Build A Sure Foundation
Principle to Teach:
When we are built on the foundation of Christ’s teachings, we can overcome the temptations of the devil.
Attention Activity:
This activity can be done a few different ways and all of them are equally entertaining. It just depends on how the dynamics of your class work. The idea is to do name that tune using primary songs. You can get a CD of selected primary songs and play a few seconds of the song and have teams in the class try to guess the song the fastest. If you have a piano and someone who can play the piano you can have someone play a few measures of music and have people guess what the song is. Another fun way is to have people come up to the front of the class. Have the title of a few popular primary songs written on 3x5 cards. Have the student randomly pick a primary song from the cards. Then have the volunteer hum the song and see if class members can guess the tune. Again it all depends on if you have a CD, or a piano, or neither. (In my class I will do the humming because I think it is more fun and people can get more involved.) Do a few songs and make sure to finish with “The Wise Man and the Foolish Man.” (Primary Song Book #281) Explain to the class that we are going to talk about the critical doctrine that is taught in this great primary song.
Ask class members, “Based on the scriptures what is the difference between the wise man and the foolish man?” (Have students look in 3 Nephi 14:24-27 if they need assistance. The answer is that the wise man listens and does what the Savior says.)
Ask the class, “What simple answer did the Savior give when he was asked what the greatest commandment was?” (Matt 22:37-39)
Class Discussion:
Today we are going to talk about building on that rock by following these two great commandments. We are going to look at both a bad example and a good example.
The bad example is in Helaman 1:2-3. Look and find what is happening during these verses. (A new chief judge is going to be elected and three of his sons want to be chief judge.) Have class members cross out each of the names in verse three. Under Pahoran write the number “9” under Paanchi write the number “8” and under Pacumeni write the number “21.” Now have students look in those verses to see what happens to the people in that verse. (Each of the sons is killed in the verse listed.) “What lead to the death of each of these three sons?” Have students look in verse 4 to discover that it was contention over who should be chief judge. (In the case of Pacumeni, the dissention lead to the people being distracted and unprepared for the Lamanites when they came to battle, as shown in verse 18). Talk with the class about what this chapter teaches about why God considers how we treat others to be so important. What effect does our actions toward family or friends have on the group? How different would the chapter be in we could just change verse 4? How does this kind of action toward others get us off the solid foundation of our lives, that rock we heard sung about earlier?
Now we will talk about our love of God in a good example. Now share the quote from Elder Spencer W. Kimball found in the “Additional Teaching Ideas” section from the teacher’s manual. It is fun to give them the first part of the quote up until he says the word remember and see if they can guess what they think a prophet would say is the most important word in the dictionary. Have class members mark the work “remember” in verses 6, 9, 10, 12, and 14. Have them look for things that Lehi and Nephi are supposed to remember that will help them be firmly built on the rock of Christ. Make sure to spend enough time with verse 12. Have students share how the things listed in this chapter have helped to bring stability and happiness to their lives.
Application:
What changes have we seen that the Nephites needed to make in these chapters? What were they doing rather well at? Now, what do you need to change and what are you doing rather well at? Have students write down an answer.
Tuesday, August 26, 2008
Saturday, August 23, 2008
For Your Consideration
If you are new to my blog please check out the "Note" and "Purpose" entries on my blog so you know more about the what's and why's of my blog. Also, please leave some comments about what you like or dislike about the lesson ideas. Please tell us how your lessons went and what methods you used to teach. Thank you for visiting. If you like the ideas, please pass them on so more people can share ideas.
Friday, August 22, 2008
Lesson #32 Alma 53-63. 2000Stripling Warriors
2000 Stripling Warriors
Principle to Teach
If we choose to follow the commandments, we will always be saved—physically and/or spiritually.
Attention Activity
Write on the board “If I_______________________
God will ___________________”
Have students come up with as many ideas as they can as to how to fill in the blanks here. You can play it as a game if you need a little spark to get the class going or just do it as a class discussion if the class needs no priming to get them to start talking. My class needs some help getting started at the beginning of class. Even if I say it is a game they won’t really get into it. So, what I will do is to give each student a piece of paper and ask them to write down three ideas. Then have them get with a few other students and have them share with each other what they wrote. Then have each group say a few that they like. You can also turn it into a game once they get into groups by having them total up the number of different quality responses that they have and seeing which group has the most. This allows each student to be involved and gets them talking with each other. Just don’t give them too much time in a group so that they end up talking about Saturday night! A great teacher told me in group work you want to leave them wanting not waiting.
Here are a few scriptures that you may want to use to prime the pump:
Malachi 3:8-10 (If I pay my tithing, then God will pour out blessings)
D&C 82:10 (If I do what God says, then God is bound to bless me.)
Moroni 10:3-5 (If I read, ponder, and pray, then God will reveal truth to me.)
1 Nephi 3:7 (If I keep the commandments, then God will open a way.)
Class Discussion
Ask the class, “How do we finish this statement when we are talking about the 2000 Stripling Warriors?” Get a few answers. If you don’t get, “If I keep the commandments then God will protect me.” Either suggest that or give the class the first half of the statement and see what they think the second half is to finish it.
First we will discuss the first half of that statement. Have the following list on the board or on a handout. Tell class that this is a list of verses that describe the 2000 Stripling Warriors. Give the class time to look up the scriptures and find one that they like more than the other and be prepared to share what they like and why.
a. “They were exceedingly valiant for courage” (Alma 53:20).
b. “They were … true at all times in whatsoever thing they were entrusted” (Alma 53:20).
c. “They were men of truth and soberness” (Alma 53:21).
d. They had “exceeding faith in that which they had been taught to believe” (Alma 57:26).
e. They “put their trust in God continually” (Alma 57:27).
f. They “[stood] fast in that liberty wherewith God [had] made them free” (Alma 58:40).
g. They were “strict to remember the Lord their God from day to day” (Alma 58:40).
h. They kept God’s “statutes, and his judgments, and his commandments continually” (Alma 58:40).
i. “Their faith [was] strong in the prophecies” (Alma 58:40).
Again this can be a individual activity or a group activity depending on what you feel would be best for your class.
After talking about what your students like and discussing the incredible faith and obedience of the stripling warriors, we will now move to the second half of the statement.
Have students read Alma 56:56 to find the second half of this statement. Once the students discover that the Lord protects the stripling warriors the story become more interesting. Now look back at verses 49-51 and see what had happened to Antipus and his army. Ask the students, “Why did Antipus’ army have people die and the stripling warriors didn’t? Were Antipus and his army wicked?”
Share the following quote from M. Russell Ballard:
In this imperfect world, bad things sometimes happen. Much adversity is man-made. Men’s hearts turn cold, and the spirit of Satan controls their actions. At times we will be affected adversely by the way other people choose to exercise their agency. Our Heavenly Father feels so strongly about protecting our agency that he allows his children to exercise it, either for good or for evil. We mortals have a limited view of life from the eternal perspective. But if we know and understand Heavenly Father’s plan, we realize that dealing with adversity is one of the chief ways we are tested. Our faith in our Heavenly Father and his beloved Son, Jesus Christ, is the source of inner strength. Through faith we can find peace, comfort, and the courage to endure. As we trust in God and his plan for our happiness with all our hearts and lean not unto our own understanding (see Prov. 3:5), hope is born. Hope grows out of faith and gives meaning and purpose to all we do. It can give us comfort in the face of adversity, strength in times of trial, and peace when we have reason for doubt or anguish.
M. Russell Ballard, “Answers to Life’s Questions,” Ensign, May 1995, 22
Point out that the protection of the 2000 Stripling Warriors is truly miraculous, and truly a sign of the love and power of God. Discuss with the class how sometimes the protection of the Lord comes after this life. Ask what is the greatest thing that the Lord helps to protect us from. (Make sure that they understand that physical death is not as dangerous to us as spiritual death is. So even though they died they were still protected by the Lord.
Application
Ask students, “How have you felt as you have been either spiritually or physically protected by the Lord?” (A teaching note here. When you ask this question there is going to be silence. Never be afraid of silence as a teacher. This is a thinking question. If you get automatic answers all the time it might mean that the students aren’t having to think much. So give them some time to think. You might need to get things started by asking it this way, “Let me share a experience I have had where the Lord has protected me. As I am sharing I want you to be thinking about how you have felt as you have been protected by the Lord and be ready to share as well.” This gives them time to think. One of the worst things that you can do is ask a question, wait half a second, share your own story and then end it. This just allows the students to sit and not think because they know you will bail them out. Silence can be hard, but let them think for a minute and you can get some great answers.)
Principle to Teach
If we choose to follow the commandments, we will always be saved—physically and/or spiritually.
Attention Activity
Write on the board “If I_______________________
God will ___________________”
Have students come up with as many ideas as they can as to how to fill in the blanks here. You can play it as a game if you need a little spark to get the class going or just do it as a class discussion if the class needs no priming to get them to start talking. My class needs some help getting started at the beginning of class. Even if I say it is a game they won’t really get into it. So, what I will do is to give each student a piece of paper and ask them to write down three ideas. Then have them get with a few other students and have them share with each other what they wrote. Then have each group say a few that they like. You can also turn it into a game once they get into groups by having them total up the number of different quality responses that they have and seeing which group has the most. This allows each student to be involved and gets them talking with each other. Just don’t give them too much time in a group so that they end up talking about Saturday night! A great teacher told me in group work you want to leave them wanting not waiting.
Here are a few scriptures that you may want to use to prime the pump:
Malachi 3:8-10 (If I pay my tithing, then God will pour out blessings)
D&C 82:10 (If I do what God says, then God is bound to bless me.)
Moroni 10:3-5 (If I read, ponder, and pray, then God will reveal truth to me.)
1 Nephi 3:7 (If I keep the commandments, then God will open a way.)
Class Discussion
Ask the class, “How do we finish this statement when we are talking about the 2000 Stripling Warriors?” Get a few answers. If you don’t get, “If I keep the commandments then God will protect me.” Either suggest that or give the class the first half of the statement and see what they think the second half is to finish it.
First we will discuss the first half of that statement. Have the following list on the board or on a handout. Tell class that this is a list of verses that describe the 2000 Stripling Warriors. Give the class time to look up the scriptures and find one that they like more than the other and be prepared to share what they like and why.
a. “They were exceedingly valiant for courage” (Alma 53:20).
b. “They were … true at all times in whatsoever thing they were entrusted” (Alma 53:20).
c. “They were men of truth and soberness” (Alma 53:21).
d. They had “exceeding faith in that which they had been taught to believe” (Alma 57:26).
e. They “put their trust in God continually” (Alma 57:27).
f. They “[stood] fast in that liberty wherewith God [had] made them free” (Alma 58:40).
g. They were “strict to remember the Lord their God from day to day” (Alma 58:40).
h. They kept God’s “statutes, and his judgments, and his commandments continually” (Alma 58:40).
i. “Their faith [was] strong in the prophecies” (Alma 58:40).
Again this can be a individual activity or a group activity depending on what you feel would be best for your class.
After talking about what your students like and discussing the incredible faith and obedience of the stripling warriors, we will now move to the second half of the statement.
Have students read Alma 56:56 to find the second half of this statement. Once the students discover that the Lord protects the stripling warriors the story become more interesting. Now look back at verses 49-51 and see what had happened to Antipus and his army. Ask the students, “Why did Antipus’ army have people die and the stripling warriors didn’t? Were Antipus and his army wicked?”
Share the following quote from M. Russell Ballard:
In this imperfect world, bad things sometimes happen. Much adversity is man-made. Men’s hearts turn cold, and the spirit of Satan controls their actions. At times we will be affected adversely by the way other people choose to exercise their agency. Our Heavenly Father feels so strongly about protecting our agency that he allows his children to exercise it, either for good or for evil. We mortals have a limited view of life from the eternal perspective. But if we know and understand Heavenly Father’s plan, we realize that dealing with adversity is one of the chief ways we are tested. Our faith in our Heavenly Father and his beloved Son, Jesus Christ, is the source of inner strength. Through faith we can find peace, comfort, and the courage to endure. As we trust in God and his plan for our happiness with all our hearts and lean not unto our own understanding (see Prov. 3:5), hope is born. Hope grows out of faith and gives meaning and purpose to all we do. It can give us comfort in the face of adversity, strength in times of trial, and peace when we have reason for doubt or anguish.
M. Russell Ballard, “Answers to Life’s Questions,” Ensign, May 1995, 22
Point out that the protection of the 2000 Stripling Warriors is truly miraculous, and truly a sign of the love and power of God. Discuss with the class how sometimes the protection of the Lord comes after this life. Ask what is the greatest thing that the Lord helps to protect us from. (Make sure that they understand that physical death is not as dangerous to us as spiritual death is. So even though they died they were still protected by the Lord.
Application
Ask students, “How have you felt as you have been either spiritually or physically protected by the Lord?” (A teaching note here. When you ask this question there is going to be silence. Never be afraid of silence as a teacher. This is a thinking question. If you get automatic answers all the time it might mean that the students aren’t having to think much. So give them some time to think. You might need to get things started by asking it this way, “Let me share a experience I have had where the Lord has protected me. As I am sharing I want you to be thinking about how you have felt as you have been protected by the Lord and be ready to share as well.” This gives them time to think. One of the worst things that you can do is ask a question, wait half a second, share your own story and then end it. This just allows the students to sit and not think because they know you will bail them out. Silence can be hard, but let them think for a minute and you can get some great answers.)
Friday, August 15, 2008
Lesson 31 Alma 43-52. Moroni and Amalickiah
Moroni and Amalickiah
Attention Activity
There is a quote that is really central to this lesson it is:
“Your obligation is as serious in your sphere of responsibility as is my obligation in my sphere” (“This Is the Work of the Master,” Ensign, May 1995, 71).
It was said by President Gordon B. Hinckley. There are a lot of different ways to start class. One is to have the words to this quote written out on a few different papers, with one or two words per paper. Then you can have the students try and put it together like a puzzle or for bigger classes you can have some people come up and take a piece of paper and then the class has to try and put them in the right order. Once they have the quote you can also ask who they think said it. (It was also quoted by Elder Uchtdorf in his first conference talk as a member of the Quorum of the Twelve, Ensign, NOV 2004, p. 74. You can also talk about why he would quote that then.)
Class Discussion
The goal of this lesson is to teach that the things that we do affect our own outcomes as well as that of others. Starting with Alma 46:1-7 have students look over the verses and then describe in their own words. (Things were in disarray. People were dissenting away to the Lamanites and Amalickiah was trying to install himself as king.) Now let’s look at what Moroni does about it. “What is the purpose of the Title of Liberty?” “What do verses 16-18 teach us about how to govern in our families?” Read verse 20 and see what Moroni is trying to have the people do. (Enter into a covenant.) Now look in verses 28-41 and see what the status of the people is. (They are now willing to defend their faith and try and spread the gospel to other people.) The real question for this lesson is to have the students understand that the change happened because of what Moroni did. He was just one person and yet his actions led to great change in situations and in others actions. “What does this teach us about what can happen in our families?” “What does this story have to do with the quote from Pres. Hinckley at the beginning of class?”
Now have class members look at Alma 47:1. “What was the state of the Lamanites before Amalickiah got there?” (They were peaceful with themselves and with the Nephites as Amalickiah had to “stir up the Lamanites.”) Now you can lead them through just about any part that you want to in the next few chapters and talk about the effect that Amalickiah has on the condition of the Lamanites, the people around him, and the Nephites. It is just the opposite of the effect that Moroni has. Everything goes bad for everyone that listens to and follows Amalickiah. And yet so many follow him. “Why do you think people are willing to follow him when bad things happen to those that do?” “How have you seen these contrasting effects in your own life/family?”
Application
Hopefully your class understands that their lives influence others. Have them share what they feel they can do to have a positive impact on their families/communities. The important thing to point out is that what Moroni did wasn’t necessarily popular or what others were doing, it was just what was right. So even if others in a student’s family aren’t doing what is right, they can still have a huge impact. It is also helpful here or earlier in the lesson to point out that not everyone’s sphere of influence is as big as Moroni’s was. We just have to work to do what we can in the sphere we are placed in—most importantly in our own families.
Attention Activity
There is a quote that is really central to this lesson it is:
“Your obligation is as serious in your sphere of responsibility as is my obligation in my sphere” (“This Is the Work of the Master,” Ensign, May 1995, 71).
It was said by President Gordon B. Hinckley. There are a lot of different ways to start class. One is to have the words to this quote written out on a few different papers, with one or two words per paper. Then you can have the students try and put it together like a puzzle or for bigger classes you can have some people come up and take a piece of paper and then the class has to try and put them in the right order. Once they have the quote you can also ask who they think said it. (It was also quoted by Elder Uchtdorf in his first conference talk as a member of the Quorum of the Twelve, Ensign, NOV 2004, p. 74. You can also talk about why he would quote that then.)
Class Discussion
The goal of this lesson is to teach that the things that we do affect our own outcomes as well as that of others. Starting with Alma 46:1-7 have students look over the verses and then describe in their own words. (Things were in disarray. People were dissenting away to the Lamanites and Amalickiah was trying to install himself as king.) Now let’s look at what Moroni does about it. “What is the purpose of the Title of Liberty?” “What do verses 16-18 teach us about how to govern in our families?” Read verse 20 and see what Moroni is trying to have the people do. (Enter into a covenant.) Now look in verses 28-41 and see what the status of the people is. (They are now willing to defend their faith and try and spread the gospel to other people.) The real question for this lesson is to have the students understand that the change happened because of what Moroni did. He was just one person and yet his actions led to great change in situations and in others actions. “What does this teach us about what can happen in our families?” “What does this story have to do with the quote from Pres. Hinckley at the beginning of class?”
Now have class members look at Alma 47:1. “What was the state of the Lamanites before Amalickiah got there?” (They were peaceful with themselves and with the Nephites as Amalickiah had to “stir up the Lamanites.”) Now you can lead them through just about any part that you want to in the next few chapters and talk about the effect that Amalickiah has on the condition of the Lamanites, the people around him, and the Nephites. It is just the opposite of the effect that Moroni has. Everything goes bad for everyone that listens to and follows Amalickiah. And yet so many follow him. “Why do you think people are willing to follow him when bad things happen to those that do?” “How have you seen these contrasting effects in your own life/family?”
Application
Hopefully your class understands that their lives influence others. Have them share what they feel they can do to have a positive impact on their families/communities. The important thing to point out is that what Moroni did wasn’t necessarily popular or what others were doing, it was just what was right. So even if others in a student’s family aren’t doing what is right, they can still have a huge impact. It is also helpful here or earlier in the lesson to point out that not everyone’s sphere of influence is as big as Moroni’s was. We just have to work to do what we can in the sphere we are placed in—most importantly in our own families.
Wednesday, August 13, 2008
Teaching of the Presidents of the Church. Revelation and The Living Prophet
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.)
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.)
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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