New Testament
Video Guide

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Prepared by the Church Educational System

Published by The Church of Jesus Christ of Latter-day Saints
Salt Lake City, Utah

Send comments and corrections, including typographic errors, to
CES Editing, 50 E. North Temple Street, Floor 8, Salt Lake City, UT 84150-2772 USA.
E-mail: <ces-manuals@ldschurch.org>

© 1992, 1995, 2001 by Intellectual Reserve, Inc.
All rights reserved
Printed in the United States of America

English approval: 8/01

Contents

VIDEO LESSON • SCRIPTURE BLOCK • TITLE  
PAGE
     Introduction v
1   The Gospels • “Come unto Me” 1
2   New Testament • The Maze 2
3   New Testament • New Testament Setting 3
4   New Testament • New Testament Customs 4
5   Matthew 9 • “Thy Faith Hath Made Thee Whole” 6
6   Matthew 13 • Parables 7
7   Matthew 21 • Justice and Mercy 7
8   Luke 22:1–20 • The Sacrament 9
9   Matthew 26–28 • “To This End Was I Born” 10
10   John 21 • “Feed My Sheep” 10
11   Acts 10 • Long-Promised Day 11
12   Acts 21–28 • Paul: A Chosen Vessel 12
13   Romans • The Doctrine of Grace 13
14   Romans • Faith and Works 14
15   1 Corinthians 3–6 • The Body Is a Temple 15
16   2 Corinthians 7 • Godly Sorrow Leads to Repentance 16
17   Galatians 6 • The Law of the Harvest 17
18   Ephesians 6:10–18 • “The Whole Armour of God” 17
19   2 Thessalonians 1:1–2:3 • The Second Coming 18
20   Hebrews 11 • “The Just Shall Live by Faith” 19
21   Revelation • Helps for Understanding the Book of Revelation 20

Introduction

The New Testament video materials consist of two videocassettes and this guide. They have been prepared by the Church Educational System for use in the New Testament seminary course.

The two videocassettes contain presentations designed to help you teach the New Testament. This guide provides suggestions for using the presentations effectively.

QUESTIONS YOU MAY ASK

WHAT IS THE RELATIONSHIP BETWEEN THIS GUIDE AND THE TEACHER RESOURCE MANUAL?  Because video presentations are updated more frequently than printed materials, the video guide is packaged separately from the teacher resource manual.

The teaching suggestions in the video guide may be used instead of or in addition to those in the teacher resource manual. Carefully read both the video guide and the teacher resource manual to be sure you cover the entire scripture block.

The teacher resource manual includes reminders when a video presentation is available for a given scripture block.

As you prepare, you may discover additional ways to use the videos. Feel free to incorporate your own teaching ideas, but maintain the continuity and flow of the principles being taught.

HOW DO I PREPARE TO USE THESE MATERIALS?  It is important that you seek the Spirit of the Lord through prayer, scripture study, and pondering.

Successful teaching of the scriptures begins as you become familiar with the scripture block and with the printed and video resources available. Then, under the direction of the Spirit, select and organize appropriate instructional activities that will meet the needs of your students.

The video presentations have materials and methods that require advance preparation. Read through all the suggestions in the video guide and make the necessary preparations before showing the video. Preview the video presentation more than once if possible.

The video guide suggests things to do before, during, and after the video.

Remember that each video presentation serves as only a part of the instructional activities for teaching a scripture block. Give careful attention to how and when to use the video in the overall lesson for the day.

The video’s effectiveness ultimately depends on how you use it. A video presentation may not make sense to the students or its power may be diminished if you do not use it as designed.

1
The Gospels
“COME UNTO ME”

PURPOSE

To persuade students to come unto Christ and to be willing to follow Him.

BEFORE THE VIDEO

SCRIPTURE INSIGHT  Begin the lesson by reading Matthew 11:28–30 with the students. In this scripture Jesus invites us to come unto Him. Explain that this lesson will focus on the reasons we should come unto Christ.

Jesus is a God who has great power. Read John 1:1–3, 14 together. Ask, “What reasons does this scripture give that suggest why we should come unto the Savior?” Help the students understand that Jesus was a God before He was born, and He created the heavens and the earth under the direction of our Heavenly Father. You may wish to write this point on the board.

OBJECT LESSON  You might use the following object lesson to help the students understand the work, power, and majesty of Jesus Christ:

Put some wet sand in a shallow container. Have several students each press a finger into the sand. Ask them to count the particles of sand that stick to their finger. Have them guess how many particles are in the box. Ask the class to imagine trying to count the particles of sand along the western coast from Alaska to the tip of South America and back up the eastern side to Greenland.

“And were it possible that man could number the particles of the earth, yea, millions of earths like this, it would not be a beginning to the number of [His] creations” (Moses 7:30). The vastness of the Lord’s creations are a measure of the extent of His power. Help the students understand that the Savior is willing to use all of His power to help those who come unto Him.

USING THE VIDEO

“Come unto Me” • 11:36

“LOOK FOR” ACTIVITY  Invite students to watch the video and to be ready to discuss some additional reasons to come unto Christ.

SHOW THE VIDEO  The video consists of interviews of seminary students, followed by historical scenes from the life of the Savior. The testimonies and the scenes illustrate some of the following reasons to come unto Christ:

AFTER THE VIDEO

DISCUSSION  Ask, “What are some reasons shown in the video for coming unto Jesus Christ?” Try to help the students discover the points mentioned above. You may want to list them on the board. Feel free to include any other reasons students suggest. Discuss how those in each example received “rest.” Many of your students have had inspirational experiences in seeking the Lord and His rest. As you testify of your personal experiences, have the students think of times the Savior has helped them or their families. Ask them to share their experiences with the class.

Invite the students to again read Matthew 11:28–30. Ask someone in the class to explain what a yoke is. The following quote from President Howard W. Hunter may be helpful.

QUOTATION  “In biblical times the yoke was a device of great assistance to those who tilled the field. It allowed the strength of a second animal to be linked and coupled with the effort of a single animal, sharing and reducing the heavy labor of the plow or wagon. A burden that was overwhelming or perhaps impossible for one to bear could be equitably and comfortably borne by two bound together with a common yoke. . . .

“Why face life’s burdens alone, Christ asks, or why face them with temporal support that will quickly falter? To the heavy laden it is Christ’s yoke, it is the power and peace of standing side by side with a God that will provide the support, balance, and strength to meet our challenges and endure our tasks here in the hardpan field of mortality” (in Conference Report, Oct. 1990, 20; or Ensign, Nov. 1990, 18).

CONCLUSION  Point out to the students that in Matthew 11:28–30 the Savior also counseled us to learn of Him. Testify that this year is a wonderful opportunity for them to learn of Him through their study of the New Testament. During their study they will witness many people who came to the Savior and received His rest or who rejected His invitation. Explain to the students that they will have that same opportunity. Discuss ways they can accept His invitation and come unto Him.

2
New Testament
THE MAZE

PURPOSE

To show that time and effort given to a study of the New Testament can help in answering life’s questions and solving personal problems.

BEFORE THE VIDEO

STUDENT ACTIVITY  Make sure students understand the idea of a maze (a network of intricate passageways and blind alleys). Draw a maze on the board like the following:

maze
[click for scalable version]

Blindfold a student, and have another student accompany the first student to the board. Have the student without the blindfold complete the maze with the help of the blindfolded student. Each time the student without the blindfold must make a choice as to which way to go, the blindfolded student selects one of the options: right, left, or straight ahead. This exercise should prove frustrating for both students. Ask the class why it would be easier for them to make correct choices than for the blindfolded student. (They can see the entire maze.)

TEACHER INSIGHT  Help the students see that life is often like a maze, presenting us with difficult decisions and confusing problems. We often have trouble seeing what to do. Problems and questions in our lives are often more easily worked through when we can see the purpose of our life and where we are going.

USING THE VIDEO

The Maze • 10:07

“LOOK FOR” ACTIVITY  As students watch the video, suggest they look for the decisions the three teams make while working their way through the maze and what effect it has on their success.

SHOW THE VIDEO  The video features a contest of students going through a large outdoor maze. The team that spends the least amount of time going through the maze is the winner. In the maze they make decisions on whether to take the time and effort to go up on elevated platforms where team members can see more clearly how to proceed. In the end, the team taking the time and effort to use the platforms gets to the end the fastest.

AFTER THE VIDEO

DISCUSSION  Ask students to consider what the most important decisions were in making it through the maze. Why did some of the young people make the decision not to go up on the platform? Refer back to the discussion held prior to viewing the video. Ask, “If life is like a maze, what would the platforms be?” (Scriptures, Church leaders, parents, prayer.) “What attitudes were shown that would keep us from studying the scriptures?” Explore the reality of those attitudes toward studying scriptures and the words of Church leaders. Discuss how the scriptures and the Brethren are like the platforms (they give an overall perspective of life and how to proceed along the correct path).

SCRIPTURE MARKING  Read 2 Timothy 3:16 with your students. Have them mark the four purposes of scripture: ”for doctrine, for reproof, for correction, [and] for instruction in righteousness.”

SCRIPTURE ACTIVITY  Give students the following case studies. Have them write down how they would handle the situation. Next have the students read the scriptures listed and decide what they teach about handling the situation.

Case study 1  The bishop has just assigned you and your father to home teach the Carson family. Since they moved in next door their unwanted junk has found its way into your yard; and the Carson boy has done nothing but make life miserable for you in biology.

Scripture:  Matthew 5:38–48

Case study 2  Val and Rob have had their summer fishing trip planned for months. At 10:00 P.M. they check their gear and review their plans. Val realizes that he hasn’t purchased his fishing license. They plan to leave at 5:30 the next morning. The sporting goods store doesn’t open until 7:30. The only other place that sells fishing licenses is Tim’s Bar, and it’s open until midnight.

Scripture:  1 Thessalonians 5:21–22

SCRIPTURE ACTIVITY  Have the students write their own case study for either Acts 5:1–10 or Revelation 3:15–16. Allow them to share their efforts with the class.

CONCLUSION  You may wish to share a personal story of how the New Testament has helped you solve a problem or has given you an answer to a question. Encourage students to make their study of the New Testament a daily habit.

Note: The article by Carole Garfield Seegmiller, “Our Family’s Tape-Recorded New Testament” (Ensign, Jan. 1991, 26–27) may provide additional help in teaching the value of the New Testament.

3
New Testament
NEW TESTAMENT SETTING

PURPOSE

To explain the religious and political conditions during New Testament times.

BEFORE THE VIDEO

OVERVIEW  This lesson explores the following New Testament issues:

As you prepare, you may wish to familiarize yourself with the following entries from the Bible Dictionary: law of Moses, lawyer, Messiah, Pharisees, Roman empire, Sadducees, Samaritans, and scribe.

DISCUSSION  Begin your lesson by asking, “How was it possible that with all of the miracles Jesus performed, most of the Jews rejected Him as the Messiah?”

Read the following true story. “I’ll never forget what happened the day I returned from my mission. When I left for my mission to Norway my younger brother was in ninth grade. When I arrived at the airport I walked right past him. What I expected him to look like was so completely different from what he looked like that I didn’t recognize him at all.”

Help your students understand that many of the Jews did not recognize who Jesus was because they expected a different kind of Messiah.

USING THE VIDEO

New Testament Setting • 12:45

“LOOK FOR” ACTIVITY  Ask the students to watch segment 1 and be ready to explain what kind of Messiah many of the Jews were expecting.

SHOW SEGMENT 1  Segment 1 (7:15) is a “television news magazine” set in Rome at the beginning of New Testament times. It explores the Jews’ beliefs about the Messiah and includes a commercial concerning the Jews and Samaritans.

DISCUSSION  After viewing segment 1, review some of the misunderstandings the Jews had concerning the coming Messiah:

Help the students understand that those who were spiritually in tune accepted Christ when He came.

SCRIPTURE ACTIVITY  You may want to read the following scriptures with your students to illustrate the Jews’ rejection of Jesus as the Messiah. Men like Peter and Simeon are examples of those who were spiritually in tune and accepted Him.

Matthew 16:13–17 Most people did not view Jesus as the Messiah. Peter, through the spirit of revelation, knew who Jesus was.

Luke 2:25–34 Simeon, by the power of the Holy Ghost, recognized that the baby Jesus was the Messiah. Simeon prophesied about Him.

John 1:10–12 Most people did not receive Jesus as the Messiah.

Help the students understand that as they read the New Testament this year they will see instances of humble people who accepted Jesus as the Messiah and instances of people who rejected Him.

DISCUSSION  Discuss the book commercial from segment 1. Ask the students to recall examples of the animosity between the Samaritans and the Jews. Review the questions raised in the commercial. If needed, help the students with the answers.

SCRIPTURE ACTIVITY  Ask the students to read the following scripture passages and apply their new insights to the Samaritans:

Luke 10:29–37 The parable of the Good Samaritan.

John 4:3–9, 27 Jesus talked to a Samaritan woman at the well. His disciples were surprised that He talked with her.

Acts 1:8 Jesus told His disciples that they would preach the gospel in Judea, Samaria, and to “the uttermost part of the earth.”

“LOOK FOR” ACTIVITY  Write the words Pharisees, Sadducees, and scribes on the board. Help the students understand that just as there are different beliefs among Christians (Catholics, Methodists, Baptists), there were (and still are) different beliefs among the Jews. Ask the students to watch segment 2 and be ready to answer the following questions:

SHOW SEGMENT 2  Segment 2 (5:30) explains the differences between the Pharisees, the Sadducees, and the scribes. It also shows the difference between the written law and the oral law. A short explanation of the progress of travel throughout the Roman empire is also included.

AFTER THE VIDEO

DISCUSSION  Discuss the answers to the questions listed above. For additional information, you may want to have the students look up the words Pharisees, Sadducees, and scribe in the Bible Dictionary.

SCRIPTURE ACTIVITY  You may wish to ask the students to read the following scripture passages and be ready to say how their new insights increase their understanding of the passages.

Mark 7:1–13 The Pharisees and scribes challenged Jesus because neither He nor His disciples followed the “tradition of the elders.” Jesus told them that through their tradition they made the word of God of no effect.

Luke 11:37–54 Jesus reprimanded the Pharisees and scribes for their works. They wanted to trap Him.

Acts 23:7–8 The Sadducees said that there is no resurrection, but the Pharisees believed in a resurrection.

MAP ACTIVITY  Have the students open their Bibles to map 8 and find the names of any modern-day countries (such as Italy and Egypt). Point out the size of the Roman empire. Have them locate Jerusalem. Ask, “What difference did it make that the New Testament took place in the Roman world?” (The Jews were subject to Roman laws; travel was possible and safe, which made missionary work easier; Rome was lenient concerning religion, which allowed the spread of the gospel.)

CONCLUSION  Remind students to use the information they learned as they encounter the following in their reading of the New Testament: the Jews’ rejection of Jesus as the Messiah; Samaria and the Samaritans; Pharisees, Sadducees, and scribes; the law of Moses and the tradition of the elders; and the Roman setting.

4
New Testament
NEW TESTAMENT CUSTOMS

PURPOSE

To explain the culture and customs of New Testament times.

Note: Because of the number of brief segments in this lesson, you may want to teach it in two different class periods. Or you could show each segment as you teach the scripture block to which it applies.

BEFORE THE VIDEO

Explain to the students that the video will give them the opportunity to learn about the culture and customs of New Testament times.

USING THE VIDEO

New Testament Customs • 14:32

HOW TO PROCEED  Do the following activities before each video segment:

Do the following activities after each video segment:

Note: You might want to award points to students who get the right answers. You could have them work alone or in teams.

Matthew 3:12 What kind of a fan was John the Baptist referring to? (a) A fork used to throw wheat. (b) A hand fan used to cool the face. (c) A bellows used to start a fire.

SHOW SEGMENT 1  (1:04) After showing the segment, give the answer to the question and discuss it, as explained above.

Matthew 23:5 What does it mean to “make broad their phylacteries, and enlarge the borders of their garments”? (a) To gain weight so they could be seen more easily. (b) To appear more righteous than others. (c) To increase their social standing in the community.

SHOW SEGMENT 2  (1:16)

Matthew 25:1–4 Why would a guest bring an extra vessel (container) of oil to a wedding? (a) The lamps had only five minutes worth of oil. (b) Sometimes guests had to wait a long time for the groom. (c) The guests gave half of their oil to the bride and groom as a gift.

SHOW SEGMENT 3  (1:00)

Matthew 26:36–38 What does the word Gethsemane mean? (a) Oil press. (b) Quiet place. (c) High place.

SHOW SEGMENT 4  (:54)

Mark 15:25 What time of day is the third hour? (a) About 3:00 A.M. (b) About 3:00 P.M. (c) About 9:00 A.M.

SHOW SEGMENT 5  (1:20)

Luke 4:18, 28–29 Why did the Jews try to kill Jesus when He said He was the one anointed to preach the gospel? (a) The Jews thought they could teach the gospel just as well as Jesus. (b) It meant that Jesus was the Messiah. (c) A carpenter’s son could not be anointed to preach.

SHOW SEGMENT 6  (:49)

Luke 10:4 What was a purse and a scrip? (a) A bag to hold money and a bag to hold food. (b) A bag to hold money and a set of scripture scrolls. (c) Supplies and written missionary lessons.

SHOW SEGMENT 7  (:39)

Luke 10:13 Why did the Jews wear sackcloth while they repented or mourned? (a) They didn’t want to ruin good clothes. (b) It was a symbol of their deep sorrow. (c) It was symbolic of putting their sins in a bag and removing them.

SHOW SEGMENT 8  (:42)

Luke 17:12–14 After a leper was healed, why did the leper have to see a priest? (a) Lepers had to repent for not being at church for so long. (b) A leper’s clothing had to be burned by the priest. (c) The priest had to perform the ritual that would allow a leper back into the community.

SHOW SEGMENT 9  (1:05)

John 9:22 Why were the parents of the blind man so concerned about being put out of the synagogue? (a) They wanted to be with their son in his time of need. (b) They did not want to be punished for something their son did. (c) They did not want to lose their membership in the synagogue.

SHOW SEGMENT 10  (:49)

John 10:1 What is a sheepfold? (a) An auction yard where sheep were sold. (b) A place where sheep were kept at night. (c) An inn used by shepherds.

SHOW SEGMENT 11  (:50)

John 10:14–15 How did a shepherd separate his sheep from the other sheep in the fold? (a) The shepherd identified the colored rope he tied around each neck. (b) Each shepherd had a good sheep dog. (c) The shepherd would call his sheep and they would come.

SHOW SEGMENT 12  (:38)

John 13:23–25 During the Last Supper, why was John leaning on Jesus’ bosom (chest)? (a) It was symbolic of talking to the heart. (b) It was part of the feast of the Passover, symbolizing Abraham’s bosom. (c) John was eating next to the Savior at the feast.

SHOW SEGMENT 13  (1:04)

Acts 13:5 Why would the Jews allow a stranger like Paul to teach in the local synagogues? (a) Paul looked Jewish. (b) The Jews thought Paul was a rabbi because he dressed like one. (c) The congregation was allowed to participate in the services.

SHOW SEGMENT 14  (:45)

Galatians 3:24 What was a schoolmaster? (a) A teacher. (b) A personal tutor who helped to raise a boy. (c) A supervisor of several teachers.

SHOW SEGMENT 15  (:43)

1 Peter 1:13 What does it mean to “gird up your loins”? (a) Tuck in the loose ends of your clothing so you can work more easily. (b) Tighten your belt. (c) Wear a leather covering around your hips.

SHOW SEGMENT 16  (:54)

5
Matthew 9
“THY FAITH HATH MADE THEE WHOLE”

PURPOSE

To show the importance of faith in the healing of both body and spirit.

BEFORE THE VIDEO

SCRIPTURE INSIGHT  Have students read Matthew 9 and list the physical illnesses that Jesus cured. Ask a student to explain the meaning of the word whole as it is used in verse 12. (It means “well.”) Have the students cross-reference verse 12 with verse 22 to reinforce the idea that wholeness means health or healing. List some spiritual disorders that the Lord, as a “physician,” can cure. (Thinking evil, v. 4; sin, v. 13; ridicule and unbelief, v. 24.)

Ask the following questions:

SCRIPTURE INSIGHT  Read Luke 17:11–19 with the students. Have them mark the phrase “they were cleansed,” noting the removal of the disease from the ten lepers, in verse 14. Also have them mark the phrase “thy faith hath made thee whole” in verse 19. To the leper who had expressed faith by returning and giving thanks came a spiritual healing as well. Jesus had cleansed the ten lepers, but only the Samaritan who gave thanks was pronounced physically healed and spiritually whole.

QUOTATION  Share the following quote by President Harold B. Lee: “The greatest miracles I see today are not necessarily the healing of sick bodies, but the greatest miracles I see are the healing of sick souls, those who are sick in soul and spirit and are downhearted and distraught” (in Conference Report, Apr. 1973, 178; or Ensign, July 1973, 123).

USING THE VIDEO

“Thy Faith Hath Made Thee Whole” • 16:42

“LOOK FOR” ACTIVITY  Encourage the students to watch for the ways the Lyman family needs to be healed, both physically and spiritually.

SHOW SEGMENT 1  Segment 1 (7:56) introduces the Lyman family and some challenges they face. Peggy, the mother, is in the hospital suffering from a life-threatening disease. Paul, her husband, is overwhelmed, coping with a seriously ill wife and two teenagers. Brent and Alicia, the teenagers, are caught in the middle of the family crisis.

ACTIVITY  With the help of the class, list on the board the problems of each family member. (Peggy, the mother: poor health; Paul, the father: doubt and unbelief; Brent: feelings of inadequacy; Alicia: feeling unloved and guilty.)

TEACHER INSIGHT  Physical disorders are easily seen. Spiritual disorders are not always so noticeable. Yet we all have spiritual disorders and need to come to the Savior to be healed. Use the following scriptures to help make this point: Isaiah 53:5; Matthew 13:15; 2 Nephi 25:13; 3 Nephi 9:13.

DISCUSSION  Consider with the class what expression of faith would need to take place in the life of each member of the Lyman family for them to be healed.

Ask the following questions:

Note: Often students are concerned when blessings are given and people die. Help them understand that some people are not healed of physical illness because they lack faith. Others are not healed because the Lord may have another purpose to accomplish or the individual’s mission on earth has been fulfilled. Sometimes death and other trials come simply as a part of mortal life (see Spencer W. Kimball, Tragedy or Destiny? [1977], 5–6). In many cases, accepting death is a matter of faith, because we do not know the reason.

“LOOK FOR” ACTIVITY  Suggest that students watch for the development of faith by members of the Lyman family.

SHOW SEGMENT 2  Segment 2 (8:46) explores how the Lyman family’s faith is tested by their circumstances.

AFTER THE VIDEO

DISCUSSION  Discuss the development of faith by the family members. What seems to make a difference to each member of the family?

SCRIPTURE INSIGHT  Review the story in Mark 5 of the healing of Jairus’s daughter. Have the students look for and mark expressions of faith on the part of the father (see vv. 22–24).

CONCLUSION  Share the following quote, regarding Mark 5:23, by Elder Howard W. Hunter: “These are not only the words of faith of a father torn with grief but are also a reminder to us that whatever Jesus lays his hands upon lives. If Jesus lays his hands upon a marriage, it lives. If he is allowed to lay his hands on a family, it lives” (in Conference Report, Oct. 1979, 93; or Ensign, Nov. 1979, 65).

Discuss ways in which the students might express faith and allow the Lord to make them whole.

6
Matthew 13
PARABLES

PURPOSE

To help students understand and apply parables in their lives.

BEFORE THE VIDEO

OBJECT LESSON  Have the students compare an object (like a pencil) with a principle of the gospel (like repentance). Ask, “What term do we use when Jesus tells a story and compares it to a gospel truth?” (see Mark 4:34). Explain that there were times when the Lord only taught in parables.

USING THE VIDEO

Parables • 13:25

SHOW SEGMENT 1  Show students segment 1 (:27) without giving any background. The students will probably not see creatures that are camouflaged in their surroundings.

DISCUSSION  Have the students identify what they saw (branches and ocean floor).

SHOW SEGMENT 2  Segment 2 (:36) is a repeat of segment 1, but this time the creatures move, making them visible.

DISCUSSION  Discuss why it was difficult to see the creatures in segment 1 and easy to see them in segment 2. (They were hidden in their surroundings.) Like the camouflaged creatures, one reason the Savior taught in parables was to conceal the meaning.

SCRIPTURE INSIGHT  Help the students understand Matthew 13:13 and the concept “they seeing see not; and hearing they hear not.” Those who are spiritually in tune and who understand gospel principles will understand. Those who are unwilling to accept Christ’s teachings hear only a story.

“LOOK FOR” ACTIVITY  Have the students look for three steps that will help them understand parables.

SHOW SEGMENT 3  The word parable is Greek in origin and means “setting side by side,” or a comparison. Segment 3 (12:22) illustrates three steps students can use to help them make the comparison.

AFTER THE VIDEO

DISCUSSION  Identify and discuss the three steps for understanding parables. During the discussion you may wish to use the other six parables in Matthew 13 to practice as a class. Allow students to take the lead in the discussion as their skills improve.

OUTLINE  The following outline shows the three steps that can help students understand parables:

  1. Outline the parable
    1. Objects or persons
    2. Actions
    3. Results of actions
  2. Find the clues
    1. “Like unto” statements
    2. Cross-references
    3. Background information
      1)  What situation or question generated the parable? (see Luke 15).
      2)  Who was the parable told to? What were the people like? (see Luke 10:25–37).
  3. Make the comparison
    1. Write down the comparisons found from the clues.
    2. Ask questions about the relationship between people, objects, actions, and results.

CONCLUSION  Help students apply parables by asking questions like the following:

7
Matthew 21
JUSTICE AND MERCY

Note: Seek the help of the Spirit as you teach about the last week of the Savior’s life from Matthew 21–28. Remember the Lord’s promise: “The Spirit shall be given unto you by the prayer of faith” (D&C 42:14). You may also find the following suggestions helpful:

  1. Students should know and understand the doctrinal principles associated with the Atonement. (Doctrinal help is provided with this lesson.)
  2. Students should have a good understanding of the events that occurred as part of the Savior’s atoning sacrifice. (Refer to the teacher resource manual and student study guide.)
  3. Students should come to feel a deep sense of awe, gratitude, love, and commitment for the Savior and the Father. (See lesson 9 in the video guide, “To This End Was I Born.”)

The following are suggestions on how to use these resources in either a daily or a weekly setting:

DAILY:  Day 1, teach the doctrine using the scriptures, this video guide lesson, and video presentation 7, “Justice and Mercy.” Days 2–4, teach the events using the scriptures, the teacher resource manual, and video presentation 8, “The Sacrament.” Day 5, teach for feelings, using the scriptures, video guide lesson 9, and video presentation 9, “To This End Was I Born.”

WEEKLY:  Week 1, teach the doctrine using the scriptures, this video guide lesson, and video presentation 7, “Justice and Mercy”; also introduce the events. Between weeks the students should focus on the events. Week 2, teach for feelings, using the scriptures, video guide lesson 9, and video presentation 9, “To This End Was I Born.” Use video presentation 8, “The Sacrament,” when you decide to teach about the sacrament.

PURPOSE

To help students better understand the principles of the Atonement and its part in the plan of salvation.

BEFORE THE VIDEO

ACTIVITY  Ask, “How important were the events of the week of the atoning sacrifice (triumphal entry through Resurrection) to the writers of the Gospels?” Write The Last Week on the board. Have your students count the number of pages the Gospels devote to the last week of the Savior’s life.

Matthew 21–28 (18 pages)

Mark 11–16 (11 pages)

Luke 19–24 (13 pages)

John 12–21 (17 pages)

Total: 59 pages

Ask, “What percent of the Gospels and of the New Testament does this represent?” Write these percentages on the board:

Gospels: 33 percent

New Testament: 15 percent

Explain that Jesus lived thirty-three years (a little more than 1700 weeks). Ask students why they think the writers of the Gospels would devote one third of their writings to just one week. Tell them that during the next week they will be studying the events of the Savior’s last week—including how the Atonement fits into the overall plan of salvation.

DOCTRINAL OUTLINE AND DISCUSSION  Using the scriptures cited, make the following points with your students:

  1. God’s work and glory is “to bring to pass the immortality and eternal life of man” (Moses 1:39). Eternal life is God’s life (see D&C 19:10–12; see also John 17:3). It means to live with God and to be like Him.
  2. In order to become like God, we had to leave His presence and prove ourselves worthy of returning to Him (see Abraham 3:24–25).
  3. The Fall of Adam and Eve was an important and necessary part of the plan of salvation (see Romans 5:12; 1 Corinthians 15:22).
  4. Though the Fall was necessary for us, it also put us at risk in terms of our salvation (see Romans 3:23; Ephesians 5:5; Moses 6:57).
  5. The Father chose His Only Begotten Son before the foundation of the world to be our Savior and Redeemer (see John 3:16; 1 Peter 1:18–20).
  6. Because of the Atonement we can return to live with God and be like Him (Matthew 5:48; Romans 8:17).

USING THE VIDEO

Justice and Mercy • 6:28

SHOW SEGMENT 1  Segment 1 (3:45) contains a brief explanation of the justice of God.

DISCUSSION  After viewing segment 1, ask students what they learned about the justice of God. List on the board the following characteristics of the Savior:

UNIQUE NATURE OF JESUS

Son of Mary (Mortal)

  1. Subject to death
  2. Able to suffer pain
  3. Subject to temptation

Son of Elohim (Divine)

  1. Power over death
  2. Able to endure infinite pain
  3. Lived perfectly

Ask students how the divine characteristics of the Savior make Him different from the rest of mankind.

SHOW SEGMENT 2  As students view segment 2 (2:43), suggest they look for ways those unique characteristics helped the Savior satisfy both the justice and mercy of God.

AFTER THE VIDEO

DISCUSSION  Read Alma 42:15 with your students and ask them how the plan of mercy is brought about. (The Savior, through the Atonement, satisfied the demands of justice.) Read Alma 42:25 and discuss why mercy cannot rob justice. What does the Savior expect us to do to qualify for His mercy? (Have faith in Him and His Atonement, and repent of our sins.)

8
Luke 22:1–20
THE SACRAMENT

PURPOSE

To help students understand the relationship between remembering the Savior’s sacrifice and keeping His commandments.

BEFORE THE VIDEO

DISCUSSION  Have students list several significant things that took place at the Last Supper (such as the institution of the sacrament, the washing of the Apostles’ feet, and the prophecy of Peter’s denial). Explain that this lesson will focus on several significant things that took place at the Last Supper.

Ask the following questions:

SCRIPTURE ACTIVITY  Have students read Luke 22:1–20 and find answers to the following questions:

USING THE VIDEO

The Sacrament • 12:13

“LOOK FOR” ACTIVITY  Tell your students that the video will help them understand why it is important to remember the Savior’s sacrifice.

SHOW SEGMENT 1  In Segment 1 (7:21) John’s parents want their children to get a higher education. They agree as a family to save all their extra money in a jar. When John goes away to school he finds school very difficult and considers quitting. The jar becomes a reminder to him of the sacrifices his family made for him.

DISCUSSION  Help students see the connection between remembering sacrifices and fulfilling commitments. Help them also see that those who truly remember the sacrifices of Jesus are more willing to keep their baptismal covenants. Just as a simple jar was a reminder to John of his family’s sacrifice, so the bread and the water are reminders to us of the Savior’s sacrifice. The following questions may help your students understand the parallels between the video and the sacrament:

“LOOK FOR” ACTIVITY  Ask students to look for things the youths in segment 2 do that help them remember the Savior during the sacrament.

SHOW SEGMENT 2  Segment 2 (1:48) contains testimonies of youths who talk about things they do during the sacrament that help them keep their focus on the Savior.

DISCUSSION  Discuss things we can do to remember the Savior during the sacrament. Help students understand that it takes effort to remember the Savior and His sacrifices. If we learn to always remember the Savior, our commitment to keep His commandments will be greatly increased.

OPTIONAL ACTIVITY  Segment 3 is optional and can be used as a preparation for a class testimony meeting or to sum up the lesson.

SEGMENT 3  Segment 3 (3:04) is a montage of scenes from the life of Jesus, the Last Supper, and a modern-day sacrament meeting.

AFTER THE VIDEO

Encourage your students to always remember the Savior and His sacrifice for them.

9
Matthew 26–28
“TO THIS END WAS I BORN”

Note: Refer to the note at the beginning of lesson 7 for additional help in teaching this lesson.

PURPOSE

To help students feel awe, gratitude, and love for the Savior and for what He has done for us.

BEFORE THE VIDEO

SCRIPTURE ACTIVITY  To prepare your students for the video and the discussion that follows, briefly discuss the following scriptures and the concepts they teach:

John 14:31 Jesus loved the Father so much that He was willing to do whatever the Father asked of Him, even giving His life.

John 10:18 No man had the power to take the life of Christ; He willingly gave His life for us.

John 10:17 The Father loved His Son because of His willingness to lay down His life.

John 15:12–13 Jesus loved us so much that He gave His life for us.

John 3:16 Heavenly Father loved us so much that He gave His Only Begotten Son so we could be saved.

John 13:34–35; 14:21 We show the Father and Son we love Them by keeping Their commandments and loving one another.

USING THE VIDEO

“To This End Was I Born” • 27:20

“LOOK FOR” ACTIVITY  Ask the students to watch for some of the contrasts depicted in the video (such as Jesus’ response and that of His accusers, or Pilate the governor and Jesus the King.) Make sure you have sufficient time to show the video and do the follow-up activities.

SHOW THE VIDEO  The video presentation is designed to help your students feel a sense of awe, gratitude, and love for the Savior and His sacrifices.

AFTER THE VIDEO

ACTIVITY  The following are only suggestions. Let the Spirit guide you as you decide how to help your students feel love, gratitude, and awe for the Savior.

  1. Read or sing “I Stand All Amazed” (Hymns, no. 193) or the third verse of “How Great Thou Art” (Hymns, no. 86).
  2. Give your students some time to ponder and reflect on their feelings about the Savior.
  3. Tell students of your feelings about the Savior.
  4. Invite your students to bear their testimonies of the Savior.
  5. Have students write their feelings about the Savior.
  6. Read Omni 1:26 together and ask your students what they can do to come unto the Savior.