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Changing Narratives of the Mountain Meadows Massacre in Utah's Public School Curricula

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Changing Narratives of the Mountain Meadows Massacre in Utah's Public School Curricula Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2013 The Evolution of History: Changing Narratives of the Mountain Meadows Massacre in Utah's Public School Curricula Casey W. Olson Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the Education Commons Recommended Citation Olson, Casey W., "The Evolution of History: Changing Narratives of the Mountain Meadows Massacre in Utah's Public School Curricula" (2013). All Graduate Theses and Dissertations. 2071. https://digitalcommons.usu.edu/etd/2071 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. THE EVOLUTION OF HISTORY: CHANGING NARRATIVES OF THE MOUNTAIN MEADOWS MASSACRE IN UTAH’S PUBLIC SCHOOL CURRICULA by Casey W. Olson A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education Approved: Steven P. Camicia, Ph.D. Cindy D. Jones, Ph.D. Major Professor Committee Member Philip L. Barlow, Th.D. Keri Holt, Ph.D. Committee Member Committee Member Barry M. Franklin, Ph.D. Mark R. McLellan, Ph.D. Committee Member Vice President for Research and Dean of the School of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2013 Copyright © Casey W. Olson 2013 ii All rights reserved iii ABSTRACT The Evolution of History: Changing Narratives of the Mountain Meadows Massacre in Utah’s Public School Curricula by Casey W. Olson, Doctor of Philosophy Utah State University, 2013 Major Professor: Dr. Steven P. Camicia Department: Teacher Education and Leadership The Mountain Meadows Massacre is widely considered to be the most violent and controversial event in Utah’s history. This qualitative study investigates how the massacre has been portrayed to Utah’s schoolchildren through the state’s history and social studies curricula, and why curricular narratives of the massacre have changed with time. The study presents a content analysis documenting changes in curricular narratives of the Mountain Meadows Massacre from the years 1908-2011. The content analysis also compares these narratives with four concurrent sources providing narratives of the massacre: (a) public monuments commemorating the massacre, (b) curricular narratives published by Utah’s dominant religious and cultural institution—The Church of Jesus Christ of Latter-day Saints (LDS or Mormon Church), (c) Paiute Indian narratives of the massacre, and (d) scholarly histories. Using a continuum of Mormon/Paiute culpability as a frame of reference, this research employs literatures from the theory of ideology in iv curriculum, multicultural education theory, postcolonial theory, and Mormon historiography to provide critical analysis of changes in narratives of the massacre. Data drawn from this analysis are used to answer the following question: What factors have contributed to changes over time in how the Mountain Meadows Massacre has been portrayed in Utah’s public school curricula? The response to this question provides a basis for discussing and understanding the relationship between hegemony and curriculum in Utah society. (294 pages) v PUBLIC ABSTRACT The Evolution of History: Changing Narratives of the Mountain Meadows Massacre in Utah’s Public School Curricula by Casey W. Olson, Doctor of Philosophy Utah State University, 2013 The Mountain Meadows Massacre is widely considered to be the most violent and controversial event in Utah’s history. This qualitative study investigates how the massacre has been portrayed to Utah’s schoolchildren through the state’s history and social studies curricula, and why curricular narratives of the massacre have changed with time. The study documents changes in curricular narratives of the Mountain Meadows Massacre from the years 1908-2011. It also compares these narratives with four concurrent sources providing narratives of the massacre: (a) public monuments commemorating the massacre, (b) curricular narratives published by Utah’s dominant religious and cultural institution—The Church of Jesus Christ of Latter-day Saints (LDS or Mormon Church), (c) Paiute Indian narratives of the massacre, and (d) scholarly histories. Analysis of these texts provides answers to the following question: What factors have contributed to changes over time in how the Mountain Meadows Massacre has been portrayed in Utah’s public school curricula? vi ACKNOWLEDGMENTS I express sincere gratitude to Dr. Steven P. Camicia, my major professor, for the guidance and support he provided during my entire experience at Utah State University. I am grateful for his expertise in the field of history and social studies curricula, for helping me to generate a dissertation topic that has fully engaged my interests and efforts, and for his consistent, patient, and encouraging assistance through the lengthy process of researching and writing this dissertation. I also express my appreciation to the other members of my committee, Drs. Cindy D. Jones, Keri Holt, Philip L. Barlow, and Barry M. Franklin, who graciously gave of their time and contributed valuable insights and corrections that have substantially improved this dissertation. I am grateful for friends, fellow doctoral students, and coworkers who have offered encouragement and shown genuine interest in this research project. I am thankful for my parents, for their love, their belief in my abilities, and for teaching me to set goals and to work hard to accomplish those goals. Marilla, my wife and dearest friend, made tremendous sacrifices so that I could pursue a doctoral degree. I express my deep love for her, my appreciation for her unwavering support, and my admiration for all that she has accomplished as we have pursued our dreams together. To my children—Claire, Emma, Luke, Mae, Pearl, Marybelle, and Lincoln—I also offer my thanks as well as my hope that you may learn from the errors of the past, “that ye may learn to be more wise than we have been” (Mormon 9:31). Casey W. Olson vii CONTENTS Page ABSTRACT ................................................................................................................... iii PUBLIC ABSTRACT ................................................................................................... v ACKNOWLEDGMENTS ............................................................................................. vi LIST OF FIGURES ....................................................................................................... ix CHAPTER I. INTRODUCTION ....................................................................................... 1 The Mountain Meadows Massacre in Curricular Narratives ....................... 1 Mormons and Paiutes ................................................................................... 3 Conflict and Violence in Early Mormon History ........................................ 8 Emigrant Victims of the Mountain Meadows Massacre .............................. 15 Legal Aftermath of the Mountain Meadows Massacre ................................ 16 Challenges with Source Materials on the Mountain Meadows Massacre ... 19 Chapter Summary ........................................................................................ 27 II. RESEARCH PROBLEM, QUESTIONS, AND THEORETICAL FRAMEWORK............................................................................................ 29 Research Problem ........................................................................................ 29 Research Questions ...................................................................................... 32 Theoretical Framework ................................................................................ 33 Chapter Summary ........................................................................................ 77 III. METHODS .................................................................................................. 81 Epistemological Stance ................................................................................ 81 Research Design ........................................................................................... 83 Content Analysis .......................................................................................... 84 Data Sources and Sampling Procedures ...................................................... 85 Procedures .................................................................................................... 93 Chapter Summary ........................................................................................ 106 IV. DESCRIPTION, ANALYSIS, AND INTERPRETATION OF UTAH’S PUBLIC SCHOOL CURRICULA............................................... 108 viii Page History and Social Studies Curricula Reviewed .......................................... 108 Chapter Summary ........................................................................................ 142 V. DESCRIPTION, ANALYSIS, AND INTERPRETATION OF MONUMENT NARRATIVES, LDS CHURCH CURRICULUM, AND PAIUTE INDIAN NARRATIVES .................................................... 146 Monument Narratives, LDS Church Curricula, and Paiute Indian Narratives ............................................................................................ 146 Chapter Summary .......................................................................................
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