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.
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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.
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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.
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.
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.
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.
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.
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
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. 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.
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.
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).
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December 2020
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