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To help students put the Lord first in their lives.
SCRIPTURE ACTIVITY Have students read John 21:1–15, and ask them the following questions:
“LOOK FOR” ACTIVITY Suggest that as the students watch segment 1 they think about what their decision would be if they were in Davy’s place and why.
SHOW SEGMENT 1 Segment 1 (3:58) is a story about a young man who wrestles with a decision whether to accept an invitation to participate in a national track meet. His commitment would require him to participate on Sunday and conflict with his church attendance and assignments as well as keeping the Sabbath day holy.
DISCUSSION Discuss how Davy’s conflict is an example of “Lovest thou me more than these?” (John 21:15) and why. Write the following on the board, along with any other choices the students might have:
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Ask students if the activities in the “More Than These” column are negative or bad. When might they become a problem?
SCRIPTURE ACTIVITY Read John 21:16–17 with your students and ask why they think Jesus asked Peter the question “Lovest thou me?” three times. How did Peter feel? (see v. 17). How did he answer Jesus each time? Discuss how our love for Jesus influences our choices?
“LOOK FOR” ACTIVITY Have students look for ways the situations in segments 2–5 illustrate Jesus’ instructions to feed His lambs.
SHOW SEGMENTS 2–5 Segments 2–5 (9:06), each based on a true incident, illustrate how young people can apply the Savior’s request to feed His lambs and sheep.
Note: You may wish to show and discuss each segment individually.
DISCUSSION Tell students that when Jesus said “Feed my lambs,” He wanted us to nurture and nourish Heavenly Father’s children. Discuss how each segment illustrates the expression “Feed my lambs.” Discuss other ways we can feed His sheep. The following questions might be helpful:
Segment 2 (1:19) Is it necessary to have an assignment before we should show care and concern for others? What are some ways Val might have helped Jason Cravetz?
Segment 3 (2:19) Why did Michelle give Angie Clawson a copy of the Book of Mormon as a birthday gift? What are some ways we can share the gospel with our friends?
Segment 4 (3:56) What are the risks when we try to correct the behavior of other people? Why did Ryan accept Dan’s observations?
Segment 5 (1:32) Why does it seem difficult to be kind to individuals like Vernon? How might Vernon have felt?
SUMMARY If we love the Lord we should feed His sheep.
To help students understand that the Lord reveals changes in the Church through His prophet.
HISTORICAL BACKGROUND Until the events in Acts 10 the New Testament Church had two types of converts: Jewish and Gentile. The Gentile converts converted first to Judaism and then to the Church. There were probably no Gentile members of the Church who had not been converted to Judaism first. The following diagram might be helpful:
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Cornelius was the first non-Jewish person in the New Testament to be baptized into the Church without being converted to Judaism first (see Bible Dictionary, “Cornelius,” 650). His conversion could be diagrammed as follows:
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SCRIPTURE INSIGHT In the days of Jesus, the Apostles were told not to teach the gospel to the Gentiles (see Matthew 10:5–6). After the death of Christ, however, Peter was told in a revelation that it was time to preach the gospel to all people. As you teach Acts 10:1–11:18, help students understand that Peter received the revelation for change in the Church because he was the President of the Church in his day. Also help students understand that the Lord reveals changes in His Church today through His prophet. Elder Harold B. Lee, as an Apostle, said:
“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,” in Charge to Religious Educators, 2nd ed. [1982], 109).
DISCUSSION Discuss the impact this revelation to Peter had on the Church in that day. Include the following:
Note: Before showing the video, make sure students understand the following points:
SHOW THE VIDEO The video tells the story of the revelation President Spencer W. Kimball received that extended the blessings of the priesthood to all worthy male members of the Church (see Official Declaration 2).
DISCUSSION Discuss parallels between the revelation to Peter and the revelation to President Kimball. (Both were given through the head of the Church, both opened new doors for spreading the gospel, and so forth.) You may want to read Official Declaration 2 and discuss changes that have occurred in the Church because of the revelation to President Kimball.
CONCLUSION Emphasize that the Lord leads His Church through prophets. If the Lord has changes or other important instructions for His Church, that information will come through His prophet. Ask students where they can find the words of the Lord’s living prophet, and discuss what the prophet is saying to us today.
To help students understand how the Lord prepared Paul to bear witness of Him throughout the world.
SCRIPTURE SEARCH Have students read Acts 9:6 and find out what the Lord told Saul to do. What did the Lord tell Ananias His purpose was in calling Saul to the ministry? (see Acts 9:15–16).
As a class or in groups, search Acts 18; 21–22; 26 for the following information about Saul: his occupation (Acts 18:3), his ability with languages (Acts 21:37–40), his birthplace (Acts 21:39), his teacher (Acts 22:3), his citizenship (Acts 22:25–29), and his religious training (Acts 26:4–5). Ask students how they think these things helped Saul as a servant of the Lord.
“LOOK FOR” ACTIVITY When the Lord appeared to Saul on the road to Damascus, He knew Saul would suffer greatly for the ministry. But the Lord also knew Saul would accomplish a great work for Him. Have students look for the significance of each of the elements of Saul’s preparation as he fulfilled his calling as an Apostle of the Lord Jesus Christ.
SHOW THE VIDEO This presentation uses time-lapse photography to simulate the sculpting of Paul’s bust. This serves as a metaphor of how the Lord shaped Paul for the ministry. Paul’s religious training, for example, enabled him to bear witness to the Jews. His birthplace and language training prepared him to witness to the Gentiles. Paul’s defense before King Agrippa shows how he was obedient to his calling.
SCRIPTURE INSIGHT Read Acts 26:19–29 and discuss Paul’s desire for us all (that we would all be persuaded to believe in Christ and be willing to bear witness of Him).
CONCLUSION Invite students to share experiences of people they know who have been persuaded to believe in Christ or who have had opportunities to testify of the gospel of Jesus Christ.
To help students understand that, through the grace of Jesus Christ, divine help is available for each of us to gain eternal life.
Note: This lesson focuses on the doctrine of grace. Because of the sacred nature of this doctrine, care and sensitivity should be used while teaching this lesson. This lesson should be followed immediately by lesson 14, “Faith and Works,” to help students understand the relationship between faith, grace, and works.
DISCUSSION Have your students turn to “grace” in their Bible Dictionary (p. 697) and help them understand the following:
STUDENT ACTIVITY Tell students that the Lord extends grace to us in three ways: He raises us to immortality, He gives us strength and help to do good works, and He helps us gain exaltation. Have students read Acts 4:33; 15:11; 20:32; Romans 2:4; 5:15; and 2 Corinthians 12:9 and tell what kind of grace is being described in each of these verses.
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SHOW SEGMENT 1 Segment 1 (5:51) is a parable showing how the Lord’s grace helps us gain eternal life.
DISCUSSION After viewing segment 1, do the following:
Tell students that since we can only be perfected in Christ, we must rely on His saving grace (see Moroni 10:32–33). Romans 12:3 suggests that our good works are the result of God giving us strength beyond our own abilities.
“LOOK FOR” ACTIVITY As students watch segment 2, suggest they look for ways the Savior gives strength and assistance to us in times of trial.
SHOW SEGMENT 2 Segment 2 (6:03) portrays how the Lord helps a successful gymnast cope with an accident that left her paralyzed.
DISCUSSION Ask students what Diane’s trials were and discuss how the Lord’s grace lightened her burden. Discuss other types of trials that people face. Help students know that if they turn to the Savior, His grace can help them in their trials (see also 2 Corinthians 12:7–9).
“LOOK FOR” ACTIVITY As students watch segment 3, have them look for ways the Savior can give us daily strength and assistance.
SHOW SEGMENT 3 Segment 3 (2:10) includes two short illustrations of how the Lord provides daily assistance to help us live the gospel.
DISCUSSION Students should understand that the Lord’s mercy and love can help us begin and complete things that we could not do if left to our own abilities. Discuss the strength and assistance given to the individuals in the video. Invite students to share righteous desires they were able to accomplish because of the Lord’s help. Discuss how students can seek the grace of Christ (see also Romans 15:15; 1 Corinthians 15:10).
SCRIPTURE INSIGHT Discuss the principle of grace as shown in 2 Nephi 31:19; 3 Nephi 12:3; Ether 12:27; D&C 20:30–31; 50:40; 93:20.
To help students understand the relationship between faith, grace, and works in their progression toward eternal life.
ACTIVITY Have students read Moses 1:39 and discover God’s work. Tell them that in the world there are many false ideas on how a person gains salvation. Have students determine if immortality comes through faith, works, grace, or a combination of the three. Have them determine if eternal life comes through faith, works, grace, or a combination.
Note: You may wish to define the following terms:
“LOOK FOR” ACTIVITY Tell students that this lesson will help them understand how faith, grace, and works enable us to gain salvation. As they watch the video, have them look for the differing opinions the skiers have on how to survive.
SHOW THE VIDEO The video is an analogy about how we are saved. Three men are trying to reach the North Pole when a severe storm hits and delays their expedition and threatens their survival. They argue about what they should do to be saved.
DISCUSSION Ask students what the skiers were concerned about after the storm. What did each skier think should be done to survive? What was the pilot’s role? (to provide the support that would keep them alive). Tell your students that, like skier one, some individuals believe that we are saved only by our own works. Others, like skier two, believe that we are saved only through the grace of God and do not have to do anything of ourselves. Still others, like skier three, know that we are saved through the grace of God after putting forth our own best effort. Help your students identify the falsity of the idea that we can save ourselves through our works, or that we do not have to do anything to be saved.
UNDERSTANDING PAUL Tell students that, like the first skier, some of Paul’s audience had lost sight of God’s power to save them. They became so involved in following the law of Moses that they did not recognize that salvation was in and through the Savior. So Paul spent most of his time preaching grace instead of works. Tell students that we can get a false understanding of how we are saved if we base our belief on just a few verses of scripture. To illustrate this point, read 1 Corinthians 15:21–22 and ask students whether they think the free gift of God described in these verses is immortality or eternal life. Use some or all of these additional examples:
Selective scriptures on works Ask students how they would say they were saved if they based their whole belief for salvation on Deuteronomy 10:12–13 (or Matthew 5:48, or Philippians 2:12).
Selective scriptures on faith and grace Ask students how they would say they were saved if they based their whole belief for salvation on Galatians 2:16 and Ephesians 2:8–9.
Looking at Paul as a whole Tell students that justified means to be found innocent of sin. Have students read Romans 3:24 and ask, “How are we justified?” (by grace). Have them read verse 28, and ask them the same question. We are saved by grace and faith. Have them read Romans 2:13 to find out who will be justified (see also 2 Nephi 25:23).
SUMMARY We are saved by the grace of Jesus Christ through His atoning sacrifice. Immortality (resurrection) is a free gift we all receive because of His grace. Eternal life is also a gift of grace, but it is conditional upon each individual’s own best efforts. Those who make their best efforts to follow Christ are promised His help, strength, and assistance to do works they could not otherwise do (see 2 Corinthians 9:8). Through His grace we receive a measure of faith (see Romans 12:3), and through faith (confidence and reliance upon Christ) we please God (see Hebrews 11:6). Our faith is perfected by our works (see James 2:22). Therefore, we gain eternal life through Christ by living His commandments and being perfected in Him (Moroni 10:32).
To encourage students to keep themselves clean and worthy of the Lord’s Spirit.
Tell students that Corinth was a large trade capital and a city of great immorality. Paul had great success turning the Corinthians from their wickedness and converting them to Jesus Christ.
“LOOK FOR” ACTIVITY Read 1 Corinthians 3:16 and ask students to be ready to explain how segment 1 of the video relates to this verse and to the Corinthian Saints.
SHOW THE VIDEO Segment 1 (1:57) portrays a large room in a run-down house with broken chairs, broken windows, and debris littering the floor. The room begins to change and become beautiful as the broken things disappear, the walls begin to look new, and beautiful light fixtures appear.
Note: Because of the sanctity of temples, the images in the video are not intended to represent the inside of a temple. As you teach the lesson, make sure the students understand that the Corinthians are compared to a home, not to a temple.
DISCUSSION Ask students how segment 1 relates to 1 Corinthians 3:16 and to the Corinthian Saints. Help them compare the interior of the house to the Corinthians who joined the Church. (Prior to their conversion many of the Corinthians had led sinful lives. Through their faith in the Atonement of Jesus Christ they had become clean, renewed, and worthy of the Holy Ghost.)
SCRIPTURE INSIGHT Tell students that after Paul left Corinth he learned that many of the Corinthian Saints were returning to their former ways. Help students understand that 1 Corinthians was written to chastise the Corinthian Saints and to encourage them not to return to their wickedness. Divide your students into three groups and assign each group a chapter from 1 Corinthians 3–5. Have each group identify key words that tell what sins the Corinthian Saints were committing again. You may want to have each group list on the board some of the key words they found.
SCRIPTURE INSIGHT Read 1 Corinthians 6:9–20 with your students and ask them if they can sense Paul’s frustration as he learns that the Corinthians were becoming filthy again. Help the students understand that members of the Church today have the same challenge as the Corinthian Saints—to keep our lives worthy of the Spirit of God while living in a sinful world.
“LOOK FOR” ACTIVITY Ask your students to be ready to discuss some of the challenges we face today in keeping our lives clean and worthy of the Spirit.
SHOW THE VIDEO Segment 2 (5:21) compares the lives of two young women who, through choice, make their homes either uninviting or inviting for the Spirit of God.
DISCUSSION You may want to discuss:
To help students understand the difference between godly and worldly sorrow and that it is godly sorrow for sin that leads to true repentance.
DISCUSSION Have students read 2 Corinthians 7:1. Then have them read 2 Corinthians 6:16–18 to find the promises Paul refers to. (God will dwell with us. He will walk with us. He will be our God and we will be His people. He will receive us if we are clean. He will be our Father and we will be His sons and daughters.) Who will receive these promises? (People who have made covenants with God and who are living righteously.) What does Paul counsel the Corinthian Saints to do to remain worthy of these promises? (Cleanse themselves from all filthiness of the flesh and spirit.) Discuss how we cleanse our flesh and spirit of filthiness through repentance.
SCRIPTURE ACTIVITY Read 2 Corinthians 7:8–10 with your students and help them understand the following:
Paul emphasized the importance of godly sorrow in the repentance process. Explain that the purpose of this lesson is to show the difference between godly sorrow and worldly sorrow and how godly sorrow leads to true repentance.
“LOOK FOR” ACTIVITY As the students watch the video, have them try to determine the meaning of godly sorrow and the difference between godly and worldly sorrow.
SHOW THE VIDEO This presentation portrays a young woman learning the difference between worldly and godly sorrow. In an interview for a temple recommend for her marriage she confesses some past sins to her bishop. She is upset and feels worldly sorrow when her bishop tells her she cannot have a temple recommend until she repents. Through the repentance process the young woman begins to feel godly sorrow and the sweet joy that follows true repentance.
DISCUSSION Kim thought she had repented because she stopped doing the things she knew were wrong. Ask students why the bishop would not give Kim a recommend. (She had not experienced godly sorrow. She felt sorrow for the social consequences of her sin, but not sorrow for the sin itself and how it had affected her relationship with God.)
QUOTATION President Ezra Taft Benson said:
“It is not uncommon to find men and women in the world who feel remorse for the things they do wrong. Sometimes this is because their actions cause them or loved ones great sorrow and misery. Sometimes their sorrow is caused because they are caught and punished for their actions. Such worldly feelings do not constitute ‘godly sorrow’ (2 Corinthians 7:10).
“Godly sorrow is a gift of the Spirit. It is a deep realization that our actions have offended our Father and our God. It is the sharp and keen awareness that our behavior caused the Savior, He who knew no sin, even the greatest of all, to endure agony and suffering. Our sins caused Him to bleed at every pore. This very real mental and spiritual anguish is what the scriptures refer to as having ‘a broken heart and a contrite spirit’ (D&C 20:37). Such a spirit is the absolute prerequisite for true repentance” (Teachings of Ezra Taft Benson [1988], 72).
DISCUSSION Ask the following questions:
Read 2 Corinthians 7:10 and ask students what they think Paul meant when he said “the sorrow of the world worketh death.” (Worldly sorrow leads us to spiritual death because it keeps us from true repentance.) What did Paul mean when he said “godly sorrow worketh repentance to salvation”? (Godly sorrow leads to a cleansing of body and spirit and makes us worthy of the promises in 2 Corinthians 6:16–18.) What does godly sorrow mean in our relationship with the Lord? (If we have godly sorrow, we will repent of past sins and strive to avoid doing things that offend God.)
To help students understand how the law of the harvest applies to life.
DISCUSSION Write Planting and Harvesting on the board and have students explain these two basic steps of gardening. You may want to show your students some seeds that are familiar to them and have them explain the process of planting and the expected harvest.
“LOOK FOR” ACTIVITY Have your students identify what is unique about the garden in the video.
SHOW THE VIDEO A family plants a garden that produces vegetables and fruits different than those planted.
DISCUSSION Ask students what happened in the garden that could not happen in real life and why it would be impossible. Read Galatians 6:7 and discuss the law of the harvest and how it applies to life. Have students read Galatians 6:8 and tell what they think it means to sow to the flesh and to the spirit. What harvest comes to the people who sow to each of these?
SHARING EXPERIENCES Invite students to share blessings they have harvested by sowing to the spirit. These personal harvests might include experiences from scripture reading, service, fasting, or patience.
SCRIPTURE INSIGHT In life we sometimes observe situations that appear to be exceptions to the law of the harvest. Have students read Galatians 6:9 and 3 Nephi 27:11. Discuss how the phrases “in due season” and “for a season” show that these are not truly exceptions but that the harvest is simply delayed. Give your students the following case studies and have them discuss how the law applies in each situation.
CASE STUDIES
QUOTATION The harvest may not come until after this life. Elder Spencer W. Kimball, as an Apostle, said, “The wicked may prosper for a time, the rebellious may seem to profit by their transgressions, but the time is coming when, at the bar of justice, all men will be judged, ‘every man according to their works.’ (Rev. 20:13.) No one will ‘get by’ with anything. On that day no one will escape the penalty of his deeds, no one will fail to receive the blessings he has earned. . . . There will be total justice” (The Miracle of Forgiveness [1969], 305).
To show students how the armor of God can help them withstand the temptations and wickedness of our time.
DISCUSSION Ask students what the most destructive military weapons known to man are. How many casualties are they capable of causing? What are some of the most destructive weapons used against our spirituality? (drugs, immorality, gambling, pride, hate, anger, self-pity, discouragement, depression). How many casualties are these weapons capable of causing? (even more than military weapons).
SCRIPTURE INSIGHT Read Ephesians 6:10–18 and help your students answer the following questions:
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“LOOK FOR” ACTIVITY Have students look for answers to the following questions as they watch the video: (1) What evidence do we have in our lives that we are in a war with Satan? (2) What can we do to “put on the armor of God”? (3) What kind of protection is given to those who put on the whole armor?
SHOW THE VIDEO The video compares young soldiers engaged in battle and young people clothing themselves in “the whole armour of God.” These scenes are based on excerpts from a conference talk by President Gordon B. Hinckley and on Ephesians 6:10–18. The video illustrates how the youth of today can successfully withstand “the wiles of the devil” (Ephesians 6:11).
DISCUSSION List student responses to the three “look for” questions above. (Answers to question 2 might include prayer, scripture study, and service. Answers to question 3 might include the power to resist temptation, make correct choices, and overcome anger and pride.)
Explain that the adversary is real and has power. Ask students what “fiery darts” are being fired at them. Invite students to share experiences they have had of being protected by the armor of God.
QUOTATION President Gordon B. Hinckley said:
“We cannot be unclean and expect the help of the Almighty. . . .
“You cannot afford to partake of things that will weaken your minds and your bodies. These include cocaine, ‘crack,’ alcohol, tobacco. You cannot be involved in immoral activity. You cannot do these things and be valiant as warriors in the cause of the Lord. . . .
“. . . We are engaged in a great eternal struggle that concerns the very souls of the sons and daughters of God. We are not losing. We are winning. We will continue to win if we will be faithful and true. We can do it. We must do it. We will do it” (in Conference Report, Oct. 1986, 57; or Ensign, Nov. 1986, 44).
To encourage students to listen to the Lord’s authorized servants to understand the doctrine of the Second Coming.
SCRIPTURE ACTIVITY Many of the Thessalonian Saints misunderstood Paul’s teachings in his first letter to them concerning the Second Coming of Jesus Christ. Read 1 Thessalonians 4:13–17 and ask students how these verses might have been misunderstood. Explain that many of the Thessalonian Saints quit working and became idle because they thought the Second Coming was going to take place very soon. Because of this misunderstanding Paul sent a second letter to the Thessalonians. Read 2 Thessalonians 1 with your students and have them find what Paul wrote to correct misunderstandings about the Second Coming. Have them also find what he wrote to comfort those Saints who were being persecuted because of their belief in Jesus Christ.
SCRIPTURE INSIGHT Read 2 Thessalonians 2:1–3 with your students and help them understand the following points Paul made about the Second Coming:
ACTIVITY Explain to your students that they will hear three modern-day case studies regarding the Second Coming of Jesus Christ. Ask them to be ready to explain how they would handle each situation.
CASE STUDY 1 A boy in your seminary class has expressed concern with the things he has heard about the Second Coming and the end of the world. He wants to know if there is enough time left for him to plan on a mission and a college education. He is worried that he will not have the opportunity to marry and have children. Ask students to briefly explain what they would say to this boy.
SHOW SEGMENT 1 Segment 1 (1:22) is an excerpt from a talk given by Elder Boyd K. Packer (in Conference Report, Apr. 1989, 72; or Ensign, May 1989, 59).
DISCUSSION Help students understand that there is time to prepare for a long life, and that feelings of fear do not come from God. Be careful that students do not misinterpret Elder Packer’s remarks and think that they do not need to prepare for the Second Coming now.
CASE STUDY 2 A friend tells you she attended a fireside where the speaker told about a dream he had concerning the Second Coming. In the dream he was told to teach the Saints things they must do in order to be ready for the Lord when He comes again. Your friend does not know if she should do what this man said or not. Ask students to briefly explain what they might say to this girl.
SHOW SEGMENT 2 Segment 2 (1:54) is an excerpt from a talk given by Elder Boyd K. Packer (in Conference Report, Sep.–Oct. 1989, 17; or Ensign, Nov. 1989, 14–15).
DISCUSSION Help students understand the following principles:
CASE STUDY 3 Your sister comes home concerned about what she heard her Sunday School teacher say. Her teacher said that the signs of the Second Coming were almost all fulfilled and that great catastrophes were coming. The teacher also said that if Church members do not get their food storage now it will be too late. What would you say to your frightened sister?
SHOW SEGMENT 3 Segment 3 (1:35) is an excerpt from a talk given by Elder Neal A. Maxwell (in Conference Report, Apr. 1988, 6–8; or Ensign, May 1988, 7–9).
DISCUSSION Help students understand the following points:
To help students broaden their understanding of the principle of faith in Jesus Christ.
SCRIPTURE INSIGHT Tell students that many of the Hebrew Saints were struggling with their faith and understanding of Jesus Christ. Many of them continued to follow the ordinances of the law of Moses after the Crucifixion of the Savior. Paul’s purpose in writing to the Hebrews was to convince them that the law of Moses had been replaced by the gospel of Jesus Christ, and he wanted to increase their faith and confidence in Jesus Christ (see also “Epistle to the Hebrews,” in Bible Dictionary, “Pauline Epistles,” 746–47).
SCRIPTURE ACTIVITY Have students find and discuss the counsel Paul gave the Hebrew Saints in Hebrews 10:35–38. (Do not cast away your confidence, do God’s will, have patience while waiting to receive His promised blessings, and live by faith.) Paul gives numerous examples of Old Testament heroes who lived by faith. Have your students read Hebrews 11 and list each person referred to and how that person demonstrated faith in Jesus Christ.
DISCUSSION Select several people from Hebrews 11 and ask students to explain how they demonstrated faith in Jesus Christ. Ask how it was possible for them to have such great faith. Tell students that the Joseph Smith Translation of the Bible changes the word substance in Hebrews 11:1 to assurance. Discuss how we gain an assurance and confidence in Jesus Christ.
Tell students that the video is about a young man who wants to know how he can gain an assurance and confidence in Jesus Christ.
SHOW THE VIDEO Sean, a new convert to the Church, is promised in his confirmation blessing that his family will join the Church at some future time if he keeps the commandments. Sean’s family becomes resentful when he turns down a job that requires him to work on Sunday—a job that would help his family financially. As Sean’s faith wavers, he seeks to learn how he can strengthen his faith.
DISCUSSION Discuss the following questions:
Share your own experience and invite students to share their experiences of how praying, pondering, and scripture reading build their faith and help them come to know and trust the Savior.
To help students understand the structure, symbols, and main theme of the book of Revelation.
SCRIPTURE INSIGHT Explain that Nephi was shown a vision of the end of the world but was forbidden to write the things he saw. Have students read 1 Nephi 14:18–28 and tell why Nephi was forbidden to write those things. Who was commanded to write the events concerning the end of the world? Tell students that some of the things Nephi was forbidden to write are contained in the book of Revelation.
SHOW SEGMENT 1 Segment 1 (3:11) portrays archaeologists discovering an ancient room that has images from the book of Revelation depicted on the walls. This segment prepares the students to learn about the structure of the book of Revelation.
SCRIPTURE ACTIVITY Segment 1 ends with the following three questions about the structure of the book of Revelation. You may want to write the questions and references on the board.
You may want to have students search Revelation 6–8 and mark in their scriptures where each of the seals was opened. Tell students that most of John’s vision is about the events of the seventh seal. Sometimes, however, other events are depicted in the chapters about the seventh seal, such as the war in heaven. Also tell your students that not all of the events in Revelation are given in chronological order.
SHOW SEGMENT 2 Segment 2 (2:00) reviews some information about the structure of the book of Revelation and adds information about symbols.
SCRIPTURE ACTIVITY Tell students that there are several sources of help for interpreting the symbols in the book of Revelation. Show your students how to use some of the helps listed in the chart below.
Some people struggle because they are unable to interpret every symbol in the book of Revelation. The Prophet Joseph Smith said: “I make this broad declaration, that whenever God gives a vision of an image, or beast, or figure of any kind, He always holds Himself responsible to give a revelation or interpretation of the meaning thereof, otherwise we are not responsible or accountable for our belief in it. Don’t be afraid of being damned for not knowing the meaning of a vision or figure, if God has not given a revelation or interpretation of the subject” (Teachings of the Prophet Joseph Smith, sel. Joseph Fielding Smith [1976], 291).
SHOW SEGMENT 3 Segment 3 (3:25) identifies the main theme in the book of Revelation.
DISCUSSION Ask students what they think is the main theme of the book of Revelation. (God will triumph over the devil; see also Bible Dictionary, “Revelation of John,” 762–63.)
SCRIPTURE ACTIVITY Ask your students for examples, from history or the world today, in which evil seems to win over good. Have them scan the chapter headings of the book of Revelation for examples of the conflict between good and evil and discuss what they learn about this conflict. Encourage students to remember the overriding theme—God will triumph over the devil—as they study the book of Revelation.
DISCUSSION Discuss what it means to know that God will triumph over Satan? Ask students what kinds of promises they can look forward to if they are righteous. (see Revelation 21:3–6). Discuss things we must do to make sure we are on the Lord’s side.
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Sources of Help |
Examples |
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The interpretation of the dragon in Revelation 12:3 is found in Revelation 12:9. |
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Modern revelation |
The interpretation of the sea of glass in Revelation 4:6 is found in D&C 77:1. |
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Bible study aids: footnotes, cross-references, Topical Guide, Joseph Smith Translation, and Bible Dictionary |
The interpretation of the woman in Revelation 12:1–2 is found in a JST entry in the appendix of the LDS edition of the Bible (she is identified as the Church of God). |