Doctrine & Covenants Teaching Ideas and Helps
The most recent ideas will be at the top and earliest ideas at the bottom.
The Great Apostasy Glue-in
The 3rd lesson in the D&C teaching manual is about the Great Apostasy. This glue-in (click on the image) is three of my favorite quotes that support the obvious need there was in the world for a Restoration of the Gospel. The quotes are from three very notable individuals: Martin Luther, Roger Williams, and Thomas Jefferson.
apostasy_glue_in.pdf | |
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Graphical Timeline & Titles for the D&C
I wanted to pass along some great work that someone passed along to me. Nathan Richardson, of www.nathanrichardson.com made a wonderful graphical timeline similar to the timeline on the S&I bookmarks for the Book of Mormon and the Old Testament. For me, my mind can comprehend ideas better when they are in a format like this. It could be a great handout for your class now, or especially when you get into the sections around D&C 57. Click on the image to go there on Nathan’s webpage.
Also he has made a wonderful handout called, “Section Titles and Divisions in the Doctrine and Covenants”. This shows the grouping of the sections (similar to the pages just before Section 1 in your scriptures). When a student needs to do make up work, I would give them the handout and have them write in the section titles at the top of each section, in their own Doctrine and Covenants. Click on the image to go there on his website. Also there are many other neat things on his website.
Joseph Smith-History Review Game BLOCKBUSTER
After you have taught Joseph Smith – History, you can use this fun game to help review it. To play, put together groups of 3-5 students. Each group needs Instructions (page 6 of the PDF), a game board (page 7), the Card Placer (page 8), and Cut up set of cards (pages 1-5). The Instruction page on the PDF will explain how the BLOCKBUSTER game is played
If you don’t have time for the whole game, perhaps just read the questions to the class and see if they can get the right answer and identify which verse. This was shared with my by Eric Richards. Thanks Eric!
If you don’t have time for the whole game, perhaps just read the questions to the class and see if they can get the right answer and identify which verse. This was shared with my by Eric Richards. Thanks Eric!
jsh_review_blockbuster.pdf | |
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D&C 6, 11, 12, 14 Side by Side Comparison
Have your class imagine that they lived in Joseph Smith’s time and they had the opportunity to ask the Prophet, “What would the Lord have me do?” Have that question written on the board and refer to it. Ask your class if they imagine that some elements of their personal revelation would have similarities to others’ who asked the Prophet the same question. President Joseph Fielding Smith taught that “in the early days of the Church the brethren came to the Prophet Joseph Smith asking what the Lord would have them do.” (D&C 6:6; 11:6; 12:6.)
Many have noticed that the first verses of Sections 6, 11, 12 and 14 are almost identical. This side by side comparison highlights the similarities and differences. Notice that the Lord’s will is very similar to them, and likewise to all of us. Have your class go through the verses and look for things the Lord wanted these four brethren to do, and the Lord would also have us do. The last verses of the sections are all different.
Your class can do the same with Sections 15 and 16 which are essentially identical to each other, but “The message is intimately and impressively personal” (see Section 15 heading).
Many have noticed that the first verses of Sections 6, 11, 12 and 14 are almost identical. This side by side comparison highlights the similarities and differences. Notice that the Lord’s will is very similar to them, and likewise to all of us. Have your class go through the verses and look for things the Lord wanted these four brethren to do, and the Lord would also have us do. The last verses of the sections are all different.
Your class can do the same with Sections 15 and 16 which are essentially identical to each other, but “The message is intimately and impressively personal” (see Section 15 heading).
dc_6_11_12_14_comparison.pdf | |
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D&C 5 & 17. The Three and Eight Witnesses
With Doctrine & Covenants 5 and 17 we learn about the Three Witnesses and the Eight Witnesses. This glue-in is a great time to take a closer look at who these people were. Many critics have pointed out that of the 11 witnesses, 6 of them fell away for at least some time from the church including all of the Three Witnesses. But to me, this makes their witness all the more strong. Although when away from the Church, it would have been a perfect opportunity to deny everything, every single one of them never denied their testimony of what they saw. What an incredible witness.
witnesses_glue_in.pdf | |
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D&C 19 & 20 Worksheets
Section 19 is full of wonderful doctrines and principles. Here I have a worksheet that helps your students learn to identify some of those doctrines and principles in the scriptures by matching the principle with the verses. Make sure to take time and discuss the powerful principles and why it would be important to know these truths.
dc_19_matching_principles.pdf | |
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Section 20 has the blessing on the bread prayer. So below I have a fill-in-the-blank for the Sacrament prayer. Beware that if their teacher last year uses stuff that I share, your students may already have used this worksheet in May with Moroni 4. But it could also be thought of as a quiz if they have learned the prayer better since then. I think the most important principle with the sacrament prayers is that they memorize the 3 promises they covenant with the Lord during the Bread prayer, and also what the Lord promises in return.
It is also fun to ask the kids if the sacrament prayer in Moroni 4 and D&C 20:77 are exactly the same. Have them look for the difference. There is only one difference; towards the end of the prayer, the D&C version says “has” where the Book of Mormon version says, “hath”. Then ask the class which prayer do we use as a church, or does it even matter. It does matter and the one that is put on the cards for the Priests to read has the D&C version. Why? Because as a Church, we always go with the most recent revelation from God. So if when they are on missions and they need to bless the bread, ask them to use the D&C version in Section 20.
It is also fun to ask the kids if the sacrament prayer in Moroni 4 and D&C 20:77 are exactly the same. Have them look for the difference. There is only one difference; towards the end of the prayer, the D&C version says “has” where the Book of Mormon version says, “hath”. Then ask the class which prayer do we use as a church, or does it even matter. It does matter and the one that is put on the cards for the Priests to read has the D&C version. Why? Because as a Church, we always go with the most recent revelation from God. So if when they are on missions and they need to bless the bread, ask them to use the D&C version in Section 20.
sacrament_bread_prayer.pdf | |
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"An Elect Lady" D&C 25 Glue-in / Worksheet
Here is a glue-in / worksheet for teaching Doctrine & Covenants 25 about Emma Smith. It will get your class searching through verses 4-15 on the characteristics of “An Elect Lady”. You may want to have them work on it in pairs. After going through it as a class, ask the young men which of these characteristics they admire most in young ladies, and why. Challenge them to develop these characteristics and be worthy of a spouse who has developed these traits.
Also here is a link to a great Ensign article about Emma Smith. August 1992. The original is better with original art work in the article. https://www.lds.org/ensign/1992/08/my-great-great-grandmother-emma-hale-smith?lang=eng
Also here is a link to a great Ensign article about Emma Smith. August 1992. The original is better with original art work in the article. https://www.lds.org/ensign/1992/08/my-great-great-grandmother-emma-hale-smith?lang=eng
dc_25_glue-in.pdf | |
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D&C 32 How Revelations Were Received -Glue-in
This simple glue-in shares how Joseph Smith generally received revelations recorded in the Doctrine and Covenants. Here Parley P. Pratt is expressing how he saw Joseph receive Section 50 of the Doctrine & Covenants. But you can use this when Parley is introduced in Section 32 or section 50 or any time you wish to give your students a better idea of how revelations were received. Before having a students read the quote, have them look for what impresses them about the process when Joseph received revelations.
how_revelations_were_recieved.pdf | |
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D&C 42 Worksheet
Here is a worksheet to help you and your students through Doctrine & Covenants 42. The second page is the key. Perhaps have them work through it in pairs and then go over it as a class. If you are short on time, give them the verse numbers before each grouping. When going over it as a class, make sure you emphasis the big take away points you want your students to walk away with.
dc_42_worksheet.pdf | |
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D&C 46 Gifts of the Spirit Double Sided Glue-in
Here is a Double Sided glue-in for D&C 46. There are two wonderful quotes for understanding the Gifts of the Spirit, and the Gift of Tongues. With a double sided glue-in, that means that you can have one quote on one side, and the other quote on the other side of the same glue-in. Just print both pages of the PDF. Then when you make copies, have the copier print with both sides on the same page. Now since it is made as Landscape, you need to load one of the two pages upside-down when you load the copy machine. Otherwise, when it comes out, one of the quotes would be upside down. Play with your copy machine and you will find out what I am talking about.
dc_46_glue-in_gifts_of_spiri__tongues.pdf | |
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Law of Consecration Game and D&C 50 Quotes
Two items for you. One for Sections 50 and the other for section 51.
Section 51 is my favorite sections for some of the details of the Law of Consecration and how it was implemented. This game shares how it can succeed and why it would also fail. Break your class into groups of 5. If there are a couple extra, you can have them be groups of 6, with one playing solely the bishop’s part. Explain that you have a treat (candy or something) for the winners but to not explain if it is for the individual winners, or the team. The instructions for the game are on the game sheet. You should see that as people are selfish, the group members all fail. As they are honest and work together, they all succeed.
For Section 50 the manual says that “some strange notions and false spirits had crept in among” the Saints but never says how VERY strange it was. The document below says some of those VERY BIZARRE people were doing. They are also shared in the Doctrine & Covenants Institute Student Manual in the intro to Section 50. Very interesting to read. I have taught this by at the beginning of class, ask the students what the Spirit feels like. Then after having a few share the peaceful and wonderful feelings the Spirit brings, I ask a student to come up and look up and spin in a circle, at the same time. After a while I stop them and ask how they feel. Usually it is kind of thrilling. Then I ask, “Is that feeling the Spirit? How is it different?” Then we talk about Satan’s counterfeits for the Spirit and read the weird stuff these inexperienced new member were doing and how Satan was trying to fool them with a counterfeit. Then we talk about how if Satan tries to do that today. Sometimes churches will try to create the thrill of a Big Concert experience in this same way.
Section 51 is my favorite sections for some of the details of the Law of Consecration and how it was implemented. This game shares how it can succeed and why it would also fail. Break your class into groups of 5. If there are a couple extra, you can have them be groups of 6, with one playing solely the bishop’s part. Explain that you have a treat (candy or something) for the winners but to not explain if it is for the individual winners, or the team. The instructions for the game are on the game sheet. You should see that as people are selfish, the group members all fail. As they are honest and work together, they all succeed.
For Section 50 the manual says that “some strange notions and false spirits had crept in among” the Saints but never says how VERY strange it was. The document below says some of those VERY BIZARRE people were doing. They are also shared in the Doctrine & Covenants Institute Student Manual in the intro to Section 50. Very interesting to read. I have taught this by at the beginning of class, ask the students what the Spirit feels like. Then after having a few share the peaceful and wonderful feelings the Spirit brings, I ask a student to come up and look up and spin in a circle, at the same time. After a while I stop them and ask how they feel. Usually it is kind of thrilling. Then I ask, “Is that feeling the Spirit? How is it different?” Then we talk about Satan’s counterfeits for the Spirit and read the weird stuff these inexperienced new member were doing and how Satan was trying to fool them with a counterfeit. Then we talk about how if Satan tries to do that today. Sometimes churches will try to create the thrill of a Big Concert experience in this same way.
the_law_of_consecration_game.pdf | |
File Size: | 202 kb |
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dc_50_background.docx | |
File Size: | 12 kb |
File Type: | docx |
D&C 63 Double Sided Glue-in
Here is a double-sided glue-in for Doctrine & Covenants 63. One for verses 9-16 about how an adulterous generation seeks signs. The second is for verse 34 and how the Saints will not entirely escape tribulations related to the second coming.
If you are not sure how to do a glue-in (or to teach your class how to use them, you can see the instructions under the "Seminary Resources" tab on the website. Or CLICK HERE.
If you are not sure how to do a glue-in (or to teach your class how to use them, you can see the instructions under the "Seminary Resources" tab on the website. Or CLICK HERE.
dc_63_glue_in_adultry__2nd_coming.pdf | |
File Size: | 75 kb |
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D&C 64:9-11 Forgiveness
Here is one of my favorite Church History stories. It has to do with Joseph Smith’s willingness to forgive a person who greatly betrayed and hurt him personally. Later that man, (W. W. Phelps) penned the hymn “Praise To The Man”. We can all learn from Joseph’s example of grace towards those who hurt us. Also there are some great questions to spark the discussion on forgiveness.
forgiveness_dc_64.pdf | |
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D&C 65, 66-68, and 70-72 Growth, Stewardship, and Interesting Stories
Section 65 is about the Daniel 2 prophecy of the stone cut out of the mountain without hands. The glue- in here has Joseph expressing his vision of how the Church will fill the earth. With this I would have your class take out some paper to answer quiz question from you. Go to lds.org and then under the tab “News”, go under “For News Media”. Then under the tab “Facts and Statistics” you will find a wealth of wonderful information about the Church. Quiz them with question from the page like: How many members of the Church? How many congregations? How many languages do we translate into? Missionaries, temples… See with student can guess closest to the correct numbers.
William E. McLellin plays a central part in D&C 66, 67, 68. The page here gives great information about him and also the rest of the story about his life. In it are lessons about how personal sins can lead one to criticism and fight against the Lord’s chosen leaders. It is also so interesting how he grew to hate Joseph, but his testimony of the Book of Mormon was as solid as can be.
In D&C 70 and 72 the theme of “Stewardship” if very prevalent. Have your class read through D&C 70:3, 4, 9, 11, 12; 72:3, and 16 and look for what is common in all of those verses. Ask them what is a “Steward” and what is a stewardship? Have them list stewardships they have been given like: family, mind, talents, abilities… The read the attachment here on what President McKay taught about stewardships and answering to the Savior. Powerful stuff.
William E. McLellin plays a central part in D&C 66, 67, 68. The page here gives great information about him and also the rest of the story about his life. In it are lessons about how personal sins can lead one to criticism and fight against the Lord’s chosen leaders. It is also so interesting how he grew to hate Joseph, but his testimony of the Book of Mormon was as solid as can be.
In D&C 70 and 72 the theme of “Stewardship” if very prevalent. Have your class read through D&C 70:3, 4, 9, 11, 12; 72:3, and 16 and look for what is common in all of those verses. Ask them what is a “Steward” and what is a stewardship? Have them list stewardships they have been given like: family, mind, talents, abilities… The read the attachment here on what President McKay taught about stewardships and answering to the Savior. Powerful stuff.
dc_65_glue-in.pdf | |
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william_e_mclellin.pdf | |
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dc_72_stewardships.pdf | |
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"The Vision" Helps for D&C 76 & 77
The first document is a glue-in where Philo Dibble (a witness to Joseph and Sidney having the Vision) gives some fascinating context of what he saw from his perspective.
dc_76_gluein.pdf | |
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The next is a color coded glue-in. I like to have my students color code Section 76: the Vision of God and Celestial glory is in Yellow; Terrestrial glory is in Orange, Telestial glory is in Red, and Lucifer and Sons of Perdition are in Gray. This glue-in shows those colors and how the verses are grouped in the Section.
dc_76_glue-in_color.pdf | |
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The third help is a worksheet with different situations like, “Someone is giving a talk or lesson that seems boring” and then the class discusses what a Celestial, Terrestrial, and Telestial like person would do. Interesting perspectives.
dc_76_comparison.pdf | |
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Last is a group work activity to help them visualize the bizarre images from the Book of Revelation, and then the interpretation given from Joseph’s Q & A session with the Lord.
dc_77_groupwork.pdf | |
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D&C 82-83 Discovering Principles Worksheet
Here is a worksheet that will help your class discover the principles in Doctrine & Covenants 82-83. The last question is extra and helps your class review and think back over the year and what blessed them.
Since so many teachers ask for a key, here you go. The verses referred to in order are: 1, 3, 7, 10, 17, 18, 19, 22-23, and 83:3, 83:4-5. Going over it as a class and having them justify what in that verse answers the question is the most important part of the worksheet.
Since so many teachers ask for a key, here you go. The verses referred to in order are: 1, 3, 7, 10, 17, 18, 19, 22-23, and 83:3, 83:4-5. Going over it as a class and having them justify what in that verse answers the question is the most important part of the worksheet.
dc_82-83_worksheet.pdf | |
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D&C 89 Word of Wisdom Glue-in
Here is a glue-in for the Word of Wisdom that addresses two fairly common concerns. First is concerning “hot drinks” in verse 9 and why Tea and Coffee are not specifically mentioned in Section 89. The second quote is concerning drugs and its place in the Word of Wisdom.
dc_89_gluein.pdf | |
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D&C 91 Balderdash Game
Cutout the 3 definitions on each of the 3 pages. Have three students come up at a time. Have each read the word and give a definition as noted on the paper. Afterwards have the class vote on whose definition they believe was the correct one. Do not tell them whose definition was the correct one. Have them read D&C 91 to figure out the correct definition.
Pseudepigrapha is found in the LDS Bible dictionary. This is good to let students know about so they are not deceived when some news report talks about, “The Lost Gospel of Judas” or something like that.
Pseudepigrapha is found in the LDS Bible dictionary. This is good to let students know about so they are not deceived when some news report talks about, “The Lost Gospel of Judas” or something like that.
dc_91_baldardash.doc | |
File Size: | 18 kb |
File Type: | doc |
D&C 107 Worksheet
Here is a worksheet to help you teach Section 107. As you go over the answers, make sure to discuss with follow up questions and focus on the principles and doctrines that are taught.
d&c_107_worksheet.pdf | |
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Helps for D&C 109 Highs and Lows in the Church
The first document is various quotes and images that will help as you each D&C 109-114. It is amazing how the Church could go from such and incredible spiritual high with the dedication of the Kirtland Temple, to the low of a huge apostasy in Kirtland, with in such a short period of time.
The second document is a glue in that is useful when teaching D&C 116 explaining Adam-ondi-Ahman and its significance.
The second document is a glue in that is useful when teaching D&C 116 explaining Adam-ondi-Ahman and its significance.
d&c_109-114_handout.pdf | |
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d&c_116_adam-ondi-ahman.pdf | |
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D&C 121-123 Liberty Jail Helps
Here is the PowerPoint and a visual I used when I taught the Multi-Stake Training in January. The PowerPoint has stories and visual you might like. The best parts is having the kids list on the board what they learned from the verses listed.
The second attachment is the full text of the letter Joseph wrote from Liberty. D&C 121-123 was taken from the very large letter written by Joseph Smith a few weeks before the group escaped. Although the two part letter was written in 1839, it was not until the 1876 edition of the Doctrine & Covenants that it was included. Brigham Young had instructed Orson Pratt to take selections of the letter to be made into what is now known as Sections 121-123.
Of the 7,420 word letter, only 33% is found in the Doctrine & Covenants. The rest of the letter contains humor, reflections, and wonderful teachings from Joseph about conversion, persecution, leadership, correction, friendship, government, and more. What I have highlighted in YELLOW is what is found in our D&C today.
I like to tape the letter together and have the class see the whole text so they can see it is only a portion that we have in the Doctrine & Covenants.
The second attachment is the full text of the letter Joseph wrote from Liberty. D&C 121-123 was taken from the very large letter written by Joseph Smith a few weeks before the group escaped. Although the two part letter was written in 1839, it was not until the 1876 edition of the Doctrine & Covenants that it was included. Brigham Young had instructed Orson Pratt to take selections of the letter to be made into what is now known as Sections 121-123.
Of the 7,420 word letter, only 33% is found in the Doctrine & Covenants. The rest of the letter contains humor, reflections, and wonderful teachings from Joseph about conversion, persecution, leadership, correction, friendship, government, and more. What I have highlighted in YELLOW is what is found in our D&C today.
I like to tape the letter together and have the class see the whole text so they can see it is only a portion that we have in the Doctrine & Covenants.
d&c_121-123.ppt | |
File Size: | 1859 kb |
File Type: | ppt |
d&c_121-123_full_text_of_liberty_jail_letter.docx | |
File Size: | 31 kb |
File Type: | docx |
D&C 128 Baptism for the Dead Worksheet
Doctrine & Covenants 128 is a letter from Joseph Smith to the Saints explaining the revealed practice of Baptisms for the Dead. In the letter he uses many verses from the Bible to explain the practice. This worksheet helps your students see why Joseph used these scriptures, and also see how they could also use the scriptures when talking with a friend.
d&c_128_worksheet.pdf | |
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D&C 129 - Identifying Messengers
For this demonstration have your class read the nine verses of Section 129 and be ready for a quiz. Explain that they will need to identify the 3 types of messengers that can appear to someone, and how to identify them properly.
After the reading, get a chair to stand on, and 6 volunteers (2 to act our each situation below). Give them a little time to discuss how to act out their assigned situation, and who will be the messenger.
After each pair performs, ask the class if they are an “Angel”, Spirit of a just man”, or “A devil”. The 3 situations are in the document.
After the reading, get a chair to stand on, and 6 volunteers (2 to act our each situation below). Give them a little time to discuss how to act out their assigned situation, and who will be the messenger.
After each pair performs, ask the class if they are an “Angel”, Spirit of a just man”, or “A devil”. The 3 situations are in the document.
d&c_129_activity.pdf | |
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D&C 133-134 Worksheets
Attached is a worksheet for D&C 133 and one for D&C 134 about Religious freedoms and the proper place of government. Hope these are helpful.
d&c_133-134__worksheet.pdf | |
File Size: | 185 kb |
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Funeral Program for Joseph Smith - D&C 135
This is one of my favorite lessons for the D&C year. To teach D&C 135 about the martyrdom of Joseph Smith, I like to hold funeral services. With the services outlined here, it has the class read and listen to all of D&C 135, and hear the words of Parley P. Pratt, Lucy Mack Smith, and John Taylor. You may want to ask the students you assign those parts to dress up for the services. You will also need to ask a class representative to conduct and one to give the accomplishments of Joseph. So you will have 4-5 students playing roles in the funeral services besides the prayers and testimonies. You will be pretty much sitting back and enjoying the services you will organize for the students
The first two pages are to make the program for the funeral services to hand out. When copying landscape, remember to put in one page upside down to the other, or it won’t copy correctly. The other pages are the speaking parts of the class representative, and for Lucy, Parley, and John. Everything else is outlined in the program.
The first two pages are to make the program for the funeral services to hand out. When copying landscape, remember to put in one page upside down to the other, or it won’t copy correctly. The other pages are the speaking parts of the class representative, and for Lucy, Parley, and John. Everything else is outlined in the program.
d&c_135_funeral_program.pdf | |
File Size: | 139 kb |
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Official Headings for Official Declarations 1 & 2
In 2013 the Church placed very insightful headings to go in all new scriptures for Official Declaration # 1 concerning plural marriage, and Official Declaration #2 concerning priesthood ordinations to all worthy male members. Although some of your class members might already have scriptures with these new headings, most will not, so I wanted to provide them as glue-ins. The headings are also found in the scriptures at LDS.org and the Gospel Library app that many have on phones and tablets.
od_1_&_2_new_headings.pdf | |
File Size: | 80 kb |
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