Revelation and The Living Prophet
I have decided to add the Priesthood and Relief Society lessons to my blog. Here is the first one for chapter 16. As always, if you like it--leave feedback; if you don't like it--leave feedback so I can make it better. And if you haven't read the first two posts yet please do because they give some important information about my lesson plans.
Teachings of the President’s of the Church
Joseph Smith Chapter 16
Attention Activity:
Lead the students quickly (This activity can be dangerous if you let it take too long. Before you start tell the class that they only have 2 minutes to complete the activity or you will spend too much time on this and not enough actually teaching.) through the activity found at http://scoutingweb.com/scoutingweb/SubPages/SurvivalGame.htm If you don’t feel comfortable with #10 just take it out and go with 11 items. Although no one will probably pick it and it makes for a good discussion on the evils of alcohol!
“Now imagine if we tried to rank the parts of the gospel in the same way. What are some of the things that you think would rank really high on the list?” Write them on the board. “Joseph Smith taught us that there is part of the gospel that would rank extremely high.” You can take two directions here. You can then say, “Turn to page 195 and read the 4th paragraph starting with ‘Salvation cannot come…’ and determine with the aspect is that ranks so high.” Or you can use picture #409 in the Gospel Art Kit (found online at www.lds.org/hf/art/display/1,16842,4218-1-4-121,00.html. or at the church library). It is the story of Caroline and Mary Elizabeth Rollins that ties in with the “From the Life of Joseph Smith” section. You can show this picture and briefly tell the story and then ask, “What aspect of the gospel did these girls understand to be very important?” and then go to page 195 4th paragraph and continue from there. Sometimes it is very useful to use the great stories of pioneer time to help teach, but it is a real time tradeoff. Now have students look through the whole section “God has always guided His people and His Church through revelation” and find passages that describe how important revelation is in the Church. Give time for them to share what they have found.
It is clear that revelation is important, but for us personally there is something that is equally important. Have someone read the last paragraph of the chapter on page 203 to find out what is so important. (That we follow the revelations.) Have someone or multiple people read the 2nd-4th paragraphs on page 202. Make note of all the ways that revelation is regarded in these paragraphs. “Why is there often such a negative view of revelation?” “What is the easiest way to show that we don’t believe what is being revealed through the prophets?” (to not live what they say.)
Application
“What are some of the modern revelations that we have?” “Would our response to these revelations put us in the same category as the people in paragraph 1 on page 201?” “Think of one thing that the prophets are asking us to do, believing that what the prophets ask us to do is revelation from God, that you have to do better at.” (If I were teaching this lesson I would probably focus on the vast amount of revelation that has come in recent years regarding our responsibilities to our families and ask how the class is doing compared to what is being asked. Elder M Russell Ballard’s talk from April 2008 conference would be ideal as he gives a few things for men and women to work on in order to strengthen our families. The link to his talk is http://lds.org/conference/talk/display/0,5232,23-1-851-37,00.html. The Proclamation is another good one to show what is expected so we know what we need to be doing.)
Wednesday, August 13, 2008
Thursday, August 7, 2008
Lesson 30 Alma 40-42. Alma and Corianton
Alma and Corianton
Attention Activity
This activity works best if you can get the students up and moving. If it isn’t possible due to the size of the class, just have them stand up for one option and stay seated for the other option and have them make note of the people that are either standing or sitting with them. Tell the students to stand all together in one group and as you call out different choices to have them go to one side or the other. Point which side you would like them to group themselves with, and there are only two choices. Male/Female, Country music/Non-Country music, Utah Born/Non-Utah Born, Over 5’8”/Under 5’8”, etc. There are so many different things to do and the more local you make it the more fun it can be. In Utah you might do “BYU fan/Utah fan.” In California it might be “USC fan/UCLA fan/” Make it fun for the age group and the location you are in. Do this a number of times and then ask, “What are the advantages of being around people that are similar to you in some way?” (There are many answers here, try and get to the point that we usually feel more comfortable around people that are like us.)
Class Discussion
“Today we are going to talk about another separation that will happen that will put us with a lot of people that are very similar to us. Turn to Alma 40:11-14 and find two things. First, what is the criteria for the separation and second what are the living conditions during the separation.” This lesson is all about what happens after we die. Explain that this chapter is all about life in the spirit world. There is a general separation as we wait for the resurrection, but that isn’t the end of things, just a waiting period for the resurrection and judgment. (If you have a drawing of the plan of salvation it might be helpful to display it during this lesson.)
“The next question that Corianton has is what will happen at the resurrection. Chapter 41 isn’t very long. Scan the whole chapter and be ready to discuss what determines state of being following the resurrection.” Give the students a few minutes and then ask for specific verses that teach us what the answer is. The answer is best found in Bruce R. McConkie’s quote, “The resurrection is a restoration, both a restoration of body and spirit and a restoration to the individual of the same mental and spiritual acquirements and attitudes he had in this life” (Mormon Doctrine, 2nd ed. [1966], 641).
Before moving on make sure the students understand the doctrine of this chapter, maybe best taught in verse 10 and 12-13 that we will be restored to what we were like here and that will determine our happiness now and for eternity.
The real question that Alma then is trying to answer is how do we get to the level of happiness and righteousness that he describes in Alma 41. The answer is in Alma 42.
Break the class into three groups. Have one group count every time Alma mentions the word “law” in chapter 42, one group count the word “justice” and the other group the word “mercy.” Verses 14-24 teaches the relationship between these three words as well as anywhere in the scriptures. It might be beneficial if you have time (and attention) to read through this whole section stopping to talk along the way. (A fun way to read a long section like this is to have one student read and then call on whoever they want to read next.) Make sure the students come to the understanding that we are in a fallen state because of breaking the law. The justice of God would not then allow us to come into his presence, but instead leave us miserable forever. God knew this and most emphatically didn’t want it to happen! So he sent his Son to accomplish the atonement and bring mercy into the equation so that the “truly penitent are saved” This verse also gives us the...
Application
“What is it that Alma wanted Corianton to do?” (verses 30-31) You might explain that Alma is both Corianton’s father and the prophet. A good application question here is “If the prophet were speaking to you, what would he say to you in verse 31?” Have them write it down. You could have them look at the end of verse 4 if they need some help. Three simple words, “repent and serve.” Another good question to have them write an answer down for is, “What do I need to repent of and who do I need to serve?” Encourage them to be specific so as to make it applicable to them personally.
Additional Reading
Another place this topic is taught extremely well is in D&C 88:22-31. If we want to live in the celestial kingdom, we have to live the celestial law. You might want to take students there during your conversation of Alma 42. It is a good tie in to the attention activity by talking about how we could make it possible to have Christ standing in the same group that we are standing in. The way to do that is to live the celestial law, just like he does.
Attention Activity
This activity works best if you can get the students up and moving. If it isn’t possible due to the size of the class, just have them stand up for one option and stay seated for the other option and have them make note of the people that are either standing or sitting with them. Tell the students to stand all together in one group and as you call out different choices to have them go to one side or the other. Point which side you would like them to group themselves with, and there are only two choices. Male/Female, Country music/Non-Country music, Utah Born/Non-Utah Born, Over 5’8”/Under 5’8”, etc. There are so many different things to do and the more local you make it the more fun it can be. In Utah you might do “BYU fan/Utah fan.” In California it might be “USC fan/UCLA fan/” Make it fun for the age group and the location you are in. Do this a number of times and then ask, “What are the advantages of being around people that are similar to you in some way?” (There are many answers here, try and get to the point that we usually feel more comfortable around people that are like us.)
Class Discussion
“Today we are going to talk about another separation that will happen that will put us with a lot of people that are very similar to us. Turn to Alma 40:11-14 and find two things. First, what is the criteria for the separation and second what are the living conditions during the separation.” This lesson is all about what happens after we die. Explain that this chapter is all about life in the spirit world. There is a general separation as we wait for the resurrection, but that isn’t the end of things, just a waiting period for the resurrection and judgment. (If you have a drawing of the plan of salvation it might be helpful to display it during this lesson.)
“The next question that Corianton has is what will happen at the resurrection. Chapter 41 isn’t very long. Scan the whole chapter and be ready to discuss what determines state of being following the resurrection.” Give the students a few minutes and then ask for specific verses that teach us what the answer is. The answer is best found in Bruce R. McConkie’s quote, “The resurrection is a restoration, both a restoration of body and spirit and a restoration to the individual of the same mental and spiritual acquirements and attitudes he had in this life” (Mormon Doctrine, 2nd ed. [1966], 641).
Before moving on make sure the students understand the doctrine of this chapter, maybe best taught in verse 10 and 12-13 that we will be restored to what we were like here and that will determine our happiness now and for eternity.
The real question that Alma then is trying to answer is how do we get to the level of happiness and righteousness that he describes in Alma 41. The answer is in Alma 42.
Break the class into three groups. Have one group count every time Alma mentions the word “law” in chapter 42, one group count the word “justice” and the other group the word “mercy.” Verses 14-24 teaches the relationship between these three words as well as anywhere in the scriptures. It might be beneficial if you have time (and attention) to read through this whole section stopping to talk along the way. (A fun way to read a long section like this is to have one student read and then call on whoever they want to read next.) Make sure the students come to the understanding that we are in a fallen state because of breaking the law. The justice of God would not then allow us to come into his presence, but instead leave us miserable forever. God knew this and most emphatically didn’t want it to happen! So he sent his Son to accomplish the atonement and bring mercy into the equation so that the “truly penitent are saved” This verse also gives us the...
Application
“What is it that Alma wanted Corianton to do?” (verses 30-31) You might explain that Alma is both Corianton’s father and the prophet. A good application question here is “If the prophet were speaking to you, what would he say to you in verse 31?” Have them write it down. You could have them look at the end of verse 4 if they need some help. Three simple words, “repent and serve.” Another good question to have them write an answer down for is, “What do I need to repent of and who do I need to serve?” Encourage them to be specific so as to make it applicable to them personally.
Additional Reading
Another place this topic is taught extremely well is in D&C 88:22-31. If we want to live in the celestial kingdom, we have to live the celestial law. You might want to take students there during your conversation of Alma 42. It is a good tie in to the attention activity by talking about how we could make it possible to have Christ standing in the same group that we are standing in. The way to do that is to live the celestial law, just like he does.
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