John 1:1–3. Jesus Christ was a member of the Godhead before He came to earth. (15–20 minutes)Author: The Gospel of John is an intimate testimony of Jesus Christ written by one of His most trusted and beloved servants and disciples. John, like Matthew, was one of the Lord’s original Twelve Apostles and so was a special witness to the acts and teachings in his Gospel. John and James were sons of Zebedee and, like Simon Peter, were fishermen who left all when Jesus called them (see Mark 1:19–20; Luke 5:10–11). Jesus referred to the brothers as the Sons of Thunder (see Mark 3:17). John and James were two of the Apostles Jesus appointed “to take the keys of presidency. Peter, James, and John acted as the First Presidency of the Church in their day” (Joseph Fielding Smith, Doctrines of Salvation, comp. Bruce R. McConkie, 3 vols. [1954–56], 3:152). These three were with the Lord at the raising of Jairus’s daughter, at the Transfiguration, and in Gethsemane. In his testimony, John refers to himself as “the disciple whom Jesus loved” (John 21:20; see also John 13:23; 19:26; 20:2; 21:7). The Book of Mormon and the Doctrine and Covenants refer to John’s role as a revelator and a restorer of the priesthood in the latter days (see 1 Nephi 14:18–27; Ether 4:16; D&C 7; 27:12; 77; see also Bible Dictionary, “John,” p. 715).
Audience: Elder Bruce R. McConkie wrote, “The gospel of John is the account for the Saints; it is pre-eminently the gospel for the Church, for those who understand the scriptures and their symbolisms and who are concerned with spiritual and eternal things” (Mormon Doctrine, 336).
Historical Background: Few agree as to when the Gospel of John was written. As one Latter-day Saint educator wrote, “Attractive arguments can be put forth for a [late first century] dating of John, but they are not sufficiently strong or decisive to rule out the possibility of an early date, perhaps even as early as A.D. 35 to 45” (C. Wilford Griggs, “The Testimony of John,” in Studies in Scripture: Volume Five, the Gospels, 111). Some believe John wrote his Gospel at Ephesus some time after the destruction of Jerusalem.
Unique Features: Of the four Gospels, John has the most unique material, being about 92 percent exclusive (see Bible Dictionary, “Gospels,” p. 683). The chart below summarizes some of the differences between John’s book and the other Gospels.
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Matthew, Mark, and Luke |
John |
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Focus on Jesus’ ministry around Galilee. |
Focuses on Jesus’ ministry around Judea. |
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Emphasize Jesus as the Son of David (the Messiah). |
Emphasizes Jesus as the Son of God. |
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Accent the establishment of the Church and its priesthood. |
Accents truths for Church members. |
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Emphasize chronological events. |
Emphasizes the spiritual message of events. |
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Jesus’ sayings generally short. |
More often includes long discourses of Jesus. |
Theme: John declared that his purpose in recording his testimony was “that ye might believe that Jesus is the Christ, the Son of God; and that believing ye might have life through his name” (John 20:31).
John began his testimony in a different manner than other Gospel writers. Rather than starting with Jesus’ genealogy, Annunciation, and birth, John focused on the premortal Christ as the “Word of God” and divine Creator. John 1 summarizes many of the themes developed in the rest of the book. It testifies of Jesus Christ’s divinity and His central role in our Heavenly Father’s plan.
Prayerfully study John 1 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 1.
John 1:1–3. Jesus Christ was a member of the Godhead before He came to earth. (15–20 minutes)
Take a baseball (or other ball of a popular sport in your area) to class. Ask:
Have students read John 1:1–3 looking for who is described. Ask: How does knowing this history increase our understanding of His importance?
Give students the following true-false test to help them understand the Lord’s premortal greatness.
Correct the quizzes with the class (all the statements are true) and discuss any questions they have. Share the following quotation from Elder James E. Talmage:
“We claim scriptural authority for the assertion that Jesus Christ was and is God the Creator, the God who revealed Himself to Adam, Enoch, and all the antediluvial patriarchs and prophets down to Noah; the God of Abraham, Isaac and Jacob; the God of Israel as a united people, and the God of Ephraim and Judah after the disruption of the Hebrew nation; the God who made Himself known to the prophets from Moses to Malachi; the God of the Old Testament record; and the God of the Nephites. We affirm that Jesus Christ was and is Jehovah, the Eternal One” (Jesus the Christ, 32).
Ask students: Why do you think the Creator of the world would choose to come into mortality as a baby born in a humble manger? Have students read 1 Nephi 11:14–22 and share their feelings about God’s love as shown in the birth of Jesus Christ.
John 1–3. The Lord’s titles teach us about His life and mission. (25–30 minutes)
Bring a loaf of bread, a lightbulb, a glass of water, and a rock to class. Ask: How are each of these objects symbolic of the life of Christ? (You could use John 4:10–15; 6:48; 8:12; Jeremiah 2:13; and Helaman 5:12 to show how these objects can symbolize Christ.)
Have students read John 1:1–3, 14; the Joseph Smith Translation of John 1:1–3, 14; and Doctrine and Covenants 93:8–10, looking for why John calls Jesus Christ “the Word.” (Possible answers include that Jesus is the “messenger of salvation” [D&C 93:8], that He personifies the gospel, that He carries out the word of the Father, and that He created the earth under the direction, or word, of the Father.) Have students look quickly through the first three chapters of the Gospel of John searching for titles for Jesus Christ, and write them on the board. (The following list is included for your convenience and is not comprehensive.)
Encourage students to watch for titles of Jesus as they study the New Testament and consider what each one teaches about the life and mission of the Savior.
John chapters 2–3 mark the end of Jesus’ years of preparation and the beginning of His public ministry. At a wedding feast in Cana of Galilee, Jesus performed His first public miracle by turning water into wine. Afterwards He traveled with His family and disciples to Capernaum and then proceeded south to Jerusalem for Passover. There He cast “the changers of money” out of the temple, charging them with making “my Father’s house an house of merchandise” (John 2:14–16). Soon thereafter, Nicodemus, a noted Pharisee and leader among the Jews, sought an audience with the Savior. Of all the truths Jesus taught during His ministry, it is interesting to ponder what He said in one of His first interviews.
Prayerfully study John 2–3 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 2–3.
John 2:1–11. Through His example, Christ showed that we should honor and obey our earthly parents in righteousness. (10–15 minutes)
Ask students:
Have students read John 2:3–4 looking for how respectful Jesus Christ was of His mother. Refer them to the Joseph Smith Translation change in footnote 4a and ask: How does this change affect our understanding of how respectful Jesus was to His mother? Read the statement by Elder James E. Talmage in the commentary for John 2:4 in The Life and Teachings of Jesus and His Apostles (p. 29, right column). Help students understand that Jesus Christ set an example by never referring to His mother disrespectfully. Encourage students to do the same.
(Note: Avoid speculation as to whose marriage took place at this time. Also, this is not an appropriate block for a lesson on the Word of Wisdom. The miracle of turning the water to wine occurred in the first century A.D., while the Word of Wisdom was not given by the Lord until 1833.)
John 2:12–25. Events in the life and ministry of the Savior played an essential role in the plan of salvation. (25–30 minutes)
Write the accompanying chart on the board, but leave off the scripture references.
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Jesus’ Words and Actions:
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Give the students the scripture references in random order. Have them read the references looking for how each shows Jesus preparing for the Atonement. With your students, match the references to the four events and add them to the chart.
Discuss how these events led the Savior to the Garden of Gethsemane, the cross, the tomb, and His Resurrection. Stress to students that Jesus came to earth to accomplish the Atonement, and that all the events of His life led to this event.
Point out that Jesus’ entire life was dedicated to accomplishing the will of Heavenly Father (see John 5:30). Ask:
Encourage students to live their lives in such a way that they can appreciate and qualify for the blessings of the Atonement of Jesus Christ.
John 3:5 (Scripture Mastery). We must be spiritually born of God, changed from our fallen state to a state of righteousness. (25 minutes)
Hold up a picture of a newborn baby and ask:
Have students read John 3:3–7, and ask:
Explain that when the Savior used the phrases “born again” and “born of the Spirit,” He was comparing baptism and spiritual rebirth to physical birth (see also Hebrews 12:9; Moses 6:59–60). If it would be helpful, draw this chart on the board and discuss it with the class. Ask students if they can add to the list.
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Physical Birth |
Spiritual Birth |
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Our mortal life begins. |
We begin a new life in Christ. |
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We inherit physical and mental traits and material things from our parents. |
Christ becomes our Father and we receive a spiritual inheritance from Him. |
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In many cultures we receive our father’s name. |
We receive the name of Christ. |
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We can become like our parents. |
We begin our progression towards becoming like our Father in Heaven. |
Invite students to read and cross-reference Alma 5:14 and Mosiah 5:2 and look for changes that accompany being born again. If any of your students would feel comfortable doing so, invite them to testify of changes that happened in their lives at the time of their baptism or conversion.
Testify to your students that we all need to be born of the Spirit. Express to them the significance of your own baptism and the value of the gift of the Holy Ghost in your life.
John 3:8–13. We must be born of the Spirit to enter the kingdom of God. (25–30 minutes)
Have students observe or reflect on the effects of a breeze on a windy day. Have students read John 3:8 looking for how the wind compares to being born of the Spirit. Ask: How did Jesus say they are alike? If desired, use the accompanying diagram to help your discussion:
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Wind |
Influence of Spirit |
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We can’t see it with our eyes. |
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| [click for scalable version] |
Have students read John 3:9–10, and ask:
Testify that although the effects of the Spirit can be as hard to describe as the wind, they are real. We can all be born of the Spirit if we follow the Lord’s example.
John 3:28–30 (see also Matthew 3:11–15; Mark 1:7–8; Luke 3:15–16). John the Baptist’s humility and understanding of who he was helped him focus on his mission of testifying of the Savior. (25–30 minutes)
Draw the following diagram on the board.
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| [click for scalable version] |
Have students read John 3:28–30, and ask: According to these verses, what could these two lines represent? (The line that rises represents the Savior’s renown among men; the line that falls represents John the Baptist’s.)
Ask students to read John 1:19–36; 5:33–36; 10:41, and ask:
Testify to the truth that salvation is only in Jesus Christ. Explain that John the Baptist understood this. He had a valuable role as forerunner of the Messiah, but he humbled himself before the Lord. We need to do the same.
Have you ever been so thirsty you would willingly give all that you have for some cool, thirst-quenching water? In the land where Jesus walked, water was scarce and precious, and wars have been fought to secure it. Prophets used the imagery of water to suggest the source of eternal life (see Isaiah 8:6; 12:3; 44:3; 55:1; Jeremiah 2:13; Zechariah 14:8). Jesus opened His public ministry by miraculously changing water to wine (see John 2:1–11). He taught Nicodemus that we must be born of water (see John 3:1–7). He taught the woman of Samaria that He offered “living water” that would lead to “everlasting life” (John 4:10, 14; see vv. 5–14). The sick man near the pool of Bethesda discovered that healing was not in the actual pool of water but in the Savior (see John 5:1–15). John 4–5 reveals from what source those who thirst for truth and righteousness can be filled.
Prayerfully study John 4–5 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 4–5.
John 4–5. Knowing the places where Jesus walked can help us remember His life. (20–25 minutes)
Ask students:
Explain that the same thing could be said for Jesus’ mortal ministry. Have the students locate the following places on Bible maps 11 and 12:
Have students scan the following references looking for the significant events that occurred in each of these places:
After discussing the places and events briefly, explain that knowing the geography of Jesus’ mortal ministry can help us remember His life.
John 4:5–30, 39–42. Christ will nourish us spiritually if we love Him and keep His commandments. (15–20 minutes)
Bring a glass and a clear pitcher of ice water to class. Hold it up and invite someone to take a drink. Ask: What is the value of water in our lives? (It helps sustain life, it refreshes and cools, it quenches thirst.)
Have students read John 4:5–30, 39–42 looking for words or details related to water and thirst, and invite them to share their findings. (Answers might include “sixth hour” [noon—hot time of day; v. 6], “well” [v. 6], “drink” [v. 7], “living water” [v. 10], “nothing to draw [up the water] with” [v. 11], “thirst” [vv. 13–14], “springing up” [v. 14], “waterpot” [v. 28].)
Ask:
Explain to the students that water is life, especially to people in an arid climate like Palestine’s. Without water, plants, animals, and people die. Point out that those who live in sin or who do not have the gospel are like hot, thirsty land without water. They need the living water of the gospel to restore their spiritual life.
John 5:25, 27–30. Those who died without hearing the gospel will have a chance to receive it in the spirit world. (20–25 minutes)
Ask students:
Have students read John 5:25–30.
You may want to cross-reference this phrase to Doctrine and Covenants 1:37–38. Point out that when we listen to God’s servants, it is the same as listening to Him.
Have students quietly read Doctrine and Covenants 138:1–19, 29–31, 57. When they finish, ask: How could this revelation bring peace to someone who has lost a loved one?
Have the students create a scripture chain by cross-referencing the first scripture on the following list to the second, the second to the third, and so on to the end, and then cross-referencing the last scripture to the first.
Close with the question: What does it tell us about our Heavenly Father to know that He provides a way for all to hear and understand the gospel?
John 5:31–40. Jesus respected and obeyed the law of witnesses. (20–25 minutes)
Prior to class put an unshelled nut in a paper bag. Tell the students you have in the bag something that has never been seen before by the human eye. Invite a student the class trusts to look in the bag and tell whether what you said is true. (If the student is not sure, whisper that the inside of the nut has never been seen by the human eye.) Ask the class if they believe the student. Invite another student to come forward and look in the bag. Have this student affirm the testimony of the first. Ask the class how many believe now. Show the class the nut and explain how the inside has never been seen by the human eye. Ask: Does it help to have more than one witness to confirm a testimony?
(Note: If you used the teaching suggestion for Matthew 16:1–4 [pp. 41–42], which includes a similar object lesson, you could do something like the following instead. Arrange in advance for a student to report some surprising piece of news to the class. This might be something you learned from a news broadcast that the students wouldn’t have had a chance to hear, or perhaps something unusual that happened to the student that he or she hasn’t told others. Arrange for a second student to confirm the story.)
Have a student read Deuteronomy 19:15. Explain that the law of witnesses is ancient and is spoken of in several passages in the scriptures (see Matthew 18:16; 2 Corinthians 13:1; Ether 5:4; D&C 6:28). Write the following chart on the board to identify the witnesses Jesus cites in John 5:31–40, leaving the “Witness” column blank.
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Scripture Reference |
Witness |
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Jesus Himself |
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John the Baptist |
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Jesus’ works |
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The Father |
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The scriptures |
Choose a student to read the first scripture in the “Scripture Reference” column aloud and name the witness mentioned. Write the answer in the “Witness” column, and then pick another student to read the next reference until the chart is done. Ask:
Close by sharing your testimony of Jesus Christ’s divinity.
Consider the following sequence of events: a multitude follows a prophet to a solitary place, Jehovah supplies bread in a miraculous way to feed them, the prophet goes alone into a mountain, the Lord saves His disciples in the course of a miraculous sea crossing, the people murmur and debate among themselves and criticize the prophet, and the prophet delivers a discourse explaining the meaning of these events. This sequence describes the Exodus of Israel from Egypt. It also summarizes the events in John 6. The Gospel of John shows Jesus at the head of a new Exodus, leading His disciples out of the bondage of the world, through the trials of mortality, and on to eternal life.
Prayerfully study John 6 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 6.
John 6. John 6 reflects the same pattern as the Exodus and the plan of salvation. (35–45 minutes)
Read the following statements or write them on the board.
Elder Boyd K. Packer said:
“The plan is worthy of repetition over and over again. Then the purpose of life, the reality of the Redeemer, and the reason for the commandments will stay with them” (The Great Plan of Happiness [address to religious educators at a symposium on the Doctrine and Covenants/Church history, Brigham Young University, 10 Aug. 1993], 3).
President Ezra Taft Benson asked:
“Are we using the messages and the method of teaching found in the . . . scriptures of the Restoration to teach this great plan of the Eternal God?” (in Conference Report, Apr. 1987, 106; or Ensign, May 1987, 84).
Ask students:
Explain that although the scriptures often teach the plan of salvation directly, they also teach it indirectly through the use of symbols, or “types” and “shadows” (see Mosiah 3:15; Moses 6:63).
Have students quickly read the following scriptures: Isaiah 11:11, 15–16; Jeremiah 16:12–15; Acts 3:22–23; Romans 9:17; 1 Corinthians 10:1–6; 1 Nephi 4:1–4; 3 Nephi 20:23. Ask: Why do you think so many different prophets have referred to the ancient Exodus?
The following events of the Exodus are in historical order. Write them on the board in random order and ask the students to put them in the correct order.
Tell students that John 6 has many parallels to the Exodus. The accompanying chart lists a number of them. Make a transparency or handout from the version of the chart in the appendix, which leaves the “New Exodus” column blank (see p. 293), and fill it in as a class.
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Exodus of Israel from Egypt |
A New Exodus (John 6) |
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God led the children of Israel through the wilderness by the Red Sea (see Exodus 13:18). |
A multitude followed Jesus across the Sea of Galilee (see John 6:1–2). |
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Moses “came to the mountain of God” (Exodus 3:1; see also v. 12; 19:1–3). |
Jesus went into a mountain (see John 6:3, 15). |
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Jehovah multiplied signs and wonders (see Exodus 7:3; see also Exodus 7–11). |
Many people followed Jesus because of signs (see John 6:2, 26, 30). |
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The Lord instituted the Feast of the Passover (see Exodus 12). |
It was the time of the Passover (see John 6:4). |
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God gave Israel manna or “bread from heaven” (Exodus 16:4; see vv. 3–35; Deuteronomy 8:3). |
Jesus fed the multitude with five loaves and two fishes (see John 6:5–14). He said, “I am the bread which came down from heaven” (v. 41; see vv. 31–58). |
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The Lord told the people to gather only what they needed each day so nothing was wasted (see Exodus 16:16–30). |
Jesus told the disciples to gather the fragments so that nothing was lost (see John 6:12). |
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The Lord promised to raise up a Prophet like Moses (see Deuteronomy 18:15–18). |
The multitude recognized that Jesus was “that prophet” (John 6:14). |
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The Lord saved the Israelites by parting the Red Sea; they walked through on dry ground (see Exodus 14). The account emphasizes darkness and wind (see vv. 20–21). |
Jesus walked across the Sea of Galilee and saved the disciples from the storm (see John 6:16–21). This account also emphasizes darkness and wind (see vv. 17–18). |
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Israel murmured against the Lord (see Exodus 15:24; 16:8; 17:3; Numbers 11:4–6). |
The multitude murmured against the Lord (see John 6:43, 61, 66). |
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Prophets testified concerning the significance of the Exodus (see Exodus 14:31–15:21; Numbers 20:12; Deuteronomy 4:33, 35; 6; 26:5–9; Isaiah 51:9–16; 52:1–6; 1 Nephi 17; 2 Nephi 25:20; see also D&C 136:22). |
Peter testified that Jesus has the “words of eternal life” (John 6:68; see vv. 66–69). |
Ask: Why do you think John 6 includes so many allusions to events of the Exodus? (Possibly this was a way of making the Jews more open to Jesus’ message, and also of helping them understand the meaning of their history.) Divide the students into three groups and assign each to read one of the following passages looking for events in John 6 that parallel the Exodus and for how we might apply these passages of scripture to ourselves.
Have each group share their findings with the class.
Have a student read aloud 2 Nephi 11:4 and Moses 6:63. According to these verses, which things testify of Christ? Discuss how these verses relate to the Exodus pattern in John 6. Encourage students to be more aware of types and shadows that testify of Jesus Christ as they study the scriptures.
John 6:5–14 (see also Matthew 14:14–21; Mark 6:34–44; Luke 9:11–17). Jesus Christ served because He loved Heavenly Father and all mankind. Our motives are pure when our love for God and our fellowman influences us to keep the commandments. (15–20 minutes)
Relate the following example: Mary awoke late one morning and hurriedly dressed for school. Her bed was left unmade and her room looked as if a tornado had hit it. When she returned in the afternoon, she found her bed made and her room tidy. On her bed was a note: “Dear Mary, You returned so late last evening from your date that I know you must be exhausted. I have cleaned your room and made your bed. I hope you had a good day. Love, Mother.” Ask:
Write Motivation on the board and ask the students to define it. Ask:
Tell the students that Jesus Christ is motivated by His love for Heavenly Father as well as for His spirit brothers and sisters, whereas the crowd was motivated by their desire to get more food and to see signs. Explain that people are often motivated by different things. For example, most of us attend church, but perhaps for different reasons. Ask: What do you think are some reasons people attend church? Write the responses on the board and have the students rank them according to which they feel are the purer motives.
Ask students to consider whether their own motives for doing good ever differ from Christ’s motives. Ask:
Testify that the purer our motives, the more we will follow and become like Christ.
John 6:32–51. Jesus Christ is the Bread of Life. (15–20 minutes)
Bring a fresh loaf of bread to class. Break off a piece for the students to see and smell. Ask: How can Jesus be compared to bread? List responses on the board. (Possible answers include that both offer nourishment and satisfy hunger; both give us life; both are blessings from Heavenly Father; Christ was born in Bethlehem, which means “house of bread.”)
Have students read John 6:32–51 looking for how Jesus compared Himself to manna or “bread from heaven.” Ask:
Have students read the Joseph Smith Translation of John 6:44 to show that one comes to Jesus Christ by doing the Father’s will. Read the following by Elder Bruce R. McConkie:
“We come now to the crowning teaching of the sermon on the bread of life, which is, that men are saved by eating the flesh and drinking the blood of the Son of God. . . .
“The bread of life, of life eternal, living bread, the bread which came down from heaven—such is the language he uses to describe himself; and since his body is one of flesh and blood, to eat the heavensent bread, men must eat his flesh, the flesh he ‘will give for the life of the world,’ the flesh to be broken in his infinite and eternal atoning sacrifice. Knowing what Jesus’ words meant but being wholly unable to understand how they applied to salvation and to the works they must do to gain eternal life, the Jews ‘strove among themselves.’ . . .
“To eat the flesh and drink the blood of the Son of God is, first, to accept him in the most literal and full sense, with no reservation whatever, as the personal offspring in the flesh of the Eternal Father; and, secondly, it is to keep the commandments of the Son by accepting his gospel, joining his Church, and enduring in obedience and righteousness unto the end. Those who by this course eat his flesh and drink his blood shall have eternal life, meaning exaltation in the highest heaven of the celestial world. Speaking of ancient Israel, for instance, Paul says: They ‘did all eat the same spiritual meat; And did all drink the same spiritual drink: for they drank of that spiritual Rock that followed them: and that Rock was Christ.’ (1 Cor. 10:3–4.)” (Mortal Messiah, 2:377–79).
Ask:
Explain that we partake of the bread of life by accepting Jesus as the Christ, joining His Church, keeping His commandments, and enduring in righteousness to the end. If we do this we will never hunger or thirst for spiritual nourishment. However, we need to be continually reminded of our covenants by eating the bread and drinking the water of the sacrament. Read Doctrine and Covenants 20:77 and ask:
Read and discuss the following statement by Elder Melvin J. Ballard:
“I am a witness that there is a spirit attending the administration of the sacrament that warms the soul from head to foot; you feel the wounds of the spirit being healed, and the load being lifted. Comfort and happiness come to the soul that is worthy and truly desirous of partaking of this spiritual food” (in Melvin J. Ballard . . . Crusader for Righteousness [1966], 133).
Sing “While of These Emblems We Partake” (Hymns, no. 174).
Encourage the students to always remember what the sacrament represents when they take it each week.
John 6:60–71. We must resist being offended by the Savior’s teachings and commandments. (20–25 minutes)
Bring a screen or sieve to class and use it to sift some gravel. Or mix some small pebbles or grains of wheat with some flour and use a flour sifter to separate the flour from the large objects. Have students read John 6:66, and ask:
Have students read John 6:67–69 looking for how Peter responded to the Savior’s question, “Will ye also go away?” Testify that Peter was able to answer the way he did because he had a testimony by revelation (see Matthew 16:16–17). Explain that we can only answer the Savior’s question with the strength of Peter’s conviction if we have our own testimony. Such a testimony can only come by revelation, and such a revelation can only come from obedience and prayer. Ask students to ponder, the next time they are in a difficult situation, how they would answer if the Lord were to ask them, “Will ye also go away?”
Have the class sing “Lord, I Would Follow Thee” (Hymns, no. 220). Testify that one of the main purposes of mortality is to be tested. Read Abraham 3:25 and explain that facing challenges is the way we show the Lord that we will do all that He commands us.
John 7–8 takes place in the autumn of the third year of the Lord’s ministry. Like His countrymen, Jesus was planning to attend the Feast of the Tabernacles in Jerusalem. Some of His brethren felt that the festival presented an opportunity for Jesus to make a public declaration of His divine mission (see John 7:4). Jesus rejected the suggestion and delayed His departure for a few days, traveling secretly because the Jewish leaders sought His life (see vv. 8–13). “When the time was come that he should be received up, he stedfastly set his face to go to Jerusalem” (Luke 9:51). He would teach in Judea and Perea again before the crowning events of Gethsemane and Golgotha but would not return to His beloved Galilee until after His Resurrection.
Prayerfully study John 7–8 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 7–8.
John 7:1–9. The love and trust others feel toward us often grow when we live the gospel consistently. (10–15 minutes)
Ask students if they have ever been doubted when telling the truth to those they love. Ask: How did you feel?
Divide the class into two groups. Have one group read John 7:1–9 and summarize it for the class. Have the other group read and summarize Joseph Smith—History 1:48–50. Ask students to contrast the feelings Jesus and Joseph Smith may have had because of the ways their families responded to their testimonies. Read the following statement by Elder Bruce R. McConkie:
“A testimony of the divinity of Christ and of the saving power of his gospel is not bestowed automatically because of family relationship. It comes only by personal obedience to those eternal laws upon which its receipt is [predicated]. In nearly all ages there have been prophets and righteous men whose sons and daughters have forsaken the faith of their fathers and have chosen to walk after the manner of the world.
“Frequent special reference is made to the sons of Joseph and Mary as the ‘brethren’ of Jesus, though in fact they were his half-brothers. (Matt. 12:46; 13:55; John 2:12; Acts 1:14; 1 Cor. 9:5.) Though they were reared in the same household and came under the benign influence of Joseph and Mary, though they were aware of the teachings, ministry, and miracles of Jesus himself, yet these his close relatives had not so far accepted him as the Messiah. However, all of them, apparently, were converted later (Acts 1:14); one of them, identified by Paul as ‘James the Lord’s brother’ (Gal. 1:19), was to minister in the holy apostleship; and yet another, Judas, who calls himself, ‘Jude, the . . . brother of James’ (Jude 1), wrote the epistle of Jude” (Doctrinal New Testament Commentary, 1:437).
Ask: How do you think Jesus ultimately won the trust and belief of His half brothers?
Point out that young people sometimes complain that their parents or other adults do not trust them. Ask: How can we win the trust of those we love? Encourage students to show the same integrity and commitment to the gospel in their lives as Jesus Christ did in His life.
John 7:17 (Scripture Mastery). We can learn the truthfulness of Jesus’ teachings by living them. (20–25 minutes)
Invite the students to imagine that a friend approached them and asked how she could know if the law of tithing was really a commandment of God. Ask: How would you answer such a question? Have students read John 7:17 to find the answer (see also Alma 32:26–42 and 1 John 2:3–6).
Read the following from Elder Loren C. Dunn, a member of the Seventy. Ask students to watch for specific ways John 7:17 applies.
“I am reminded of two young men who came in to see me some months ago. They had been recommended by their priesthood leaders. From the moment they stepped into the office, they began in a very sincere way questioning certain doctrines and teachings and procedures of the Church. . . .
“I asked them finally if their questions perhaps represented the symptoms of their problem and not the cause. Wasn’t their real question whether or not this church is true? Whether or not it is actually the Church of Jesus Christ? And whether or not it is led by divine revelation? The young men agreed that perhaps if they were sure of the answers to these questions, they could take care of the other questions that seemed to arise in their hearts. . . .
“I asked them if they would be interested in a three-month experiment. They said they would try but were not anxious to commit themselves until they found out what I had in mind.
“‘During the next three months will you attend all your church meetings and listen carefully to what is being said. . . .
“‘. . . Will you reinstitute in your personal life prayer, night and morning. . . .’
“I asked them if . . . they would refrain from drinking, smoking, and drugs. . . .
“I asked them if . . . they would resolve to keep themselves morally clean and in harmony with the principles of virtue which the Savior taught. They said they would. And then I suggested they establish a schedule, on their own, during the next three months to read the Book of Mormon from cover to cover—a few pages each day, with a prayer at each reading that the Lord would bless them to know if the book is true and actually from him. They agreed.
“. . . I added, ‘If things go properly, you’ll notice some by-products, such as a growing awareness and concern for your fellowman and greater appreciation and consideration for other people.’ They accepted the challenge and left” (in Conference Report, Apr. 1971, 106–7; or Ensign, June 1971, 81–82).
Discuss how the principles in John 7:17 can be applied to our own lives. Encourage students to privately identify where their own testimony is lacking and try the same three-month experiment to build it.
John 8:1–11. Rather than self-righteously condemning sinners, we should set an example by trying to overcome our own faults. (20–25 minutes)
Place a large stone before the class with the words “the first stone” written on it. Have students read John 8:1–11 looking for how a stone like this fits into the story. Ask:
Give all the students small stones and encourage them to display them in their rooms. (Leave the large stone in a visible place in the classroom for a week or so as a reminder of this lesson.) Encourage students to avoid the sin of judging others and instead to be an example by constantly striving to overcome their own sins.
Tell students that refraining from being judgmental and critical of others is not the same as embracing sin. Read the following from Elder Spencer W. Kimball, then a member of the Quorum of the Twelve:
“Although [God] loves the sinner, he ‘cannot look upon sin with the least degree of allowance.’ (D&C 1:31.) As sinners we will better appreciate his love and kindness if similar abhorrence for sin impels us to transform our lives through repentance” (The Miracle of Forgiveness, 59).
Elder Russell M. Nelson, a member of the Quorum of the Twelve, added:
“I have been impressed to speak on the subject of tolerance—a virtue much needed in our turbulent world. But in discussing this topic, we must recognize at the outset that there is a difference between tolerance and tolerate. Your gracious tolerance for an individual does not grant him or her license to do wrong, nor does your tolerance obligate you to tolerate his or her misdeed. That distinction is fundamental to an understanding of this vital virtue” (in Conference Report, Apr. 1994, 90; or Ensign, May 1994, 69).
Have students reread verse 11 looking for how Jesus felt about the woman and her sins. Discuss any questions they might have concerning the need to love their neighbor while hating sin. Ask for suggestions from the class on how to do this, and write their suggestions on the board. Testify that Jesus Christ is our example. He ate with, socialized with, and loved sinners, but He always made clear His abhorrence of sin.
John 8:31–32. As we seek and follow the truth, we become free from the bondage of sin and error. (20–25 minutes)
Have students read and contrast John 8:31–32 with John 8:34. Draw the following illustration on the board:
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Ask students:
Elder Bruce R. McConkie, expanding on the phrase “the truth shall make you free,” wrote:
“Free from the damning power of false doctrine; free from the bondage of appetite and lust; free from the shackles of sin; free from every evil and corrupt influence and from every restraining and curtailing power; free to go on to the unlimited freedom enjoyed in its fulness only by exalted beings” (Doctrinal New Testament Commentary, 1:456–57).
Ask the students if any of them study music. (Note: If you used the teaching suggestion for Luke 17:1–10 [p. 95], you might want to pick a different talent for this object lesson.) If any of them do, ask: How does practicing a piece of music limit your freedom? (One answer is that practicing can take much time and might not leave enough for other things we’d like to do.) Invite a student with little musical background to play on an instrument a difficult piece you have selected. Ask students:
To further illustrate this point, play a recording of the selection or arrange for an accomplished student to perform it for the class. Allow the music to play long enough for the students to feel the beauty of the composition. Ask:
Explain that knowledge is power if we live according to that knowledge. Not knowing the truth limits our freedom to live the gospel. Sin and ignorance bind us and keep us from becoming what we could be, while obedience to the truth gives us freedom. Ask: What are some examples of how the truth brings us freedom?
John 8:33–59. Jesus Christ plainly testified of His divinity. (20–25 minutes)
Tell the students that in John 7–8 the Savior repeatedly bore witness of His divinity. Divide your class into four groups. Have each group read one of the following scripture blocks: John 7:14–31; John 7:32–53; John 8:12–32; John 8:33–59. Have them note each time the Savior declared who He was, and then invite them to report their findings to the class. Ask: Why do you think Jesus became more open in bearing testimony of Himself as He neared the end of His ministry?
Have students read John 8:58 and cross-reference it to Exodus 3:14. Ask students:
Testify that Jesus Christ is Jehovah, the God of Moses, Abraham, Isaac, and Jacob.
Jesus said, “For judgment I am come into this world, that they which see not might see; and that they which see might be made blind” (John 9:39). One of the paradoxes of the scriptures is that a man born blind came to see that Jesus was the Son of God, while the teachers of the Jews, with all their knowledge of the law of Moses, were blind to Him (see John 9). Jesus said a good shepherd “goeth before” his sheep, “and the sheep follow him: for they know his voice” (John 10:4). How ironic that those claiming to be guardians of the word of God shut their ears to the True Shepherd. John 9–10 helps us understand what we must do to hear the voice of Jesus Christ.
Prayerfully study John 9–10 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 9–10.
John 9:1–5. Illness and tragedy are a necessary part of life’s experiences, not necessarily evidence of sin. (15–20 minutes)
Ask students why they think some people are born with disabilities. (Note: Be sensitive to those in your class who might have disabilities.) Responses may include:
Ask students to read John 9:1–5.
Share the following three statements with students. Elder Neal A. Maxwell, a member of the Quorum of the Twelve, wrote:
“This is a doctrine . . . which reminds us mortals that we do not have all of the data. There are many times when we must withhold judgment and trust God lest we misread, as did Jesus’ disciples when they inquired about the man blind from birth and Jesus gave the immortal reply: ‘Neither hath this man sinned, nor his parents: but that the works of God should be made manifest in him’ (see John 9:1–3)” (But for a Small Moment [1986], 94).
Earlier Elder Maxwell, then a member of the Seventy, wrote:
“There are clearly special cases of individuals with special limitations in life, which we cannot now fathom. Like him who was ‘blind from birth,’ some come to bring glory to God. (John 9:1–2.) We must be exceedingly careful about imputing either wrong causes or wrong rewards to all such. They are in the Lord’s hands and he loves them perfectly. Some of those who have required much waiting upon in this life may be waited upon in the next world—but for the highest of reasons” (Things As They Really Are [1978], 26).
Elder Boyd K. Packer said:
“There has always been in all of humanity a sprinkling of those who are described in the scriptures as the blind, the halt, the lame, the deaf, the withered, the dumb, the impotent folk. We refer to them as having learning or communication disorders, as the hearing or visually impaired, as those with motor or orthopedic limitations. We speak of intellectual or emotional impairment, of retardation, and mental illness. Some suffer from a combination of these, and all of them cannot function without some help. . . .
“. . . It is natural for parents with handicapped children to ask themselves, ‘What did we do wrong?’ The idea that all suffering is somehow the direct result of sin has been taught since ancient times. It is false doctrine. That notion was even accepted by some of the early disciples until the Lord corrected them [see John 9:1–3]. . . .
“There is little room for feelings of guilt in connection with handicaps. Some handicaps may result from carelessness or abuse, and some through addiction of parents. But most of them do not. Afflictions come to the innocent.
“The very purpose for which the world was created, and man introduced to live upon it, requires that the laws of nature operate in cold disregard for human feelings. We must work out our salvation without expecting the laws of nature to be exempted for us. Natural law is, on rare occasions, suspended in a miracle. But mostly our handicapped, like the lame man at the pool of Bethesda, wait endlessly for the moving of the water. . . .
“If healing does not come in mortal life, it will come thereafter. Just as the gorgeous monarch butterfly emerges from a chrysalis, so will spirits emerge [see D&C 138:17; Alma 40:23; 2 Nephi 9:13; 1 Corinthians 15:19]. . . .
“If our view is limited to mortal life, some things become unbearable because they seem so unfair and so permanent. There are doctrines which, if understood, will bring a perspective toward and a composure regarding problems which otherwise have no satisfactory explanation” (in Conference Report, Apr. 1991, 6–8; or Ensign, May 1991, 7–9).
Have students read 1 Samuel 16:7. Ask: Why is it important not to speculate unduly about physical disabilities? Explain that Heavenly Father’s plan is fair and just, and that we cannot always understand reasons for suffering because of our limited mortal perspective. Encourage the students to be more sensitive to others’ disabilities and suffering.
John 9:6–33. The account of the blind man coming to see that Jesus was the Son of God illustrates that testimonies grow with proper care and nourishment. (30–35 minutes)
Ask students if they know anyone who is a convert to the Church. Invite one of them to relate that person’s conversion story. Ask: Why don’t converts understand the entire gospel of Jesus Christ all at once?
Give students a copy of the chart entitled “A Man Born Blind” from the appendix as a handout (p. 286). Have them read the statement from the scriptures in the left column and mark in one of the last three columns who made the statement. Have them look for which individuals grew spiritually and which ones did not.
Ask students why they believe some people grow spiritually and others do not. Have students read and mark the following references: Moroni 7:16–19; Doctrine and Covenants 42:61; 50:23–25; 88:6–13, 67; 93:26–27. Discuss with the class the principles of spiritual growth that are found in these passages. Ask:
Allow any students who would like to share examples with the class to do so. Encourage students to apply the same principles that the man born blind applied—accept and live the truth they are blessed with, and go on to greater knowledge and truth.
John 10:1–5. By following Jesus Christ, the Good Shepherd, we become His sheep. (25–30 minutes)
Play a recording of several familiar voices and ask students to identify the voices. (Or blindfold several members of the class and have them try to identify the voices of different class members.) Some will recognize familiar voices more quickly than others. Ask students:
Explain that it is much the same in recognizing the voice of the Lord. Emphasize that often the “voice” of the Lord is not an audible voice but a “still small voice, which whispereth through and pierceth all things” (D&C 85:6; see also 1 Kings 19:11–12; 1 Nephi 17:45).
Have students read John 10:1–5, and ask: Whose voice do we need to become most familiar with during our mortal life? Explain that how well we know the Lord makes a difference in how well we hear and follow His voice. Have students read John 21:15–17, and ask:
Play a recording of the voice of the President of the Church and have the students identify the voice. Read Doctrine and Covenants 1:37–38 and ask:
Have students read Ezekiel 34:1–5 looking for the importance of taking care of the Lord’s sheep.
Testify to the importance of knowing and hearkening to the voice of the Shepherd as well as striving to be the kind of shepherd that He is.
John 10:1–28 (Scripture Mastery, John 10:16). Jesus is the True Shepherd of Israel. (20–25 minutes)
Display a picture of Jesus as a shepherd or of a shepherd leading his sheep. Invite students to review John 10:1–28 and find ways Jesus Christ is a shepherd. (He knows the names of His sheep, He leads His sheep and they follow Him, He is willing to lay down His life for His sheep, He protects them, He brings all of His sheep together.)
Elder John R. Lasater, a member of the Seventy, related an experience he had that illustrates how well the Good Shepherd knows His sheep:
“Some years ago, it was my privilege to visit the country of Morocco as part of an official United States government delegation. As part of that visit, we were invited to travel some distance into the desert to visit some ruins. Five large black limousines moved across the beautiful Moroccan countryside at considerable speed. I was riding in the third limousine, which had lagged some distance behind the second. As we topped the brow of a hill, we noticed that the limousine in front of us had pulled off to the side of the road. As we drew nearer, I sensed that an accident had occurred and suggested to my driver that we stop. The scene before us has remained with me for these many years.
“An old shepherd, in the long, flowing robes of the Savior’s day, was standing near the limousine in conversation with the driver. Nearby, I noted a small flock of sheep numbering not more than fifteen or twenty. An accident had occurred. The king’s vehicle had struck and injured one of the sheep belonging to the old shepherd. The driver of the vehicle was explaining to him the law of the land. Because the king’s vehicle had injured one of the sheep belonging to the old shepherd, he was now entitled to one hundred times its value at maturity. However, under the same law, the injured sheep must be slain and the meat divided among the people. My interpreter hastily added, ‘But the old shepherd will not accept the money. They never do.’
“Startled, I asked him why. And he added, ‘Because of the love he has for each of his sheep.’ It was then that I noticed the old shepherd reach down, lift the injured lamb in his arms, and place it in a large pouch on the front of his robe. He kept stroking its head, repeating the same word over and over again. When I asked the meaning of the word, I was informed, ‘Oh, he is calling it by name. All of his sheep have a name, for he is their shepherd, and the good shepherds know each one of their sheep by name.’
“It was as my driver predicted. The money was refused, and the old shepherd with his small flock of sheep, with the injured one tucked safely in the pouch on his robe, disappeared into the beautiful deserts of Morocco” (in Conference Report, Apr. 1988, 86–87; or Ensign, May 1988, 74).
Read John 10:16 and ask: What other sheep did Jesus have besides the people in the Jerusalem area? Read 3 Nephi 15:21; 16:1–3; 17:4 and have students cross-reference these verses with John 10:16. Ask:
Testify that God knows and loves each of us individually.
John 10:9, 11, 14, 36. The “I am” statements in the Gospel of John testify that Jesus was the God of the Old Testament. (20–25 minutes)
Ask: If you were speaking at a gathering of important people, how would you like to be introduced? Why?
Have students read Exodus 3:13–14. Ask:
Consider using the following statement by Elder Bruce R. McConkie to help answer this question:
“Christ is the Great I AM, the I AM, the I AM THAT I AM, meaning that he is the Eternal One, the One ‘who is from all eternity to all eternity’ (D. & C. 39:1; Ex. 3:14), the God who is ‘from everlasting to everlasting’ (Ps. 90:2), whose course is one eternal round and who never varies or changes. (1 Ne. 10:17–20.) ‘From eternity to eternity he is the same, and his years never fail’ (D. & C. 76:4), for he is the I AM. When he said to the Jews, for instance, ‘Before Abraham was, I am’ (John 8:58), it was the same as saying, ‘Before Abraham, was I AM, the Everlasting God, he “whose goings forth have been from of old, from everlasting.”’ (Mic. 5:2.)” (Mormon Doctrine, 340).
Divide the class into groups and assign each one or more of the “I am” statements from the following chart. Have each group read the accompanying scriptures looking for how Jesus fulfilled each statement. Have them report to the class, and discuss their findings. (Possible answers are included with the chart.)
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“I Am” Statement |
Fulfillment |
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Jesus Christ gave Himself for us in the Atonement, and He feeds us spiritually. Because of Him we will be resurrected, and if we obey Him we will have eternal life. |
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“I am the light of the world” (John 8:12). |
Jesus Christ is the source of all truth. If we follow His words and example, we will not stumble in the darkness of the world. |
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Jesus Christ protects us like a shepherd at the door of a sheep enclosure. Also no one can enter His kingdom or become part of His fold except through Him. |
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“I am the good shepherd” (John 10:11; see vv. 12–15). |
Jesus Christ leads us. He gave His life for us in the Atonement. He knows each of us individually. |
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“I am the Son of God” (John 10:36). |
Jesus is the Firstborn of the Father’s spirit children (see D&C 93:21) and His Only Begotten Son in the flesh (see John 1:14). Only through Jesus Christ, the literal Son of God, can mankind receive eternal life (see John 20:31). |
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“I am the resurrection, and the life” (John 11:25). |
Through Jesus Christ’s Atonement we can overcome spiritual death. He also gives us the gift of the Resurrection. |
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“I am the way, the truth, and the life” (John 14:6). |
Jesus Christ is the only way to the Father and the source of all truth. He gives us the Resurrection and offers us eternal life. |
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We depend on Jesus Christ for life. Only by following His teachings will we be able to bear fruit. |
Ask students:
Emphasize to the students that Jesus is God the Son, a divine being, and not merely a great person. Help them understand that there is a continuity between the Old and New Testaments and that that continuity is through Jesus Christ and His gospel.
John states that there are “many other signs” that Jesus did “which are not written in this book,” but that “these are written, that ye might believe that Jesus is the Christ” (John 20:30–31). Much of John’s narrative is organized around seven miracles or “signs”: changing water to wine at Cana (John 2:1–11), healing a nobleman’s son (John 4:46–54), healing the lame man at Bethesda (John 5:1–9), multiplying bread and fish (John 6:1–14), walking on water (John 6:15–21), healing a man born blind (John 9:1–7), and raising Lazarus (John 11:38–44). Each of these signs relates symbolically to Jesus’ role as Savior of mankind. For example His turning water to wine prefigures the blood shed for us in the Atonement, and His healing the man at the pool of Bethesda reminds us that Christ is the source of living water (see also John 4:10–14). The raising of Lazarus shows the Lord’s power over death and prefigures His Resurrection. Just before performing this miracle, Jesus taught, “I am the resurrection, and the life” (John 11:25). After the account of Lazarus, John turns to the final week of Jesus’ life, which began with Mary anointing Jesus’ feet as a token of His burial (see John 12:1–9; see also JST, John 12:7).
Prayerfully study John 11–12 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 11–12.
John 11:1–17. Jesus Christ has power over death. (20–25 minutes)
Ask students:
For insights on this question, see the commentary for John 11:1–46 in The Life and Teachings of Jesus and His Apostles (pp. 125–26). In addition, Elder Bruce R. McConkie gives two reasons:
“Why this studied buildup, this centering of attention upon one of the mightiest miracles of his ministry? Two reasons in particular stand out. (1) As our Lord neared the climax of his mortal ministry, he was again bearing testimony, in a way that could not be refuted, of his Messiahship, of his divine Sonship, of the fact that he was in very deed the literal Son of God; and (2) He was setting the stage, so as to dramatize for all time, one of his greatest teachings: That he was the resurrection and the life, that immortality and eternal life came by him, and that those who believed and obeyed his words should never die spiritually” (Doctrinal New Testament Commentary, 1:530–31).
Ask: How would the attention on this miracle affect unbelievers? (It would leave them without excuse for rejecting Jesus as the Son of God.)
Read the following statement by Elder James E. Talmage:
“No question as to the actual death of Lazarus could be raised, for his demise had been witnessed, his body had been prepared and buried in the usual way, and he had lain in the grave four days. At the tomb, when he was called forth, there were many witnesses, some of them prominent Jews, many of whom were unfriendly to Jesus and who would have readily denied the miracle had they been able. God was glorified and the divinity of the Son of Man was vindicated in the result” (Jesus the Christ, 496).
Hold up a chicken egg and ask:
Read and discuss Doctrine and Covenants 63:9–12 to help students understand that signs do not produce faith but are the result of faith. Ask: What qualities does a person need to develop to acquire faith?
Bear testimony of the signs around us that, if viewed through the eyes of faith, will build us spiritually.
John 11. The raising of Lazarus was a type of Jesus’ death and Resurrection. (30–35 minutes)
Have students imagine that they have traveled back in time five hundred years. Ask:
Point out to students that Lazarus was not resurrected but brought back to mortality. However, this miracle does show that Jesus has power over death. Have students read John 11:21–26, and ask:
Consider reading the following statement by Elder Bruce R. McConkie:
“By faith the dead are sometimes raised, meaning that the spirit is called back to inhabit again the mortal body. (3 Ne. 7:19; 19:4; 4 Ne. 5; 1 Kings 17:17–23; Matt. 9:18–26; Mark 5:21–43; Luke 7:11–17, 22; 8:41–56; John 11:1–46; Acts 9:36–43; 20:9–12.) Such persons pass through the natural or temporal death twice. In due course, also, all men will be raised from the dead and live in an immortal state. (Alma 11:41; 12:8.)” (Mormon Doctrine, 185–86).
Explain to students that the raising of Lazarus serves as a type of the Resurrection of Christ. (If you did not use the teaching suggestion for John 6 [p. 114], you might want to review with students that “types” are symbols that occur throughout the scriptures to teach us about the Savior. Read and discuss with students Mosiah 3:15 and Moses 6:63.) Give the accompanying chart to students as a handout, leaving the “Similarities” column blank. Have them read the scriptures in the other columns and fill in the blanks. When they have finished, discuss their findings.
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Final Week |
Similarities |
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Reference to washing of feet. |
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Glorification of the Son of God. |
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Thomas’s concern about the death of Jesus. |
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Jesus’ testimony that He is “the resurrection, and the life.” |
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Reference to Jesus feeling “troubled.” |
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Concern for where the body was laid. |
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Focus on the love of Christ. |
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Stone removed from the sepulchre. |
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Description of burial clothes, with emphasis on the “napkin” or cloth covering the face. |
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Reference to Caiaphas’s prophecy of Christ’s Atonement. |
Close by singing “I Know That My Redeemer Lives” (Hymns, no. 136).
John 12:1–11. Our highest priority should be to love God. (20–25 minutes)
Bring to class one of the most cherished gifts that you have received. Explain the importance and meaning of this gift. Ask students:
Explain that a gift’s value often cannot be equated with money. Ask: What makes a gift most valuable? (The thought and love that goes into the gift; the extent to which the gift honors another or helps satisfy a need.)
Have students read John 12:1–9 looking for the value of Mary’s offering. Read the following statement by Elder James E. Talmage:
“To anoint the head of a guest with ordinary oil was to do him honor; to anoint his feet also was to show unusual and signal regard; but the anointing of head and feet with spikenard, and in such abundance, was an act of reverential homage rarely rendered even to kings. Mary’s act was an expression of adoration; it was the fragrant outwelling of a heart overflowing with worship and affection” (Jesus the Christ, 512).
Discuss the worth of Mary’s action.
Invite students to think about their gift again. Ask:
Encourage students to be more aware of the true value of gifts they give and receive.
John 13–17 takes place in the upper chamber of a disciple’s home after the Last Supper. They record the words and acts of the Savior as He prepared His disciples for His betrayal and Crucifixion. He performed the ordinance of washing His disciples’ feet. He named Judas as His betrayer. In an extended discourse containing some of the most powerful teachings of His ministry, He taught His disciples about loving one another, the two Comforters, the allegory of the vine and the branches, the persecutions to come, and our need to rely on the Holy Ghost. Then He offered one of the greatest of all recorded prayers in behalf of His Apostles and disciples. We would do well to feast often upon the words in these chapters.
Prayerfully study John 13–17 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 13–17.
John 13:1–17. Jesus is our example of how to humbly serve each other. (25–30 minutes)
Show pictures of various noted community and world leaders. Ask students:
Hold up a picture of the Savior and ask why they would consider Jesus to be a leader. Write Christlike leadership on the board along with the following references: Mark 10:42–44; Luke 22:24–30; John 13:1–17. Read these passages as a class, and then ask:
Remind students that the Savior washed even Judas’s feet, though He knew Judas would shortly betray Him (see Matthew 26:21–25; John 13:23–30). Ask: What does that teach you about the Savior’s view of service and leadership?
President David O. McKay, commenting on Jesus’ washing the feet of the disciples, said:
“What an example of service to those great servants, followers of the Christ! He that is greatest among you, let him be least. So we sense the obligation to be of greater service to the membership of the Church, to devote our lives to the advancement of the kingdom of God on earth” (in Conference Report, Apr. 1951, 159).
Ask students:
Invite students to write on a piece of paper what they could do to serve others better. Invite a few students who would like to share what they have written with the class to do so. Encourage students to fulfill their potential and become Christlike leaders.
John 13:34–35; 15:8–13. We show our love for Christ by loving others as He loves us. (30–35 minutes)
Before class, prepare a display of various gifts that are expressions of love (for example a wedding ring, flowers, a heart-shaped box of candy). Put it where the students will see it when they enter the classroom. In the middle of the display, include the picture Jesus Praying in Gethsemane (Matthew 26:36–45) (item no. 80612) or a similar picture. Ask questions like these:
Explain that Jesus taught His disciples much about love during His final hours with them. The King James Version of the Bible uses forms of the word love thirty-four times in John 13–17.
Have students use the Topical Guide to locate a scripture telling us what the two “great” commandments are. Have a student read Matthew 22:36–40. Explain that during Jesus’ final hours with His Apostles in mortality He stressed again the importance of these commandments.
Have students read silently John 15:13 and ponder its meaning. Ask: What do the scriptures teach that the Savior expects of us? Explain that the Greek word that is translated “lay down” in the King James Version can also mean to “set aside.” Jesus Christ set aside His mortal life to bring about our eternal life. Not only did He suffer and die for us as an expression of His love, He also lived His life for us and for Heavenly Father. He often expressed that He did the will of the Father and not His own will. Ask: Why does the Lord expect His followers to set aside their own desires to obey Him and serve others? Have students reread John 15:12.
Encourage students to pray to have more love and to show it better through service and self-sacrifice. You could close with the hymn “Love One Another” (Hymns, no. 308).
John 14:15–27 (Scripture Mastery, John 14:15). We show our love for Christ by keeping His commandments. (15–20 minutes)
Write on the board, If you loved me, you would ____. Ask students how the following people might fill in the blank: a mother, a sister, a friend, and Jesus. Have a student read John 14:15, and ask:
Discuss how our actions often express our feelings more accurately than our words.
Have students read John 14:16–27 looking for the promises Jesus gave to those who love Him, and write these on the board. Ask: What other blessings from Heavenly Father might be an expression of His love for us?
Give students paper and invite them to write their testimonies of or feelings for the Savior and what they will do to show greater love for Him. Encourage them to read their letters from time to time.
John 14:15–26; 16:7–14. The First Comforter is the Holy Ghost, who gives comfort and peace, teaches, testifies, reminds us of the Lord’s teachings, and reproves sinners. The Second Comforter is Jesus Christ, who will one day reveal Himself to those who love and serve Him. (25–30 minutes)
Ask students: What was your most frightening experience as a little child? Have a few students share their experiences, and ask them: Was there anything that comforted you or brought you peace after this experience?
Have students read John 14:15–26 looking for the promises of comfort the Savior gave His disciples. Ask:
Explain that the Holy Ghost is sometimes referred to as the First Comforter. Have students read John 14:18–21, 23.
Read Doctrine and Covenants 93:1, and explain that the Second Comforter is available to all Saints, but that the blessing comes after we prove ourselves faithful at all costs. Use all or parts of the following statements to help you teach about the two Comforters.
Referring to John 14:15–26, Elder Bruce R. McConkie wrote:
“These statements about the two Comforters climax and crown the teachings of the Son of God. We have no record of anything he ever said which can so completely withdraw the curtain of eternity and open to the faithful a vision of the glories of God. Based on love, born of obedience, Jesus promises the saints that they can have, here and now in this life, the following:
“(1) The gift and constant companionship of the Holy Ghost; the comfort and peace which it is the function of that Holy Spirit to bestow; the revelation and the sanctifying power which alone will prepare men for the companionship of gods and angels hereafter;
“(2) Personal visitations from the Second Comforter, the Lord Jesus Christ himself, the resurrected and perfected being who dwells with his Father in the mansions on high; and
“(3) God the Father . . . shall visit man in person, take up his abode with him, as it were, and reveal to him all the hidden mysteries of his kingdom” (Doctrinal New Testament Commentary, 1:735).
The Prophet Joseph Smith spoke of the two Comforters this way:
“There are two Comforters spoken of. One is the Holy Ghost, the same as given on the day of Pentecost, and that all Saints receive after faith, repentance, and baptism. This first Comforter or Holy Ghost has no other effect than pure intelligence. It is more powerful in expanding the mind, enlightening the understanding, and storing the intellect with present knowledge. . . .
“The other Comforter spoken of is a subject of great interest, and perhaps understood by few of this generation. After a person has faith in Christ, repents of his sins, and is baptized for the remission of his sins and receives the Holy Ghost, (by the laying on of hands), which is the first Comforter, then let him continue to humble himself before God, hungering and thirsting after righteousness, and living by every word of God, and the Lord will soon say unto him, Son, thou shalt be exalted. When the Lord has thoroughly proved him, and finds that the man is determined to serve Him at all hazards, then the man will find his calling and his election made sure, then it will be his privilege to receive the other Comforter, which the Lord hath promised the Saints, as is recorded in the testimony of St. John, in the 14th chapter, from the 12th to the 27th verses.
“Note the 16, 17, 18, 21, 23 verses. . . .
“Now what is this other Comforter? It is no more nor less than the Lord Jesus Christ Himself; and this is the sum and substance of the whole matter; that when any man obtains this last Comforter, he will have the personage of Jesus Christ to attend him, or appear unto him from time to time, and even He will manifest the Father unto him, and they will take up their abode with him, and the visions of the heavens will be opened unto him, and the Lord will teach him face to face, and he may have a perfect knowledge of the mysteries of the Kingdom of God; and this is the state and place the ancient Saints arrived at when they had such glorious visions—Isaiah, Ezekiel, John upon the Isle of Patmos, St. Paul in the three heavens, and all the Saints who held communion with the general assembly and Church of the Firstborn” (Teachings of the Prophet Joseph Smith, 149–51).
Remind students that we should make ourselves ready for the Second Comforter but that Christ will reveal Himself “in his own time, and in his own way, and according to his own will” (D&C 88:68). We should focus on receiving and heeding the First Comforter, because that is available to each of us now.
Ask students to read John 14:26 and John 16:7–14 looking for the helps available through the gift of the Holy Ghost. List these on the board and discuss them.
Ask: Do we ever need to feel alone or abandoned in our quest for happiness and eternal life? Bear testimony of the peace, joy, and comfort that come from the Holy Ghost.
John 15:1–8. The Savior is the True Vine, and we are the branches. We receive nourishment from Him, and without Him we can do nothing. (15–20 minutes)
Bring an electrical appliance and a plant to class. Turn on the appliance without plugging it into an electrical outlet. Ask: Why doesn’t it seem to work? Point to an individual branch or leaf on the plant. Ask students some of the following questions:
Have students read John 15:1–8. Ask them to identify the meaning of the following symbols from this parable:
Ask:
You may choose to read the following statement by Elder John Taylor:
“As a Saint you say, ‘I think I understand my duty, and I am doing very well.’ That may be so. You see the little twig: it is green; it flourishes and is the very picture of life. It bears its part and proportion in the tree, and is connected with the stem, branches, and root. But could the tree live without it? Yes, it could. It need not boast itself and get uplifted and say, ‘How green I am! and how I flourish! and what a healthy position I am in! How well I am doing! and I am in my proper place and am doing right.’ But could you do without the root? No: you bear your proper part and position in the tree. Just so with this people. When they are doing their part—when they are magnifying their calling, living their religion, and walking in obedience to the Spirit of the Lord, they have a portion of his Spirit given to them to profit withal. And while they are humble, faithful, diligent, and observe the laws and commandments of God, they stand in their proper position on the tree: they are flourishing; the buds, blossoms, leaves, and everything about them are all right, and they form a part and parcel of the tree” (in Journal of Discourses, 6:108).
Have students read and ponder King Benjamin’s exhortation on gratitude in Mosiah 2:19–25. Invite students to share their thoughts and feelings on this message.
John 17. Jesus Christ is our intercessor and advocate with Heavenly Father. (45–50 minutes)
Arrange the classroom like a courtroom, with props such as flags, a gavel, and a Bible for swearing in. Select four students to play the role of judge, prosecuting attorney, defense attorney, and defendant. Tell the prosecutor to find as many things wrong with the defendant as possible through aggressive questioning, for example, “Have you ever lied?” “Have you ever cheated?” “Have you ever broken a law?” Tell the defense attorney to plead the case for the defendant. For example, if the defendant admits to a mistake or error, the defense attorney should point out extenuating circumstances or explain that the defendant has repented. Tell the defendant (and make sure the class understands) that this is a role play and the answers need not be true but that they should reflect how the student feels a typical person might respond. Allow the role players about five minutes to practice away from the rest of the class, and then have them present the role play.
Write Advocate on the board and ask the students to define the term. (An advocate is like a lawyer who pleads a case or cause.) Have a student read 1 John 2:1 to the class, and then have a second student read Doctrine and Covenants 62:1. Ask: How is Jesus Christ our advocate with Heavenly Father?
Write the word Intercession on the board and ask for a definition. (To intercede means to reconcile, mediate, or plead for.) Have a different student read 2 Nephi 2:9–10, and then have a fourth read Mosiah 15:7–9. Ask: In what ways does Jesus intercede with the Father in our behalf?
Remind the students of the role play and ask:
Point out that, like the fictitious defendant, all of us sin and make mistakes in our lives. Our repentance and obedience allow the Savior, who is without sin and who atoned for us, to be our advocate with the Father and to intercede on our behalf.
Read the commentary for John 17:1 in The Life and Teachings of Jesus and His Apostles (pp. 171–72). Ask students to explain why John 17 is referred to as the intercessory prayer.
Have students read John chapter 17 looking for evidence of the Lord acting as an intercessor on behalf of His disciples. Discuss what they find. Ask: How do you feel knowing that Jesus Christ is our advocate and intercessor? Close with the following statement by President J. Reuben Clark Jr., who was a member of the First Presidency:
“I believe that our Heavenly Father wants to save every one of his children. I do not think he intends to shut any of us off. . . .
“. . . I believe that in his justice and mercy he will give us the maximum reward for our acts, give us all that he can give, and in the reverse, I believe that he will impose upon us the minimum penalty which it is possible for him to impose” (in Conference Report, Oct. 1953, 84).
John 17:3 (Scripture Mastery). “This is life eternal, that they might know thee the only true God, and Jesus Christ, whom thou hast sent.” (10–15 minutes)
Read John 17:3 and ask: What do you think is the difference between knowing Heavenly Father and Jesus Christ and knowing about them? Read 1 John 4:7–8; Mosiah 5:13; and Doctrine and Covenants 132:21–24 and discuss how we can come to know the Father and the Son better.
Help students memorize John 17:3 by writing the scripture on the board and having students recite it. After a few recitations, erase a couple of key words and have them recite it again. Continue in this way until students are able to recite the entire scripture without any helps on the board.
The final chapters of John provide us an opportunity to ponder the betrayal of Jesus by Judas and the ignominy of the Savior’s trials. Look for indications of Jewish feelings about Roman rule, and consider how the Jewish leaders were able to persuade Pilate to authorize the execution of Jesus though he knew He was innocent of any crime. After experiencing ridicule, an illegal hearing, and abuse at the hands of Herod and Pilate, Jesus was led away to be crucified at Calvary, where those who passed by Him reviled Him by saying, “If thou be the Son of God, come down from the cross” (see Mark 15:30). His body was laid in a garden tomb, which was sealed shut, but it would not long remain there. As you read, ponder the relief and joy of Mary Magdalene and the disciples as they realized that the Lord Jesus Christ had risen from the dead and would live forevermore.
Prayerfully study John 18–21 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for John 18–21.
New Testament Video presentation 10, “Feed My Sheep” (13:04), can be used in teaching John 21 (see New Testament Video Guide for teaching suggestions).
John 18–19. Jesus Christ suffered and died so that all mankind might be saved. Our love and appreciation for Him increase as we learn more about His sacrifice for us. (35–40 minutes)
Ask students to think of something that they have strong feelings for (for example a principle of the gospel, their family, the Church, a job, or their testimony). Ask:
Have students read Hebrews 2:18 and footnote 18a looking for who has experienced all life’s difficulties and can comfort us. Explain that we can learn much about enduring trials from the life of the Savior.
Write the following questions and references on the board. Divide the class into four groups and assign each a question. Have the groups use the scripture references to find the answers. Encourage them to look at cross-references as needed. When they finish, have a student from each group read their question and share their answer.
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Point out to students that we cannot teach Jesus about suffering because He knows already. Invite a student to read the following statement by Elder Neal A. Maxwell:
“Indeed, we cannot teach Him anything! But we can listen to Him. We can love Him, we can honor Him, we can worship Him! We can keep His commandments, and we can feast upon His scriptures! Yes, we who are so forgetful and even rebellious are never forgotten by Him! We are His ‘work’ and His ‘glory,’ and He is never distracted! (See Moses 1:39.)” (in Conference Report, Oct. 1981, 10; or Ensign, Nov. 1981, 9).
Conclude by singing or reading “There Is a Green Hill Far Away” (Hymns, no. 194).
John 18:1–13. Understanding who we are and the purposes of life can give us courage to endure difficulties. (30–35 minutes)
Before class, tape a mirror in the bottom of a shoe box and replace the lid. Tell students that they are going to learn about a mystery person today. Explain that in the box is a clue to the identity of this person. Invite a student to look into the box and discover the clue. Have the student tell the class who the mystery person is. Ask:
Write on the board the following statement by President Thomas S. Monson:
“We must ever remember who we are and what God expects us to become” (in Conference Report, Apr. 1994, 67; or Ensign, May 1994, 50).
Ask students:
Review the story of Jesus’ betrayal in John 18:1–9. Have students read verses 10–13, and ask:
Have a student read the following statement by Elder Russell M. Nelson:
“As you continue to face many challenging choices in life, remember, there is great protection when you know who you are, why you are here, and where you are going” (in Conference Report, Oct. 1990, 97; or Ensign, Nov. 1990, 75).
On the left side of the board write Jesus Christ (John 18:19–24, 28–37). On the right side write Peter (John 18:15–18, 25–27). Assign half the class to study the references after Jesus’ name, and the other half to study the ones after Peter’s. Ask the first group:
Ask the other group similar questions about Peter. Ask some or all of the following questions as part of a class discussion:
Conclude by reading the following statement by Elder M. Russell Ballard or giving it to students as a handout:
“By focusing on and living the principles of Heavenly Father’s plan for our eternal happiness, we can separate ourselves from the wickedness of the world. If we are anchored to the correct understanding of who we are, why we are here on this earth, and where we can go after this mortal life, Satan cannot threaten our happiness through any form of temptation. If we are determined to live by Heavenly Father’s plan, we will use our God-given moral agency to make decisions based on revealed truth, not on the opinions of others or on the current thinking of the world” (in Conference Report, Apr. 1995, 30–31; or Ensign, May 1995, 24).
John 20:1–23 (see also Matthew 28:1–10; Mark 16:2–14; Luke 24:1–12, 36–49). Prophets testify of the Resurrection so that we may believe that Jesus Christ is the Son of God. (20–25 minutes)
Write Job 14:14 on the board. Ask students to read the scripture and answer the question posed by Job. Ask:
Explain that John recorded evidence of the Resurrection of Jesus Christ and that we can learn by studying his witness.
Write the following heading on the board: John’s testimony of the Resurrection of Jesus Christ. Review with students the story in John 20:1–10, looking for evidence of the Resurrection. Consider asking questions like the following:
Under the heading on the board write The tomb was empty. Review with students John 20:11–18, looking for more evidence of the Resurrection. Ask questions like the following:
To the list on the board add Mary testified that she saw the Lord. Review with students the story in John 20:19–23 looking for still more evidence, and ask questions like these:
Write Disciples saw and might have touched the wounds in Jesus’ hands and side. Ask:
Invite a student to read the following statement by President Gordon B. Hinckley, then a member of the First Presidency:
“Of all the victories in human history, none is so great, none so universal in its effect, none so everlasting in its consequences as the victory of the crucified Lord, who came forth in the Resurrection that first Easter morning” (“The Son of God,” Ensign, Dec. 1992, 2).
John 20:24–31. Believing in Jesus Christ without seeing Him is more pleasing to the Lord than believing after seeing. (15–20 minutes)
Show the class a world map. Point to a country that your students have not visited. Ask them if they know for a fact that this country exists. Use the following questions in a discussion:
Invite students to read John 20:24–25 and look for Thomas’s attitude concerning the Resurrection of Jesus Christ. Compare this attitude with John’s in John 20:8. Ask: Why do you think Thomas didn’t depend on the word of his brethren? Be careful not to deride Thomas for doubting. Point out to students that there had never been a resurrection since the world was created. Ask: How might this fact have influenced Thomas’s willingness to believe?
Read John 20:25–29, asking the following questions as you read:
Sing or read the words to “He Is Risen” (Hymns, no. 199). Ask students:
Read Doctrine and Covenants 76:22–24 and testify that people in our day have seen the resurrected Christ. Encourage students to believe the testimonies of these people that Jesus Christ was resurrected and lives today.
John 21:1–6, 15–17. Great blessings come to those who put the Lord’s work first in their lives. (20–25 minutes)
Write the following statement by Elder Marvin J. Ashton, a member of the Quorum of the Twelve, on the board, but leave a blank space in place of the word time: “We love that to which we give time, whether it be the gospel, God, or gold” (in Conference Report, Apr. 1981, 31; or Ensign, May 1981, 24). Invite students to suggest a word that best completes the sentence. When one of them suggests the word time, write it in the space and ask: Why do you think this statement is true?
Have students read John 21:2–6 looking for how Peter and the disciples decided to spend their time. Ask questions like the following:
Read John 21:15–17.
Have a student read the following statement by Elder Robert D. Hales:
“Feeding the lambs could well be missionary labors working with newly baptized members, who must be nurtured and given caring warmth and fellowship in the family of Saints. Feeding the sheep could well refer to the mature members of the Church, some active and some less active, who need to be cared for and brought back to the flock” (in Conference Report, Apr. 1997, 114; or Ensign, May 1997, 83).
President Gordon B. Hinckley further stated:
“With the ever increasing number of converts, we must make an increasingly substantial effort to assist them as they find their way. Every one of them needs three things: a friend, a responsibility, and nurturing with ‘the good word of God’ (Moroni 6:4). It is our duty and opportunity to provide these things” (in Conference Report, Apr. 1997, 66; or Ensign, May 1997, 47).
Discuss with students how they can more effectively spend their time and show their love for the Lord by helping to feed His sheep.
John 21:18–24. The Lord may require different sacrifices from one person than from another. (15–20 minutes)
Draw a cross on the board. Invite students to read Matthew 16:24.
List responses to one side of the cross on the board. Read the Joseph Smith Translation of Matthew 16:26 (see footnote 24d) and ask:
Write this answer on the other side of the cross on the board. Explain that in Peter’s case, the request to “take up his cross, and follow me” was more literal than it is for most of us. According to tradition, Peter was crucified in Rome, upside down at his own request because he did not consider himself worthy to meet death in the same manner as the Lord.
Tell students that John 21:20–24 gives another example of what it means to follow the Lord. Explain that the Prophet Joseph Smith received a more complete account of that event by revelation. Have students read Doctrine and Covenants 7. Ask questions like the following:
Testify that there are different ways we can “give our lives” to the Lord. Some give their lives through dying for the gospel cause. Others give their lives by living the principles of the gospel each day. Encourage students to take up their cross and follow the Lord.
