DOCSLIB.ORG

Mountain Meadows Massacre Lesson Plan with Primary

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mountain Meadows Massacre Lesson Plan with Primary MOUNTAIN MEADOWS MASSACRE LESSON PLAN WITH PRIMARY SOURCES By Dr. Jeffrey D. Nokes Associate Professor Department of History Brigham Young University (2017) 2 Mountain Meadows Massacre Lesson Background The Mountain Meadows Massacre is not only a significant event in the westward expansion of the United States, but it provides an interesting study of group psychology and on getting along with people of different cultures. In addition, the process of sifting through conflicting accounts can help students develop critical reading and historical thinking skills. Continued debates about the event provide students with space, within which to develop their own interpretations. Objectives 1. Students will use sourcing, corroboration, and contextualization to analyze evidence. 2. Students will use evidence to develop an interpretation of the causes of the Mountain Meadows Massacre. 3. Students will consider strategies for settling disagreements civilly. Time These materials are expected to take approximately 90 minutes of instructional time. Teachers could reduce the time required to teach this lesson by assigning students to read the background material outside of class or by using fewer documents than the 11 included. Materials 1. Student Background Information: This provides students with simplified background information needed to analyze the documents related to the Mountain Meadows Massacre. The information is presented as eight items that most historians would agree on and four competing interpretations of the causes and specific events of the massacre. 2. Student Graphic Organizer: This worksheet is designed for students to keep a record as they analyze documents, supporting their use of sourcing. 3. Document Packet for Students: A collection of eleven documents related to the Mountain Meadows Massacre, six written by LDS sources and five by non-LDS sources. These documents have all been translated into simpler language, written at the 7th grade level. 4. Teacher Background Materials: These materials mirror the Student Background Information, however the teacher materials are written in a more complex way and describe events and conditions in greater detail than the simple materials given to students so that teachers will have a deeper understanding of the event. 5. Original Documents: This is a collection of unedited excerpts of the eleven documents included in the students’ document packet. These are made available in case students or the teacher want to compare the modified documents given to the students to the original documents. 6. Teacher Materials for the Debriefing: These materials provide additional information about historians’ most recent interpretations of the causes of the massacre, used to guide students’ during their development of interpretations and during the debriefing. 3 Preparation • Review the teacher materials to build background knowledge on the massacre. • Make a classroom set of the Student Background Information papers and the Document Packet for Students. • Make a copy of the Student Graphic Organizer “What caused the Mountain Meadows Massacre?” for each student. • Consider appropriate groups of students that would allow those with greater skills in reading and historical thinking to help those with weaker skills. Also consider the sensitive nature of the topic in forming groups. Procedures 1. Provide students with background knowledge on the Mountain Meadows Massacre. This can be done through a brief lecture with the accompanying PowerPoint slides, or it can be accomplished by having students independently read and discuss their Student Background Information sheets. Be certain that students distinguish between (a) the eight things almost all historians agree on and (b) the four interpretations that historians debate. 2. Explain to students the instructions for completing the Student Graphic Organizer. These instructions are found in the paragraph directly above the graphic organizer. Model for students your thought processes as you analyze the source of the first document, showing them how to complete the graphic organizer as you do. For example, as you start by reading the source, you might say: “Let’s think about this statement that comes from Sarah Baker. She was one of the 17 survivors of the massacre. She was just 22 months old at the time of the massacre, and she did not give her account until she was 86. That is 84 years after the massacre occurred. This gives me some doubts about the source because I wonder about her memory of the event, especially because she was so young when it happened. Then again, this source has value because it is one of the few non-Mormon accounts of what happened from an eye witness. And I think an experience like that might stick in your memory forever.” 3. You might model completing the graphic organizer by projecting something like this for students to see: document source, strengths of the weaknesses of How does this How does this audience, evidence the evidence evidence support evidence purpose any of the weaken any of theories the theories Doc 1 Sarah Baker Eye witness 84 years later Mitchell, non-Mormon 22 months old surviving child, at the time. to a MA. Newspaper to tell her story before she died. 4. Continue reading the document, pausing to analyze it as you go. For example, you might make the following observations for students: 4 o When Mitchell talks about the history of Mormon persecution in Missouri and hardships crossing the plains these are events that she was not an eye-witness of so she is sharing things she has learned after the massacre took place. o Mitchell’s statement includes things that a two-year-old would not pay attention to or know about—things she would have learned about from others after the massacre. For these things, she is a secondary source rather than a primary source. o Mitchell is surprisingly sympathetic to the Mormon’s experience—she is not bitter toward them. This makes her account seem less biased. o She admits that some of what she talks about is “what she was told growing up.” o She encourages the reader to make up his/her own mind about what happened. 5. You might project this information to show how students can complete their graphic organizer. document source, strengths of the weaknesses of How does this How does this audience, evidence the evidence evidence support evidence purpose any of the weaken any of theories the theories Doc 1 Sarah Baker Eye witness 84 years later Rich wagon train It doesn’t Mitchell, non-Mormon. 22 months old theory surviving She doesn’t at the time. child, to a MA. appear bitter Much of her Newspaper to toward account is tell her story Mormons. “what she was before she told” died. 6. Depending on the students’ reaction to the first document and their understanding of the process of historical analysis, you can model the analysis of the second document as you did the first one. Or you might have students work with a partner to analyze the second document, then regroup as a class and discuss what they came up with. You might display the next line of the graphic organizer and see whether the students came up with the same ideas you did. document source, strengths of the weaknesses of How does this How does this audience, evidence the evidence evidence support evidence purpose any of the weaken any of theories the theories Doc 2 LDS historians Trained LDS Anger and Fear It doesn’t Turley, historians with employees Theory, Rich Walker, and access to more may not Wagon Train Leonard in evidence. Say criticize LDS Theory 2008. Give the Mormons did leaders. Not modern “terrible things” eye-witnesses. Mormon (less biased) perspective 7. Once you are confident the students understand the process you can give them time to work in teams on the remaining documents, circulating as they work to give support as needed. Give students time to answer the question at the bottom of their graphic organizer about what caused the massacre. 5 8. After all of the documents have been analyzed, bring the entire class back together for a debriefing session. Ask the students questions like the following and allow them to discuss and respectfully critique others’ responses. • Which theory do you agree with most, or do you have a different theory about what caused the Mountain Meadows Massacre? • Which documents did you trust the most? Which did you trust the least? (You could even have them rank the documents from 1 to 10 in trustworthiness). • What were some of the things that made documents seem more trustworthy to you? What made them see less trustworthy? • Why does so much controversy still surround the Mountain Meadows Massacre? What is it about the evidence that makes this event hard for historians to study? 9. At the conclusion of the debriefing, you might point out some of the findings of the most recent scholarship on the Mountain Meadows Massacre, included in the Teacher Materials for the Debriefing. 10. Conclude the activity with a discussion about the importance of getting along with people who differ from us in politics, culture, religion, race, etc., and the dangers of a mob mentality. Talk about possible solutions for the disagreements between the Mormon settlers and the emigrants, even when they both wanted the same grazing land or supplies. Talk about specific strategies that can be used in current situations where disagreements exist, such as building on common ground, being as vigilant in defending others rights as we are in defending our own, listening—really listening to others’ opinions, recognizing that smart and moral people sometimes disagree, avoiding “othering,” etc. Assessments 1. Use the first three columns of the graphic organizer to assess students’ sourcing—their ability to use source information to critically analyze the content of a document, and corroboration—their ability to cross check information across multiple sources 2.
Load more

Recommended publications
  • Review of at Sword's Point, Part 1: a Documentary History of the Utah War to 1858
    Mormon Studies Review Manuscript 1105 Review of At Sword’s Point, Part 1: A Documentary History of the Utah War to 1858; At Sword’s Point, Part 2: A Documentary History of the Utah War, 1858-1859, edited by William P. MacKinnon. Brent M. Rogers Follow this and additional works at: https://scholarsarchive.byu.edu/msr2 Part of the Mormon Studies Commons Rogers: Review of At Sword’s Point, Part 1: Title Review of At Sword’s Point, Part 1: A Documentary History of the Utah War to 1858; At Sword’s Point, Part 2: A Documentary History of the Utah War, 1858-1859, by William P. MacKinnon. edited Author Brent M. Rogers Reference Mormon Studies Review (201 ): 126 131. ISSN 2156-8022 (print), 2156-80305 8 (online)– DOI https://doi.org/10.18809/msr.2018.0117 Published by BYU ScholarsArchive, 1 Submission to Mormon Studies Review 126 Mormon Studies Review wins but instead how different peoples are made vulnerable by each new adjustment. Neil J. Young is an Affiliated Research Scholar with the Schar School of Policy and Government at George Mason University. He is the author of We Gather Together: The Religious Right and theProblem of Interfaith Politics (Oxford, 2015). William P. MacKinnon, ed. At Sword’s Point, Part 1: A Documentary History of the Utah War to 1858. Vol. 10 of the series Kingdom in the West: The Mormons and the American Frontier, edited by Will Bagley. Norman, OK: Arthur H. Clark Company, 2008. William P. MacKinnon, ed. At Sword’s Point, Part 2: A Documentary History of the Utah War, 1858–1859.
    [Show full text]
  • A Tangled Skein
    A Tangled Skein a Tangled Skein A Companion Volume to The Baker Street Irregulars’ Expedition to The Country of the Saints Edited by Leslie S. Klinger New York The Baker Street Irregulars 2008 Conan Doyle Was Right Danites,Avenging Angels,and Holy Murder in the Mormon West WILL BAGLEY “Who controls the past,” ran the Party slogan, “controls the future: who controls the present controls the past.” And yet the past, though of its nature alterable, never had been altered. Whatever was true now was true from everlasting to everlasting. It was quite simple. All that was needed was an unending series of victories over your own memory. — George Orwell, 1984. S a native-born son of Utah and a fifth-generation Latter-day Saint, I am A honored to welcome the Baker Street Irregulars to our fair city on the Great Salt Lake and to the hallowed halls of the Alta Club. While I al- ways strive to be a gentleman and a scholar, I am going to relax my usual meticu- lous erudite standards in this paper in the hope of sharing some of the fun I have with Utah history. I am also going to take off the gloves and engage in some his- torical hand-to-hand combat. As my friend and colleague — and your fellow Irregular, “Enoch J. Drebber,” has pointed out so effectively in his paper later in this volume, Sir Arthur Conan Doyle visited Utah for the first time in 1923 to share his religious convictions with the Mormons, a population whose deeply held faith was as controversial and unortho- dox as his own.
    [Show full text]
  • WRESTLING BRIGHAM in the Remaining Sixty Pages, Bagley Dis- Cusses the Fate of Such Massacre Planners Or Participants As Isaac C
    62-65_briggs_botp_review.qxd 12/23/02 11:36 AM Page 62 SUNSTONE was convicted in the second and was ulti- BOOK REVIEW mately executed by firing squad in early 1877, the same year Brigham Young died. More than a third of the narrative deals with the events of this twenty-year period. WRESTLING BRIGHAM In the remaining sixty pages, Bagley dis- cusses the fate of such massacre planners or participants as Isaac C. Haight, Philip BLOOD OF THE PROPHETS:BRIGHAM YOUNG Klingensmith, John M. Higbee, and William AND THE MASSACRE AT MOUNTAIN MEADOWS H. Dame, all of whom died between 1880 and 1910. He briefly treats the contributions by Will Bagley of massacre commentators such as Josiah University of Oklahoma Press, 2002 Gibbs, Josiah Rogerson, Orson Whitney, and 493 pages, $39.95 Robert Baskin. And he highlights the final years of the last of the militia participants and the Fancher party’s surviving children. Reviewed by Robert H. Briggs In the final chapter and epilogue, Bagley recounts Juanita Brooks’s courageous revela- tion of the details of the massacre in the early 1950s, the tentative efforts toward reconcilia- tion between descendants of the Arkansas Historian Will Bagley identifies the victims, train and of southern Utah militiamen in- heroes, and villains of the Mountain cluding John D. Lee, and the successive placing of monuments in 1990 and 1999 at Meadows massacre, but focuses especially the Mountain Meadows massacre site as on the question, “What did Brigham Young more fitting remembrances of the dead. Here and earlier, as he pays respect and know and when did he know it?” acknowledges intellectual debts, Bagley praises Brooks as one of the West’s “best and bravest historians” (xiii) and announces that Y DUSK ON Friday, 11 September tury has brought the conditions that sur- his work “is not a revision but an extension 1857, the massacre at Mountain round horrific massacres into sharper focus.
    [Show full text]
  • Brigham Young and the Massacre at Mountain Meadows
    Book Reviews 149 Book Reviews WILL BAGLEY. Blood of the Prophets: Brigham Young and the Massacre at Mountain Meadows. (Norman: University of Oklahoma Press, 2002. xxiv + 493 pp. Illustrations, maps, appendix, notes, bibliography, index. $39.95 hardback.) Reviewed by W. Paul Reeve, assistant professor of history, Southern Virginia University, and Ardis E. Parshall, independent researcher, Orem, Utah. Explaining the violent slaughter of 120 men, women, and children at the hands of God-fearing Christian men—priesthood holders, no less, of The Church of Jesus Christ of Latter-day Saints—is no easy task. Biases per- meate the sources and fill the historical record with contradictions and polemics. Untangling the twisted web of self-serving testimony, journals, memoirs, government reports, and the like requires skill, forthrightness, integrity, and the utmost devotion to established standards of historical scholarship. Will Bagley, a journalist and independent historian with sever- al books on Latter-day Saint history to his credit, has recently tried his hand at unraveling the tale. Even though Bagley claims to be aware of “the basic rules of the craft of history” (xvi), he consistently violates them in Blood of the Prophets. As a result, Juanita Brooks’ The Mountain Meadows Massacre remains the most definitive and balanced account to date. Certainly there is no justification for the Mountain Meadows Massacre. Mormon men along with Paiute allies acted beyond the bounds of reason to murder the Fancher party, a group of California-bound emigrants from Arkansas passing through Utah in 1857. It is a horrific crime, one that Bagley correctly identifies as “the most violent incident in the history of America’s overland trails” (xiii), and it belongs to Utah and the Mormons.
    [Show full text]
  • Blood of the Prophets: Brigham Young and the Massacre at Mountain Meadows Will Bagley
    BYU Studies Quarterly Volume 42 Issue 1 Article 9 1-1-2003 Blood of the Prophets: Brigham Young and the Massacre at Mountain Meadows Will Bagley Thomas G. Alexander Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Alexander, Thomas G. (2003) "Blood of the Prophets: Brigham Young and the Massacre at Mountain Meadows Will Bagley," BYU Studies Quarterly: Vol. 42 : Iss. 1 , Article 9. Available at: https://scholarsarchive.byu.edu/byusq/vol42/iss1/9 This Book Review is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Alexander: <em>Blood of the Prophets: Brigham Young and the Massacre at Moun will bagley blood of the prophets Bpighambrigham young and the massacre at mountain meadows norman university of oklahoma press 2002 reviewed by thomas G alexander he massacre at mountain meadows remains one of the most heinous Ttheand least understood crimes in the history of the american west how a militia unit of god fearing christians could have murdered more than 120 people in cold blood seems beyond comprehension in a previous book I1 attempted to understand the massacre by comparing it to the mas- sacres of christian armeniansArmenians by moslem turks of jews by christian ger mans and ofmoslem bosniansBosnians by christian serbsgerbs 11I1 did not say as bagley flippantly claims
    [Show full text]
  • Problems with Mountain Meadows Massacre Sources
    BYU Studies Quarterly Volume 47 Issue 3 Article 18 7-1-2008 Problems with Mountain Meadows Massacre Sources Richard E. Turley Jr. Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Turley, Richard E. Jr. (2008) "Problems with Mountain Meadows Massacre Sources," BYU Studies Quarterly: Vol. 47 : Iss. 3 , Article 18. Available at: https://scholarsarchive.byu.edu/byusq/vol47/iss3/18 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Turley: Problems with Mountain Meadows Massacre Sources Unidentified man next to monument at Mountain Meadows, circa 1930. Published by BYU ScholarsArchive, 2008 1 BYU Studies Quarterly, Vol. 47, Iss. 3 [2008], Art. 18 Problems with Mountain Meadows Massacre Sources Richard E. Turley Jr. he Church History Department of The Church of Jesus Christ of TLatter-day Saints has gradually accumulated what may well be the largest and finest collection of information about the Mountain Meadows Massacre ever assembled. Many complex documentary problems have presented challenges in understanding, digesting, and interpreting this massive collection. Though many people have written about the Mountain Meadows Massacre, few have appreciated fully the problems inherent in some key sources of information about it. Three sources readily illustrate the nature of these problems: (1) an 1859 report by James Henry Carleton, who inves- tigated the massacre on site; (2) the transcripts of the two trials of John D.
    [Show full text]
  • Evaluating Robert Remini's Joseph Smith and Will Bagley's Brigham Youngs
    A Biographer's Burden: Evaluating Robert Remini's Joseph Smith and Will Bagley's Brigham Youngs Newell G. Bringhurst DURING THE PAST YEAR, I have had the opportunity to read and review two sig- nificant books Robert Remini's Joseph Smith (New York: Viking Press, 2003) and Will Bagley's Blood of the Prophets: Brigham Young and the Mas- sacre at Mountain Meadows (Norman: University of Oklahoma Press, 2002). The two reviews—one for each book and each for a different publication—were extremely brief and perfunctory due to space limitations. This prevented me from doing full justice to the books, and I wish to rectify that now. I confess from the onset that I am favorably impressed with both. Both provide fresh, il- luminating insights into their principal subjects, Joseph Smith and Brigham Young, thereby advancing the craft of Mormon biography, although I do find deficiencies in both works. The books have received nationwide attention, in- cluding reviews in such prestigious publications as the New York Times and the New York Review of Books.2 Such widespread notice would seem to suggest a coming-of-age for Mormon historical scholarship. Indeed, the fact that non-Mormon Robert Remini, a distinguished professor emeritus at the University of Illinois at Chicago and a nationally renowned Jacksonian scholar, would choose to write on Joseph Smith lends credence to such a coming of age. Remini is known for his definitive multi-volume biogra- phy of President Andrew Jackson, and he is a winner of the National Book Award. He has produced a compelling and, on the whole, sympathetic biogra- 1.
    [Show full text]
  • Blood and Thunder
    CORE Metadata, citation and similar papers at core.ac.uk Provided by The University of Utah: J. Willard Marriott Digital Library THE RUNAWAY OFFICIALS REVISITED: REMAKING THE MORMON IMAGE IN ANTEBELLUM AMERICA by Bruce W. Worthen A thesis submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Master of Arts Department of History The University of Utah May 2012 Copyright © Bruce W. Worthen 2012 All Rights Reserved The University of Utah Graduate School STATEMENT OF THESIS APPROVAL The thesis of Bruce W. Worthen has been approved by the following supervisory committee members: W. Paul Reeve , Chair March 2, 2012 Date Approved Edward Davies, II , Member March 2, 2012 Date Approved L. Ray Gunn , Member March 2, 2012 Date Approved and by Isabel Moreira , Chair of the Department of History and by Charles A. Wight, Dean of The Graduate School. ABSTRACT In September of 1851, four federal officials left Utah Territory after serving less than four months. Chief Justice Lemuel G. Brandebury, Associate Justice Perry E. Brocchus, Territorial Secretary Broughton D. Harris, and Indian Subagent Henry R. Day created a furor in Congress with their reports of Brigham Young‘s rebellion against federal authority. This came as a great surprise in Washington since over the previous five years, Mormon agents had created an image of the Latter-day Saints as mainstream Americans who were loyal to the United States and had a conventional form of republican government. Unfortunately, the Compromise of 1850 resulted in Congress imposing an unwanted territorial government on the Mormons.
    [Show full text]
  • Make It an Indian Massacre:”
    UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE “MAKE IT AN INDIAN MASSACRE:” THE SCAPEGOATING OF THE SOUTHERN PAIUTES A THESIS SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of MASTER OF ARTS By JOHN E. BAUCOM Norman, Oklahoma 2016 “MAKE IT AN INDIAN MASSACRE:” THE SCAPEGOATING OF THE SOUTHERN PAIUTES A THESIS APPROVED FOR THE DEPARTMENT OF HISTORY BY ______________________________ Dr. R. Warren Metcalf, Chair ______________________________ Dr. Rachel Shelden ______________________________ Dr. Sterling Evans © Copyright by JOHN E. BAUCOM 2016 All Rights Reserved. To my encouraging study-buddy, Heather ACKNOWLEDGMENTS: First, I would like to thank the Mountain Meadows Monument Foundation. Specifically Dr. Burr Fancher, Diann Fancher, and Ron Wright. The MMMF is largely comprised of the descendants of the seventeen young children that survived the massacre. Their personal support and feedback have proven to be an invaluable resource. I wish them success in their continued efforts to honor the victims of the massacre and in their commitment to guarantee unrestricted access to the privately owned massacre site. I’m grateful for the MMMF’s courage and reverence for their ancestors, along with their efforts in bringing greater awareness to the Mountain Meadows Massacre. I must also acknowledge the many helpful archivists that I’ve met along the way. Their individual expertise, patience, and general support have greatly influenced this project. The Mountain Meadows Massacre is no trivial or unfamiliar topic in the quiet corridors of Utah’s archives. And rather than rolling their eyes at yet another ambitious inquiry into massacre, many were quick to point me in new directions.
    [Show full text]
  • Collection Inventory Box 1: Adam-God Theory (1852-1978) Folder 1: Adam-God Folder 2: Adam-God Doctrine and LDS Endowment Folder 3: Fred C
    Collection Overview Title: H. Michael Marquardt papers Dates: 1800-2017 Collection Accn0900 Number: The H. Michael Marquardt papers (1800-2017) contains correspondence, clippings, Summary: diary copies, scholarly articles, miscellaneous research materials on topics in Mormon history and theology. Marquardt is a historian and author. Repository: J. Willard Marriott Library, University of Utah Special Collections 295 South 1500 East Address: Salt Lake City, Utah 84112-0860 801-581-8864 http://www.lib.utah.edu/collections/manuscripts.php Gifts of H. Michael Marquardt, 1986-2017 The inventory of the H. Michael Marquardt Papers contains 449 archival boxes. Note: Box and/or File numbers and headings may vary slightly from this preliminary list. Lists of books, pamphlets, photographs, and cassette tapes are not included. Collection Inventory box 1: Adam-God Theory (1852-1978) folder 1: Adam-God folder 2: Adam-God Doctrine and LDS Endowment folder 3: Fred C. Collier, "The Adam-God Doctrine and the Scriptures" folder 4: Dennis Doddridge, "The Adam-God Revelation Journal of Reference" folder 5: Mark E. Peterson, Adam: Who is He? (1976) 1 folder 6: Adam-God Doctrine folder 7: Elwood G. Norris, Be Not Deceived, refutation of the Adam-God theory (1978) folder 8-16: Brigham Young (1852-1877) box 2: Adam-God Theory (1953-1976) folder 1: Bruce R. McConkie folder 2: George Q. Cannon on Adam-God folder 3: Fred C. Collier, "Gospel of the Father" folder 4: James R. Clark on Adam folder 5: Joseph F. Smith folder 6: Joseph Fielding Smith folder 7: Millennial Star (1853) folder 8: Fred C. Collier, "The Mormon God" folder 9: Adam-God Doctrine folder 10: Rodney Turner, "The Position of Adam in Latter-day Saint Scripture" (1953) folder 11: Chris Vlachos, "Brigham Young's False Teaching: Adam is God" (1979) folder 12: Adam-God and Plurality of Gods folder 13: Spencer W.
    [Show full text]
  • Journal of Mormon History Vol. 31, No. 3, 2005
    Journal of Mormon History Volume 31 Issue 3 Article 1 2005 Journal of Mormon History Vol. 31, No. 3, 2005 Follow this and additional works at: https://digitalcommons.usu.edu/mormonhistory Part of the Religion Commons Recommended Citation (2005) "Journal of Mormon History Vol. 31, No. 3, 2005," Journal of Mormon History: Vol. 31 : Iss. 3 , Article 1. Available at: https://digitalcommons.usu.edu/mormonhistory/vol31/iss3/1 This Full Issue is brought to you for free and open access by the Journals at DigitalCommons@USU. It has been accepted for inclusion in Journal of Mormon History by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. Journal of Mormon History Vol. 31, No. 3, 2005 Table of Contents CONTENTS ARTICLES • --The Case for Sidney Rigdon as Author of the Lectures on Faith Noel B. Reynolds, 1 • --Reconstructing the Y-Chromosome of Joseph Smith: Genealogical Applications Ugo A. Perego, Natalie M. Myres, and Scott R. Woodward, 42 • --Lucy's Image: A Recently Discovered Photograph of Lucy Mack Smith Ronald E. Romig and Lachlan Mackay, 61 • --Eyes on "the Whole European World": Mormon Observers of the 1848 Revolutions Craig Livingston, 78 • --Missouri's Failed Compromise: The Creation of Caldwell County for the Mormons Stephen C. LeSueur, 113 • --Artois Hamilton: A Good Man in Carthage? Susan Easton Black, 145 • --One Masterpiece, Four Masters: Reconsidering the Authorship of the Salt Lake Tabernacle Nathan D. Grow, 170 • --The Salt Lake Tabernacle in the Nineteenth Century: A Glimpse of Early Mormonism Ronald W. Walker, 198 • --Kerstina Nilsdotter: A Story of the Swedish Saints Leslie Albrecht Huber, 241 REVIEWS --John Sillito, ed., History's Apprentice: The Diaries of B.
    [Show full text]
  • Klaus J. Hansen, “The Metamorphosis of the Kingdom of God: Toward a Reinterpretation of Mormon History.” Dialogue: a Journal of Mormon Thought, Vol
    Klaus J. Hansen, “The Metamorphosis of the Kingdom of God: Toward a Reinterpretation of Mormon History.” Dialogue: A Journal of Mormon Thought, Vol. 1 No. 3 (1966): 63– 84. Copyright © 2012 Dialogue Foundation. All Rights Reserved. THE METAMORPHOSIS OF THE KINGDOM OF GOD TOWARD A REINTERPRETA TION OFMORMON HISTORY by Klaus J. Hansen Polygamy, contrary to popular opinion, probably seduced few men into the seraglio that was Mormonism in the mind of a prurient, Victorian America. Yet it lured several generations of historians — not to speak of journalists and popular novelists — i n t o believing that its theory and practice provided the major key to an understanding of the "Mormon question." Not all historians succumbed to this point of view;1 nevertheless, further evidence requires another look at the problem, suggesting that the idea of a political Kingdom of God, pro- mulgated by a secret "Council of Fifty," is one of the important keys to an understanding of the Mormon past.2 The polygamy conflict, it now appears, was merely that part of the iceberg visible above the troubled waters of Mormon history. Some Church leaders, for ex- ample, once they had reconciled themselves to the inevitability of the attack on polygamy, in a number of instances subtly invited assaults on the "relic of barbarism" in order to shield an institution of in- finitely greater significance for Mormon history, the political King- dom of God. When, in 1890, Mormon President Wilford Woodruff issued the "Manifesto," ostensibly ending the practice of polygamy, he did so to save not only the Church but also the Kingdom of God.
    [Show full text]