Guest Post: Barbara Jones Brown, Remembrance: A Photoessay

We’re pleased to present today’s guest post from Barbara Jones Brown. Barbara was the content editor of Massacre at Mountain Meadows (OUP, 2008) and is now at work on the book’s sequel. She holds a master’s degree in American history from the University of Utah and a bachelor’s degree in journalism from Brigham Young University. She serves on the board of directors for the Mormon History Association and on the Mormon Women’s History Initiative Team.

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On September 11, 2014, dozens of people from throughout the United States gathered at the lower monument of southern Utah?s Mountain Meadows. We were there to remember the victims of the atrocity that took place in that valley exactly 157 years before, when Mormon militiamen led a massacre of some 120 California-bound emigrants. Most of the victims were from Arkansas. Only seventeen children aged six and under survived. The monument, dedicated September 11, 1999, marks the spot where the emigrants took cover behind their wagons during the five-day siege and where U.S. troops laid many of their bones to rest in 1859.

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Thoughts on MHA: Mormon History, Succeeding Generations of Scholars, and the Need to Move Forward Together

At the Mormon History Association’s meetings two weeks ago (was it only two weeks ago?!), I attended several excellent sessions and roundtables. Each of the sessions I attended was worth the price of the conference registration; it was my favorite MHA I’ve attended. As usual, meals, hall conversations, and the student reception provided an excellent arena for sharing ideas about the research being presented, but also about the new developments in Mormon history and American religious history.

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Mormon Studies in the 7th Grade Utah Studies Classroom

As my contribution to the Juvenile Instructor?s series on Mormon Studies in the Classroom, I thought I?d discuss the place of Mormonism in the Utah Studies course, which is a required class for all 7^th graders in the state?s public schools.  The structure, sources, and activities for such a class are necessarily tailored to a younger audience than those of the other courses that will make up this series, but I think it?s important to consider how less-seasoned?and more often than not, less-willing?students interact with Mormon studies.

I?m only in my second year teaching the Utah Studies Course, but have been given a lot of latitude by my school (which is a charter school that employs the Core Knowledge Sequence for its main curriculum).  So I?ve put a lot of thought into what I?d like my course to look like, where I think Mormonism should fit, and what I want my adolescent audience to take away from the course.

Course Objective:

The Utah Core Curriculum introduction to the Utah Studies Course says this: 

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Reflections on JI’s Indigenous History Month

For the month of November, we at the Juvenile Instructor hosted indigenous history month. It was a bit of whirlwind with a lot of fantastic posts and content. A few of us thought we would have some thoughts about one or two posts that will change the way that we write about indigenous people in the future.

Amanda Hendrix-Komoto: One of my favorite posts was Farina?s on oral history and the politics of translation. In the post, Farina explores the conversation that was happening between translator, an elderly Navajo woman, and a Church history employee during an interview. Although the translator tries to capture what the woman is saying and to translate it accurately into English, Farina demonstrates that re-reading the Navajo section of the oral interviews provides an interesting glimpse into the mistranslations that occur as the translator is forced to slightly alter the meaning of questions to make them make sense in Navajo. Answers that appear incongruous suddenly make sense when the meaning of the question as it was asked in Navajo is considered.

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Mormon History and Indian History

Todd Compton, award-winning author of the recently-published biography of “Apostle to the Indians” Jacob Hamblin, contributes this installment in the JI’s Mormons and Natives Month.

The problem with Mormon history is that it focuses on Mormons. I make this paradoxical statement to intentionally overstate the case?but there is some truth to it. We Mormons have never existed in a bubble; we have always interacted with non-Mormons. A historian can, of course, focus on the Mormon side of things, and you would expect a writer of ?Mormon history? to do so, to a certain extent. However, if we don?t take the non-Mormon side of the story seriously, looking at it thoroughly and even sympathetically, we will not even understand the Mormon side of the story in a careful, holistic way. (Looking at the non-Mormon side of our history sympathetically can be difficult for modern loyal Mormons, given the polarized Mormon/anti-Mormon conflicts throughout nineteenth-century Utah history.)

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Under Glass at D.I.: How I Found a Rare Copy of The World’s Fair Ecclesiastical History of Utah

To historians, collectors, and aficionados of 19^th-century America, it is no surprise that the Chicago World?s Columbian Exposition, or Chicago World?s Fair of 1893 is highly popular for its abundance of collectible items still in circulation among antique dealers, collectors? sites, and Ebay, of course. Indeed, a cursory search of ?Chicago World?s Fair 1893? on Ebay brings up hundreds of items, from paper weights, silk scarves, plates, bowls, medallions, shaving cups, lamps, bookmarks, coins, spoons, Fair tickets, and every variation of printed and photographic material imaginable.  One could literally lose fortune, space, and sanity to build a personal collection of World?s Fair memorabilia. 

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Bricks in Nauvoo; or, A Sleepover at Willard Richards? House

The Ubiquitious Nauvoo Brick Souvenir

By necessity, early Mormons were builders. It’s easy to forget, retrospectively, how much sheer labor went into the communities that early Latter-day Saints, time and again, built from the ground up. Temple building is one of the more conspicuous form of construction activity, but with each relocation Latter-day Saints also faced anew the more mundane labors of improving land, building homes, outbuildings, ditches and canals, fences, roads–in other words, of generating a basic domestic and civic infrastructure. Not unlike many other roving families in early America, Mormons continually reconstructed their material world from the ground up.

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Brigham Young, Karl Maeser, and Mormon Idealization at BYU

This post may be construed as too idealizing of BYU, especially during “Rivalry Week” with the University of Utah. It is not meant to idealize, but rather to try and interpret what is idealized by the LDS Church broadly and BYU specifically.

In my first few weeks at the University of Virginia, I am beginning to both love and roll my eyes at the constant mention of Thomas Jefferson in student conversations, on posters on campus, or at any opportunity in class to bring him up. This affection for Mr. Jefferson reminded me of two statues on the campus of BYU, and what the likenesses of the two men portrayed mean in relation to BYU’s Honor Code, and what that means for Church culture generally.

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Scholarly Inquiry: A Q&A with John Fea

We’re thrilled to present the following Q&A with historian John Fea. Dr. Fea is Associate Professor of History and  Chair of the History Department at Messiah College in Grantham, Pennsylvania. He is the author and editor of several books, including The Way of Improvement Leads Home: Philip Vickers Fithian and the Rural Enlightenment in Early America (University of Pennsylvania Press, 2008), Was America Founded as a Christian Nation: A Historical Introduction (Westminster/John Knox Press, 2011), and Confessing History: Explorations in Christian Faith and the Historian’s Vocation (University of Notre Dame Press, 2010), which he co-edited with Jay Green and Eric Miller. His latest book, Why Study History? Reflecting on the Importance of the Past (Baker Academic, 2013) is scheduled to be released in two weeks. Dr. Fea is currently at work on two book projects—a religious history of the American Revolution and one on history and memory in the town of Greenwich, NJ. In addition to his scholarly output, John is a prodigious blogger, a tireless traveler and dynamic speaker (check out that list—chances are he’ll be in your general neck of the woods at some point), Bruce Springsteen devotee, avid sports fan, and 2010 inductee to the Montville High School (NJ) Hall of Fame. By nearly all accounts, he is also an incredibly nice guy.

Please join us in welcoming Dr. Fea!

Guest Post: Greg Prince on Hans Mattson & Inoculation of Church History

[The Juvenile Instructor is pleased to have Greg Prince guest post on  what has been termed “inoculating” in Mormon History. He received doctorate degrees (DDS, PhD) at UCLA in 1973 and 1975, and spent his career in biomedical research. He has authored two books on Mormonism, Power from on High: The Development of Mormon Priesthood and David O. McKay and the Rise of Modern Mormonism.]

In the early 1950s teachers in the Church Educational System met in Provo to write curricula for the Seminaries.  The committee assigned to address church history quickly became divided into two factions.  The “alpha” members of the two factions, both of whom became General Authorities a decade later, argued for opposing philosophies of how to portray our history.  One later observed:

“We were writing a Church history unit, and he didn’t want anybody to know that coffee was part of the overland trek.  I said, “What if the kid finds out five years after Seminary?  What are you going to do?  You’ve got a bigger problem then than if you just tell him the first time.  And you can tell them why, that the Word of Wisdom didn’t really get sanctioned until 1918.  So quit worrying about it.”  “I know, but we’ve got to protect their faith.”

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