Mark 2:23–3:6 (see also Matthew 12:1–14; Luke 6:1–11). The Sabbath is a day to rest from our earthly labors and grow closer to God. (35–45 minutes)Author: Numerous early documents identify Mark as the author of this Gospel, even though he is not identified as such within the book. The Prophet Joseph Smith entitled the book, “The Testimony of St Mark” (see “Title” footnote in the LDS Edition of the King James Bible). For more detailed information see the entry for Mark in the Bible Dictionary (p. 728).
Audience: Mark’s Gospel provides cultural and geographical explanations that would appeal to a gentile (non-Jewish) audience (see Bible Dictionary, “Gospels,” pp. 683–84).
Historical Background: Mark is usually thought to have been the first Gospel written and may have formed a basis for much of Matthew and Luke. The exact date it was written is unknown but “both early Christian tradition and internal features of Mark’s record point to an origin of his Gospel in Rome after Peter’s death (A.D. 64) and before the final fall of the Jerusalem Temple (A.D. 70)” (S. Kent Brown, “The Testimony of Mark,” in Studies in Scripture: Volume Five, the Gospels, ed. Kent P. Jackson and Robert L. Millet [1986], 67).
Unique Features: The Gospel of Mark is the shortest of the four Gospels. It is a fast-moving account that emphasizes what the Savior did more than what He said. Mark particularly highlights the Savior’s miracles. Over 90 percent of the material in Mark is also found in the other Gospels. Events and teachings found in Mark but not in the other Gospels include the parable of the seed growing secretly (see Mark 4:26–29), the fact that Jesus was a carpenter (see Mark 6:3), the healing of a blind man at Bethsaida (see Mark 8:22–26), and the doctrine that signs follow those who believe (see Mark 16:17–18).
Theme: Mark’s record testifies that Jesus Christ was the son of God and a being of miraculous power. Mark illustrates this idea by emphasizing the Savior’s actions.
Unlike Matthew and Luke, Mark 1–3 does not contain any information about the birth or youth of Jesus. Mark’s account begins with the ministry of Jesus Christ, including His baptism and the calling of His disciples and Apostles. Notice how quickly Mark introduces Jesus’ miracles.
Prayerfully study Mark 1–3 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for Mark 1–3.
Mark 1:1–23. Introducing the Gospel of Mark. (15–20 minutes)
To help prepare your students for their study of Mark, share with them any of the information from the introduction to the book of Mark that you feel would be helpful. For example, you could illustrate the compact nature of Mark’s Gospel by writing the following events on the board: The birth of Jesus, His baptism by John the Baptist, and The calling of Simon Peter and Andrew. Have your students find those events in the first four chapters of Matthew. Then have them begin reading in Mark 1 and compare how many verses it takes Mark to tell about these same events. (Note: Mark does not include an account of the birth of Jesus.)
To show Mark’s emphasis on the miracles of Jesus, tell students that Matthew does not tell of Jesus performing a miracle until Matthew 8:2–3. Have them continue reading in Mark 1 until they find the first miracle mentioned by Mark (see Mark 1:23–25). Point out to students that Mark emphasizes the actions and miracles of the Lord, while Matthew places more emphasis on His teachings. Explain that even though much of the material in Mark is also in the other Gospels, Mark does provide a unique perspective in his testimony of Jesus Christ.
Mark 1:23–2:12 (see also Matthew 8:2–17; 9:2–8; Luke 4:33–5:26). Jesus Christ has power to heal us both physically and spiritually. (35–45 minutes)
As students enter class, “disable” them with a physical disability. For example, put a blindfold over students’ eyes, put one of their arms in a sling, bind their legs together so they can’t walk, or bandage their mouths so they can’t talk. (Be sensitive to those who may have an actual disability. Ask any of your students who have disabilities beforehand what would be offensive or embarrassing to them. Note however that their answers to the questions in this lesson may be especially meaningful.)
After allowing students to experience their “disabilities” for five to ten minutes, ask:
Have the students write “Mark 1:23–2:12” at the top of a sheet of paper. Tell them that these verses contain accounts of people who were disabled in various ways. Have them read the verses and write the answers to the following questions about each afflicted person they read about:
Ask:
Write the following statement by President Harold B. Lee on the board:
“The greatest miracles I see today are not necessarily the healing of sick bodies, but the greatest miracles I see are the healing of sick souls” (in Conference Report, Apr. 1973, 178; or Ensign, July 1973, 123).
Ask students what they think President Lee meant.
Reread Mark 2:5–12 and have students look for evidence of Jesus’ power to heal people from sin. Help students compare spiritual infirmities with physical disabilities by asking the following questions:
Read Alma 7:11–13 and help students know and feel that the Savior has power to heal our physical and spiritual disabilities.
Mark 1:35 (see also Luke 4:42; 6:12). We should make time often to pray and commune with God. (15–20 minutes)
As a class, sing a hymn about prayer, such as “Sweet Hour of Prayer” (no. 142) or “Did You Think to Pray?” (no. 140). Ask students to explain the message of the hymn. Invite students to think to themselves whether they prayed this morning. Ask:
Invite one or two students who would like to share their testimony of prayer to do so.
Invite students to read Mark 1:35 and consider the following questions:
Read the following statements or give them to students as a handout.
President Spencer W. Kimball, then President of the Quorum of the Twelve, wrote:
“Solitude is rich and profitable. When we pray alone with God, we shed all sham and pretense, all hypocrisy and arrogance. The Savior found his mountains and slipped away to pray. Paul, the great apostle, could not seem to get into the spirit of his new calling until he had found cleansing solitude down in Arabia. He went into solitude a worldly man and came out cleansed, prepared, regenerated. . . . Enos found his solitary place in the forest. Moriancumer went to the mountain top to ask the Lord to touch the stones to light his people’s way. And Nephi learned to build a ship through communication with his Lord on a mountain far from human ears. Joseph Smith found his solitude in the grove with only birds and trees and God to listen to his prayer. In solitude we, too, may pray with greater depth and fervor” (Faith Precedes the Miracle [1972], 209).
Bishop H. Burke Peterson, who was then a member of the Presiding Bishopric, said:
“As you feel the need to confide in the Lord or to improve the quality of your visits with him—to pray, if you please—may I suggest a process to follow: go where you can be alone, go where you can think, go where you can kneel, go where you can speak out loud to him. The bedroom, the bathroom, or the closet will do. Now, picture him in your mind’s eye. Think to whom you are speaking, control your thoughts—don’t let them wander, address him as your Father and your friend. Now tell him things you really feel to tell him—not trite phrases that have little meaning, but have a sincere, heartfelt conversation with him. Confide in him, ask him for forgiveness, plead with him, enjoy him, thank him, express your love to him, and then listen for his answers. Listening is an essential part of praying. Answers from the Lord come quietly—ever so quietly. In fact, few hear his answers audibly with their ears. We must be listening so carefully or we will never recognize them. Most answers from the Lord are felt in our heart as a warm comfortable expression, or they may come as thoughts to our mind. They come to those who are prepared and who are patient” (in Conference Report, Oct. 1973, 13; or Ensign, Jan. 1974, 19).
Encourage students to improve the quality of their prayers by seeking a time and place daily where they can be alone and commune with the Lord through prayer.
Mark 2:23–3:6 (see also Matthew 12:1–14; Luke 6:1–11). The Sabbath is a day to rest from our earthly labors and grow closer to God. (35–45 minutes)
Before class, list on the board some popular teenage activities that are within Church standards, such as soccer, swimming, reading, basketball, dancing, working, studying, singing, shopping, eating, and sleeping. Review the list with the class and ask if the Lord approves of each of these activities.
Write the heading Sabbath Guidelines on another part of the board. Have students read Mark 2:23–3:5 looking for what the disciples did that led the Pharisees to accuse them of Sabbath-breaking. Ask: What did the Savior teach in these verses about the purposes of the Sabbath? (List responses on the board under Sabbath Guidelines.)
Tell students that Jewish tradition added so many restrictions to keeping the Sabbath day holy that instead of a day of rest it became a great burden. Jesus taught, “The sabbath was made for man, and not man for the sabbath” (Mark 2:27). In other words, the Lord established the Sabbath for our blessing.
Stress to students that the phrase “the sabbath was made for man” does not mean we can do anything we choose on the Sabbath. That would mean disregarding others of the Lord’s directives given in the scriptures (see Exodus 20:8–11; D&C 59:9–14) and through His modern prophets and apostles. Read the Joseph Smith Translation of Mark 2:26–27. Tell students that these verses give two additional purposes of the Sabbath: to rest and glorify God. (Add these to the “Sabbath Guidelines” column on the board.) Explain that since Jesus made the Sabbath day, He has authority over it.
Invite a student to read to the class the “Sabbath Day Observance” section in For the Strength of Youth ([pamphlet, 2001], pp. 32–33).
Add some of the guidelines from For the Strength of Youth to the “Sabbath Guidelines” column on the board. Refer students to the list of activities. Tell them that although all these activities are appropriate for six days of the week, some may not be appropriate for the Sabbath.
Discuss with your students some of the blessings of keeping the Sabbath holy by reading any of the following statements you feel would be helpful.
President Gordon B. Hinckley said:
“As we move forward into a wonderful future, there are what some may regard as the lesser commandments but which are also of such tremendous importance.
“I mention the Sabbath day. The Sabbath of the Lord is becoming the play day of the people. It is a day of golf and football on television, of buying and selling in our stores and markets. Are we moving to [the mainstream] as some observers believe? In this I fear we are. . . .
“Our strength for the future, our resolution to grow the Church across the world, will be weakened if we violate the will of the Lord in this important matter. He has so very clearly spoken anciently and again in modern revelation. We cannot disregard with impunity that which He has said” (in Conference Report, Oct. 1997, 93; or Ensign, Nov. 1997, 69).
Elder James E. Faust, then a member of the Quorum of the Twelve, said:
“In this day of increasing access to and preoccupation with materialism, there is a sure protection for ourselves and our children against the plagues of our day. The key to that sure protection surprisingly can be found in Sabbath observance” (in Conference Report, Oct. 1991, 47; or Ensign, Nov. 1991, 35).
Elder John H. Groberg, a member of the Seventy, said:
“There is power in keeping the Sabbath day holy—power to help others as well as ourselves. If we would have God’s blessings and protection as individuals, as families, as communities, and as nations, we must keep His Sabbath day holy” (in Conference Report, Oct. 1984, 101; or Ensign, Nov. 1984, 81).
Conclude by bearing testimony of the blessings that have come to you from following this commandment.
During His Galilean ministry Jesus performed many of His greatest miracles. These demonstrated His power over earthly elements, the forces of evil, sickness of body and spirit, and even death. As you study Mark 4–6, look for what the Savior taught about the power of faith and compassion. Look also for what these chapters teach about handling sorrow and rejection.
Consider the following principles and prayerfully study Mark 4–6 before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for Mark 4–6.
New Testament Video presentation 5, “Thy Faith Hath Made Thee Whole” (16:42), can be used in teaching Mark 5 if you didn’t use it with Matthew 9 (see New Testament Video Guide for teaching suggestions).
Mark 4:1–25 (see also Matthew 13:1–23; Luke 8:4–18). Those who live according to the gospel knowledge they receive will be given more. (20–25 minutes)
Invite a student to do a few push-ups. Ask:
Read with your students the parable of the sower (Mark 4:2–9). Ask: What does the seed represent in this parable? (“The word”; see v. 15.) Have students read Mark 4:15–20 and look for the answers to the following:
Ask: What happens to people’s gospel knowledge and understanding after baptism if their soil is good and they remain active in the Church? Read Mark 4:24–25 with your students and ask them what these verses teach about those who allow the soil of their hearts to become hard or stony or thorny. Read Alma 12:9–11 and ask:
Read Doctrine and Covenants 76:5–10 with your students and ask:
Invite students who would like to share their experiences to do so. (Caution them not to give specific names.)
Read the following insight from Elder Bruce R. McConkie:
“Gospel light does not burst upon men in full noonday splendor, but . . . it arises in their hearts gradually, line upon line, precept upon precept, here a little and there a little [see D&C 50:24]. Eventually the faithful, having continued to grow in light and truth, shall have all things revealed to them and shall know all things. (D. & C. 76:5–10; 93:26–28; 101:32–34; 121:26–29.) . . .
“‘No parable, no teaching, no mystery, no hidden thing, is to be kept from the knowledge of the faithful; eventually all things shall be revealed, and the righteous shall know them.’” (Doctrinal New Testament Commentary, 1:291).
Conclude by challenging students to seek gospel knowledge their entire lives.
Mark 4:35–41 (see also Matthew 8:18–27; Luke 8:22–25). Jesus can calm the storms in our life just as He calmed the storm on the Sea of Galilee. (10–15 minutes)
Show students the picture Stilling the Storm (Matthew 8:23–27) (see appendix, p. 304). Ask students to examine the expression on the face of each person in the picture. Read Mark 4:35–41 with the class and ask:
Ask students to think of “stormy” times when they have experienced trials. Explain that it may seem like Jesus is sleeping when things are at their worst. Yet, just as in the story, He will not leave us alone. Have a student read the following statement by Elder Bruce R. McConkie:
“Manifestly [this miracle] teaches that the Lord Jesus is ever near his friends and will preserve them in perilous circumstances, even if their safety calls for control of the elements.
“Also, the sea—a raging, restless sea—is a symbol of a sinful and wicked world. . . . When Christ calms the seas of life, peace enters the hearts of men.
“Further, there are those also who have likened the Church itself to a ship, steered and sailed by apostles and prophets through the waves of the world, which rage and toss, violently and with force, against the tempested bark, and yet never prevail. The divine ship never sinks; its faithful passengers never drown in the angry deep, because Christ sails his own ship. He may seem to be asleep on a bench with a pillow under his head, but he is there. And when in times of great peril he is aroused by the pleas of his servants, once again he rebukes the winds and the waters; he delivers those who have faith in his name; he speaks peace to troubled souls; his voice is heard again, ‘Peace, be still.’” (Mortal Messiah, 2:278).
Invite students to write or tell about a time when they felt the calming influence of the Savior. You may also wish to share a personal experience when you were “rescued” by the Savior during a “stormy” time in your life.
Sing or read the words to “Master the Tempest Is Raging” (Hymns, no. 105). Invite the students to reread the last verse and tell how it makes them feel.
Mark 5:21–43; 6:1–6 (see also Matthew 9:18–26; 13:54–58; Luke 8:41–56). Faith precedes the miracle. (25–35 minutes)
Ask students to name miracles performed today that are similar to those that occurred during the time of Christ. Read Moroni 7:37 with students and have them find what makes miracles possible. Tell them that today they are going to study two examples of miracles that came by faith and one example in which a lack of faith limited miracles.
Have your students take turns reading aloud verses in Mark 5:22–43. Discuss the following questions as you read:
Have students read Mark 6:1–6 looking for how these verses relate to the two stories in verses 22–43. Ask:
Invite students to consider how strong their faith is and what they can do to develop greater faith. Give them a copy of the following statement by Elder Merrill J. Bateman, a member of the Seventy, as a handout or write it on the board:
“Faith is both a principle and a process. It defines the path by which we build a relationship of trust with the Savior. In order for faith to develop, we must begin with a humble heart and contrite spirit, have a strong desire to know the Lord, and then be obedient to gospel principles. In return, the Savior rewards the obedient with spiritual confirmations of their actions (see Alma 32:16, 27–32). As faith grows, our vision of eternity expands, which increases our capacity to meet life’s challenges” (“Faith That Preserves and Strengthens,” in Brigham Young University 1996–97 Speeches [1997], 141).
Discuss the following questions with your students as they study this statement.
Consider concluding with your testimony that we can develop greater faith and that God still performs miracles today in response to our obedience and faith.
Mark 6:14–29 (see also Matthew 14:6–12; Luke 9:7–9). Keeping the commandments often takes great courage and sacrifice. (20–30 minutes)
Read the following true story to your class:
“Joseph F. Smith was 19 when he returned from his mission in Hawaii. As he traveled from California to his home in Utah, he was confronted one morning by a ‘wagonload of profane drunks . . . , shooting their guns, yelling wildly, and cursing the Mormons.’ One of the drunks, ‘waving a pistol,’ came toward him. Although Joseph ‘was terrified he felt it would be unwise and useless to run . . . , and so he advanced toward the gunman as if he found nothing out of the ordinary in his conduct. “Are you a __ __ __ Mormon?” the stranger demanded. Mustering all the composure he could, Joseph answered evenly while looking the man straight in the eye, “Yes, siree; dyed in the wool; true blue, through and through.” Almost stunned by this wholly unexpected response, the gunman stopped, dropped his hands to his sides, and, after looking at Joseph for a moment, said in a subdued tone, “Well, you are the __ __ pleasantest man I ever met! Shake. I am glad to see a fellow stand for his convictions.” So saying he turned and walked away’ [Francis M. Gibbons, Joseph F. Smith: Patriarch and Preacher, Prophet of God (1984), 43–44]” (M. Russell Ballard, in Conference Report, Oct. 1997, 51; or Ensign, Nov. 1997, 37).
Ask: What qualities would be necessary to make the kind of decision young Joseph F. Smith made? Ask students if they have any family or friends who have kept the commandments under difficult circumstances, and invite them to share their stories.
Tell students that today they will learn about someone who kept the commandments when it required great courage and sacrifice. Read Mark 6:14–16 and ask:
Read Mark 6:17–29 with your students, stopping as needed to allow students to discuss the following questions. Explain that Mark 6:14–16 describes what happened after the death of John the Baptist and that in verses 17–29 Mark reviews how and why John died.
Conclude by asking students to read the Bible Dictionary entry for John the Baptist (pp. 714–15). As they do, invite them to look for the one attribute or experience of John the Baptist that most impresses them. Encourage them to use John as a role model for their decisions.
Mark 6:34 (see also Matthew 14:14). The Savior has great love and compassion for everyone. (10–15 minutes)
Begin class by singing “I Feel My Savior’s Love” (Children’s Songbook, 74) or “I Stand All Amazed” (Hymns, no. 193). Ask students to express how the song makes them feel toward the Savior.
Write the following references on the board: Matthew 20:34; Mark 1:40–41; 5:19; 6:34; Luke 7:12–13. Have the class read them and look for the word that describes the Savior’s motivation to bless in each passage. Ask: How does this apply to us? Read 3 Nephi 17:5–7 and help students understand that the Savior has compassion and love for everyone. Everything He does is motivated by His love. Ask:
Read the following statement by Elder Neal A. Maxwell, who was then a member of the Seventy:
“The compassion of the divine Jesus for us is not the abstract compassion of a sinless individual who would never so suffer; rather, it is the compassion and empathy of One who has suffered exquisitely, though innocent, for all our sins” (All These Things Shall Give Thee Experience [1979], 35).
Have someone tell about a time she or he felt the compassion or love of the Savior. Invite students to look for opportunities during the coming week where, like the Savior, they can show compassion toward someone else.
Mark 7–16 covers approximately the last year of the Savior’s life, including His final ministries to Galilee, Perea, and Judea. Most of this block, however, deals with the momentous events of the Savior’s last week, including His Atonement, death, and Resurrection.
Prayerfully study Mark 7–16 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 Mark 7–16.
Mark 7:1–23 (see also Matthew 15:1–20). We become impure by our evil thoughts and actions. (30–40 minutes)
Before class, make some mud in a bowl, bring a cup that is dirty from use, and write the word defile on the board. Ask students what the word defile means (to make unclean or impure). Invite a boy who holds the priesthood to come to the front of the class and put his hands in the mud. After he does, ask: Would dirty hands make him unworthy to hold the priesthood? Why or why not? Hand the dirty cup to one of the girls and ask: Would drinking from that cup make her unworthy to teach a Primary or Sunday School class?
Have students read Mark 7:1–15, and ask:
Be sure students understand that Jesus was not saying that washing hands before eating was not important. He was saying that eating with unwashed hands does not make a person wicked or impure. Have students read footnote 15a and note the Joseph Smith Translation changes. See also the commentary for Matthew 15:2 in The Life and Teachings of Jesus and His Apostles (p. 96).
Have students read Mark 7:17–23 and find what truly defiles a person. Then discuss the following questions:
Read the following statement by Elder Spencer W. Kimball, then a member of the Quorum of the Twelve:
“It is not the soil of earth or the grease on a person’s hands that defile him; nor is it the . . . accumulated perspiration from honest toil, or the body odor resulting from heavy work. One may bathe hourly, perfume oneself often, have hair shampooed frequently, have fingernails manicured daily, and be a master at soft-spoken utterances, and still be as filthy as hell’s cesspools. What defiles is sin, and especially sexual sin” (The Miracle of Forgiveness [1969], 62).
Share also the following statement by Dallin H. Oaks, then president of Brigham Young University:
“The body has defenses to rid itself of unwholesome food. With a few fatal exceptions bad food will only make you sick but do no permanent harm. In contrast, a person who feasts upon filthy stories or pornographic or erotic pictures and literature records them in this marvelous retrieval system we call a brain. The brain won’t vomit back filth. Once recorded, it will always remain subject to recall, flashing its perverted images across your mind and drawing you away from the wholesome things in life” (“Things They’re Saying,” New Era, Feb. 1974, 18).
Read 1 Nephi 15:34. Share your own feelings with your students about becoming and remaining spiritually clean.
Mark 8:1–30 (see also Matthew 15:32–16:20). Jesus can heal both physical and spiritual blindness. (30–40 minutes)
Before class, write in small letters on a piece of paper the proverb There is none so blind as he who will not see. Post the paper on the board and have a student in the back of the classroom attempt to read it. If you have a student who is nearsighted, have her or him try to read it without glasses. Ask students: What is the difference between someone who cannot see and someone who will not see?
Review with your students the story of the feeding of the four thousand (Mark 8:1–9), and then ask:
Have your students review verses 22–26 (see also the teaching suggestion for Mark 8:22–26 below). Ask: How might people suffer from different degrees of spiritual blindness? Read verses 27–30.
Read verses 31–33 and discuss how even Peter didn’t see everything clearly (see also the teaching suggestion for Matthew 16:15–19, pp. 42–43).
Read verses 34–38 to your students. Share your testimony that the Savior can heal spiritual blindness just as He can heal physical blindness, but only if we have the desire to see.
Mark 8:22–26. The manner in which Jesus Christ performed His miracles can teach us valuable lessons. (10–15 minutes)
Have students review the miracles the Savior performed as recorded in Mark 6:54–56 and 7:31–37. Then have them read Mark 8:22–26, and ask:
Invite students to listen to the following statement by Elder Bruce R. McConkie looking for how they can apply it in their lives:
“This miracle is unique; it is the only recorded instance in which Jesus healed a person by stages. It may be that our Lord followed this course to strengthen the weak but growing faith of the blind man. It would appear that the successive instances of physical contact with Jesus had the effect of adding hope, assurance, and faith to the sightless one. . . .
“Certainly the manner in which this healing took place teaches that men should seek the Lord’s healing grace with all their strength and faith, though such is sufficient for a partial cure only, following the receipt of which, however, they may then gain the added assurance and faith to be made whole and well every whit. Men also are often healed of their spiritual maladies by degrees, step by step as they get their lives in harmony with the plans and purposes of Deity” (Doctrinal New Testament Commentary, 1:379–80).
Mark 9:14–29 (see also Matthew 17:14–21; Luke 9:37–43). Fasting as a companion to prayer can increase our spirituality and faith. (20–25 minutes)
Invite your students to turn to “faith” in the Bible Dictionary (p. 669). Read the definition with them. Invite them to select four or five key ideas from the definition, and write them on the board.
Read Mark 9:14–29 and discuss some of the following questions:
Elder Bruce R. McConkie said:
“By faith all things are possible; nothing is too hard for the Lord. No sickness is too severe, no disease too disabling, no plague too destructive to be cured by the power that is faith. Whether in life or in death nothing is withheld from those who abide the law of faith which entitles them to receive it. But in practice, even among the most righteous mortals, faith or power is enjoyed in varying degrees, and some maladies require the exercise of greater healing power than others” (Doctrinal New Testament Commentary, 1:409).
Elder James E. Talmage said:
“Fasting, when practiced in prudence, and genuine prayer are conducive to the development of faith with its accompanying power for good. Individual application of this principle may be made with profit. Have you some besetting weakness, some sinful indulgence that you have vainly tried to overcome? Like the malignant demon that Christ rebuked in the boy, your sin may be of a kind that goeth out only through prayer and fasting” (Jesus the Christ, 3rd ed. [1916], 395).
Bear your testimony of how fasting and prayer increase faith. If time permits consider reading Alma 32:26–37 with your students and discussing what is taught there about increasing our faith.
Mark 9:33–37 (see also Matthew 18:1–5; Luke 9:46–48). Those who are humble, obedient, and willing to serve others are the greatest in the eyes of God. (25–35 minutes)
Put the following words on the board: General Authority, stake president, bishop, teacher, librarian. Ask students which of these positions most people consider the greatest. Why? Have them read Mark 9:33–35.
Show a picture of Jesus with the little children like the one shown here. Have students read Mark 9:36–37, and discuss some of the following questions.
Read Matthew’s account of the same event in Matthew 18:1–6.
Share the following statement by Elder Bruce R. McConkie:
“True greatness in the Lord’s earthly kingdom is measured, not by positions held, not by pre-eminence attained, not by honors bestowed by mortals, but by intrinsic merit and goodness. Those who become as little children and acquire the attributes of godliness for themselves, regardless of the capacity in which they may be called to serve, are the ‘greatest in the kingdom of heaven.’” (Doctrinal New Testament Commentary, 1:415).
Mark 9:43–50 (see also Matthew 18:8–9). Are we really supposed to cut off a hand or a foot because of sin? (20–25 minutes)
Ask students to look at the hand they write with and think of all the things they depend on that hand to do.
Read Mark 9:43–48 with your students and discuss the following questions:
Have students read the Joseph Smith Translation of Mark 9:40–48 in the Bible appendix.
Read the Joseph Smith Translation of Mark 9:44–45 and ask:
Share the following statement by President Heber C. Kimball, a member of the First Presidency, to help answer these questions:
“To meet the difficulties that are coming, it will be necessary for you to have a knowledge of the truth of this work for yourselves. The difficulties will be of such a character that the man or woman who does not possess this personal knowledge or witness will fall. If you have not got the testimony, live right and call upon the Lord and cease not till you obtain it. If you do not you will not stand. . . .
“The time will come when no man nor woman will be able to endure on borrowed light. Each will have to be guided by the light within himself. . . .
“If you don’t have it you will not stand; therefore seek for the testimony of Jesus and cleave to it, that when the trying time comes you may not stumble and fall” (Orson F. Whitney, Life of Heber C. Kimball, 3rd ed. [1967], 450).
Mark 10 (see also Matthew 19:16–30; 20:20–34; Luke 18:15–43). What we desire reveals what is in our heart and affects what we receive. (25–30 minutes)
Ask your students to imagine that they were granted a personal interview with the Savior and that they could ask for one blessing. Give them a minute to think about what they would ask for, but caution them not to tell anyone.
On the board write, What is most important to _______? Tell students that in a way some people have had that opportunity. Review the following scripture stories in Mark 10 with your students and write on the board what seemed most important to the people listed below:
Ask:
Write the word you in the blank on the board and have students answer that question to themselves. Ask them to think about what might happen to them if their desires are good or if they are bad. Ask them to consider what might happen if their desires do not change. Ask: What can we do to make our desires more eternal and Christlike? (see 2 Nephi 31:20; Enos 1:1–6; Moroni 10:32–33).
Mark 11:12 (see also Matthew 21:18). Jesus experienced hunger, thirst, fatigue, pain, and temptation, and so knows how to comfort and help us. (15–20 minutes)
Bring to class some photographs from magazines or newspapers of human suffering (such as famine, loss of loved ones, flood, fire, or war). Ask students if any of them have ever experienced anything like what is depicted in these photographs (for example have they ever been very hungry or suffered a flood or fire). If it isn’t too personal or too difficult, invite them to tell what happened to them. Ask:
Tell students that in chapter 11 Mark begins his record of the last week of the Savior’s life. Have them read Mark 11:12; John 19:28; Mosiah 3:7; Alma 7:11–13; and D&C 19:15–19 and list the kinds of things Jesus suffered. Ask:
Have your students write on a piece of paper how it makes them feel to know that the Savior willingly suffered all these things for us. If you feel it is appropriate, invite some students to share what they wrote with the class.
Mark 11:12–14, 19–26 (see also Matthew 21:18–22). When we pray in faith, Heavenly Father will grant us that which is right and best for us. (35–45 minutes)
Ask students to name all the miracles of Jesus they can think of, and quickly make a list of them on the board. Then have them read Mark 11:12–14, 19–20 looking for how the miracle Jesus performed there is different from all the others. Use the information in the commentary for Mark 11:12–14 in The Life and Teachings of Jesus and His Apostles (p. 142) to help your students understand this destructive miracle. Have students read Mark 11:21–24, and ask: What lesson did Jesus draw from the miracle of the cursing of the fig tree?
Tell the students: Suppose you had a friend who wanted you to help him develop the kind of faith Jesus described in these verses. What advice could you give him? To help your students answer this question, discuss the following as a class:
Elder James E. Talmage said:
“Though within the reach of all who diligently strive to gain it, faith is nevertheless a divine gift. As is fitting for so priceless a pearl, it is given to those only who show by their sincerity that they are worthy of it, and who give promise of abiding by its dictates. . . . No compulsion is used in bringing men to a knowledge of God; yet, as fast as we open our hearts to the influences of righteousness, the faith that leads to life eternal will be given us of our Father” (The Articles of Faith, 107).
Ask: What must we do after faith has been given? (Continue to nourish our faith by study, prayer, and obedience; see Mark 9:23–24; Romans 10:17; 2 Nephi 31:20; Alma 32:28–37; Helaman 10:4–5.)
The Prophet Joseph Smith said:
“Faith comes by hearing the word of God, through the testimony of the servants of God; that testimony is always attended by the Spirit of prophecy and revelation” (Teachings of the Prophet Joseph Smith, 148).
Have students write their feelings about faith on a piece of paper. Invite some students to share what they wrote.
Mark 11:15–18 (see also Matthew 21:12–16; Luke 19:45–48). The house of the Lord is a sacred place and should be treated with reverence. (30–45 minutes)
Show students a picture of a temple, preferably the one closest to your area, and ask:
Read Mark 11:15–17. Point out that this is the second time that Jesus cleansed the temple. Have them read about the first time in John 2:13–17 and compare it to the account in Mark. You may want to share with students this statement by Elder Bruce R. McConkie:
“Near the beginning of his public ministry, at the time of the Passover, Jesus gained general attention by driving from the temple those who made merchandise in his Father’s house. Now, during the last week of his mortal ministry, quoting what he himself as the Lord Jehovah had said through Isaiah (Isa. 56:7), ‘Mine house shall be called an house of prayer,’ he again exercised his divine prerogative to cleanse that which was both his and his Father’s” (Doctrinal New Testament Commentary, 1:584–85; see also “Points to Ponder” in The Life and Teachings of Jesus and His Apostles, p. 143).
Ask: Why are respect and reverence important in all our sacred buildings? Share the following statement by Elder Boyd K. Packer:
“When we meet to learn the doctrines of the gospel, it should be in a spirit of reverence. It is about reverence and how it relates to revelation that I wish to speak.
“Inspiration comes more easily in peaceful settings. Such words as quiet, still, peaceable, Comforter abound in the scriptures: ‘Be still, and know that I am God’ (Psalm 46:10; italics added). And the promise, ‘You shall receive my Spirit, the Holy Ghost, even the Comforter, which shall teach you the peaceable things of the kingdom’ (D&C 36:2; italics added). . . .
“Irreverent conduct in our chapels is worthy of a reminder, if not reproof. Leaders should teach that reverence invites revelation” (in Conference Report, Oct. 1991, 27–28; or Ensign, Nov. 1991, 21–22).
Have students read Matthew 21:12–16 and find what happened after Jesus cleansed the temple. Use the following statement from Elder James E. Talmage for help:
“His wrath of indignation was followed by the calmness of gentle ministry; there in the cleared courts of His house, blind and lame folk came limping and groping about Him, and He healed them. The anger of the chief priests and scribes was raging against Him; but it was impotent. They had decreed His death, and had made repeated efforts to take Him, and there He sat within the very area over which they claimed supreme jurisdiction, and they were afraid to touch Him because of the common people, . . . ‘for all the people were very attentive to hear him.’” (Jesus the Christ, 528–29).
Show students the accompanying picture (a full-sized version is included in the appendix, p. 305). Ask:
Read Moroni 10:32–33 with your students and encourage them to “come unto Christ” and ask Him to cleanse them just as He cleansed the temple in Jerusalem.
Mark 12:41–44 (see also Luke 21:1–4). To become like Christ, we must learn to sacrifice. (20–25 minutes)
Ask your students to imagine that it is their birthday and that two of their friends each give them a present. One gives them $20 and the other gives them a present worth less than $2.
Read Mark 12:41–44. Point out that the coin called here a “mite” was the smallest piece of money in use at the time. Ask:
Share the following statement by Elder James E. Talmage:
“In the accounts kept by the recording angels, figured out according to the arithmetic of heaven, entries are made in terms of quality rather than of quantity, and values are determined on the basis of capability and intent. The rich gave much yet kept back more; the widow’s gift was her all. It was not the smallness of her offering that made it especially acceptable, but the spirit of sacrifice and devout intent with which she gave. On the books of the heavenly accountants that widow’s contribution was entered as a munificent gift, surpassing in worth the largess of kings. ‘For if there be first a willing mind, it is accepted according to that a man hath, and not according to that he hath not’ [2 Corinthians 8:12]” (Jesus the Christ, 561–62).
Discuss with students how the message of the story of the widow’s mite could be applied to the gifts we give to the Lord today. To help your students understand the importance of sacrifice, discuss the following questions:
Conclude with the following statement from Lectures on Faith, compiled under the direction of the Prophet Joseph Smith:
“A religion that does not require the sacrifice of all things never has power sufficient to produce the faith necessary unto life and salvation; for, from the first existence of man, the faith necessary unto the enjoyment of life and salvation never could be obtained without the sacrifice of all earthly things. It was through this sacrifice, and this only, that God has ordained that men should enjoy eternal life” (Lectures on Faith, 69).
Mark 13 (see also Matthew 24; Luke 12:37–48; 17:20–37; 21:5–36). Jesus taught His disciples about the last days and His Second Coming. (5–10 minutes)
This part of Mark’s account is recorded in greater detail in Matthew 24 and especially in the Joseph Smith Translation version in the Pearl of Great Price (see Joseph Smith—Matthew). If you taught this material in Matthew, consider briefly reminding students of what they learned and going on to Mark 14.
Mark 14 (see also Matthew 26; Luke 22; John 18:1–27). Mark adds details to our understanding of Gethsemane, the arrest, and the trials. (25–35 minutes)
Mark provides a few details about Christ’s suffering prior to His Crucifixion that are not mentioned in the other Gospel accounts. Begin by briefly reviewing the story line of Mark 14:10–31. Have students read the Joseph Smith Translation of Mark 14:36–38, and ask:
Mark 14:46–52 contains another unique detail and an opportunity for a little detective work. Read those verses with your students and tell them that only Mark mentions the young man who followed after Jesus was arrested. Mark does not tell us who the young man is, but the Joseph Smith Translation tells us that the young man was a disciple (see JST, Mark 14:51). Ask: Since the other disciples “all forsook him, and fled” (v. 50), but Mark knows of this event, who might that young man have been? (It is likely that it was Mark himself.)
Mark 14 also contains a clarification of what happened when Jesus was tried before Caiaphas. Have students compare Mark 14:55–64 with Matthew 26:59–66, and discuss the following questions:
Compare the Savior’s answer to the high priest in each account (see Matthew 26:64; Mark 14:62). How does Mark’s version help you better understand what Jesus testified about Himself? Because of Jesus’ testimony, the Jews accused Him of blasphemy, which is claiming for oneself godlike powers or attributes.
Mark 15 (see also Matthew 27:1–61; Luke 23; John 18:28–19:42). Mark’s account gives additional insight into Christ’s suffering at the hands of Pilate and on the cross. (50–65 minutes)
Have students read Mark 15:1–5, and ask:
Have students read also Isaiah 53:3–7 and find a prophecy of Isaiah that was fulfilled in Mark 15:1–5. Have them compare Matthew 27:15–16 with Mark 15:6–7 and answer the following questions:
Read Mark 15:15–33 with students, helping them find answers to the following questions as you read:
Draw on the board a chart like “The Last Day of Christ’s Life” found in the appendix (p. 292) but without the labels. Have students search Mark 15:25–37 for the following details. Write the times and events on the chart as they find them.
Have students turn to the photograph of the Garden Tomb, number 14 in the photographs section of their Bibles. Read Matthew 27:57–61 and Isaiah 53:8–9 with your students and discuss how Jesus’ death and burial fulfilled prophecy. Have students compare Matthew 27:57–61 with Mark 15:42–47. Ask: What more do we learn from Mark about Joseph, Pilate, and the burial of Jesus?
Mark 16 (see also Matthew 28; Luke 24; John 20–21). Jesus Christ rose from the dead and thus completed the atoning sacrifice for all mankind. (15–20 minutes)
Show or draw a cross and ask:
Share with them the following statement by Elder Gordon B. Hinckley, then a member of the Quorum of the Twelve:
“I do not wish to give offense to any of my Christian brethren who use the cross on the steeples of their cathedrals and at the altars of their chapels. . . . But for us, the cross is the symbol of the dying Christ, while our message is a declaration of the living Christ” (in Conference Report, Apr. 1975, 136; or Ensign, May 1975, 92).
Read Mark 16:1–11 and ask:
To help answer these questions, read 2 Nephi 9:5–10 with your students. Share your testimony of the comfort that comes from knowing that death is not the end.