Note to Teachers: This guide is a supplement to the FRONTLINE program, "Jefferson's Blood." By penetrating topics explored in the film and presenting related topics, this guide will enhance your students' understanding of Jefferson and his controversial relationship with Sally Hemings, a woman who was his slave. To maximize the use of this guide, review it before showing the video. Select which activities your students will complete. Plan which segments of the film they will view, and what they will focus on as they watch.

It would be difficult to identify a more accomplished American and one with more curiosities about the human and natural worlds--than Thomas Jefferson. Jefferson was a scholar, a farmer, a diplomat, a president, a philosopher, and an architect, who liked to dabble in music, astronomy, and geology. He was indeed a Renaissance man. Ironically, America's third president saw his presidency as a lesser achievement than his founding of the University of Virginia and authoring of both the Declaration of Independence and the Statute of Virginia for religious freedom.

An examination of Thomas Jefferson is an examination of the American experience. As a shaper of our American identity, Jefferson's accomplishments have as much significance to us today as they did in 1800 or 1900. The term "Jeffersonian" has a strong legacy in America and has been used to support or refute ideas, movements, and policy throughout our nation's history.

But it is not just Jefferson's accomplishments that hold relevance today. His failures do also. A new examination of Thomas Jefferson provides us with a powerful opportunity to explore our nation's racial legacy. The horror of slavery and subsequent discrimination is mirrored in the very home of Thomas Jefferson. Reconciling Jefferson's enlightened philosophy of human nature with his ownership of several hundred slaves has always been a challenge. For years, this challenge was compounded by the speculation that Jefferson had a slave mistress, Sally Hemings, with whom he had several children. Now, the certainty of scientific evidence tells us that Jefferson and Hemings indeed did have a sexual relationship, and that the two had several children together.

Such unions between master and slave were not uncommon in eighteenth century America. In fact, Hemings' sisters were involved in similar unions. Yet Jefferson's exalted status in the American pantheon as a man of great intellect, lofty philosophy, and unequaled accomplishment is challenged by new proof of his sexual involvement with a slave.

While there is no doubt that Jefferson will continue to hold a large presence in our national life, his legacy is being redefined in a multidimensional light.

"Jefferson's Blood" is 75 minutes long. To view it in its entirety, it is recommended to show it in two to three class periods.

Video is a rich and stimulating source for instruction. For educational purposes, it is effective to show video in segments of fifteen to twenty minutes. Pause after each segment to check for comprehension before continuing. Also, prompt students to focus on and record information on one or two topics at a time.

Sally Hemings had seven pregnancies. In addition to the children listed above, she had a daughter named Harriet, who was born in 1795 and died in 1797. She also had a daughter (unnamed) in 1799 who died not long after birth. DNA evidence all but confirms she and Jefferson had four children together. But while oral tradition in the Woodson family holds that Thomas Woodson (1790-1897) was the first child of Thomas Jefferson and Sally Hemings, there is no evidence of Thomas Woodson living at Monticello, nor does the DNA of his descendants match that of other Jefferson descendants.

Learning Objective:
Using the film, students will complete a timeline of Jefferson's private life and make observations on the events in his private life and his public life.

Provided below is a timeline of the public and private life of Jefferson, as well as significant events in American history. Give students a copy of the incomplete timeline, also provided below. As they watch the film, they will complete the "Private Life" column. Use the completed timeline to initiate a class discussion on Jefferson's life. Direct discussion toward the sequence of events in Jefferson's public and private lives.

Date	Age	Private Life	Public Life	America
1743		Born to Peter Jefferson and Jane Randall.
1754	11			French and Indian War begins. The war results in France's loss of all territory in Canada and U.S. between Alleghenies and Mississippi River.
1757	14	Father dies suddenly.
1759	16	Begins studies at College of William & Mary, accompanied by his slave, Jupiter.
1765	22			British impose Stamp Act.
1767	24			Townshend Acts are passed.
1769	26		Elected to Virginia House of Burgesses, where he serves until 1774.
1770	27	Moves to a hilltop outside Charlottesville; he names the area Monticello and starts designing his house.
1772	29	Marries Martha Wayles. Daughter Martha born. Later in the year Martha's father dies, leaving the family land and 130 slaves. Jefferson sells some of the land but keeps the slaves, including Betty Hemings and her children Sam and Sally.
1773	30			Boston Tea Party.
1775	32		Serves as a delegate to the Continental Congress, where he befriends John Adams.	Battle of Lexington and Concord.
1776	33		Writes the Declaration of Independence. Elected to Virginia Legislature.
1777	34			Articles of Confederation are approved by Continental Congress.
1779	36		Elected Governor of Virginia.
1781	38			British surrender at Yorktown.
1782	39	Wife Martha dies.
1783	40			Treaty of Paris.
1784	41		Leaves for Paris to serve as Minister.
1786	43			Shay's Rebellion occurs in Massachusetts.
1787	44	Jefferson's daughter arrives in Paris with her guardian, Sally Hemings, age 14.		U.S. Constitution is drafted in Philadelphia.
1789	46		Returns to America.	Constitution is ratified by 11 of 13 states.
1790	47		Appointed Secretary of State.
1791	48			Bill of Rights is ratified.
1794	51	Returns to Monticello.		Whiskey Rebellion.
1797	54		Loses presidential election to Adams. Serves as vice-president. Becomes increasingly anti-federalist.
1798	55	William Beverly Hemings born.
1801	58		Elected President.
1801	58	Harriet Hemings born.
1803	60		Sends Lewis and Clark to explore the American west. Makes the Louisiana Purchase.	In Marbury vs. Madison Supreme Court rules a law passed by Congress unconstitutional.
1805	62	James Madison Hemings born.
1807	64			Robert Fulton introduces first steamboat.
1808	65	Thomas Eston Hemings born.
1809	66		James Madison succeeds him as President. Retires to Monticello.
1812	69			War of 1812 begins, lasting until 1815.
1821	78			Missouri Compromise is passed.
1822	79	Frees his slave children, Harriet and William Beverly.
1823	80			Monroe Doctrine.
1826	83	Dies at Monticello. As decreed in his will, James Madison and Thomas Eston are freed from slavery.

Date	Age	Private Life	Public Life	America
1743		Born to Peter Jefferson and Jane Randall.
1754	11			French and Indian War begins. The war results in France's loss of all territory in Canada and U.S. between Alleghenies and Mississippi River.
1757	14
1759	16
1765	22			British impose Stamp Act.
1767	24			Townshend Acts are passed.
1769	26		Elected to Virginia House of Burgesses, where he serves until 1774.
1770	27
1772	29
1773	30			Boston Tea Party.
1775	32		Serves as a delegate to the Continental Congress, where he befriends John Adams.	Battle of Lexington and Concord.
1776	33		Writes the Declaration of Independence. Elected to Virginia Legislature.
1777	34			Articles of Confederation are approved by Continental Congress.
1779	36		Elected Governor of Virginia.
1781	38			British surrender at Yorktown.
1782	39
1783	40			Treaty of Paris.
1784	41		Leaves for Paris to serve as Minister.
1786	43			Shay's Rebellion occurs in Massachusetts.
1787	44			U.S. Constitution is drafted in Philadelphia.
1789	46		Returns to America.	Constitution is ratified by 11 of 13 states.
1790	47		Appointed Secretary of State.
1791	48			Bill of Rights is ratified.
1794	51			Whiskey Rebellion.
1797	54		Loses presidential election to Adams. Serves as vice-president. Becomes increasingly anti-federalist.
1798	55
1801	58		Elected President.
1801	58
1803	60		Sends Lewis and Clark to explore the American west. Makes the Louisiana Purchase.	In Marbury vs. Madison Supreme Court rules a law passed by Congress unconstitutional.
1805	62
1807	64			Robert Fulton introduces first steamboat.
1808	65
1809	66		James Madison succeeds him as President. Retires to Monticello.
1812	69			War of 1812 begins, lasting until 1815.
1821	78			Missouri Compromise is passed.
1822	79
1823	80			Monroe Doctrine.
1826	83

Learning Objective:
Students will examine the complexities of Thomas Jefferson's thoughts on race and his dual role of philosopher and politician.

Jefferson was a very skilled writer who could use the written word to inspire and persuade. His ability was widely known, which is why he was asked to pen the Declaration of Independence. This document is probably Jefferson's most extraordinary work. It is believed by many to be the most important document in American history and one of the most eloquent and influential expressions of liberty in world history.

Another piece of Jefferson's writing is a book entitled Notes on the State of Virginia, published in 1784. Below are excerpts from these two writings of Thomas Jefferson.

1. Before viewing the film, direct students' attention to Jefferson's changing beliefs about race and slavery.

2. The excerpts below reflect substantially different points of view on the topic of race. Students will analyze these two excerpts from Jefferson's writings and determine their significance.

Declaration of Independence, 1776
"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"

Notes on the State of Virginia, 1785
"[The negro is] inferior to the whites in body and mindäthis unfortunate difference in color, and perhaps of faculty, is a powerful obstacle to the emancipation of these people."

• Thomas Jefferson was a very shrewd politician. He knew what to say to whom in order to persuade them or gain their support.
• These two contradictory documents point to the complexities of Thomas Jefferson and other enlightened thinkers of his time. Jefferson was drawn to the higher, more transcendent views and philosophies of the day, yet tethered by the harsh beliefs of race and class held by the Virginia aristocracy. These two statements tell us what we already know: Jefferson was a philosopher and a politician.
• Thomas Jefferson is clearly a confused individual, without any personal convictions. He did not really know what he believed in, and was easily swayed by his peers. He wrote what others expected him to write.
• Jefferson genuinely held these beliefs when he wrote them. When writing the Declaration, he was younger and more idealistic. By the time he wrote the Notes, he realized that such visions were out of the realm of possibility for his day. Like many powerful intellectuals, Jefferson changed his mind.

Learning Objective:
Students will explore various criteria for choosing a president and determine which talents, experiences, and virtues are most important in choosing a president and evaluating a president's performance.

How do we evaluate a president? In recent years, there have been many opportunities to evaluate presidents, with several books, news stories, and films focusing on their private lives. Sometimes, when critiquing a president, we may not consider all of the talents, experience, and knowledge that are needed to carry out the duties of this highest office. Some of the characteristics are required by the Constitution, while others are left up to the voters to determine their weight. It is important to consider all the qualities we seek in the president as we examine Thomas Jefferson and head into a new presidential election.

1. As a class, students will generate a list of the characteristics a president needs to have to be an effective leader. Encourage them to identify types of skills, experiences, character traits, and values.

2. After they complete the list, share the characteristics provided below. Students will decide if they wish to add any from the list.

3. Each student will rank the various characteristics as primary, secondary, or tertiary.

Primary: Required, most vital to executing the office of president.
Secondary: Preferred and important for success, but not required.
Tertiary: Not necessary or important to executing the office.

4. After each student sorts the characteristics into the three categories, he or she partners with a classmate to discuss the similarities and differences between their rankings.

5. Class Discussion
Ask the class these questions:

• How important are the private aspects of the president to you when choosing and evaluating a president? How do you think most Americans feel?
• Based on the characteristics you chose, how will you evaluate the candidates in the next election?
• How much should personal indiscretions count when determining the success of a president's administration?
• Do the characteristics you ranked as primary share equal attention in the media spotlight? If not, why?
• Were some of the characteristics more important in Jefferson's administration than in modern times? Why?
• Has the importance of these characteristics changed throughout American history?

Learning Objective:
Students will choose and describe an object that has personal significance to them. This activity connects to a FRONTLINE Internet showcase of artifacts and symbols submitted from high school students around the country.

Background
With no drawings, documentation or renderings of her likeness, the descendants of Sally Hemings have only a single possession as evidence of her existence--a small bell given to Sally as a child. Today, this bell is on display at Monticello and is often seen as a symbol of Sally Hemings' place in American history.

Much like Sally's bell, cherished heirlooms or simple everyday objects can serve as personal symbols of our individual identities. Encourage students to find their own symbols and explore the stories and meaning behind them. You can display these mementos along with those submitted by students from around the country at the student gallery on the "Jefferson's Blood" Web site. This Web showcase will serve as a living visual essay on contemporary attitudes of race, heritage, culture, tradition, family and identity.

Begin by asking students to think about and analyze Sally's bell. What does it mean to them?

1. Ask students the following questions to stimulate their thinking about symbols that represent them: "Have you ever been told you resemble a relative you never met? Or, that you have a sense of humor like your grandfather? Do you know why your family follows or has converted from a certain religion? Were your ancestors involved in a major historical event? How are you connected culturally to your neighborhood?"

2. Students should make a short list of words they use to describe themselves or the groups to which they belong. Do these traits relate to their past in any way, and the history of their family or other group?

3. Ask students to think about the sights, sounds, and smells associated with their home or community and add these to their list. Ask "Do any of the items on your list remind you of a special memory or a story passed down by your elders? Do any of the items represent a special part of you?"

4. Ask students the following question: "If you could only be remembered by one object, what would it be and why?" Encourage them to be creative, considering valuables, documents, antiques or ordinary household items.

For inspiration, browse other students' submissions at the online student gallery. Some examples already submitted to the FRONTLINE Web site include: a grandfather's paintbrushes, an old journal, family photographs, and recipes handed down throughout the generations. One student describes a journal that belonged to his great-grandfather in a poem entitled "Book of History": Have your students write or tell a story describing the document or object and why it holds personal significance to them. Descriptions can include short narratives, poetry, essays, or multi-media presentations.

Select projects for submission to the FRONTLINE gallery or have students vote for their five favorites from the class. Submissions should be titled and include a brief description (fewer than 200 words) explaining their significance. FRONTLINE staff will review submissions and select the most lively symbols and stories for posting on the "Jefferson's Blood" Web site. Submissions become the property of FRONTLINE.

Take a digital picture of each entry and submit via e-mail to Outreach_Frontline@wgbh.org or send on diskette or CD-ROM via U.S. mail to:

Outreach Coordinator
FRONTLINE
125 Western Avenue
Boston, MA 02134 Please do not send original work, as submissions cannot be returned.

Students will explore the concept of historical restitution and determine whether any compensation ought to be made to the Hemings family.

It is now known that Thomas Jefferson and Sally Hemings had a relationship for more than twenty years and had as many as five children together. Living descendants of Jefferson and Hemings occupy a unique place in America. Their personal stories are shaped by generations of searching or denial and are often characterized by alienation and injury. Some embrace their ancestry, while others refuse to acknowledge it.

Discussion
Ask students the following questions:
Now that the evidence is clear regarding Jefferson's relationship with Sally Hemings, what kind of recognition ought to be extended to Sally Hemings and the Jefferson-Hemings descendants? What kind of recognition should be given to Sally Hemings in history textbooks? At Monticello?

Several nations have extended an apology and/or financial compensation to those who have suffered under previous state-sanctioned acts. Native American tribes that suffered the loss of their land in the time of westward expansion have benefits extended to them by the U.S. government. Japanese-Americans who were detained during World War II have sought restitution. Currently, victims and their descendants who suffered in the Holocaust are seeking restitution. Should any type of historical restitution be paid to the descendants of Jefferson and Hemings? Why? Why not?

Books:
American Sphinx: The Character of Thomas Jefferson, by Joseph Ellis An analysis of Jefferson the thinker, the politician, and the private man. Ellis searches for the "living, breathing person" underneath the icon and tries to identify his actual beliefs.

Thomas Jefferson and Sally Hemings, by Annette Gordon-Reed A presentation of the pre-DNA evidence on the relationship between Jefferson and Hemings. Gordon-Reed analyzes the way the topic has been treated by historians throughout American history.

The Sweeter the Juice, by Shirley Haizlip In this memoir, Haizlip traces six generations of her family and discovers individuals who lived as blacks and those who assimilated into white society. Her search ultimately reunites two sisters--one "white," the other "black"--after seventy-six years. The book is an examination of mixed unions and the interplay between race and skin color.

Finding a Place Called Home: An African-American Guide to Genealogy and Historical Identity, by Dee Parmer Woodtor. A comprehensive guide to tracing African-American roots. Instructs the reader on how to research census reports, slave schedules, property deeds, and courthouse records.

Films:
Thomas Jefferson, produced by Ken Burns This four-hour film, originally broadcast on PBS and available at most public libraries, probes deeply into the personal and public lives of Thomas Jefferson. Many Jefferson scholars are featured.

Web Sites:
Monticello Web site:
Jefferson's home is a repository of books, letters, and manuscripts written by and about him. This site has large amounts of information, including information on the DNA studies on Jefferson-Hemings descendants. Many links to other resources as well. A very good place to start research on Jefferson.

For researching African ancestry, use Afrigeneas.

writer: Dan Beaupre.

This teacher's guide was created with input from the following advisors: Al Doyle, director of Internet Training,Thirteen/WNET, Lou Frederick, high school Social Studies teacher, Brooklyn, New York, James Horton, professor of American Studies and History, George Washington University, Harry Rubenstein, National Museum of American History, Herbert Sloan, professor of History, Barnard College, and Anne Kaplan and Simone Bloom Nathan of Media Education Consultants.

Special thanks to Florence McGinn, Hunterdon Central Regional High School, Flemington, New Jersey.