Was There an African American President Before Barack Obama?

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John Hanson, circa 1770
Question

Someone that I know has been posting that Barack Obama is not the first African-American President, that indeed there was an African-American President before him, John Hanson.

I did my own research and found that John Hanson was the President of the Constitutional Congress, something quite different than the President of the United States (considering the United States wasn't even formed then). I also found that the John Hanson that was the President of the Constitutional Congress was not African, he was indeed Swedish.

I have found web sites that claim there is a cover-up about John Hanson and say that he was an African and that history has been changed to make him appear white. They have a photo of a man that they claim to be him. However, I don't believe these claims. I don't know who the man in the photos is, but I do know that there was a John Hanson who lived a hundred years after the John Hanson that I'm looking for, he was from Liberia and African—but NOT the president of the Constitutional Congress.

I am wondering if you can help clear the air in some way. The only reason I have a problem believing what they say, is because of the time period that they claim this happened in. There is no way that the people of that era would have voted for an African President of anything. I obviously don't agree with discrimination and racism, I just believe that given the circumstances of that time, the claims of John Hanson (president of the Continental Congress) are untrue. Will you please help me prove this to my friend, beyond doubt?

Answer

John Hanson, who held the office that was known officially as "President of the United States in Congress Assembled" from November 5, 1781 to November 4, 1782, died in November 1783 long before the invention of photography. The African-American man in the photograph that you saw on a website could not have been this John Hanson.

The Meaning of Freeman

The possibility remains that the John Hanson in question had one or more African ancestors, either known or not known to his colleagues or even to himself. J. Bruce Kremer, one of Hanson's biographers, states that Hanson's grandfather and his three brothers emigrated in 1642 from Sweden to the recently formed New Sweden settlement on the Delaware River with newly appointed Governor Johan Printz. Kremer points out that one of the Hanson brothers, Andrew, had the same name as "Andrew Hanson, freeman, who once worked as a farmhand" for New Sweden landowner and military leader Lieutenant Måns Kling, the owner of a tobacco plantation on the Schuylkill.

Whether this Andrew was the same man as John Hanson's great-uncle, "must be a matter of conjecture," Kremer concludes.

One could conjecture, therefore, that John Hanson had an African ancestor as he may have been related to a man described as a freeman, that is, a freed black slave. Yet, the term freeman, in the context of the 17th-century New Sweden colony, did not indicate a freed black slave, as one might assume. According to Gregory B. Keen of the Historical Society of Pennsylvania, who has researched and written about the New Sweden colony, "The 'freemen' (frimännen)— so called because they had settled in the colony entirely of their own will, and might leave it at their option—held land granted them in fee, temporarily not taxed, which they cultivated for themselves, being aided also by the [Swedish West India] Company with occasional gifts of money, food, and raiment." Such "freemen" were distinguished from criminals forced to leave Sweden who had to work for a few years in New Sweden before they were classified as frimännen.

Those who believe that John Hanson was black might argue that his signing of the Proclamation of the Freemen of Maryland lends credence to the claim of African heritage. The Freemen of Maryland, however, was not an association of freed black slaves but of men advocating resistance to what they perceived as British tyranny in the period that led to the colonists' break with England. On July 26, 1775, the Freemen of Maryland resolved that the American colonies "be put into a state of defense" and approved armed resistance to British troops.

The Internet provides proponents of conspiracy theories with a way to reach a vast audience. Googling the phrase "John Hanson first black president" retrieves more than 350,000 hits. One website argues that because Hanson's signature is not to be found on the Declaration of Independence or the Constitution, and that a black man appears in the engraving on the back of the two-dollar bill of the signing of the Declaration of Independence, therefore a conspiracy to keep knowledge of Hanson's African-American identity from the public must have occurred. Yet Hanson was not a member of the Constitutional Convention in 1776, the year in which all but one of the signers signed the Declaration. Hanson died before the Constitution was created. Hanson, however, as a delegate to the Constitutional Convention beginning in June 1780 did sign and ratify the Articles of Confederation on March 1, 1781. In addition, while the skin color of one figure on the back of the two-dollar bill is ambiguous, the engraving was based on the painting in the U.S. Capitol by John Trumbull of the signing of the Declaration. In the painting, none of the figures have black or brown skin.

Historical Certainty

Historians cannot claim to prove "beyond doubt" that occurrences in the past did or did not happen. In a recent book on historical epistemology, Allan Megill acknowledges that historians cannot provide proofs of absolute certainty to support knowledge claims about the past. "Some persons of hypercritical bent demand that all knowledge be certain knowledge," he writes. "Following established philosophical tradition, they take all certain knowledge to fall into one of two categories. These are, on the one hand, the immediately certain knowledge of one's experience and, on the other, the logical certainty that is accorded to valid deductive reasoning. Neither of these forms of certainty is attainable to historical knowledge, however." Even a seemingly indisputable factual proposition such as "Napoleon Bonaparte existed," Megill argues, cannot be proven with absolute certainty since the past cannot be experienced in the present and Napoleon's past existence cannot be proven using logical deductive reasoning.

Rather than look for proof "beyond doubt" of beliefs about the past, historians instead should try to determine how well beliefs in question help, in Megill's words, "make sense of the totality of the historical record." In cases in which two or more accounts are credible, he advises that "the responsible historian will clearly indicate that the matter is not beyond dispute."

Historians then will examine evidence that supports rival claims and judge which is the best explanation on the basis of such evidence, an operation he terms "inference to the best explanation." In cases in which one account "is far better at accounting for the totality of the data than the alternatives," he insists that "the historian has every right to claim that such-and-such was the case."

With regard to John Hanson, historians thus have the right to claim that he was not black, with one caveat. As with all European Americans, Hanson may have had African ancestors in the far distant past if the arguments of scientists who claim that all humans have roots in African hominids are to be accepted, as opposed to the views of scientists who offer claims that humans developed independently in multiple regions.

Bibliography

Journals of the Continental Congress, 1774-1789, ed. Worthington C. Ford et al. (Washington, D.C., 1904–37), 19:213–14, 222; 23:582.

J. Bruce Kremer, John Hanson of Mulberry Grove (New York: Albert and Charles Boni, 1938), 60–61.

Gregory B. Keen, "New Sweden, or the Swedes on the Delaware," in Justin Winsor, ed., Narrative and Critical History of America (London: Sampson Low, Marston, Searle & Rivington, 1886), 4:460.

Hester Dorsey Richardson, Side-lights on Maryland History, with Sketches of Early Maryland Families (Baltimore: Williams and Wilkins, 1913), 371–73.

Allan Megill, Historical Knowledge, Historical Error: A Contemporary Guide to Practice (Chicago: University of Chicago Press, 2007), 128–29.

U.S. Army

Article Body

The U.S. Army provides forces for national defense and the protection of national resources, as well as the support of civil authorities and the logistics of other military branches, as needed.

Although the Army website appears to favor current events and media, it does provide a number of historical resources. Primary sources available include veteran oral histories, army regulations, and photographs dating from the late 19th-century through present. Historical photographs can be compared to recent images, within the Army's main media gallery.

Other resources provided include archives of Soldier magazine from 2001 through present; an artifact of the month feature; full texts and excerpts on military history, divided by time period; artworks, including posters which appear to have been created for the classroom; and a wide variety of multimedia presentations. Presentation topics include the Battle of Gettysburg; the centennial of Army aviation; D-Day; Operation Arkansas; occupied Japan; and separate features for African Americans, Native Americans, Asian and Pacific Americans, Hispanic Americans, and women in the Army.

If you wish to take your class on a field trip, the website provides a list of Army museums.

Research & Reference Gateway: History - North America

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Logo, Rutger's University Libraries
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This site furnishes hundreds of links to primary and secondary sources on North American history. An eclectic collection, it includes links to library catalogs throughout the world, archival collections, texts, journals, discussion lists, bibliographies, encyclopedias, maps, statistics, book reviews, biographies, curricula, and syllabi. Materials are arranged by subject, period, and document type. Try "History-North America" for the widest variety of vetted sources. Special resource collections include "America in the 1950s," "New Americans: American Immigration History," "The Newark Experience," "U.S. Business History," "U.S. Labor and Working Class History," and "Videos on the U.S. and American Studies."

Central High Crisis: Little Rock, 1957

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Image for Central High Crisis: Little Rock, 1957
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This collection of newspaper articles and photographs from two Arkansas newspapers explores the 1957 crisis in the city of Little Rock. National attention focused on the city when Governor Orval Faubus refused to allow nine African American students to desegregate the city's all-white Central High School, despite federal court rulings to the contrary. In response, President Dwight D. Eisenhower reluctantly became the first president since Reconstruction to send federal troops to protect the rights of African Americans.

Materials include news articles and editorials from each day of the month-long crisis, articles on the anniversaries from 1997 to 2000, and 16 photographs. In addition, material on the 40th anniversary of the crisis is provided: 19 op-ed pieces, speeches, an interview with President Clinton, timelines, and a 1991 defense by Faubus of his actions.

Black Campus Movement

Description

Background from Library of Congress Webcasts site:

"Hundreds of thousands of black students, aided on some campuses by white and Latino students, demanded and protested for a relevant learning experience. At upwards of 1,000 traditionally white and historically black colleges and universities in the United States, black campus activists initiated a range of campus reforms, including the addition of more black students, faculty, administrators, and coaches, and the establishment of black cultural centers and Black Studies courses and programs. Their ultimate aim was to diversify and thus transform higher education. This Black Campus Movement of the late 1960s and early 1970s is the subject of this presentation."

Papers of John Jay

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Portrait, John Jay
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This site is a compilation of the unpublished papers of founding father John Jay, dating from 1745 to 1829. It is comprised of nearly 14,000 pages scanned from Jay's manuscripts and related materials. Abstracts and bibliographic notes accompany the scanned images. The primary documents are difficult to read in the original handwriting and they have not yet been transcribed. The quality of some of the images is also poor, although users can enlarge and enhance them. The records are searchable by name of writer, date of composition, name of holding institution, and accession number. Keyword searching of the abstracts, which vary in length and informational detail, is also possible.

Users will find letters from such prominent individuals as John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, and George Washington. The correspondence deals with New York, anti-slavery, repeal of the Missouri Compromise, international affairs, and state government and politics. Those unfamiliar with Jay and his historical significance should be sure to visit the site's four thematic pages, each containing an essay (500 to 800 words) with links to documents. The site also includes a 1,300-word brief biography and a more than 50 item bibliography of relevant sources.

HERB: Social History for Every Classroom

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Photo, Before-and-After Photograph. . . , War Department, NARA
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HERB consists of three TAH projects, History for All, History Matters, and Our American Democracy, as well as a wide variety of non-TAH collections, primarily related to social history. If you're wondering where the name came from, HERB's namesake is Herbert Gutman, a labor historian and co-founder of the American Social History Project/Center for Media and Learning at The Graduate Center, City University of New York, which has been involved with K-12 education since 1989.

On HERB, you can keyword search for resources such as prints, posters, advertisements, and other artworks; oral history transcripts; statistics; documentary-viewing guides; timelines; activities; worksheets; explanation by historians; letters; songs; and more. From the main page, you can also browse by selecting your time period of interest or a major theme—immigration and migration, civil rights and citizenship, slavery and abolition, work, reading supports, expansion and imperialism, gender and sexuality, Civil War, or social movements.

Search results do not give suggested grade levels for any of the materials, including classroom activities, so be prepared to do some thinking about what might be best for your classroom's collective interests and ability levels.

John Brown's Holy War

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Logo, John Brown's Holy War
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This companion site to the 1999 PBS documentary on John Brown uses special features, a timeline, an interactive map, short biographies and histories, and a teacher's guide to explain the story of Brown's life and times. The site offers special features on the Maryland farmhouse where John Brown assembled his men before their raid on Harpers Ferry, the Harpers Ferry firehouse where Brown's raiders were captured, a history of the famous song "John Brown's Body," and a short essay on Brown's failures as a businessman before he became a radical abolitionist. The timeline traces the major events of Brown's life from 1800 to 1865. An interactive map follows Brown's movements across the country from his birth in 1800 to his execution and burial in 1859. The "People and Events" section features short biographical essays on Brown, abolitionist Frederick Douglass, abolitionist newspaper editor James Redpath, writer Henry David Thoreau, 1859 Virginia Governor Henry A. Wise, and "The Secret Six"--the radical abolitionists who funded Brown's raid on Harpers Ferry. The section also features short histories of four events of Brown's radical abolitionist crusades: the Pottawatomie Massacre in Kansas, Brown's Missouri raid, the Harpers Ferry raid, and Brown's hanging. The teacher guide offers discussion questions and four classroom activities.