Sally Hemings 48:04 - Questions
 1:26:17 - Fan Questions
 1:49:10 - Final Thoughts Follow our guests on Instagram! Angel Lassús and Kensee Coolidge SHOW NOTES - HERE LEAVE A VOICEMAIL QUESTION AT ‪(254) 218-4042‬. FOLLOW US ON SOCIAL MEDIA AND GET MORE INFO AT - HERE SUPPORT AND DONATE TO THE PODCAST - HERE CHECK OUT OUR SPOTIFY EPISODE SOUNDTRACKS - HERE --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/alwaysmorepod/support

Thomas Jefferson, the "Sage of Monticello," the President most tied to his home and whose fingerprints are around every corner. Learn about Jefferson's pre-Presidency, his election and term, his family and scandals, as well as his iconic home! Check out the website at VisitingthePresidents.com for visual aids, links, past episodes, recommended reading, and other information! Episode Page: https://visitingthepresidents.com/2022/03/15/season-2-episode-3-thomas-jefferson-and-monticello/   Season 1 Thomas Jefferson Episode-"Thomas Jefferson and Shadwell"Support the show (https://paypal.me/VisitingPresidents?locale.x=en_US)

One of my favorite political commentators, author, and journalist, P.J. O'Rouke has recently passed away. So I decided to re-release an older episode with him, and may he rest in peace. ----Everyone's favorite topic... Trump. I interviewed PJ O'Rourke back in May. But today (the day this show releases) is pretty much the one year anniversary of President Trump's inauguration. And so I explore alternate realities with PJ, a 2x New York Times bestselling author, journalist, Irish Catholic hippie and a world of other contradictions.QUESTION:  "What would the country be like if all the First Ladies ran the country?"ANSWER: "We're out of slavery in 1800 because Sally Hemings would've abolished it."(That's a chapter in his book. PJ tells you how the world would be different. He gives you scenarios to dream up a new world.)He also asks you to vote differently... Hypothetically, who would you vote for if you picked the president based on who you'd go on a road trip with.Our conversation makes you think. And laugh. And wonder. Which are the three keys to a free mind.So I give you, PJ O'Rourke, author of "How The Hell Did This Happen: The Election of 2016"Links and ResourcesThe National Lampoon, PJ was the Editor in Chief in the 70's (back in John Belushi days)"Parliament of Whores: A Lone Humorist Attempts to Explain the Entire U.S. Government" by PJ O'Rourke"Give War a Chance" by PJ O'Rourke"On The Wealth of Nations" by PJ O'RourkeEzra Pound (poet)East Village Other (a competitor to The National Lampoon)The Village Voice (another popular magazine back in the 70's)NPR's debrief on BrexitMy interview with Ron Paul"The Art of The Deal" by Donald TrumpEisenhower's Farewell AddressMy new book Skip The Line is out! Make sure you get a copy wherever you get your new book!Join You Should Run For President 2.0 Facebook Group, and we discuss why should run for president.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltucher.com/podcast.Thanks so much for listening! If you like this episode, please subscribe to "The James Altucher Show" and rate and review wherever you get your podcasts:Apple PodcastsStitcheriHeart RadioSpotify Follow me on Social Media:YouTubeTwitterFacebook ------------What do YOU think of the show? Head to JamesAltucherShow.com/listeners and fill out a short survey that will help us better tailor the podcast to our audience!Are you interested in getting direct answers from James about your question on a podcast? Go to JamesAltucherShow.com/AskAltucher and send in your questions to be answered on the air!------------Visit Notepd.com to read our idea lists & sign up to create your own!My new book, Skip the Line, is out! Make sure you get a copy wherever books are sold!Join the You Should Run for President 2.0 Facebook Group, where we discuss why you should run for President.I write about all my podcasts! Check out the full post and learn what I learned at jamesaltuchershow.com------------Thank you so much for listening! If you like this episode, please rate, review, and subscribe to "The James Altucher Show" wherever you get your podcasts: Apple PodcastsiHeart RadioSpotifyFollow me on social media:YouTubeTwitterFacebookLinkedIn

Motivation Report fans!! I'm debuting my new podcasting here to help move any of you who still have love in your hearts for ol' Will Sterling. Head on over to the History. Rated R. showpage on Apple, Spotify, and wherever you get your podcasts, subscribe, rate, review, you know the drill. Don't miss out! We have DNA evidence that Thomas Jefferson slept with Sally Hemings, a biracial enslaved woman that he owned (and fathered the children of). So, John Adams tells his son to spread word of this to the papers to try to do Jefferson dirty. In retaliation, Thomas Jefferson accuses John Adams of procuring prostitues for the Czar of Russia (fake news). How did these former friends and founding fathers become bitter rivals in their race for the Presidency? Plus, the history of the martini! Want to sip along while you listen? Here's Craig's recipe for our shared cocktail of choice. Dr. Craig R. Smith's INFAOUS Gin Martini In a shaker with ice...a splash of vodka (calm down!), half a cap of dry vermouth, two ounces London dry gin. Shake twenty times. Pour into chilled martini glasses. Garnish with a stuffed olive, lemon twist, or slice of cucumber.

We have DNA evidence that Thomas Jefferson slept with Sally Hemings, a biracial enslaved woman that he owned (and fathered the children of). So, John Adams tells his son to spread word of this to the papers to try to do Jefferson dirty. In retaliation, Thomas Jefferson accuses John Adams of procuring prostitues for the Czar of Russia (fake news). How did these former friends and founding fathers become bitter rivals in their race for the Presidency? Plus, the history of the martini! Want to sip along while you listen? Here's Craig's recipe for our shared cocktail of choice. Dr. Craig R. Smith's INFAMOUS Gin Martini In a shaker with ice...a splash of vodka (calm down!), half a cap of dry vermouth, two ounces London dry gin. Shake twenty times. Pour into chilled martini glasses. Garnish with a stuffed olive, lemon twist, or slice of cucumber.

Guest: Suzanne Munson is an author, researcher and self-described "scribe" of The Metaphysical Thomas Jefferson. The book is an account of a medium who channelled the Founding Father Thomas Jefferson and asked him questions, many of which coming from modern scholars and academics. Extracted from hours of sessions discussing politics, history and current affairs. What does Jefferson think about the current state of government? Religion? And what is the truth about Sally Hemings?  suzannemunson-author.com A Viking Dog Production Get Open Highway, Viking Dog merch and more! Also help raise money for wolf rescue! - TheVikingDogStore.com Support us on Patreon!  JOIN THE VIKING DOG MAILING LIST ALL RIGHTS RESERVED 2021 VikingDogEntertainment.com

Harriet Hemings was the daughter of Sally Hemings and her owner, Thomas Jefferson. Legally, she was a slave. But when she "ran away" at age 21, it seems that she did so with Jefferson's permission. An enormous amount has been written about Sally, but Harriet remains elusive. This is her story as far as it can be pieced together from the scanty bits of evidence that survive.  See the website for sources, images, and more details.

Rushion McDonald talks to Tina Andrews, who went from starring in Roots to becoming an Award-winning Writer of the CBS miniseries "Sally Hemings: An American Scandal."https://www.moneymakingconversations.comhttps://www.youtube.com/MoneyMakingConversationshttps://www.facebook.com/MoneyMakingConversations/https://twitter.com/moneymakingconvhttps://www.instagram.com/moneymakingconversations/Learn more about your ad-choices at https://www.iheartpodcastnetwork.comSupport the show: https://www.steveharveyfm.com/See omnystudio.com/listener for privacy information.

Blood, Bile, and Phlegm, Oh My! Wait, wrong episode. Oz was last week (check it out, if you haven't already). This week, Carey Ann revisits our dear friend Hippocrates and what led to one of the original theories about personality. Allison shares the story of Sally Hemings one of the "most famous - and least known - African American women in history." Stay tuned as they lead us through thousands of years of history and intersections.

He promised his dying wife he would never remarry, then turned around and forced 14-year-old Sally Hemings—whose family he enslaved—to be his concubine. Slavery, a murder conspiracy, his own personal Burn Book… Thomas Jefferson may have been a Founding Father, but he was as dirty as they get. Very Presidential is presented by audiochuck.Instagram: @audiochuckTwitter:  @audiochuckFacebook: /audiochuckllc Very Presidential is hosted by Ashley Flowers.Instagram: @ashleyflowersTikTok: @ashleyflowerscrimejunkieTwitter: @Ash_FlowersFacebook: /AshleyFlowers.AF