“Lesson 130—Expulsion from Missouri: Turning to God in Our Afflictions,” Doctrine and Covenants Seminary Teacher Manual (2025)
“Expulsion from Missouri,” Doctrine and Covenants Seminary Teacher Manual
Lesson 130: Doctrine and Covenants 115–120
Expulsion from Missouri
Turning to God in Our Afflictions
The fall and winter of 1838–39 was a time of extreme hardship for the Saints in Missouri. As tensions escalated between Church members and other Missouri residents, Governor Lilburn W. Boggs ordered that the Saints be driven from the state. During these difficulties, many turned to God and received His help. This lesson can help students feel a greater desire to turn to God when they face difficult situations.
Possible Learning Activities
Where do you turn?
Consider displaying the following statement and inviting a student to read it aloud.
Elder Joseph B. Wirthlin (1917–2008) of the Quorum of the Twelve Apostles taught:
The way we react to adversity can be a major factor in how happy and successful we can be in life. (Joseph B. Wirthlin, “Come What May, and Love It,” Ensign or Liahona, Nov. 2008, 26)
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What are some examples you can think of that illustrate what is taught in this statement?
Invite students to think about difficult situations they are facing or have experienced in the past. Then invite them to think about how they typically react or have reacted to their difficult situations. You could ask a few willing students to share with the class answers that are not too personal.
Encourage students as they study to pay attention to the promptings of the Spirit. Spiritual promptings can help them know how God would have them respond in their difficult situations.
Difficulties in Missouri
Explain that in 1839, approximately 8,000 to 10,000 Saints were living in northern Missouri. Between January and March, most were forced to leave their lands and homes. The following summaries can help students understand the context that led to these circumstances. You could display the summaries, or print them and assign a few students to share them with the class.
Rather than using the summaries, you could watch “1838: The Year the Saints Were Driven Out of Missouri” (5:15), available at ChurchofJesusChrist.org.
1838: The Year the Saints Were Driven Out of Missouri
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Five years after the Saints had been driven from Jackson County, Missouri, they had established new communities in other areas of the state. Many Missouri residents were angered by the increasing numbers of Saints, as well as by declarations Church leaders had made that the Saints would defend themselves against future mobs. To complicate matters, a small group of Church members began making threats toward enemies of the Church (see Saints, 1:313–15).
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The rising tensions between the Saints and the Missouri residents eventually led to physical confrontations. Saints in a few small settlements were forced to flee as their homes and property were destroyed by mobs. On October 25, 1838, three Latter-day Saint men and one Missouri militia member were killed in what became known as the Battle of Crooked River (see Saints, 323–28, 1:330–34, 335–45).
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Missouri Governor Lilburn W. Boggs received highly exaggerated reports claiming that 50 to 60 Missourians had been killed in the battle. The governor also received sworn statements from angry former Church leaders who falsely testified against Joseph Smith. On October 27, 1838, Governor Boggs issued an executive order, declaring, “The Mormons must be treated as enemies and must be exterminated or driven from the state” (see Saints, 1:345–46).
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After Governor Boggs issued his order, the Prophet Joseph Smith and other Church leaders were arrested by members of the Missouri militia. Mobs attacked the town of Far West and other Latter-day Saint settlements (see Saints, 1:347–58, 359–67).
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If you had been a member of the Church during this time, how would you describe the feelings or questions you might have had?
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What actions might you have wanted to take?
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During these difficult times, many Saints demonstrated their faith by turning to God.
The following account can help students see an example of how one member of the Church chose to turn to God during her afflictions. Consider distributing the handout titled “The Account of Amanda Smith at Hawn’s Mill.”
You could study this account together as a class, with a few students taking turns reading aloud different portions of the account. Students could also study the account with a small group.
The Account of Amanda Smith at Hawn’s Mill
On October 30, 1838, Missouri mobs attacked a Latter-day Saint settlement known as Hawn’s Mill. The mob shot at men and boys who had entered a blacksmith shop to seek shelter and defend their people. Seventeen Latter-day Saints were killed in the attack, and more than a dozen were injured.
Among the injured was six-year-old Alma Smith, whose entire hip joint was gone after he had been shot. Alma’s mother, Amanda Barnes Smith, was distraught when she found him. She also mourned for her husband and her 10-year-old son, who were both killed in the attack.
With nobody available to help her, Amanda gathered her remaining children together and prayed for guidance. “Oh, my Heavenly Father,” she prayed, “Thou seest my poor wounded boy and knowest my inexperience. Oh, Heavenly Father, direct me what to do.”
As Amanda finished her prayer, she heard a voice direct her to mix ashes with water. She used the solution to wash Alma’s wound until it was clean. Next, Amanda felt prompted to take roots from an elm tree and grind them to a pulp. She put the pulp on Alma’s wound and wrapped it with linen.
“Now you lie like that, and don’t move,” she told her son, “and the Lord will make you another hip.”
Alma’s wound prevented Amanda and her family from evacuating after the attack. As weeks passed, the mob set a deadline for her and other remaining Saints to leave. Amanda’s fear increased as the deadline came. She hid in a bundle of cornstalks so she could pray aloud without being heard. She then heard a voice that repeated these words:
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The soul that on Jesus hath leaned for repose,
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I will not, I cannot desert to his foes;
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That soul, though all hell should endeavor to shake,
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I’ll never, no never, no never forsake!
These words from the hymn “How Firm a Foundation” (Hymns, no. 85) helped Amanda feel a new sense of strength and courage.
Not long after, Amanda was outside when she heard her children screaming inside her house. She rushed to the house and saw Alma running around the room. “I’m well, Ma, I’m well!” he cried. Amanda and her children left Hawn’s Mill soon after.
(Quoted and summarized from Saints, 1:347–50, 353–55, 378–79)
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What stood out to you from this account?
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What did you learn or feel about Heavenly Father and Jesus Christ as you read this account?
As students share their answers to the previous question, consider inviting them to share truths they are learning that can help them in their trials. One truth students could identify is this: As we turn to God in our afflictions, we can experience His guidance, comfort, and strength.
Consider singing or listening to the hymn “How Firm a Foundation” (Hymns, no. 85) together as a class. The words that strengthened Amanda Smith are found in verse 7.
Scriptures that help us turn to God
Take some time to find scriptures that can increase your desire to turn to God when you face difficulties. You could study some or all of the following passages or find different ones.
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What did you find meaningful in the verses you studied? Why?
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When has God blessed you or others you know as you turned to Him in a difficult situation?
As part of your discussion of the previous question, consider sharing an example from your own life.
Think about your life
To help students reflect on what they have learned and felt, invite them to answer at least one of the following questions in their study journals.
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What have you learned or felt today that could strengthen you the next time you are faced with a difficult situation?
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What have you felt prompted to do as you have studied today?
Consider inviting a few willing students to share what they wrote. Testify of the truths you have discussed, and encourage the students to act on any promptings they may have received.