Luke 1–3 (see also Matthew 3; 14:3–5; Mark 1:4–11; 6:17–20; John 1:1–36). Everyone who gains a testimony of Jesus Christ should bear testimony of Him to others in word and deed. (35–40 minutes)Author: Luke was a physician (see Colossians 4:14) and was called to be a “messenger of Jesus Christ” (JST, Luke 1:1). Luke was a Gentile (non-Jewish) by birth. His writings show he was well educated in Greek culture and language. Luke was not an eyewitness to the events of the Savior’s life but became well acquainted with the life and teachings of the Savior through those who were (see Luke 1:2–3). Luke was Paul’s companion at various times. He traveled with the Apostle during his second and third missionary journeys. When Paul was imprisoned at Rome for the second time, Luke remained even after all others deserted him (see 2 Timothy 4:11). Luke was also the author of the book of Acts, which is a companion volume to his Gospel. (See Bible Dictionary, “Luke,” p. 726.)
Audience: Luke wanted the Gentiles to come to the same knowledge of the truth that he had. His testimony was addressed to Theophilus (see Luke 1:3), who may have been a high-ranking Roman official. Luke presented information that would help every reader understand and believe the good news about the Redeemer.
Historical Background: Luke was written before Acts (see Acts 1:1), probably between A.D. 59–79.
Unique Features: Besides being the longest book in the New Testament, Luke adds the unique perspective of one who was not a Jew to the Gospel accounts of Jesus’ life.
“Matthew presents Christ as King, Mark presents Him as Servant, John presents Him as the Son of God, and Luke presents Him as the Son of man, the human-divine [part mortal] One. . . . In agreement with his purpose, Luke narrates those events that demonstrate the humanity of Christ. The divine genealogy is traced to Adam. A detailed account of Christ’s mother and of His infancy and childhood is presented. The parables included by Luke have a human touch. Although Luke beautifully sets forth the humanity of the divine One he carefully shields His deity and kingship (1:32–35)” (Merrill F. Unger and others, The New Unger’s Bible Dictionary, rev. ed. [1988], “Luke, Gospel of,” 788).
The Gospel of Luke includes much material not found in the other Gospels. This material often focuses on women, the poor, and the lower class. Luke’s testimony, therefore, provides a message of hope to all people through the life and atoning sacrifice of Jesus Christ. This emphasis is also consistent with the book of Acts, which is primarily concerned with the mission to the Gentiles.
Theme: Luke 19:10 is a good summary of Luke’s theme that “the Son of man is come to seek and to save that which was lost.” Luke’s testimony is that Jesus was the promised Messiah and is the Savior of all.
“For generations, enlightened mankind anxiously sought the fulfillment of prophecies uttered by righteous men inspired of Almighty God. . . .
“Then came that night of nights when the angel of the Lord came upon shepherds abiding in the field, keeping watch over their flock, with the pronouncement: ‘For unto you is born this day in the city of David a Saviour, which is Christ the Lord.’ (Luke 2:8–11.) . . .
“With the birth of the babe in Bethlehem, there emerged a great endowment—a power stronger than weapons, a wealth more lasting than the coins of Caesar. This child was to be the King of kings and Lord of lords, the Promised Messiah, even Jesus Christ the Son of God.
“Born in a stable, cradled in a manger, he came forth from heaven to live on earth as mortal man and to establish the kingdom of God” (Thomas S. Monson, in Conference Report, Oct. 1965, 141). The testimony of Luke opens with a detailed account of the events that surrounded Christ’s birth.
Prayerfully study Luke 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 Luke 1–3.
Luke 1:1–2:20 (see also Matthew 1:18–24; John 1:1–5). Jesus Christ, John the Baptist, Mary, and many others were foreordained in the premortal life to fulfill certain missions on earth. (25–35 minutes)
Show students different kinds of announcements (for example wedding invitations, newspaper advertisements, and award notices). Ask: If you could receive any announcement today, what would you like it to be? Invite students to read Luke 1:5–17, 26–31 and look for the announcements Mary and Zacharias received. Ask: What clues do these verses give as to why they were the ones to receive these special announcements?
Share the following statements by Elder Bruce R. McConkie with the class:
“Our Lord’s mother, Mary, like Christ, was chosen and foreordained in pre-existence for the part she was destined to play in the great plan of salvation. Hers was the commission to provide a temporal body for the Lord Omnipotent, to nurture and cherish him in infancy and youth, and to aid him in preparing for that great mission which he alone could perform. Certainly she was one of the noblest and greatest of all the spirit offspring of the Father” (Mormon Doctrine, 471).
“Though many of the Jews in the meridian of time were in a state of direful and awful apostasy, such darkness of mind and spirit was not universal. It did not envelope the whole nation. Elizabeth and Zacharias were righteous saints. Both were lineal descendants of Aaron, and Zacharias held the office of priest in the Aaronic Priesthood” (Doctrinal New Testament Commentary, 1:78).
Ask: What do we learn about Mary, Zacharias, and Elisabeth from these statements?
Point out to students that Zacharias’s wife, Elisabeth, was barren (infertile) and Mary was a virgin. Ask:
Read Luke 1:38–55, 67–79 as a class. Ask students to pay attention to the descriptions of peace, joy, and hope that Mary and Zacharias expressed. Then ask:
Have students recall Matthew’s and Mark’s accounts of these events, and ask: What is significantly different about Luke’s testimony? Read the information on “audience” and “unique features” in the introduction to the Gospel of Luke (p. 72). Ask: How does this information help you understand why Luke was the only Gospel writer to mention Mary’s and Zacharias’s experiences with an angel?
Display a picture or some figurines from a nativity scene, and invite students to listen as you read of Christ’s birth from Luke 2:1–20. Testify of the Savior and allow students who would like to share their testimonies to do so.
Luke 1:13. Prayers are not always answered immediately. Sometimes we must wait a long time to receive answers to our prayers. (10–15 minutes)
After the opening prayer, ask students:
Read Luke 1:13. What does this verse teach about God? (He hears and answers prayers.) Review verses 5–12 and look for how long Zacharias and Elisabeth may have prayed before an answer came. What does that teach you about God answering prayers?
Share the following statement from Bishop H. Burke Peterson, then a member of the Presiding Bishopric:
“Heavenly Father listens to every prayer from his children. . . . No matter what we may have done wrong, he listens to us. . . .
“. . . Some [prayers] are answered immediately, but some do take longer, and that’s where we may become discouraged. . . .
“There are . . . times when you wonder if he is ever going to answer. About twenty-two years ago our fourth daughter was born. After she was born, the doctor told my wife that she shouldn’t have any more children. We talked about it, and she said, ‘I feel that there is another child for us.’ So we decided, of course, that we were going to have another baby.
“Well, a year went by, and the baby didn’t come; and two years went by. Finally one of the girls said to me, ‘Are you sure we’re supposed to have another baby?’ My wife had said that she knew we could have one, so we went and collectively asked her, ‘Are you sure we’re going to have a baby?’ She said, ‘Yes, but we haven’t prayed long enough or hard enough.’ So we prayed for another year, and still no baby came. Then we asked the question again: ‘Are you sure you know what you’re talking about?’ ‘Yes,’ was her reply. So we prayed and prayed and prayed for one and two and three and four and five and six and seven and eight years! And then one day at the table she said, ‘Guess what? We’re going to have a baby.’ Prayers, you see, are sometimes answered quickly, but other times you pray a long, long time before you get what you want. . . .
“May the Lord bless you to persevere in righteous purposes” (“Prayer—Try Again,” Ensign, June 1981, 73–75).
Invite students to share how it makes them feel to know that God answers prayers.
Luke 1:13–17, 26–56; 3:1–22 (see also Matthew 3; 14:3–5; Mark 1:4–11; 6:17–20; John 1:1–36). Mary and John can serve as examples for us. (45–50 minutes)
Bring a mirror to class, and hold it in front of several students.
Briefly discuss how famous people (such as television stars, fashion models, sports stars, or musicians) can affect our standards. Ask: What harm might result from having some of those people serve as your role models? Testify that some of the best role models are found in the scriptures, and as we follow their examples we can strengthen our spirits, not just improve our physical appearance or abilities. Two of the best role models we can follow are John the Baptist and Mary.
Read Luke 7:28 and look for how the Savior described John the Baptist. Share the following statement from Elder Bruce R. McConkie, and invite students to listen for reasons the Lord described John the way He did.
“Few prophets rank with John the Baptist. Among other things, his ministry was foretold by Lehi (1 Ne. 10:7–10), Nephi (1 Ne. 11:27; 2 Ne. 31:4–18), and Isaiah (Isa. 40:3); Gabriel came down from the courts of glory to announce John’s coming birth (Luke 1:5–44); he was the last legal administrator, holding keys and authority under the Mosaic dispensation (D. & C. 84:26–28); his mission was to prepare the way before, baptize, and acclaim the divine Sonship of Christ (John 1); and in modern times, on the 15th of May, 1829, he returned to earth as a resurrected being to confer the Aaronic Priesthood upon Joseph Smith and Oliver Cowdery. ([Joseph Smith—History 1:66–75]; D. & C. 13.)” (Mormon Doctrine, 393).
Tell students that John is a good example for those holding the Aaronic Priesthood. Read with them the prophecy concerning John in Luke 1:13–17.
Ask the girls in your class: How would you feel if the Aaronic Priesthood holders of today had the characteristics John did? Have students silently read Luke 3:1–22 looking for other qualities or accomplishments of John that young men could emulate, and discuss these as a class.
Ask:
Share the following statement by Elder Bruce R. McConkie about Mary:
“As the Father chose the most noble and righteous of all his spirit sons to come into mortality as his Only Begotten in the flesh, so we may confidently conclude that he selected the most worthy and spiritually talented of all his spirit daughters to be the mortal mother of his Eternal Son” (Doctrinal New Testament Commentary, 1:85).
Ask the girls in your class: Why would it be particularly helpful to have a female role model in the scriptures? Invite students to read Luke 1:26–56, and ask:
Ask the boys: How would you feel if today’s young women had the attributes of Mary? Invite the girls to quote the Young Women Theme (see Young Women Personal Progress: Standing as a Witness of God [2001], p. 5). Ask: What qualities expressed in that theme do you think Mary had?
Tell students that the way John and Mary lived helped further the plan of salvation. They prepared the way for the birth and ministry of Jesus Christ. Their great acts were intended to increase the Savior’s glory, not their own. Testify that the way we live matters much more than our outer appearance. Refer to the mirror and encourage the boys to try to “reflect” what they have learned about John in their personal lives, and encourage the girls to reflect the attributes of Mary.
Luke 1–3 (see also Matthew 3; 14:3–5; Mark 1:4–11; 6:17–20; John 1:1–36). Everyone who gains a testimony of Jesus Christ should bear testimony of Him to others in word and deed. (35–40 minutes)
Ask students to recall and share experiences in which they felt the Spirit as someone bore testimony.
Have students consider what they think is most important to bear testimony of. Ask them to write their testimonies in a sentence or two on a piece of paper, and invite them to share what they wrote.
The first three chapters of Luke contain the testimonies of several people:
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Mary |
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Zacharias |
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the angel in the fields |
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the heavenly host |
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the shepherds |
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Simeon |
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Anna |
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John the Baptist |
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Heavenly Father |
Invite students to review these testimonies and to consider what they have in common. Ask:
Share the following statement from Elder Henry B. Eyring, a member of the Quorum of the Twelve, about what to avoid while sharing a testimony:
“Those who have prepared carefully for the fast and testimony meeting . . . won’t give sermons or exhortations or travel reports or try to entertain as they bear witness. Because they will have already expressed appreciation to people privately, they will have less need to do it publicly. Neither will they feel a need to use eloquent language nor to go on at length” (in Conference Report, Oct. 1996, 43; or Ensign, Nov. 1996, 32).
If you have time, invite students to reread the scriptures listed in the chart looking for what these people did to gain a testimony. (For example, the shepherds received their witness as they carried out their daily labor. Simeon followed the Spirit and was found in the temple. Anna fasted and prayed.) Encourage students to strive to live in such a way that they can gain or strengthen their testimonies.
Luke 2:40–52. Even when Jesus’ parents did not know where He was, He was always doing the will of His Father in Heaven. (35–40 minutes)
Ask your students if any of them have ever been lost. If so, ask them to describe their feelings when they realized they were lost. If not, have them imagine how it might feel to be lost. Ask them to imagine being a parent whose child is lost.
Have students read Luke 2:40–45 and look for who was lost.
Invite students to read Luke 2:43–51 and look for evidence of the Savior’s greatness when He was a child. Ask students to consider these questions:
Read the following statement about Jesus by the Prophet Joseph Smith:
“When still a boy He had all the intelligence necessary to enable Him to rule and govern the kingdom of the Jews, and could reason with the wisest and most profound doctors of law and divinity, and make their theories and practice to appear like folly compared with the wisdom He possessed; but He was a boy only, and lacked physical strength even to defend His own person; and was subject to cold, to hunger and to death” (Teachings of the Prophet Joseph Smith, 392).
Encourage students to follow the example of Jesus by obeying Heavenly Father’s will, especially while in their youth. Discuss with students some ways that we can “be about [our] Father’s business” today.
Luke 3 (see also Matthew 1:1–16; 3; 14:3–5; Mark 1:4–11; 6:17–20; John 1:1–36). Church membership alone does not bring the full blessings of the gospel; we must faithfully keep our covenants in order to obtain those blessings. (10–15 minutes)
Ask students:
Read the following statement by President Joseph Fielding Smith:
“Now may I say to all those who forsake the world and join the Church, and to all the members of the Church, that Church membership alone will not assure us of the full blessings of the gospel or guarantee us an entrance into the celestial kingdom. After baptism we must keep the commandments and endure to the end” (in Conference Report, Oct. 1970, 7).
Help students see that while it is essential to belong to the Church, being “chosen” will not help us if we are not faithful and worthy. Help them understand that it isn’t enough to be active in the Church. We have to be “active in the gospel” as well.
Show students that Jesus was born through the lineage of Abraham by briefly reviewing His genealogy in Luke 3:23–38.
Teach students that the people of Jesus’ day misunderstood the Abrahamic covenant. They thought that because they were of the house of Israel they automatically received the blessings of Abraham.
Invite students to read Luke 3:10–22 and look for what we can do to be worthy of the responsibility of being a “chosen generation.”
The beginning of Jesus Christ’s ministry is recorded in Luke 4–6. During this time the Savior called His Apostles, taught and healed throughout the region of Galilee, and exposed the people’s sins and false traditions. His boldness in eating with sinners, forgiving sin, and refusing to teach and heal in accordance with false traditions shocked many of the religious leaders of His day. In spite of this, many people recognized His divinity and power and became His disciples.
Prayerfully study Luke 4–6 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for Luke 4–6.
Luke 4:1–13 (see also Matthew 4:1–11; Mark 1:12–13). We can avoid temptation by following Jesus Christ’s example and relying on the scriptures. (15–20 minutes)
Ask students: If you could have one wish to benefit the whole earth, what would it be? List responses on the board. If no one mentions it, hold up a paper with the words “Stop Satan from Tempting Us” and ask: How much help would this be to mankind? Read Abraham 3:24–25 and look for one reason the Lord allows Satan to tempt us.
Read the following statement by Elder James E. Faust:
“We need not become paralyzed with fear of Satan’s power. He can have no power over us unless we permit it. He is really a coward, and if we stand firm, he will retreat. The Apostle James counseled: ‘Submit yourselves therefore to God. Resist the devil, and he will flee from you’ (James 4:7). He cannot know our thoughts unless we speak them. And Nephi states that ‘he hath no power over the hearts’ of people who are righteous (see 1 Nephi 22:26)” (in Conference Report, Oct. 1987, 43; or Ensign, Nov. 1987, 35).
Invite students to relate examples of times their righteous thoughts or behavior helped limit Satan’s power.
If you used the teaching suggestion for Matthew 4:1–11 (p. 25), remind students of the orange analogy and ask them what they remember from that lesson about dealing with temptation. Read Luke 4:1–13 and ask: What did Jesus do in these verses to resist temptation? Ask students to reflect on the following questions:
Luke 4:14–32 (see also Matthew 4:12; Mark 1:14, 21–22; John 4:3). We should sustain our Church leaders and obey their counsel. (25–30 minutes)
Display the accompanying picture of Jesus Christ preaching in the synagogue in Nazareth (see appendix, p. 306). Without telling what the picture depicts, invite students to search the picture for clues about where the Savior was and what He was doing.
Ask students to read Luke 4:16–21 and look for the verse depicted in the picture.
Point out to students that “Esaias” is the Greek form of the name “Isaiah.” Refer them to footnote 18a to learn what passage Christ was reading. Divide the following scripture references among the students and have them look for who fulfilled Isaiah’s prophecy: Matthew 9:27–31; 11:5; Luke 5:18–24; Acts 10:38.
Explain that Isaiah’s words were understood by the Jews to be Messianic, that they prophesied of a Savior who would come. Read Luke 4:22–24 and ask:
Display a picture of the current prophet. Invite the class to suggest characteristics of the prophet that are typical of other men, and list them on the board. Also create a list of characteristics that are unique to him and his calling. Tell students that the prophet is in many ways like other men. Ask:
Read Doctrine and Covenants 1:38 and ask students to consider how this verse applies to their local leaders (for example parents, bishop, stake president). Share the following statement by Elder James E. Faust:
“Members of the Church . . . those of enduring faith . . . willingly accept the supremacy of God and rely upon the scriptures and counsel of His servants, the leaders of the Church. These leaders of the Church are men with human frailties, and are imperfect in their wisdom and judgment. Perfection in men is not found on the earth. But almost without exception these leaders sincerely, humbly, and prayerfully render great and dedicated Christian service to the best of their ability. More important, they hold a divine warrant and commission through which great and eternal blessings come to those who sustain and follow them. They are God’s servants” (in Conference Report, Oct. 1985, 8; or Ensign, Nov. 1985, 8).
Review the story of the widow of Sarepta (Zarephath) in 1 Kings 17 and the story of Naaman the Leper in 2 Kings 5:1–14. Use the following explanation by Elder Bruce R. McConkie to help students understand why the Savior cited these stories:
“How aptly Jesus chose his illustrations! Both of these ancient prophets, dishonored by their own, conferred great blessings upon foreigners. So it was with the Nazarenes; others, not they, had seen his great works” (Doctrinal New Testament Commentary, 1:162).
Remind students of the theme and unique characteristics of the Gospel of Luke (see page 72). Point out how this account, which is found only in Luke, is an important part of Luke’s testimony that Jesus Christ is the Savior of all mankind.
Luke 5:1–6:49 (see also Matthew 4:18–22; 5–7; 10:2–4; Mark 1:16–20; 3:13–19). Jesus Christ’s disciples love and follow Him and are willing to give up the things of the world. (10–15 minutes)
Ask students to think about someone they know who has served a mission or who is serving a mission now. Ask:
Ask students to compare Luke 5:1–11 with Luke 5:27–28.
Display a picture of Jesus Christ and discuss what it might have been like to be one of His students. Read Luke 6:17–19 and ask:
Ask students to consider how strong their desire is to be in the Savior’s presence. Give them several minutes to silently read Luke 6:20–49 and to ponder which of His teachings in these verses would be most important to them as they strive to be His disciples. Allow students to share their testimonies.
Luke 7–9 testifies of the Savior’s love and compassion. He tenderly and mercifully healed the sick, raised children from the dead, forgave repentant sinners, calmed storms, cast out devils, fed thousands of hungry souls with food and with the words of salvation, and tutored and prepared His Apostles. These events led Luke to record that the people “were all amazed at the mighty power of God” (Luke 9:43). The words of the hymn “I Stand All Amazed” seem appropriate when considering these miracles:
I stand all amazed at the love Jesus offers me,
Confused at the grace that so fully he proffers me. . . .
I marvel that he would descend from his throne divine
To rescue a soul so rebellious and proud as mine,
That he should extend his great love unto such as I,
Sufficient to own, to redeem, and to justify. . . .
Oh, it is wonderful, wonderful to me!
(Hymns, no. 193).
As you read these chapters look for how these miracles help you better understand and appreciate the Savior’s love.
Prayerfully study Luke 7–9 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 Luke 7–9.
Luke 7:1–17 (see also Matthew 8:5–13). Through faith, compassion, and service we can help others come to Christ. (25–30 minutes)
Briefly review with students the Book of Mormon account of the Anti-Nephi-Lehies (see Alma 23–25). Tell students these were people of great faith who were brought to Jesus Christ by a group of missionaries who loved and served them. Invite students to read Alma 27:4, and ask: According to this verse, what phrase describes how the Anti-Nephi-Lehies treated Ammon and his missionary companions? Have students read Alma 26:11–14, 26–29 looking for what these missionaries did to earn the description of “angels sent from God.”
Write the words faith, compassion, and service on the board. Ask: Do you believe these missionaries possessed these three attributes? Why? Ask students to tell of someone who has been a powerful influence in their lives whom they might think of as an “angel.”
Invite students to read Luke 7:1–17 and look for other people who were brought unto Jesus Christ. Ask:
Testify of the Savior’s love and that only through His power and their faith could these miracles have occurred.
Consider reading to the class the following statements on compassion, service, and faith or giving them as a handout:
Compassion and Service
Compassion is a “sympathetic consciousness of others’ distress together with a desire to alleviate it” (Merriam-Webster’s Collegiate Dictionary, 10th ed. [1993], “compassion,” 234). Compassion motivates us to give service to the poor and needy. When we follow Jesus’ example and serve those who suffer, they receive relief and blessings. But those who serve also receive blessings of joy, happiness, fulfillment, and even forgiveness (see Mosiah 4:26). If we are to be like Jesus, the service we give others must be motivated by the pure love of Christ. Elder Dallin H. Oaks of the Quorum of the Twelve taught:
“Even the most extreme acts of service—such as giving all of our goods to feed the poor—profit us nothing unless our service is motivated by the pure love of Christ” (in Conference Report, Oct. 1984, 16; or Ensign, Nov. 1984, 14).
Elder Thomas S. Monson taught:
“In the New Testament of our Lord, perhaps we have no more moving account of ‘mother blessed’ than the tender regard of the Master for the grieving widow at Nain. . . .
“What power, what tenderness, what compassion did our Master and exemplar thus demonstrate. We, too, can bless if we will but follow his noble example. Opportunities are everywhere. Needed are eyes to see the pitiable plight, ears to hear the silent pleadings of a broken heart. Yes, and a soul filled with compassion that we might communicate not only eye to eye or voice to ear, but in the majestic style of the Savior, even heart to heart” (in Conference Report, Oct. 1973, 29; or Ensign, Jan. 1974, 31).
Faith
Faith is a principle of power. Jesus Christ can do all things for those who exercise faith in Him. Elder John K. Carmack, a member of the Seventy, explained:
“Although faith often includes positive thinking, it is much, much more than that. Faith taps into divine sources and is a manifestation of unity and partnership with the Lord. Even the ideas and words formulated by faith come by inspiration of the Holy Spirit, and the power to accomplish the words formed by faith comes from God. . . .
“. . . Faith is not an exclusive tool of the priesthood. The Roman centurion held no priesthood, but through faith he asked the Lord to heal his servant. He added that he was not worthy to have Jesus come to his home, although he was a man whose authority others obeyed. He said, ‘But speak the word only, and my servant shall be healed’ (Matthew 8:8). Jesus marveled at his faith. ‘I have not found so great faith, no, not in Israel’ (8:10). . . .
“. . . We can learn much about faith . . . from our friends of other faiths such as the Roman centurion, and especially from our children. No matter how we learn to use the power of faith, we need to have it to accomplish the awesome tasks assigned to us” (in Conference Report, Apr. 1993, 55–56; or Ensign, May 1993, 42–43).
Invite students to give examples of people they know today who, like the centurion’s servant and widow’s son, need miracles in their lives. Ask:
Encourage students to become “angels” in others’ lives by helping them come to Christ. Ask them to look carefully for those who are in need and then to render service and compassion and exercise faith in their behalf. Encourage the students to write their “angel experiences” in their journals, and invite them, if they choose, to share them with the class as they happen during the remainder of the year.
Luke 7:1–10; 8:26–56 (see also Matthew 8:5–13, 28–34; 9:18–26; Mark 5). We should come unto Christ and help others do so also. (40–45 minutes)
Write the following proverb on the board: Failing to plan is like planning to fail. Ask students:
Ask students to write one sentence that describes their mission or goal in life, and invite them to share what they wrote. Read the following mission statement of the Church, and ask students to consider how well their mission matches the Church’s:
“Yes, brothers and sisters, the mission of the Church is glorious—to invite all of us to come unto Christ through proclaiming the gospel, perfecting our lives, and redeeming our dead. As we come unto Christ, we bless our own lives, those of our families, and our Father in Heaven’s children, both living and dead” (Ezra Taft Benson, in Conference Report, Apr. 1988, 98; italics added; or Ensign, May 1988, 85).
Invite students to read the following three accounts: Luke 7:1–10; 8:43–48; and 8:41–42, 49–56, looking for the answers to the following questions:
When they are through, discuss the questions and the students’ feelings about these miracles of the Savior. Remind students that though trials often cause us to turn to the Lord, it is great faith that brings about Christ’s miracles. Testify that Christ’s power to heal and bless is available to us today.
Conclude by contrasting these stories with the account of the legion of devils. Explain that while Jesus would have us come unto Him, Satan seeks to destroy us or take us away from Jesus. Have students read Luke 8:26–40.
Read the following quote from President Ezra Taft Benson:
“We must put God in the forefront of everything else in our lives. He must come first. . . .
“When we put God first, all other things fall into their proper place or drop out of our lives. Our love of the Lord will govern the claims for our affection, the demands on our time, the interests we pursue, and the order of our priorities” (in Conference Report, Apr. 1988, 3; or Ensign, May 1988, 4).
Ask: How will we be blessed if we follow President Benson’s counsel?
Luke 7:17–35 (see also Matthew 11:2–19). John the Baptist was a great prophet and the forerunner for Jesus Christ. He stressed that people should worship the Savior, not him. (20–25 minutes)
Tell the students: Imagine you are at the funeral of the recently deceased prophet and President of the Church. During the service a nonmember acquaintance whispers to you, “Isn’t it tragic that the leader of your church has passed away?” Ask students how they would respond. After discussing some of their answers, ask them why the following would be an appropriate response: “Yes it was tragic, but isn’t it wonderful that He rose again after the third day!”
Tell students that it is important for us to remember that Jesus is the leader of His Church. Those who are called to serve in the Church should never take glory or honor away from Jesus Christ. The Savior set the example by showing us how to give appropriate glory and honor. Have students read Moses 4:1–2 and look for how Satan’s desire for glory was different from that of the Son.
Invite students to read Luke 7:17–23. Tell them that this account refers to the time when John was imprisoned (see Matthew 11:2). Ask some of the following questions:
Read the commentary for Matthew 11:2, 3 in The Life and Teachings of Jesus and His Apostles (p. 65) and ask:
Tell students that the Savior praised John and testified of his mission in Luke 7:24–30. Ask students to read those verses and look for what else impresses them about John. Read the Prophet Joseph Smith’s statement about why John was such a great prophet (see the teaching suggestion for Matthew 11:1–19, p. 35).
Point out that in spite of the greatness of John and Jesus, many of the people still rejected them. Have students read Luke 7:31–35. Elder Bruce R. McConkie paraphrased the Savior’s message to the people in these verses this way:
“You are like fickle children playing games; when you hold a mock wedding, your playmates refuse to dance; when you change the game to a funeral procession, your playmates refuse to mourn. In like manner you are only playing at religion. As cross and capricious children you reject John because he came with the strictness of the Nazarites, and ye reject me because I display the warm human demeanor that makes for pleasant social [interaction]” (in Doctrinal New Testament Commentary, 1:263).
Luke 7:36–50. When we recognize our dependence on the Savior, repent of our sins, and receive forgiveness, we will be filled with peace and love. (45–50 minutes)
Discuss with students what debt is, and then ask some of the following questions:
Invite students to read Romans 3:23, and ask:
Read and discuss the following statement by Elder Boyd K. Packer:
“When your desire is firm and you are willing to pay the ‘uttermost farthing’ [see Matthew 5:25–26], the law of restitution is suspended. Your obligation is transferred to the Lord. He will settle your accounts.
“I repeat, save for the exception of the very few who defect to perdition, there is no habit, no addiction, no rebellion, no transgression, no apostasy, no crime exempted from the promise of complete forgiveness. That is the promise of the atonement of Christ” (in Conference Report, Sept.–Oct. 1995, 23; or Ensign, Nov. 1995, 20).
Read Luke 7:36–50 with your students and discuss the following questions as you read:
Invite students to think about how their lives are like those of the people in this story and how the Savior’s words to the woman can be a source of hope for each of us. Read the following statements or give copies to students as a handout. Discuss them as a class.
Elder Ronald E. Poelman, a member of the Seventy, taught:
“The beginning and completion of repentance leading to forgiveness is faith in Jesus Christ, who is the ‘author and the finisher of [our] faith’ (Moroni 6:4). Our faith in him as Savior and Redeemer engenders in us godly sorrow for our transgressions, a broken heart and a contrite spirit, and a sense of personal accountability. There follows a change in attitude and a turning toward God” (in Conference Report, Oct. 1993, 114; or Ensign, Nov. 1993, 85).
Elder Bruce R. McConkie, commenting on the woman in Luke 7:36–50, wrote:
“All this was the work and worship of a devout and faithful woman who had been a sinner but who was now cleansed; who was now free from the crushing burden of many offenses; who now walked in a newness of life because of him whose feet she now kissed and upon whom she now bestowed all the reverent and awe-inspired love that her whole soul had power to possess.
“This we must know if we are to envision what really transpired on this inspiring occasion in the home of Simon the Pharisee. Here is a woman who once was a sinner but now is clean. Jesus is not going to forgive her sins—he has already done so; it happened when she believed and was baptized in his name; it happened when she repented with full purpose of heart and pledged her life and every breath she thereafter drew to the Cause of Righteousness. We are dealing with a convert who has come to pour out, in the spirit of thanksgiving and rejoicing, the gratitude of her soul to him who has freed her, freed her in times past, from the chains of bondage and hell.
“None of this is known to Simon. He is in his sins, being unbaptized; and like Nicodemus, the master in Israel who knew not that men can be born again, Simon is, in his present state, spiritually incapable of conceiving that a woman whose soul once was scarlet is now as white as snow” (Mortal Messiah, 2:200–201).
Teach students that we can obtain forgiveness for our sins, no matter how bad they are, if we will follow this woman’s example and sincerely repent. Testify that the process of repentance makes us feel an appreciation and love for Jesus.
Conclude by singing “I Stand All Amazed” (Hymns, no. 193). Ask students to share their feelings about the Savior’s Atonement and to describe how they felt as they sang the hymn.
Note: Make sure students do not conclude that it would be profitable to sin so that they could come to love the Savior more (see Romans 6:1–2). Students must understand the importance of developing a love for Jesus Christ by keeping His commandments and avoiding sin. Encourage students to avoid sin but to have confidence that we can be completely forgiven when we do sin if we repent.
Luke 8–9 (see also Matthew 8–10, 12–14, 16–18; Mark 4–6, 8–9). A review game can be fun and informative. (45–50 minutes)
Luke 8–9 contains stories you may have taught in Matthew and Mark. Use this activity to review the material while maintaining the continuity of Luke’s testimony.
Arrange desks or chairs in a large circle or row. At each seat, tape a thought-provoking question with a scripture reference from Luke 8–9 that helps answer it. Number the questions, and give each student a piece of paper with corresponding numbers and enough space to write answers to each question. Create questions that are challenging enough to require students to use reason, but clearly identify the reference where the answer can be found so students do not spend too much time looking. Use questions such as these:
Give students one minute to answer the question that is taped to the seat where they are sitting. Then give a signal for all students to move to the next seat and spend a minute on the question there. Continue until the students have had a chance to respond to all the questions. Then correct their answers as a class, taking the time to explain those questions and answers that are most important to your students or those that they may have found most challenging.
Luke 9:1–6, 10 (see also Matthew 10:1, 5–42; Mark 6:7–13, 30). When we are given assignments, we are responsible to report what we have done. (10–15 minutes)
Have students think of the most important assignment or job they have ever had, and then ask them some of the following questions:
Read Luke 9:2–5 and ask:
Ask students to read Luke 9:10 and look for what the Apostles did when they finished their assignment.
Teach students that we have an important obligation to report how well we filled our assignments to those who gave them to us. Ask:
Read Revelation 20:12 and ask:
Luke 9:46–56. Jesus invites us to be tolerant of others. (15–20 minutes)
Bring several different musical selections to class. Play each selection and invite students to pick their favorite. Discuss how people, like musical selections, are all different. Read 4 Nephi 1:17 and ask: What does this verse teach about how we should feel towards those of different nationalities, religions, or backgrounds?
Write the word tolerant on the board and discuss what it means. Invite students to tell the class about someone who is especially tolerant and kind to those who are different. Ask:
Invite students to read Luke 9:49–56.
Ask students to read the verses again and look for the Savior’s attitude towards the man casting out devils and the Samaritans. Ask: Do you think the Savior was pleased with the attitude of His disciples? Why or why not?
Invite students to think about their attitudes toward people of other religions or those who seem to be sinners. Ask the students to write down what they think the Savior might say if He were to talk to them about their attitude. Read the following statements or give them to the students as a handout.
President Gordon B. Hinckley taught:
“I plead with our people everywhere to live with respect and appreciation for those not of our faith. There is so great a need for civility and mutual respect among those of differing beliefs and philosophies. We must not be partisans of any doctrine of ethnic superiority. We live in a world of diversity. We can and must be respectful toward those with whose teachings we may not agree. We must be willing to defend the rights of others who may become the victims of bigotry.
“I call attention to these striking words of Joseph Smith spoken in 1843:
“‘If it has been demonstrated that I have been willing to die for a “Mormon,” I am bold to declare before Heaven that I am just as ready to die in defending the rights of a Presbyterian, a Baptist, or a good man of any other denomination; for the same principle which would trample upon the rights of the Latter-day Saints would trample upon the rights of the Roman Catholics, or of any other denomination’ (History of the Church, 5:498)” (in Conference Report, Apr. 1995, 94–95; or Ensign, May 1995, 71).
Elder Bruce R. McConkie wrote:
“Though inharmonious with the true Spirit of Christ, this offer of James and John is neither so harsh or vindictive, nor so scripturally unrealistic, as it might seem. They knew that the God of Israel—the same Jesus in whose presence they then stood—had sent fire from heaven at Elijah’s word to consume the enemies of that ancient prophet. (2 Kings 1.) They knew also that the same merciful God would destroy the wicked by fire at his Second Coming. (Mal. 4:1.) What they had yet to learn was that for their dispensation, under the conditions which then existed (and they are comparable today), the gospel message was to go forth with charity, patience, forbearance, and long-suffering. However, their offer to compensate for the rebuff suffered by their Master was a manifestation of rather majestic faith. Who but those thoroughly converted to the righteousness and ultimate triumph of their cause would expect Deity to send fire from heaven to defend and vindicate them?
“Even devout and good men are sometimes swayed by the influence and spirit of Satan rather than by the Spirit of the Lord. Though they were unaware of its source, James and John were here influenced in their proposal by a spirit from beneath rather than a Spirit from above” (Doctrinal New Testament Commentary, 1:440).
Encourage your students to develop greater tolerance for others.
Luke 9:57–62. Sacrifice is an important principle of the gospel. We must be willing to make any sacrifice necessary to follow Christ with all our hearts. (15–20 minutes)
Read the following true story as told by President Gordon B. Hinckley, then a member of the First Presidency:
“In 1856 more than a thousand of our people, some of them perhaps your forebears, found themselves in serious trouble while crossing the plains to [the Salt Lake Valley]. Because of a series of unfortunate circumstances, they were late in getting started. They ran into snow and bitter cold in the highlands of Wyoming. Their situation was desperate, with deaths occurring every day.
“President Young learned of their condition as the October general conference was about to begin. He immediately called for teams, wagons, drivers, and supplies to leave to rescue the bereft Saints. When the first rescue team reached the Martin Company, there were too few wagons to carry the suffering people. The rescuers had to insist that the carts keep moving.
“When they reached the Sweetwater River on November 3, chunks of ice were floating in the freezing water. After all these people had been through, and in their weakened condition, that river seemed impossible to cross. It looked like stepping into death itself to move into the freezing stream. Men who once had been strong sat on the frozen ground and wept, as did the women and children. Many simply could not face that ordeal.
“And now I quote from the record: ‘Three eighteen-year-old boys belonging to the relief party came to the rescue, and to the astonishment of all who saw, carried nearly every member of the illfated handcart company across the snowbound stream. The strain was so terrible, and the exposure so great, that in later years all the boys died from the effects of it. When President Brigham Young heard of this heroic act, he wept like a child, and later declared publicly, “that act alone will ensure C. Allen Huntington, George W. Grant, and David P. Kimball an everlasting salvation in the Celestial Kingdom of God, worlds without end.”’ (Solomon F. Kimball, Improvement Era, Feb. 1914, p. 288.)” (in Conference Report, Oct. 1981, 59–60; or Ensign, Nov. 1981, 42).
Ask:
Ask students to read Luke 9:23–25 as well as the Joseph Smith Translation of Luke 9:24–25 in the appendix. How important do these verses make “being saved” sound?
Write the phrase Some Requirements for Being Saved on the board. Ask students to read Luke 9:26, 57–62 and look for what these verses teach about Jesus’ expectations of His followers. List what students discover on the board and discuss their findings. Ask: How would meeting these requirements help us gain salvation?
If desired, share the following commentary on Luke 9:57–62 by President Marion G. Romney, who was a member of the First Presidency:
“Jesus was not looking for, or calling, men to do lip service only. He wanted them to realize that following him meant effort and sacrifice. Luke tells us of an occasion when ‘there went great multitudes with him: and he turned, and said unto them,
“‘If any man come to me, and hate not his father, and mother, and wife, and children, and brethren, and sisters, yea, and his own life also, he cannot be my disciple.
“‘And whosoever doth not bear his cross, and come after me, cannot be my disciple.
“‘So likewise, whosoever he be of you that forsaketh not all that he hath, he cannot be my disciple.’ (Luke 14:25–27, 33.)
“In these seemingly harsh statements, Jesus was not specifying ‘literal hatred toward one’s family . . . as a condition of discipleship.’ He was emphasizing ‘the preeminence of duty toward God over personal’ or worldly demands of those who would be his disciples. (James E. Talmage, Jesus the Christ, Salt Lake City: Deseret Book Co., 1976, p. 453.)” (in Conference Report, Sept.–Oct. 1978, 54; or Ensign, Nov. 1978, 38).
Tell students that sometimes our excuses can get in the way of our doing that which would help us to be saved spiritually. Ask:
Elder Howard W. Hunter, when a member of the Quorum of the Twelve, explained:
“To dig a straight furrow, the plowman needs to keep his eyes on a fixed point ahead of him. That keeps him on a true course. If, however, he happens to look back to see where he has been, his chances of straying are increased. The results are crooked and irregular furrows. We invite those of you who are new members to fix your attention on your new goal and never look back on your earlier problems or transgressions except as a reminder of your growth and your worth and your blessings from God. If our energies are focused not behind us but ahead of us—on eternal life and the joy of salvation—we assuredly will obtain it” (in Conference Report, Apr. 1987, 19; or Ensign, May 1987, 17).
Read the words to “Come Follow Me” (Hymns, no. 116), and ask students to think about how they can become better disciples of Jesus Christ beginning today.
Elder Hans B. Ringger of the Seventy testified: “The foundation and guiding light for all our decisions is the gospel of Jesus Christ and His message to the world. The teachings of Christ must be embedded in our desire to choose the right and in our wish to find happiness. His righteous life must be reflected in our own actions” (in Conference Report, Apr. 1990, 31; or Ensign, May 1990, 25).
In Luke 10–13 the Lord taught people that their lives should reflect righteousness. He helped them see how important it was that their hearts be clean, their motives pure, and their service sincere. The Lord summarized this doctrine in these famous words: “Thou shalt love the Lord thy God with all thy heart, and with all thy soul, and with all thy strength, and with all thy mind; and thy neighbour as thyself” (Luke 10:27).
Prayerfully study Luke 10–13 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 Luke 10–13.
Luke 10:1–37 (see also Matthew 11:20–26). We should love and serve those in need. (40–45 minutes)
Do one of the following to set up a discussion of the daily opportunities to serve others:
Ask:
Invite students to share an example of a time when someone went out of his or her way to help them. Ask: How did this make you feel?
Have students read Luke 10:1–9 looking for the service the seventy rendered. Ask:
The Savior identified whom we should serve when He gave the parable of the good Samaritan. Read Luke 10:30–33, and then share the following comments by President N. Eldon Tanner, who was a member of the First Presidency:
“Let us examine what really took place here.
“First, the Samaritan ‘had compassion.’ He had the urge to help, for he felt sympathetic to the wounded man’s problem. This kindly affection is brought forth in the heart of anyone who has been touched by the Spirit of the Lord. These empathetic feelings should be felt by each of us toward one another. Indeed, the Savior said that covenant Israel should be known and distinguished by the love they show one for the other. (See John 13:35.)”
Read Luke 10:34, and then continue with President Tanner’s commentary, pausing as desired to discuss the students’ insights and feelings:
“Second, the Samaritan ‘went to him.’ He did not wait to be approached by the one in need, but rather perceived the need and stepped forth without being asked to do so. In that great hymn ‘A Poor Wayfaring Man of Grief’ (Hymns, no. 153), so loved by the Prophet Joseph, we sense that the high reward promised by the Savior came not just because acts of kindness were performed, but also because they were done spontaneously, consistently, and selflessly.
“Third, the Samaritan ‘bound up his wounds, pouring in oil and wine.’ He provided medical attention and refreshed the sufferer’s thirst. This immediate relief may well have saved the man’s life.
“Fourth, the Samaritan ‘set him on his own beast’—that is, he provided transportation and ‘brought him to an inn,’ a place of rest and care. By providing this appropriate accommodation he ensured the proper conditions for healing to take place.
“Fifth, the Samaritan ‘took care of him.’ Notice that during the critical stages of healing, the Samaritan did not turn the care of the wounded man over to others, but sacrificed of his own time and energy to perform this healing service himself. In a time when it is so easy to leave things to someone else, it is important to have so powerful an example as this good Samaritan.”
Read Luke 10:35 then continue with President Tanner’s commentary:
“Sixth, the Samaritan ‘on the morrow . . . took out two pence, and gave them to the host.’ He took of his own money, not someone else’s, and paid for the services he could not render himself. He thus consecrated of his means for the care of the poor and the needy.
“Seventh, the Samaritan, needing to continue earning his own living, told the innkeeper to ‘take care of him.’ In this way he enlisted others . . . to help and to continue the care.
“Eighth, the Samaritan then promised that ‘whatsoever thou spendest more, when I come again, I will repay thee.’ Here the ultimate in compassion is shown! He puts no limit on the extent to which he will help. And, perhaps even more significant, he does not drop it there and forget it, but commits himself to return and ensure that all that could be done has been done” (in Conference Report, Oct. 1977, 119–20; or Ensign, Nov. 1977, 91–92).
Finish by reading Luke 10:36–37. Invite students to read “Samaritans” in the Bible Dictionary (p. 768). Ask:
Discuss with students what they could do to be “good Samaritans.” Read the following statement from Bishop H. David Burton, Presiding Bishop of the Church:
“Good Samaritanism is contagious. Providing in the Lord’s way humbles the rich, exalts the poor, and sanctifies both (see D&C 104:15–18). The giver helps those in need by sharing what he has received. . . . As the receiver rises to his full potential, he then is able to reach out to help others.
“Good Samaritanism starts in the home as parents teach children by example and precept. . . . May we be generous with our time and liberal in our contributions for the care of those who suffer. May we commit to the principles of Good Samaritanism and be ever mindful of the need to ‘go, and do thou likewise.’” (in Conference Report, Apr. 1997, 106, 108; or Ensign, May 1997, 76).
Conclude by singing “A Poor Wayfaring Man of Grief” (Hymns, no. 29). Encourage students to always look for opportunities to serve others.
Luke 10:38–42. We should take advantage of important spiritual opportunities and not allow ourselves to be distracted by things of lesser value. (10–15 minutes)
Ask students to imagine the Savior coming to their home for a short visit.
Ask students to read Luke 10:38–42 and compare what Martha and Mary did.
Read the following statement by Elder Dallin H. Oaks and testify of its truthfulness:
“This scripture reminds every Martha, male and female, that we should not be so occupied with what is routine and temporal that we fail to cherish those opportunities that are unique and spiritual” (in Conference Report, Oct. 1985, 76; or Ensign, Nov. 1985, 61).
Read the following from Elder James E. Talmage:
“There was no reproof of Martha’s desire to provide well; nor any sanction of possible neglect on Mary’s part. We must suppose that Mary had been a willing helper before the Master’s arrival; but now that He had come, she chose to remain with Him. Had she been culpably neglectful of her duty, Jesus would not have commended her course. He desired not well-served meals and material comforts only, but the company of the sisters, and above all their receptive attention to what He had to say. He had more to give them than they could possibly provide for Him. Jesus loved the two sisters and their brother as well. Both these women were devoted to Jesus, and each expressed herself in her own way. Martha was of a practical turn, concerned in material service; she was by nature hospitable and self-denying. Mary, contemplative and more spiritually inclined, showed her devotion through the service of companionship and appreciation” (Jesus the Christ, 433).
Encourage students to live in such a way that the Savior’s Spirit can be with them daily, and to find time each day for prayer, scripture study, and quiet pondering.
Luke 11:1–13 (see also Matthew 6:5–15; 7:7–12). Christ teaches us how to pray. (15–20 minutes)
Immediately after the opening prayer, ask:
Consider asking the following questions:
Ask students to silently read the parables in Luke 11:5–13 (paying attention to the Joseph Smith Translation changes in the footnotes). When they finish, ask them to write down the most important thing they learned as well as one question they have about prayer. Have them hand in what they wrote. Read some of their responses, and answer any of their questions you feel need a response. Encourage students to look to the Lord for answers about how to keep their prayers appropriate and how to make them more meaningful. Share the following from Elder L. Edward Brown, a member of the Seventy:
“My beloved brothers and sisters and friends, I bear earnest and solemn witness to you that the Lord does communicate with us as individuals. Never, never fall victim to the heinous thought that He does not care for you, that He does not know you. That is a satanic lie, one designed to destroy you” (in Conference Report, Apr. 1997, 109; or Ensign, May 1997, 78).
Luke 11:37–54 (see also Matthew 23:1–36; Mark 12:38–40). We should understand and avoid hypocrisy. (20–25 minutes)
Bring two beautifully wrapped boxes to class. Put something clean and beautiful inside one of the boxes (like a fresh flower) and something filthy in the other (like rotten food). Invite a student to choose one of the gifts, and give the other to another student. After they open the gifts, ask:
Give each of your students a slip of paper containing one of the following three scripture references (leave off the accompanying interpretation):
Invite the students to read their assigned verses, consider what they mean, and discuss what they teach about hypocrisy. Write the three interpretations on the board, and have students match their verses with the correct interpretation.
Ask students some of the following questions:
Invite students to silently read Alma 5:15–21, and ask:
Luke 12–13 (see also Matthew 5:25–26; 6:19–34; 16:1–12; 23:37–39; 24:40–51; Mark 8:10–21; 13:32–37). True discipleship requires a willingness to school our feelings so that our personal desires are the same as the Savior’s desires for us. (15–20 minutes)
Read the following statements or give them to the students as a handout. Discuss as a class why these four standards are required for discipleship.
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Some Characteristics of True Discipleship The Savior’s teachings in Luke 12 can be categorized into things we must do and things we must avoid doing to become true disciples of Jesus Christ. The following are some characteristics of true discipleship:
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Divide students into seven groups. Assign each group one of the following references:
Have the groups look for the answers to the following questions in their assigned references. When they have finished, have each of the groups present their answers to the class.
Disciples of Christ willingly school their feelings to the point that their desires are the same as the Lord’s. The Savior’s followers put the kingdom of God first and reject the enticements of the fallen world. Nevertheless, we all fall short through sin or neglect and suffer a measure of separation from God.
Sometimes those who stray from the Lord are neglected by others. In the parables of the lost sheep, the lost coin, and the prodigal son, the Savior taught that rather than forgetting those who are lost, we must do all in our power to rescue and forgive them (see Luke 15:3–32). Rather than murmuring like the Pharisees did when Jesus received sinners and ate with them (see Luke 15:2), we should be engaged in God’s work to “bring to pass the immortality and eternal life of man” (Moses 1:39; see also D&C 4; 15:6; 18:10, 13–16). As you read Luke 14–15 notice how that which was lost was found because someone cared enough to respond.
Prayerfully study Luke 14–15 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 Luke 14–15.
Luke 14. It is better to choose humility than to be compelled to be humble because of our circumstances. (20–25 minutes)
Ask students:
Invite students to read Luke 14:1, and ask:
Tell students significant blessings come to those who obey the teachings of Jesus Christ. Read Luke 14:1–6 and look for the first teaching given.
Ask students to study Luke 14:7–11.
Point out to students that in these verses Jesus was applying an ancient proverb Solomon gave to the people of his day (see Proverbs 25:6–7). Christ taught how life is like a wedding feast during which decisions must be made. While in the proverb the proper choice was the “lowest room,” in life the proper choice is to be humble. In verse 11, Jesus summarized the whole purpose of mortality as a test to see if people will flee from pride and serve Him humbly. Have a student read the following quote by President Gordon B. Hinckley:
“People ask me frequently what is my favorite verse of scripture. I have many and this is one of them, ‘Be thou humble; and the Lord thy God shall lead thee by the hand, and give thee answer to thy prayers’ (D&C 112:10). What a promise to those who walk without arrogance, to those who walk without conceit, to those who walk without egotism, to those who walk humbly. ‘Be thou humble; and the Lord thy God shall lead thee by the hand, and give thee answer to thy prayers.’ What a solid and wonderful promise that is” (Teachings of Gordon B. Hinckley [1997], 265).
Invite students to read Luke 14:12–24, and discuss the following questions:
Have a student read the accompanying interpretation by Elder James E. Talmage:
“The covenant people, Israel, were the specially invited guests. They had been bidden long enough aforetime, and by their own profession as the Lord’s own had agreed to be partakers of the feast. When all was ready, on the appointed day, they were severally summoned by the Messenger who had been sent by the Father; He was even then in their midst. But the cares of riches, the allurement of material things, and the pleasures of social and domestic life had engrossed them; and they prayed to be excused or irreverently declared they could not or would not come. Then the gladsome invitation was to be carried to the Gentiles, who were looked upon as spiritually poor, maimed, halt, and blind. And later, even the pagans beyond the walls, strangers in the gates of the holy city, would be bidden to the supper. These, surprised at the unexpected summons, would hesitate, until by gentle urging and effective assurance that they were really included among the bidden guests, they would feel themselves constrained or compelled to come. The possibility of some of the discourteous ones arriving later, after they had attended to their more absorbing affairs, is indicated in the Lord’s closing words: ‘For I say unto you, That none of those men which were bidden shall taste of my supper.’” (Jesus the Christ, 452).
Point out to students that one group came when they were invited, but another group didn’t come until they were compelled (see v. 23). Read Alma 32:13–16 and ask: Why is it better to come when you are invited rather than when you are “compelled”?
Luke 14:25–33. Disciples of Christ willingly obey His commandments and make sacrifices. (15–20 minutes)
Bring a few items with price tags to class. Ask:
Write The Price of Discipleship on the board. Invite students to read Luke 14:25–35, and ask:
Tell students that true discipleship places the kingdom of God before all else. As Elder John Taylor, then a member of the Quorum of the Twelve, expressed it, “The kingdom of God or nothing” (in Journal of Discourses, 6:21). Read the following statement by Neal A. Maxwell, who was then Church Commissioner of Education:
“There is a special sense of urgency infusing itself into many Church members everywhere that says, quietly, but insistently—this is the time for us to choose! It is not just that God will insist that we choose for our own sake, but that those who depend upon us, or use us as a reference point, need and deserve to know which way we are going. It is no good posing as a lifeguard if one is a non-swimmer. It is no good being a guide if one leaves his post and wanders with the multitude in search of another way, ‘for there is none other way,’ especially at a time when there is a sharper and sharper divergence in the way of the world and the straight and narrow way. The disciple must not only stand in ‘holy places’ but on holy issues and ‘not be moved.’
“In short, the events of our time and spiritual decay in the world have produced for us the equivalent situation faced by many of the disciples who followed Jesus. They followed him until he began to preach the ‘hard sayings’—the doctrines that really demand not only belief, but performance; doctrines which would distinguish them from their contemporary society. The Lord wants us to put some distance—behaviorally—between ourselves and the world, not because we love mankind less, but precisely because we do love men. It is for the world’s sake that we must sanctify ourselves. When Jesus’ followers faced their moment of truth, John records, ‘From that time many of his disciples went back, and walked no more with him,’ Jesus turned to the remainder and queried them, ‘Will ye also go away?’ (John 6:66–67.)” (A Time to Choose [1972], 39–40).
Share with the students your own commitment to the gospel as a disciple of Jesus Christ.
Luke 15 (see also Matthew 18:12–14). When we help others repent, we feel joy and the heavens rejoice. (45–50 minutes)
Invite several students to share experiences of having lost something that was valuable to them.
Have students read Luke 15:1–3, and ask:
Encourage students to remember who is being taught as they study the parables of the lost sheep, the lost coin, and the prodigal son. Ask:
Invite students to give an example of how a Latter-day Saint can become spiritually lost without leaving the Church.
Read Luke 15:4, 8, 11–13 and look for the different reasons each of the things in these parables was lost. Read the following statement by President David O. McKay, then a member of the First Presidency, to the class or give it to them as a handout:
“How did [the lamb in the parable of the lost sheep] get lost? He was not rebellious. If you follow the comparison, the lamb was seeking its livelihood in a perfectly legitimate manner, but either stupidly, perhaps unconsciously, it followed the enticement of the field, the prospect of better grass until it got out beyond the fold and was lost.
“So we have those in the Church, young men and young women, who wander away from the fold in perfectly legitimate ways. They are seeking success, success in business, success in their professions, and before long they become disinterested in Church and finally disconnected from the fold; they have lost track of what true success is, perhaps stupidly, perhaps unconsciously, in some cases, perhaps willingly. They are blind to what constitutes true success. . . .
“In [the case of the parable of the lost coin] the thing lost was not in itself responsible. The one who had been trusted with that coin had, through carelessness or neglect, mislaid it or dropped it. There is a difference . . . which I think applies to us tonight. Our charge is not only coins, but living souls of children, youth, and adults. . . . Someone may be wandering because of the careless remark of a girl of her age in [the young women’s program], . . . and the president . . . lets her go, fails to follow her next Tuesday night and invite her to come. Another may be lost because of the . . . indifference of the Sunday School teacher who is satisfied with the fifteen people there that morning, instead of thinking of the fifteen who are wandering because of neglect. . . .
“The third parable is the prodigal son, the ‘younger son,’ we are told, so he was immature in his judgment. He was irking under the restraint, and he rather resented the father’s careful guiding eye. He evidently longed for so-called freedom, wanted, so to speak, to try his wings. So he said, ‘Father, give me my portion, and I will go.’ The father gave him his portion, and out the lad went.
“Here is a case of volition, here is choice, deliberate choice. Here is, in a way, rebellion against authority. And what did he do? He spent his means in riotous living, he wasted his portion with harlots. That is the way they are lost.
“Youth who start out to indulge their appetites and passions are on the downward road to apostasy as sure as the sun rises in the east. I do not confine it to youth; any man or woman who starts out on that road of intemperance, of dissolute living will separate himself or herself from the fold as inevitably as darkness follows the day. . . .
“In such cases there is little we can do but warn and plead until the recreant, as the prodigal son, at last ‘comes to himself.’” (David O. McKay, in Conference Report, Apr. 1945, 120–23).
Ask: What reasons does President McKay give in this statement for people becoming lost? Invite students to share examples of how people are lost today for the same reasons.
Regardless of the reason someone strays, Elder James E. Talmage taught:
“Joy . . . abounds in heaven over the recovery of a soul once numbered among the lost, whether that soul be best symbolized by a sheep that had wandered afar, a coin that had dropped out of sight through the custodian’s neglect, or a son who would deliberately sever himself from home and heaven. There is no justification for the inference that a repentant sinner is to be given precedence over a righteous soul who had resisted sin. . . . Unqualifiedly offensive as is sin, the sinner is yet precious in the Father’s eyes, because of the possibility of his repentance and return to righteousness. The loss of a soul is a very real and a very great loss to God. He is pained and grieved thereby, for it is His will that not one should perish” (Jesus the Christ, 461).
Ask: How does the Lord want us to feel toward those who are lost? Invite students to read the rest of Luke 15 on their own and mark or write down all of the words and phrases they can find that show the concern, actions, and attitudes of those who lose something. When they are through, discuss what they discovered. Ask: What can we do to help those in our school, ward, or family who are spiritually lost?
Invite students to think about how they felt when they found something they had lost. Read again Luke 15:5–7, 9–10, 20–27, 32 and ask: What attitude in these verses impresses you most? Invite some students to share their experiences surrounding the return of a friend or family member to the gospel. Testify of the joy that is felt in missionary work.
Refer to verses 28–30 and point out that sometimes we may have feelings similar to those of the prodigal son’s brother. Ask:
Read the following insight by Elder Bruce D. Porter, a member of the Seventy:
“The parable of the prodigal son is a parable of us all. It reminds us that we are, in some measure, prodigal sons and daughters of our Father in Heaven. For, as the Apostle Paul wrote, ‘all have sinned, and come short of the glory of God’ (Romans 3:23).
“Like the errant son of the Savior’s parable, we have come to ‘a far country’ (Luke 15:13) separated from our premortal home. Like the prodigal, we share in a divine inheritance, but by our sins we squander a portion thereof and experience a ‘mighty famine’ (v. 14) of spirit. Like him, we learn through painful experience that worldly pleasures and pursuits are of no more worth than the husks of corn that swine eat. We yearn to be reconciled with our Father and return to His home. . . .
“In the parable of the prodigal son, only the eldest son remains true to his father; in his own words, ‘Neither transgressed I at any time thy commandment’ (Luke 15:29). Similarly, in the plan of salvation the Firstborn of the Father is sinless and without spot. Yet there is a vital difference. In the parable, the eldest son is jealous of the attention paid to the returning prodigal. In the plan of salvation, however, the Eldest Son makes possible the return of the prodigals.
“The Father sends Him forth to redeem His sons and daughters from bondage. The Eldest is filled with compassion. ‘I will save them out of all their dwellingplaces, wherein they have sinned, and will cleanse them’ (Ezekiel 37:23). He journeys the long distance to find and bring home the prodigal ones. And there He finds us weary, hungry, and downtrodden. He feeds us and gives us drink. He lives among us and shares our burdens. Then, in a final act of supreme love, the Eldest Son takes of His own wealth and, one by one, He ransoms us. In order to pay the fulness of our debt, He is compelled to sacrifice His own fortune, yea, all that He has, every whit.
“There are those who refuse the proffered ransom. Chained by pride, they prefer bondage to repentance. But those who accept of His offering and forsake their errant ways receive healing at His hands and liberty as His gift. These He leads back to the Father with songs of everlasting joy” (in Conference Report, Sept.–Oct. 1995, 16; or Ensign, Nov. 1995, 15).
You could bear your testimony to the students that we must lovingly accept those who repent and come to the gospel fold.
Ask a student to sing “Dear to the Heart of the Shepherd” (Hymns, no. 221), or sing it as a class. Invite students to pay attention to the words and to ponder how Jesus wants us to act toward those who stray, regardless of their reasons.
Give the students the following questions as a handout. Encourage them to consider these questions over the next week as they study their scriptures. In a future class, invite them to share the inspiration that may come from pondering the questions, studying, and praying.
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What Is Your Responsibility As a Disciple of Christ to Help Your Brothers and Sisters? The Lost Sheep (those who stray)
The Lost Coin (those who are neglected)
The Prodigal Son (those who willfully disobey the commandments)
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The Savior taught that we become true disciples in God’s kingdom by consecrating our lives to the will of Heavenly Father. As you study Luke 16–18, consider the commitments the Savior requires of His followers and how they apply to us.
Prayerfully study Luke 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 Luke 16–18.
Luke 16:1–15. The Lord has given us all our possessions and abilities, and we must use them to do His work. (35–40 minutes)
Invite a student who has developed a talent to share it with the class. This could be done as part of the devotional. Ask students to think about the following questions:
Invite several students to share their answers. Ask:
Invite students to read Luke 16:1–7, and ask:
Read the commentary for Luke 16:8 in The Life and Teachings of Jesus and His Apostles (p. 124). Read Luke 16:10–12 and ask: What does this parable teach about God’s feelings toward those who are faithful in completing their tasks? Testify of the value of devoting effort toward a worthwhile goal and of how God is able to use the services of those who can be trusted to further His work.
While God is interested in our commitment, there are some goals that should receive greater attention than others. Read Luke 16:13–14 and Matthew 22:35–38 and ask:
Ask students to read Luke 16:19–25 and look for what this parable teaches about devoting our time and efforts toward the things of God rather than the riches of the world.
Encourage students to review their activities. Ask them to consider how they could use their talents to help build the kingdom of God and serve others. Read Luke 16:13, and cross-reference it to Alma 39:12–14. According to these verses, what is the value of wealth and possessions after we die? Testify that if we serve God instead of mammon (worldliness), our reward will be eternal.
Note: Do not imply to students that time spent at hobbies, developing talents, being involved in leisure activities, and so forth is always time wasted. Students need a righteous balance in their lives.
Luke 16:19–31. After death everyone enters the spirit world, where the wicked are in hell (spirit prison) and the righteous are in paradise. Jesus Christ’s Atonement bridges the gulf between spirit prison and paradise. (20–25 minutes)
Divide your classroom in two by separating the chairs or marking off two areas with tape or string. Invite the girls to sit in one section and the boys to sit in the other. Discuss how we sometimes classify or group people based on common characteristics.
Tell students that the scriptures often classify people into two groups: the wicked and the righteous. Briefly discuss these two groups and ask:
Invite students to read the parable in Luke 16:19–31.
Read Luke 16:26–31 and ask:
Ask: What does “Abraham’s bosom” in verse 22 refer to? Read Alma 40:11–12 with students to show that when the righteous die they are received into paradise. Ask: What does “hell” in verse 23 refer to? Read Alma 40:13–14 to show that the unrighteous are cast into outer darkness, which in these verses is another name for spirit prison (see 1 Peter 3:19). Draw on the board the following diagram:
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Draw the following diagram beside the first, and explain that Christ’s Atonement bridges the gap between paradise and spirit prison.
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Read to students Doctrine and Covenants 138:29–30, 57–59. Testify that because of Christ’s Atonement, everyone is given an opportunity to hear the gospel message. Explain that those who don’t receive the chance on earth will have the opportunity to hear the gospel in the spirit world and receive the ordinances of salvation by proxy so they can join the righteous in paradise. Read Alma 34:32–34 and ask:
Invite students to share experiences in which they witnessed someone change and join with those who were trying to be righteous.
Luke 17:1–10. Obeying the commandments and serving others helps us increase our faith and accomplish difficult tasks. (15–20 minutes)
Ask a student to demonstrate a talent she or he has never practiced. (For example, ask someone who doesn’t play the piano to play it for the devotional, or ask someone who cannot juggle to try to juggle for the class.) Ask:
As with physical abilities, developing spiritual capacities can be demanding and difficult. Ask students to read Luke 17:1–4.
Consider asking some of the following questions:
Explain to students that the Savior taught the Apostles a parable to help them understand how to increase their faith. Just as when we practice we develop skills and talents, when we obey the principles the Savior taught, we can increase our faith. Read the parable of the unprofitable servant in Luke 17:7–9 and ask:
Invite students to consider the times in their lives when they have been obedient or when they have given service. Ask: What happened to your faith during those times? Testify that as we exercise faith in the Lord Jesus Christ, we will find our spiritual weaknesses becoming our strengths (see Ether 12:27). Point out that as we grow stronger, the glory for our accomplishments should go to Jesus Christ. Read Luke 17:10 and ask: How is the title “unprofitable servant” appropriate for what we have been discussing?
Luke 17:11–19. It is important to express gratitude for the blessings we receive. (25–30 minutes)
Ask students to consider which of the following best describes their use of thank-you notes: (a) I write them the day I receive a gift, (b) I usually procrastinate writing them, (c) I feel guilty but usually do nothing, or (d) I don’t feel the need to write them. Discuss their answers. Ask:
Read Luke 17:11–14 and ask:
Read the following from President David O. McKay:
“Gratitude is deeper than thanks. Thankfulness is the beginning of gratitude. Gratitude is the completion of thankfulness. Thankfulness may consist merely of words. Gratitude is shown in acts” (“The Meaning of Thanksgiving,” Improvement Era, Nov. 1964, 914).
Ask:
Ask students to think about times when the Savior’s power healed or blessed them.
Read to the class this statement by Elder Spencer W. Kimball, then a member of the Quorum of the Twelve:
“Ingratitude is a distressing sin which kindles the Lord’s anger. (See D&C 59:21.) . . .
“When the Savior healed the ten lepers and only one thanked him, he pointed out the nine ingrates as a lesson to all when he said, ‘Were there not ten cleansed?’ (Luke 17:17.) Adults as well as the youth are often guilty, being disobedient and unthankful to their Heavenly Father who gives them all. Many fail to show their gratitude through service, through family prayers, through the payment of their tithes, and in numerous other ways God has a right to expect” (The Miracle of Forgiveness, 58–59).
Encourage students to prayerfully consider whether they show God enough gratitude. Encourage them to offer a prayer sometime in which they only express gratitude without asking for any blessings.
We should express gratitude not only to the Savior but to all those who bless and help us. Ask each student to spend several minutes writing a “gratitude note” to a family member, friend, or classmate. Encourage the students to pay attention to the feelings they have as they write their notes and when they deliver them. Conclude class by singing “Because I Have Been Given Much” (Hymns, no. 219) and telling students of the joy that comes from expressing gratitude.
Luke 17:20–37; 18:1–14 (see also Matthew 24:17–41; Mark 13:15–16, 21). Because we do not know the exact time of the Second Coming, we should be prepared for it throughout our lives. (20–25 minutes)
Before class set a hidden alarm clock or other alarm to go off several minutes after you begin teaching. (If an alarm is not available, ask a student to ring a bell or make some other noise several minutes into the lesson.) Begin class as usual, without making any reference to the alarm. Get students to talk about current events in their school, community, ward, or branch by asking questions such as these:
When the alarm sounds, stop all discussion immediately. Tell students that the alarm represents the Second Coming, and ask them to imagine what life would be like if the Second Coming happened right now. Read Luke 17:34–37 and the Joseph Smith Translation of Luke 17:36–40 and look for what these passages teach about the suddenness of the Second Coming. Ask questions such as these:
Read Luke 17:20–25, and then share with students the following explanation by Elder Bruce R. McConkie:
“Prophecies foretelling the events incident to the first and second comings of the Messiah were confused in the minds of the Jews. They falsely assumed that at his first coming he would come with an outward display of power which would overthrow and destroy all earthly kingdoms. Accordingly, basing their inquiry on a false premise, and with some apparent sarcasm, they demand an answer to this mocking question: ‘If thou art the promised Messiah, as you have repeatedly claimed to be, when will thy power be manifest, when will the Roman yoke be broken, when will the kingdom of God actually come?’” (Doctrinal New Testament Commentary, 1:539).
Read Luke 17:26–33 and ask:
The Savior used the following accounts to teach about His Second Coming. Give a brief overview of each, and then divide the class into four groups and assign each group one of the accompanying blocks of scripture:
Have them read the passages and look for how each one teaches about preparing for the Second Coming. Invite each group to share with the class what they discover.
As you read Luke 19–21, ponder the excitement associated with Christ’s triumphal entry into Jerusalem during the final week of His mortal life. Elder Bruce R. McConkie reflected on this scene with these words:
“‘Behold,’ O Jerusalem, the Holy City, for ‘thy King cometh unto thee.’ He cometh from Bethany on the east, where but yesterday he sat at meat with Lazarus, whom he raised from death; where in the house of Simon the leper, his beloved Mary anointed his royal head and poured costly spikenard on his kingly feet—all in token of his burial, which is to be later this week.
“Hail him as your King; heed his words, for ‘he is just, and having salvation.’ Accept him as the Just One, your Deliverer—from death, hell, the devil, and endless torment. Know that all who believe in him shall be saved; he is your Savior; salvation comes by him; he is the resurrection and the life, as he said” (Mortal Messiah, 3:338).
Prayerfully study Luke 19–21 and consider the following principles before preparing your lessons.
Choose from the following ideas, or use some of your own, as you prepare lessons for Luke 19–21.
Luke 19:1–10. Jesus Christ will save those who earnestly seek Him. (25–30 minutes)
Before class, place a picture of Jesus Christ on a top shelf or a tall piece of furniture in the classroom. Position the picture so no one can see it without climbing on a desk or chair. When class begins write on the board: Did you see the picture? Describe the picture, tell students that it is within the room, and ask them to try to find it.
After someone finds the picture, invite students to read Luke 19:1–10. Ask: How is the account of Zacchaeus like looking for the picture of Jesus? Discuss the similarities they find.
Tell students that the Gospel writers included several examples of people earnestly seeking the Savior. Have them read some of the following examples: Matthew 2:1–2; 5:1; 8:1–2; Mark 1:35–37; 5:24–28; Luke 2:15–16; 7:1–4. Ask:
Remind students that Zacchaeus was short and needed to climb a tree in order to see Jesus.
Read Doctrine and Covenants 93:1 and ask students to name five requirements that will enable us to come unto Christ.
Read John 17:3 and ask: According to this scripture, why is it so important to seek Jesus Christ? Testify that all can come to the Savior, and encourage students to make the effort to first seek Him and then do what is required to come unto Him.
Luke 19:11–27 (see also Matthew 25:14–20). The Lord will return to the earth and reward those who do His work. (25–30 minutes)
Ask students to silently work on an assignment while you leave the room. Wait several minutes, and then return and discuss how easy or difficult it is to complete an assignment while unsupervised. (You may want to give a reading or writing assignment from Luke 18:15–41. Those incidents were treated in the teaching suggestions for Matthew 19:16–26 and Mark 10 and are not covered again, so a review might be helpful.)
Ask questions like the following:
Invite students to read Luke 19:12–15 and compare it to the unsupervised assignment. Ask: Who or what do you think the following parts of the parable could represent?
Share Elder Bruce R. McConkie’s interpretation of this parable:
“Christ is the nobleman; the far off country is heaven; the kingdom there to be given him is ‘all power . . . in heaven and in earth’ [Matthew 28:18]; and his promised return is the glorious Second Coming, when the literal and visible kingdom shall be set up on earth. The ten servants are the members of the Church to whom he has given physical, mental, and spiritual capacities (pounds) to be used in his service. Those designated as ‘citizens’ are the other people in the world, those who are subject to him because he is the God of the whole earth, but who have not accepted his gospel and come into his fold as servants. The servants are commanded to labor in the vineyard on their Lord’s errand until he returns. . . .
“When the nobleman returns to judge the world, he will reward his servants in accordance with their works. All shall not receive the same status in the mansions which are prepared; there are degrees of glory. Some will rule ten cities, others five, and those who were slothful shall be disinherited entirely.
“Unused faculties are lost; rightly used abilities can be increased until perfection is attained. ‘Unto every servant who is diligent shall be given great reward; and from him who is slothful shall be taken away even the light, abilities, and faculties which he had.’” (Doctrinal New Testament Commentary 1:572–73).
While on earth, away from God’s presence, we each handle our responsibilities in different ways. Read Luke 19:16–27 and ask:
Have students read 2 Nephi 28:30 and Doctrine and Covenants 60:2–3, and ask: What do these passages teach about what God expects of those who serve Him? Read Luke 19:11 and ask: What misconception did the people have about the Messiah’s first coming? Share with students the commentary for Luke 19:11–28 in The Life and Teachings of Jesus and His Apostles (p. 131).
Testify that rather than being overly concerned about when Christ will come again, we should concentrate on being wise servants and keeping the covenants and commandments we have received from Him.
Luke 19:28–48 (see also Matthew 21:1–16; Mark 11:1–18; John 12:12–19). We should worship and praise Jesus Christ, who is our Lord and King. (35–40 minutes)
Display as many pictures of Jesus Christ as you can around the classroom. Sing “How Great Thou Art” (Hymns, no. 86) for the devotional. Ask students to look at the pictures and think about the Savior while they sing.
Teach students that one week before He was crucified, Jesus triumphantly rode into Jerusalem, and the people glorified Him as their King and Savior. Show the picture Triumphal Entry (Matthew 21:1–11) (item no. 62173). Read Luke 19:28–40 and think about what it might have felt like to be there that day.
Give each student a copy of the “Triumphal Entry” chart from the appendix as a handout (p. 287). Explain that each detail of the triumphal entry adds a beautiful witness to the divinity of Jesus Christ and His role as King of Kings. Ask several students to read the quotes in the “Significance” column, and then discuss them as a class.
Within one week of the triumphal entry, many of the people of Jerusalem would seek to have Jesus crucified. Read Luke 19:41–44 and ask:
Conclude class by giving students the opportunity to honor the Savior. Consider the following ideas:
Luke 20–21 (see also Matthew 21–24; Mark 11–13). During the final week of the Savior’s mortal ministry He taught daily in the temple. (10–15 minutes)
Write the phrase House of the Lord on the board. Ask:
Spend a few moments discussing what your students like about some of the temples.
Remind students that by the time of the events recorded in Luke 19, the Savior had entered the last week of His mortal ministry. Read Luke 19:45–48 and ask students to look for where the Savior spent much of His time during that week.
If desired, have students turn to the photograph of the Temple of Herod, number 9 in the photographs section of their Bibles, and remind them that it too was a house of the Lord. Ask: If you knew you only had one week to live, where would you want to spend that week?
Tell students that many of the parables, stories, and doctrines Jesus Christ taught during His last week are recorded in Luke 20–21. Remind them that they studied many of these accounts in the books of Matthew and Mark (see the teaching suggestions for Matthew 21:18–22:46, pp. 49–50; Joseph Smith—Matthew, pp. 51–52; and Mark 12:41–44, p. 69). Tell students that before you study about the Atonement, death, and Resurrection of Jesus Christ from the book of Luke (Luke 22–24), you would like them to briefly read some of the Savior’s last teachings from Luke 20–21.
Invite students to take ten minutes and choose at random several verses from Luke 20–21. Ask them to read these teachings while imagining what it might have been like to hear the Savior give them in the temple. Invite students to share with the class what they learned or felt. Ask them to tell why they think the teaching was important enough to be given during the Savior’s last week.
Commenting on the Atonement and Resurrection, President Gordon B. Hinckley said:
“There is nothing more universal than death, and nothing brighter with hope and faith than the assurance of immortality. The abject sorrow that comes with death, the bereavement that follows the passing of a loved one are mitigated only by the certainty of the resurrection of the Son of God that first Easter morning. . . .
“Contemplating the wonder of the Atonement wrought in behalf of all mankind, the Prophet Joseph Smith declared in words descriptive and beautiful:
“‘Let the mountains shout for joy, and all ye valleys cry aloud; and all ye seas and dry lands tell the wonders of your Eternal King! And ye rivers, and brooks, and rills, flow down with gladness. Let the woods and all the trees of the field praise the Lord; and ye solid rocks weep for joy! And let the sun, moon, and the morning stars sing together, and let all the sons of God shout for joy! And let the eternal creations declare his name forever and ever! And again I say, how glorious is the voice we hear from heaven, proclaiming in our ears, glory, and salvation, and honor, and immortality, and eternal life; kingdoms, principalities, and powers!’ (D&C 128:23)” (in Conference Report, Apr. 1996, 91–92; or Ensign, May 1996, 67).
Luke 22–24 recounts the final days of Christ’s life as He willingly fulfilled the Atonement, and gives testimonies of some who witnessed the resurrected Lord. They provide a glimpse of the joy that comes to those who understand the glorious message of the Resurrection.
Prayerfully study Luke 22–24 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 Luke 22–24.
New Testament Video presentation 8, “The Sacrament” (12:13), can be used in teaching Luke 22:1–20 (see New Testament Video Guide for teaching suggestions).
Luke 22:1–30, 39–53 (see also Matthew 26:1–5, 14–54; Mark 14:1–2, 10–49; John 13:2, 18–30; 18:2–11). Judas sought an opportunity to betray Jesus. (15–20 minutes)
Write the word betray on the board and ask:
Place thirty coins in a cloth bag. Give the bag to a student and ask him or her to read Luke 22:1–3. Then have the student pass the bag to another, and have the second student read verses 4–6. Continue doing this until the class has finished reading Luke 22:1–30, 39–53. Discuss the story as they read, using questions such as these:
In your discussion, use any of the following explanations that you find useful:
Elder Bruce R. McConkie wrote:
“Judas took the initiative. He sought out the chief priests; he chose to betray his Lord; he asked for the money. It was a wilful, deliberate, premeditated act” (Doctrinal New Testament Commentary, 1:702).
As prophesied by Zechariah, Judas betrayed the Savior for thirty pieces of silver (see Zechariah 11:12; Matthew 26:15). This amount was recognized as the price of a slave in the law of Moses (see Exodus 21:32) and shows the low regard that Judas and the chief priests had for Jesus.
Luke’s account reads, “Then entered Satan into Judas” (Luke 22:3). Elder Bruce R. McConkie wrote:
“Satan can have no power over human souls unless it is given to him by them. People are subject to him only when they hearken to his enticements. In other words, Judas was an evil traitor because of personal wickedness, because he preferred to live after the manner of the world, because he ‘loved Satan more than God.’ He truly had become ‘carnal, sensual, and devilish’ by choice [see Moses 5:12–13]” (Mortal Messiah, 4:15).
Point out that when we disobey the Savior or disregard His teachings, we betray Him in some measure. Ask students to review Luke 22:2–3, 5, and then ask:
Encourage students to resist temptation and follow the teachings of the Savior.
Luke 22:7–20 (see also Matthew 26:17–20, 26–29; Mark 14:12–17, 22–25). We partake of the sacrament to remember Jesus Christ’s body and blood, which He sacrificed for us. (25–30 minutes)
Bring a keepsake that is precious to you to class. Show it to students and explain how it serves as a reminder of something important in your life. Ask:
Explain that in the Church there are emblems or symbols that can help us remember our covenants and strengthen our resolve to keep them. Invite students to read Luke 22:7–16, and ask:
Invite students to ponder how important the Atonement is in their lives. Read the following statement by Elder Bruce R. McConkie:
“Nearly a millennium and a half after Jehovah gave the Passover to Israel, he himself, tabernacled among men, was preparing to celebrate the feast, to fulfil the law given to Moses, to become the Paschal Lamb, a lamb without spot and blemish whose shed blood would offer to all men spiritual freedom and deliverance from the bondage of sin.
“Arrangements for this final Passover of our Lord’s ministry, a Passover to be known ever after to the Church as the Last Supper, were made by Peter and John as directed by the seeric vision of Jesus. The Supper itself must have been in the home of a disciple, for the two apostles had but to mention the Master’s desires and the upper room was made available.
“This was the final approved Passover. Following the sacrifice of Christ as a Paschal Lamb this old ordinance was to cease and other symbols (those shown forth in the sacrament of the Lord’s Supper) were to find approved usage among the Lord’s people. Now the only proper celebration of the Passover is in the spiritual sense of which Paul speaks: ‘For even Christ our passover is sacrificed for us: Therefore let us keep the feast, not with old leaven, neither with the leaven of malice and wickedness; but with the unleavened bread of sincerity and truth.’ (1 Cor. 5:7–8.)” (Doctrinal New Testament Commentary, 1:704–5).
Read Luke 22:17–20.
Display a piece of bread and a cup of grape juice or water. Ask: Why are these appropriate emblems to help us remember the Atonement? Ask students to read the sacrament prayers from Doctrine and Covenants 20:77, 79.
Invite students to share how they focus their thoughts on the Savior during the sacrament. Ask: What things could we do during that time to help us better remember our covenants? (Possible answers include reading the sacramental prayers from the scriptures, recommitting to keep our covenants, thinking about the words of the sacrament hymn, and praying for forgiveness.) Testify that the power of the Atonement in our lives is increased as we worthily partake of the sacrament.
Luke 22:31–38, 55–62 (see also Matthew 26:31–35, 69–75; Mark 14:27–31, 66–72; John 13:36–38; 18:15–18, 25–27). As we become converted in our hearts, we should help strengthen others. (20–25 minutes)
Draw the following three lines on the board:
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Ask students:
Read Luke 22:33.
Ask the students to read the following references and look for insights into the depth of Peter’s conversion at different stages of his life.
Ask:
Read the following from Elder Bruce R. McConkie:
“Conversion is more—far more—than merely changing one’s belief from that which is false to that which is true; it is more than the acceptance of the verity of gospel truths, than the acquirement of a testimony. To convert is to change from one status to another, and gospel conversion consists in the transformation of man from his fallen and carnal state to a state of saintliness.
“A convert is one who has put off the natural man, yielded to the enticings of the Holy Spirit, and become ‘a saint through the atonement of Christ the Lord.’ Such a person has become ‘as a child, submissive, meek, humble, patient, full of love, willing to submit to all things which the Lord seeth fit to inflict upon him, even as a child doth submit to his father.’ (Mosiah 3:19.) He has become a new creature of the Holy Ghost: the old creature has been converted or changed into a new one. He has been born again: where once he was spiritually dead, he has been regenerated to a state of spiritual life. (Mosiah 27:24–29.) In real conversion, which is essential to salvation (Matt. 18:3), the convert not only changes his beliefs, casting off the false traditions of the past and accepting the beauties of revealed religion, but he changes his whole way of life, and the nature and structure of his very being is quickened and changed by the power of the Holy Ghost.
“Peter is the classic example of how the power of conversion works on receptive souls. During our Lord’s mortal ministry, Peter had a testimony, born of the Spirit, of the divinity of Christ and of the great plan of salvation which was in Christ. ‘Thou art the Christ, the Son of the living God,’ he said, as the Holy Ghost gave him utterance. (Matt. 16:13–19.) When others fell away, Peter stood forth with the apostolic assurance, ‘We believe and are sure that thou art that Christ, the Son of the living God.’ (John 6:69.) Peter knew, and his knowledge came by revelation.
“But Peter was not converted, because he had not become a new creature of the Holy Ghost. Rather, long after Peter had gained a testimony, and on the very night Jesus was arrested, he said to Peter: ‘When thou art converted, strengthen thy brethren.’ (Luke 22:32.) Immediately thereafter, and regardless of his testimony, Peter denied that he knew Christ. (Luke 22:54–62.) After the crucifixion, Peter went fishing, only to be called back to the ministry by the risen Lord. (John 21:1–17.) Finally on the day of Pentecost the promised spiritual endowment was received; Peter and all the faithful disciples became new creatures of the Holy Ghost; they were truly converted; and their subsequent achievements manifest the fixity of their conversions. (Acts 3; 4.)” (Mormon Doctrine, 162–63).
Ask:
(You may also wish to read parts of, or refer students to, “Peter, My Brother” by Elder Spencer W. Kimball; see The Life and Teachings of Jesus and His Apostles, pp. 488–93).
Testify to your students of their potential to grow spiritually throughout their lives. Remind them that we, like Peter, should strengthen those around us as we grow closer to the Lord.
Luke 22:39–46 (see also Matthew 26:36–46; Mark 14:32–41). Jesus Christ submitted to Heavenly Father’s will. He willingly suffered pain, afflictions, and death to fulfill His role in the plan of salvation. (30–35 minutes)
Ask students to think of a time when they were so tired, sore, or weak that they did not feel like saying their prayers, going to church, fasting, or serving others.
Read Abraham 3:24–25 and look for what these verses say about the purpose of earth life. Ask:
Even when life is difficult or painful, we can receive strength to do God’s will by following the Savior’s example. Ask students to read Luke 22:39–46, and ask:
To help students appreciate the Atonement, read and discuss the following passages: John 10:17–18; 2 Nephi 9:7; Mosiah 3:7; Alma 34:10–14; Doctrine and Covenants 19:15–20; 122:7–8.
Tell students that the Savior sacrificed in this way because of His love for the Father and for each of us. As our love for Heavenly Father deepens, we, like the Savior, will be better able to endure physical and emotional pain and do the Father’s will. Share all or whatever part of the following quotes you feel will help your students gain a greater appreciation for the Savior’s sacrifice.
President Joseph Fielding Smith, then President of the Quorum of the Twelve Apostles, testified:
“Here we have the Son of God carrying the burden of my transgressions and your transgressions and the transgressions of every soul that receives the gospel of Jesus Christ. . . . He carried the burden—our burden. I added something to it; so did you. So did everybody else. He took it upon himself to pay the price that I might escape—that you might escape—the punishment on the conditions that we will receive his gospel and be true and faithful in it” (“Fall—Atonement—Resurrection—Sacrament” [address to religious educators, 14 Jan. 1961], in Charge to Religious Educators, 2nd ed. [1982], 127).
Elder James E. Talmage testified:
“Christ’s agony in the garden is unfathomable by the finite mind, both as to intensity and cause. The thought that He suffered through fear of death is untenable. Death to Him was preliminary to resurrection and triumphal return to the Father from whom He had come, and to a state of glory even beyond what He had before possessed; and, moreover, it was within His power to lay down His life voluntarily. He struggled and groaned under a burden such as no other being who has lived on earth might even conceive as possible. It was not physical pain, nor mental anguish alone, that caused Him to suffer such torture as to produce an extrusion of blood from every pore; but a spiritual agony of soul such as only God was capable of experiencing. No other man, however great his powers of physical or mental endurance, could have suffered so; for his human organism would have succumbed, and syncope would have produced unconsciousness and welcome oblivion. In that hour of anguish Christ met and overcame all the horrors that Satan, ‘the prince of this world’ could inflict. The frightful struggle incident to the temptations immediately following the Lord’s baptism was surpassed and overshadowed by this supreme contest with the powers of evil” (Jesus the Christ, 613).
President John Taylor explained:
“Jesus had to take away sin by the sacrifice of Himself. . . . And as He in His own person bore the sins of all, and atoned for them by the sacrifice of Himself, so there came upon Him the weight and agony of ages and generations, the indescribable agony consequent upon this great sacrificial atonement wherein He bore the sins of the world, and suffered in His own person the consequences of an eternal law of God broken by man. Hence His profound grief, His indescribable anguish, His overpowering torture, all experienced in the submission to the eternal fiat of Jehovah and the requirements of an inexorable law.
“The suffering of the Son of God was not simply the suffering of personal death; for in assuming the position that He did in making an atonement for the sins of the world He bore the weight, the responsibility, and the burden of the sins of all men, which, to us, is incomprehensible. . . .
“Groaning beneath this concentrated load, this intense, incomprehensible pressure, this terrible exaction of Divine justice, from which feeble humanity shrank, and through the agony thus experienced sweating great drops of blood, He was led to exclaim, ‘Father, if it be possible, let this cup pass from me.’ He had wrestled with the superincumbent load in the wilderness, He had struggled against the powers of darkness that had been let loose upon him there; placed below all things, His mind surcharged with agony and pain, lonely and apparently helpless and forsaken, in his agony the blood oozed from His pores” (Mediation and Atonement [1882], 149–50).
Luke 22:41–23:25 (see also Matthew 26:36–27:26; Mark 14:32–15:15; John 18:1–19:16). Even though He was rejected, betrayed, mocked, and scorned, Jesus Christ willingly suffered and atoned for the sins of all mankind. (40–45 minutes)
Display a picture of Jesus Christ. Invite students to read Isaiah 53:3–10 looking for words and phrases that describe how the Savior was treated by many, and list these on the board. Point out to students that Christ’s life was one of total service, love, forgiveness, blessing, and healing. Ask: Given all He did for us, why do you think so many people turned against Him and abused Him so badly? To help answer this question, read 2 Nephi 2:11, 27 and Mosiah 3:19, and ask students to come up with their own ideas. Also share the following statement by President Brigham Young:
“Wicked men, Satan, and all the powers of hell and hate are at war with every holy principle that God wishes to place in the possession of his children” (Discourses of Brigham Young, sel. John A. Widtsoe [1941], 348–49).
Ask students to read Luke 22:39–42 and Luke 23:20–25 and look for the word will in those verses. Ask students to compare the will of Jesus Christ to the will or desires of the people. Help your students appreciate that Jesus loved all people and chose to atone for everyone’s sins, even though many hated Him and many would never accept the full blessings of the Atonement. Ask:
Testify that we can learn how to overcome opposition by following the example of Jesus Christ. Invite students to silently read Luke 22:41–23:25. Ask half the class to look for examples of how Jesus suffered, and ask the other half to look for how Jesus showed love and compassion toward the people. Have them share their discoveries with the class, and discuss how we can better follow the Savior’s example.
Read Alma 42:14–15. Point out how we, like the people who rejected Jesus Christ, also at times hurt Him by choosing sin. Point out that, because of His love for each of us, He atoned for our sins so that we could be reclaimed. Ask: How does that affect how you feel toward our Savior?
Luke 23:13–56 (see also Matthew 27:15–61; Mark 15:6–47; John 18:39–19:42). The Crucifixion of Jesus Christ was part of the Father’s plan of happiness. (20–25 minutes)
This is an excellent time to allow students to study, ponder, and feel the significance of the Crucifixion of Jesus Christ. Consider playing sacred music and decorating the room in a special way. As the students arrive, assign each of them one of the following people: Barabbas, Simon the Cyrenian, a daughter of Jerusalem, the malefactor on Jesus’ right hand, the malefactor on Jesus’ left hand, a person watching, a ruler, a Roman soldier, the centurion, an acquaintance of Jesus, Joseph of Arimathea, a woman who prepared the body of Jesus for burial.
Invite students to silently read Luke 23:13–56 and visualize the events from the perspective of the person they were assigned. Tell them to read carefully, concentrate on the message, and ponder its significance. When they finish, discuss their experience, using questions such as these:
Conclude by singing “I Stand All Amazed” (Hymns, no. 193) and allowing any students who wish to share their testimony to do so.
Luke 24:13–35 (see also Mark 16:12–13). The Lord communicates with His children in many different ways. (40–45 minutes)
Blindfold several students. Display an unfamiliar picture of the Savior, and invite the other students to describe the picture to those with blindfolds. Ask the blindfolded students:
Have an unblindfolded student read Luke 24:1–16 out loud, emphasizing verses 13–16. Ask:
Invite the students with blindfolds to take them off and read Luke 24:31. Ask:
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Draw the accompanying diagram on the board and ask:
Tell students that Luke 24 lists some of the ways the Lord communicates with His children. Have students read verses 13–35 looking for some of the different ways, and list their findings on the board. These might include personal appearances (see vv. 13–16, 33–52), visitations of angels (see v. 23), a burning in our hearts (see v. 32), enlightenment and joy (see vv. 32, 41), the scriptures (see vv. 32, 44–45), and feelings of peace (see v. 36; see also D&C 6:23). Ask:
Luke 24:36–48 (Scripture Mastery, Luke 24:36–39; see also Mark 16:14; John 20:19–23). Jesus Christ was the first person to be resurrected. (20–25 minutes)
Ask students: What do you think is the most glorious message ever given? After discussing some of their answers, teach them that “the resurrection of Jesus is the most glorious of all messages to mankind” (Bible Dictionary, “resurrection,” 761). Invite them to read the material listed under “resurrection” in the Bible Dictionary to help determine why it is such a glorious doctrine. Ask:
Ask students to read Luke 24:36–48 and look for what these verses teach about resurrected beings, including what resurrected beings are like and what they can do. Testify that Jesus Christ lives and that because of Him each of us will be resurrected. Read 2 Nephi 2:8 and 3 Nephi 11:12–15, and consider singing “I Know That My Redeemer Lives” (Hymns, no. 136).