THE ROAD TO NAUVOO

L. Jeanne Douglas, Leonard W. Ealey III, Mary Ann Hanlin,
Carl Miller, Roy (Jack) Tison, Jane Weber

Preview of Main Ideas

Throughout history groups of people have migrated from place to place for a variety of reasons. The focus of this lesson is the migration to and the settlement of Nauvoo, Illinois, by the Mormons and the Icarians. In this lesson students will be able to compare and contrast the factors that influenced these settlements and migrations.

Connection with the Curriculum

This lesson may be used with both United States history and geography.

Teaching Level: Grades 5-8

Objectives Classification Outline (Also see the objectives classification matrix below.)

Objective #1: The student will be able to hypothesize about why people migrate and associate each reason with push and pull factors.

Essential Element: The Uses of Geography.

Standard #17: How to apply geography to interpret the past.

Knowledge Statement #1: How the spatial organization of a society changes over time.

Essential Element: Human Systems

Standard #9: The characteristics, distribution, and migration of human populations on Earth’s surface.

Knowledge Statement #3: They types and historical patterns of human migration.

Skill Set #1: Asking geographic questions.

Skill #1: Identify geographic issues, define geographic problems, and pose geographic questions.

Theme: Movement.

Objective #2: The student will be able to construct a map showing migration routed of the Mormons and Icarians in the mid-1800s.

Essential Element: The uses of geography.

Standard #17: How to apply geography to interpret the past.

Knowledge Statement #1: How the spatial organization of a society changes over time.

Skill Set #3: Organize geographic information.

Skill #1: Prepare various forms of maps as a means of organizing geographic information.

Theme: Movement.

Objective #3: The student will be able to analyze written historical perceptions of places, peoples, and resources have affected events and conditions in the past.

Essential Element: The uses of geography.

Standard #17: How to apply geography to interpret the past.

Knowledge Statement #3: How people’s differing perceptions of places, peoples, and resources have affected events and conditions in the past.

Skill Set #4: Analyzing geographic information.

Skill #3: Interpret and synthesize information obtained from a variety of sources: graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.

Theme: Movement.

Materials

1. An outline map of the United States showing state boundaries.

2. Information sheets on the Mormons and the Icarians.

3. A graphic organizer.

4. A Venn diagram chart.

5. A set if colored markers.

Suggestions for Teaching the Lesson

Opening the Lesson

Using a brainstorming technique pose the question: “Why do groups of people migrate?” List on the blackboard and discuss the reasons as they are given. Resources given by student may be categorized as being either push or pull factors.

Developing the Lesson

1. Handout #1: Distribute a map of the United States showing state boundaries.

2. Handout #2: Introduce Mormon migration to Nauvoo, Illinois.

3. Plot the Mormon migration route on the map.

4. Handout #3: Distribute the graphic organizer to each of the students.

5. Allow the students to read silently and historical information concerning the Mormons.

6. Discuss the key ideas and concepts from the Mormon information.

7. Complete the graphic organizer using ideas from the reading and discussion.

8. Review the lesson from Day #1 by posing the question: “Why did the Mormons migrate?”

9. Handout #4: Introduce Icarian migration to Nauvoo, Illinois.

10. Using the map of Mormon migration, plot the Icarian migration route to Nauvoo. Use another color to indicate Icarian migration.

11. Allow the students to read silently the historical information concerning the Icarians.

12. Discuss the key ideas and concepts from the Icarian information.

13. Complete the graphic organizer using ideas from the reading and discussion.

Concluding the Lesson

Complete the map of Mormon and Icarian migration by including the essential map elements.

Extending the Lesson

1. Give the students a map showing the topography of a proposed site for a nw settlement. The students are then to assess the situation and determine, in their opinions where the best place for a new settlement would be. See Handout #5.

2. Write a story, as the leader of a colony, as to where you would lead the people to establish a new settlement to escape religious and political persecution.

3. Pretend that you are a town planner and diagram the layout of the new settlement. Include streets, businesses, churches, farmland, ports, dikes, etc.

Assessing the Lesson

1. Students will compare and contrast Mormon and Icarian migration and settlement using a Venn diagram.

2. Student maps will be checked for accuracy and completion of the necessary element (e.g., title, orientation, date, author, legend, information source).

Additional Reading

Snyder, Lillian M., Sutton, Robert P. (Editors). Immigration of the Icarians to Illinoi.

Valet, Emily. An Icarian Communist in Nauvoo.

Title:  The Road to Nauvoo                 Author:  L. Jeanne Douglas, et. al.

Note:  See also Objectives Classification Outline in the lesson.

Handouts

Handout A

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Handout B

The Mormons

The Mormon religious movement started in Fayette, New York, in 1830.  According to Joseph Smith, he received golden plates from the angel Moroni, which Smith translated into The Book of Mormon.  Later Mormon communities existed in Kirtland, Ohio, and Independence, Missouri.  Their religious beliefs set the group apart from their non-Mormon neighbors.  The denomination was driven from Missouri in 1834 and with few options available settled in Nauvoo, the most desirable site.  With financial support from the church, the group was able to purchase substantial tracts of land.  A large portion of Nauvoo was settled on reclaimed swampland along the Mississippi River.  The river provided access for commerce, a departure point for missionaries, as well as an arrival point for converts.  It also provided a port for the delivery of manufactured goods and raw materials from such cities as St. Louis and Cincinnati.

The Mormons developed a thriving agricultural community on the prairie east of Nauvoo and raised crops including corn, wheat, rye, and vegetables.  In addition home industries prospered such as butchers, tanners, saddlemakers, cobblers, millers, and ropemakers.

Evan at the height of economic success, the rapid growth of Nauvoo and the important part Mormons played in state politics made non-Mormons suspicious and fearful.  One opposing faction operated a newspaper not in agreement with Joseph Smith's views.  Joseph and his brother, Hyrum, were accused of destroying the press.  In retaliation the Smith brothers were arrested and jailed in Carthage, Illinois.  On june 27, 1844, the brothers were shot and killed when a mob attacked the jail.  With the death of Joseph Smith, Brigham Young assumed leadership of the religious group.  Due to religious differences, political power, and economic success, and despite the well-organized Mormon militia, mobs forced the Mormons out of Illinois in 1846.

Brigham Young led the mOrmons to the Great Salt Lake Valley in Utah.  By 1850, Congress had created the territory of Utah and appointed Brigham Young as governor of the Territory.

1.    Church of Jesus Christ of the Latter-Day Saints Visitors Center displays, Nauvoo, Illinois.

2.    Graff, Henry F., America:  The Glorious Republic, Houghton Mifflin Co., Boston, 1988.

3.    Logan, Mary and Gabbert, Dean, Nauvoo, Nauvoo Historical Socity.

4.    World Book Encyclopedia, Vol. M., 1986.

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Handout C

The Icarians

The Icarians were a group of individuals who followed the writings of Etienne Cabet from France.  It was Cabet's philosophy that communal living, which means living together in a group and sharing the responsibilities of daily life, would ultimately bring peace, brotherhood, and equality to the world.  Cabet's world was one in which "no one paid taxes and everything was mutually owned and shared."

Being a political group whose teachings were not always accepted, Cabet and many of his followers were forced to leave France and migrate to the United States.  In 1848 they established the first colony in the Red River Valley of Texas.  The Icarians were not prepared for the harsh life of the American frontier.  Along with an outbreak of yellow fever and poor speculation on land, they once again found themselves looking for a different site for their colony.

It was not long before they became aware of land being available in Illinois.  The land and site they believed would be a good place to establish their utopian way of life was on the original site of the nearly abandoned colony of the Mormons in Nauvoo, Illinois.  Many Icarians believed the soil and climate to be similar to that of their beloved France.  On March 15, 1849, 230 Icarians arrived by boat.  Anxious to establish their colony in surroundings previously inhabited by a highly successful religious group, the Icarians purchased Temple Square, site of the Mormon Temple, and 800 acres of nearby farmland.  The Mormons had established a highly successful commercial trade involving agricultural products alongside the Mississippi River.  The Icarians were hopeful they would have the same amount of success.

The Icarians established a school, considered to be the most important building in their commune.  Those now living in Nauvoo were all well educated and had a love for music, art, and theater.  Coming from a win region in France they were able to put to good use the soil and the climate of Nauvoo along with their expertise in the art of winemaking to establish a highly successful winery.  Even today there still exists a winery run by descendants of the original settlers.

"Although the citizens of the colony were in basic agreement on the essentials of life, as in many families, they were unable to resolve their disagreements."  Soo Cabet was summoned back to Paris to make an accounting of previous land purchases.  When he returned, the colony was divided into opposing factions.  The dissension was too great for the colony and Cabet to overcome.

After only eight years in Nauvoo, Cabet departed for St. Louis.  A week after his departure, he died.  The colony in Nauvoo continued until 1860 whereupon, many left and moved to Corning, Iowa.  The last colony was formed in California, but lasted only until 1886.  Today many descendants of this society still reside in the Nauvoo area.

1.    Nauvoo, The Nauvoo Historical Society.

2.    Pamphlet, Lillian Snyder Icarian Living History Foundation.

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Handout D

Handout E

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