Acts 1:15–26. Apostles are ordained witnesses of the divinity of Jesus Christ. Vacancies are filled in the Quorum of the Twelve as directed by the Lord. (40–45 minutes)Author: Luke is the author of the Acts of the Apostles (see the introduction to the book of Luke, p. 72). He wrote the Acts as a sequel to his Gospel (see Luke 1:1–4; Acts 1:1). In the Gospel of Luke he testified of the birth, life, death, and Resurrection of the Savior. The book of Acts adds the account of the Lord’s Apostles declaring this gospel message throughout the world (see Acts 1:1–8; see also Bible Dictionary, “Acts of the Apostles,” pp. 603–4; “Luke,” p. 726).
Audience: Luke wrote to a man named Theophilus, who may have been a Roman official (see the commentary for Acts 1:1 in The Life and Teachings of Jesus and His Apostles, p. 243). Though Acts, like the book of Luke, seems to be addressed to a single individual, all who carefully read Luke’s writings will increase their understanding of the gospel.
Historical Background: The events described in Acts occurred over a period of about thirty years as the Church grew and expanded into areas of the world ruled by Rome. The book focuses mainly on the ministries of Peter and Paul. Luke served many years as a companion to Paul, so most of Acts deals with Paul’s missionary journeys. Acts concludes about A.D. 62 with an account of Paul’s preaching at Rome while under house arrest (see “Date and Place of Writing” in The Life and Teachings of Jesus and His Apostles, p. 242).
Unique Features: See “The Significance of the Acts of the Apostles” in The Life and Teachings of Jesus and His Apostles (pp. 242–43).
Theme: Acts 1:8 could serve as an outline for the entire book of Acts, which gives accounts of apostolic missionary work in Jerusalem (chapters 1–7), Judea and Samaria (chapters 8–9), and “unto the uttermost part of the earth” (chapters 10–28).
The Apostles were to take up their ministry only after they had been “endued with power from on high” (Luke 24:49), or in other words endowed with the Holy Ghost. President Ezra Taft Benson, then President of the Quorum of the Twelve Apostles, said:
“If there is one message I have repeated to my brethren of the Twelve it is that it’s the Spirit that counts. It is the Spirit that matters. I do not know how often I have said this, but I never tire of saying it—it is the Spirit that matters most” (address delivered at mission presidents’ seminar, 3 Apr. 1985, in Missionary Guide: Training for Missionaries [1988], 73).
For a period of forty days, the resurrected Christ visited His disciples and spoke with them of “the things pertaining to the kingdom of God” (Acts 1:3). The first chapters of Acts help us understand the power that came into the lives of the early Church leaders as a result of Christ’s ministry and the operation of the Holy Spirit. These chapters begin to unfold the story of how the Apostles preached the gospel and organized the Church in Jerusalem while the Lord prepared messengers to preach to an ever-widening audience.
Prayerfully study Acts 1–2 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 Acts 1–2.
Acts 1–10. By studying the life of the Apostle Peter, we can see how the Lord directed the affairs of the Church through him. (20–25 minutes)
Some students remember Peter as the one who denied knowing the Savior three times, and they often forget the many great things he did. This teaching suggestion is designed to help overcome any negative impressions by highlighting Peter’s bold and remarkable devotion to the Lord as recorded in the book of Acts.
Ask students:
Testify of Peter’s greatness, and encourage the students to learn more about Peter during the lesson.
Tell students that because of the death of Judas Iscariot it was necessary to fill the vacancy in the Quorum of the Twelve. Invite students to read Acts 1:13–16 and look for who directed the selection of a new Apostle. Ask: What can we learn about Peter’s position from this account?
Have a student read the following quotation from Elder James E. Faust:
“A powerful precedent comes down through the ages to sustain the succession of authority. After the crucifixion of the Savior, Peter, as the senior apostle, became president of the Church. Since the restoration of priesthood keys to Joseph Smith, this practice has been followed in the successions to that office” (Reach Up for the Light [1990], 22).
Give students a copy of the chart entitled “Events in the Life of Peter” from the appendix as a handout (p. 294). Have them fill it out, and then correct it as a class. (The answers are 1–G, 2–D, 3–I, 4–B, 5–E, 6–J, 7–A, 8–F, 9–H, 10–C.)
Invite students to summarize what they have learned about Peter that has increased their appreciation for him. Conclude by sharing the following statement by Neal A. Maxwell, later a member of the Quorum of the Twelve:
“Under the influence of Christ’s teachings, Peter developed from an obscure fisherman to be the president of the Church. Once uncertain and even somewhat fearful, he became virtually fearless” (“. . . A More Excellent Way”: Essays on Leadership for Latter-day Saints [1973], 38).
Acts 1:1–3. Many people in the early Church were witnesses of the resurrected Lord. (20–25 minutes)
Give the following chart to students as a handout or write it on the board, leaving the “Witnesses” column blank.
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References |
Witnesses |
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Mary Magdalene, near the sepulchre |
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Mary Magdalene and the other Mary, somewhere between the sepulchre and Jerusalem |
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Two disciples on the road to Emmaus |
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Peter, in or near Jerusalem |
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Ten of the Apostles at Jerusalem |
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The eleven Apostles at Jerusalem |
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The Apostles at the Sea of Tiberias, Galilee |
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The Apostles on a mountain in Galilee |
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Five hundred brethren at once, probably in Galilee |
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James |
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The eleven Apostles, near Bethany |
Ask students to imagine that they have a friend who has a hard time believing in the Resurrection of Jesus. Have students read Acts 1:1–3 looking for whom the Lord appeared to after His Resurrection. Ask: What might the “many infallible proofs” refer to?
Have students fill in the blanks on the chart. Explain that this evidence for the Resurrection is compelling because of the number and reputation of the witnesses. Ask:
Consider singing or reading “Christ the Lord Is Risen Today” (Hymns, no. 200). Remind students that Jesus Christ’s Atonement allows each of us to be resurrected. Ask: What difference might it make in the way you live each day to know that you will be resurrected?
Acts 1:4–8; 2:1–21. The gospel will be preached “unto the uttermost part of the earth” through the power of the Spirit. (25–30 minutes)
Hold up a lamp (or other source of light) and ask students to notice its appearance. Turn on the lamp. Ask:
Read Acts 1:4–8 with your students and ask:
Read 2 Nephi 33:1 and have a student explain what this verse says about preaching the gospel with power. Share President Ezra Taft Benson’s statement from the “Theme” section of the introduction to Acts (p. 135).
Remind students that the Savior instructed the Apostles to wait in Jerusalem until they were endowed with the Holy Ghost. Read Acts 2:1–13 and ask:
Point out that Acts 2:14–36 contains Peter’s first public discourse of which we have a record. Have students read verses 22–24, 32. Ask:
Have students read Acts 2:37–47 looking for key words and phrases that show that the power of the Holy Ghost assisted the Apostles in their ministry. List their findings on the board. Consider asking the following questions:
Acts 1:15–26. Apostles are ordained witnesses of the divinity of Jesus Christ. Vacancies are filled in the Quorum of the Twelve as directed by the Lord. (40–45 minutes)
Play a videocassette from a recent general conference that shows the sustaining of the General Authorities (or display a picture of the current General Authorities). Ask students to share their understanding of how new Apostles are selected. Explain that the New Testament gives an example of how this was done anciently.
Have students read Acts 1:15–20, and ask:
Explain that the modern Apostles might not have accompanied the ancient Apostles but that each of them has a special witness. Read the following quotation by Elder Harold B. Lee:
“Some years ago . . . two missionaries came to me with what seemed to be a very difficult question, to them. A young Methodist minister had laughed at them when they had said that apostles were necessary today in order for the true church to be upon the earth. And they said the minister said: ‘Do you realize that when they met to choose one to fill the vacancy caused by the death of Judas, that they said it had to be one who companied with them and had been a witness of all things pertaining to the mission and resurrection of the Lord? How can you say you have apostles, if that be the measure of an apostle?’
“And so these young men said, ‘What shall we answer?’ I said to them: ‘Go back and ask your minister friend two questions. First, how did the Apostle Paul gain what was necessary to be called an apostle? He didn’t know the Lord; had no personal acquaintance. He hadn’t accompanied the apostles. He hadn’t been a witness of the ministry, nor the resurrection of the Lord. How did he gain his testimony sufficient to be an apostle? Now the second question you ask him: How does he know that all who are today apostles have not likewise received that witness?’
“I bear witness to you that those who hold the apostolic calling may, and do, know of the reality of the mission of the Lord” (“Born of the Spirit,” address to seminary and institute faculty at Brigham Young University, 26 June 1962, 13).
Invite students to read Acts 1:23–26 and look for who was selected to be the new Apostle. Discuss the following questions:
Have a student read the following statement by President Gordon B. Hinckley:
“Here again is set forth a significant and unique feature established by the Lord in the governance of His church. The right to nominate rests with the superior officer or officers at whatever the level. But that nomination must be sustained—that is, accepted and confirmed—by the membership of the Church. The procedure is peculiar to the Lord’s church. There is no seeking for office, no jockeying for position, no campaigning to promote one’s virtues. . . . Under the Lord’s plan, those who have responsibility to select officers are governed by one overriding question: ‘Whom would the Lord have?’ There is quiet and thoughtful deliberation. And there is much of prayer to receive the confirmation of the Holy Spirit that the choice is correct” (in Conference Report, Apr. 1994, 73; or Ensign, May 1994, 53).
Ask: What is the most critical consideration in choosing and ordaining a new Apostle? Read Doctrine and Covenants 107:23 and tell students that ancient and modern Apostles are special witnesses of Jesus Christ.
Bring several conference editions of the Ensign to class. Divide your class into small groups and give each a copy of the Ensign. Ask students to scan the talks of the Brethren looking for testimonies of Jesus Christ. After a few minutes, have them share what they found. Ask: What is our role in sustaining the Apostles?
In Acts 3–5 the Apostles are shown directing the affairs of the Church in Jerusalem by the power of the Holy Ghost. Peter, the senior Apostle, with John beside him, healed the sick and lame, preached the gospel, boldly confronted Jewish religious leaders, wrought many signs and wonders among the people, and testified of the divinity of Jesus Christ. Elder Spencer W. Kimball, then a member of the Quorum of the Twelve, described Peter, “this great church president,” as a man of “great faith, bold leadership, unwavering testimony, unparalleled courage, and almost limitless understanding” (Peter, My Brother, Brigham Young University Speeches of the Year [13 July 1971], 1; or The Life and Teachings of Jesus and His Apostles, 488).
Prayerfully study Acts 3–5 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 Acts 3–5.
Acts 3:1–16. Healings occur through faith and priesthood power. (25–30 minutes)
Make a likeness of a one million dollar check. Show the “check” to your class and ask:
Share with the class accounts of healings that came through faith and priesthood power, or ask students if they would like to share any such accounts.
Explain that healings such as these can serve as types for spiritual healing. Just as the Lord has power to heal our physical illnesses and even disabilities, He can offer us forgiveness and strength to overcome our weaknesses and society’s ills. Reread Acts 3:2–8, and ask questions such as these:
Have a student read the following quotation by President Harold B. Lee:
“Now in my mind’s eye I can picture [the lame] man, what was in his mind. ‘Doesn’t this man know that I have never walked? He commands me to walk.’ But the biblical record doesn’t end there. Peter just didn’t content himself by commanding the man to walk, but he ‘took him by the right hand, and lifted him up.’ (Acts 3:7.)
“Will you see that picture now of that noble soul, that chiefest of the apostles, perhaps with his arms around the shoulders of this man, and saying, ‘Now, my good man, have courage, I will take a few steps with you. Let’s walk together, and I assure you that you can walk, because you have received a blessing by the power and authority that God has given us as men, his servants.’ Then the man leaped with joy.
“You cannot lift another soul until you are standing on higher ground than he is. You must be sure, if you would rescue the man, that you yourself are setting the example of what you would have him be. You cannot light a fire in another soul unless it is burning in your own soul” (in Conference Report, Apr. 1973, 178; or Ensign, July 1973, 123).
Acts 4:32–37. Saints have a responsibility for each other’s welfare. (25–30 minutes)
Begin class by asking students questions about the first two chapters of Acts (you will need to prepare fifteen to twenty questions in advance). As students give correct answers, give them rewards, such as pieces of candy. Continue until some students have several rewards and others have few or none. Ask:
Have students read Acts 2:44–45; 4:32–37, and ask: What did the members of the Church do with their material wealth in Peter’s day? Read Doctrine and Covenants 78:5–6.
Refer to the rewards given out at the beginning of class. Ask students: Would you like to put all your rewards together and distribute them more equally? Why or why not? Discuss issues that arise during this exercise. Have a student read the following quotation from President Ezra Taft Benson:
“Everything we have belongs to the Lord; and, therefore, the Lord may call upon us for any and all of our property, because it belongs to Him. . . .
“. . . The law of consecration is a law for an inheritance in the celestial kingdom. God, the Eternal Father, his Son Jesus Christ, and all holy beings abide by this law. It is an eternal law. It is a revelation by God to his Church in this dispensation. Though not in full operation today, it will be mandatory for all Saints to live the law in its fulness to receive celestial inheritance. You young people today abide a portion of this higher law as you tithe, pay a generous fast offering, go on missions, and make other contributions of money, service, and time” (“A Vision and a Hope for the Youth of Zion,” in 1977 Devotional Speeches of the Year [1978], 74–75).
Invite each student to think of someone whose life she or he can make happier through service and to come up with a plan to help that person. Tell them you won’t be asking for details of their plans or the people they are helping, but that in a day or two you will ask them in a general way how they are doing.
Acts 5:1–11. Lying to Church leaders is the same as lying to the Lord. (10–15 minutes)
Have students take turns reading aloud Acts 5:1–11 one verse at a time. Ask: What lessons can we learn from this story? (We cannot lie to God; the consequences of lying may come immediately after the lie; we always suffer the consequences of our actions.) Have a student read the following statement by Elder Gordon B. Hinckley:
“In our time those found in dishonesty do not die as did Ananias and Sapphira, but something within them dies. Conscience chokes, character withers, self-respect vanishes, integrity dies” (in Conference Report, Apr. 1976, 91; or Ensign, May 1976, 61).
Ask: According to this quotation, what are some of the consequences of lying? Invite students to share accounts of people they know who learned the value of total honesty with the Lord, Church leaders, or others.
Acts 5:34–39. Truth will eventually prevail over error. (10–15 minutes)
Pass out to students copies of recent newspapers or news magazines. Have them browse them, looking for how prevalent sin and error are in the world. Ask: How do you think people must feel about life if they believe that these conditions will always prevail in the world?
Have students read Acts 5:34–39, and ask:
President Hugh B. Brown taught:
“You may be sure that ultimately righteousness will triumph. Truth will prevail. The Church has been organized and set up. It is the kingdom of God, and it will never be thrown down” (in Conference Report, Oct. 1961, 87).
As Church membership increased, the Apostles called a group of seven men to assist them and to administer certain temporal needs of the Saints in Jerusalem. Stephen, one of these seven, was described as “full of faith and power” and as one who “did great wonders and miracles among the people” (Acts 6:8). Some of the Jews accused Stephen of blasphemy for teaching that Christ “shall change the customs which Moses delivered us” (v. 14). Stephen defended himself before the council by reminding them that true prophets had always been rejected by Israel. He testified that “as your fathers did, so do ye” (Acts 7:51) and said they had rejected the Son of God. Stephen saw a vision and testified of seeing God the Father and Jesus at His right hand. This so enraged the people that they stoned him, and Stephen became one of the early Church’s first martyrs.
As you read Acts 6–7 look for the qualities early Church leaders possessed that qualified them for the ministry. Also notice how Stephen used Israel’s history to teach Jewish leaders about Jesus Christ.
Prayerfully study Acts 6–7 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 Acts 6–7.
Acts 6–12. Heavenly Father directs His work through His prophets. (30–35 minutes)
Arrange for someone (perhaps a parent or priesthood leader) to come at the beginning of class and make an announcement about an upcoming event. Have the person give the correct date, time, place, and other information. Then have a second person enter and make the same announcement but with different details. Next have a third person enter and announce the same event with still different details.
Ask: Which announcement do you believe? Why? Tell students that the first individual gave the correct information. Ask:
Discuss the difficulties that come from listening to messages from the wrong source.
In Acts 6–12 we see the Lord directing Peter, the President of the Church, to take the gospel to the Gentiles, a change that many of the early Saints had not expected. Explain that changes such as this must come through the living prophet, and that the members of the Church should have full confidence in the prophet’s words.
Divide your class into three groups. Assign one group to study Acts 6, one to study Acts 10, and one to study Acts 11, looking for direction that the Lord gave the Saints through His Apostles. Have them report their findings. (These might include the appointment of seven men to take care of the widows, Peter’s vision to take the gospel to the Gentiles, and his recounting of that vision to the Church.)
Assure students that the Lord still speaks to His Church today through His prophet and apostles, and that we can have full confidence in their words. Consider sharing an excerpt from one of your favorite conference talks. Encourage students to go home and study the most recent conference edition of the Ensign looking for what the prophet and apostles have said to them.
Give students copies of the following quotations as a handout, and read them together.
President Harold B. Lee said:
“If you want to know what the Lord would have the Saints know and to have his guidance and direction for the next six months, get a copy of the proceedings of this conference, and you will have the latest word of the Lord as far as the Saints are concerned” (in Conference Report, Oct. 1973, 168; or Ensign, Jan. 1974, 128).
President Ezra Taft Benson said:
“For the next six months, your conference edition of the Ensign should stand next to your standard works and be referred to frequently. As my dear friend and brother Harold B. Lee said, we should let these conference addresses ‘be the guide to [our] walk and talk during the next six months. These are the important matters the Lord sees fit to reveal to this people in this day’ (in Conference Report, Apr. 1946, 68)” (in Conference Report, Apr. 1988, 97; or Ensign, May 1988, 84).
Acts 6:1–6. Church leaders need worthy members to help minister to the needs of others. (15–20 minutes)
Invite a student to hold some items for you. Give the student objects such as a pencil, a book, a roll of tape, a stapler, and so forth until the student either has to drop something or set something down.
Show students a picture of the current prophet or of one of the Apostles. Discuss the great responsibilities these Church leaders are called to carry. Ask:
Read Acts 6:1–6 looking for the specific problem the early Church leaders faced.
Have a student read the following statement by Elder Bruce R. McConkie:
“The work assigned them fell within the realm of those temporal matters normally handled by the Aaronic Priesthood, thus leaving the apostles free to handle the more difficult matters of their Melchizedek ministry” (Doctrinal New Testament Commentary, 2:65).
Ask:
Invite a student to read Acts 6:3 again, and ask:
Read Acts 6:7–8 and look for evidence that these calls were inspired. Ask: In what ways can priesthood holders bless the widows and the entire Church?
Acts 6:5–7:60. The faithful enjoy God’s blessings in life and in death. (20–25 minutes)
Have students imagine that they were forewarned that they were going to die. Ask: If you could write the eulogy for your own funeral, what would you say? To help your discussion, consider asking questions like these:
Invite students to read Acts 6:5–8 and look for what kind of individual Stephen was. Ask: If you had seen some of the wonders and miracles performed by Stephen, what would you think of him?
Have students read Acts 6:9–15. Ask:
Acts 7 is a discourse by Stephen during his own defense before Jewish leaders. Tell students that Stephen recounted some of Israel’s history, showing how Israel rejected Moses and the prophets. Have students read Acts 7:51–53, and ask: What three accusations did Stephen make against the Jewish leaders? (They were stiff-necked and resisted the influence of the Holy Ghost; they rejected and slew the Just One, Jesus Christ; they received the law of Moses but didn’t live it.)
Invite students to read Acts 7:54–60, and ask:
Acts 7:55–56 (Scripture Mastery). The Godhead consists of three separate and distinct beings. (10–15 minutes)
Ask: How might people of the world describe the Godhead? Have a student read the following quotation by Elder Dallin H. Oaks:
“Many Christians reject the idea of a tangible, personal God and a Godhead of three separate beings. They believe that God is a spirit and that the Godhead is only one God. In our view these concepts are evidence of the falling away we call the Great Apostasy.
“We maintain that the concepts identified by such nonscriptural terms as ‘the incomprehensible mystery of God’ and ‘the mystery of the Holy Trinity’ are attributable to the ideas of Greek philosophy. These philosophical concepts transformed Christianity in the first few centuries following the deaths of the Apostles. . . .
“The consequences persist in the various creeds of Christianity, which declare a Godhead of only one being and which describe that single being or God as ‘incomprehensible’ and ‘without body, parts, or passions.’” (in Conference Report, Apr. 1995, 112–13; or Ensign, May 1995, 84–85).
Read Acts 7:55–56. Draw a diagram on the board similar to the following:
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Read Doctrine and Covenants 130:22 with the class and explain that Latter-day Saints believe that each member of the Godhead has a separate body. Give students a few minutes to find and share other scriptures that indicate that the Father, Son, and Holy Ghost are three separate individuals (see the teaching suggestion for Matthew 3:16–17, p. 24). Ask:
Have a student read the following statement by Elder Dallin H. Oaks:
“In common with the rest of Christianity, we believe in a Godhead of Father, Son, and Holy Ghost. However, we testify that these three members of the Godhead are three separate and distinct beings. We also testify that God the Father is not just a spirit but is a glorified person with a tangible body, as is his resurrected Son, Jesus Christ” (in Conference Report, Apr. 1995, 112; or Ensign, May 1995, 84).
In Acts 8–9 we see the beginning of the worldwide mission of the early Christian Church. Before this time missionaries preached the gospel primarily to the Jews in Jerusalem and Judea. Now Philip, one of the seven men chosen to assist the Apostles, preached to non-Israelites in Samaria and in Gaza (see Bible map 11). As you study chapter 8 look for the first principles and ordinances of the gospel being taught and applied.
These chapters also recount the conversion of Saul, one of the greatest missionaries who ever lived. Saul, whom the Lord raised up “to bear my name before the Gentiles, and kings, and the children of Israel” (Acts 9:15), was the same who was renamed Paul and who wrote most of the Epistles in the New Testament. Notice how his zeal for persecuting the Saints changed, after his conversion, to zeal for spreading the gospel of Jesus Christ.
Prayerfully study Acts 8–9 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 Acts 8–9.
Acts 8:1–4. The Lord allows His people to be tried to accomplish His purposes. (30–35 minutes)
Come to class with one of your arms bandaged. Ask students to imagine that you suffered a painful injury and won’t be able to use your arm and hand for several weeks. Ask:
Have a student read Acts 8:1–4 and look for what trials Church members were experiencing. Ask: What good came from this difficult situation? (Those who were scattered abroad preached in the places they went.)
Explain that Philip was one of those who preached the gospel as a result of being scattered from Jerusalem. Have students quickly read through Acts 8:5–13, 26–40 looking for evidence that Philip’s experience outside of Jerusalem was successful. Read Acts 1:8 and ask: How did this scattering help the Church fill a commandment given by the resurrected Lord?
Tell a personal experience in which a trial or difficulty you experienced turned out in some way to be a blessing. (Or use a scriptural example, such as Nephi’s broken bow experience in 1 Nephi 16:18–32.) Encourage students not to be discouraged when bad things happen to them but to look for the good things that might come from these experiences. Ask if any of them have experienced something like this that they would like to share with the class.
Acts 9:1–22. The Lord has a work for each of us to do in His kingdom. (20–25 minutes)
Tell students to pretend that in a few minutes someone will come to class who can answer any question they ask about the Church, but that they can ask only two questions. Discuss what questions they would ask.
Have students read Acts 9:1–6 looking for the questions Saul asked the Lord when the Lord appeared to him.
Point out that we must each gain a testimony of Jesus Christ for ourselves. Regarding Paul’s second question, read the following statement by President Ezra Taft Benson, then President of the Quorum of the Twelve Apostles:
“There is no more crucial question that a man should be constantly asking than that which Paul asked: ‘Lord, what wilt thou have me to do?’ [Acts 9:6.] There is no more essential answer than that which he received: to go to those who are authorized by the Lord to give directions” (God, Family, Country: Our Three Great Loyalties [1974], 162).
Ask: What should you do once you have received an answer from the Lord? Read Acts 9:7–22, and consider asking the following questions:
Ask students:
Acts 9:16. Disciples of Christ must be willing to sacrifice. (15–20 minutes)
Show students two or three pictures of people who make important contributions to society (for example, a medical doctor, a mother, a teacher). For each picture, ask: What sacrifices did this person likely make to become successful? Ask: How do their sacrifices bless others?
Have students read Acts 9:16 and 2 Corinthians 11:23–28 looking for what Saul (Paul) suffered for the cause of Christ. Tell students that following Christ requires us to be willing to sacrifice all things and that disciples are frequently called on to suffer many things. Ask: Why did Paul make these sacrifices?
President Brigham Young said of the Prophet Joseph Smith:
“Joseph could not have been perfected, though he had lived a thousand years, if he had received no persecution. If he had lived a thousand years, and led this people, and preached the Gospel without persecution, he would not have been perfected as well as he was at the age of thirty-nine years” (Discourses of Brigham Young, 351).
Ask:
Have students read Romans 8:35–39 looking for what enabled Paul to make great sacrifices. Ask:
Acts 9:32–43. Peter had Christ’s power, and we have this same power in the Church today. (15–20 minutes)
Have students close their Bibles. On your signal, have them open them and find an account of the priesthood being used to bless someone’s life. As students find accounts, have them share the references with those who haven’t found one yet. When everyone in the class has a reference, select a few students to share what they have found.
Divide the class in two. Have one group read and compare Acts 9:32–35 with Mark 2:1–12. Have the other group compare Acts 9:36–43 with Luke 7:11–17. Use some or all of the following questions to help your discussion:
Ask if any students would like to share an experience in which they were blessed by the power of the priesthood. If no one volunteers, consider sharing such an experience from your own life. Testify that Christ’s priesthood authority or power is with us in the Church today.
Jesus told His Apostles, “Go ye into all the world, and preach the gospel to every creature” (Mark 16:15). The book of Acts shows the Apostles fulfilling this divine assignment. Foreign Jews and proselytes (gentile converts to Judaism) heard the gospel preached in their own language on the day of Pentecost (see Acts 2:1–12). Nicolas, one of the seven called to care for the widows, was a proselyte from Antioch (see Acts 6:5). Philip baptized many in Samaria and a man from Ethiopia (see Acts 8:6–7, 12, 26–40). Ananias prophesied that Saul would preach Christ “before the Gentiles” (Acts 9:15). The Lord gave Peter a vision showing him that “God is no respecter of persons” but that “he that feareth him, and worketh righteousness, is accepted with him” (Acts 10:34–35), regardless of nationality. The Church rejoiced in this revelation, saying, “Then hath God also to the Gentiles granted repentance unto life” (Acts 11:18). These developments launched Paul’s great missionary work among the Gentiles.
As you study Acts 10–12, notice the significance of the conversion of Cornelius, and ponder in what sense God is no respecter of persons.
Prayerfully study Acts 10–12 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 Acts 10–12.
New Testament Video presentation 11, “Long-Promised Day” (8:52), can be used in teaching Acts 10 (see New Testament Video Guide for teaching suggestions).
Acts 10. God reveals His word through His prophets. (25–30 minutes)
Show students a picture of the Savior and a picture of the present prophet. Explain that Jesus directs His Church through revelation today just as He did in the times of the ancient Apostles.
As an example of how the Lord directs His work through revelation to prophets, have students read Matthew 10:5–6, and ask:
Read with students Acts 10:1–35 looking for how this change was communicated. Ask:
Point out that this revelation can be compared to Official Declaration 2 in the Doctrine and Covenants. Just as Peter’s revelation instructed the early Church to take the gospel to the Gentiles, this modern revelation through President Spencer W. Kimball is allowing the modern Church to expand missionary work and the blessings of the temple throughout the world.
Share the following statement by Elder Harold B. Lee:
“When there is to be anything different from that which the Lord has told us already, he will give it to his prophet. . . . I have said, ‘Do you suppose that while the Lord has his prophet on the earth he is going to take some round-about means of revealing things to his children? That is what he has a prophet for, and when he has something to give to this Church, he will give it to the President’” (“The Place of the Living Prophet, Seer, and Revelator,” address to religious educators, 8 July 1964, in Charge to Religious Educators, 2nd ed. [1982], 109).
Acts 10. Heavenly Father is not a partial God; He offers salvation to everyone. (10–15 minutes)
Ask your students to imagine that it is the end of the term and that you are going to give them their grade. Ask the two tallest students in class to stand, and tell them they get the highest grade. Have the next three tallest students stand and tell them they get the second highest grade. Tell the rest of the class they get an average grade.
Ask: Is this grading system fair or unfair? Why? Point out that in order to be fair, grades need to be related to what they measure, and all students should have a chance to earn a high grade. If only tall students can get the highest grade then we would say that the teacher is partial.
Review with students the story of Cornelius in Acts 10. Ask a student to read aloud Acts 10:34–35. Ask: What does it mean that God is no respecter of persons? Explain that receiving blessings from Heavenly Father does not depend on our race, tribe, culture, or economic status. Everyone can receive blessings from Heavenly Father by obeying His commandments.
Have students read 2 Nephi 26:33 and Doctrine and Covenants 130:20–21, and ask: How do these verses relate to the idea that Heavenly Father is not a partial God? Read John 3:16–17 and testify that Jesus Christ suffered for all, and that all who come to Him in obedience can receive salvation in the kingdom of God.
Acts 13–14 contains an account of Paul’s first missionary journey to the Gentiles. Paul’s companion was Barnabas, although John Mark also accompanied them during the beginning of the mission. This mission led to the establishment of branches of the Church in areas far removed from Jerusalem. Paul entered cities where there were no members and where most had not even heard of Jesus Christ. When he left, however, there were thriving branches of the Church (see Bible map 13). In these chapters we see Paul’s eagerness to preach the gospel to all men, regardless of their station or background. He usually preached first to the Jews, many of whom rejected his message, and then to the Gentiles. As you read, notice the qualities that made Paul such a great missionary.
Prayerfully study Acts 13–14 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 Acts 13–14.
Acts 13–14. Paul is an example we can follow when we do missionary work. (20–25 minutes)
Invite those students who have a brother, sister, or other relative on a mission to raise their hands. Ask them to relate examples of challenges that missionaries sometimes encounter. Ask: How do these challenges affect the missionary’s ability to share the gospel with others?
Ask students to turn to Bible map 13 and trace the course of Paul’s first missionary journey. Help students understand the difficulties encountered by Paul on his first missionary journey by discussing some or all of the following questions:
Tell students that we can learn how to become good missionaries through Paul’s example. Divide your class into two groups. Assign one group to study Acts 13 and the other Acts 14, looking for answers to the following questions:
Discuss each group’s findings and list key points on the board. Encourage students to prepare to serve the Lord by following Paul’s example.
Acts 13:6–12, 49–14:7, 19–27. Opposition always accompanies the growth of the Church. (20–25 minutes)
Write the following statement on the board:
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“Every time you kick ‘Mormonism’ you kick it upstairs; you never kick it downstairs. The Lord Almighty so orders it” (Brigham Young, Discourses of Brigham Young, 351). |
Ask:
Divide your class into three groups. Assign each group one of the following scripture blocks: Acts 13:6–12; 13:49–14:7; 14:19–27. Have them look for answers to these questions:
Read Doctrine and Covenants 35:13–14 with your class and look for the promises the Lord gives those who faithfully declare His gospel. Ask: How do these promises apply to missionaries? Point out that missionaries do not always overcome opposition but sometimes have to walk away from it (see Acts 13:49–52). Invite students to share examples of how a missionary they know overcame or endured opposition with the help of the Lord.
Acts 13:6–8, 43–50; 14:4, 19–20. Some people embrace the word of God when they hear it, while others reject and fight against it. (15–20 minutes)
Ask students: As people are taught the gospel, why do you think some accept the message while others don’t?
Tell students that Paul and his companions taught the gospel to many people. Some accepted it as true, while others rejected it. Have students read Acts 13:6–8, 43, 45, 48, 50; 14:4, 19–20 looking for key words or phrases that reveal people’s acceptance or rejection of the gospel. Have the students share their findings.
Divide the class in two. Have one group read John 7:17; 14:15; Hebrews 11:24–26; and Doctrine and Covenants 93:36–39 looking for why some accept the gospel. Have the other group read Mark 7:9 and 1 Nephi 2:11–12; 16:2–3 looking for why some reject the gospel. Discuss what they find.
Read Mosiah 3:19 and ask: According to this verse, what are some characteristics of people who understand and obey truth? Encourage students to seek these traits.
Acts 15 gives an account of an important Church council held in Jerusalem about A.D. 50, just before Paul’s second missionary journey. Church leaders attending the conference included Peter, James, Paul, Barnabas, and Titus. Many Gentiles had been baptized after hearing Paul and Barnabas preach. Some Jewish members of the Church in Jerusalem became concerned because the new male converts had not been circumcised. Church leaders convened the council at Jerusalem to consider whether or not gentile converts to the Church should be required to obey the law of Moses. As you study Acts, notice how cultural and emotional factors often influence the behavior of people, sometimes running contrary to the teachings of Church leaders.
Prayerfully study Acts 15 and consider the following principle before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for Acts 15.
Acts 15. The Lord guides His Church by revealing His will to His prophets. (20–25 minutes)
Ask a student to read or recite the ninth article of faith. Explain that when Heavenly Father reveals something for the entire Church, He reveals it through the prophet. Ask: Can you think of any recent revelations the Lord has given to the Church through the prophet? (Answers might include Official Declaration 2 [1978], “The Family: A Proclamation to the World” [1995], and the decision to build small temples [1997].)
Have students turn to Acts 15. Explain that this chapter illustrates how in the ancient Church, just as in the modern Church, the Lord revealed His will to Church leaders. These leaders in turn taught the people and helped them understand and obey.
Read Acts 15:1–6 with your class and ask:
Have students read Acts 15:7–21 looking for the roles played in the council by Peter, Barnabas, Paul, and James. Ask:
Read Acts 15:22–35 with the class and consider asking questions like the following:
Conclude by assuring students that the Lord’s prophet will never lead us astray (see “Excerpts from Three Addresses by President Wilford Woodruff Regarding the Manifesto,” following Official Declaration 1 in the Doctrine and Covenants). Tell students that we should always prayerfully follow the counsel of the living prophet and sustain him in every way.
Once the decision was made not to require gentile converts to keep the law of Moses, Paul set out on a second missionary journey to the gentile nations (see Bible map 13). This time Silas was his companion. Acts 16–18 focuses primarily on the people, places, and events that Paul encountered. This mission ends in Acts 18:22, and the account of Paul’s third missionary journey begins in verse 23. Notice the teaching methods that made Paul a successful missionary.
Prayerfully study Acts 16–18 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 Acts 16–18.
Acts 16:1–18:22. During Paul’s second missionary journey, he revisited old branches of the Church and founded new ones. (5 minutes)
Have students turn to Bible map 13 and trace the course of the Apostle Paul’s second missionary journey. Ask:
Tell students that this journey gave Paul an opportunity to revisit branches of the Church he had founded during his first missionary journey and also to establish several new branches in areas not yet touched by the gospel message.
Acts 16:1–3. Missionaries should be considerate of the culture of the people they teach. (10–15 minutes)
Ask students: What are some examples of customs or manners in other cultures that are different from ours? (Answers might include table manners, dating customs, laws.) Explain that to keep from offending people, missionaries need to be sensitive to differences between their own culture and the cultures of the places they are called to teach the gospel. Have students read Acts 16:1–3, and ask:
Go around the room asking students to name places where a brother, sister, or friend is currently serving as a missionary. Invite them to study the culture of this place. Tell them that in a few days you would like them to tell the class about aspects of the culture in that place that they think would be important for a missionary to understand.
Acts 16:9–33. Opportunities to teach the gospel often come at unexpected times. We should be prepared at all times to share the gospel. (15–20 minutes)
Tell an experience (or have a student tell one) where you unexpectedly had an opportunity to share the gospel. Discuss what might have happened if you had not been prepared. Ask: Who can be witnesses of the gospel of Jesus Christ?
Explain to students that we should be “witnesses of God at all times and in all things” (Mosiah 18:9).
Have students read Acts 16:9–15 looking for the circumstances that allowed Paul to preach the gospel and to baptize, and ask:
Have students silently read verses 16–33 looking for answers to the same questions. Then ask:
Have a student read the following quotation from Elder L. Tom Perry, a member of the Quorum of the Twelve:
“I often greet young priesthood bearers of the Church as we meet them throughout the world with the question, ‘Future missionary?’ Their faces usually brighten with a positive reply. Then I encourage them to start today preparing for that great experience.
“What preparation is necessary for this exciting service? First and most important is that the Lord expects it of us. He expects us to be involved in building His kingdom. Our prophets have continually reminded us that every able, worthy young man is expected to serve a full-time mission.
“Your preparation must have you ready to sit in front of your bishop and certify to him of your personal worthiness to be a full-time missionary. You will be much more comfortable with the interview with your bishop if he is already your friend” (in Conference Report, Apr. 1991, 52; or Ensign, May 1991, 39).
Acts 17:1–18:8. We should teach the principles of the gospel from the scriptures by the power of the Spirit. (20–25 minutes)
Write on the board: The Prophet Joseph Smith said, “No man can preach the Gospel without ___ ____ _____.” Invite students to fill in the missing words. Explain that several answers could make the statement true but that you are looking for one in particular. Write their suggestions on the board beneath the sentence and ask why each makes the sentence true. When they give the correct words, write them in the blanks, and have a student read the entire quote as follows:
“All are to preach the Gospel, by the power and influence of the Holy Ghost; and no man can preach the Gospel without the Holy Ghost” (Teachings of the Prophet Joseph Smith, 112).
Read Doctrine and Covenants 42:6–7, 12–13 and ask:
Explain that Paul is a good example of following this divine pattern for teaching the gospel. Have students read what happened in Thessalonica (see Acts 17:1–4), Berea (see Acts 17:10–12), Athens (see Acts 17:16–18, 32–34), and Corinth (see Acts 18:1–8). (It might be helpful to quickly locate the cities on Bible map 13.) As the students read, have them look for the answers to these questions:
Consider inviting a returned missionary to class to share how applying this principle helped bring converts into the Church.
Acts 17:22–28. We are all children of our Heavenly Father, and He decides when and where we are born on earth. (15–20 minutes)
During his second missionary journey, Paul taught the intellectuals at Athens a most important doctrine. Draw on the board a representation of an altar with the words “To the Unknown God.” Ask:
Invite students to read Acts 17:22–23, and ask:
Give the following questions to students as a handout or write them on the board. Have them study Acts 17:24–29 and answer the questions.
Have a student read the commentary for Acts 17:26 in The Life and Teachings of Jesus and His Apostles (p. 266). Discuss the blessings that come into our lives as a result of being children of our Father in Heaven. Ask: What responsibilities do we have as we come to know who we are?
Acts 18:23–28. Paul spent more time and covered more miles on his third missionary journey than on either of his previous missionary journeys. (5 minutes)
Have students turn to Bible map 13 and trace the course of the Apostle Paul’s third missionary journey. Ask:
Point out to students that not only did he travel farther but he also spent more time (about four years) than on any of his previous missionary journeys.
Paul’s third missionary journey is a testimony to his character and his dedication to the cause of Christ. Acts chapter 19 contains several accounts of Paul in Ephesus. While there he taught and baptized, healed the sick, dealt with Jewish exorcists, and narrowly escaped mob violence at the hands of worshipers of Diana. All of these experiences bear witness to the power of the Holy Ghost as it worked through Paul. Chapter 20 shows him raising a young man from the dead in Troas and counseling Church elders in Miletus. To these leaders of the branch in Ephesus he cited a teaching of Jesus not found in any other passage of scripture: “It is more blessed to give than to receive” (Acts 20:35).
Prayerfully study Acts 19–20 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 Acts 19–20.
Acts 19:11–16; 20:7–12. Healings occur through priesthood authority and the power of faith. (20–25 minutes)
Ask your students:
Recount the following story from the history of the modern Church. When the Saints were driven from Missouri, they camped along the banks of the Mississippi River, where they were stricken with severe illnesses. One day the Prophet Joseph Smith rose from his own sickbed, assembled several of the brethren, and proceeded to heal as many people as he could lay his hands on. Have a student read the following, written by President Joseph Fielding Smith:
“In this manner the Prophet and the brethren passed from house to house, healing the sick and recalling them from the mouth of the tomb. It was on this occasion that a man, not a member of the Church, seeing the mighty miracles which were performed, begged the Prophet to go with him and heal two of his children who were very sick. The Prophet could not go, but said he would send some one to heal them. Taking from his pocket a silk handkerchief he handed it to Elder Wilford Woodruff and requested him to go and heal the children. He told Elder Woodruff to wipe the faces of the children with the handkerchief, and they should be healed. This he did and they were healed” (Essentials in Church History, 27th ed. [1974], 224).
Consider discussing the following questions:
Ask students to read Acts 19:11–12 looking for similarities to what happened in the Prophet Joseph Smith’s day. Read the following explanation by Elder Bruce R. McConkie:
“Healings come by the power of faith; there is no healing virtue or power in any item of clothing or other object, whether owned by Paul or Jesus or anyone. But rites and objects may be used to help increase faith” (Doctrinal New Testament Commentary, 2:169).
If desired, point out other objects that have been used in this way in the scriptures: spittle and clay (see John 9:6–7), Jesus’ clothing (see Matthew 9:20–22), and the shadow of Peter (see Acts 5:15–16).
Explain that faith in the Lord is essential for healing to occur. Have students read Acts 19:13–16 looking for another important element. Ask:
Read with students Acts 20:7–12. Testify that healings occur through priesthood authority and the power of faith.
Acts 20:29–30. Paul foresaw the apostasy of the Church Jesus Christ established. (30–35 minutes)
Turn off the lights in your classroom. Hold up an object that is dark blue and an object that is black. Ask students if they can tell what color the objects are. Explain that just as it is difficult to distinguish colors in the dark, it is also difficult to discern spiritual truth when the light of revelation goes out. Paul and other early Apostles predicted such a spiritual darkness.
Have a student read Acts 20:28–30, and ask:
Write the word Apostasy on the board. Tell students that “apostasy” means abandoning one’s religious beliefs or departing from the truth. This is the word we use today to describe what happened in the early Church. Paul spoke about the Apostasy many times in his writings.
Have students mark Acts 20:28–30 and write the following cross-references next to those verses: 1 Corinthians 11:18; Galatians 1:6–8; 2 Thessalonians 2:1–3; 1 Timothy 1:5–7; 4:1–3; 2 Timothy 3:1–7; Titus 1:10–16. Read each of these references with your students and have them look for the causes and characteristics of the Apostasy or “falling away.”
Explain that with the death of the Apostles and the acceptance of false doctrines, the ancient Church departed from the truth. This was not just an apostasy of members from the Church but an apostasy of the Church. Because of this apostasy, within a relatively short time of its establishment by Christ, the true Church was withdrawn and could no longer be found on the earth. In the sixteenth century religious reformers in Europe tried to correct the damage done by the Apostasy. This movement was known as the Reformation. But only a Restoration could bring back the truths and authority that had been lost. Joseph Smith was the prophet through whom Heavenly Father began this Restoration.
Explain that some of the same influences that led to the apostasy of the ancient Church cause some people to apostatize from the Church today. Have students read the following statements by President Gordon B. Hinckley:
“As surely as this is the work of the Lord, there will be opposition. There will be those, perhaps not a few, who with the sophistry of beguiling words and clever design will spread doubt and seek to undermine the foundation on which this cause is established. They will have their brief day in the sun. They may have for a brief season the plaudits of the doubters and the skeptics and the critics. But they will fade and be forgotten as have their kind in the past” (in Conference Report, Apr. 1994, 76; or Ensign, May 1994, 60).
“There is a tendency on the part of some to become indifferent. There are those who drift off, seeking the enticements of the world, forsaking the cause of the Lord. I see others who think it is all right to lower their standards, perhaps in small ways. In this very process they lose the cutting edge of enthusiasm for this work. For instance, they think the violation of the Sabbath is a thing of unimportance. They neglect their meetings. They become critical. They engage in backbiting. Before long they have drifted from the Church.
“The Prophet Joseph once declared, ‘Where doubt is, there faith has no power’ (Lectures on Faith [Salt Lake City: Deseret Book Co., 1985], p. 46).
“I invite any who may have so drifted to come back to the strong and solid moorings of the Church. This is the work of the Almighty. Whether we as individuals go forward will depend on us. But the Church will never fail to move forward” (in Conference Report, Sept.–Oct. 1995, 95; or Ensign, Nov. 1995, 72).
Discuss with students some of the causes of individual apostasy. Ask: What can we do to avoid and prevent it?
The account of Paul’s third missionary journey to the Gentiles ends with Acts 21:16. During the roughly ten years of his three journeys Paul traveled many thousands of miles and boldly testified of Jesus “before the Gentiles . . . and the children of Israel” (Acts 9:15). Acts 21:17–23:35 records events that transpired between the end of these missions and his appearance before Felix, the Roman governor at Caesarea. They include Paul’s telling of his conversion and of other occasions when the Lord spoke to him. They end with Paul under arrest in Herod’s judgment hall in Caesarea awaiting a hearing before Felix. Notice Paul’s boldness as a missionary and his ability to seize every opportunity to teach the gospel, no matter how difficult the circumstances.
Prayerfully study Acts 21–23 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 Acts 21–23.
New Testament Video presentation 12, “Paul—A Chosen Vessel” (11:34), can be used in teaching Acts 21–28 (see New Testament Video Guide for teaching suggestions).
Acts 21–28. The Lord prepared Paul to bear witness of Him throughout the world. (20–30 minutes)
Ask students to consider the training athletes undergo to become competitive at a world-class level. Discuss their step-by-step preparation, from learning the basics of their sport through the years of practice, coaching, relearning, strength training, competing, and improving until they become the best they can be at their sport.
Explain that Paul did not become the Lord’s Apostle and missionary to the Gentiles all at once. The Lord prepared him from the time he was a child.
Write the following questions on the board:
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Have the students find the answers, and write them on the board. Then discuss how each of these things helped prepare Paul to be an Apostle and missionary. Explain that we too must prepare for our callings in the Church. Discuss the following questions:
Read and discuss the following statement by Elder Neal A. Maxwell:
“God does not begin by asking us about our ability, but only about our availability, and if we then prove our dependability, he will increase our capability!” (“It’s Service, Not Status, That Counts,” Ensign, July 1975, 7).
Acts 21:1–17. If we follow the promptings of the Holy Ghost, we will be guided, protected, and comforted. (25–30 minutes)
Share an experience in which you received guidance from the Holy Ghost. Invite students to share similar experiences they may have had. (Caution them not to share anything too sacred or personal.) Ask: Why is it sometimes difficult to follow the promptings of the Spirit?
Have students read Acts 20:22–25, and ask: What consequences did Paul know would come if he followed the Spirit’s direction to go to Jerusalem?
Ask students to imagine receiving a mission call knowing that if they went they would never be able to return to their family or friends. Ask:
Invite students to read Acts 21:1–17. Discuss some or all of the following questions:
Read to students the following statement by William Law, an eighteenth century English clergyman:
“If you have not chosen the Kingdom of God, it will make in the end no difference what you have chosen instead” (in Neal A. Maxwell, The Smallest Part [1973], 1).
Testify of the importance of following the Lord in spite of any opposition we receive from other people.
Acts 21:16–26. We need to be patient and understanding with new converts as they learn the gospel. (20–25 minutes)
Show students a map of the world and discuss questions like the following:
Ask students:
Have students read Acts 21:16–20, and ask:
Read verses 21–26 and ask:
Ask a student to read the following quotation from President Gordon B. Hinckley:
“Unfortunately, people can’t seem to be tolerant and respectful of the views of others in so many cases. We must cultivate . . . an attitude of tolerance and respect for the beliefs and rights of others. We must cultivate an increased spirit of civility among people in their expressions one to another, and toward the beliefs and practices of others. We can disagree with people without being disagreeable. We can disagree without raising our voices and becoming angry and vindictive in our ways. We must learn to do so. We . . . must practice a greater spirit of Christ in our lives, of love one for another, and extend that to all people regardless of whom they worship or how they worship, so long as they do not infringe upon the rights of others” (Teachings of Gordon B. Hinckley, 666–67).
Ask: How do you feel about this statement? Invite students to think of an individual in their ward, stake, or school who recently joined the Church or is just becoming active. Ask: What could you do to show tolerance and charity toward this individual? List answers on the board, and encourage students to follow Paul’s example of respecting the feelings of new converts.
Acts 23:11–31. Sometimes the Lord accomplishes His will for us through the actions of other people. (20–25 minutes)
Invite the class to pretend that you are a student who wants to get better grades in school. Ask: Who can help me get better grades? (Answers might include parents, teachers, tutors, friends.)
Tell students that certain people helped Paul accomplish something that Heavenly Father had in mind for him. Have students take turns reading verses from Acts 23:11–31. As they read, pause to discuss questions like the following:
Help the students understand that other people sometimes help us accomplish what the Lord wants us to do. You might use questions such as these:
Point out that sometimes the Lord even enlists other people to help Him answer our prayers. For example, when we pray for help in understanding a gospel principle, He might prompt a teacher to discuss that principle in a lesson. Invite students to share examples from their own lives where this has happened to them.
Remind students that the Lord may also use them to help other people accomplish what the Lord wants them to do. Encourage students to be prepared to help whenever the Lord calls.
Paul was imprisoned in Caesarea. While there he made a brave and straightforward defense before Felix, Festus, and Agrippa, which eventually led him to a trial before Caesar in Rome. There he would have the opportunity to complete the mission the Lord gave him to bear testimony of Jesus “before the Gentiles, and kings” (Acts 9:15). Look for what Paul’s conduct teaches us about respecting the law of the land.
Prayerfully study Acts 24–26 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 Acts 24–26.
Acts 24–26. Who’s who? (15–20 minutes)
The following memory game will help students become familiar with the key figures in Acts 24–26. Draw the accompanying chart on the board or on an overhead transparency. Cover each square with a blank piece of paper. The object is to match the names to descriptions of those people or to what they did or said. Invite a student to select two squares (for example 1-B and 3-D). Uncover them, and allow students time to thumb through Acts 24–26 looking for references to the individuals. If the squares match, leave them uncovered. Otherwise cover them up again and have the next student pick two more squares. Continue until all the squares are uncovered.
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A |
B |
C |
D |
|
1 |
Tertullus |
sister of Agrippa |
Festus |
Tertullus presented Paul to _______. |
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2 |
Roman emperor |
Paul |
accused Paul of being “a ringleader of the sect of the Nazarenes” |
“Almost thou persuadest me to be a Christian.” |
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3 |
Agrippa |
Felix |
Lysias |
chief captain |
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4 |
“This thing was not done in a corner.” |
Bernice |
took Felix’s place as governor |
Caesar |
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Answers |
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Tertullus = accused Paul of being “a ringleader of the sect of the Nazarenes” (see Acts 24:1–5) sister of Agrippa = Bernice (see Acts 25:13; Bible Dictionary, “Herod,” pp. 700–701) Festus = took Felix’s place as governor (see Acts 24:27; Bible Dictionary, “Festus,” p. 674) Tertullus presented Paul to _____ = Felix (see Acts 24:1–3) Roman emperor = Caesar (see Acts 25:10–12; 26:32) Paul = “This thing was not done in a corner” (see Acts 26:26) “Almost thou persuadest me to be a Christian” = Agrippa (see Acts 26:28) Lysias = chief captain (see Acts 24:7) |
Acts 24:10–21; 25:8–11; 26:2–29. Those with testimonies of the truth should always be willing to testify of Jesus Christ, the scriptures, and the words of the living prophets. (30–35 minutes)
Have students imagine going with a nonmember friend to another state or country. The newspapers there have printed some untruths about the Church, and your friend asks you for an explanation. Discuss with students questions such as:
Read with students Paul’s “mission call” in Acts 26:12–18. Ask:
With the class read Acts 24:10–21; 25:8–11; 26:2–29 and answer the following questions:
Ask students: What can we learn from Paul about being valiant in our testimonies of Jesus Christ? Discuss their answers. Have a student read the following statement by Elder Dallin H. Oaks:
“What does it mean to be ‘valiant in the testimony of Jesus’? Surely this includes keeping his commandments and serving him. But wouldn’t it also include bearing witness of Jesus Christ, our Savior and our Redeemer, to believers and nonbelievers alike? As the Apostle Peter taught the Saints of his day, we should ‘sanctify the Lord God in [our] hearts: and be ready always to give an answer to every man that asketh [us] a reason of the hope that is in [us]’ (1 Peter 3:15)” (in Conference Report, Oct. 1990, 38; or Ensign, Nov. 1990, 31).
Encourage students to prepare to teach the gospel to others.
After two years of imprisonment in Caesarea, Paul set sail for Rome to be tried by Caesar. He traveled in the company of 276 prisoners and sailors. Paul foresaw that the voyage would be troubled and advised the sailors to wait out the winter near Lasea. The centurion refused to follow his advice, and the ship was wrecked off the island of Melita. Paul was inspired to reassure the passengers that all would be saved (see Acts 27:21–26). While stranded on the island, Paul healed the sick and was himself bitten by a poisonous snake but suffered no harm. Finally arriving in Rome, Paul lived as a private citizen, though guarded by a soldier. He spent the next two years preaching the gospel, thus fulfilling the Lord’s promise (see Acts 23:11). This is where the book of Acts ends.
Prayerfully study Acts 27–28 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 Acts 27–28.
Acts 27. Heeding the prophets’ warnings will give us protection and safety. (20–25 minutes)
Begin class by reading the following story:
“In January of 1975, on a dark, rainy night in Tasmania, a 7,300-ton barge smashed into two piers of the Tasman Bridge, which connects Hobart, Tasmania, with its eastern suburbs across the bay. Three spans of the bridge collapsed. An Australian family by the name of Ling were driving across the bridge when suddenly the bridge lights went out. Just then a speeding car passed them and disappeared before their very eyes. Murray Ling ‘slammed on his brakes and skidded to a stop, one yard from the edge of a black void’ (Stephen Johnson, “Over the Edge!” Reader’s Digest, Nov. 1977, 128).
“Murray got his family out of the car and then began warning oncoming traffic of the disaster ahead. As he frantically waved his arms, to his horror, a car ‘swerved around him and plummeted into the abyss’ (p. 128). A second car barely stopped in time, but a third car showed no sign of slowing down and crashed into the Lings’ car at the edge of the bridge.
“Suddenly a loaded bus headed toward Murray, ignoring his waving arms. In desperation, risking his very life, he ‘ran alongside the driver’s window. “There’s a span missing,” he yelled’ (p. 129). The bus swerved just in time and came to a halt against the railing. Dozens of lives had been saved” (Spencer J. Condie, in Conference Report, Oct. 1993, 21; or Ensign, Nov. 1993, 17).
Tell the students that Paul was in a similar position to the man on the bridge. Have them read Acts 27:9–26, and ask:
Invite students to finish the story by reading verses 27–44. Ask:
Discuss with students the “downed bridges,” or dangers, we face in life. Ask:
Read the following statement by Elder Spencer J. Condie, a member of the Seventy:
“I am grateful for these Brethren whom we sustain as prophets, seers, and revelators who forewarn us of bridges not to be crossed” (in Conference Report, Oct. 1993, 21; or Ensign, Nov. 1993, 17).
Encourage students to develop this same appreciation for the living prophets and to carefully heed their counsel.
Acts 27:13–28:10. Facing difficulties with courage can strengthen our character. Having faith in God gives us courage. (25–30 minutes)
Ask: What are some difficulties people face in their lives? (Answers might include illness, loss of loved ones, work-related stress.) Read with students Acts 27:13–15 and look for the difficulty encountered by Paul on his way to Rome. Ask: How can this be compared to the difficulties or “storms” of life?
Read with students Acts 27:16–44 looking for Paul’s characteristics that allowed him to survive this crisis, and list them on the board. These might include courage (see vv. 21–24), hope (see vv. 22, 25), faith in God (see vv. 30–31), common sense and the ability to calm others (see vv. 33–36). Discuss how these traits can help us weather our own “storms.”
Bring a dumbbell to class and ask a student to curl the weight (lift it from the waist upwards to the shoulders), or invite a student to do some push-ups. Explain that muscles grow and become strong as they overcome resistance. Ask:
Write on the board 2 Corinthians 1:3–4; 4:8–9, 17; Philippians 3:8; 4:13. Invite students to read the scriptures and answer the following questions:
Have a student read the following testimony from Elder Richard G. Scott, a member of the Quorum of the Twelve:
“The Lord is intent on your personal growth and development. That progress is accelerated when you willingly allow Him to lead you through every growth experience you encounter, whether initially it be to your individual liking or not. When you trust in the Lord, when you are willing to let your heart and your mind be centered in His will, when you ask to be led by the Spirit to do His will, you are assured of the greatest happiness along the way and the most fulfilling attainment from this mortal experience. If you question everything you are asked to do, or dig in your heels at every unpleasant challenge, you make it harder for the Lord to bless you” (in Conference Report, Apr. 1996, 33; or Ensign, May 1996, 25).
Have students read Acts 28:1–10, and ask: