Young Women's

Come, Follow Me Young Women 2017

Learning Resources for Youth teaching and learning for conversion Young Women 2017

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The lessons in this manual are organized into units Then use the learning outlines to plan ways to help that address doctrinal fundamentals of the restored the young women discover truths for themselves, gospel of Jesus Christ. Each lesson focuses on ques- gain a testimony of them, and live by what they tions that youth may have and doctrinal principles learn. Consider sharing some of the talks or videos that can help them find answers. The lessons are de- with the young women before class. signed to help you prepare spiritually by learning the doctrine for yourself and then plan ways to engage the young women in powerful learning experiences. Counsel together Counsel with the class presidency and with other Learning outlines teachers and leaders about the young women. What questions and needs do they have? What are they For each of the doctrinal topics listed in the contents, learning in other settings—at home, in seminary, in there are more learning outlines than you will be able Sunday School? How will this influence your prep- to teach during the month. Let the inspiration of the aration? (If sensitive information is shared in these Spirit and the questions and interests of the young conversations, please keep it confidential.) women guide you as you decide which outlines to teach and how long to spend on a topic. More online The outlines are not meant to prescribe what you will You can find additional resources and teaching ideas say and do in class. They are designed to help you for each of these lessons at lds.org/youth/learn. learn the doctrine for yourself and prepare learn- Online lessons include: ing experiences adapted to the needs of the young women you teach. • Links to the most recent teachings from the living prophets, apostles, and other Church leaders. Prepare yourself spiritually These links are updated regularly, so refer back to them often. To help the young women learn the principles in • Links to videos, images, and other media that you these learning outlines, you must understand and can use to prepare yourself spiritually and to teach live them yourself. Study the scriptures and other the youth. resources provided in the outlines, and look for state- • Videos that demonstrate effective teaching to ments, stories, or examples that may be especially enhance your ability to help the youth become relevant or inspiring to the young women you teach. converted.

iii

Contents

1 January: The Godhead

3 What do we know about the nature of the Godhead?

7 How can I know my Heavenly Father?

11 Why is Jesus Christ important in my life?

16 What are the roles of the Holy Ghost?

20 Who am I, and who can I become?

27 February: The Plan of Salvation

29 What is the plan of salvation?

33 What happened in my premortal life?

37 What is the purpose of life?

41 Why do the choices I make matter?

45 Why do we have adversity?

49 How can I find comfort when someone I care about dies?

53 Why should I treat my body like a temple?

57 March: The Atonement of Jesus Christ

59 What is the Atonement of Jesus Christ?

63 What does it mean to have faith in Jesus Christ?

67 How can repentance help me every day?

71 What is grace?

75 Why do I need to forgive others?

79 What is the resurrection?

83 How can the Savior help me during my trials?

v 87 April: The Apostasy and the Restoration

89 Why was a restoration necessary?

94 Why do we need the Book of Mormon?

98 How was the priesthood restored?

103 What was Joseph Smith’s role in the Restoration?

107 Why is the First Vision important?

111 May: Prophets and Revelation

113 Why is it important to listen to and follow the living prophets?

117 How do I receive personal revelation?

121 How can I make my prayers more meaningful?

125 Why is it important to study the scriptures?

129 How can I strengthen my testimony?

133 How can a patriarchal blessing help me?

137 June: Priesthood and Priesthood Keys

139 What is the priesthood?

143 What are my responsibilities in the work of the priesthood?

147 What are the keys of the priesthood?

151 How do I receive the power and blessings of the priesthood in my life?

155 What does it mean to sustain my Church leaders?

161 July: Ordinances and Covenants

163 Why are ordinances important in my life?

167 Why are covenants important in my life?

170 What covenants did I make at baptism?

175 How do I receive the gift of the Holy Ghost?

179 Why are temple ordinances important?

183 What does it mean to take upon myself the name of Jesus Christ?

vi 187 August: Marriage and Family

189 Why is family important?

193 Why is temple marriage important?

197 Why is chastity important?

201 Why is it important to follow the Church’s standards regarding dating?

204 How can I prepare now to become a righteous wife and mother?

208 How do the roles of men and women complement each other in families?

213 How can I strengthen my family?

217 September: Commandments

219 How can I be in the world but not of the world?

223 How do I guard my virtue?

228 How do the things I say affect me and those around me?

232 Why do we fast?

236 Why are we commanded to keep the Sabbath day holy?

241 Why is it important to be honest?

244 Why do we pay tithing?

249 October: Becoming More Christlike

251 How can I become more Christlike?

255 How can I develop Christlike love?

260 How can I be more Christlike in my service to others?

264 How can I learn to be more patient?

268 Why is it important to be grateful?

273 November: Spiritual and Temporal Self-Reliance

275 What does it mean to be self-reliant?

279 How do I know if I am becoming converted?

283 Why is it important for me to gain an education and develop skills?

287 Why is work an important gospel principle?

vii 291 Why does the Lord want me to be healthy?

295 What is the Lord’s way for providing for the poor and needy?

300 How can I find solutions to my challenges and problems?

305 December: Building the Kingdom of God in the Latter Days

307 How can I invite others to come unto Christ?

311 How does Heavenly Father want me to use my spiritual gifts?

315 How can I prepare to establish a Christ-centered home?

319 What can I do to help new members of the Church?

324 How can I help my less-active friends return to church?

328 What is Zion?

332 How can I participate in the hastening of the Lord’s work?

335 APPENDIX

viii UNIT OVERVIEW January: The Godhead

“We believe in God, the Eternal Father, and in His Son, Jesus Christ, and in the Holy Ghost” (Articles of Faith 1:1).

The outlines in this unit will help the young women understand the true nature of the members of the Godhead and the roles of each in fulfilling Heavenly Father’s plan of salvation. This knowledge will help the young women come to understand better their own divine identity and purpose as daughters of God.

Outlines to choose from this month: What do we know about the nature of the Godhead? How can I know my Heavenly Father? Why is Jesus Christ important in my life? What are the roles of the Holy Ghost? Who am I, and who can I become?

Mutual Personal Progress

Consider how you can plan activities that connect The following activities from Personal Progress relate with what the youth are learning. A youth activities to the lessons in this unit: site is available to assist you. Many of the learning activities in these outlines could also serve as effective Faith value experience 5 Mutual activities. Work with class presidencies to select and plan appropriate activities that reinforce what Divine Nature value experiences 1, 2, and 6 the young women learn on Sunday. Individual Worth value experience 1

Note to the teacher

Throughout this unit, you may want to remind the young women that the names of Deity are sacred (see D&C 63:61). Encourage them to use these names with reverence and respect.

Visit lds.org/youth/learn to view this unit online.

JANUARY: THE GODHEAD

What do we know about the nature of the Godhead? The Godhead includes God the Eternal Father, the Savior Jesus Christ, and the Holy Ghost. Although the members of the Godhead are distinct beings with distinct roles, They are one in purpose. They are perfectly united in bringing to pass Heavenly Father’s plan of salvation.

Prepare yourself spiritually

How does understanding What scriptures and talks will help the young women understand the nature of the the Godhead help you Godhead and the role They play in their lives? know who you are? How Genesis 1:27 (Man is created in God’s Boyd K. Packer, “The Witness,” does our knowledge of the image) Ensign or Liahona, May 2014, 94–97 Godhead differ from the beliefs of other religions? Matthew 3:16–17; John 14:16; Acts Robert D. Hales, “Eternal Life—to 7:55–56; 3 Nephi 11:4–11; Joseph Know Our Heavenly Father and His Do the young women Smith—History 1:17; Articles of Faith Son, Jesus Christ,” Ensign or Liahona, understand how the three 1:1 (There are three members of the Nov. 2014, 80–82 members of the Godhead Godhead) work together? How will Jeffrey R. Holland, “The Only True an understanding of the Luke 24:39; John 1:14; D&C 130:22 God and Jesus Christ Whom He Hath nature of the Godhead (Two members of the Godhead have Sent,” Ensign or Liahona, Nov. 2007, help the young women? physical bodies) 40–42

John 17:21; 1 John 5:7; Alma 11:44; Video: “The Restoration”; see D&C 20:28 (The Godhead is united as also Doctrine and Covenants Visual one) Resources DVD

“Godhead,” True to the Faith (2004), 73–74

Share experiences

At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s lesson. This will encourage personal conversion and help the young women see the relevance of the gospel in their daily lives.

See the appendix for other teaching and learning ideas.

3 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write on the board, “What do think about which words belong in the we know about the nature of the blanks, and then fill them in as a class. Godhead?” Invite the young women • Invite the young women to role- to read Articles of Faith 1:1 or play how they would teach some- Doctrine and Covenants 130:22 to one not of our faith about the three look for answers to this question. different members of the Godhead. • Write the words found in Doctrine What scriptures would they use? and Covenants 130:22 on the board, Why do they feel this knowledge is so leaving blanks in the place of several important? key words. Invite the young women to

Learn together

Teaching Tip Each of the activities below will help the young women understand the nature of the Godhead. Following the inspiration of the Spirit, select one or more that will work best You can use the learning for your class: activities in this section to determine what the • Write “God the Father,” “Jesus Then ask another young woman to young women already Christ,” and “The Holy Ghost” on the restate what the first young woman know about the doctrine board. Choose sections of President said and then share something she and what they still need to Boyd K. Packer’s talk “The Witness” learned herself. Repeat until each learn. Be ready to adjust that will help the young women un- young woman has had a chance to your lesson plan to meet derstand the Godhead. Give a section share. Ask the young women how their needs if necessary. to each young woman to read silently our view of the Godhead might differ and then summarize in her own from the views of other religions. words to the rest of the class. As she How can having an accurate view of reports, have her write on the board the Godhead bless the young women? under the appropriate heading what • Read as a class Elder Jeffrey R. she learned about that member of the Holland’s description of other Godhead. Why do the young women Christian beliefs about the Godhead feel it is important to understand (in his talk “The Only True God these truths about the Godhead? How and Jesus Christ Whom He Hath would they explain their beliefs to Sent”). Show the young women the those who have a different view of the First Vision scene in the video “The Godhead? Restoration” or show a picture of • Invite each young woman to read the First Vision (see Gospel Art Book, “Godhead” in True to the Faith. Ask 90). What did Joseph learn about the one of the young women to share Godhead? How was what he learned what she learns from her reading. different from what other Christians

4 believed? Why is what he learned im- the young women? Encourage the Teaching in the Savior’s portant? How do the young women young women to keep a list of these way think this experience changed what references in their scriptures so they The Savior prepared Joseph believed about himself? can use them to teach others about the Himself to teach by seek- Godhead. • Write three headings on the board: ing Heavenly Father’s “There are three members in the • Give each young woman a paper guidance. What can you Godhead,” “The Godhead is united with the following questions: How do to seek Heavenly as one,” and “Heavenly Father and would you describe the Savior’s Father’s guidance to help Jesus Christ have physical bodies.” relationship with His Father? In what you prepare to teach with Write scripture references about the sense are the Father and the Son one? the Spirit? Godhead (such as those listed in this What are the roles of the Holy Ghost? outline) on small cards. Invite the Invite them to ponder these ques- young women to take turns picking a tions as they watch, listen to, or read card, reading the scripture aloud, and Elder Robert D. Hales’s talk “Eternal writing the reference under the appro- Life—to Know Our Heavenly Father priate heading on the board (some of and His Son, Jesus Christ.” Give them the scriptures may belong under more time to write their answers, and invite than one heading). How can knowing them to share what they write. these truths about the Godhead bless

Ask the young women to share what they learned today. Do they understand the nature of the Godhead? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Memorize and ponder the first arti- • Teach a family home evening cle of faith and share it with someone. lesson about the Godhead using the scriptures they studied during this • Complete Divine Nature value lesson. experience 2 in Personal Progress.

Share with the young women what they will be studying next week. What can they do to prepare to learn? For example, they could read a talk, watch a video, or study a scripture related to next week’s lesson.

5 Selected Resources

“Godhead,” True to the Faith (2004), 73–74 Excerpt from Jeffrey R. Holland, “The Only True God and Jesus Christ Whom He Hath Sent,” Ensign or The first article of faith states, “We believe in God, Liahona, Nov. 2007, 40–42 the Eternal Father, and in His Son, Jesus Christ, and in the Holy Ghost.” These three beings make up the In the year A.D. 325 the Roman emperor Godhead. They preside over this world and all other Constantine convened the Council of Nicaea to creations of our Father in Heaven. address—among other things—the growing issue of God’s alleged “trinity in unity.” What emerged The true doctrine of the Godhead was lost in the from the heated contentions of churchmen, phi- apostasy that followed the Savior’s mortal minis- losophers, and ecclesiastical dignitaries came to try and the deaths of His Apostles. This doctrine be known (after another 125 years and three more began to be restored when 14-year-old Joseph Smith major councils) as the Nicene Creed, with later received his First Vision (see Joseph Smith—History reformulations such as the Athanasian Creed. These 1:17). From the Prophet’s account of the First Vision various evolutions and iterations of creeds—and and from his other teachings, we know that the others to come over the centuries—declared the members of the Godhead are three separate beings. Father, Son, and Holy Ghost to be abstract, absolute, The Father and the Son have tangible bodies of flesh transcendent, imminent, consubstantial, coeternal, and bones, and the Holy Ghost is a personage of and unknowable, without body, parts, or passions spirit (see D&C 130:22). and dwelling outside space and time. In such creeds Although the members of the Godhead are distinct all three members are separate persons, but they are beings with distinct roles, they are one in purpose a single being, the oft-noted “mystery of the trinity.” and doctrine. They are perfectly united in bringing They are three distinct persons, yet not three Gods to pass Heavenly Father’s divine plan of salvation. but one. All three persons are incomprehensible, yet it is one God who is incomprehensible.

6 JANUARY: THE GODHEAD

How can I know my Heavenly Father? We are daughters of our Heavenly Father, who loves us and wants us to draw near to Him. He has given us the opportunity to pray to Him and has promised to hear and answer our prayers. We can also come to know Him as we study the scriptures and the words of latter-day prophets and as we strive to become more like Him by following His will.

Prepare yourself spiritually

Think about your rela- What scriptures and other resources will help the young women know Heavenly tionship with your Father Father? in Heaven. When have John 17:3 (The importance of knowing Son, Jesus Christ” Ensign or Liahona, you felt closest to Him? Heavenly Father) Nov. 2009, 29–32 What were you doing that allowed you to feel closer 1 John 2:3–5; 4:7–8; Enos 1:1–7; Jeffrey R. Holland, “The Grandeur of to Him? Mosiah 4:9–12; 5:13; D&C 88:63–65; God,” Ensign or Liahona, Nov. 2003, 93:1 (How we come to know 70–73 How do the young women Heavenly Father) in your class feel about Videos: “He Knows Me,”“Prayer” themselves? How can Richard G. Scott, “Using the Supernal “I Know My Father Lives,” Hymns, having a strong rela- Gift of Prayer,” Ensign or Liahona, no. 302; “O My Father,” Hymns, no. tionship with Heavenly May 2007, 8–11 Father strengthen their 292 sense of self-worth? How Robert D. Hales, “Seeking to Know can you help the young God, Our Heavenly Father, and His women strengthen this relationship? Share experiences

See the appendix for other teaching and learning ideas.

7 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Sing “I Know My Father Lives” he hopes to help her succeed. Ask the (Hymns, no. 302) or “O My Father” young women to compare what this (Hymns, no. 292). Discuss with the father said with how their Father in young women what these hymns Heaven feels about them. teach us about Heavenly Father and • Write the following questions on how we can come to know Him. the board: When have you felt closest • With permission from the bishop, to Heavenly Father? What were you invite a father of one of the young doing that allowed you to feel close to women to share his feelings about Him? Ask the young women to write being a father. He could talk about their answers and share them if they how he feels about his daughter, what feel comfortable doing so. he hopes she achieves in life, and how

Learn together

Teaching tip Each of the activities below will help the young women understand how they can come to know their Heavenly Father better. Following the inspiration of the Spirit, select one “After one person has or more that will work best for your class: responded to a question or offered an insight, invite • Display items to represent prayer, them to want to know Heavenly the others to either add to the Holy Ghost, and the words of the Father better? Invite them to share the comment or express a prophets (such as a mobile phone, a their feelings about Heavenly Father. different opinion. When flashlight, and a map). Tell the young • Assign each young woman one of someone asks a question, women that each of these items the following scriptures: 1 John 2:3–5; redirect it to others rather represents something that Heavenly 4:7–8; Enos 1:1–7; Mosiah 4:9–12; than answer it yourself. Father has given us to help us know 5:13; D&C 88:63–65; 93:1. Ask the For example, you could Him better. Invite them to suggest young women to study their scripture ask, ‘Would anyone care what these items might represent. As passages and look for ways they can to answer that question?’” a class, read Elder Robert D. Hales’s know Heavenly Father. Invite them to (Teaching, No Greater talk “Seeking to Know God, Our share what they learn and any experi- Call [1999], 67). Heavenly Father, and His Son, Jesus ences they have had coming to know Christ.” (Consider inviting the young their Heavenly Father in these ways. women to read this talk before coming to class.) Invite the young women • Invite the young women to read to look for statements that teach them John 17:3, and ask them to explain how prayer, the Holy Ghost, and the the difference between knowing about words of the prophets can help them someone and knowing someone. know Heavenly Father. What else Invite them to think about someone do they find in this talk that inspires they know very well. What have they

8 done to get to know that person? List • Write on the board: “Heavenly Teaching in the Savior’s their responses on the board. How Father loves us and wants us to draw way can we use similar methods to know near to Him. He has given us the The Savior prepared Heavenly Father? Invite half of the opportunity to pray to Him.” Ask a Himself to teach by spend- class to read Enos 1:1–7, and invite the young woman to read these state- ing time alone in prayer other half to read the first two sec- ments aloud, and invite the class to and fasting. He sought tions of Elder Richard G. Scott’s talk share experiences they have had with His Heavenly Father’s “Using the Supernal Gift of Prayer.” prayer. Show the video “Prayer.” guidance. As you prepare Ask the young women to look for What impresses the young women to teach the young women ways they can improve their commu- about President Monson’s testimony? how they can know nication with Heavenly Father. After What do the young women notice Heavenly Father, follow they have discussed what they found, about Sister Ogando’s relationship the Savior’s example and invite them to ponder their relation- with Heavenly Father? What role spend time in prayer and ship with Heavenly Father or a few did prayer play in that relationship? fasting, and seek Heavenly minutes and consider what they can Give the young women a few minutes Father’s guidance. During do to improve it. to reflect on their relationship with your preparations, strive Heavenly Father and how they can to draw near to Him, and improve that relationship. share your testimony of Ask the young women to share what they learned today. What feelings or impressions Heavenly Father with the do they have? Do they understand how they can come to know their Heavenly Father young women. better? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Write in their journals something • Complete Individual Worth value they plan to do to improve their re- experience 1 from Personal Progress. lationship with Heavenly Father and follow through with their plan.

9 Selected Resources

Excerpt from Richard G. Scott, “Using the Supernal Gift effective when we strive to be clean and obedient, of Prayer,” Ensign or Liahona, May 2007, 8–11 with worthy motives, and are willing to do what He asks. Humble, trusting prayer brings direction and The Gift of Prayer peace. Prayer is a supernal gift of our Father in Heaven to Don’t worry about your clumsily expressed feelings. every soul. Think of it: the absolute Supreme Being, Just talk to your compassionate, understanding the most all-knowing, all-seeing, all-powerful per- Father. You are His precious child whom He loves sonage, encourages you and me, as insignificant as perfectly and wants to help. As you pray, recognize we are, to converse with Him as our Father. Actually, that Father in Heaven is near and He is listening. because He knows how desperately we need His guidance, He commands, “Thou shalt pray vocally as A key to improved prayer is to learn to ask the right well as in thy heart; yea, before the world as well as questions. Consider changing from asking for the in secret, in public as well as in private” (D&C 19:28). things you want to honestly seeking what He wants for you. Then as you learn His will, pray that you It matters not our circumstance, be we humble or will be led to have the strength to fulfill it. arrogant, poor or rich, free or enslaved, learned or ignorant, loved or forsaken, we can address Him. We Should you ever feel distanced from our Father, it need no appointment. Our supplication can be brief could be for many reasons. Whatever the cause, as or can occupy all the time needed. It can be an ex- you continue to plead for help, He will guide you to tended expression of love and gratitude or an urgent do that which will restore your confidence that He plea for help. He has created numberless cosmos and is near. Pray even when you have no desire to pray. populated them with worlds, yet you and I can talk Sometimes, like a child, you may misbehave and with Him personally, and He will ever answer. feel you cannot approach your Father with a problem. That is when you most need to pray. Never feel How Should You Pray? you are too unworthy to pray. We pray to our Heavenly Father in the sacred name of His Beloved Son, Jesus Christ. Prayer is most

10 JANUARY: THE GODHEAD

Why is Jesus Christ important in my life? Jesus Christ was chosen to be our Savior. His Atonement makes it possible for us to be resurrected and to repent and be forgiven so we can return to our Heavenly Father’s presence. In addition to saving us from our sins, Jesus Christ, our Savior, also offers us peace and strength in times of trial. He sets the perfect example for us, and His teachings are the foundation for happiness in this life and eternal life in the world to come.

Prepare yourself spiritually

Review some of your What scriptures and other resources will help the young women understand Jesus favorite scripture passages Christ and His influence in their daily lives? about the Savior and John 14:6 (Jesus Christ is the way, the José A. Teixeira, “Seeking the Lord,” ponder your testimony of truth, and the life) Ensign or Liahona, May 2015, 96–98 Him. How have you come to know Him? What ex- John 15:4–5 (Without Jesus Christ we Dallin H. Oaks, “Teachings of Jesus,” periences have made you can do nothing) Ensign or Liahona, Nov. 2011, 90–93 grateful for Jesus Christ and His atoning sacrifice? Mosiah 3:17; Helaman 14:15–18; D&C David A. Bednar, “Bear Up Their 18:11–12; 76:41–42 (Christ overcame Burdens with Ease,” Ensign How could a stronger sin and death) or Liahona, May 2014, 87–90 testimony of Jesus Christ bless the young women? Isaiah 41:10, 13; Matthew 11:28–30; Videos: “Reclaimed,” “The Only What might they do to John 14:27; Philippians 4:13; Mosiah True God and Jesus Christ Whom He more fully rely on the 24:14–15; Alma 7:11–12; 36:3, 27; Ether Has Sent,” “#Hallelujah—An Easter Savior’s teachings and 12:27 (Christ’s Atonement offers peace Message about Jesus Christ,” “Apostle Atonement? and strength in trial or temptation) Testimony Montage,” “Why We Need a Savior—A Christmas Message “The Living Christ: The Testimony about Our Savior Jesus Christ. of the Apostles” Ensign, Apr. 2000, #ASaviorIsBorn” 2–3 (see also True to the Faith, 87–89; Personal Progress, 102) Music for youth theme: “He Is There”

Share experiences

At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s See the appendix for other lesson. This will encourage personal conversion and help the young women see the teaching and learning relevance of the gospel in their daily lives. ideas.

11 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Display pictures of the Savior help- sing or listen to a hymn about Jesus ing others (see Gospel Art Book, 36–60). Christ (such as “I Know That My Give the young women a few minutes Redeemer Lives,” Hymns, no. 136). to ponder and share the different You could also show the video “Why ways the Savior has helped them, We Need a Savior—A Christmas their families, and others they know. Message about Our Savior Jesus Invite them to share their feelings Christ. #ASaviorIsBorn.” Invite each about the Savior. young woman to write her own response to the question “Why is Jesus • Ask the young women to ponder Christ important in my life?” the Savior’s life and teachings as they

Learn together

Teaching tip Each of the activities below will help the young women understand why Jesus Christ is important in their lives. Following the inspiration of the Spirit, select one or more that “You should be careful not will work best for your class: to talk more than necessary or to express your • Invite the young women to review of the Apostles” to find answers to opinion too often. These Elder José A. Teixeira’s talk “Seeking these questions. Ask them to share actions can cause learners the Lord,” looking for the blessings what they find. Invite a few of them to lose interest. Think of Elder Teixeira promises to those who to explain how they gained their yourself as a guide on a seek Jesus Christ. Invite them to share testimonies of Jesus Christ. How do journey of learning who what they find in the talk and what their testimonies affect their daily inserts appropriate com- they are doing personally to make lives? You could also show the video ments to keep those you the Savior an important part of their “#Hallelujah—An Easter Message teach on the correct path” daily lives. As part of this discussion, about Jesus Christ.” (Teaching, No Greater Call you could also review together the • Invite the young women to look up [1999], 64). simple habits Elder Teixeira suggests “Jesus Christ” in the Topical Guide in his talk. Invite the young women and review the list of entries after to set a goal to use one of the sugges- the heading. They could also look up tions discussed in class to come closer “Jesus Christ—Savior” in the Topics to Christ. index of the hymnbook to find a • Display a picture of the Savior. hymn that teaches about what Jesus Write on the board the following Christ has done for them. Ask them to questions: “Who is Jesus Christ?” find words and phrases that describe “What has He done for us?” “How Christ’s roles and mission. What do we know that He lives today?” do they learn about Jesus Christ by Invite the young women to search reviewing this list? How do they feel “The Living Christ: The Testimony

12 about Him after reviewing what He • Read the paragraph under the Teaching in the Savior’s has done for us? heading “What He Has Done for way Us” in Elder Dallin H. Oaks’s talk • Assign each young woman to read The Savior invited His “Teachings of Jesus.” What would one of the scriptures suggested in followers to testify, and the young women say in response to this outline or a relevant section in as they did, the Spirit the woman’s question “What’s He Elder David A. Bednar’s talk “Bear touched their hearts. As done for me?” Write on the board Up Their Burdens with Ease.” Ask you invite the young the next nine headings from the her to explain in her own words what women to share their talk (from “Life of the World” to help Jesus Christ offers to those who testimonies of Christ and “The Atonement”). Invite the young follow Him. Invite the young women His role in their lives, the women to choose one or more of these to share examples of how they have Spirit can bear witness to headings and prepare one or two witnessed the Savior’s peace or them of the truthfulness of sentences they would use to teach the strength in their own lives or the lives what they say. The young woman what Jesus Christ has done of others. women’s testimonies can for her. They can use Elder Oaks’s also be strengthened by talk, relevant scriptures (such as those • Display on the walls testimonies of hearing others (especially suggested in this outline), and their Jesus Christ by members of the First their peers) testify of the own experiences and testimony. Invite Presidency in the most recent con- Savior. ference issue of the Ensign or Liahona them to share what they prepared. (these testimonies often appear at the • Show the video “Reclaimed.” What end of the talks). Invite the young do the young women learn from the women to read these testimonies or video about what Jesus Christ can do watch the video “Apostle Testimony for them? How could they use the Montage.” Ask them how they feel message of this video to help people when they hear or read the testimo- who are having difficulty forgiving nies of the Savior’s special witnesses. themselves or feel they are beyond Ask them how their testimonies of the reach of the Savior’s help? What Christ affect their daily actions. Allow scriptures would they share? (see, for time for class members to express their example, Isaiah 1:18; Alma 36:3, 27; love and testimony of Jesus Christ. Ether 12:27; D&C 58:42–43).

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand why Jesus Christ is important in their lives? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete Faith value experience 5 • Strive to live more like the Savior in Personal Progress. and share their experiences in a future class.

13 • Think of someone who could bene- done for us and plan ways to share fit from knowing what the Savior has their testimonies with that person.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

14 Selected Resources

THE LIVING CHRIST THE TESTIMONYOFTHE APOSTLES THE CHURCH OF JESUS CHRIST OF LATTER-DAY SAINTS s we commemorate the birth of Jesus Christ two Of the Living Christ, the Prophet Joseph wrote: “His millennia ago, we offer our testimony of the eyes were as a flame of fire; the hair of his head was white A reality of His matchless life and the infinite like the pure snow; his countenance shone above the virtue of His great atoning sacrifice. None other has had brightness of the sun; and his voice was as the sound of the so profound an influence upon all who have lived and rushing of great waters, even the voice of Jehovah, saying: will yet live upon the earth. “I am the first and the last; I am he who liveth, I am He was the Great Jehovah of the Old Testament, the he who was slain; I am your advocate with the Father” Messiah of the New. Under the direction of His Father, (D&C 110:3–4). He was the creator of the earth. “All things were made by Of Him the Prophet also declared: “And now, after the him; and without him was not any thing made that was many testimonies which have been given of him, this is the made” (John 1:3). Though sinless, He was baptized to testimony, last of all, which we give of him: That he lives! fulfill all righteousness. He “went about doing good” “For we saw him, even on the right hand of God; and (Acts 10:38), yet was despised for it. His gospel was a we heard the voice bearing record that he is the Only message of peace and goodwill. He entreated all to follow Begotten of the Father— His example. He walked the roads of Palestine, healing “That by him, and through him, and of him, the worlds the sick, causing the blind to see, and raising the dead. He are and were created, and the inhabitants thereof are taught the truths of eternity, the reality of our premortal begotten sons and daughters unto God” (D&C 76:22–24). existence, the purpose of our life on earth, and the potential We declare in words of solemnity that His priesthood for the sons and daughters of God in the life to come. and His Church have been restored upon the earth— He instituted the sacrament as a reminder of His great “built upon the foundation of . . . apostles and prophets, atoning sacrifice. He was arrested and condemned on Jesus Christ himself being the chief corner stone” spurious charges, convicted to satisfy a mob, and sentenced (Ephesians 2:20). to die on Calvary’s cross. He gave His life to atone for the We testify that He will someday return to earth. “And sins of all mankind. His was a great vicarious gift in the glory of the Lord shall be revealed, and all flesh shall behalf of all who would ever live upon the earth. see it together” (Isaiah 40:5). He will rule as King of We solemnly testify that His life, which is central to all Kings and reign as Lord of Lords, and every knee shall human history, neither began in Bethlehem nor concluded bend and every tongue shall speak in worship before on Calvary. He was the Firstborn of the Father, the Only Him. Each of us will stand to be judged of Him according Begotten Son in the flesh, the Redeemer of the world. to our works and the desires of our hearts. He rose from the grave to “become the firstfruits of them We bear testimony, as His duly ordained Apostles— that slept” (1 Corinthians 15:20). As Risen Lord, He visited that Jesus is the Living Christ, the immortal Son of God. among those He had loved in life. He also ministered He is the great King Immanuel, who stands today on the among His “other sheep” (John 10:16) in ancient America. right hand of His Father. He is the light, the life, and the In the modern world, He and His Father appeared to the hope of the world. His way is the path that leads to boy Joseph Smith, ushering in the long-promised “dispen- happiness in this life and eternal life in the world to come. sation of the fulness of times” (Ephesians 1:10). God be thanked for the matchless gift of His divine Son.

THE FIRST PRESIDENCY THE QUORUM OF THE TWELVE

January 1, 2000

15 JANUARY: THE GODHEAD

What are the roles of the Holy Ghost? The Holy Ghost, a member of the Godhead, bears witness of Heavenly Father and Jesus Christ. He is the source of personal testimony and revelation. He can guide us in our decisions and protect us from physical and spiritual danger. He is known as the Comforter, and He can calm our fears and fill us with hope. Through His power, we are sanctified as we repent, receive saving ordinances, and keep our covenants. It is through the influence of the Holy Ghost that we receive knowledge of Heavenly Father and Jesus Christ and feel Their power, goodness, and love.

Prepare yourself spiritually

What experiences have What scriptures and other resources will help the young women understand the roles of taught you about the roles the Holy Ghost? of the Holy Ghost? 1 Kings 19:11–12; Helaman 5:30; D&C Moroni 10:5 (The Holy Ghost teaches How can the Holy Ghost 85:6 (The Holy Ghost speaks in a still, us the truth) help the young women in small voice) D&C 42:17; Moses 1:24 (The Holy all aspects of their lives? John 14:26 (The Comforter can Ghost bears record of the Father and How can you help them teach us and bring all things to our the Son) recognize His influence? remembrance) Robert D. Hales, “The Holy Ghost,” Romans 8:16 (The Spirit bears witness Ensign or Liahona, May 2016, 105–7 that we are children of God) Larry H. Lawrence, “What Lack I Galatians 5:22–23 (Paul describes the Yet?” Ensign or Liahona, Nov. 2015, fruit of the Spirit) 33–35

2 Nephi 32:5 (The Holy Ghost will Henry B. Eyring, “The Holy Ghost as show us what we should do) Your Companion,” Ensign or Liahona, Nov. 2015, 104–7 3 Nephi 27:20 (The reception of the Holy Ghost sanctifies us) “Roles of the Holy Ghost,” True to the Faith (2004), 82 Moroni 8:26 (The Holy Ghost fills us with hope and love) Video: “Voice of the Spirit”

See the appendix for other teaching and learning ideas.

16 Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to write have several of them share their about a time when they have felt the experiences. influence of the Holy Ghost in their • Invite the young women to sing “Let lives. What did they do to receive the Holy Spirit Guide” (Hymns, no. His influence? What difference did 143) and to share what the words teach His influence make? If appropriate, them about the roles of the Holy Ghost.

Learn together

Each of the activities below will help the young women understand the roles of the Holy Teaching tip Ghost. Following the inspiration of the Spirit, select one or more that will work best for “As you prayerfully pre- your class: pare to teach, . . . you may • Divide the young women into Consider singing one of the hymns as be led to emphasize cer- groups, and invite each group to a class. tain principles. You may study a section of President Henry B. gain an understanding of • Divide the young women into Eyring’s talk “The Holy Ghost as how best to present certain small groups. Ask each group to Your Companion” or Elder Robert D. ideas. You may discover read a few scriptures about the Holy Hales’s talk “The Holy Ghost.” Invite examples, object lessons, Ghost (such as those suggested in this each group to share with the class and inspiring stories in outline). Invite one young woman what they learn about the Holy Ghost. the simple activities of life. from each group to share with the Invite young women to share expe- You may feel impressed to rest of the class what her group’s riences when the Holy Ghost helped invite a particular person scriptures teach about the roles of the them or when they were grateful for to assist with the lesson. Holy Ghost. Invite the young women His companionship. You may be reminded of to share personal experiences they a personal experience that • Invite the young women to look in have had in which the Holy Ghost has you can share” (Teaching, the hymnbook in the “Topics” index helped them in any of these ways. No Greater Call [1999], 48). under “Holy Ghost” to find a hymn • Show the video “Voice of the that teaches about how the Holy Spirit,” and ask the young women Ghost can help us. Ask them to share to listen for answers to the following lines from the hymns they chose.

17 Teaching in the Savior’s questions: Why do we need the Holy in which the Holy Ghost helped them way Ghost? How can the Holy Ghost help in these ways. What are some future us? Share appropriate experiences situations in which they will need the The Savior loved those you have had listening to the Holy help of the Holy Ghost? He taught. He prayed Ghost, and invite the young women for them and continually • Find some stories from recent to share any experiences they have served them. How can you general conference talks that illus- had. Young women could also search increase your love for the trate the various roles of the Holy Elder Larry H. Lawrence’s talk “What young women you teach? Ghost. (Some examples from the May Lack I Yet?” for examples of how the 2015 Ensign or Liahona include the Holy Ghost can help us. As a class, stories President Henry B. Eyring told make a list of things they can do to about comforting a grieving family better hear the promptings of the in “The Comforter,” pages 19–20, and Holy Ghost. the man with cancer in “Priesthood • Invite the young women to read and Personal Prayer,” page 87). Invite “Roles of the Holy Ghost” in True to each young woman to read one of the the Faith (page 82). Ask each young stories, retell it to the class in her own woman to select one of the Holy words, and identify what role the Ghost’s roles and look for scriptures Holy Ghost was playing in that story. or scriptural stories that teach about Encourage the young women to share that role. Invite the young women to their own experiences in which the share with each other what they find. Holy Ghost has helped them in any of Encourage them to share experiences these ways.

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand the roles of the Holy Ghost? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Determine one way they can better • Write down and act on impressions prepare themselves to hear the still, they receive from the Holy Ghost small voice of the Holy Ghost. during the week.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

18 Selected Resources

“Roles of the Holy Ghost,” True to the Faith (2004), 82 Through Him, you can receive gifts of the Spirit for your benefit and for the benefit of those you love The Holy Ghost works in perfect unity with and serve (see D&C 46:9–11). Heavenly Father and Jesus Christ, fulfilling several roles to help you live righteously and receive the He is the Comforter (John 14:26). As the soothing blessings of the gospel. voice of a loving parent can quiet a crying child, the whisperings of the Spirit can calm your fears, hush He “witnesses of the Father and the Son” (2 Nephi the nagging worries of your life, and comfort you 31:18) and reveals and teaches “the truth of all things” when you grieve. The Holy Ghost can fill you “with (Moroni 10:5). You can receive a sure testimony of hope and perfect love” and “teach you the peaceable Heavenly Father and Jesus Christ only by the power things of the kingdom” (Moroni 8:26; D&C 36:2). of the Holy Ghost. His communication to your spirit carries far more certainty than any communication Through His power, you are sanctified as you re- you can receive through your natural senses. pent, receive the ordinances of baptism and confirmation, and remain true to your covenants (see As you strive to stay on the path that leads to Mosiah 5:1–6; 3 Nephi 27:20; Moses 6:64–68). eternal life, the Holy Ghost “will show unto you all things what [you] should do” (see 2 Nephi 32:1–5). He is the Holy Spirit of Promise (see Ephesians He can guide you in your decisions and protect you 1:13; D&C 132:7, 18–19, 26). In this capacity, He from physical and spiritual danger. confirms that the priesthood ordinances you have received and the covenants you have made are acceptable to God. This approval depends on your continued faithfulness.

19 JANUARY: THE GODHEAD

Who am I, and who can I become? We are beloved spirit daughters of heavenly parents, and, as such, we have a divine nature and destiny. By divine design, we have unique gifts and talents that will help us fulfill our destiny as daughters of God. Knowing who we are gives our lives purpose and helps us make the right decisions.

Prepare yourself spiritually

What does it mean to you What scriptures and talks will help the young women understand who they are and to be a daughter of God? who they can become? How does knowing you Genesis 1:26–27 (We are created in the D. Todd Christofferson, “The Moral are a daughter of God image of God) Force of Women,” Ensign or Liahona, bless you and influence Nov. 2013, 29–32 the decisions you make? Psalm 82:6; Moses 1:39; Abraham 3:22–26 (Our divine potential is to “Message to the Youth from the First How can you help the inherit eternal life) Presidency,” For the Strength of Youth young women understand (2011), ii–iii the importance of knowing Luke 15:4–6, 11–32; John 3:16; D&C they are daughters of God? 18:10–15 (The worth of a soul is great) Videos: “Significant in Every How does knowing this af- Way,”“Our True Identity,”“Elder and Dale G. Renlund, “Latter-day Saints fect the choices they make, Sister Bednar—Self-Esteem” the way they feel about Keep on Trying,” Ensign or Liahona, themselves, and their May 2015, 56–58 Music for youth theme: “Lift Your vision for their future? Eyes” Rosemary M. Wixom, “Discovering the Divinity Within,” Ensign or Liahona, Nov. 2015, 6–8

Dieter F. Uchtdorf, “Living the Gospel Joyful,” Ensign or Liahona, Nov. 2014, 120–23

See the appendix for other teaching and learning ideas.

20 Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write the names of the young • Write on the board, “Who am I, women on separate slips of paper. and who can I become?” Invite the Ask each young woman to randomly young women to look for answers to select one of the papers and identify these questions in the Young Women a Godlike quality that the young theme. How does reciting this theme woman on her paper possesses. Point make them feel about their relation- out other divine qualities that you ship with Heavenly Father? have seen in the young women.

Teaching tip

Learn together “The amount of material you cover is less impor- Each of the activities below will help the young women understand who they are and tant than its influence who they can become. Following the inspiration of the Spirit, select one or more that in the lives of those you will work best for your class: teach. Because too many • Think of a simple activity that will • Ask the young women to imagine concepts at one time can help the young women understand that they have a friend who is strug- confuse or tire learners, it that becoming like God requires gling with her self-esteem. Invite them is usually best to focus on patience and persistence. This activity to search Sister Rosemary M. Wixom’s one or two main princi- should require multiple attempts to talk “Discovering the Divinity ples” (Teaching, No Greater accomplish successfully. For example, Within” for ideas on how to help that Call [1999], 99). the young women could repeatedly try friend understand her worth. What to throw an object into a wastebasket does Sister Wixom teach about our without looking. What does this activ- divine nature? What do the young ity teach them about persistent effort? women feel they need to change so How can they relate this process to that they can be true to their divine becoming like Heavenly Father? Invite nature? As part of this activity, you each young woman to look for and could show the video “Elder and share statements from Elder Dale G. Sister Bednar—Self-Esteem.” Renlund’s talk “Latter-day Saints Keep • Show the young women a seed, on Trying” that expresses what she and ask them what plant they think learned from the activity.

21 Teaching in the Savior’s will grow from it. Show them the truths they learn about their origin, way plant (or a picture of the plant) that purpose, and destiny. How can these the seed produces. Ask the young truths affect the choices they make? The Savior helped others women how we, as children of God, learn, grow spiritually, and • Ask the young women to list are like the seed. Invite them to search become converted to His some of the messages the world the following scripture passages and gospel. He knew who they gives women about who we are and share things they find that teach them were and who they could what qualities make us important. about who they are and who they can become. As you teach the Show the video “Significant in Every become: 1 John 3:1–3; D&C 84:37–38; young women, help them Way” or “Our True Identity,” and 88:107; 132:20. Invite the young understand that they are ask the young women to contrast the women to share how this knowledge daughters of God and they messages in these videos with the affects their choices and the way they can become like Him and world’s messages. Invite them to find treat other children of God. As part of live with Him again. scriptures, including scripture stories, this discussion, consider sharing the that teach them about their worth following statement from President as daughters of God (such as the Gordon B. Hinckley: “The whole de- scriptures suggested in this outline). sign of the gospel is to lead us onward What can the young women do to and upward to greater achievement, support each other as they strive to even, eventually, to godhood” (“Don’t live up to their true identity as daugh- Drop the Ball,” Ensign or Liahona, ters of God? As a class, read the first Nov. 1994, 48). two paragraphs of Elder D. Todd • Before class, write the following Christofferson’s talk “The Moral Force three words on the board: origin, of Women” and identify some of the purpose, destiny (from President gifts God has given to his daughters. Uchtdorf’s talk “Living the Gospel With the permission of the bishop, Joyful”). Sing together “I Am a Child ask a few women in the ward to of God” (Hymns, no. 301), and ask the review the talk and share with the young women what they learn about young women what they have done their origin, purpose, and destiny to overcome negative influences on from this song. Invite them to write womanhood and to cultivate their their thoughts on the board next to divine gifts. Ask the young women to the words you have written. Invite share their own experiences with un- the young women to read the sections derstanding their roles as women and “Daughters of God” and “Living what they will do to become a moral the Gospel Joyful” from President force for good. Uchtdorf’s talk and to write other

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand who they are and who they can become? Do they have any additional questions? Would it be helpful to spend more time on this topic?

22 Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete Divine Nature value • Memorize Psalm 82:6 and repeat experience 1, 2, or 6 from Personal it often to remember their divine Progress. potential.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

23 Selected Resources

Excerpt from Dieter F. Uchtdorf, “Living the Gospel For this reason, we speak of walking the path of Joyful,” Ensign or Liahona, Nov. 2014, 120–23 discipleship.

Daughters of God We speak of obedience to God’s commandments.

. . . When we sing the song “I Am a Child of God,” We speak of living the gospel joyfully, with all our the lyrics penetrate our hearts. Pondering this heart, might, mind, and soul. . . . truth—that we are children of heavenly parents— Living the Gospel Joyful fills us with a sense of origin, purpose, and destiny. My dear sisters in the gospel, whether you are 8 or It is good to remember that you are always a child 108, there is one thing that I hope you truly under- of God. This knowledge will carry you through the stand and know: most difficult times in your life and will inspire you to accomplish remarkable things. However, it is You are loved. also important to remember that being a daughter of eternal parents is not a distinction you earned You are dear to your heavenly parents. or you will ever lose. You will always and forever The infinite and eternal Creator of light and life remain a daughter of God. Your Heavenly Father knows you! He is mindful of you. has high aspirations for you, but your divine origin alone does not guarantee you a divine inheritance. Yes, God loves you this very day and always. God sent you here to prepare for a future greater He is not waiting to love you until you have over- than anything you can imagine. come your weaknesses and bad habits. He loves you The promised blessings of God to the faithful are today with a full understanding of your struggles. glorious and inspiring. Among them are “thrones, He is aware that you reach up to Him in heartfelt kingdoms, principalities, and powers, dominions, and hopeful prayer. He knows of the times you have all heights and depths” [D&C 132:19]. And it takes held onto the fading light and believed—even in the more than a spiritual birth certificate or a “Child of midst of growing darkness. He knows of your suf- God Membership Card” to qualify for these incom- ferings. He knows of your remorse for the times you prehensible blessings. have fallen short or failed. And still He loves you.

But how do we attain them? And God knows of your successes; though they may seem small to you, He acknowledges and cher- The Savior has answered this question in our time: ishes each one of them. He loves you for extending “Except ye abide my law ye cannot attain to this yourself to others. He loves you for reaching out glory. and helping others bear their heavy burdens—even when you are struggling with your own. “For strait is the gate, and narrow the way that leadeth unto the exaltation. . . . He knows everything about you. He sees you clearly—He knows you as you really are. And He “. . . Receive ye, therefore, my law.”[Doctrine and loves you—today and always! Covenants 132:21–22, 24].

24 Selected Resources

Do you suppose it matters to our Heavenly Father Excerpt from D. Todd Christofferson, “The Moral Force whether your makeup, clothes, hair, and nails are of Women,” Ensign or Liahona, Nov. 2013 perfect? Do you think your value to Him changes From age immemorial, societies have relied on the based on how many followers you have on moral force of women. While certainly not the only Instagram or Pinterest? Do you think He wants you positive influence at work in society, the moral foun- to worry or get depressed if some un-friend or un- dation provided by women has proved uniquely follow you on Facebook or Twitter? Do you think beneficial to the common good. Perhaps, because outward attractiveness, your dress size, or popular- it is pervasive, this contribution of women is often ity make the slightest difference in your worth to the underappreciated. I wish to express gratitude for One who created the universe? the influence of good women, identify some of the He loves you not only for who you are this very day philosophies and trends that threaten women’s but also for the person of glory and light you have strength and standing, and voice a plea to women to the potential and the desire to become. cultivate the innate moral power within them.

More than you could ever imagine, He wants you Women bring with them into the world a certain vir- to achieve your destiny—to return to your heavenly tue, a divine gift that makes them adept at instilling home in honor. such qualities as faith, courage, empathy, and refinement in relationships and in cultures. When praising the “unfeigned faith” he found in Timothy, Paul noted that this faith “dwelt first in thy grandmother Lois, and thy mother Eunice” [2 Timothy 1:5].

UNIT OVERVIEW February: The Plan of Salvation

“This is my work and my glory—to bring to pass the immortality and eternal life of man” (Moses 1:39).

Many of the difficult choices a young woman has to make become easier when she understands the plan of salvation. Knowing that she lived with her Heavenly Father before she was born and that He sent her here with a divine purpose can help her view her trials and challenges with an eternal perspective. Knowing that being a woman is part of her eternal identity can help her develop her divine gifts and prepare for her future. Knowing that agency is a gift and that she will be accountable for her choices can inspire her to make decisions based on eternal principles.

Outlines to choose from this month

What is the plan of salvation? What happened in my premortal life? What is the purpose of life? Why do the choices I make matter? Why do we have adversity? How can I find comfort when someone I care about dies? Why should I treat my body like a temple?

Visit lds.org/youth/learn to view this unit online.

27 Mutual

Consider how you can plan activities that connect with Choice and Accountability value experiences and what the youth are learning. A youth activities site is value projects available to assist you. Many of the learning activities Virtue value experiences 1 and 2 in these outlines could also serve as effective Mutual activities. Work with class presidencies to select and plan appropriate activities that reinforce what the young women learn on Sunday. Note to the teacher

You may consider inviting the young women to make a diagram or chart of the plan of salvation at Personal Progress the beginning of this unit. They could refer back to it throughout the unit and add scriptures or insights The following activities from Personal Progress relate to they gain as they study the plan of salvation. the lessons in this unit:

Individual Worth value experience 1

28 FEBRUARY: THE PLAN OF SALVATION

What is the plan of salvation? Heavenly Father prepared a plan to enable us to become like Him. The plan includes the Creation, the Fall, the Atonement of Jesus Christ, and all the laws, ordinances, and doctrines of the gospel. This plan makes it possible for us to be perfected through the Atonement, receive a fulness of joy, and live forever in the presence of God.

Prepare yourself spiritually

How has knowing about Prayerfully study these scriptures and resources. What will help the young women Heavenly Father’s plan in- understand the plan of salvation? fluenced your choices and 1 Corinthians 15:20–22 (All men D&C 76:30–113 (Description of the your perspective on life? will die) kingdoms of glory) What aspects of the plan of salvation do you want to Hebrews 12:9 (God is the Father of Thomas S. Monson, “The Race of learn more about? our spirits) Life,” Ensign or Liahona, May 2012, 90–93 How can understanding Revelation 20:12–13; 2 Nephi 9:10–11; the plan of salvation help Alma 5:15–21 (All men will be res- Dean M. Davies, “A Sure the young women make urrected and stand before God to be Foundation,” Ensign or Liahona, May important decisions? judged) 2013, 9–11

2 Nephi 2:22–25 (The Fall of Adam “Plan of Salvation,” True to the Faith brought about mortality) (2004), 115–17

Alma 34:32–33 (This life is the time to Video: “Men’s Hearts Shall Fail repent) Them”

Alma 40:11–14 (The state of men after Video: “The Plan of Salvation”; see they die) also Doctrine and Covenants Visual Resources DVD Alma 42:5–15 (Alma teaches his son Corianton about the plan of salvation)

Share experiences

29 Introduce the doctrine

Choose one of these ideas or think of your own to introduce this week’s lesson:

• Write on the board “What is the plan. Why is it important to have plan of salvation?” Ask the young a blueprint before beginning a women to suggest some ways building project? Invite a young they could answer this question. woman to read two paragraphs from Encourage them to continue thinking Bishop Dean M. Davies’s talk “A about their answers as they learn Sure Foundation” beginning with about the plan of salvation in today’s the phrase “Like the designers and lesson. builders of our time.” How is the plan of salvation like a blueprint for our • Show or describe to the young lives? women a blueprint or architectural

Learn together

Teaching tip Each of the activities below will help the young women learn about the plan of salvation. Following the inspiration of the Spirit, select one or more that will work best for “Your own spiritual prepa- your class: ration contributes much to the learning atmosphere. • A few days in advance, ask several see ourselves, others, and the world When you are prepared young women to come prepared to around us? spiritually, you bring a teach the class about an aspect of the • As a class, read Alma 12:30 and spirit of peace, love, and plan of salvation (such as premortal Alma 42:13–15. Invite the young reverence. Those you life, mortal life, spirit world, and so women to look for the phrases that are teach feel more secure in on) using Preach My Gospel or True to used to describe the plan of salvation. pondering and discussing the Faith. Draw a representation of the What do these phrases teach about the things of eternal worth” plan of salvation on the board (for an plan? Show the video “Men’s Hearts (Teaching, No Greater Call example, see Preach My Gospel,54), Shall Fail Them,” and ask the young [1999], 79). and invite each young woman to women to look for how a knowledge teach her assigned topic. Ask the of the plan of salvation blessed Elder young women what difference it Russell M. Nelson. Invite the young makes in their lives to know about the women to share ways this knowledge plan of salvation. has blessed them. • Assign each young woman one or • Invite the young women to read more of the scripture passages in this Alma 42:5–15, looking for phrases outline. Ask her to read her passage Alma uses to describe God’s plan to determine what part of the plan for His children. When they find a of salvation the passage refers to. phrase, ask them to write it on the Invite her to share what she learns board. What do these phrases teach us from her passage. How does know- about Heavenly Father’s plan? ing about the plan affect the way we

30 • Ensure that everyone in the class their lives might be like if they did not Teaching in the Savior’s has a copy of True to the Faith, and have this knowledge about the plan of way assign each young woman a num- salvation. The Savior asked ques- ber between 1 and 3. Ask those with • Ask the young women to use tions that caused those He number 1 to learn all that they can President Thomas S. Monson’s talk taught to think deeply. He from True to the Faith about the pre- “The Race of Life” and the scriptures was sincerely interested mortal life (pages 115–16); ask those suggested in this outline to prepare in their answers. How with number 2 to learn about mortal an answer to one of these questions: can you use questions to life (page 116); and ask those with Where did we come from? Why are help the young women number 3 to learn about life after we here? Where do we go after we think deeply about gospel death (pages 116–17). Allow them to leave this life? Invite them to share truths? work in groups, according to their their answers as if they were speaking assigned numbers, to prepare a short to a friend of another faith. Why is summary of what they learned and it important to know the answers to present it to the rest of the class. Invite these questions? the young women to imagine what

Ask the young women to share what they learned today. Do they understand the plan of salvation better? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Share their gratitude for the plan of or family member. As they teach, they salvation. could use a chart or diagram they have created of the plan of salvation. • Teach something they learned about the plan of salvation to a friend

31 Selected Resources

Excerpt from “Plan of Salvation,” True to the Faith important decisions, such as the decision to follow (2004), 115–17 Heavenly Father’s plan. These decisions affected your life then and now. You grew in intelligence and Premortal Life learned to love the truth, and you prepared to come Before you were born on the earth, you lived in to the earth, where you could continue to progress. the presence of your Heavenly Father as one of Mortal Life His spirit children. In this premortal existence, you attended a council with Heavenly Father’s You are now experiencing mortal life. Your spirit is other spirit children. At that council, Heavenly united with your body, giving you opportunities to Father presented His great plan of happiness (see grow and develop in ways that were not possible Abraham 3:22–26). in your premortal life. This part of your existence is a time of learning in which you can prove your- In harmony with the plan of happiness, the premortal self, choose to come unto Christ, and prepare to be Jesus Christ, the Firstborn Son of the Father in the worthy of eternal life. It is also a time when you can spirit, covenanted to be the Savior (see Moses 4:2; help others find the truth and gain a testimony of Abraham 3:27). Those who followed Heavenly Father the plan of salvation. and Jesus Christ were permitted to come to the earth to experience mortality and progress toward eter- Life after Death nal life. Lucifer, another spirit son of God, rebelled When you die, your spirit will enter the spirit world against the plan and “sought to destroy the agency and await the resurrection. At the time of the resur- of man” (Moses 4:3). He became Satan, and he and rection, your spirit and body will reunite, and you his followers were cast out of heaven and denied the will be judged and received into a kingdom of glory. privileges of receiving a physical body and experi- The glory you inherit will depend on the depth of encing mortality (see Moses 4:4; Abraham 3:27–28). your conversion and your obedience to the Lord’s Throughout your premortal life, you developed commandments. It will depend on the manner in your identity and increased your spiritual capa- which you have “received the testimony of Jesus” bilities. Blessed with the gift of agency, you made (D&C 76:51; see also verses 74, 79, 101).

32 FEBRUARY: THE PLAN OF SALVATION

What happened in my premortal life? Before we were born, we lived with Heavenly Father as His spirit children. In the Council in Heaven, the Father presented to us His plan of salvation, and Jesus Christ was chosen to be our Savior. Satan sought to amend the plan, taking away our agency, and he and his followers were cast out. We accepted our Father’s plan and chose to follow Jesus Christ.

Prepare yourself spiritually

Think about the righteous As you prepare, prayerfully study these scriptures and resources. What do you feel will choices you have made in be most relevant to the young women you teach? your life. How have your Revelation 12:7–9, 11 (In the premortal “The Family: A Proclamation to righteous choices affected life, we overcame Satan by our testi- the World,” Ensign or Liahona, Nov. you? How will they affect monies of Jesus Christ) 2010, 129 your eternal destiny? How could your knowledge of D&C 138:55–56; Abraham 3:22–26 Dieter F. Uchtdorf,“ The Influence of the premortal life influence (Noble spirits in the premortal life Righteous Women,” Ensign or Liahona, your choices? were chosen and prepared to do Sept. 2009, 5–9 God’s work in this life) Think about the young “Plan of Salvation,” True to the Faith women in your class. Moses 4:1–4 (Satan seeks to destroy (2004), 115–17 What choices are they the agency of man and is cast out) making? How could their understanding of the premortal life influence them to make righteous choices Share experiences in this life? At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s lesson. This will encourage personal conversion and help the young women see the relevance of the gospel in their daily lives.

See the appendix for other teaching and learning ideas.

33 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write on the board, “What hap- • Ask the young women to think pened in our premortal life?” Invite about and share any righteous choices the young women to list as many they have made in the past and how answers as they can and add to their those decisions bless their lives now. list as they learn more about the pre- Then ask them to name a choice they mortal life during this lesson. made before they were born. How has this choice affected their lives?

Learn together

Teaching tip Each of the activities below will help the young women learn about the premortal life. Following the inspiration of the Spirit, select one or more that will work best for “Be careful not to ask your class: questions that promote argument or highlight sen- • Invite the young women to study about their own identity as daughters sational issues. Do not ask the scriptures in this outline as a of God. questions that create doubt class, in small groups, or individually. • Invite the young women to read the or that lead to discussions Ask them to share what they learn section titled “Premortal Life” in True that fail to edify. Make about the premortal life and why to the Faith (pages 115–16) and write sure that your questions this knowledge is important to them. questions that could be answered by move learners toward a Share your own thoughts and insights the information in this section. Have unity of faith and love” as well. them trade questions with each other (Teaching, No Greater Call • Ask the young women to read the and look for answers. Invite them to [1999], 69). first three paragraphs of “The Family: share any insights they find. A Proclamation to the World” and • Invite the young women to work identify what they learn about their on Individual Worth value experience eternal identity. Invite them to read 1 in Personal Progress individually or the section titled “A Unique Feminine in groups. Give each young woman Identity” from President Dieter F. time in class to create a poster that Uchtdorf’s talk “The Influence of contains several important truths she Righteous Women,” and ask them to has learned about what it means to share any impressions they receive be a daughter of God. Allow them to share their posters with the class.

Ask the young women to share what they learned today. Do they understand the premortal life better? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time studying this doctrine?

34 Teaching in the Savior’s way Live what we are learning The Savior said, “My doc- Invite the young women to consider how they will live what they have learned today. trine is not mine, but his For example, they could: that sent me” (John 7:16). He taught the doctrine • Teach what they learned to their • Ponder the following question: that He learned from His younger brothers and sisters or to a How can a knowledge of the pre- Father. How can you en- friend who doesn’t know about the mortal life affect the choices I make sure that you are teaching pre-earth life. in this life? Suggest that the young true doctrine? women write their answers in their journals.

35 Selected Resources

Excerpt from Dieter F. Uchtdorf, “The Influence of are encouraged to acquire an education and training Righteous Women,” Ensign, Sept. 2009, 5–9 that will qualify them both for homemaking and raising a righteous family and for earning a living A Unique Feminine Identity outside the home if the occasion requires. The lives of women in the Church are a powerful We are living in a great season for all women in witness that spiritual gifts, promises, and bless- the Church. Sisters, you are an essential part of our ings of the Lord are given to all those who qualify, Heavenly Father’s plan for eternal happiness; you “that all may be benefited” [D&C 46:9; see verses are endowed with a divine birthright. You are the 9–26]. The doctrines of the restored gospel create real builders of nations wherever you live, because a wonderful and “unique feminine identity that strong homes of love and peace will bring security encourages women to develop their abilities”as to any nation. I hope you understand that, and I true and literal daughters of God [“Women, Roles hope the men of the Church understand it too. of: Historical and Sociological Development,” in Daniel H. Ludlow, ed., Encyclopedia of Mormonism, What you sisters do today will determine how the 5 vols. (1992), 4:1574]. Through serving in the principles of the restored gospel can influence the Relief Society, Young Women, and Primary organi- nations of the world tomorrow. It will determine zations—not to mention their private acts of love how these heavenly rays of the gospel will light and service—women have always played and will every land in the future. always play an important part in helping “bring Though we often speak of the influence of women forth and establish the cause of Zion” [D&C 6:6]. on future generations, please do not underesti- They care for the poor and the sick; serve prosely- mate the influence you can have today. President tizing, welfare, humanitarian, and other missions; David O. McKay (1873–1970) said that the principal teach children, youth, and adults; and contribute to reason the Church was organized is “to make life the temporal and spiritual welfare of the Saints in sweet today, to give contentment to the heart today, many other ways. to bring salvation today. . . . Because their potential for good is so great and “Some of us look forward to a time in the future— their gifts so diverse, women may find themselves salvation and exaltation in the world to come—but in roles that vary with their circumstances in life. today is part of eternity” [David O. McKay, Pathways Some women, in fact, must fill many roles simul- to Happiness, comp. Llewelyn R. McKay (1957), taneously. For this reason, Latter-day Saint women 291–92].

36 FEBRUARY: THE PLAN OF SALVATION

What is the purpose of life? During this life we obtain physical bodies and are tested to see if we will obey God’s commandments. We came to earth to prepare to have an eternal family, bless God’s children, and build His kingdom. Our experiences during mor tality are meant to help us become more like our Heavenly Father.

Prepare yourself spiritually

Prayerfully study these scriptures and resources. What does the Spirit inspire you to share with the young women?

How have you found joy 2 Nephi 2:25 (We were created to have “The Family: A Proclamation to in this life? What expe- joy) the World,” Ensign or Liahona, Nov. riences have helped you 2010, 129 grow spiritually? Alma 12:24; 34:32; 42:4; Abraham 3:25–26 (This life is a time to be tested Thomas S. Monson, “The Race of What are the young and prepare to meet God) Life,” Ensign or Liahona, May 2012, women doing to become 90–93 more like Heavenly 3 Nephi 12:3–12 (The Savior names Father? several godlike attributes) Dieter F. Uchtdorf, “Your Happily Ever After,” Ensign or Liahona, May 3 Nephi 12:48 (Heavenly Father wants 2010, 124–27 us to become perfect as He is) Gary E. Stevenson, “Your Four D&C 138:53–56 (We are here to help Minutes,” Ensign or Liahona, May build God’s kingdom) 2014, 84–86

“Plan of Salvation,” True to the Faith (2004), 115–16

Share experiences

See the appendix for other teaching and learning ideas.

37 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write on the board, “What is the discuss how the knot could represent purpose of life?” Ask the young this life, while everything on one side women to suggest a few ways people of the knot represents premortal life might answer this question if they and everything on the other side of did not have the fulness of the gospel. the knot represents postmortal life. How do these answers differ from the How did our choices before this life answers found in the gospel of Jesus affect mortality? How do our choices Christ? during this life affect our future in this life and in eternity? • Display a long string that has a knot tied in the middle of it, and

Learn together

Teaching tip Each of the activities below will help the young women learn about the purpose of life. Following the inspiration of the Spirit, select one or more that will work best for “Use eye contact as a your class: way to draw learners into lessons. When you teach • Invite the young women to read • Invite the young women to find eye to eye, your attention the Beatitudes in 3 Nephi 12:3–12 a scripture or scriptures that they is focused on those you and look for attributes that Heavenly would use to help someone who are teaching, not on lesson Father wants us to develop during doesn’t know the purpose of life (for materials. Making eye con- our mortal lives. Ask them to think example, they could use the scriptures tact as you listen to their of people in the scriptures or in their suggested in this outline). Ask them comments and questions own lives who exemplify these princi- to share what they find with someone helps them know that you ples. How do the Savior’s teachings in else in the class. Encourage them to are interested in what they this chapter help us understand our think of ways they could share their have to say” (Teaching, No purposes as women? scripture with a friend or family Greater Call [1999], 71). member who may not fully under- • Divide the talk “The Race of Life” stand the purpose of life. or “Your Happily Ever After” into sections, and invite the young women • Ask half of the class to read to search a section and share what about Noelle Pikus-Pace in Bishop they find that helps them understand Gary E. Stevenson’s talk “Your Four the purpose of life. Ask them to pon- Minutes,” and ask the other half to der what they are doing—and what read about Torah Bright in the same they should be doing—to better fulfill talk. Invite them to share with each their purpose. Invite a few of them to other what they learn about the pur- share their thoughts. pose of life from these stories. Give

38 the young women a few minutes to • Give each young woman a copy of Teaching in the Savior’s review the rest of Bishop Stevenson’s “The Family: A Proclamation to the way talk and ponder how they are doing World,” and ask her to read it and The Savior loved those in their “four minutes”—what essen- mark words and phrases that teach He taught. He knew who tial ordinances or milestones are in her about her purpose as a daughter they were and who they their future, and what are they doing of God. Invite the young women to could become. He found to prepare? Invite some of the young share what they find and explain why unique ways for them women to share their thoughts. it is meaningful to them. to grow—ways meant Ask the young women to share what they learned today. Do they understand the just for them. When they purpose of life better? What feelings or impressions do they have? Do they have any struggled, He did not give additional questions? Would it be helpful to spend more time on this doctrine? up on them but continued to love them and minister to them. What can you do to love and serve Live what we are learning the young women as the Invite the young women to consider how they will live what they have learned today. Savior does? For example, they could:

• Share something they learned in • Think of something specific they class that inspired them to continue will do this week to better fulfill their making good choices or to make eternal purpose. changes in their lives.

39 Selected Resources

THE FAMILY A PROCLAMATION TO THE WORLD T F P C T A T C J C L- S

E, THE FIRST PRESIDENCY and the Council of the Twelve to provide for their physical and spiritual needs, and to W Apostles of The Church of Jesus Christ of Latter-day Saints, teach them to love and serve one another, observe the com- solemnly proclaim that marriage between a man and a mandments of God, and be law-abiding citizens wherever woman is ordained of God and that the family is central to they live. Husbands and wives—mothers and fathers— the Creator’s plan for the eternal destiny of His children. will be held accountable before God for the discharge of these obligations. ALL HUMAN BEINGS —male and female—are created in the image of God. Each is a beloved spirit son or daughter of THE FAMILY is ordained of God. Marriage between man and heavenly parents, and, as such, each has a divine nature and woman is essential to His eternal plan. Children are entitled destiny. Gender is an essential characteristic of individual to birth within the bonds of matrimony, and to be reared by premortal, mortal, and eternal identity and purpose. a father and a mother who honor marital vows with complete ¤ delity. Happiness in family life is most likely to be IN THE PREMORTAL REALM, spirit sons and daughters knew achieved when founded upon the teachings of the Lord and worshipped God as their Eternal Father and accepted Jesus Christ. Successful marriages and families are estab- His plan by which His children could obtain a physical lished and maintained on principles of faith, prayer, repen- body and gain earthly experience to progress toward per- tance, forgiveness, respect, love, compassion, work, and fection and ultimately realize their divine destiny as heirs of wholesome recreational activities. By divine design, fathers eternal life. The divine plan of happiness enables family are to preside over their families in love and righteousness relationships to be perpetuated beyond the grave. Sacred and are responsible to provide the necessities of life and ordinances and covenants available in holy temples make it protection for their families. Mothers are primarily respon- possible for individuals to return to the presence of God and sible for the nurture of their children. In these sacred re- for families to be united eternally. sponsibilities, fathers and mothers are obligated to help one THE FIRST COMMANDMENT that God gave to Adam and Eve another as equal partners. Disability, death, or other circum- pertained to their potential for parenthood as husband and stances may necessitate individual adaptation. Extended wife. We declare that God’s commandment for His children families should lend support when needed. to multiply and replenish the earth remains in force. We WE WARN that individuals who violate covenants of further declare that God has commanded that the sacred chastity, who abuse spouse or offspring, or who fail to ful- powers of procreation are to be employed only between ¤ ll family responsibilities will one day stand accountable man and woman, lawfully wedded as husband and wife. before God. Further, we warn that the disintegration of WE DECLARE the means by which mortal life is created to be the family will bring upon individuals, communities, and divinely appointed. We af¤ rm the sanctity of life and of its nations the calamities foretold by ancient and modern importance in God’s eternal plan. prophets.

HUSBAND AND WIFE have a solemn responsibility to love WE CALL UPON responsible citizens and of¤ cers of gov- and care for each other and for their children. “Children ernment everywhere to promote those measures designed are an heritage of the Lord” (Psalm 127:3 ). Parents have a to maintain and strengthen the family as the fundamental sacred duty to rear their children in love and righteousness, unit of society.

This proclamation was read by President Gordon B. Hinckley as part of his message at the General Relief Society Meeting held September 23, 1995, in Salt Lake City, Utah.

40 FEBRUARY: THE PLAN OF SALVATION

Why do the choices I make matter? Heavenly Father has given us moral agency, the ability to choose and act for ourselves. While we are free to make our own choices, we cannot choose the consequences of those choices. Good choices lead to lasting happiness and eternal life. If we ask Him, Heavenly Father will help us make wise choices.

Prepare yourself spiritually

What experiences from Study the scriptures below, and complete one of the Choice and Accountability value your life have taught you experiences in Personal Progress. As you do, make note of things you learn about about agency? How have agency that you could share with the young women. you learned to make good Joshua 24:15 (We can choose to serve Russell M. Nelson, “Decisions for choices in your own life? the Lord) Eternity,” Ensign or Liahona, Nov. What choices are the 2013, 106–9 John 14:15 (Our good choices show young women faced with? our love for Heavenly Father and our D. Todd Christofferson, “Free Forever, What can you teach them desire to do His will) to Act for Themselves,” Ensign or to help them see the im- Liahona, Nov. 2014, 16–19 portance of making good 2 Nephi 2:16, 27; Helaman 14:30–31 choices? (We are free to choose and act for “Choice and Accountability,” Personal ourselves) Progress, 46–49

Moroni 7:14–15 (It is given to us to “Agency,” True to the Faith (2004), judge between good and evil) 12–13

Thomas S. Monson, “Choices,” Ensign “Agency and Accountability” and or Liahona, May 2016, 86 “Music and Dancing,” For the Strength of Youth (2011), 2–3, 22–23 Carole M. Stephens, “If Ye Love Me, Keep My Commandments,” Ensign or Video: “No Regrets”; “Dangerous Liahona, Nov. 2015, 118–20 Tides”

Share experiences

41 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to think during this lesson that help them of some things they might do when combat Satan’s lies. others challenge their standards. How • Ask the young women to list some does Satan try to confuse us about choices they have made recently. How the consequences of our choices? have their choices affected them? Encourage them to look for truths How have their choices affected others?

Learn together

Teaching tip Each of the activities below will help the young women understand the doctrine of agency. Following the inspiration of the Spirit, select one or more that will work best “Do not be concerned if for your class: learners are silent for a few seconds after you have • Invite the young women to search one of the Choice and Accountability asked a question. Do not the four bolded sections of Sister value experiences. answer your own ques- Carole M. Stephens’s talk “If Ye Love • Invite each young woman to silently tion; allow time for learn- Me, Keep My Commandments,” look- read “Agency and Accountability” in ers to think of responses. ing for insights on keeping the com- For the Strength of Youth and share what However, prolonged mandments and why it’s important to impresses her. Class members could silence may indicate that make righteous choices. With permis- then choose another standard in the they do not understand sion from the bishop, invite some of book and share some choices they’ve the question and that the exemplary sisters in the ward to made in relation to that standard and you need to rephrase it” participate in a discussion about how the blessings that came from their (Teaching, No Greater Call choosing to keep the commandments choices. For example, they could [1999], 69). has blessed their lives. Include single read “Music and Dancing” in For the sisters as well as married sisters in Strength of Youth and discuss the bless- this discussion. ings they’ve received from following • Invite the young women to do the counsel to avoid unwholesome one of the Choice and Accountability music and dancing. value experiences in the Personal • Give each young woman portions Progress book (individually or in of Elder D. Todd Christofferson’s groups). Before class is over, invite talk “Free Forever, to Act for Them each young woman to share some- selves” or President Thomas S. thing she learned from her study Monson’s talk “Choices.” Invite the about agency. Invite a young woman young women to read on their own to share with the rest of the class what and then share their insights. They she has done on her own to complete could do this in small groups or with

42 the entire class. What do they learn destiny” or the results of other Teaching in the Savior’s about the consequences of our beliefs phrases from Elder Nelson’s talk. way and actions? Invite them to discuss • Invite each young woman to find The Savior taught others how the counsel they have studied an example of someone making a to love and serve by loving could help them make better choices. choice in the scriptures (for example, and serving them. He • Use tape or string to create a “V” contrast the choices of Mary and taught them to pray by on the classroom floor. Invite a young Martha in Luke 10:38–42). What were praying with them and for woman to start where the tape or the consequences of these choices? them. To His disciples He string meets and to walk down the How did the choices affect others? said, “Come, follow me” “V” keeping one foot on each side. (Luke 18:22). He taught • Show one of the videos suggested Eventually she will need to choose to the Nephites to be “even in this outline. Invite the young walk on one side of the tape. Invite as I am” (3 Nephi 27:27). women to look for the results of the the young women to explain what His example was His choices the people in the video made. they learn about choices from this most powerful method of Ask them to share what they find. experience. Invite the young women teaching. What can you do Invite them to share experiences in to read the first paragraph of Elder to teach by example? which they made a choice that had Russell M. Nelson’s talk “Decisions far-reaching consequences. Invite for Eternity” and identify phrases each young woman to read one of the they would like to remember. Invite scriptures in this outline and share the young women to share how how it can help her make the right they have seen “decisions determine choices in the future.

Ask the young women to share what they learned today. Do they understand the doctrine of agency better? What feelings or impressions do they have? Do they have any additional questions? Would it be worthwhile to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Write in their journals about the • Continue to work on the Choice temptations they face and how they and Accountability value experiences plan to respond to them through the in Personal Progress. guidance of the Holy Ghost.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

43 Selected Resources

Excerpt from D. Todd Christofferson, “Free Forever, to We should (and we do) rejoice in the God-ordained Act for Themselves,” Ensign or Liahona, Nov. 2014, plan that permits us to make choices to act for 16–17 ourselves and experience the consequences, or as the scriptures express it, to “taste the bitter, that God intends that His children should act according [we] may know to prize the good” [Moses 6:55]. to the moral agency He has given them, “that every We are forever grateful that the Savior’s Atonement man may be accountable for his own sins in the day overcame original sin so that we can be born into of judgment” [D&C 101:78]. It is His plan and His this world yet not be punished for Adam’s trans- will that we have the principal decision-making role gression. Having been thus redeemed from the Fall, in our own life’s drama. God will not live our lives we begin life innocent before God and “become free for us nor control us as if we were His puppets, as forever, knowing good from evil; to act for [our- Lucifer once proposed to do. Nor will His prophets selves] and not to be acted upon” [2 Nephi 2:26; see accept the role of “puppet master” in God’s place. also D&C 93:38.] We can choose to become the kind Brigham Young stated: “I do not wish any Latter of person that we will, and with God’s help, that can Day Saint in this world, nor in heaven, to be sat- be even as He is. isfied with anything I do, unless the Spirit of the Lord Jesus Christ,—the spirit of revelation, makes them satisfied. I wish them to know for themselves Excerpt from Russell M. Nelson, “Decisions for and understand for themselves” [Brigham Young, Eternity,” Ensign or Liahona, Nov. 2013 “Sermon,” Deseret News, Oct. 31, 1855, 267]. My dear brothers and sisters, each day is a day of So God does not save us “just as we are,” first, decision. President Thomas S. Monson has taught because “just as we are” we are unclean, and “no us that “decisions determine destiny” [Thomas S. unclean thing can dwell . . . in his presence; for, in Monson, “Decisions Determine Destiny” (Church the language of Adam, Man of Holiness is his name, Educational System fireside, Nov. 6, 2005), 3; and the name of his Only Begotten is the Son of Man speeches. byu. edu]. The wise use of your freedom [of Holiness]” [Moses 6:57]. And second, God will to make your own decisions is crucial to your spir- not act to make us something we do not choose by itual growth, now and for eternity. You are never our actions to become. Truly He loves us, and be- too young to learn, never too old to change. Your cause He loves us, He neither compels nor abandons yearnings to learn and change come from a divinely us. Rather He helps and guides us. Indeed, the real instilled striving for eternal progression. Each day manifestation of God’s love is His commandments. brings opportunity for decisions for eternity.

44 FEBRUARY: THE PLAN OF SALVATION

Why do we have adversity? As part of Heavenly Father’s plan, we must experience adversity during mortality. In some cases, adversity comes as the result of our own poor choices or the choices of others. Other trials are simply a natural part of our mortal experience. Though they are difficult, our challenges can help us grow spiritually and become more like Jesus Christ.

Prepare yourself spiritually

What adversities have you As you prepare, prayerfully study these scriptures and resources, as well as others that experienced? What have have helped you learn about adversity. you learned from them? 1 Samuel 1; 1 Kings 17; Ruth 1; Esther Dallin H. Oaks, “Opposition in All What has helped you 4; 1 Nephi 5:1–9 (Examples of women Things,” Ensign or Liahona, May 2016, deal with them? Are there in the scriptures who faced adversity) 114–17 appropriate experiences you could share with the 2 Nephi 2:11 (Adversity is part of Koichi Aoyagi, “Hold on Thy Way,” young women? Heavenly Father’s plan for us) Ensign or Liahona, Nov. 2015, 126–28

Ponder and pray about Mosiah 23:21 (God gives us adversity Neil L. Andersen, “Spiritual the young women in your to test our faith) Whirlwinds,” Ensign or Liahona, May class. What challenges and 2014, 18–21 trials are they experienc- Ether 12:27 (God gives us weakness ing? How are they dealing so we will be humble) Linda S. Reeves, “Claim the Blessings with adversity in their of Your Covenants,” Ensign or D&C 58:3–4 (After adversity comes lives? Liahona, Nov. 2013, 118–20 the blessing) “Adversity,” True to the Faith (2004), D&C 121:7–8 (If we endure adversity 8–11 well, God will exalt us) Videos: “God Will Lift Us Up,”“The D&C 122:4–9 (Adversity gives us Priesthood Can Strengthen Our experience and is for our good) Families in Trials,”“Rebuilding Lives”

Share experiences

45 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• As a class, review Elder Neil L. that they feel will help them with- Andersen’s description of a tree grow- stand spiritual whirlwinds. ing in a windy environment (in his • Share with the young women Sister talk “Spiritual Whirlwinds”). What Linda S. Reeves’s story about the does this analogy teach the young Provo Tabernacle (in her talk “Claim women about adversity? Invite them the Blessings of Your Covenants”). to search the talk, looking for counsel What do the young women learn about adversity from this story?

Learn together

Teaching tip Each of the activities below will help the young women learn about the purposes of adversity. Following the inspiration of the Spirit, select one or more that will work best “Arrange the chairs in for your class: the room so you can see each person’s face and so • Invite the young women to read example that could help with this each person can see your the story in Elder Koichi Aoyagi’s talk trial. face” (Teaching, No Greater “Hold on Thy Way,” beginning with • Invite the young women to think Call [1999], 71). the paragraph where he describes of examples of women in the scrip- the car accident. What does this story tures who faced adversity (see the teach the young women about why we examples suggested in this outline). face trials in this life? Consider inviting Ask them to read about these women a young woman ahead of time to share in the scriptures and summarize the an experience when she or another story for the rest of the class. What do member of her family grew or was they learn about adversity from these strengthened through a trial. She could stories that can help them overcome also share a story from her family his- their own trials? tory that teaches this principle. • Divide the class into two groups. • Read together some scriptures Invite one group to look for examples in which the Savior experienced in the Book of Mormon of individ- adversity (such as Matthew 4:1–11; uals or groups who faced difficult 26:38–39; Luke 23:33–34). What can challenges (see, for example, Mosiah the young women learn about adver- 24:8–17; 3 Nephi 1:4–21; Moroni 1). sity from the Savior’s life? How did Invite the other group to look through He face His trials? Invite each young the hymnbook to find a hymn that woman to write down a trial that she helps them during their trials. Ask the or a loved one is facing. Encourage groups to share what they learn that the young women to ponder what could help them overcome adversity. they can learn from the Savior’s

46 • Draw a line down the middle of the the board in the appropriate column. Teaching in the Savior’s board, and write “Why do we have What insights do the young women way adversity?” at the top of one column gain from the talk? The Savior personally and “How can we face the challenges • Show one of the videos suggested knew those He taught— in our lives?” at the top of the other. in this outline. Invite the young and who they could Divide Elder Dallin H. Oaks’s talk women to ponder the question “Why become. When they strug- “Opposition in All Things” into sec- do we have adversity?” as they gled, He did not give up tions, and give each young woman a watch. What do they learn from the on them but continued to section to read. Ask the young women video that helps them know what to love them. What struggles to look for answers to these ques- do when adversity comes? are the young women hav- tions and to write their answers on ing? How can you show Ask the young women to share what they learned today. Do they understand why we that you love and support have adversity? What feelings or impressions do they have? Do they have any addi- them? tional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Find a way to comfort a loved one • Talk to their families about fam- who is facing a trial by sharing what ily members who have overcome they learned about adversity. adversity.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

47 Selected Resources

Excerpt from “Adversity,” True to the Faith (2004), 8 in Gilead?” [Jeremiah 8:22]. We feel abandoned, heartbroken, alone. We are inclined to view our own As part of Heavenly Father’s plan of redemption, personal misfortunes through the distorted prism of you experience adversity during mortality. Trials, pessimism. We become impatient for a solution to disappointments, sadness, sickness, and heartache our problems, forgetting that frequently the heav- are a difficult part of life, but they can lead to spiri- enly virtue of patience is required. tual growth, refinement, and progress as you turn to the Lord. The difficulties which come to us present us with the real test of our ability to endure. A fundamental Adversity comes from different sources. You may question remains to be answered by each of us: Shall at times face trials as a consequence of your own I falter, or shall I finish? Some do falter as they find pride and disobedience. These trials can be avoided themselves unable to rise above their challenges. through righteous living. Other trials are simply a To finish involves enduring to the very end of life natural part of life and may come at times when you itself. . . . are living righteously. For example, you may experience trials in times of sickness or uncertainty or at Our Heavenly Father, who gives us so much to the deaths of loved ones. Adversity may sometimes delight in, also knows that we learn and grow and come because of others’ poor choices and hurtful become stronger as we face and survive the trials words and actions. through which we must pass. We know that there are times when we will experience heartbreaking sorrow, when we will grieve, and when we may be Excerpt from Thomas S. Monson, “I Will Not Fail Thee, tested to our limits. However, such difficulties allow nor Forsake Thee,” Ensign or Liahona, Nov. 2013, 85, 87 us to change for the better, to rebuild our lives in the Brothers and sisters, it may be safely assumed that way our Heavenly Father teaches us, and to become no person has ever lived entirely free of suffering something different from what we were—better and sorrow, nor has there ever been a period in than we were, more understanding than we were, human history that did not have its full share of more empathetic than we were, with stronger testi- turmoil and misery. monies than we had before.

When the pathway of life takes a cruel turn, there This should be our purpose—to persevere and is the temptation to ask the question “Why me?” At endure, yes, but also to become more spiritually times there appears to be no light at the end of the refined as we make our way through sunshine and tunnel, no sunrise to end the night’s darkness. We sorrow. Were it not for challenges to overcome and feel encompassed by the disappointment of shat- problems to solve, we would remain much as we tered dreams and the despair of vanished hopes. We are, with little or no progress toward our goal of join in uttering the biblical plea, “Is there no balm eternal life.

48 FEBRUARY: THE PLAN OF SALVATION

How can I find comfort when someone I care about dies? Death is an essential part of the plan of salvation. In order to become like our Heavenly Father, we must experience death and receive perfect, resurrected bodies. When we understand that death is part of Heavenly Father’s plan and that Jesus Christ overcame death through His Atonement, we can receive hope and peace when a loved one dies.

Prepare yourself spiritually

How has a knowledge of Prayerfully study these scriptures and resources. What do you feel will be helpful to the life after death blessed young women you teach? your life? What scriptures 1 Corinthians 15:22 (The resurrection D&C 137:5–10 (Joseph Smith sees have helped you under- is a gift from Christ to all mankind) his brother Alvin, little children, and stand what happens after others in the celestial kingdom) death? Mosiah 16:7–8 (The Resurrection of Jesus Christ takes away the sting of D&C 138 (President Joseph F. Smith’s Some young women have death) vision of the spirit world) already dealt with the death of a loved one. All of Mosiah 18:8–10 (We comfort those Thomas S. Monson, “Mrs. Patton— them will someday. What who need comfort) the Story Continues,” Ensign or do you want them to know Liahona, Nov. 2007, 21–24; see also the Alma 11:42–45 (We will have our that will help them? video “Until We Meet Again” bodies again because of the Savior’s Resurrection) Russell M. Nelson, “Doors of Death,” Ensign or Liahona, May 1992, 72–74 Alma 28:12; D&C 42:45–46 (We mourn for those who die, but death is Shayne M. Bowen, “Because I Live, sweet to those who die in the Lord) Ye Shall Live Also,” Ensign or Liahona, Nov. 2012, 15–17 Alma 40:11–14 (Our spirits will keep living after we die) Videos: “We’re Still a Family,”“He Will Give You Help”

Share experiences

49 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share an experience of your own, • Invite the young women to share or one from someone else, about find- any experiences they have had with ing peace after the death of a loved losing a loved one. How did their one. Invite the young women to share knowledge of the Atonement and their experiences. plan of salvation help them find comfort?

Learn together

Teaching tip Each of the activities below will help the young women learn about life after death. Following the inspiration of the Spirit, select one or more that will work best for your “Questions written on the class: chalkboard before class will help learners begin • Invite the young women to write • Share the story about Mrs. Patton to think about topics even down their questions, thoughts, or from President Thomas S. Monson’s before the lesson begins” fears about death and then search for talk “Mrs. Patton—the Story (Teaching, No Greater Call answers in the scriptures suggested Continues,” or show the video “Until [1999], 93). in this outline or in Elder Russell M. We Meet Again.” Ask the young Nelson’s talk “Doors of Death.” women how they would respond to Encourage them to note, in particular, the question Mrs. Patton asked young scriptures or statements that highlight Thomas Monson. As a class, read the Savior’s role in helping us over- Mosiah 18:8–10. Discuss the responsi- come death. Ask them to share what bility we all have to provide comfort, they learn. Invite them to share their assistance, and other service to fam- feelings about what the Savior has ilies who lose loved ones. Consider done for us. inviting a member of the Relief Society presidency to participate in • Show the video “He Will Give You this discussion. Help,” and invite the young women to share their impressions. Ask the • Invite half of the class to read the young women to imagine how the story about Sister Ramirez in Elder world would be different if every- Shayne M. Bowen’s talk “Because I one knew what the young man in Live, Ye Shall Live Also,” and invite the video found out. How does this the other half to read the story about knowledge affect our everyday lives? Elder Bowen’s son Tyson. Ask them Invite a young woman to share her to share what they learn about how testimony about life after death and to find comfort when someone they what gives her hope. love dies and how to comfort others.

50 Invite the young women to share any group read Doctrine and Covenants Teaching in the Savior’s experiences they have had in which 138:57–58. Invite the young women way they lost a loved one. How did their to discuss in their groups what these The Savior asked ques- knowledge of the Atonement and scriptures teach about what happens tions that caused His plan of salvation help them find com- after we die. Then, as a class, discuss followers to think and fort? If appropriate, share an experi- how this knowledge can help some- feel deeply. How can you ence of your own. one who has lost a loved one. How invite the young women to does this knowledge relate to our • Divide the class into two groups. ponder and seek inspira- responsibility to do family history Have one group read Doctrine and tion? How can you help and temple work? Covenants 137:5–10 and the other them feel safe in sharing their personal feelings? Ask the young women to share what they learned today. Do they understand how to find comfort when someone they care about dies? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Ask the young women how they can show compassion to someone who has lost a loved one. Are there widows or others in the ward or community who could use some support?

Encourage the young women to attend the temple as often as possible to participate in baptisms and confirmations for the dead. They could research their family history and prepare names of ancestors for temple ordinances (see Youth and Family History website).

51 Selected Resources

Excerpt from Russell M. Nelson, “Doors of Death,” full, but in me your joy is full.” (D&C 101:36.) He be- Ensign, May 1992, 72–74 stowed this gift: “Peace I leave with you, my peace I give unto you: not as the world giveth, give I unto We who tarry here have a few precious moments you. Let not your heart be troubled, neither let it be remaining “to prepare to meet God.” (Alma afraid.” (John 14:27.) 34:32.) Unfinished business is our worst business. Perpetual procrastination must yield to perceptive As a special witness of Jesus Christ, I testify that He preparation. Today we have a little more time to lives! I also testify that the veil of death is very thin. bless others—time to be kinder, more compassion- I know by experiences too sacred to relate that those ate, quicker to thank and slower to scold, more who have gone before are not strangers to leaders of generous in sharing, more gracious in caring. this Church. To us and to you, our loved ones may be just as close as the next room—separated only by Then when our turn comes to pass through the the doors of death. doors of death, we can say as did Paul: “The time of my departure is at hand. I have fought a good fight, With that assurance, brothers and sisters, love life! I have finished my course, I have kept the faith.” Cherish each moment as a blessing from God. (See (2 Tim. 4:6–7.) Mosiah 2:21.) Live it well—even to your loftiest potential. Then the anticipation of death shall not We need not look upon death as an enemy. With hold you hostage. With the help of the Lord, your full understanding and preparation, faith supplants deeds and desires will qualify you to receive ever- fear. Hope displaces despair. The Lord said, “Fear lasting joy, glory, immortality, and eternal lives. not even unto death; for in this world your joy is not

52 FEBRUARY: THE PLAN OF SALVATION

Why should I treat my body like a temple? Our bodies were created in the image of God. They are a gift from Heavenly Father to allow us to experience mortality and continue to become more like Him. This knowledge influences the way we treat our bodies and how we feel about Heavenly Father and ourselves. When we treat our bodies as temples of God, we obtain physical, emotional, and spiritual blessings.

Prepare yourself spiritually

What blessings have you Prayerfully study these scriptures and resources. What does the Spirit inspire you to received as you have share with the young women? treated your body as a Genesis 39:1–21; Daniel 1:3–21 (Joseph David A. Bednar, “Ye Are the Temple temple of God? How has and Daniel show respect for their of God,” Ensign, Sept. 2001, 18 your understanding of the bodies) sacredness of your body Susan W. Tanner, “The Sanctity of the grown as you have experi- 1 Corinthians 6:19–20; D&C 93:33–35 Body,” Ensign or Liahona, Nov. 2005, enced life and watched the (We are the temple of God) 13–15 lives of others? D&C 88:15–16 (The spirit and body “Virtue,” Young Women Personal What challenges do the are the soul of man) Progress (2009), 69–72 young women face as they strive to treat their bodies D&C 130:22; Moses 6:9 (We are cre- Video: “Chastity: What Are the as sacred gifts from God? ated in the image of God) Limits?” How can you help them Gordon B. Hinckley, “Great Shall Be Video: “195 Dresses” understand the impor- the Peace of Thy Children,” Ensign or tance of their bodies in the Liahona, Nov. 2000, 50–53 plan of salvation?

Share experiences

See the appendix for other teaching and learning ideas.

53 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show the video “195 Dresses,” • Show a picture of a temple. Ask the and ask the young women to look young women why the temple is so for blessings that come from dressing beautiful and how our bodies are like modestly. What would they say to temples of God. Invite them to look someone who asks why modesty is so for answers to the question “Why important? should I treat my body like a temple?” throughout the lesson.

Learn together

Teaching tip Each of the activities below will help the young women understand that their bodies are sacred. Following the inspiration of the Spirit, select one or more that will work best for “Avoid trying to teach your class: all that could be said on a particular subject. • Assign each young woman one of • Read as a class 1 Corinthians Those you teach will the scripture passages in this out- 6:19–20 and Doctrine and Covenants likely already have some line. Invite her to study the passage 93:33–35. Divide the young women understanding of the and summarize in a sentence what into groups, and ask each group to subject. Remember that she learns about why our bodies are make a list of the ways our bodies your lesson is not the only sacred. Ask the young women to think are like a temple of God. Compile the time they will learn about of ways in which Satan tries to deceive lists into one, and invite the class to the subject” (Teaching, No young women regarding these truths. discuss some of the challenges young Greater Call [1999], 99). What can they do to support each women face in keeping their bodies other as they try to keep their bodies like a temple. What can they do to sacred? overcome these challenges?

• As a class, read, watch, or listen to • Divide the young women into one of the talks suggested in this out- pairs. Assign one individual in each line. Ask the young women to think pair to read Genesis 39:1–21 and of someone they know who would the other to read Daniel 1:3–21 (for benefit from these messages about pictures of these stories, see Gospel the sacredness of the body (remind Art Book, 11, 23). Ask them to look them not to talk about individuals in for ways Joseph and Daniel showed class). What parts of the talk would respect for their bodies and then be most helpful to that person? Invite share with each other what they find. them to plan ways they can share this How can they follow the examples of message with the person they thought Joseph and Daniel? of. Encourage them to use a quotation • Invite the young women to look from the talk and their own personal at the table of contents in For the experiences and testimonies. Strength of Youth and identify which

54 of the standards relate to keeping like to find an answer to: What are Teaching in the Savior’s their minds and bodies clean. Divide the Lord’s standards concerning way the young women into groups, and modesty? Why is it important for The Savior loved those He have them search these sections and me to follow these standards? How taught. He knew who they find answers to the question “Why does modesty affect our attitude were and who they could is my body sacred?” Invite them to toward the law of chastity? Ask the become. He found unique share what they can do to live these young women to use the “Dress ways for them to grow— standards. and Appearance” section in For the ways meant just for them. Strength of Youth to find answers to • Write the following questions on When they struggled, He the questions they chose. Invite them the board, and invite each young did not give up on them to share what they find. woman to choose one that she would but continued to love them and minister to them. What Ask the young women to share what they learned today. Do they understand the can you do to love and sacredness of their physical bodies? What feelings or impressions do they have? Do serve the young women as they have any additional questions? Would it be helpful to spend more time on this the Savior does? doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Commit to making changes to the • Complete Virtue value experience way they treat their bodies, based on 1 or 2 in Personal Progress. what they learned today.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

55 Selected Resources

“Dress and Appearance,” For the Strength of Youth, 6–8 front or the back. Young men should also maintain modesty in their appearance. Young men and Know ye not that ye are the temple of God, and that the young women should be neat and clean and avoid Spirit of God dwelleth in you? . . . The temple of God is being extreme or inappropriately casual in cloth- holy, which temple ye are. 1 Corinthians 3:16–17 ing, hairstyle, and behavior. They should choose Your body is sacred. Respect it and do not defile it in appropriately modest apparel when participating any way. Through your dress and appearance, you in sports. The fashions of the world will change, but can show that you know how precious your body is. the Lord’s standards will not change. You can show that you are a disciple of Jesus Christ Do not disfigure yourself with tattoos or body pierc- and that you love Him. ings. Young women, if you desire to have your ears Prophets of God have continually counseled His pierced, wear only one pair of earrings. children to dress modestly. When you are well Show respect for the Lord and yourself by dressing groomed and modestly dressed, you invite the appropriately for Church meetings and activities. companionship of the Spirit and you can be a good This is especially important when attending sacra- influence on others. Your dress and grooming influ- ment services. Young men should dress with dignity ence the way you and others act. when officiating in the ordinance of the sacrament. Never lower your standards of dress. Do not use a If you are not sure what is appropriate to wear, special occasion as an excuse to be immodest. When study the words of the prophets, pray for guidance, you dress immodestly, you send a message that is and ask your parents or leaders for help. Your dress contrary to your identity as a son or daughter of and appearance now will help you prepare for the God. You also send the message that you are using time when you will go to the temple to make sacred your body to get attention and approval. covenants with God. Ask yourself, “Would I feel Immodest clothing is any clothing that is tight, comfortable with my appearance if I were in the sheer, or revealing in any other manner. Young Lord’s presence?” women should avoid short shorts and short skirts, How does my testimony of the gospel influence my shirts that do not cover the stomach, and clothing choice of clothing? that does not cover the shoulders or is low-cut in the

56 UNIT OVERVIEW March: The Atonement of Jesus Christ

“Behold I say unto you that ye shall have hope through the atonement of Christ” (Moroni 7:41).

The outlines in this unit will help the young women “come unto Christ . . . and partake of his salvation, and the power of his redemption” (Omni 1:26). As the young women come to understand the Atonement and its power in their lives, they will gain strength to overcome sin and adversity through the Savior’s grace. They will find peace and healing. Their love for and commitment to the Savior will deepen, and they will feel a greater desire to share their testimony of Him with others.

Outlines to choose from this month:

What is the Atonement of Jesus Christ? What does it mean to have faith in Jesus Christ? How can repentance help me every day? What is grace? Why do I need to forgive others? What is the resurrection? How can the Savior help me during my trials?

Mutual Personal Progress

Consider how you can plan activities that connect The following experiences from Personal Progress relate with what the youth are learning. A youth activities to the lessons in this unit: site is available to assist you. Many of the learning Faith value experience 5 activities in these outlines could also serve as effective Mutual activities. Work with class presidencies to se- Virtue value experience 4 lect and plan appropriate activities that reinforce what the young women learn on Sunday.

Visit lds.org/youth/learn to view this unit online.

MARCH: THE ATONEMENT OF JESUS CHRIST

What is the Atonement of Jesus Christ? The Atonement is the sacrifice Jesus Christ made to help us overcome sin, adversity, and death. Jesus’s atoning sacrifice took place in the Garden of Gethsemane and on the cross at Calvary. He paid the price for our sins, took upon Himself death, and was resurrected. The Atonement is the supreme expression of the love of Heavenly Father and Jesus Christ.

Prepare yourself spiritually

The Atonement is the most What scriptures and talks will help the young women feel the significance of the important event in the Atonement and understand the sacrifice the Savior made for them? history of mankind. What Matthew 26–27; D&C 19:16–19 (In 2–3 (see also True to the Faith, 87–89; was the atoning sacrifice Gethsemane and on the cross, Jesus Personal Progress, 102) of Jesus Christ? What does Christ paid the price for our sins and the Atonement mean to Thomas S. Monson, “He Is Risen!” took upon Himself our pains) you? Ensign or Liahona, May 2010, 87–90 Matthew 28:1–10 (Jesus Christ over- What do the young Linda K. Burton, “Is Faith in the came death through His Resurrection) women know about what Atonement of Jesus Christ Written in happened in the Garden 2 Nephi 9:6–16 (Jesus Christ over- Our Hearts?” Ensign or Liahona, Nov. of Gethsemane and on the came sin and death through His 2012, 111–15 cross? What can they dis- Atonement) cover from the scriptures “Atonement of Jesus Christ,” True to to deepen their testimony Alma 7:11–13 (Jesus Christ took upon the Faith (2004), 14–21 of the Atonement of Jesus Himself our pains, sicknesses, infirmi- Videos: Bible videos portraying the Christ? What can they ties, and sins) Atonement teach each other? “The Living Christ: The Testimony Video: “An Apostle’s Easter Thoughts of the Apostles” Ensign, Apr. 2000, on Christ”

Share experiences

59 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to imagine • Show a picture depicting one of that a friend of another faith came to the events of the Atonement (such as church and heard someone mention the Savior’s suffering in the Garden the Atonement of Jesus Christ. How of Gethsemane, His Crucifixion, or would they respond if their friend His Resurrection), and ask the young asked, “What is the Atonement of women to share what they know Jesus Christ?” about the event. What questions do they have?

Learn together

Teaching tip Each of the activities below can help the young women learn about the Atonement of Jesus Christ. Following the guidance of the Spirit, select one or more that will work Class members are more best in your class: likely to participate mean- ingfully when they are • Ask the young women to match an Atonement in Linda K. Burton’s talk asked effective questions event that happened during the last “Is Faith in the Atonement of Jesus and are given time to pon- few hours of the Savior’s life with Christ Written in Our Hearts?” Ask der before they respond. scripture references in Matthew 26–28 her to find someone in the class who To give class members this (for depictions of these events, go to read about the same principle, and time, consider writing the biblevideos.lds.org or the Gospel Art invite them to discuss what they questions on the board or Book). What do the young women learned and share an example from asking class members to learn about the Savior and His their own lives or the lives of people write their responses on Atonement from these events? Invite they know that illustrates the princi- paper (see Teaching, No a few class members to share their ple. Ask someone from each pair to Greater Call [1999], 68−70). feelings about the Savior. share with the rest of the class what they discussed. • Invite the young women to read about the Atonement from the scrip- • Ask the young women what tures listed in this outline or President they learn about the Savior and the Thomas S. Monson’s talk “He Is Atonement from His final words on Risen!” (or show one of the videos the cross (see Luke 23:34, 39–43, 46; in this outline). Ask them to write a John 19:26–30) or from His account of brief definition of the Atonement and His suffering (see D&C 19:16–19). their feelings about what the Savior • Invite the young women to read did for them through His Atonement. 2 Nephi 9:6–26 and look for verses Invite a few young women to share that teach them about the need what they wrote. for the Atonement. Give time for • Invite each young woman to several young women to share the read one of the principles of the verses they selected and what they

60 teach. Encourage them to write a let- of Jesus Christ” in True to the Faith Teaching in the Savior’s ter to someone who does not believe (page 20). What do the young way in God and use these verses to explain women learn about the Atonement The Savior used scriptures why the Atonement is important and from these resources? How do we to teach about His mission. why we need a Savior. Ask them to access the power of the Atonement He taught people to think share their letters with each other. to help us during times of trial (see about scriptures for them- Mosiah 24:12–14)? Ask the young • Ask the young women to list on selves. What can you do women to consider ways they can the board some trials, challenges, or to help the young women share what they have learned about sicknesses that people face. Invite use the scriptures to un- the Atonement to help with the trials them to read Alma 7:11–13 and the derstand the Atonement of they listed on the board. last three paragraphs of “Atonement Jesus Christ?

Ask the young women to share what they learned today. Do they understand the Atonement better? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Record in their journals what they blesses their lives and write their know and how they feel about the thoughts in their journals. Atonement. During the week, they • Share what they learned with a could think about how the Atonement family member or friend.

61 Selected Resources

Excerpt from Thomas S. Monson, “He Is Risen!” Ensign No words in Christendom mean more to me than or Liahona, May 2010, 87–90 those spoken by the angel to the weeping Mary Magdalene and the other Mary when, on the first No mere mortal can conceive the full import of what day of the week, they approached the tomb to care Christ did for us in Gethsemane. He Himself later for the body of their Lord. Spoke the angel: described the experience: “[The] suffering caused myself, even God, the greatest of all, to tremble “Why seek ye the living among the dead? because of pain, and to bleed at every pore, and to “He is not here, but is risen” [Luke 24:5–6]. suffer both body and spirit” [D&C 19:18].

Following the agony of Gethsemane, now drained Excerpt from “Atonement of Jesus Christ,” True to the of strength, He was seized by rough, crude hands Faith (2004), 14–21 and taken before Annas, Caiaphas, Pilate, and Herod. He was accused and cursed. Vicious blows In addition to offering redemption from the pain further weakened His pain-racked body. Blood ran of sin, the Savior offers peace in times of trial. As down His face as a cruel crown fashioned of sharp part of His Atonement, Jesus took upon Himself thorns was forced onto His head, piercing His brow. the pains, sicknesses, and infirmities of all people And then once again He was taken to Pilate, who (see Alma 7:11–12). He understands your suffering gave in to the cries of the angry mob: “Crucify him, because He has experienced it. With this perfect crucify him” [Luke 23:21]. understanding, He knows how to help you. You can cast “all your care upon him; for he careth for you” He was scourged with a whip into whose multiple (1 Peter 5:7). leather strands sharp metals and bones were woven. Rising from the cruelty of the scourge, with stumbling Through your faith and righteousness and through steps He carried His own cross until He could go no His atoning sacrifice, all the inequities, injuries, and farther and another shouldered the burden for Him. pains of this life can be fully compensated for and made right. Blessings denied in this life will be given Finally, on a hill called Calvary, while helpless follow in the eternities. And although He may not relieve all ers looked on, His wounded body was nailed to a your suffering now, He will bless you with comfort cross. Mercilessly He was mocked and cursed and and understanding and with strength to “bear up derided. And yet He cried out, “Father, forgive them; [your] burdens with ease” (Mosiah 24:15). for they know not what they do” [Luke 23:34]. . . . “Come unto me, all ye that labour and are heavy At the last moment, the Master could have turned laden,” the Savior said, “and I will give you rest” back. But He did not. He passed beneath all things (Matthew 11:28). On another occasion He again prom- that He might save all things. His lifeless body was ised His peace, saying, “In the world ye shall have hurriedly but gently placed in a borrowed tomb. tribulation: but be of good cheer; I have overcome the world” (John 16:33). These are the promises of the Atonement, in this life and throughout eternity.

62 MARCH: THE ATONEMENT OF JESUS CHRIST

What does it mean to have faith in Jesus Christ? In order for our faith to lead to salvation, it must be centered in the Lord Jesus Christ. To have faith in Jesus Christ means to trust Him and obey His commandments. Faith is much more than passive belief. We express our faith through action—by the way we live.

Prepare yourself spiritually

What does it mean to have As you prepare, prayerfully study these scriptures and resources. What examples of faith in Jesus Christ? What faith from the scriptures and lives of others could you share with the young women? examples of faith in Jesus James 1:5–6; 2:14–20 (Faith is belief Dieter F. Uchtdorf, “A Summer with Christ have you seen? and action) Great-Aunt Rose,” Ensign or Liahona, How does faith in Jesus Nov. 2015, 15–19 Christ influence your hope Alma 32:21, 26–43 (Faith is hope for for the future? things that are true but not seen) Russell M. Nelson, “Let Your Faith Show,” Ensign or Liahona, May 2014, Think about the young Moroni 7:33–41 (Miracles are wrought 29–32 women in your class. by faith) What examples of faith “Faith,” Young Women Personal Esther 4–5; Hebrews 11:4–9, 17–29; have you seen in their Progress (2009), 13–20 lives? In what areas of Alma 19; 56:45–48; 57:21; Ether their lives could they rely 12:6–22; Joseph Smith—History “Faith,” True to the Faith (2004), 54–56 more on the Lord? 1:11–19 (Examples of faith) Videos: “Pure and Simple Bible Dictionary, “Faith” Faith,”“Courage,”“Follow Him—An Easter Message about Jesus Christ” Neil L. Andersen, “Faith Is Not by Chance, but by Choice,” Ensign or Liahona, Nov. 2015, 65–68

Share experiences

See the appendix for other teaching and learning ideas.

63 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Draw a simple rowboat, and label young women understand what faith it “Faith.” Add an oar labeled “Belief” is and how this drawing relates to it. and another labeled “Action.” Ask the • Ask the young women to write young women what would happen to down the name of a woman in the this boat if it had only one oar. What scriptures who showed great faith. will happen to our faith if we do not Collect their papers. Read the names act on what we believe? Use the scrip- aloud, and invite the young women to tures, True to the Faith (pages 54–56), tell the stories of these women. or the Bible Dictionary to help the

Learn together

Teaching tip Each of the activities below can help the young women understand what it means to have faith in Jesus Christ. Following the guidance of the Spirit, select one or more that “When you teach from will be best for your class: the scriptures, it is often helpful to have learners • Invite the young women to write Aunt Rose’s faith in Jesus Christ bless look for something spe- down a few answers to the question her? What can we do to increase our cific” (Teaching, No Greater asked by Elder Neil L. Andersen: faith? Call [1999], 55). “How does the Savior see my faith?” • Invite the young women to read (see “Faith Is Not by Chance, but by James 2:14–20 and identify the Choice”). Encourage them to share examples James uses to teach about ways that they can show the Savior the relationship between faith and their faith. What do they learn from works. Ask a few of them to summa- Elder Andersen’s talk that inspires rize in their own words what James is them to show and build their faith? teaching about faith. Invite the young For instance, invite them to review women to search Elder Russell M. the stories he tells about missionaries Nelson’s talk “Let Your Faith Show” who showed their faith. You could to find examples of people who also bring in a box wrapped like a showed their faith through their gift with objects inside that can build works. Ask them to share what they our faith (see examples in the section find and discuss how they can let titled “Gifts That Enlarge Our Faith”). their faith show. • During the week, ask the young • Invite the young women to com- women to read or watch President plete one of the Faith value experi- Dieter F. Uchtdorf’s talk “A Summer ences in the Personal Progress book with Great-Aunt Rose” and come to (in groups or individually). Invite class prepared to share something each young woman to share some- they learned from his story. How did thing she learned from her study

64 about faith that will help her prepare they think it means to move moun- Teaching in the Savior’s for her roles as a daughter of God, tains with our faith. Share the follow- way including those of wife and mother. ing statement from Bishop Richard The Savior said, “My doc- C. Edgley: “I have never witnessed • Ask each young woman to find trine is not mine, but his the removal of an actual mountain. and share a story from the scriptures that sent me” (John 7:16). But because of faith I have seen in which someone acted on his or her He taught the doctrine a mountain of doubt and despair belief in Jesus Christ (see, for exam- that He learned from His removed and replaced with hope and ple, Esther 4; Mark 5:25–34; Hebrews Father. How can you en- optimism. Because of faith I have 11:4–9, 17–29; 1 Nephi 4; Alma sure that you are teaching personally witnessed a mountain of 19:16–29; Ether 12:11–22). Invite the true doctrine? sin replaced with repentance and for- young women to also write down an giveness. And because of faith I have experience in which they or someone personally witnessed a mountain of they know exercised faith in Jesus pain replaced with peace, hope, and Christ. Ask each young woman to gratitude. Yes, I have seen mountains share the story she found in the scrip- removed” (“Faith—the Choice Is tures and the experience she wrote Yours,” Ensign or Liahona, Nov. 2010, about. Consider showing the video 33). Show the video “Pure and Simple “Courage” as part of this activity. Faith,” and ask the young women • Invite the young women to read to look for mountains that were Matthew 17:20, and ask them what removed through faith (or share an experience of your own).

Ask the young women to share what they learned today. Do they understand what it means to have faith in Jesus Christ? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Teach someone else about faith • Look for examples of faith in the (such as a younger brother or sister or scriptures as they study the gospel on a friend). their own and follow these examples in their own lives.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

65 Selected Resources

“Go Forward with Faith,” For the Strength of Youth, When possible, attend the temple and feel the joy 42–43 and peace that come from serving in the house of the Lord. Prepare yourself for the temple covenants By small and simple things are great things you will make in the future. brought to pass. Alma 37:6 Young men of the Aaronic Priesthood, commit These standards are a guide to help you make to serve a full-time mission. This is a priesthood correct choices. Review the standards often and ask duty. Keep yourself clean and worthy, and work yourself, “Am I living the way the Lord wants me to diligently to prepare yourself to represent the Lord live?” and “How have I been blessed by living these as a missionary. standards?” In all circumstances, follow the teachings of the To help you become all that the Lord wants you to prophets, the other authorities of the Church, and become, kneel each morning and night in prayer to your local leaders. They will lead you in paths of your Father in Heaven. Express to Him your grati- happiness. tude and the desires of your heart. He is the source of all wisdom. He will hear and answer your prayers. Be humble and willing to listen to the Holy Ghost and respond to His promptings. Place the wisdom Study the scriptures each day and apply what you of the Lord above your own wisdom. read to your life. The scriptures are a powerful source of personal revelation and guidance and a As you do these things, the Lord will make much constant strength to your testimony. more out of your life than you can by yourself. He will increase your opportunities, expand your vision, Strive each day to be obedient. Follow the standards and strengthen you. He will give you the help you . . ., and encourage others to live them as well. need to meet your trials and challenges. You will Remember the covenants that you have made and gain a stronger testimony and find true joy as you that you have the opportunity to renew each week come to know your Father in Heaven and His Son, when you partake of the sacrament. Strive to keep Jesus Christ, and feel Their love for you. these covenants. If you make a mistake, don’t give up on yourself. Your Heavenly Father loves you and wants you to seek His help and keep trying.

66 MARCH: THE ATONEMENT OF JESUS CHRIST

How can repentance help me every day? Jesus Christ suffered the penalty for our sins so that we can repent. Repentance is a change of heart and mind that brings us closer to God. It includes turning away from sin and turning to God for forgiveness. It is motivated by love for God and a sincere desire to obey His commandments.

Prepare yourself spiritually

What experiences have Prayerfully study these scriptures and resources. What inspires you to repent? you had with repentance? Isaiah 1:18; Alma 34:15–16; 36:6–24; Allen D. Haynie, “Remembering in Without discussing pre- D&C 1:32 (Through repentance, we Whom We Have Trusted,” Ensign or vious sins, how can you can be forgiven of our sins) Liahona, Nov. 2015, 121–23 share how repenting has helped you become closer Alma 19:33 (Repentance brings a D. Todd Christofferson, “The Divine to Heavenly Father? change of heart) Gift of Repentance,” Ensign or Liahona, Nov. 2011, 38–40 Some young women may Mosiah 27:35; D&C 58:42–43 (To be struggling with unwor- repent, we must confess and forsake “Repentance,” For the Strength of Youth thiness or feelings of guilt. our sins) (2011), 28–29 How can you be sensitive to them and invite the Dieter F. Uchtdorf, “He Will Place “Repentance,” True to the Faith (2004), Spirit to help them desire You on His Shoulders and Carry You 132–35 to repent? Home,” Ensign or Liahona, May 2016, “Virtue,” Young Women Personal 101–4 Progress (2009), value experience 4

Videos: “Not a One-Time Thing,” “A Change of Heart”

Share experiences

See the appendix for other teaching and learning ideas.

67 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show the video “A Change of • Invite the young women to anon- Heart.” What do the young women ymously write on pieces of paper learn about repentance from this questions they have about repentance, young man’s experience? and collect the papers. Invite the bishop to join the class and answer these questions.

Learn together

Teaching tip Each of the activities below can help the young women understand the importance of repentance in their daily lives. Following the guidance of the Spirit, select one or more “It is the pupil who has to that will work best for your class: be put into action. When a teacher takes the spotlight, • Invite a young woman to come to True to the Faith and For the Strength becomes the star of the class prepared to share the story at the of Youth or Alma 36:11–20. Ask them show, does all the talk- beginning of Elder Allen D. Haynie’s to share favorite statements or ideas ing, and otherwise takes talk “Remembering in Whom We from these resources and explain why over all of the activity, it Have Trusted” or the experience they are meaningful to them. is almost certain that he is of rebuilding Frauenkirche or the • Invite the young women to select interfering with the learn- Savior’s parable of the lost sheep from a scripture passage about repen- ing of the class members” President Dieter F. Uchtdorf’s talk tance (such as those suggested in (Asahel D. Woodruff, “He Will Place You on His Shoulders this outline) and summarize in in Teaching, No Greater and Carry You Home.” You could also their own words what they learn Call [1999], 61). show the videos of these speakers tell- from their scripture. How could they ing these stories. What do the stories use these scriptures to help some- teach us about repentance? Write one who thinks he or she cannot be statements about repentance from forgiven? the talks on slips of paper. Invite the young women to select a statement • Assign each young woman to read and share what they learn—first with one of the five aspects of repentance a partner and then with the class. that Elder D. Todd Christofferson Give them time to reflect on changes identifies in his talk “The Divine they feel impressed to make because Gift of Repentance.” What do the of what they have learned. young women learn from this talk about how we can know if we have • Invite the young women to search truly repented? What else do they (individually or as a class) resources learn about repentance from Elder such as the “Repentance” sections of Christofferson’s message?

68 • Give the young women time in If they have already completed this Teaching in the Savior’s class to work on Virtue value experi- value experience, ask them to share way ence 4 from the Personal Progress book. what they learned from it. The Savior invited others Ask the young women to share what they learned today. Do they understand the to act in faith and live doctrine of repentance better? What feelings or impressions do they have? Do they have the truths He taught. He any additional questions? Would it be helpful to spend more time on this doctrine? found opportunities for them to learn through powerful experiences. What can you do to help Live what we are learning the young women see the Invite the young women to consider how they will live by what they have learned power of daily repentance today. For example, they could: in their lives?

• Examine their lives and find areas • Write in their journals what they where they can repent and improve. can do to repent, improve their lives, or continue to live the principles of the gospel.

69 Selected Resources

“Repentance,” For the Strength of Youth, 28–29 also become further entangled in sinful behavior, making it more difficult to find your way back. By this ye may know if a man repenteth of his sins—behold, he will confess them and forsake Some people knowingly break God’s command- them. Doctrine and Covenants 58:43 ments, planning to repent later, such as before they go to the temple or serve a mission. Such deliberate The Savior suffered for our sins and gave His life sin mocks the Savior’s Atonement. for us. This great sacrifice is called the Atonement. Through the Atonement, you can receive forgiveness To repent, you need to confess your sins to the and be cleansed from your sins when you repent. Lord. Then seek forgiveness from those you have wronged, and restore as far as possible what has Repentance is more than simply acknowledging been damaged by your actions. As you strive to wrongdoings. It is a change of mind and heart. It repent, seek help and counsel from your parents. includes turning away from sin and turning to God Serious sins, such as sexual transgression or use of for forgiveness. It is motivated by love for God and pornography, need to be confessed to your bishop. the sincere desire to obey His commandments. Be completely honest with him. He will help you Satan wants you to think that you cannot repent, repent. If you have a question about what should but that is absolutely not true. The Savior has be discussed with the bishop, talk with your par- promised you forgiveness if you will humble ents or with him. yourself and make the effort that repentance re- When you do what is necessary to repent and quires. If you have sinned, the sooner you repent, receive forgiveness, you will know for yourself the the sooner you begin to make your way back and power of the Atonement and the love God has for find the peace and joy that come with forgiveness. you. You will feel the peace of the Lord Jesus Christ, If you delay repentance, you may lose blessings, which will bring you great strength, and you will opportunities, and spiritual guidance. You may become more like Him.

70 MARCH: THE ATONEMENT OF JESUS CHRIST

What is grace? Grace is divine help and strength that we receive through the Atonement of Jesus Christ. Through grace, we are saved from sin and death. In addition, grace is an enabling power that strengthens us from day to day and helps us endure to the end. Effort is required on our part to receive the fulness of the Lord’s grace.

Prepare yourself spiritually

What does grace mean What scriptures and other sources have helped you understand grace? What are you to you? How has feeling impressed to share with the young women so that they can understand grace? the power of Jesus Christ Ephesians 2:8–9; 2 Nephi 25:23 (By Dieter F. Uchtdorf, “The Gift of helped change your life? grace we are saved) Grace,” Ensign or Liahona, May 2015, What do the young 107–10 Philippians 4:13; Jacob 4:6–7 (The women know about grace? grace of Jesus Christ gives us David A. Bednar, “Bear Up Their How can you help them strength) Burdens with Ease,” Ensign understand the power of or Liahona, May 2014, 87–90 grace in their own lives? Moroni 10:32–33 (Grace can make us perfect in Christ) “Grace,” True to the Faith (2004), 77–78

Bible Dictionary, “Grace”

Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Draw on the board a simple dia- pit to be saved. What is the role of the gram of a person at the bottom of a person at the top of the pit? What is pit, with another person standing at the role of the person in the pit? What See the appendix for other the top of the pit, lowering a lad- does this diagram teach the young teaching and learning der. Ask the young women what is women about how the Savior’s grace ideas. required in order for the person in the saves us?

71 • Ask the young women what they see grace in their own lives? Do they know about grace. What do they believe they are saved by grace? What think grace means? How do they questions do they have about grace?

Learn together

Teaching tip Each of the activities below can help the young women understand the doctrine of grace. Following the guidance of the Spirit, select one or more that will work best for “There may . . . be times your class: when you do not know the answer to a question. • Consider drawing an open gate the scriptures and to then find and If this happens, simply and open windows on the board, stand by the summary that matches say that you do not know. and ask the young women to search her scripture. Ask the young women You may want to say that the beginning of President Dieter F. to share what they learn from their you will try to find the Uchtdorf’s talk “The Gift of Grace” scriptures about grace. What evidence answer. Or you may want to find the comparison he makes of grace do they see in their lives? to invite learners to find between grace and these objects. What examples can they think of the answer, giving them Divide the remaining sections of the from the scriptures (such as Nephi, time in another lesson to talk among the young women and Ammon, and Alma the Younger)? report on what they have ask them to write and share a one- • Invite each young woman to make learned” (Teaching, No sentence summary of what they learn a list of things she learns as she reads Greater Call [1999], 64). about grace from their section. What about grace in the Bible Dictionary will they do to draw on the Savior’s and in True to the Faith. Ask the young grace? women to share something from their • A few days in advance, ask one of lists and explain why it is meaningful the young women to learn about what to them. Invite them to find pictures it means to take upon ourselves the (in the Gospel Art Book or a Church Savior’s yoke, from Matthew 11:28–30 magazine) that show people who and Elder David A. Bednar’s talk received grace or help from God, and “Bear Up Their Burdens with Ease.” ask them to share what they find in Ask her to come to class prepared to pairs or small groups. What similar lead a discussion about what she has experiences can they share from their learned and about how a yoke can own lives? represent our relationship with Jesus • Bring a branch from a tree to class, Christ. Encourage her to share state- and invite the young women to find ments from Elder Bednar’s talk that out how the Savior used branches she feels will help the young women to teach about grace in John 15:1–10. understand the Savior’s grace. What insights do they gain about grace • Write brief summaries of the from these verses? Invite a young scriptures from this outline and place woman to use the branch you brought one on each wall of the room. Assign to summarize to the rest of the class each young woman to read one of what she learned about grace.

72 Ask the young women to share what they learned today. Do they understand the doc- Teaching in the Savior’s trine of grace? What feelings or impressions do they have? Do they have any additional way questions? Would it be helpful to spend more time on this doctrine? The Savior taught His followers by helping them see examples of His teach- Live what we are learning ings in their everyday lives. He used simple sto- Help the young women make a list of things they could do to apply what they learned ries, parables, and real-life today. Invite them to choose what they will do during the coming week. examples that made sense Share with the young women what they will be studying next week. What can they do to them. How can you to prepare to learn? For example, they could read a talk, watch a video, or study a scrip- use examples to teach the ture related to next week’s lesson. young women about grace and how grace works in Related Youth Activities their lives? Plan a Mutual activity that will help the young women apply what they learned in this lesson.

73 Selected Resources

Excerpt from Dieter F. Uchtdorf, “The Gift of Grace,” All things are ours, and we are Christ’s. Indeed, all Ensign or Liahona, May 2015, 107–110 that the Father hath shall be given unto us.

The grace of God is our great and everlasting hope. To inherit this glory, we need more than an unlocked gate; we must enter through this gate with a heart’s Through the sacrifice of Jesus Christ, the plan desire to be changed—a change so dramatic that the of mercy appeases the demands of justice “and scriptures describe it as being “born again; yea, born [brings] about means unto men that they may have of God, changed from [our worldly] and fallen state, faith unto repentance.” to a state of righteousness, being redeemed of God, Our sins, though they may be as scarlet, can become becoming his sons and daughters.” white as snow. Because our beloved Savior “gave Another element of God’s grace is the opening of himself a ransom for all,” an entrance into His ever- the windows of heaven, through which God pours lasting kingdom is provided unto us. out blessings of power and strength, enabling The gate is unlocked! us to achieve things that otherwise would be far beyond our reach. It is by God’s amazing grace that But the grace of God does not merely restore us to His children can overcome the undercurrents and our previous innocent state. If salvation means only quicksands of the deceiver, rise above sin, and “be erasing our mistakes and sins, then salvation—as perfect[ed] in Christ.” wonderful as it is—does not fulfill the Father’s aspirations for us. His aim is much higher: He wants His Though we all have weaknesses, we can overcome sons and daughters to become like Him. them. Indeed it is by the grace of God that, if we humble ourselves and have faith, weak things can With the gift of God’s grace, the path of discipleship become strong. does not lead backward; it leads upward. Throughout our lives, God’s grace bestows temporal It leads to heights we can scarcely comprehend! It blessings and spiritual gifts that magnify our abili leads to exaltation in the celestial kingdom of our ties and enrich our lives. His grace refines us. His Heavenly Father, where we, surrounded by our grace helps us become our best selves. loved ones, receive “of his fulness, and of his glory.”

74 MARCH: THE ATONEMENT OF JESUS CHRIST

Why do I need to forgive others? In order to receive forgiveness for our sins, we need to forgive others. Forgiving others allows us to overcome feelings of anger, bitterness, or revenge. Forgiveness can heal spiritual wounds and bring the peace and love that only God can give.

Prepare yourself spiritually

Which scriptures will help the young women recognize the blessings that will come into their lives as they forgive others?

What have you learned Matthew 5:44; D&C 64:9–10 (We are Kevin R. Duncan, “The Healing by forgiving others? Can commanded to forgive everyone) Ointment of Forgiveness,” Ensign or you think of a time when Liahona, May 2016, 33–35 Matthew 6:14–15; 18:21–35 or the forgiving someone has video “Forgive 70 Times 7” (To Gordon B. Hinckley, “Forgiveness,” helped you feel peace and receive forgiveness, we must forgive Ensign or Liahona, Nov. 2005, 81–84 love? others) Dieter F. Uchtdorf, “The Merciful What experiences are the Luke 23:34 (Jesus Christ forgave those Obtain Mercy,” Ensign or Liahona, young women having in who crucified Him) May 2012, 70–76 which they need to forgive others? What do they need Videos: “Forgiveness: My Burden Was to learn about forgiving Made Light” themselves? How can you help the young women learn to forgive so that they can find peace? Share experiences At the beginning of each class, invite the young women to share, teach, and testify Note: If the young women about the experiences they have had applying what they learned in the previous week’s have questions about for- lesson. This will encourage personal conversion and help the young women see the giveness in cases of abuse, relevance of the gospel in their daily lives. suggest that they seek counsel from the bishop or branch president.

See the appendix for other teaching and learning ideas.

75 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share the story about the fro- about this person throughout this zen turkey in President Gordon B. lesson. Hinckley’s talk “Forgiveness.” What • Ask the young women to think impresses the young women about about a time when they have had to this story? Invite the young women forgive someone. Invite them to share to think of or write down the name their experience, if they feel comfort- of someone they have had difficulty able doing so. What happened as a forgiving. Encourage them to think result? How might things have been different if they hadn’t forgiven?

Learn together

Teaching tip Each of the activities below can help the young women understand the importance of forgiving others. Following the guidance of the Spirit, select one or more that will work “Teachers who lecture best for your class: most of the time or answer every question them- • Divide the young women into women to find and share other scrip- selves tend to discourage groups, and give each group copies tures that teach the importance of for- learners from participat- of one of the talks provided in this giving others (such as the scriptures ing” (Teaching, No Greater outline (or another talk of your choice suggested in this outline). Call [1999], 64). about forgiveness). Invite them to • Ask the young women to compare spend a few minutes reading the talk examples in the scriptures of people and marking statements that impress forgiving others. You could review them (tell them not to worry about the examples of Joseph in Egypt (see reading the entire talk; emphasize Genesis 45:1–7), Nephi and his broth- instead the importance of pondering ers (see 1 Nephi 7:21), Jesus Christ on its message). Ask them to share with the cross (see Luke 23:34), or others. the class what they find and explain Why is it especially important to why it is meaningful to them. forgive family members? Show one of • Read together the parable of the the videos suggested in this outline, unmerciful servant in Matthew and ask the young women to share 18:23–35 (or show the video “Forgive their impressions. What other exam- 70 Times 7”), and ask the young ples of forgiveness could they share? women to calculate and compare the • Ask the young women to find debts of the servant and his fellow- something in the scriptures that the servant (see “Weights and Measures” Savior taught about forgiving oth- in the Bible Dictionary). What do the ers and share what they find with young women learn from this parable the class (see Matthew 5:44; 6:14–15; about forgiveness? Invite the young

76 18:22–23). Ask them to share experi- ourselves? Why is the Lord the only Teaching in the Savior’s ences of the peace that comes from one who can decide whether or not way forgiving others. a person should be forgiven? Why In every setting, the Savior is failure to forgive such a great sin? • Write the following questions on was the example and Invite the young women to ponder separate slips of paper, and hand one mentor for His disciples. their question as they read Doctrine to each class member: Why do we He taught them to pray and Covenants 64:9–11 and to share need to forgive everyone, including by praying with them. He their thoughts and insights. taught them to love and Ask the young women to share what they learned today. Do they understand the serve by loving and serv- importance of forgiving others? What feelings or impressions do they have? Do ing them. He taught them they have any additional questions? Would it be helpful to spend more time on this to forgive others by forgiv- doctrine? ing them. How can you be an example of the principles you are teaching? Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Write in their journals any impres- forgive? How will forgiving others sions they received about forgiving bless their lives? others. Whom do they need to • Memorize a hymn or scripture about forgiveness.

77 Selected Resources

Excerpt from Dieter F. Uchtdorf, “The Merciful Obtain in our case, we have all the information we need to Mercy,” Ensign or Liahona, May 2012, 70–76 hold someone else in contempt.

The doctrine is clear. We all depend on the Savior; The Apostle Paul, in his letter to the Romans, said none of us can be saved without Him. Christ’s that those who pass judgment on others are “in- Atonement is infinite and eternal. Forgiveness for excusable.” The moment we judge someone else, our sins comes with conditions. We must repent, he explained, we condemn ourselves, for none is and we must be willing to forgive others. Jesus without sin [see Romans 2:1]. Refusing to forgive taught: “Forgive one another; for he that forgiveth is a grievous sin—one the Savior warned against. not . . . [stands] condemned before the Lord; for Jesus’s own disciples had “sought occasion against there remaineth in him the greater sin” [D&C 64:9] [each other] and forgave not one another in their and “Blessed are the merciful: for they shall obtain hearts; and for this evil they were afflicted and mercy” [Matthew 5:7]. sorely chastened” [D&C 64:8].

Of course, these words seem perfectly reasonable— Our Savior has spoken so clearly on this subject that when applied to someone else. We can so clearly there is little room for private interpretation. “I, the and easily see the harmful results that come when Lord, will forgive whom I will forgive,” but then others judge and hold grudges. And we certainly He said, “. . . of you it is required to forgive all men” don’t like it when people judge us. [D&C 64:10; emphasis added].

But when it comes to our own prejudices and griev- May I add a footnote here? When the Lord requires ances, we too often justify our anger as righteous that we forgive all men, that includes forgiving and our judgment as reliable and only appropriate. ourselves. Sometimes, of all the people in the world, Though we cannot look into another’s heart, we the one who is the hardest to forgive—as well as assume that we know a bad motive or even a bad perhaps the one who is most in need of our forgive- person when we see one. We make exceptions when ness—is the person looking back at us in the mirror. it comes to our own bitterness because we feel that,

78 MARCH: THE ATONEMENT OF JESUS CHRIST

What is the resurrection? Through the Atonement of Jesus Christ, all people will be resurrected. Our bodies and our spirits will be reunited in a perfect, immortal state. An understanding and testimony of the resurrection can give us hope and perspective as we experience the challenges and triumphs of life.

Prepare yourself spiritually

What scriptures or other resources could you use to help teach the young women about the resurrection? What are you impressed to share?

What do you know about Luke 24 (The Resurrection of Jesus Paul V. Johnson, “And There Shall Be the resurrection? What Christ) No More Death,” Ensign or Liahona, insights do we have about May 2016, 121–23 1 Corinthians 15 (Because the Savior the resurrection from mod- overcame death, we will all be Thomas S. Monson, “He Is Risen!” ern-day scripture? resurrected) Ensign or Liahona, May 2010, 87–90 What do the young Alma 11:41–45 (When we are res- D. Todd Christofferson, “The women understand about urrected, our spirits and bodies are Resurrection of Jesus Christ,” the resurrection? How can reunited, and we are judged) Ensign or Liahona, May 2014 a greater understanding of the resurrection influence Alma 40–41 (Alma explains the resur- Video: “He Is Risen” how they feel about their rection to his son Corianton) physical bodies?

Share experiences

See the appendix for other teaching and learning ideas.

79 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show a picture of the resurrected • Ask the young women what they Savior (for example, Gospel Art Book, celebrate at Easter. What are some of 59–60). Ask the young women how the symbols of Easter? What do these they would explain what the resurrec- symbols teach about the resurrection? tion is to someone who is unfamiliar with it.

Learn together

Teaching tip Each of the activities below can help the young women understand the resurrection. Following the guidance of the Spirit, select one or more that will work best for your “When you use a vari- class: ety of learning activities, learners tend to under- • Select some passages from 1 the young women to search Elder stand gospel principles Corinthians 15 about the resurrection. D. Todd Christofferson’s talk “The better and retain more. A Invite the young women to read the Resurrection of Jesus Christ” to find carefully selected method passages, in small groups or individu- other examples. Encourage them to can make a principle ally, and create a summary statement find the testimonies of these witnesses clearer, more interesting, of what they learn about the resurrec- in the scriptures (some references are and more memorable” tion (for example, verses 1–8 could be provided in Elder Christofferson’s (Teaching, No Greater summarized as “There are witnesses talk). What do we learn about the Call [1999], 89). of the resurrection”). Why do the Savior and His Resurrection from young women feel it is important for these witnesses? Share your testimony them to know these truths about the of the Savior’s Resurrection, and resurrection? invite a few young women to share their testimonies. • Ask the young women to imagine that a friend who is not a member • Invite the young women to read of the Church has lost a loved one. the stories in President Thomas S. Invite half of the young women to Monson’s talk “He Is Risen!” and read Alma 40 and the other half to Elder Paul V. Johnson’s talk “And read Alma 41. Ask them to make a list There Shall Be No More Death.” Ask of teachings about the resurrection in them to summarize these stories in these chapters that they could share their own words and share what the with their friend. Then have them stories teach them about the resurrec- share their lists with the rest of the tion. What else impresses them about class. these stories?

• As a class, make a list of people in • Hand out several of the Teachings the scriptures who were witnesses of Presidents of the Church books (or of the Savior’s Resurrection. Invite make copies of selected chapters), and

80 invite the young women to find teach- few of these as a class. Encourage the Teaching in the Savior’s ings from latter-day prophets about young women to read the scriptures way the resurrection. Ask them to share at the end of each hymn, and discuss Jesus Christ used the what they find with the class. what they learn from the hymns and scriptures to teach about the scriptures. Invite them to share • Invite the young women to find His mission. He taught His their testimonies and feelings about hymns about the resurrection. Sing a disciples to think about the resurrection. scriptures for themselves Ask the young women to share what they learned today. Do they understand the resur- and to use them to an- rection better? What feelings or impressions do they have? Do they have any additional swer their questions. How questions? Would it be worthwhile to spend more time on this doctrine? can you help the young women turn to the scriptures to understand God’s plan and the blessings that Live what we are learning await them? Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Share their testimonies of the res- • Find answers to any questions they urrection. Who can they share their still have about the resurrection. testimonies with in the coming days or weeks? How could they teach what they have learned to someone else?

81 Selected Resources

Excerpt from Thomas S. Monson, “He Is Risen!” Ensign of such a tremendous and noble boy. . . . [It] was or Liahona, May 2010, 87–90 the last time I heard him declare his testimony of Christ.” I received a touching letter from a father of seven who wrote about his family and, in particular, his Although his family was expecting this to be just son Jason, who had become ill when 11 years of age. another routine hospitalization, Jason passed away Over the next few years, Jason’s illness recurred less than two weeks later. An older brother and several times. This father told of Jason’s positive sister were serving missions at the time. Another attitude and sunny disposition, despite his health brother, Kyle, had just received his mission call. In challenges. Jason received the Aaronic Priesthood at fact, the call had come earlier than expected, and age 12 and “always willingly magnified his respon- on August 5, just a week before Jason’s passing, the sibilities with excellence, whether he felt well or family gathered in his hospital room so that Kyle’s not.” He received his Eagle Scout Award when he mission call could be opened there and shared with was 14 years old. the entire family.

Last summer, not long after Jason’s 15th birthday, he In his letter to me, this father included a photograph was once again admitted to the hospital. On one of of Jason in his hospital bed, with his big brother his visits to see Jason, his father found him with his Kyle standing beside the bed, holding his mission eyes closed. Not knowing whether Jason was asleep call. This caption was written beneath the photo- or awake, he began talking softly to him. “Jason,” he graph: “Called to serve their missions together—on said, “I know you have been through a lot in your both sides of the veil.” short life and that your current condition is difficult. Jason’s brother and sister already serving mis- Even though you have a giant battle ahead, I don’t sions sent beautiful, comforting letters home to be ever want you to lose your faith in Jesus Christ.” He shared at Jason’s funeral. His sister, serving in the said he was startled as Jason immediately opened Argentina Buenos Aires West Mission, as part of her his eyes and said, “Never!” in a clear, resolute voice. letter, wrote: “I know that Jesus Christ lives, and Jason then closed his eyes and said no more. because He lives, all of us, including our beloved His father wrote: “In this simple declaration, Jason Jason, will live again too. . . . We can take comfort expressed one of the most powerful, pure testimo- in the sure knowledge we have that we have been nies of Jesus Christ that I have ever heard. . . . As sealed together as an eternal family. . . . If we do our his declaration of ‘Never!’ became imprinted on very best to obey and do better in this life, we will my soul that day, my heart filled with joy that my see [him again].” Heavenly Father had blessed me to be the father

82 MARCH: THE ATONEMENT OF JESUS CHRIST

How can the Savior help me during my trials? As part of His atoning sacrifice, the Savior took upon Himself our pains and sicknesses. Because He has experienced our trials, He knows how to help us. When we exercise faith in Jesus Christ, He will give us strength and ease our burdens.

Prepare yourself spiritually

Think about the trials you As you prepare, prayerfully study these resources and others that have helped you turn have faced. How have you to the Savior in times of need. received strength through Matthew 11:28–30; Philippians 4:13; Neill F. Marriott, “Yielding Our the Atonement? 1 Nephi 17:3; Helaman 5:12; D&C Hearts to God,” Ensign or Liahona, Consider the young 19:23; 68:6 (Jesus Christ can give us Nov. 2015, 30–32 women in your class. strength and ease our burdens) Dallin H. Oaks, “Strengthened by the What trials are they Mosiah 23:21–22; 24:8–17 (The Lord Atonement of Jesus Christ,” Ensign or facing? What personal strengthens the people of Alma to Liahona, Nov. 2015, 61–64 experiences, scriptures, help them bear their burdens) and quotes do you want to “Adversity,” True to the Faith (2004), share with them? Are there Isaiah 53:3–5; Alma 7:11–13 (Jesus 8–11 personal experiences the Christ understands our suffering Video: “God Will Lift Us young women could share because He experienced it) with each other? Up,”“Mountains to Climb” W. Christopher Waddell, “A Pattern Music for youth theme: “Lay it for Peace,” Ensign or Liahona, May Down” 2016, 90–92

Share experiences

See the appendix for other teaching and learning ideas.

83 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to read the • Give each young woman a small section titled “Trusting in Heavenly piece of paper and ask her to write Father and Jesus Christ” on pages down a trial she is going through. 10–11 of True to the Faith. What do Ask the young women to ponder how they learn about how Jesus Christ can Jesus Christ can give them strength help them in their trials? during this trial. Invite them to share their thoughts and feelings if they feel comfortable doing so.

Learn together

Teaching tip Each of the activities below can help the young women understand how the Atonement can help them during their trials. Following the guidance of the Spirit, select one or “Discussions in small more that will work best for your class: groups can instantly involve those who seem • Divide the young women into the video? What did Brittany do to to be losing interest and groups. Have each group read one or find strength to overcome her trial? concentration” (Teaching, more of the scriptures in this out- Invite the young women to ponder No Greater Call [1999], 72). line and summarize what they read. and write down ways they can follow Invite the young women to write Brittany’s example as they face their down how the things they learn from own trials. these scriptures can help them over- • Invite the young women to come their trials. Encourage them to list some of the tragedies and share what they wrote, if they feel hardships people face. Review comfortable doing so. Consider shar- as a class either Elder Dallin H. ing your own experiences. Oaks’s talk “Strengthened by the • As a class, read Mosiah 24:8–17. Atonement of Jesus Christ” or Bishop Invite the young women to share W. Christopher Waddell’s talk “A what they learn from the experience Pattern for Peace,” looking for in- of Alma and his people. With permis- sights about how the Savior can help sion from the bishop, invite some of us during times of hardship. Have their mothers to come to the class and the young women role-play helping share how the Savior has strength- a friend who is experiencing some of ened them in their trials. the hardships that they listed. Invite them to share insights from the talk • Show the video “God Will Lift Us as they role-play. You could also show Up.” How would the young women the video “Mountains to Climb” and answer the question posed by Elder invite them to share their insights. Robert D. Hales at the beginning of

84 • Invite the young women to read or the Atonement help Sister Marriott Teaching in the Savior’s watch the story about how Sister Neill during her trial? Invite them to share way F. Marriott coped with her daugh- their thoughts. Ask the young women The Savior used the ter’s death (in the talk “Yielding to think about a trial they are cur- scriptures to teach and Our Hearts to God”). Ask them to rently experiencing. How can they testify about His mission. think about the following question draw strength from the Atonement? This lesson contains many as they read or watch: How did powerful scriptures that Ask the young women to share what they learned today. Do they understand how the teach how the Savior will Atonement can help them during their trials? What feelings or impressions do they strengthen us during have? Do they have any additional questions? Would it be worthwhile to spend more our trials. As the young time on this doctrine? women study and discuss these scriptures, the Holy Ghost will testify of their truthfulness. Live what we are learning

Give the young women time to write down what they can do to exercise greater faith in Jesus Christ to receive strength in their trials. Invite them to share their experiences in the next class.

85 Selected Resources

Excerpt from Neill F. Marriott, “Yielding Our Hearts to that no one ever really dies. Despite our anguish God,” Ensign or Liahona, Nov. 2015, 31 when Georgia’s physical body stopped function- ing, we had faith that she went right on living as a My husband, children, and I chose this family spirit, and we believe we will live with her eternally motto: “It will all work out.” Yet how can we say if we adhere to our temple covenants. Faith in our those words to one another when deep troubles Redeemer and His Resurrection, faith in His priest- come and answers aren’t readily available? hood power, and faith in eternal sealings let us state When our delightful, worthy, 21-year-old daugh- our motto with conviction. . . . ter, Georgia, was hospitalized in critical condition Our family motto doesn’t say, “It will all work out following a bike accident, our family said, “It will now.” It speaks of our hope in the eternal outcome— all work out.” As I flew immediately from our not necessarily of present results. Scripture says, mission in Brazil to Indianapolis, Indiana, USA, to “Search diligently, pray always, and be believing, be with her, I clung to our family motto. However, and all things shall work together for your good” our lovely daughter passed into the spirit world just [D&C 90:24]. This doesn’t mean all things are good, hours before my plane landed. With grief and shock but for the meek and faithful, things—both posi- running through our family like a current, how tive and negative—work together for good, and the could we look at one another and still say, “It will all timing is the Lord’s. We wait on Him, sometimes work out”? like Job in his suffering, knowing that God “maketh Following Georgia’s mortal death, our feelings were sore, and bindeth up: he woundeth, and his hands raw, we struggled, and still today we have moments make whole” [Job 5:18]. A meek heart accepts the of great sorrow, but we hold to the understanding trial and the waiting for that time of healing and wholeness to come.

86 UNIT OVERVIEW April: The Apostasy and the Restoration

“I have sent forth the fulness of my gospel by the hand of my servant Joseph” (D&C 35:17).

The outlines in this unit will help the young women understand the Great Apostasy and how Jesus Christ restored His Church and the fulness of His gospel through the Prophet Joseph Smith. In this unit the young women can learn about the key events of the Restoration and discover the relevance of those events in their lives.

Learning about the Apostasy and Restoration can help young women value and appreciate the precious truths that God has restored in our day. The experiences they have in this unit can strengthen their testimony of the Book of Mormon, the mission of the Prophet Joseph Smith, and Heavenly Father’s love for His children.

Outlines to choose from this month:

Why was a restoration necessary? Why do we need the Book of Mormon? How was the priesthood restored? What was Joseph Smith’s role in the Restoration? Why is the First Vision important?

Mutual

Consider how you can plan activities that connect with activities. Work with class presidencies to select and what the youth are learning. A youth activities site is plan appropriate activities that reinforce what the available to assist you. Many of the learning activities young women learn on Sunday. in these outlines could also serve as effective Mutual

Visit lds.org/youth/learn to view this unit online.

APRIL: THE APOSTASY AND THE RESTORATION

Why was a restoration necessary? During His mortal ministry, Jesus Christ established His Church with priesthood authority. It was led by prophets and apostles who taught true doctrine and received revelation that was recorded as scripture. With the death of the apostles, priesthood authority was taken from the earth, revelation ceased, and essential doctrines were lost or corrupted. Through the Prophet Joseph Smith, the Church that Jesus Christ established was restored.

Prepare yourself spiritually

What effects of the As you prepare, prayerfully study these scriptures and resources. Apostasy have you seen Amos 8:11–12; 2 Thessalonians 2:1–3; “Apostasy,” “Restoration of the in the world? How has the 1 Nephi 13:24–29; Joseph Smith— Gospel,” True to the Faith (2004), 13–14, Restoration of the gospel History 1:5–6 (The Church was lost 135–39 blessed your family? through apostasy) D. Todd Christofferson, “Why the What do the young Isaiah 29:13–14; Acts 3:20–21 (The Church,” Ensign or Liahona, Nov. 2015, women need to know Apostasy and Restoration were fore- 108–11 about the Apostasy and told anciently) Restoration? How can Robert D. Hales, “Preparations for the an understanding of the D&C 1:17–23, 30 (Jesus Christ restored Restoration and the Second Coming: Apostasy and Restoration His Church through the Prophet ‘My Hand Shall Be over Thee,’” help them? Joseph Smith) Ensign or Liahona, Nov. 2005, 88–92

Video: “A Search for Truth”; “The Message of the Restoration”

Share experiences

See the appendix for other teaching and learning ideas.

89 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write the following definitions on 29:14. Give each young woman a slip the board: “Turning away from the of paper, and ask her to match it with true principles of the gospel” and one of the definitions on the board. “Returning something to its former • Ask each young woman to write state or condition.” Prepare four slips an answer to the question “Why was of paper with the following words a restoration necessary?” Collect or scripture references: Apostasy, their answers, and discuss them as Restoration, Isaiah 29:13, and Isaiah a class.

Teaching tip

“You can demonstrate Learn together that you are listening by Each of the activities below can help the young women understand why the Restoration displaying an expression of the gospel was necessary. Following the guidance of the Spirit, select one or more of interest. You can look that will work best in your class: at the speaker rather than at your lesson materials • Invite the young women to search Apostasy or Restoration. Ask the young or other things in the Elder D. Todd Christofferson’s talk women how their lives might be room. You can encourage “Why the Church,” looking for different if the gospel had never been the speaker to complete insights about the Restoration and restored. his or her thoughts with- the role of the Church in the latter • Divide the class in half and ask one out interruption. You days. You might also invite ahead group to teach about the Apostasy can avoid jumping into of time several young women to and the other group to teach about conversations prematurely come prepared to share why they the Restoration. Give them time to with advice or judgments” are grateful for the restored Church. prepare using True to the Faith and (Teaching, No Greater Call With permission from the bishop, you the scriptures suggested in this [1999], 66). could also invite a recently baptized outline. You may want to make these member into your class to share his or assignments a few days before class. her testimony of the Church and the restored gospel. • Show pictures of events from the Restoration (for some examples, see • Write the words Apostasy and Gospel Art Book, 90–95). Ask the young Restoration on the board. Ask the women to read “Restoration of the young women what these words Gospel: Events of the Restoration,” mean (see True to the Faith,13–14, found in True to the Faith (pages 135–39). Write the scripture refer- 136–38), and match the picture with ences listed in this outline, or others the events. Invite each to share an you may find, on the board. Invite event and what was restored. How the young women to read each one are we blessed because of the restora- and decide whether it belongs with tion of these things?

90 • Give each young woman the affected the lives of the young women Teaching in the Savior’s name of a person mentioned in Elder today? way Robert D. Hales’s talk “Preparations • Read Joseph Smith—History 1:5–6 The Savior asked ques- for the Restoration and the Second as a class. Ask the young women tions that caused his Coming: ‘My Hand Shall Be over to name some false or incomplete followers to think and Thee’” (such as William Tyndale, doctrine people believe today (for feel deeply. They knew Johannes Gutenberg, and Martin example, that God does not have a He loved them, and they Luther). Ask the young women to body, that infants should be baptized, felt safe sharing their read or watch the talk and find out that we do not need prophets today, thoughts and personal what the person did to prepare the and so on). Ask them to share how feelings. As you sincerely world for the Restoration. Invite the truths of the Restoration can help listen and show interest them to share what they found. How them overcome confusion. in the young women’s have the sacrifices these people made answers and insights, you Ask the young women to share what they learned today. Do they understand the need will help them to feel the for the Restoration of the gospel? What feelings or impressions do they have? Do Savior’s love. they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Make a list of blessings they have • Write in their journals what they received because the gospel was re- will do to help their families, now and stored and share their lists with their in the future, receive the blessings of families. the restored gospel.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

91 Selected Resources

Excerpt from “Apostasy,” True to the Faith, 13–14 During the Great Apostasy, people were without divine direction from living prophets. Many churches When individuals or groups of people turn away were established, but they did not have priesthood from the principles of the gospel, they are in a state power to lead people to the true knowledge of of apostasy. God the Father and Jesus Christ. Parts of the holy Periods of general apostasy have occurred through- scriptures were corrupted or lost, and no one had out the history of the world. After times of righ- the authority to confer the gift of the Holy Ghost or teousness, people have often turned to wickedness. perform other priesthood ordinances. This apostasy One example is the Great Apostasy, which occurred lasted until Heavenly Father and His Beloved Son after the Savior established His Church. After appeared to Joseph Smith in 1820 and initiated the the deaths of the Savior and His Apostles, men restoration of the fulness of the gospel. corrupted the principles of the gospel and made We now live in a time when the gospel of Jesus unauthorized changes in Church organization and Christ has been restored. But unlike the Church in priesthood ordinances. Because of this widespread times past, The Church of Jesus Christ of Latter-day wickedness, the Lord withdrew the authority of the Saints will not be overcome by general apostasy. The priesthood from the earth. scriptures teach that the Church will never again be destroyed (see D&C 138:44; see also Daniel 2:44).

92 Selected Resources

Excerpt from “Restoration of the Gospel,” True to the reformation, with well-meaning men and women Faith, 135–39 doing all in their power to bring about change. It is a restoration of the Church established by Jesus When Jesus Christ was on the earth, He estab- Christ. It is the work of Heavenly Father and His lished His Church among His followers. After His Beloved Son. Crucifixion and the deaths of His Apostles, the fulness of the gospel was taken from the earth because As a member of The Church of Jesus Christ of of widespread apostasy (see “Apostasy”). Many Latter-day Saints, you can receive blessings that men and women sought the fulness of gospel truth were absent from the earth for almost 2,000 years. during the centuries of the Great Apostasy, but they Through the ordinances of baptism and confirma- were unable to find it. Although many preached tion, you can receive the remission of your sins with sincerity about the Savior and His teachings, and enjoy the constant companionship of the Holy none had the fulness of the truth or priesthood au- Ghost. You can live the gospel in its fulness and sim- thority from God. plicity. You can gain an understanding of the nature of the Godhead, the Atonement of Jesus Christ, the The Great Apostasy was a time of spiritual dark- purpose of life on earth, and the reality of life after ness, but we now live in a time when we can par- death. You have the privilege of being guided by take of “the light of the glorious gospel of Christ” living prophets, who teach God’s will in our day. (2 Corinthians 4:4; see also D&C 45:28). The fulness Temple ordinances enable you to receive guidance of the gospel has been restored, and the true Church and peace, prepare for eternal life, be sealed to your of Jesus Christ is on the earth again. No other orga- family for eternity, and provide saving ordinances nization can compare to it. It is not the result of a for your deceased ancestors.

93 APRIL: THE APOSTASY AND THE RESTORATION

Why do we need the Book of Mormon? The Book of Mormon was written for our day. It testifies of Jesus Christ, contains the fulness of His gospel, and restores truths lost through the Apostasy. Joseph Smith taught that the Book of Mormon is “the keystone of our religion, and a man would get nearer to God by abiding by its precepts, than by any other book” (introduction to the Book of Mormon).

Prepare yourself spiritually

Consider your feel- As you prepare, prayerfully study these scriptures and resources. What can you use to ings about the Book of help the young women learn more about the Book of Mormon? Mormon. How has it Ezekiel 37:15–17 (The Bible and the Book of Mormon title page and brought you closer to Jesus Book of Mormon are to join together introduction Christ? How did you gain as one) your testimony of the Kevin W. Pearson, “Stay by the Tree,” Book of Mormon? How 1 Nephi 13:40; 2 Nephi 3:12; Articles Ensign or Liahona, May 2015, 114–16 has this knowledge helped of Faith 1:8 (The Book of Mormon Henry B. Eyring, “A Witness,” Ensign you in your life? complements the Bible, restores or Liahona, Nov. 2011, 68–71 (see precious truths, and confounds false Think of the young also the video “Study the Book of doctrine) women in your class. What Mormon”) experiences have they had 2 Nephi 25:23, 26; 33:10–11 (The Book Jeffrey R. Holland, “Safety for the with the Book of Mormon? of Mormon writers testify of Jesus Soul,” Ensign or Liahona, Nov. 2009, How will a testimony of Christ) its truth bring strength to 88–90 them in their teen years 2 Nephi 29:7–11 (The Book of Mormon Tad R. Callister, “The Book of and in their future? shows that God speaks to His chil- Mormon—a Book from God,” Ensign dren in many nations) or Liahona, Nov. 2011, 74–76 D&C 20:8–16 (The Book of Mormon “The Iron Rod,” Hymns, no. 274 contains the fulness of the gospel of Jesus Christ)

Share experiences

94 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• As a class, build or draw a key- • Ask young women to think of stone arch (see Preach My Gospel, 103) questions their friends have about and ask the young women to explain the Book of Mormon. How can they why Joseph Smith said the Book of answer them? Consider returning Mormon is the keystone of our reli- to this activity at the end of class to gion (see the introduction to the Book see what they would add to their of Mormon). answers.

Learn together Teaching tip Each of the activities below can help the young women learn about the importance of the Book of Mormon. Following the guidance of the Spirit, select one or more that will “When one person reads work best in your class: aloud, you should encourage others to follow along • Invite the young women to search • Ask the young women why the in their scriptures. Invite Elder Jeffrey R. Holland’s talk “Safety phrase “Another Testament of Jesus them to listen and look for the Soul” or Elder Kevin W. Christ” is a good subtitle for the Book for specific principles or Pearson’s talk “Stay by the Tree,” of Mormon. Invite them to share a ideas. Allow time for them looking for insights about the Book of scripture from the Book of Mormon to turn to each scripture Mormon and why it is so important. that teaches or testifies of Christ (such passage before it is read. If You could invite the young women as 1 Nephi 10:4–6; Mosiah 3:5–10; a passage contains un- to share some quotes from the talks 3 Nephi 11:7–11). How have their usual or difficult words or or favorite scriptures in the Book of testimonies been strengthened by the phrases, explain these be- Mormon. You could also encourage Book of Mormon? fore the passage is read. If them to write down and share their • Help the young women list several anyone in the group might testimonies of the Book of Mormon. doctrines that were lost or changed have difficulty reading, ask • Invite the young women to search during the Apostasy, such as truths for volunteers instead of the scriptures suggested in this about the Godhead, mode of baptism, having them take turns” outline and the title page of the Book and plan of salvation. Encourage (Teaching, No Greater Call of Mormon to find answers to the the young women to find scriptures [1999], 56). question “Why do we need the Book from the Book of Mormon that help of Mormon?” Share your testimony clarify the truth (see, for example, of the Book of Mormon. Invite the 3 Nephi 11:3–11; Moroni 8:4–26; Alma young women to share how they 34:32–35). gained their testimonies.

95 Teaching in the Savior’s • Invite the young women to share experiences can they share about way a scripture in the Book of Mormon how the scripture influenced them? that has influenced them or helped What do these experiences teach us The Savior testified of truth them overcome a challenge (or share about the importance of the Book of and invited His followers a scripture that is meaningful to you). Mormon? to do the same. He used Why is it meaningful to them? What boldness and simplicity so the Spirit could witness Ask the young women to share what they learned today. Do they understand the of the truth. How can importance of the Book of Mormon? What feelings or impressions do they have? Do your testimony help the they have any additional questions? Would it be helpful to spend more time on this young women understand doctrine? the importance of the Book of Mormon in their lives and strengthen their testimonies of the truths it Live what we are learning contains? Invite the young women to consider how they will live what they have learned today. For example, they could:

• Make a personal plan to read the • Complete the Virtue value project Book of Mormon looking for answers in Personal Progress. to the question “Why do we need the • Share their testimonies and a copy Book of Mormon?” They could share of the Book of Mormon with a friend what they find in future classes. or family member.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

96 Selected Resources

Excerpt from Jeffrey R. Holland, “Safety for the Soul,” origin of those pages—especially without account- Ensign or Liahona, Nov. 2009, 88–90 ing for their powerful witness of Jesus Christ and the profound spiritual impact that witness has For 179 years this book has been examined and had on what is now tens of millions of readers—if attacked, denied and deconstructed, targeted and that is the case, then such a person, elect or oth- torn apart like perhaps no other book in modern erwise, has been deceived; and if he or she leaves religious history—perhaps like no other book in this Church, it must be done by crawling over or any religious history. And still it stands. Failed under or around the Book of Mormon to make that theories about its origins have been born and exit. In that sense the book is what Christ Himself parroted and have died—from Ethan Smith to was said to be: “a stone of stumbling, . . . a rock of Solomon Spaulding to deranged paranoid to cun- offence,” a barrier in the path of one who wishes ning genius. None of these frankly pathetic answers not to believe in this work [1 Peter 2:8]. Witnesses, for this book has ever withstood examination even witnesses who were for a time hostile to because there is no other answer than the one Joseph Joseph, testified to their death that they had seen gave as its young unlearned translator. In this I an angel and had handled the plates. “They have stand with my own great-grandfather, who said been shown unto us by the power of God, and not simply enough, “No wicked man could write such of man,” they declared. “Wherefore we know of a a book as this; and no good man would write it, surety that the work is true” [“The Testimony of unless it were true and he were commanded of God Three Witnesses,” Book of Mormon]. . . . to do so” [George Cannon, quoted in “The Twelve Apostles,” in Andrew Jenson, ed., The Historical I ask that my testimony of the Book of Mormon Record, 6:175]. and all that it implies, given today under my own oath and office, be recorded by men on earth and I testify that one cannot come to full faith in this angels in heaven. I hope I have a few years left in latter-day work—and thereby find the fullest my “last days,” but whether I do or do not, I want it measure of peace and comfort in these, our times— absolutely clear when I stand before the judgment until he or she embraces the divinity of the Book of bar of God that I declared to the world, in the most Mormon and the Lord Jesus Christ, of whom it tes- straightforward language I could summon, that the tifies. If anyone is foolish enough or misled enough Book of Mormon is true, that it came forth the way to reject 531 pages of a heretofore unknown text Joseph said it came forth and was given to bring teeming with literary and Semitic complexity happiness and hope to the faithful in the travail of without honestly attempting to account for the the latter days.

97 APRIL: THE APOSTASY AND THE RESTORATION

How was the priesthood restored? The priesthood was restored to Joseph Smith by the laying on of hands by those who held it anciently. In May 1829, John the Baptist restored the Aaronic Priesthood, and shortly thereafter, Peter, James, and John, three of the Savior’s original Apostles, restored the Melchizedek Priesthood. On April 3, 1836, Moses, Elijah, and Elias restored additional priesthood keys.

Prepare yourself spiritually

How does our claim to As you prepare, prayerfully study these scriptures and resources. What are you im- priesthood authority make pressed to share with the young women? Latter-day Saints unique? Hebrews 5:4 (A man must be called of D&C 110:13–16 (Elijah returns and How has the priesthood God to receive the priesthood) commits the keys of this dispensation blessed your life? as promised by Malachi) D&C 2 (Elijah is to reveal the priest- What do the young women hood; promises to the fathers are Articles of Faith 1:5 (The priesthood already know about the planted in the hearts of the children) is conferred by the laying on of hands restoration of the priest- by one who has authority) hood? How can you help D&C 13; Joseph Smith—History them understand the bless- 1:66–72 (John the Baptist restored the Jeffrey R. Holland, “Our Most ings they have received Aaronic Priesthood) Distinguishing Feature,” Ensign or because of the restoration Liahona, May 2005, 43–45 of the priesthood? D&C 27:12–13 (Peter, James, and John restored the Melchizedek Priesthood) Video: “Restoration of the Priesthood”

Share experiences

See the appendix for other teaching and learning ideas.

98 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show the young women a picture pictures? What gospel truths do they of Moses ordaining Aaron (see Gospel illustrate? Art Book,15) and a picture of a young • Invite the young women to share man being ordained to the priest- what they know about how the hood (see Gospel Art Book, 106). What priesthood was restored. How has the similarities do they notice in these priesthood blessed their lives?

Learn together

Each of the activities below can help the young women learn about the restoration of Teaching tip the priesthood. Following the guidance of the Spirit, select one or more that will work “If several people have best in your class: comments about a sub- • Write on the board several scrip- know about the restoration of the ject, you may want to say ture references about how and why priesthood? something like, ‘We’ll hear the priesthood was restored (such as your comments first and • Display pictures depicting events D&C 13; 27:12–13; Joseph Smith— then yours.’ Then those of the restoration of the priesthood History 1:66–72; Articles of Faith 1:5). you teach will remain (see Gospel Art Book, 93–95), or Invite the young women to read the orderly because they watch the video “Restoration of the scriptures, individually or in small know that they will have Priesthood.” Ask the young women groups, and write on the board a sum- an opportunity to speak” to identify key participants in these mary of each passage. What do these (Teaching, No Greater Call events (such as Joseph Smith, John the scriptures teach the young women [1999], 69). Baptist, and Elijah) and to read scrip- about the restoration of the priest- tures related to these events (such as hood? How has the restoration of the those suggested in this outline). Invite priesthood influenced their lives? the young women to discuss how the • Divide Elder Jeffrey R. Holland’s restoration of the priesthood can bless talk “Our Most Distinguishing their lives now and in the future. How Feature” among the young women. does the priesthood bless women and Ask the young women to search mothers? their sections of the talk, looking for • With permission from the bishop, answers to the questions “How is the invite the father of one of the young priesthood conferred?” and “Why is women or another priesthood holder the priesthood given in this way?” to visit the class and share his priest- As part of this discussion, invite hood line of authority with the young the young women to read Hebrews women and explain what a line of 5:4 and Articles of Faith 1:5. Why is authority is. What does the line of it important for young women to

99 Teaching in the Savior’s authority teach the young women restoration of the priesthood, and way about the restoration of the priest- invite the young women to bear their hood? Bear your testimony of the testimonies. The Savior taught His followers by helping Ask the young women to share what they learned today. Do they understand the resto- them see examples of ration of the priesthood? What feelings or impressions do they have? Do they have any His teachings in their additional questions? Would it be helpful to spend more time on this doctrine? everyday lives. He used simple stories, parables, and real-life examples that made sense to them. How Live what we are learning can you use examples to Invite the young women to consider how they will live what they have learned today. teach the young women For example, they could: about the restoration of the priesthood and how the • Talk to a friend or family member • Offer to teach a family home priesthood works in their who holds the priesthood and ask evening lesson about the restoration lives? about his experience receiving the of the priesthood. priesthood.

100 Selected Resources

Excerpt from Jeffrey R. Holland, “Our Most of Transfiguration, part of something President Distinguishing Feature,” Ensign or Liahona, May Hinckley once called the “Kirtland cascade” of 2005, 43–45 revelation in which the Savior Himself, plus Moses, Elijah, and Elias, appeared in glory to the Prophet In May of 1829 while translating the Book of Joseph Smith and Oliver Cowdery and conferred Mormon, Joseph Smith came across a reference to keys and powers from their respective dispensations baptism. He discussed the matter with his scribe, upon these men. That visit was then concluded with Oliver Cowdery, and the two earnestly supplicated this thunderous declaration, “Therefore, the keys of the Lord regarding the matter. Oliver wrote: “Our this dispensation are committed into your hands” souls were drawn out in mighty prayer, to know [D&C 110:16; see also vv. 1–15]. how we might obtain the blessings of baptism and of the Holy Spirit. . . .We diligently sought for . . . Little wonder that the Prophet Joseph would in- the authority of the holy priesthood, and the power to clude in those succinct and eloquent articles of our administer in the same” [quoted in Richard Lloyd faith, “We believe that a man must be called of God, Anderson, “The Second Witness of Priesthood by prophecy, and by the laying on of hands by those Restoration,” Improvement Era, Sept. 1968, 20; who are in authority, to preach the Gospel and ad- emphasis added]. minister in the ordinances thereof” [Articles of Faith 1:5; emphasis added]. Clearly, acting with divine In response to that “mighty prayer,” John the Baptist authority requires more than mere social contract. came, restoring the keys and powers of the Aaronic It cannot be generated by theological training or a Priesthood, which our young men in this audience commission from the congregation. No, in the au- tonight have been given. A few weeks later Peter, thorized work of God there has to be power greater James, and John returned to restore the keys and than that already possessed by the people in the powers of the Melchizedek Priesthood, including pews or in the streets or in the seminaries—a fact the keys of the apostleship. Then when a temple that many honest religious seekers had known and had been built to which other heavenly messen- openly acknowledged for generations leading up to gers might come, there unfolded on April 3, 1836, the Restoration. a modern-day equivalent of that earlier Mount

101 Selected Resources

It is true that some few in that day did not want How easily are bishops made their ministers to claim special sacramental By man or woman’s whim: authority, but most people longed for priesthood Wesley his hands on Coke hath laid, sanctioned by God and were frustrated as to where But who laid hands on him? they might go to find such [see David F. Holland, “Priest, Pastor, Power,” Insight, fall 1997, 15–22 for a [Quoted in C. Beaufort Moss, The Divisions of thorough examination of priesthood issues current Christendom: A Retrospect (n.d.), 22.] in America at the time of the Restoration]. In that In responding to that challenging question, we in spirit the revelatory return of priesthood authority the restored Church of Jesus Christ can trace the through Joseph Smith should have eased centuries priesthood line of authority exercised by the newest of anguish in those who felt what the famed Charles deacon in the ward, the bishop who presides over Wesley had the courage to say. Breaking ecclesias- him, and the prophet who presides over all of us. tically with his more famous brother John over the That line goes back in an unbroken chain to angelic latter’s decision to ordain without authority to do ministers who came from the Son of God Himself, so, Charles wrote with a smile: bearing this incomparable gift from heaven.

102 APRIL: THE APOSTASY AND THE RESTORATION

What was Joseph Smith’s role in the Restoration? After centuries of apostasy, the Lord restored His Church and the fulness of the gospel through the Prophet Joseph Smith. This Restoration began with Joseph’s First Vision, in which Heavenly Father and Jesus Christ appeared. Through the Prophet Joseph, the Lord brought forth the Book of Mormon and other scriptures, restored priesthood authority, and established His Church.

Prepare yourself spiritually

How has your life been As you prepare, prayerfully study these scriptures and resources. What do you feel will blessed by the truths be most meaningful to the young women you teach? restored through Joseph D&C 35:17–18 (Through the Prophet Neil L. Andersen, “Joseph Smith,” Smith? How did you gain Joseph Smith, the Lord restored the Ensign or Liahona, Nov. 2014, 28–31 your testimony of Joseph fulness of the gospel) Smith? How can you en- Lawrence E. Corbridge, “The Prophet courage the young women D&C 76:22–24 (Joseph Smith’s testi- Joseph Smith,” Ensign or Liahona, May to gain testimonies of their mony of Jesus Christ) 2014, 103–5 own? D&C 135:3 (Through the Prophet “The Restoration of the Gospel How can studying the life, Joseph Smith, the Lord gave us addi- of Jesus Christ through Joseph testimony, and sacrifice of tional scripture) Smith,” Preach My Gospel (2004), Joseph Smith deepen the 36–37 testimony of each young Joseph Smith—History 1:1–25 (God woman in your class? the Father and Jesus Christ appeared “Joseph Smith,” True to the Faith How can hearing the testi- to Joseph Smith in answer to his (2004), 89–90 monies of others help? prayer) Video: “Joseph Smith: The Prophet of Neil L. Andersen, “Faith Is Not by the Restoration,” Chance, but by Choice,” Ensign or “Praise to the Man,” Hymns, no. 27 Liahona, Nov. 2015, 65–68

Share experiences

103 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• In advance, perhaps two or three Prophet’s testimony. (See “Joseph weeks before class, invite the young Smith,” Ensign or Liahona, Nov. 2014, women to accept Elder Neil L. 30.) At the beginning of class, ask Andersen’s challenge: “Gain a per- them to share the scriptures they sonal witness of the Prophet Joseph chose and any impressions they had Smith. Let your voice help fulfill as they read Joseph Smith’s testimony. Moroni’s prophetic words to speak • Write on the board, “Joseph Smith good of the Prophet.” Encourage is important because ______.” the young women to follow Elder Invite the young women to fill in Andersen’s counsel to share scrip- the blank. At the end of class, ask tures in the Book of Mormon with the young women to fill in the blank their friends and family, “acknowl- again with something they learned edging that Joseph was an instrument during the lesson. in God’s hands,” and to read the

Learn together

Teaching tip Each of the activities below can help the young women learn about the divine mission of Joseph Smith. Following the guidance of the Spirit, select one or more that will work “Questions written on the best in your class: chalkboard before class will help learners begin • Invite each young woman to make in Joseph Smith—History 1:7–25, to think about topics even a list of things she learns as she reads looking for gospel truths they find in before the lesson begins” about Joseph Smith in True to the the account (such as truths about the (Teaching, No Greater Call Faith (pages 89–90) or Doctrine and nature of God, the power of prayer, [1999], 93). Covenants 135:3. Ask each young or the Great Apostasy). How do these woman to share one thing from her truths affect our lives? list and explain why it is meaningful • Ask the young women to imagine to her. that a friend of another faith asks, • As a class, sing a hymn about “Why is Joseph Smith so impor- Joseph Smith (use the topical index tant in your Church?” Invite them at the back of the hymnbook to find to look for possible answers to this a hymn). What does this hymn teach question in the video “Joseph Smith: the young women about Joseph Smith Prophet of the Restoration” or in and the Restoration? Let members Elder Lawrence E. Corbridge’s talk of the class share their feelings about “The Prophet Joseph Smith.” You and testimony of the Prophet. could also read the section titled “Honest Questions” from Elder Neil L. • Invite the young women to read Andersen’s talk “Faith Is Not by about Joseph Smith’s First Vision

104 Chance, but by Choice” to help them young women to describe the events Teaching in the Savior’s learn how they can respond to criti- depicted. If possible, help them find way cism about Joseph Smith. scriptures that describe the event The Savior invited His (possible scriptures are suggested at • Display several pictures depict- followers to testify to the beginning of the Gospel Art Book). ing events in Joseph Smith’s life (see others of the truthful- Invite a few of them to share their Gospel Art Book, 89–97). Ask the ness in His teachings. He testimonies of Joseph Smith. promised that the Spirit Ask the young women to share what they learned today. Do they understand the role would help them know of Joseph Smith in the Restoration of the gospel? What feelings or impressions do they when to testify and what have? Do they have any additional questions? Would it be helpful to spend more time to say. How can you help on this doctrine? the young women recognize when they are being prompted by the Spirit to share their testimonies? Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Write their testimonies of Joseph • Share their testimonies with their Smith in their journals. families.

105 Selected Resources

“Joseph Smith,” True to the Faith (2004), 89–90 marvelous work that included bringing forth the Book of Mormon, restoring the priesthood, reveal- In the spring of 1820, 14-year-old Joseph Smith was ing precious gospel truths, organizing the true searching for the true Church of Jesus Christ when Church of Jesus Christ, and establishing temple he read a passage in the Bible: “If any of you lack work. On June 27, 1844, Joseph and his brother wisdom, let him ask of God, that giveth to all men Hyrum were killed in an attack by an armed mob. liberally, and upbraideth not; and it shall be given They sealed their testimonies with their blood. him” (James 1:5; see also Joseph Smith—History 1:11–12). With simple, unwavering faith, young For your testimony of the restored gospel to be com- Joseph followed the counsel in that passage. He plete, it must include a testimony of Joseph Smith’s went alone to a grove of trees, where he prayed to divine mission. The truthfulness of The Church of know which church he should join. In answer to his Jesus Christ of Latter-day Saints rests on the truth- prayer, God the Father and Jesus Christ appeared fulness of the First Vision and the other revelations to him. Among other things, They told him that he the Lord gave to the Prophet Joseph. President John should join none of the churches then in existence. Taylor, the third President of the Church, wrote, (See Joseph Smith—History 1:13–20.) “Joseph Smith, the Prophet and Seer of the Lord, has done more, save Jesus only, for the salvation of men As Joseph Smith proved his worthiness, he was in this world, than any other man that ever lived in given a divine mission as a prophet of God. it” (D&C 135:3). Through him, the Lord accomplished a great and

106 APRIL: THE APOSTASY AND THE RESTORATION

Why is the First Vision important? In the spring of 1820, God the Father and His Son, Jesus Christ, appeared to the Prophet Joseph Smith. This vision, which marked the beginning of the Restoration of the gospel, is the most important event since the Resurrection of Jesus Christ. Joseph Smith’s humble prayer led to the restoration of gospel truths, priesthood authority, and saving ordinances. “That one revelation answers all the [questions] regarding God and his divine personality. . . . His interest in humanity through authority delegated to man is apparent. The future of the work is assured. These and other glorious truths are clarified by that glorious first vision” (Teachings of Presidents of the Church: David O. McKay [2003], 93).

Prepare yourself spiritually

How did you receive a As you prepare, prayerfully study these scriptures and resources and others that you witness that Joseph Smith choose. What do you feel will be most meaningful to the young women you teach? saw God the Father and Joseph Smith—History 1:11–19, 24–25 Video: “The Restoration” His Son, Jesus Christ? How has your life been Dieter F. Uchtdorf, “The Fruits of the blessed because of this First Vision,” Ensign or Liahona, May testimony? What is the sig- 2005, 36–38 nificance of the First Vision for you?

How can studying the Share experiences First Vision deepen the At the beginning of each class, invite the young women to share, teach, and testify testimony of each young about the experiences they have had applying what they learned in the previous week’s woman in your class? lesson. This will encourage personal conversion and help the young women see the How can you help the relevance of the gospel in their daily lives. young women understand the significance of this great event?

See the appendix for other teaching and learning ideas.

107 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show a picture of the First Vision. • As a class, sing the hymn “Joseph Ask someone in the class to briefly Smith’s First Prayer” (Hymns, no. 26). describe what is happening in the Invite the young women to share their picture. Invite the young women to feelings about Joseph Smith and his ponder for a few moments the signif- experience seeing and speaking to icance of this event. Ask them to look God the Father and Jesus Christ. for insights during the lesson that will • help them understand the importance of the First Vision.

Learn together

Teaching tip Each of the activities below can help the young women learn about Joseph Smith’s First Vision. Following the guidance of the Spirit, select one or more that will work best in “Ask those you teach what your class: they might say if someone wants to know what they • Invite the young women to write How would our lives be different if have learned from the les- down some of the blessings they have we did not know these things? son” (Teaching, No Greater received because of the First Vision. • Invite the young women to silently Call [1999], 94). Ask them to look for other blessings read and ponder Joseph Smith’s First of the First Vision as they read the last Vision and his testimony in Joseph 10 paragraphs of President Dieter F. Smith—History 1:11–19, 24–25 (or Uchtdorf’s talk “The Fruits of the First watch the video “The Restoration”). Vision.” Invite them to share what Ask them to think about why the First they find and their feelings about the Vision is significant in the history importance of the First Vision. of the world. Why is it important to • As a class, read about Joseph us as individuals? Share your testi- Smith’s First Vision in Joseph Smith— mony about the importance of the History 1:7–20. Invite the young First Vision, and invite the young women to look for truths we can learn women to share their thoughts and from Joseph’s experience (for exam- testimonies. ple, the Father and the Son are real, • Invite the young women to re- separate beings; Satan and his power view scriptural accounts of God the are real, but God’s power is greater; Father and Jesus Christ manifesting God hears and answers prayers; reve- Themselves to people on earth (such lation has not ceased). Invite a young as Matthew 3:13–17; Acts 7:54–60; woman to write the truths on the 3 Nephi 11:3–10). You could also show board. How are these truths different pictures of these events (see Gospel from what other religions believe?

108 Art Book,35, 63, and 82). Ask them to these other manifestations? How was Teaching in the Savior’s summarize each account. Then invite it unique? Invite the young women to way them to read Joseph Smith History share why the First Vision is impor- The Savior invited His fol- 1:17 (see Gospel Art Book,90). How was tant to them. lowers to testify to others Joseph Smith’s First Vision similar to of the truthfulness of His Ask the young women to share what they learned today. Do they understand Joseph teachings. As they did, the Smith’s First Vision better? What feelings or impressions do they have? Do they have Spirit touched their hearts. any additional questions? Would it be helpful to spend more time on this doctrine? How can you encourage the young women to bear testimony to each other? Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Write their testimonies of First • Share their testimonies of the First Vision Joseph Smith in their journals. Vision with their families.

109 Selected Resources

Excerpt from Dieter F. Uchtdorf, “The Fruits of the First God has spoken to Joseph Smith for the purpose of Vision,” Ensign or Liahona, May 2005, 36–38 blessing all of God’s children with His mercy and love, even in times of uncertainties and insecurities, This is how Joseph Smith’s First Vision blesses our of wars and rumors of wars, of natural and personal own personal lives, the lives of families, and even- disasters. The Savior said, “Behold, mine arm of tually the whole human family—we come to believe mercy is extended towards you, and whosoever will in Jesus Christ through the testimony of the Prophet come, him will I receive” (3 Nephi 9:14). And all Joseph Smith. Prophets and apostles throughout the who accept this invitation will be “encircled about history of mankind have had divine manifestations with the matchless bounty of his love” (Alma 26:15). similar to Joseph’s. Moses saw God face-to-face and learned that he was a son of God “in the simil- Through our faith in the personal witness of the itude of [His] Only Begotten” (see Moses 1:1–6). Prophet Joseph and the reality of the First Vision, The Apostle Paul testified that the resurrected Jesus through study and prayer, deep and sincere, we Christ appeared to him on the road to Damascus will be blessed with a firm faith in the Savior of the and made Paul one of His great missionaries (see world, who spoke to Joseph “on the morning of a Acts 26:9–23). Hearing Paul’s witness of his heavenly beautiful, clear day, early in the spring of eighteen vision during the trial at Caesarea, the powerful King hundred and twenty” (Joseph Smith—History 1:14). Agrippa admitted, “Almost thou persuadest me to be . . . a Christian” (Acts 26:28). Through his work and sacrifice, I now have a true And there were many other ancient prophets who understanding of our Heavenly Father and His also bore powerful testimony of Christ. All of these Son, our Redeemer and Savior, Jesus Christ, and I manifestations, ancient and modern, lead those who can feel the power of the Holy Ghost and know of believe to the divine source of all righteousness and Heavenly Father’s plan for us, His children. For me, hope—to God, our Heavenly Father, and to His Son, these are truly the fruits of the First Vision. Jesus Christ.

110 UNIT OVERVIEW May: Prophets and Revelation

“We believe all that God has revealed, all that He does now reveal, and we believe that He will yet reveal many great and important things pertaining to the Kingdom of God” (Articles of Faith 1:9).

The outlines in this unit will help each young woman learn to recognize the voice of the Lord as He speaks to her through the scriptures, living prophets and apostles, and personal revelation by the Holy Ghost to her heart and mind. Help the young women learn to love and trust the word of the Lord so that when they are faced with trials or difficult decisions—now and in the future—they will naturally and automatically turn to the scriptures, prayer, and the words of the living prophets for guidance.

Outlines to choose from this month:

Why is it important to listen to and follow the living prophets? How do I receive personal revelation? How can I make my prayers more meaningful? Why is it important to study the scriptures? How can I strengthen my testimony? How can a patriarchal blessing help me?

Mutual Personal Progress

Consider how you can plan activities that connect with The following experiences from Personal Progress relate what the youth are learning. A youth activities site is to the lessons in this unit: available to assist you. Many of the learning activities Faith value experience 1 in these outlines could also serve as effective Mutual activities. Work with class presidencies to select and Individual Worth value experience 2 plan appropriate activities that reinforce what the young women learn on Sunday. Choice and Accountability value experience 5

Virtue value project

Visit lds.org/youth/learn to view this unit online.

111

MAY: PROPHETS AND REVELATION

Why is it important to listen to and follow the living prophets? We sustain the members of the First Presidency and the Quorum of the Twelve Apostles as prophets, seers, and revelators. Their teachings reflect the will of the Lord. They give us instruction, warnings, and counsel from the Lord for our day. We are blessed with safety, peace, and spiritual strength when we listen to and obey their counsel.

Prepare yourself spiritually

What counsel have living Prayerfully study the following scriptures and resources. What do you feel prompted to prophets given that you share with the young women? have applied in your Amos 3:7; D&C 1:4, 37–38; Moses M. Russell Ballard, “Stay in the Boat life? How have you been 6:26–38 (The Lord speaks to us and Hold On!” Ensign or Liahona, blessed for following that through His prophets) Nov. 2014, 89–92 counsel? D&C 21:1, 4–7 (The Lord promises Carol F. McConkie, “Live according to Why is it important for great blessings to those who follow the Words of the Prophets,” Ensign or the young women in your the prophet) Liahona, Nov. 2014, 77–79; see also the class to have a testimony video “Follow the Prophet” of the living prophets? Ronald A. Rasband, “Standing with How can you help them the Leaders of the Church,” Ensign or “Message from the First Presidency,” see what a blessing it is Liahona, May 2016, 46–49 For the Strength of Youth (2011), ii–iii to have living prophets to guide them today? David A. Bednar, “Chosen to Bear “Prophets,” True to the Faith (2004), Testimony of My Name,” Ensign or 129–30 Liahona, Nov. 2015, 128–31 Video: “We Need Living Prophets”

Share experiences

See the appendix for other teaching and learning ideas.

113 Introduce the doctrine

Choose from these ideas, or think of your own, to introduce this week’s lesson:

• Ask the young women how they • Invite the young women to think would respond if a friend of another of and share a story from the Book faith asked them what counsel their of Mormon that illustrates the need prophet has given to young people. to listen to and follow the living As a class, read the first paragraph of prophet. Some examples might “Message from the First Presidency” include stories about Lehi, King in For the Strength of Youth. Ask the Benjamin, Abinadi, or Samuel the young women why they feel it is Lamanite. What do they learn from important to listen to and follow the these stories? What experiences can living prophet. the young women share in which they followed the counsel of the prophet?

Teaching tip

“We should study the Learn together scriptures, teachings of Each of the activities below will help the young women understand the importance of latter-day prophets, and following the living prophets. Following the inspiration of the Spirit, select one or more lesson materials thor- that will work best for your class: oughly to be sure we correctly understand the • Assign each young woman one • Show pictures of the First doctrine before we teach of the scriptures suggested in this Presidency and Quorum of the it” (Teaching, No Greater outline and ask her to look for reasons Twelve Apostles (such as those in Call [1999], 52). we need a prophet and blessings that the conference issue of the Ensign or come from following the prophet. Liahona). Bear your testimony that all Invite the young women to share their of these men are prophets, seers, and thoughts. Share a personal experience revelators. Invite the young women in which you followed the counsel of to make a list on the board of counsel the prophet, and testify about what given by the living prophets (bring you learned from doing so. Invite copies of the most recent general con- the young women to share their own ference issue of the Ensign or Liahona experiences. to help them remember). How does following this counsel bless their lives • Read the portion of Elder Ballard’s and the lives of their families? talk where he compares the living prophet to a river rafting guide, and • Give each young woman a small make a list of ways a river rafting card. Invite the young women to read guide is similar to a prophet. Invite one of President Monson’s recent class members to think of and share talks and find a statement that they other analogies they could use to would like to write on the card to take teach others why it is important to home and display in their rooms or follow prophets and apostles. save in their scriptures. Ask them to

114 share their statements and explain the following statement from Sister Teaching in the Savior’s why they chose them. Carol F. McConkie’s talk “Live way according to the Words of the • Show the video “We Need Living The Savior asked ques- Prophets”: “According to the world’s Prophets” or read together portions of tions to those He taught standards, following the prophet may Elder David A. Bednar’s talk “Chosen and gave them opportuni- be unpopular, politically incorrect, or to Bear Testimony of My Name.” ties to ask their own ques- socially unacceptable. But following You could also read the “Prophets” tions. What questions can the prophet is always right” (Ensign or chapter in True to the Faith. Invite the you ask that will help the Liahona, Nov. 2014, 78). What are some young women to look for why it is young women think and reasons people give for not following important to listen to and follow the feel deeply about living the prophet? Invite class members to living prophets. Ask them to share prophets? How can you search the rest of Sister McConkie’s what they find. Invite the young show that you are inter- talk or Elder Ronald A. Rasband’s talk women to share their testimonies of ested in their answers? “Standing with the Leaders of the the prophet. Church” for things they could say to • Show the video “Follow the someone who tries to discourage them Prophet” or share with the class from following the prophet. Ask them to share what they find.

Ask the young women to share what they learned today. Do they understand the need for living prophets? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. Ask a few of them to share what they feel impressed to do.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

115 Selected Resources

Excerpt from M. Russell Ballard, “Stay in the Boat and more emphasis, “Above all, remember rule number Hold On!” Ensign or Liahona, Nov. 2014, 89 one: stay in the boat!”

Recently, a friend of mine took his son on a trip This adventure reminds me of our mortal journey. down the Colorado River through Cataract Canyon, Most of us experience periods in our lives where located in southeastern Utah. The canyon is famous the tranquil waters of life are appreciated. At other for its 14 miles (23 km) of white-water rapids that times, we encounter white-water rapids that are can be particularly hazardous. metaphorically comparable to those found in the 14-mile stretch through Cataract Canyon— In preparation for their adventure, they had care- challenges that may include physical and mental fully reviewed the National Park Service website, health issues, the death of a loved one, dashed which contains important information about per- dreams and hopes, and—for some—even a crisis sonal preparedness and common, hidden hazards. of faith when faced with life’s problems, questions, At the beginning of the trip, one of the experienced and doubts. river guides reviewed important safety instructions, The Lord in His goodness has provided help, in- emphasizing three rules that would ensure the cluding a boat, essential supplies such as life jackets, group’s safe travel through the rapids. “Rule num- and experienced river guides who give guidance ber one: stay in the boat! Rule number two: always and safety instructions to help us make our way wear a life jacket! Rule number three: always hold down the river of life to our final destination. on with both hands!” He then said again, with even

116 MAY: PROPHETS AND REVELATION

How do I receive personal revelation? Each of us is entitled to personal revelation to guide our lives. In order to receive personal revelation, we must prepare by living worthily and studying and pondering the scriptures. If we seek and ask, God will reveal His will to us through the Holy Ghost.

Prepare yourself spiritually

How do you know when As you prepare, prayerfully study these scriptures and resources. What do you feel you have received per- inspired to share with the young women? sonal revelation? How 1 Kings 19:9–12; Helaman 5:30; D&C David A. Bednar, “The Spirit of has learning to recognize 6:14–16, 23; 8:2–3; 11:12–14 (Ways the Revelation,” Ensign or Liahona, May personal revelation blessed Spirit speaks to us) 2011, 87–90 your life? John 14:26–27 (The Holy Ghost can “Learn to Recognize the Promptings Why do you feel it is help us remember things and feel of the Spirit,” Preach My Gospel (1999), important that the young peace) 96–97 women in your class learn how to receive personal Ether 2–3; D&C 9:7–9 (Personal rev- “Revelation,” True to the Faith (2004), revelation? How will you elation must be accompanied by our 140–44 help them learn to recog- own thought and study) nize personal revelation? “Let the Holy Spirit Henry B. Eyring, “Continuing Guide,” Hymns, no. 143 Revelation,” Ensign or Liahona, Nov. Videos: “Patterns of Light: Spirit of 2014, 70–73 Revelation,”“Hearing His Voice” Richard G. Scott, “How to Obtain Music for youth theme: “When the Revelation and Inspiration for Your Time Is Right” Personal Life,” Ensign or Liahona, May 2012, 45–47

Share experiences

117 Introduce the doctrine

Choose from these ideas, or think of your own, to introduce this week’s lesson:

• Ask the young women to read or • Write on the board “I know I am sing all three verses of “Let the Holy receiving personal revelation when Spirit Guide” (Hymns, no. 143) and ______.” Ask the young women look for words that describe how the how they would complete this sen- Holy Ghost speaks to us. What are tence. Invite them to continue to pon- some other words the young women der this statement during the lesson can think of that describe how the and look for additional answers. Holy Ghost communicates with us?

Learn together

Teaching tip Each of the activities below will help the young women understand how to receive personal revelation. Following the inspiration of the Spirit, select one or more that will “Perhaps the greatest work best for your class: temptation of the teacher struggling to maintain • Read together the first three para- young woman. Invite her to review the attention of [a] class is graphs of President Henry B. Eyring’s the chart and its descriptions of how the use of the sensational talk “Continuing Revelation.” Ask the the Holy Ghost communicates with story. There are a number young women to list a few situations us. Invite the young women to write of these, of very question- in which they or someone they know about a time when they have experi- able origin, continually be- would need personal revelation. enced any of the feelings, thoughts, ing circulated throughout Invite the young women to read or or impressions described in the chart. the Church. . . . These are watch portions of President Eyring’s Invite a few of them to share what not teaching tools: stability talk and share what they learn. Invite they wrote with the rest of the class. and testimony are not built them to ponder what they will do to • Invite the young women to read the on sensational stories” seek personal revelation. section titled “Patterns of Revelation” (Joseph F. McConkie, in • Write on the board the scripture from Elder David A. Bednar’s talk Teaching, No Greater Call references suggested in this outline. “The Spirit of Revelation” or watch [1999], 53). Ask each young woman to read one the video “Patterns of Light: The of them and identify what it teaches Spirit of Revelation.” Ask them to about how the Holy Ghost can com- identify phrases or sentences that municate with us. Have the young explain how the Holy Ghost commu- women write what they find on the nicates with us. Why is it important board next to the reference. Invite for the young women to understand them to share any experiences they how the Holy Ghost communicates? have had in which the Holy Ghost has How can He help with important spoken to them in one of these ways. decisions we must make? Invite the young women to list some important • Make a copy of the chart on pages decisions they will need to make in 96–97 of Preach My Gospel for each

118 the next few years. With permission video did to prepare themselves to Teaching in the Savior’s from the bishop, invite exemplary receive personal revelation. What way women from the ward to share how are some other ways we can prepare The Savior invited those they have sought personal revelation ourselves? (see 3 Nephi 17:2–3; D&C who followed Him to act to make similar decisions. 9:7–8). Encourage the young women in faith and live the truths to accept the challenge that the youth • Show the video “Hearing His He taught. He focused on in the video accepted, and invite them Voice,” and ask the young women helping His followers live to share their experiences in a future to look for things the youth in this the gospel with all their class. hearts by providing them Ask the young women to share what they learned today. Do they better understand with powerful learning how to receive personal revelation? What feelings or impressions do they have? Do experiences. How can you they have any additional questions? Would it be helpful to spend more time on this teach the young women doctrine? to act in faith and live the truths they learn?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Complete Choice and receive throughout the week and act Accountability value experience 5 in on them. They could record in their Personal Progress. journal what happened when they followed the promptings and what • Write down specific spiritual blessings they received. promptings or impressions they

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

119 Selected Resources

Excerpt from David A. Bednar, “The Spirit of (D&C 121:45). This pattern of revelation tends to Revelation,” Ensign or Liahona, May 2011, 87–90 be more common than rare and is evident in the experiences of Nephi as he tried several different Revelations are conveyed in a variety of ways, in- approaches before successfully obtaining the plates cluding, for example, dreams, visions, conversations of brass from Laban (see 1 Nephi 3–4). Ultimately, with heavenly messengers, and inspiration. Some he was led by the Spirit to Jerusalem, “not know- revelations are received immediately and intensely; ing beforehand the things which [he] should do” some are recognized gradually and subtly. The two (1 Nephi 4:6). And he did not learn how to build a experiences with light I described help us to better ship of curious workmanship all at one time; rather, understand these two basic patterns of revelation. Nephi was shown by the Lord “from time to time A light turned on in a dark room is like receiving a after what manner [he] should work the timbers of message from God quickly, completely, and all at the ship” (1 Nephi 18:1). once. Many of us have experienced this pattern of Both the history of the Church and our personal lives revelation as we have been given answers to sincere are replete with examples of the Lord’s pattern for prayers or been provided with needed direction receiving revelation “line upon line, precept upon or protection, according to God’s will and timing. precept.” For example, the fundamental truths of the Descriptions of such immediate and intense mani restored gospel were not delivered to the Prophet festations are found in the scriptures, recounted in Joseph Smith all at once in the Sacred Grove. These Church history, and evidenced in our own lives. priceless treasures were revealed as circumstances Indeed, these mighty miracles do occur. However, warranted and as the timing was right. . . . this pattern of revelation tends to be more rare than common. We as members of the Church tend to emphasize marvelous and dramatic spiritual manifestations so The gradual increase of light radiating from the much that we may fail to appreciate and may even rising sun is like receiving a message from God “line overlook the customary pattern by which the Holy upon line, precept upon precept” (2 Nephi 28:30). Ghost accomplishes His work. The very “simpleness Most frequently, revelation comes in small incre- of the way” (1 Nephi 17:41) of receiving small and ments over time and is granted according to our incremental spiritual impressions that over time desire, worthiness, and preparation. Such communi- and in totality constitute a desired answer or the cations from Heavenly Father gradually and gently direction we need may cause us to look “beyond the “distil upon [our souls] as the dews from heaven” mark” (Jacob 4:14).

120 MAY: PROPHETS AND REVELATION

How can I make my prayers more meaningful? Heavenly Father loves us and wants us to communicate with Him through prayer. When we pray, we should tell Heavenly Father what we feel in our hearts. We should not repeat meaningless words or phrases. Through sincere, heartfelt prayer, we can feel the nearness of our Heavenly Father.

Prepare yourself spiritually

What meaningful experi- As you prepare, prayerfully study these resources. What would you like the young ences have you had with women to discover about prayer? prayer? What have these Luke 22:41–42; Helaman 10:5; D&C Bible Dictionary, “Prayer,” 752–53 experiences taught you 46:30–31 (We should seek God’s will about communicating David A. Bednar, “Ask in Faith,” when we pray) with Heavenly Father? Ensign or Liahona, May 2008, 94–97 What have you done to 3 Nephi 14:7; D&C 9:7–8 (Prayer David A. Bednar, “Pray Always,” make your prayers more should be accompanied by faithful Ensign or Liahona, Nov. 2008, 41–44 meaningful? effort) “Prayer,” True to the Faith (2004), When have you heard the 3 Nephi 17–19 (Jesus Christ prays 118–23 young women in your with the Nephites and teaches about class pray? How can you prayer) Video: “Daily Bread: Experience” help them make their prayers more meaningful? Moroni 10:3–5 (Pray with faith, a How can understanding sincere heart, and real intent) how to communicate with Heavenly Father help them now and in the Share experiences future? At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s lesson. This will encourage personal conversion and help the young women see the relevance of the gospel in their daily lives.

See the appendix for other teaching and learning ideas.

121 Introduce the doctrine

Choose from these ideas, or think of your own, to introduce this week’s lesson:

• As a class, sing or read hymns • Ask the young women to make a about prayer (use the topical index list of ways we communicate with at the end of the hymnbook to find others. How are these communication an appropriate hymn). What do the methods similar to prayer? How are young women learn about prayer they different? What questions do the from these hymns? young women have about prayer?

Learn together

Teaching tip Each of the activities below will help the young women understand how to make their prayers more meaningful. Following the inspiration of the Spirit, select one or more “After one person has that will work best for your class: responded to a question or offered an insight, invite • Invite the young women to find in • Provide each young woman with the others to either add to the scriptures an example of prayer a section from one of Elder David A. the comment or express a that they find inspiring (if necessary, Bednar’s talks suggested in this different opinion. When suggest that they read the scriptures outline. Invite the young women someone asks a question, listed in this outline), or show the to underline practical advice Elder redirect it to others rather video “Daily Bread: Experience.” Ask Bednar gives to help us make our than answer it yourself. them to share what they find and prayers more meaningful. Ask them For example, you could what they learn about prayer from the to share what they find. Then invite ask, ‘Would anyone care example. them to imagine that they are teach- to answer that question?’” ing someone to pray. What would • Assign each young woman a (Teaching, No Greater Call they teach, and how would they teach scripture about prayer (such as those [1999], 67). it? Consider role-playing a possible suggested in this outline). Ask the teaching situation. young women to write down a principle about prayer they learn from • Divide chapters 17, 18, or 19 of their scripture and an example of 3 Nephi among the young women. that principle from their lives or the Ask the young women to read their lives of others. Invite them to share sections and share what they learn what they wrote with another young about prayer from Jesus Christ’s woman in the class. What did the example and teachings and from the young women learn from each other examples of His disciples. What can that can help them make their prayers they do to follow these examples in more meaningful? their own prayers?

122 • Assign each young woman to in the Bible Dictionary. Ask the young Teaching in the Savior’s study one of the principles of prayer women to teach the class what they way discussed in True to the Faith, pages learn. Encourage them to share per- The Savior loved and 119–21, or in the entry about prayer sonal examples when they teach. prayed for those He Ask the young women to share what they learned today. Do they understand how to taught. When we get to make their prayers more meaningful? What feelings or impressions do they have? Do know and love those we they have any additional questions? Would it be helpful to spend more time on this teach, we pray for them by doctrine? name and for specific challenges and opportunities they may be facing. Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Make a specific goal to improve • Complete Faith value experience 1 their personal prayers. in Personal Progress.

123 Selected Resources

Excerpts from Elder David A. Bednar, “Pray Always,” Plead for greater strength to do and to become Ensign or Liahona, Nov. 2008, 41–44 better.

Simply stated, prayer is communication to Such a prayer is a key part of the spiritual prepara- Heavenly Father from His sons and daughters on tion for our day. earth. “As soon as we learn the true relationship in During the course of the day, we keep a prayer in which we stand toward God (namely, God is our our heart for continued assistance and guidance— Father, and we are his children), then at once prayer even as Alma suggested: “Let all thy thoughts be becomes natural and instinctive on our part” (Bible directed unto the Lord” (Alma 37:36). Dictionary, “Prayer,” 752). We are commanded to pray always to the Father in the name of the Son We notice during this particular day that there are (see 3 Nephi 18:19–20). We are promised that if we occasions where normally we would have a ten- pray sincerely for that which is right and good and dency to speak harshly, and we do not; or we might in accordance with God’s will, we can be blessed, be inclined to anger, but we are not. We discern protected, and directed (see 3 Nephi 18:20; D&C heavenly help and strength and humbly recognize 19:38). . . . answers to our prayer. Even in that moment of rec- ognition, we offer a silent prayer of gratitude. There may be things in our character, in our behavior, or concerning our spiritual growth about which At the end of our day, we kneel again and report we need to counsel with Heavenly Father in morn- back to our Father. We review the events of the ing prayer. After expressing appropriate thanks for day and express heartfelt thanks for the blessings blessings received, we plead for understanding, and the help we received. We repent and, with the direction, and help to do the things we cannot do in assistance of the Spirit of the Lord, identify ways our own strength alone. For example, as we pray, we can do and become better tomorrow. Thus our we might: evening prayer builds upon and is a continuation of our morning prayer. And our evening prayer also is Reflect on those occasions when we have spoken a preparation for meaningful morning prayer. harshly or inappropriately to those we love the most. Morning and evening prayers—and all of the Recognize that we know better than this, but we do prayers in between—are not unrelated, discrete not always act in accordance with what we know. events; rather, they are linked together each day and Express remorse for our weaknesses and for not across days, weeks, months, and even years. This is putting off the natural man more earnestly. in part how we fulfill the scriptural admonition to “pray always” (Luke 21:36; 3 Nephi 18:15, 18; D&C Determine to pattern our life after the Savior 31:12). Such meaningful prayers are instrumental in more completely. obtaining the highest blessings God holds in store for His faithful children.

124 MAY: PROPHETS AND REVELATION

Why is it important to study the scriptures? The scriptures contain the word of God. Latter-day prophets counsel us to study the scriptures every day, both individually and with our families. Studying the scriptures can help us know Heavenly Father and Jesus Christ, give us power to resist temptation, and strengthen us in our challenges.

Prepare yourself spiritually

How has studying the Prayerfully study the following scriptures and resources. What do you feel will help the scriptures been a blessing young women understand the importance of studying the scriptures? in your life? What experi- Psalms 119:105; 2 Timothy 3:16–17; Richard G. Scott, “The Power of ences can you share with 2 Nephi 32:3 (The scriptures can be a Scripture,” Ensign or Liahona, Nov. the young women? guide for our lives) 2011, 6–8 What verses of scripture 1 Nephi 15:24–25; Alma 31:5; Choice and Accountability value do you think could be Helaman 3:29–30; 15:7–8; D&C 11:21 experience 1, Young Women Personal meaningful to the young (There is power in the word of God) Progress (2009), 46 women in your class? What can you do to help D&C 84:45; Joseph Smith—Matthew “Scriptures,” True to the Faith (2004), the young women make 1:37 (The scriptures help us discern 155–59 their scripture study more truth and avoid deception) meaningful and effective? Videos: “The Book of Mormon: Boyd K. Packer, “The Key to Spiritual Messages from Heaven,” “Daily Protection,” Ensign or Liahona, Nov. Bread: Pattern” 2013, 26–28

Share experiences

See the appendix for other teaching and learning ideas.

125 Introduce the doctrine

Choose from these ideas, or think of your own, to introduce this week’s lesson:

• Invite a few young women to share a map, a compass, or a GPS device. a favorite scripture. Why are these How are the scriptures like these scriptures important to them? objects? Invite the young women to share an experience in which they • Show the young women a few found guidance and direction in the items that can guide them, such as scriptures.

Learn together

Teaching tip Each of the activities below will help the young women understand the importance of scripture study. Following the inspiration of the Spirit, select one or more that will “The spirit must be pres- work best for your class: ent for a gospel message to be carried to the hearts • Invite the young women to read • Ask each young woman to read of those you teach (see 2 Timothy 3:16–17 and 2 Nephi one of the scriptures suggested in this 2 Nephi 33:1; D&C 42:14). 32:3. What do these scriptures teach outline. Ask her to draw a picture that Therefore, you should use about the importance of scripture represents what her scripture teaches, methods that will set the study? As a class, review Elder and invite the rest of the class to guess proper tone for the lesson Richard G. Scott’s list of scriptures what the scripture says about the and invite the Spirit” (see that have guided his life (in his talk importance of scripture study. What Teaching, No Greater Call “The Power of Scripture”). Ask each experiences can the young women [1999], 91). young woman to make her own list share in which they have seen the of scriptures that have guided her. importance of scripture study in their Ask the young women to share their own lives? scriptures with the class and explain • Invite the young women to watch how these scriptures have guided one of the videos suggested in this their lives. outline or to read “The Importance • Invite the young women to read of Daily Scripture Study” from True sections of one of the talks suggested to the Faith (pages 155–56). Ask them in this outline. Ask them to look for to look for answers to the question, blessings that come from studying the “Why is it important that I study the scriptures. When have they experi- scriptures?” Invite them to share what enced these blessings in their lives? they find.

Ask the young women to share what they learned today. Do they understand the importance of scripture study? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

126 Teaching in the Savior’s way Live what we are learning The Savior used the Invite the young women to consider how they will live what they have learned today. scriptures to teach and For example, they could: testify about His mission. He taught people to think • Work on Choice and Accountability daily scripture study or improve their about the scriptures for value experience 1 in Personal Progress study of the scriptures. themselves and use them and make a plan to develop a habit of • Memorize a scripture that inspires to find answers to their them and share it in class next week. own questions. How can you encourage the young Share with the young women what they will be studying next week. What can they do women to turn to the to prepare to learn? For example, they could read a talk, watch a video, or study a scrip- scriptures to receive direc- ture related to next week’s lesson. tion from the Lord? Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

127 Selected Resources

Excerpts from Richard G. Scott, “The Power of can become stalwart friends that are not limited by Scripture,” Ensign or Liahona, Nov. 2011, 6–8 geography or calendar. They are always available when needed. Their use provides a foundation of Our Father in Heaven understood that for us to truth that can be awakened by the Holy Ghost. make desired progress during our mortal probation, Learning, pondering, searching, and memorizing we would need to face difficult challenges. Some of scriptures is like filling a filing cabinet with friends, these would be almost overpowering. He provided values, and truths that can be called upon anytime, tools to help us be successful in our mortal proba- anywhere in the world. tion. One set of those tools is the scriptures. Great power can come from memorizing scriptures. Throughout the ages, Father in Heaven has in- To memorize a scripture is to forge a new friend- spired select men and women to find, through the ship. It is like discovering a new individual who can guidance of the Holy Ghost, solutions to life’s most help in time of need, give inspiration and comfort, perplexing problems. He has inspired those autho- and be a source of motivation for needed change. rized servants to record those solutions as a type of For example, committing to memory this psalm has handbook for those of His children who have faith been for me a source of power and understanding: in His plan of happiness and in His Beloved Son, Jesus Christ. We have ready access to this guidance “The earth is the Lord’s, and the fulness thereof; the through the treasure we call the standard works— world, and they that dwell therein. that is, the Old and New Testaments, the Book of “For he hath founded it upon the seas, and estab- Mormon, the Doctrine and Covenants, and the Pearl lished it upon the floods. of Great Price. “Who shall ascend into the hill of the Lord? or who Because scriptures are generated from inspired com- shall stand in his holy place? munication through the Holy Ghost, they are pure truth. We need not be concerned about the validity “He that hath clean hands, and a pure heart; who of concepts contained in the standard works since hath not lifted up his soul unto vanity, nor sworn the Holy Ghost has been the instrument which has deceitfully. motivated and inspired those individuals who have recorded the scriptures. “He shall receive the blessing from the Lord, and righteousness from the God of his salvation” (Psalm Scriptures are like packets of light that illuminate 24:1–5). our minds and give place to guidance and inspiration from on high. They can become the key to Pondering a scripture like that gives great direction open the channel to communion with our Father in to life. The scriptures can form a foundation of sup- Heaven and His Beloved Son, Jesus Christ. port. They can provide an incredibly large resource of willing friends who can help us. A memorized The scriptures provide the strength of authority to scripture becomes an enduring friend that is not our declarations when they are cited correctly. They weakened with the passage of time.

128 MAY: PROPHETS AND REVELATION

How can I strengthen my testimony? A testimony is a spiritual witness of the truth given by the Holy Ghost. As members of the Church, we have sacred opportunity and responsibility to obtain our own testimonies. If we seek a testimony through study, prayer, and living the gospel, the Holy Ghost will help us know for ourselves that the gospel is true.

Prepare yourself spiritually

How have you gained Prayerfully study the following scriptures and resources. What do you find that will your own testimony? How inspire the young women to gain a testimony? has your testimony influ- John 7:16–17 (If we do the Lord’s will, Thomas S. Monson, “Believe, Obey, enced you in your roles as we will gain a testimony) and Endure,” Ensign or Liahona, May a daughter of God, such 2012, 126–29 as wife, mother, sister, or 1 Corinthians 2:9–13; Alma 5:45–46; teacher? D&C 8:2–3 (The Holy Ghost testifies Dieter F. Uchtdorf, “Receiving a of truth) Testimony of Light and Truth,” Ensign What do you know about or Liahona, Nov. 2014, 20–23 the testimonies of the James 1:5; 1 Nephi 10:17–19; 15:11; young women in your 3 Nephi 18:20; Moroni 10:3–5 (To Bonnie L. Oscarson, “Be Ye class? How will having obtain a testimony, we must ask and Converted,” Ensign or Liahona, Nov. a strong testimony in- seek for one) 2013, 76–78 fluence their lives now and in the future? What Mosiah 26:3; Alma 12:11 (Obstacles to Craig C. Christensen, “I Know These can you do to encourage obtaining a testimony) Things of Myself,” Ensign or Liahona, them to strengthen their Nov. 2014, 50–52 Alma 32:27–34 (Begin with a desire to testimonies? believe) “Testimony,” True to the Faith (2004), 178–80 D&C 9:7–9 (We must study for ourselves before we ask)

Share experiences

129 Introduce the doctrine

Choose from these ideas, or think of your own, to introduce this week’s lesson:

• As a class, read Elder Craig C. teaches them about strengthening Christensen’s comparison between their testimonies. a testimony and a redwood tree in • Ask the young women to write his talk “I Know These Things of down a definition of the word tes- Myself.” If possible, bring a picture of timony. Invite them to share their a redwood tree and explain that this definitions with the class. You may tree grows from a seed that is only a encourage them to read “Testimony” few millimeters long. Ask the young in True to the Faith. women to share what this comparison

Learn together

Teaching tip Each of the activities below will help the young women learn how to gain their own testimonies. Following the inspiration of the Spirit, select one or more that will work “Often a lesson will con- best for your class: tain more material than you are able to teach in the • Show the young women seeds it strong as she reads the scriptures time you are given. In such and a potted plant. Ask them what in this outline or the 12th and 13th cases, you should select needs to happen in order for the paragraphs of President Thomas S. the material that will be seeds to grow into a plant. Read Alma Monson’s talk “Believe, Obey, and most helpful for those you 32:27–34, and ask the young women Endure.” Invite the young women teach” (Teaching, No Greater to compare growing a plant to gaining to share some of the ideas on their Call [1999], 98). a testimony. How are their testimo- lists, and then discuss as a class how nies growing? What can they do to the young women can help others nourish their testimonies? Invite them strengthen their testimonies. How can to write in their journals how their they help family members? friends? testimonies are growing and what • Invite the young women to think they can do to strengthen them. of someone they know who may be • As a class, make a list of individ- struggling with his or her testimony. uals in the scriptures who gained a Encourage them to search President testimony. Discuss what these people Dieter F. Uchtdorf’s talk “Receiving a did and how they received their spir- Testimony of Light and Truth,” look- itual witness (see 1 Nephi 10:17–19; ing for things that could be helpful to Alma 5:45–46). Invite the young that person. What could they share women to share experiences that have with that person? strengthened their testimonies. • During the week, ask one of the • Invite each young woman to make young women to come to class a list of things that might weaken her prepared to relate the story of testimony and ways she can keep Agnes Hoggan from Sister Bonnie L.

130 Oscarson’s talk “Be Ye Converted,” • Ask each young woman to read Teaching in the Savior’s including how Agnes’s testimony one of the scriptures in this outline way influenced her decisions. Give each to find ways to gain and strengthen The Savior invited His young woman a slip of paper with a testimony or things that prevent us disciples to testify. For one sentence from Sister Oscarson’s from gaining a testimony. After they example, He asked them, talk that teaches a principle about have shared some ideas, ask them “Whom say ye that I am?” strengthening testimony. Ask each to think about ways they can help (see Matthew 16:15–16). young woman to share her sentence others strengthen their testimonies. When you ask inspired with the class and to discuss what she How can they help family members? questions to the young learns from it and any insights she friends at school? women, their answers has to share. can be opportunities to Ask the young women to share what they learned today. Do they understand how to bear and strengthen their gain their own testimonies? What feelings or impressions do they have? Do they have testimonies. any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Bear their testimonies in class. • Share their testimonies with a friend or family member in the • Set a goal to strengthen their testi- coming week. monies by living one of the principles they learned.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

131 Selected Resources

Excerpt from Bonnie L. Oscarson, “Be Ye Converted,” that she married well, and make her an heir to their Ensign or Liahona, Nov. 2013 estate with their own children. They would also continue to make payments to Agnes. I would like to share a conversion story from my family history about another of my heroes. Her This struggling widow and mother had a hard deci- name is Agnes Hoggan, and she and her husband sion to make, but she did not hesitate for a moment. joined the Church in Scotland in 1861. Suffering Listen to the words of her granddaughter, written great persecution in their homeland, they immi- many years later: “If her love had not compelled grated to America with their children. Several years [her] to say no, she had an even better reason—she later, Agnes became a widow with eight children had come all the way from Scotland and had gone to support and worked hard to keep them fed and through tribulations and trials for the Gospel, and clothed. Her 12-year-old daughter, Isabelle, was she did not intend, if humanly possible, to let a child lucky enough to find employment as a servant to a of hers lose what she had come so far to gain.” The wealthy, non-LDS family. wealthy family used every possible argument, and Isabelle herself cried and begged to be allowed to Isabelle lived in their large home and helped look go, but Agnes remained firm. As you can imagine, after their younger children. In exchange for her 16-year-old Isabelle felt as if her life was ruined. services, a small wage was paid each week to her mother. Isabelle was soon accepted as a member Isabelle Hoggan is my great-grandmother, and I am of the family and began to enjoy many of the same most grateful for the testimony and conviction that privileges, such as taking dance lessons, wearing burned so brightly in her mother’s heart, which did beautiful clothing, and attending the theater. This not allow her to trade her daughter’s membership arrangement continued for four years, until the in the Church for worldly promises. Today, hun- family for whom Isabelle worked was transferred dreds of her descendants who enjoy the blessings to another state. They had grown so fond of Isabelle of membership in the Church are the beneficiaries that they approached her mother, Agnes, and asked of Agnes’s deep-seated faith and conversion to the for permission to legally adopt her. They promised gospel. they would provide her with a good education, see

132 MAY: PROPHETS AND REVELATION

How can a patriarchal blessing help me? A patriarchal blessing is personal revelation for our lives. It helps us understand our potential and the blessings we can receive if we are faithful. It may contain promises, admonitions, or warnings to guide our lives. It also helps us know that Heavenly Father knows and cares about us personally.

Prepare yourself spiritually

If you have received a pa- As you prepare, prayerfully study these scriptures and resources. What do you find triarchal blessing, how has that will be most helpful to the young women you teach? it guided your life? How Alma 16:16–17; 3 Nephi 17:2–3 (We Julie B. Beck, “You Have a Noble has it helped you in times should prepare our hearts to receive Birthright,” Ensign or Liahona, May of adversity? How has it instruction from the Lord) 2006, 106–8 inspired you? 3 Nephi 20:25–27 (The house of Israel Carlos A. Godoy, “The Lord Has a In what ways can a patri- blesses families of the earth) Plan for Us!” Ensign or Liahona, Nov. archal blessing be a guide 2014, 96–98 in the lives of the young D&C 82:10; 130:20–21 (Blessings are women you teach? Why conditioned upon obedience) “About Patriarchal Blessings,” New is it important for them to Era, Mar. 2004, 32–35; Liahona, Mar. Henry B. Eyring, “Help Them Aim know their lineage in the 2004, 18–21 house of Israel? How can High,” Ensign or Liahona, Nov. 2012, you help them prepare 60–67 “Patriarchal Blessings,” True to the to receive a patriarchal Faith (2004), 111–13 blessing?

Share experiences

See the appendix for other teaching and learning ideas.

133 Introduce the doctrine

Choose from these ideas, or think of your own, to introduce this week’s lesson:

• If you have a patriarchal blessing, this question. Refer back to this ques- show the young women what it looks tion throughout the lesson. As a part like (without sharing specific content). of your discussion, consider sharing Share with them how it has blessed Elder Carlos A. Godoy’s story about your life. how his patriarchal blessing helped him make important decisions in his • Write on the board, “How can a pa- life (see “The Lord Has a Plan for Us!” triarchal blessing help me?” Ask the Ensign or Liahona, Nov. 2014, 96–98). young women to suggest answers to

Learn together

Teaching tip Each of the activities below will help the young women learn about patriarchal blessings. Following the inspiration of the Spirit, select one or more that will work best for “When an individual your class: asks a question, consider inviting others to answer • Invite one or more young women • Ask the young women to write it instead of answering to share their experiences receiving down any questions they have about it yourself. For example, a patriarchal blessing (or share your patriarchal blessings. As a class, look you could say, ‘That’s an own experience). How have their for answers in True to the Faith,pages interesting question. What patriarchal blessings helped them? 111–13. do the rest of you think?’ (Remind the young women that • As a class, read sections of Julie B. or ‘Can anyone help with the specific content of patriarchal Beck’s talk “You Have a Noble this question?’” (Teaching, blessings is sacred and should not Birthright” and President Henry B. No Greater Call [1999], 64). be shared.) Cut a copy of the article Eyring’s comments about his patri- “About Patriarchal Blessings” into archal blessing in “Help Them Aim pieces, one for each question and an- High.” After reading each section, swer. Invite the young women to take invite the young women to write a turns selecting one piece of the article statement that summarizes what they and sharing the question and answer learn about patriarchal blessings. with the class. What other questions do the young women have? • Invite the young women to read the scriptures suggested in this • With the bishop’s permission, outline and share what they feel each invite the stake patriarch to talk to scripture teaches about patriarchal the young women about patriarchal blessings. blessings. Encourage the young women to ask any questions they have.

134 Ask the young women to share what they learned today. Do they understand patriar- Teaching in the Savior’s chal blessings better? What feelings or impressions do they have? Do they have any way additional questions? Would it be helpful to spend more time on this doctrine? The Savior knows the young women in your class, and He knows who Live what we are learning they can become. He finds unique ways to help each Invite the young women to consider how they will live what they have learned today. of them learn and grow. For example: How can you teach of the • They could complete Individual • If they have received their patri- Savior’s love for the young Worth value experience 2 from archal blessing, they could study it women as you talk about Personal Progress. and make note of the counsel, warn- patriarchal blessings? ings, spiritual gifts, and blessings it contains.

135 Selected Resources

Excerpts from “About Patriarchal Blessings,” New Era, revealed direction for you. The blessing will then Mar. 2004, 32–35; or Liahona, Mar. 2004, 18–21 be transcribed so that you can have a written copy to study throughout your life. The Church will also What is a patriarchal blessing? keep a copy of your blessing in case you ever lose A patriarchal blessing has two main purposes. yours. First, the patriarch will be inspired to declare your How do I get a patriarchal blessing? lineage—the tribe of Israel to which you belong. Second, guided by the spirit of prophecy, the patri- Make an appointment for an interview with your arch will pronounce blessings and may also provide bishop. He will determine your readiness and promises, cautions, or admonitions that apply spe- worthiness and either give you a recommend or cifically to you. Your patriarchal blessing may point help you prepare to receive one. After receiving out certain things you are capable of achieving and your recommend, you may contact the patriarch to blessings you can receive if you exercise faith and schedule an appointment. Ask your bishop or the live righteously. patriarch who may accompany you to your blessing, such as your parents. And bring your recommend to Why is lineage important? the appointment. Every member of the Church belongs to one of How do I know if I’m ready? the twelve tribes of Israel. Those who aren’t literal descendants are “adopted” into the house of Israel The desire to receive a patriarchal blessing should through baptism. Knowing your lineage can be a come from a desire to know and live God’s will for helpful guide in your life, because belonging to you. Curiosity or pressure from others isn’t the right one of the twelve tribes brings the blessings and reason to get a blessing. The bishop will help deter- missions specific to each tribe. The blessings Jacob mine if you are ready for the blessing. gave his sons (the heads of each of the tribes) can be How can I prepare? found in Genesis 49. . . . You should do everything possible to draw closer Who may receive a patriarchal blessing? to the Lord. Prayer, fasting, scripture study, med- All worthy members of the Church are entitled to itation, and repentance can help. Concerns about and should receive a patriarchal blessing regardless worldly things should be left behind for such a of how long they have been members. sacred occasion. . . .

How old do I have to be for a blessing? When will the promises in my blessing be fulfilled?

There is no set age. You should be old enough to Occasionally patriarchal blessings reveal things appreciate the sacred nature of the blessing. from our pre-earth life. But mostly they are guides for present and future living. Because blessings are How is the blessing given? eternal in nature, they may include possibilities The patriarch will place his hands on your head beyond mortal life. and give the blessing through inspiration. It will be

136 UNIT OVERVIEW June: Priesthood and Priesthood Keys

“The keys of the kingdom of God are committed unto man on the earth” (D&C 65:2).

The outlines in this unit will help the young women understand the priesthood and how it can bless them now and in all their future roles as daughters of God. Young women can receive great strength and qualify for the blessings of exaltation as they continually exercise faith in Jesus Christ and as they access the power of God through the priesthood ordinances they receive and the covenants they keep. Help them learn that the priesthood is the power of God used to bless all of His children equally, both male and female. Help them understand that when they serve in the Church, they work under the direction of leaders who hold priesthood keys. Because of this, they participate in the work of the priesthood.

Outlines to choose from this month:

What is the priesthood? What are my responsibilities in the work of the priesthood? What are the keys of the priesthood? How do I receive the power and blessings of the priesthood in my life? What does it mean to sustain my Church leaders?

Mutual Note to the teacher

Consider how you can plan activities that connect Be sensitive to young women who live without priest- with what the youth are learning. A youth activities hood authority in the home or have negative exam- site is available to assist you. Many of the learning ples in their lives. It is important to teach the ideal, but activities in these outlines could also serve as effec- with sensitivity to these situations. tive Mutual activities. Work with class presidencies to select and plan appropriate activities that reinforce what the young women learn on Sunday.

Visit lds.org/youth/learn to view this unit online.

137

JUNE: PRIESTHOOD AND PRIESTHOOD KEYS

What is the priesthood? The priesthood is the eternal power and authority of our Heavenly Father. Through the priesthood, God created and governs the heavens and earth. Through this power He redeems and exalts His children. He gives worthy priesthood holders authority to administer ordinances of salvation. All of Heavenly Father’s children can qualify to receive these ordinances and access the power and blessings of the priesthood.

Prepare yourself spiritually

What do you know about As you prepare, prayerfully study these scriptures and resources. What scriptures and the priesthood? What do talks will help the young women understand what priesthood is? you feel inspired to learn Hebrews 5:4; D&C 107:1–5; Articles Neil L. Andersen, “Power in the about the priesthood? of Faith 1:5 (Priesthood holders are Priesthood,” Ensign or Liahona, Nov. Do the young women called of God and ordained by one in 2013, 92–95 see the relevance of the authority) “Priesthood,” True to the Faith (2004), priesthood in their lives? D&C 84:17–22 (The power of godli- 124–28 What could you do before ness is manifest in the ordinances of class to find out what each “Aaronic Priesthood,” True to the the priesthood) young woman knows Faith, 3–4 about the priesthood? D&C 121:34–46 (The power of the “Melchizedek Priesthood,” True to the How might this influence priesthood operates only on prin Faith, 101–2 what you decide to teach? ciples of righteousness) Video: “Priesthood Blessings M. Russell Ballard, “This Is My Work Available to All” and Glory,” Ensign or Liahona, May 2013, 18–21

Share experiences

See the appendix for other teaching and learning ideas.

139 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women what they • Invite the young women, as a class know about the priesthood. Share or in pairs, to role-play a discussion with them the paragraph at the in which a friend of another faith beginning of this outline or the video asks what the priesthood is. How “Priesthood Blessings Available would the young women describe the to All,” and ask them what addi- priesthood? Use the statement at the tional truths they learn about the beginning of this lesson to help them priesthood. understand what the priesthood is.

Learn together

Teaching tip Each of the activities below will help the young women understand the priesthood. Following the inspiration of the Spirit, select one or more that will work best for your “Testify whenever the class: Spirit prompts you to do so, not just at the end of • Divide the young women into • Invite some of the young women each lesson. Provide op- groups. Assign each group to search to read about the Aaronic Priesthood portunities for those you one or more of the scriptures sug- in True to the Faith (pages 3–4), and teach to bear their testimo- gested in this outline or a section of invite the others to read about the nies” (Teaching, No Greater M. Russell Ballard’s talk “This Is My Melchizedek Priesthood (pages Call [1999], 45). Work and Glory,” looking for things 101–2). Ask each young woman to they learn about the priesthood. Invite share something she learned from them to share what impresses them. what she read. Why do they feel it What experiences have the young is important for young women to women had with the priesthood? understand the priesthood?

• Ask the young women to list ways • Invite each young woman to read in which people in the world gain one of the sections of Elder Neil L. power (money, education, popularity, Andersen’s talk “Power in the good looks, and so on). Read together Priesthood.” Then ask each young Doctrine and Covenants 121:36–46, woman to share with the rest of the and ask the young women to list the class what she learned about the principles upon which priesthood priesthood and what it means to her. power is based. Contrast the world’s • Invite the young women to read the way of obtaining power and the section titled “Priesthood Quorums” Lord’s way. How does knowing about on page 125 of True to the Faith. What these principles affect the way the are the similarities between how young women view the priesthood?

140 Aaronic Priesthood quorums and of the Church are organized after Teaching in the Savior’s young women classes are organized? the pattern of the priesthood (see way What are the differences? Help the Daughters in My Kingdom: The History The Savior used the young women see that the women and Work of Relief Society [2011], 138). scriptures to teach and Ask the young women to share what they learned today. Do they understand better testify about His mission. what the priesthood is? What feelings or impressions do they have? Do they have any He taught His disciples additional questions? Would it be helpful to spend more time on this doctrine? to turn to the scriptures for answers to questions and to receive spiritual strength. In what ways can Live what we are learning you encourage the young Invite the young women to consider how they will live by what they have learned women to turn to the today. For example, they could: scriptures to find answers to their questions and • Prepare and teach a family home • Write in their journals some- challenges? evening lesson on the priesthood. thing they have learned about the priesthood.

141 Selected Resources

Excerpt from “Priesthood,” True to the Faith (2004), Quorums exist at all levels of Church organization. 124–28 The President of the Church and his counselors form the Quorum of the First Presidency. The Priesthood Quorums Twelve Apostles also form a quorum. Seventies, A priesthood quorum is an organized group of both General Authorities and Area Authorities, brethren who hold the same priesthood office. The are organized into quorums. Each stake president primary purposes of quorums are to serve others, presides over a quorum of high priests, made up of build unity and brotherhood, and instruct one an- all the high priests in the stake. Each ward or branch other in doctrines, principles, and duties. normally has quorums of elders, priests, teachers, and deacons. High priests are also organized in wards, serving in high priests groups.

142 JUNE: PRIESTHOOD AND PRIESTHOOD KEYS

What are my responsibilities in the work of the priesthood? The work of the priesthood includes more than the duties of priesthood holders. It is God’s work—the work of blessing and exalting His children— accomplished by His covenant-keeping children. Women are essential in accomplishing the work of the priesthood. We minister to those in need, teach the gospel, and invite all to come unto Christ.

Prepare yourself spiritually

How do you participate As you prepare, prayerfully study these scriptures and resources. What do you feel in the work of the priest- inspired to share with the young women? hood? What experiences D&C 20:38–60 (Duties of priesthood Henry B. Eyring, “The Comforter,” could you share that holders) Ensign or Liahona, May 2015, 17–21 would help the young women understand their Luke 8:1–3; Acts 9:36–40; Romans Dallin H. Oaks,“The Keys and responsibilities in the 16:1–2 (Examples of ministering to Authority of the Priesthood,” Ensign Lord’s work? others) or Liahona, May 2014, 49–52

Do the young women in Alma 56:47–48; 57:21; D&C 25:6–8; “Relief Society: A Restoration of an your class see themselves Moses 5:11–12 (Examples of teaching Ancient Pattern,” Daughters in My as essential participants the gospel) Kingdom: The History and Work of Relief in the work of the priest- Society (2011), 3–7 hood? What experiences Luke 2:36–38; John 20:11–18; Alma have they had doing the 19:16–17 (Examples of inviting others Video: “Sweet Is the Work”; “Sharing Lord’s work—in their to come unto Christ) Your Light” homes, at church, and with their friends—that they could share with each Share experiences other? At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s lesson. This will encourage personal conversion and help the young women see the relevance of the gospel in their daily lives.

See the appendix for other teaching and learning ideas.

143 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write on the board, “What are the • As a class, read the paragraph at duties of priesthood holders?” Ask the beginning of this outline, and the young women to list as many invite the young women to write on duties as they can think of and then the board words and phrases that add to their list the duties they find help them understand what the work in Doctrine and Covenants 20:46–60. of the priesthood is. What connec- Invite them to consider which of tions do they see between the Young these responsibilities they share with Women theme and the duties of young men. priesthood holders listed in Doctrine and Covenants 20:46–60?

Learn together

Teaching tip Each of the activities below will help inspire the young women to be participants in the work of the priesthood. Following the inspiration of the Spirit, select one or more that “As you prayerfully pre- will work best for your class: pare to teach, you may be led to emphasize certain • In Doctrine and Covenants 20:53 in the work of the priesthood? What principles. You may gain and 59, we learn that the duties of the inspires the young women about an understanding of how priesthood include being with and these stories? How do they see them- best to present certain strengthening Church members and selves in the work of the priesthood? ideas. You may discover inviting all to come unto Christ. Invite • As a class, read “Relief Society: A examples, object lessons, the young women to review portions Restoration of an Ancient Pattern.” and inspiring stories in of President Henry B. Eyring’s talk Invite the young women to share their the simple activities of life. “The Comforter.” What does he teach impressions about the role of women You may feel impressed to about how the Holy Ghost can help in the work of the priesthood. How invite a particular person us keep our covenants and participate does reading about what women have to assist with the lesson. in the work of the priesthood? done throughout history inspire the You may be reminded of • Before class, invite the young young women to participate in this a personal experience that women to learn about an influen- work today? Encourage the young you can share” (Teaching, tial woman—in the scriptures (such women to read the rest of Daughters in No Greater Call [1999], 48). as those suggested in this outline), My Kingdom on their own. If possible, in Church history, or in their own you may want to provide copies for families—who has been an example them. of ministering, teaching the gospel, or • Read together section IV in Elder inviting others to come unto Christ. Dallin H. Oaks’s talk “The Keys and At the beginning of class, invite them Authority of the Priesthood,” and ask to share what they learned. In what the young women to share statements ways were these women participating

144 that impress them. With permission • Show one of the videos suggested Teaching in the Savior’s from the bishop, invite a sister in the in this outline and invite the young way ward to talk with the class about how women to identify ways in which The Savior invited His priesthood authority has increased women in the videos are participating followers to testify, and her capacity to fulfill her calling. You in the work of the priesthood. How as they did, the Spirit may want to invite this sister several do these examples and the counsel of touched their hearts. What days in advance. Church leaders in these videos inspire experiences have you had them to participate more fully in this with the priesthood that work? you could share with the Ask the young women to share what they learned today. Do they understand how they young women? can participate in the work of the priesthood? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Make a plan to fulfill their re- • Share with their families what they sponsibilities in the work of the learned today about the work of the priesthood. priesthood.

145 Selected Resources

Excerpt from “Relief Society: A Restoration of an Ancient which should come into the world.” [See John Pattern,” Daughters in My Kingdom: The History 11:20–22.] and Work of Relief Society (2011), 3–7 Many other female disciples traveled with Jesus While little is known about a formal organization and the Twelve, learning from Him spiritually and of women in the New Testament, evidence suggests serving Him temporally. [See Luke 8:1–3.] . . . that women were vital participants in the Savior’s It is likely that these women provided some eco- ministry. The New Testament includes accounts of nomic support for Jesus and His Apostles, along women, named and unnamed, who exercised faith with service such as cooking. In addition to receiv- in Jesus Christ, learned and lived His teachings, ing Jesus’s ministering—the glad tidings of His and testified of His ministry, miracles, and majesty. gospel and the blessings of His healing power— These women became exemplary disciples and im- these women ministered to Him, imparting their portant witnesses in the work of salvation. substance and devotion. Women journeyed with Jesus and His Twelve The Apostle Paul wrote of women who, both in Apostles. They gave of their substance to assist in Church positions and of their own volition, served His ministry. After His death and Resurrection, the Saints. [See 1 Timothy 5:10; Titus 2:4.] . . . women continued to be faithful disciples. They met and prayed together with the Apostles. They pro- The book of Acts includes an account of a woman vided their homes as gathering places for Church who embodied the virtues Paul described. Tabitha, members. They valiantly participated in the work of who was also known as Dorcas, lived in Joppa, saving souls, temporally and spiritually. where she made clothes for women in need. [See Acts 9:36–40.] . . . Martha and her sister Mary are examples of female disciples in the New Testament. Luke 10 contains The New Testament mentions other devoted an account of Martha opening her home to Jesus. women. Priscilla and her husband, Aquila, risked She served the Lord by taking care of His temporal their lives for the Apostles and provided their needs, and Mary sat at the Master’s feet and ab- home for Church gatherings. [See Romans 16:3–5; sorbed His teachings. 1 Corinthians 16:19.] . . .

In an age when women were generally expected to A woman named Mary “bestowed much labour” for provide only temporal service, the Savior taught the Apostles. [Romans 16:6.] A woman named Lydia Martha and Mary that women could also participate was baptized along with her household and then spiritually in His work. He invited them to become ministered to those who had taught her. [See Acts His disciples and partake of salvation, “that good 16:14–15.] part” that would never be taken from them. [See Luke 10:38–42.] A woman named Phebe apparently held an ecclesiastical position of service in her congregation. [See Mary and Martha became active participants in the Romans 16:1–2.] . . . The kind of service rendered by Lord’s mortal ministry. Later in the New Testament, Phebe and other great women of the New Testament we read Martha’s strong testimony of the Savior’s continues today with members of the Relief divinity. In a conversation with Jesus, she said, “I Society—leaders, visiting teachers, mothers, and believe that thou art the Christ, the Son of God, others—who act as succorers, or helpers, of many.

146 JUNE: PRIESTHOOD AND PRIESTHOOD KEYS

What are the keys of the priesthood? Priesthood keys are the authority Heavenly Father has given to priesthood leaders to direct the use of His priesthood on earth. Jesus Christ holds all priesthood keys. “The keys of this dispensation,” which are necessary to lead the Church, were conferred on the Prophet Joseph Smith (see D&C 110:16). Today the members of the First Presidency and Quorum of the Twelve Apostles hold those keys. Priesthood keys are also given to the Presidency of the Seventy; presidents of temples, missions, stakes, and districts; bishops; branch presidents; and quorum presidents—including Aaronic Priesthood quorum presidents.

Prepare yourself spiritually

Think of the priesthood Prayerfully study these scriptures and resources. What will help the young women leaders in your life. How understand priesthood keys? did you gain a testimony Matthew 16:18–19 (Peter is promised Gary E. Stevenson, “Where Are that they are called of the keys of the kingdom of God) the Keys and Authority of the God? Priesthood?” Ensign or Liahona, May Mosiah 25:19 (Mosiah authorizes What can you do to help 2016, 29–32 Alma to establish the Church) the young women un- Boyd K. Packer, “The Twelve,” Ensign derstand the significance D&C 65:2 (Priesthood keys are neces- or Liahona, May 2008, 83–87 of priesthood keys in the sary for the gospel to go forth) Church? In what ways Dallin H. Oaks, “The Keys and D&C 124:123, 142–43 (Presidents hold have the young women Authority of the Priesthood,” Ensign priesthood keys to govern the work of been blessed by the service or Liahona, May 2014, 49–52 of those who hold priest- the ministry) hood keys? How is their “Priesthood Keys,” True to the Faith D&C 132:7 (The President of the service as young women (2004) 126–27 Church is the only person on earth influenced by the lead- authorized to exercise all priesthood Video: “The Restoration of Priesthood ership of those who hold keys) Keys” priesthood keys?

Share experiences

147 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women, “What are • Invite the young women to ponder priesthood keys?” Then read to the and answer questions like the follow- young women the paragraph at the ing: What are priesthood keys? Who beginning of this outline, and ask holds priesthood keys in the Church? them why the word keys is helpful to Encourage them to look for answers describe how the use of the priest- in “Priesthood Keys,” True to the Faith, hood is governed. 126–27.

Learn together

Teaching tip Each of the activities below will help the young women understand priesthood keys. Following the inspiration of the Spirit, select one or more that will work best for your “Ask questions that class: require learners to find answers in the scriptures and • In his talk “Where Are the Keys a one-sentence summary of what they the teachings of latter-day and Authority of the Priesthood?” learn about priesthood keys from the prophets” (Teaching, No Elder Gary E. Stevenson explains verses. Ask each young woman to Greater Call [1999], 62). priesthood keys by comparing them read one of her summaries aloud, and to car keys. As the young women ask the other young women to iden- read this analogy, direct them to look tify which scripture she is summariz- for what in the analogy represents ing. Ask the young women why it is the priesthood, priesthood keys, and important to them that the priesthood priesthood leaders who hold keys. keys are on the earth today. In what ways does Elder Stevenson • Ask the young women to read the suggest that young people can “find first three paragraphs and the story the keys”? How can we follow his about visiting a church in Denmark counsel? Invite the young women to from President Boyd K. Packer’s think of their own object lesson that talk “The Twelve” (or they could they could use to explain priesthood watch the video “The Restoration keys. of Priesthood Keys”). Invite them • Write the following scripture to teach each other what they learn references on the board: Matthew about priesthood keys from these 16:18–19; D&C 124:123, 142–43; D&C talks. What blessings have come to 132:7. Invite the young women to them through the service of those read each of the scriptures and write who hold priesthood keys?

148 • Invite each young woman to read words, what she learns about priest- Teaching in the Savior’s section III of Elder Dallin H. Oaks’s hood keys. Give the young women way talk “The Keys and Authority of time to share what they write and to The Savior called and set the Priesthood” and write a brief ask any questions they have about apart leaders to direct and paragraph summarizing, in her own priesthood keys. govern His Church (see Ask the young women to share what they learned today. Do they understand the keys Matthew 10:1–5). How of the priesthood better? What feelings or impressions do they have? Do they have any can you help the young additional questions? Would it be helpful to spend more time on this doctrine? women feel gratitude for those who are called to serve and help them? Live what we are learning

Invite the young women to consider how they will live what they have learned today. For example, they could:

• Look for ways they are blessed by • Teach a family member what they the service of those who hold priest- learned about priesthood keys. hood keys.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

149 Selected Resources

Excerpts from Boyd K. Packer, “The Twelve,” Ensign or circle, and the circle now stands filled. The calling of Liahona, May 2008, 83–87 an Apostle goes back to the Lord Jesus Christ. . . .

Shortly after the death of President Gordon B. In 1976 an area general conference was held in Hinckley, the 14 men, Apostles, who had had con- Copenhagen, Denmark. Following the closing ses- ferred upon them the keys of the kingdom, gathered sion, President Spencer W. Kimball desired to visit together in the upper room of the temple in order to the Vor Frue Church, where the Thorvaldsen statues reorganize the First Presidency of the Church. There of the Christus and of the Twelve Apostles stand. He was no question about what would be done, no had visited there some years earlier and wanted all hesitancy. We knew that the senior Apostle was the of us to see it, to go there. President of the Church. And in that sacred meet- To the front of the church, behind the altar, stands ing, Thomas Spencer Monson was sustained by the the familiar statue of the Christus with His arms Quorum of the Twelve Apostles as the President of turned forward and somewhat outstretched, the the Church. He nominated and named his coun- hands showing the imprint of the nails, and the selors. They likewise were sustained, and they wound in His side very clearly visible. Along each were each ordained and given authority. President side stand the statues of the Apostles, Peter at the Monson was specifically given the authority to front to the right and the other Apostles in order. exercise all of the priesthood keys of authority. Now, as the scriptures provide, he is the only man on the Most of our group was near the rear of the chapel earth who has the right to exercise all of the keys. with the custodian. I stood up front with President But we all hold them as Apostles. There is one man Kimball before the statue of Peter with Elder Rex D. among us called and ordained, and he becomes the Pinegar and Johan Helge Benthin, president of the President of The Church of Jesus Christ of Latter- Copenhagen stake. day Saints. Already he was and had been sustained for years as a prophet, seer, and revelator. In Peter’s hand, depicted in marble, is a set of heavy keys. President Kimball pointed to those keys and With President Uchtdorf being called to the First explained what they symbolized. Then, in an act I Presidency, there was then a vacancy in the Twelve, shall never forget, he turned to President Benthin and so yesterday we sustained a new member of the and with unaccustomed firmness pointed his finger Quorum of the Twelve, Elder D. Todd Christofferson. at him and said, “I want you to tell everyone in He now joins that sacred brotherhood in that sacred Denmark that I hold the keys! We hold the real keys, and we use them every day.”

150 JUNE: PRIESTHOOD AND PRIESTHOOD KEYS

How do I receive the power and blessings of the priesthood in my life? Through the priesthood, we can receive the ordinances of salvation, including baptism and confirmation and temple ordinances that seal our families eternally. Keeping the covenants associated with these ordinances brings priesthood power—the power of God—into our lives. We can recognize this power oper- ating in our lives as we sincerely repent and receive forgiveness, become more sensitive to the promptings and guidance of the Holy Ghost, and draw strength from the ordinances of the gospel. Through the priesthood we can also receive When have you recog- special blessings of comfort and healing, including father’s blessings and patri- nized priesthood power archal blessings. The promises in these blessings are realized through our faith. in your life as you have kept your covenants? Do you have any experiences you could share with Prepare yourself spiritually the young women? As you prepare, prayerfully study these scriptures and resources. What do you feel will How have the young be meaningful to the young women? women in your class been Matthew 3:1–6, 13–17; Acts 3:1–10 Carole M. Stephens, “Do We Know blessed by priesthood Mosiah 18:7–18; 3 Nephi 18:1–5 (How What We Have?” Ensign or Liahona, power? What can you do the priesthood blesses us) Nov. 2013, 12–14 to help them recognize the power of the priesthood in Russell M. Nelson, “The Price of “Blessings of the Priesthood for All: their lives? Priesthood Power,” Ensign or Liahona, An Inseparable Connection with May 2016, 66–69 the Priesthood,” Daughters in My Ensure that the young Kingdom: The History and Work of Relief women recognize that they Dallin H. Oaks, “Priesthood Authority Society (2011), 127–33 have access to priest- in the Family and the Church,” Ensign hood blessings regardless or Liahona, Nov. 2005, 24–27 Video: “Blessings of the Priesthood” of their circumstances. These blessings can come Neil L. Andersen, “Power in the through family members, Priesthood,” Ensign or Liahona, Nov. priesthood leaders, and 2013, 92–95 home teachers.

Share experiences

At the beginning of each class, invite the young women to share, teach, and testify See the appendix for other about the experiences they have had applying what they learned in the previous week’s teaching and learning lesson. This will encourage personal conversion and help the young women see the ideas. relevance of the gospel in their daily lives.

151 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• If possible, bring an empty sacra- • Invite a young woman to come to ment tray to class. Invite the young the board and draw a picture or write women to share their thoughts about a phrase that represents one way the how the covenant they make during priesthood blesses her. Throughout the sacrament helps bring the power the lesson, have young women add of the priesthood into their lives and pictures or phrases as they learn homes. about other blessings that come through the priesthood.

Learn together

Teaching tip Each of the activities below will help the young women understand how the priesthood blesses them. Following the inspiration of the Spirit, select one or more that will work “Do not be afraid of best for your class: silence. People often need time to think about and • Assign each young woman to read women what other objects could reply to questions or to a scripture story that shows how the represent other blessings of the priest- express what they are feel- priesthood blesses us (for examples, hood. As a class, read about Sister ing. You might pause after see the scriptures listed in this out- Carole M. Stephens’s visit to sisters in you have asked a question, line). The young women could also Honduras as related in her talk “Do after a spiritual experience review the story about the two young We Know What We Have?” What has been shared, or when a girls in President Russell M. Nelson’s blessings did these sisters and their person is having difficulty talk “The Price of Priesthood Power.” families already enjoy? What addi- expressing himself or her- Ask the young women to retell tional blessings could they receive self” (Teaching, No Greater the stories in their own words and through the priesthood? What can the Call [1999], 67). explain the blessings that come from young women do to access the bless- the priesthood. Encourage them also ings of the priesthood in their families to share personal examples of bless- now and in their future families? ings they have received through the • Divide the chapter “Blessings of priesthood. Encourage each young the Priesthood for All: An Inseparable woman to record, in a journal or in a Connection with the Priesthood” in My Family booklet, stories about how Daughters in My Kingdom into sec- the priesthood has blessed her family. tions, and invite the young women to Young women could ask their parents look for stories in which people were or other family members to help. blessed by the power of the priest- • Bring to class an object that repre- hood. Invite the young women to sents a blessing that comes from the share a story that was meaningful to priesthood, such as an umbrella to them with the rest of the class. represent protection. Ask the young

152 • Invite the young women to watch of Jesus Christ. The blessings of the Teaching in the Savior’s “Blessings of the Priesthood” and priesthood are available to every way make a list of blessings Elder Hales righteous man and woman. We may The Savior invited His mentions that come through priest- all receive the Holy Ghost, obtain followers to testify, and hood ordinances. Ask them to share personal revelation, and be endowed as they did, the Spirit their lists and discuss what they can do in the temple, from which we emerge touched their hearts. to enjoy these blessings each day. What ‘armed’ with power. The power of the What experiences have experiences could they share that illus- priesthood heals, protects, and inoc- the young women had trate how the power of the priesthood ulates all of the righteous against the with the priesthood that strengthens them continually? powers of darkness. Most significantly, they could share with each the fulness of the priesthood contained • Ask the young women to read the other? in the highest ordinances of the house following statement and look for ways of the Lord can be received only by a the priesthood blesses them: “Sisters, man and woman together” (Sheri Dew, some will try to persuade you that in Daughters in My Kingdom, 128). Ask because you are not ordained to the the young women to share examples priesthood, you have been short- of these blessings in their lives or the changed. They are simply wrong, and lives of people they know. they do not understand the gospel

Ask the young women to share what they learned today. Do they understand better how the priesthood blesses them? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Ask family members or friends to • Express gratitude to priesthood share their testimonies of the priest- holders who have had a positive hood and how it blesses their families influence in their lives. and affects their daily choices. • Share stories about how the priest- • Look for examples throughout the hood has blessed their families on the week of how priesthood power oper- Youth Family History site. ates in their lives.

153 Selected Resources

Excerpts from Carole M. Stephens, “Do We Know What sealed to her husband. When we taught her that We Have?” Ensign or Liahona, Nov. 2013 these blessings could be available to her and her deceased husband, she was filled with hope. Knowing I recently went with priesthood leaders to visit that through temple ordinances and covenants her the homes of four women in Honduras. These family can be sealed together, she has faith and sisters and their families were in need of priesthood determination to face the trials ahead. keys and authority, priesthood ordinances and covenants, and priesthood power and blessings. This widow’s son is preparing to receive the Aaronic Priesthood. His ordination will be a great blessing We visited a dear sister who is married and has two to her and her family. They will have a priesthood beautiful children. She is faithful and active in the holder in their home. Church, and she is teaching her children to choose the right. Her husband supports her Church activ- When I met these faithful women in Honduras, I ity, but he is not a member. Their family is strong, could see that they were striving to keep their fam- but to enjoy greater strength, they need additional ilies active in the gospel. They expressed gratitude priesthood blessings. They need the father to receive for covenant-keeping ward members who tenderly the ordinances of baptism and the gift of the Holy watch over them and help support their temporal Ghost and to have the priesthood conferred upon and spiritual needs. However, each of these sisters him. They need the priesthood power that can come had needs that had not been fully met. through the endowment and sealing. In each of the three homes we visited, a wise priest- Our next visit was at the home of two single sisters, hood leader asked each sister if she had received women of great faith. One sister has a son preparing a priesthood blessing. Each time the answer was for a mission. The other sister is receiving treatment no. Each sister asked for and received a priesthood for cancer. In times of discouragement and despair, blessing that day. Each wept as she expressed they remember the Savior’s Atonement and are gratitude for the comfort, direction, encouragement, filled with faith and hope. They both need the addi- and inspiration that came from her Heavenly Father tional blessings and power available through temple through a worthy priesthood holder. ordinances. We encouraged them to join the future These sisters inspired me. They showed reverence missionary in their home in preparing to receive for God and His power and authority. I was also those ordinances. grateful for the priesthood leaders who visited Our last visit was at the home of a sister whose these homes with me. When we left each home, we husband recently died in a tragic accident. A recent counseled together about how to help these families convert to the Church, she had not understood receive the ordinances they needed to progress on that she could receive her own endowment and be the covenant path and strengthen their homes.

154 JUNE: PRIESTHOOD AND PRIESTHOOD KEYS

What does it mean to sustain my Church leaders? As members of the Church, we have the opportunity to sustain those the Lord has called to serve. We raise our hand to indicate that we sustain the General Authorities and officers of the Church and each of the leaders in our wards and stakes—including Young Women class presidencies. Sustaining leaders involves more than just a raised hand—it means that we stand behind them, pray for them, accept assignments and callings from them, obey their counsel, and refrain from criticizing them.

Prepare yourself spiritually

What do you do to sustain Prayerfully study these scriptures and resources. What will inspire the young women Church leaders? How have to sustain their Church leaders? you been blessed for doing Exodus 17:8–12 (Aaron and Hur hold Henry B. Eyring, “Called by God and so? How can you help the up Moses’s hands) Sustained by the People,” Ensign or young women feel the love Liahona, June 2012, 4–5 that you, as a leader, have D&C 21:1–6; 124:45–46 (Those who for them? hearken to the voice of the Lord’s Russell M. Nelson, “Sustaining the servants will be blessed) Prophets,” Ensign or Liahona, Nov. When have you seen the 2014, 74–77 young women in your 1 Nephi 18:8–20; D&C 84:23–25 class sustaining Church (Examples of people who rejected James E. Faust, “Called and Chosen,” leaders—including mem- their leaders) Ensign or Liahona, Nov. 2005, 53–55 bers of their class presidency? What experiences 1 Kings 17:8–16; 2 Kings 5:1–14 could they share with each (Examples of people who followed other? the counsel of the Lord’s servants)

Share experiences

See the appendix for other teaching and learning ideas.

155 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write the title of this lesson on the • Ask the young women to read board, and ask the young women to Exodus 17:8–12 individually, and think of other words that mean the invite one of them to summarize the same thing as sustain. Then invite story in her own words. How does them to list on the board the names this story relate to us as we sustain of leaders in the ward, including our Church leaders? How are we like presidents of the Relief Society, Young Aaron and Hur when we sustain our Women, Primary, and their Young class president and other leaders? Women class. What are the young women doing to sustain these people?

Learn together

Teaching tip Each of the activities below will help the young women understand what it means to sustain Church leaders. Following the inspiration of the Spirit, select one or more that “To help learners prepare will work best for your class: to answer questions, you may want to tell them • Before class, invite the young such as Laman and Lemuel (see before something is read women to read President Russell M. 1 Nephi 18:9–14) and the children or presented that you will Nelson’s talk “Sustaining the of Israel (see D&C 84:23–25). Ask be asking for their re- Prophets” and come prepared to the rest of the young women to find sponses. . . . For example, share something from the talk that examples of people who followed the you could say, ‘Listen as I inspires them to sustain President Lord’s servants, such as the widow read this passage so that Thomas S. Monson. of Zarephath (see 1 Kings 17:8–16) you can share what most and Naaman (see 2 Kings 5:8–14). • Divide the class into groups, interests you about it’ or Ask them to share their stories and and assign each group a section ‘As this scripture is read, explain what they teach about the of President James E. Faust’s talk see if you can understand consequences of rejecting or honoring “Called and Chosen” or Doctrine what the Lord is telling us Church leaders. and Covenants 124:45–46. Ask them about faith’” (Teaching, No to look for blessings promised to • Invite the young women to read Greater Call [1999], 69). those who sustain their leaders and President Henry B. Eyring’s article warnings to those who don’t. Invite “Called of God and Sustained by them to share what they find. If they the People,” looking for examples of review the talk, ask them to share sto- ways we sustain our Church leaders. ries from the talk that illustrate these Bring copies of Church magazines, blessings and warnings. and ask the young women to find and share pictures in the magazines • Invite some of the young women that represent ways to sustain Church to find an example of people in the leaders. What could the young scriptures who rejected their leaders,

156 women say if they hear someone Invite the class president to share her Teaching in the Savior’s criticizing one of their leaders? What feelings about her calling and the way do they do to sustain their leaders, young women she serves. The Savior called and set including their class presidency? apart leaders to direct and Ask the young women to share what they learned today. Do they understand what govern His Church (see it means to sustain Church leaders? What feelings or impressions do they have? Do Matthew 10:1–5). How they have any additional questions? Would it be helpful to spend more time on this can you help the young doctrine? women feel gratitude for those who are called to serve and help them? Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Pray for their Church leaders. • Express gratitude to a Church leader who they feel magnifies his or her calling.

157 Selected Resources

Excerpts from James E. Faust, “Called and Chosen,” We also need to support and sustain our local Ensign or Liahona, Nov. 2005, 53–55 leaders, because they also have been “called and chosen.” Every member of this Church may receive I was humbled and overwhelmed to be called as counsel from a bishop or a branch president, a stake an Assistant to the Twelve Apostles 33 years ago. or a mission president, and the President of the A few days later President Hugh B. Brown coun- Church and his associates. None of these brethren seled me that the most important thing I should asked for his calling. None is perfect. Yet they are do is to always be in harmony with my Brethren. the servants of the Lord, called by Him through President Brown did not elaborate. He just said, those entitled to inspiration. Those called, sustained, “Stick with the Brethren.” I interpreted that to mean and set apart are entitled to our sustaining support. that I should follow the counsel and direction of the President of the Church, the First Presidency, and I have admired and respected every bishop I have Quorum of the Twelve. That resonated as something ever had. I have tried not to question their guidance I wanted to do with all my heart. and have felt that in sustaining and following their counsel I was protected against the “sleight of men, Others may not agree with that counsel, but it and cunning craftiness” [Ephesians 4:14]. This was warrants some consideration. I have concluded because each of these called and chosen leaders was that spiritual guidance in large measure depends entitled to the divine revelation that comes with upon being in harmony with the President of the the calling. Disrespect for ecclesiastical leaders has Church, the First Presidency, and the Quorum of the caused many to suffer spiritual weakening and Twelve—all of whom are sustained, as they were downfall. We should look past any perceived imper- today, as prophets, seers, and revelators. I do not fections, warts, or spots of the men called to preside know how we can expect to be in full harmony with over us, and uphold the office which they hold. the Spirit of the Lord if we are not in harmony with the President of the Church and the other prophets, seers, and revelators. . . . Excerpt from Henry B. Eyring, “Called by God and Sustained by the People,” Ensign or Liahona, June My counsel to the members of the Church is to 2012, 4–5 support the President of the Church, the First Presidency, Quorum of the Twelve, and other Years ago an 18-year-old student showed me what General Authorities with our whole hearts and it means to sustain the Lord’s servants. I am still souls. If we do, we will be in a safe harbor. . . . blessed by his humble example.

All of us may expect some challenges to our faith. He had just begun his first year in college. He was These challenges may come in different ways. You baptized less than a year before he left home to may not always like the counsel that the Church begin his studies at a large university. There I served leaders give to you. They are not trying to be pop- as his bishop. . . . ular. They are trying to help us avoid the calamities He asked to see me in my office. I was surprised and disappointments that come through disobedi- when he said, “Could we pray together, and may I ence to God’s laws. be voice?” . . .

158 Selected Resources

He began his prayer with a testimony that he knew teacher may make mistakes in front of the class. the bishop was called of God. He asked God to tell You, however, can decide to listen and watch for the me what he should do in a matter of great spiritual moments when you can feel inspiration come. In consequence. The young man told God he was sure time you will notice fewer mistakes and more fre- the bishop already knew his needs and would be quent evidence that God is sustaining that teacher. given the counsel he needed to hear. As we raise a hand to sustain a person, we commit As he spoke, the specific dangers he would face to work for whatever purpose of the Lord that per- came to my mind. The counsel was simple but given son is called to accomplish. When our children were in great clarity: pray always, obey the command- small, my wife was called to teach the little children ments, and have no fear. in our ward. I not only raised my hand to sustain her, but I also prayed for her and then asked permis- That young man, one year in the Church, taught by sion to help her. The lessons I received of apprecia- example what God can do with a leader as he is sus- tion for what women do and of the Lord’s love for tained by the faith and prayers of those he is called children still bless my family and my life. to lead. That young man demonstrated for me the power of the law of common consent in the Church I spoke recently with that young man who sustained (see D&C 26:2). Even though the Lord calls His his bishop years ago. I learned that the Lord and the servants by revelation, they can function only after people had sustained him in his call as a missionary, being sustained by those they are called to serve. as a stake president, and as a father. He said as our conversation ended, “I still pray for you every day.” By our sustaining vote, we make solemn promises. We promise to pray for the Lord’s servants and that We can determine to pray daily for someone called He will lead and strengthen them (see D&C 93:51). by God to serve us. We can thank someone who has We pledge that we will look for and expect to feel blessed us by his or her service. We can decide to inspiration from God in their counsel and whenever step forward when someone we have sustained asks they act in their calling (see D&C 1:38). for volunteers.

That promise will need to be renewed in our hearts Those who uphold the Lord’s servants in His king- frequently. Your Sunday School teacher will try to dom will be sustained by His matchless power. We teach by the Spirit, but just as you might do, your all need that blessing.

159

UNIT OVERVIEW July: Ordinances and Covenants

“In the ordinances . . . the power of godliness is manifest” (D&C 84:20).

The outlines in this unit will help the young women understand the ordinances and covenants of the gospel. The experiences they have in this unit can help them appreciate and honor the covenants they have already made and look forward to ordinances they will receive in the future, including the ordinances of the temple. They will learn about the guidance and protection they and their families receive when they “make and keep sacred covenants [and] receive the ordinances of the temple” (Handbook 2: Administering the Church [2010], 10.1.2).

Outlines to choose from this month:

Why are ordinances important in my life? Why are covenants important in my life? What covenants did I make at baptism? How do I receive the gift of the Holy Ghost? Why are temple ordinances important? What does it mean to take upon myself the name of Jesus Christ?

Mutual Personal Progress

Consider how you can plan activities that connect The following experiences from Personal Progress relate with what the youth are learning. A youth activities to the lessons in this unit: site is available to assist you. Many of the learning Faith value experience 4 activities in these outlines could also serve as effective Mutual activities. Work with class presidencies Divine Nature value experience 4 to select and plan appropriate activities that reinforce what the young women learn on Sunday. Knowledge value experiences 4

Choice and Accountability value experience 5

Virtue value experiences 3 and 4

Visit lds.org/youth/learn to view this unit online.

161

JULY: ORDINANCES AND COVENANTS

Why are ordinances important in my life? An ordinance is a sacred, formal act that has spiritual meaning. Ordinances are performed by the authority of the priesthood and under the direction of those who hold priesthood keys. Ordinances help us remember who we are and remind us of our relationship with God. They help us come unto Christ and receive eternal life.

Prepare yourself spiritually

What ordinances of gospel Prayerfully study these scriptures and resources. What do you feel inspired to share have you received? How with the young women to help them understand the importance of ordinances? have these ordinances Matthew 3:13–17 (Baptism of Jesus David A. Bednar, “Always Retain a blessed your life? Why are Christ) Remission of Your Sins,” Ensign or they important to you? Liahona, May 2016, 59–62 Acts 19:1–6 (Paul rebaptizes indi- What ordinances have the viduals who had not been baptized Gary E. Stevenson, “Your Four young women received? correctly) Minutes,” Ensign or Liahona, May What ordinances are they 2014, 84–86 preparing to receive? Why 3 Nephi 11:21–26 (Jesus Christ gives do they need to under- authority to baptize and instructs “Priesthood Ordinances and stand the importance about the proper procedure) Blessings,” Handbook 2: Administering of the ordinances of the the Church (2010), 20.1 gospel? Moroni 8:10–12 (Mormon teaches about baptism) “Ordinances,” True to the Faith (2004), 109–10 D&C 84:19–21 (The power of godliness is manifest in the ordinances of Video: “Faith in the Power of the the priesthood) Priesthood”

Articles of Faith 1:3–5 (Ordinances are essential for salvation)

Share experiences

163 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write the word ordinance on the Elder David A. Bednar’s talk “Always board, and ask the young women to Retain a Remission of Your Sins.”) suggest definitions of this word (if • Ask the young women to list as they need help, refer them to the para- many ordinances of the gospel as graph at the beginning of this out- they can think of. Help them iden- line). How would the young women tify which ordinances on the list are respond to someone who says that essential for exaltation (if they need ordinances are not necessary? (If the help, they can read “Ordinances” in young women need ideas, they could True to the Faith). Why did Heavenly refer to the section titled “The Holy Father give us these ordinances? Ghost and Priesthood Ordinances” in

Teaching tip

“As you prepare to teach, Learn together ensure that you use a Each of the activities below will help the young women understand why ordinances variety of teaching meth- are important. Following the inspiration of the Spirit, select one or more that will work ods from lesson to lesson. best for your class: This may mean using something as simple as • In Elder David A. Bednar’s talk were and how she fulfilled them (per- a colorful poster or wall “Always Retain a Remission of Your haps she received a Personal Progress chart in one lesson and Sins,” the section “Obtaining and award, earned an academic achieve- a list of questions on the Retaining a Remission of Sins through ment, or successfully auditioned chalkboard in another” Ordinances” describes the blessings of for a part in a play). Then invite the (Teaching, No Greater Call the ordinances of baptism, the laying young women to read the paragraph [1999], 89). on of hands for the gift of the Holy beginning with “In the same way” Ghost, and the sacrament. To help the from Elder Gary E. Stevenson’s young women learn about how these talk “Your Four Minutes.” How are ordinances can help us, invite each ordinances like the requirements the young woman to pick one ordinance guest speaker shared? You could also and list everything she learns about read the rest of Elder Stevenson’s talk, it from this section. Then invite the looking for what else he teaches about young women to teach the rest of the ordinances. class what they learned in a creative • Review as a class the list of four re- way—perhaps by using pictures or quirements for performing ordinances playing a game. in section 20.1 of Handbook 2. Invite • Invite a guest speaker or a young the young women to read 3 Nephi woman who has accomplished some- 11:21–26 and identify how these thing significant to share what the requirements are met in the Savior’s requirements of the accomplishment description of baptism. Ask them

164 to think of an ordinance they have 19:1–6; 3 Nephi 11:21–26; or Moroni Teaching in the Savior’s witnessed recently and describe how 8:10–12. If possible, invite the full- way it met these four requirements. What time missionaries to attend the class The Savior loved and happens if an ordinance is performed and share how they explain to their prayed for those He without meeting these requirements? investigators the importance of ordi- taught. How can you show Ask the young women why it is im- nances (obtain permission from the that you love and support portant for them to know about these bishop first). the young women in your requirements. • Share with the class the following class? • Invite the young women to imag- statement from President Spencer ine that they are teaching someone of W. Kimball: “Ordinances serve as another faith about baptism, and he reminders. That is the real purpose of or she says, “I was already baptized the sacrament, to keep us from forget- in my church.” How would the young ting, to help us remember” (Teachings women help this person understand, of Spencer W. Kimball, ed. Edward L. in a sensitive way, why he or she Kimball [1982], 112). Ask the young would need to be baptized again? women to list the ordinances of the What scriptures or experiences would gospel (such as those on pages 109–10 they share? You may refer them to of True to the Faith) and discuss what the list of requirements in section 20.1 each of these ordinance helps us of Handbook 2;Matthew 3:13–17; Acts remember.

Ask the young women to share what they learned today. Do they understand the importance of ordinances? What feelings or impressions do they have? Do they have any additional questions? Would it be worthwhile to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Teach a family home evening • Complete Faith value experience lesson about the importance of 4 or Divine Nature value experience ordinances. 4 in Personal Progress.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

165 Selected Resources

Excerpt from “General Instructions,” Handbook 2: Brethren who perform ordinances and blessings Administering the Church (2010), 20.1 should prepare themselves by living worthily and striving to be guided by the Holy Spirit. They 20.1 General Instructions should perform each ordinance or blessing in a dig- An ordinance is a sacred act, such as baptism, that nified manner, making sure it meets the following is performed by the authority of the priesthood. The requirements: ordinances of baptism, confirmation, Melchizedek 1. It should be performed in the name of Priesthood ordination (for men), the temple endow- Jesus Christ. ment, and temple sealing are required for exaltation for all accountable persons. These are called the 2. It should be performed by the authority of saving ordinances. As part of each saving ordinance, the priesthood. the recipient makes covenants with God. 3. It should be performed with any necessary Performance of a saving ordinance requires autho- procedures, such as using specified words or rization from a priesthood leader who holds the ap- using consecrated oil. propriate keys or who functions under the direction 4. It should be authorized by the presiding au- of a person who holds those keys. Such authoriza- thority who holds the proper keys (normally the tion is also required for naming and blessing a child, bishop or stake president), if necessary according dedicating a grave, giving a patriarchal blessing, to the instructions in this chapter. and preparing, blessing, and passing the sacrament. Melchizedek Priesthood holders may consecrate oil, A priesthood leader who oversees an ordinance or administer to the sick, give father’s blessings, and blessing ensures that the person who performs it has give other blessings of comfort and counsel without the necessary priesthood authority, is worthy, and first seeking authorization from a priesthood leader. knows and follows the proper procedures. Leaders also seek to make the ordinance or blessing a reverent and spiritual experience.

166 JULY: ORDINANCES AND COVENANTS

Why are covenants important in my life? We make covenants when we receive ordinances such as baptism, ordination to the priesthood, and temple ordinances. A covenant is a sacred agreement between God and His children. God sets specific conditions, and He promises to bless us as we obey these conditions. Making and keeping covenants quali- fies us to receive the blessings God has promised. When we choose not to keep covenants, we cannot receive the blessings. Our covenants guide the choices we make and help us resist temptation.

Prepare yourself spiritually

How have your cov- As you prepare, prayerfully study these scriptures and resources. What do you feel enants influenced your inspired to share with the young women? life? What blessings have Exodus 19:5; D&C 35:24; 90:24 Rosemary M. Wixom, “Keeping you received as you have (Blessings come when we keep Covenants Protects Us, Prepares Us, made and kept sacred covenants) and Empowers Us,” Ensign or Liahona, covenants? May 2014, 116–18 Mosiah 5; Alma 53:10–18; 56:5–8 How can you help the (Examples in the Book of Mormon Jean A. Stevens, “Covenant Daughters young women understand of people making and keeping of God,” Ensign or Liahona, Nov. 2014, the covenants they have covenants) 114–17 made and will make in the future? How will under- D&C 82:10 (The Lord is bound when “Covenant,” True to the Faith (2004), 44 standing covenants influ- we obey) ence the young women to Videos: “Walk in His Light,”“Press live more righteously? Henry B. Eyring, “Daughters in the Forward” Covenant,” Ensign or Liahona, May Music for youth theme: “Press 2014, 125–28 Forward”

Share experiences

See the appendix for other teaching and learning ideas.

167 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women to list the • Invite the young women to de- covenants or promises they have fine the word covenant (if they need made with God. How have these help, refer them to the explanation of covenants influenced their lives? covenants in True to the Faith). How Encourage them to continue thinking is a covenant similar to and different about this question as they learn more from an agreement, a contract, or a about covenants during this lesson. promise?

Teaching tip

“You can demonstrate Learn together that you are listening by Each of the activities below will help the young women understand why we receive displaying an expression ordinances and make covenants. Following the inspiration of the Spirit, select one or of interest. You can look more that will work best for your class: at the speaker rather than at your lesson materials • Show a picture of the people of have experienced as you have kept or other things in the Ammon burying their weapons. Ask a covenants. room. You can encourage young woman to briefly tell the story • Invite the young women to review the speaker to complete of the people of Ammon and the cov- President Henry B. Eyring’s talk his or her thoughts with- enant they made (see Alma 53:10–18; “Daughters in the Covenant” or Sister out interruption. You 56:5–8). Why did the people choose Jean A. Stevens’s talk “Covenant can avoid jumping into to keep their covenants despite the Daughters of God.” Ask them to look conversations prematurely danger they faced? How did their for examples of covenant-keeping with advice or judgments” example influence their enemies? women and girls in the talk and to (Teaching, No Greater Call How did it influence their children? write on the board how each sister [1999], 66). Invite each young woman to write on kept her covenants. What do the the board the name of a person who young women learn from these has taught her through example about sisters? What examples of covenant- keeping covenants. Ask her to share keeping women have influenced their with the class what she learned from lives? that person. • As a class, watch the video “Walk • Invite the young women to read in His Light.” Invite the young scriptures (such as those listed in women to make a list, as they watch, this outline) and list on the board the of examples they see of covenants blessings promised in these scriptures being made and kept. After the to those who make and keep sacred video, invite them to search Sister covenants. Ask the young women Rosemary M. Wixom’s talk “Keeping how these blessings are fulfilled in Covenants Protects Us, Prepares Us, our lives (encourage them to share and Empowers Us” to identify bless- examples). Testify of the blessings you ings that come from the covenants

168 on their lists. Ask the young women Invite them to study “Covenant” in Teaching in the Savior’s to share what they find and discuss True to the Faith or the scriptures listed way specific situations they could face in in this outline and prepare ways to The Savior prepared which they could find strength or explain covenants to their friend. Himself to teach by spend- protection in their covenants. Invite them to role-play teaching each ing time alone in prayer other. Ask them to include in their • Invite the young women to imag- and fasting. In private explanation reasons why their cov- ine they are trying to help a friend of moments, He sought His enants are important to them. another faith understand covenants. Father’s guidance (see 3 Nephi 19:19–23). Follow Ask the young women to share what they learned today. Do they understand covenants the promptings of the better? What feelings or impressions do they have? Do they have any additional ques- Holy Ghost as you prepare tions? Would it be helpful to spend more time on this doctrine? to teach the young women about ordinances and covenants. Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Examine their lives during the com- • Memorize D&C 82:10 (see Teaching, ing week and make note of blessings No Greater Call,171–72) and write that come from keeping their cov- in their journals what this scripture enants. Encourage them to share their teaches them about ordinances and thought and insights in future classes. covenants and what they will do to prepare for covenants they will make in the future.

169 JULY: ORDINANCES AND COVENANTS

What covenants did I make at baptism? When we were baptized, we entered into a covenant with God. We promised to take upon ourselves the name of Jesus Christ, always remember Him, keep His commandments, and serve Him to the end. We renew this covenant each time we partake of the sacrament.

Prepare yourself spiritually

What do you remember What scriptures and other resources will help the young women remember and keep about your baptism? their baptismal covenants? How have your baptismal John 3:5; 2 Nephi 31:4–13, 17 (Baptism the Kingdom,” Ensign, Nov. 2000, 6–9; covenants influenced your is necessary for eternal salvation) or Liahona, Jan. 2001, 6–9 life? Mosiah 18:8–10; D&C 20:37 (The Carole M. Stephens, “We Have Great How might you help the commitments we make when we are Reason to Rejoice,” Ensign or Liahona, young women better un- baptized) Nov. 2013, 115–17 derstand their baptismal covenants? How can you Hugo Montoya, “Tested and “Your Baptismal Covenant,” help them strengthen their Tempted—but Helped,” Ensign or “Promised Blessings of Baptism,” True commitment to keep these Liahona, Nov. 2015, 53–55 to the Faith (2004), 23–26 covenants? Robert D. Hales, “The Covenant of Videos: “Same Jersey,”“Opportunities Baptism: To Be in the Kingdom and of to Do Good”

Share experiences

See the appendix for other teaching and learning ideas.

170 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women to imag- memories of the day you were bap- ine that they are helping a younger tized, including memories of how brother or sister prepare to be bap- you felt. Invite the young women to tized. How would they help him share what they felt when they were or her understand the promises we baptized. Ask them what covenants make at baptism? (see True to the Faith, they made that day. Invite them to list pages 23–26). their responses on the board and add to the list throughout the lesson as • Show a picture of a baptism (such they learn more about their baptismal as Gospel Art Book, 103–4). Share covenants.

Learn together

Each of the activities below will help the young women understand the covenants they Teaching tip made at baptism. Following the inspiration of the Spirit, select one or more that will “Excellent teachers do work best for your class: not take the credit for • Invite the young women to read (for example, using artwork, poetry, the learning and growth Mosiah 18:8–10. What do they learn or a game). Give them time to teach of those they teach. Like about the way we promise to treat each other. Why do the young women gardeners who plant and others when we are baptized? To feel it is important that they keep tend crops, they strive to help the young women learn about these covenants? create the best possible how we lift one another’s burdens, conditions for learning. • Invite some of the young women divide them into groups and assign Then they give thanks to to read Mosiah 18:8–10 and others each group to study a section of Elder God when they see the to read D&C 20:79. Ask them to look Hugo Montoya’s talk “Tested and progress of those they for the commitments we make when Tempted—but Helped.” Invite each teach” (Teaching, No Greater we are baptized. Give each young group to share what they learn with Call [1999], 62). woman a piece of paper, and ask her the class. Each group might make a to write down a difficult choice that poster of what they learn, share per- youth face and then put her paper sonal experiences as appropriate, or into a container. Invite the young relate scripture stories that help teach women to take turns randomly the same principle. picking a paper from the container, • Divide the class into three groups, reading what is on it, and sharing and assign each group to read one some ideas of how she might remem- of the three subsections of “Your ber and keep her baptismal covenants Baptismal Covenant” in True to the while facing these challenges. Faith. Invite each group to plan a creative way to teach what they learned

171 Teaching in the Savior’s • Show a picture of the Savior’s what they find on the board. In what way baptism (see Gospel Art Book, 35), and ways should being baptized change ask a class member to read 2 Nephi our lives? How has it changed the The Savior found unique 31:4–10. Invite the young women lives of the young women? ways to help those He to share examples in the scriptures taught learn and grow— • Invite the young women to read that show how Jesus Christ kept His ways meant just for them. “Your Baptismal Covenant” in True covenant with the Father (they could He helped them discover to the Faith and identify promises we look at pictures in the Gospel Art Book, the gospel in their own made when we were baptized. Invite 36–48, for ideas). Ask them to share experiences. What can the young women to watch one of experiences in which they tried to you do to help the young the videos suggested in this outline follow the Savior’s example. women you teach recog- or to read the story at the beginning nize how their baptismal • Invite the young women to read of Carole M. Stephens’s talk “We covenants can influence three paragraphs of Elder Robert D. Have Great Reason to Rejoice.” Ask their daily lives? Hales’s talk “The Covenant of them to look for examples of people Baptism: To Be in the Kingdom and honoring their baptismal covenants. of the Kingdom,” beginning with “At Give the young women time to share baptism we make a covenant with our what they learn. What do the young Heavenly Father.” Ask them to look women feel they can do to more fully for covenants we make when we are keep their baptismal covenants at all baptized, and invite them to write times and in all places?

Ask the young women to share what they learned today. Do they understand their baptismal covenants better? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Prayerfully examine their lives to make a personal commitment to act determine whether there is anything accordingly. they need to stop doing or start doing • Work individually or as a class in order to be more faithful to their on Faith value experience 4 or baptismal covenants. They could then Knowledge value experience 4 in Personal Progress.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

172 Selected Resources

“Your Baptismal Covenant,” True to the Faith (2004), everything you do and say. Strive always to 23–24 remember and keep the Lord’s commandments. Keep your thoughts, language, and actions pure. When you were baptized, you entered into a cov- When you seek entertainment such as movies, tele- enant with God. You promised to take upon yourself vision, the Internet, music, books, magazines, and the name of Jesus Christ, keep His commandments, newspapers, be careful to watch, listen to, and read and serve Him to the end (see Mosiah 18:8–10; D&C only those things that are uplifting. Dress mod- 20:37). You renew this covenant each time you par- estly. Choose friends who encourage you to reach take of the sacrament (see 20:77, 79). your eternal goals. Stay away from immorality, Taking upon Yourself the Name of Jesus Christ. When pornography, gambling, tobacco, alcohol, and illicit you take upon yourself the name of Jesus Christ, drugs. Keep yourself worthy to enter the temple. you see yourself as His. You put Him and His Serving the Lord. The commandment to separate work first in your life. You seek what He wants yourself from the things of the world does not mean rather than what you want or what the world that you should isolate yourself from others. Part of teaches you to want. the baptismal covenant is to serve the Lord, and you In the Book of Mormon, King Benjamin explains serve Him best when you serve your fellow men. why it is important to take the name of the Savior When the prophet Alma taught about the baptis- upon ourselves: mal covenant, he said that we should be “willing to bear one another’s burdens, that they may be “There is no other name given whereby salvation light” and “willing to mourn with those that mourn cometh; therefore, I would that ye should take upon . . . and comfort those that stand in need of com- you the name of Christ, all you that have entered fort” (Mosiah 18:8–9). Be kind and respectful to all into the covenant with God that ye should be obedi- people, following the example of Jesus Christ in the ent unto the end of your lives. way you treat others.

“And it shall come to pass that whosoever doeth this shall be found at the right hand of God, for he shall Excerpt from Carole M. Stephens, “We Have Great know the name by which he is called; for he shall be Reason to Rejoice,” Ensign or Liahona, Nov. 2013 called by the name of Christ. When my father-in-law passed away, our family “And now it shall come to pass, that whosoever gathered together to greet others who came to pay shall not take upon him the name of Christ must their respects. Throughout the evening, as I visited be called by some other name; therefore, he findeth with family and friends, I often noticed our 10-year- himself on the left hand of God” (Mosiah 5:8–10). old grandson, Porter, standing near my mother- in-law—his “granny.” Sometimes he was standing Keeping the Commandments. Your baptismal cov- behind her, watching over her. Once I noticed his enant is a commitment to come into God’s king- arm linked with hers. I watched him pat her hands, dom, separating yourself from the world and give her little hugs, and stand by her side. standing as a witness of God “at all times and in all things, and in all places” (Mosiah 18:9). For several days after that experience, I couldn’t get Your efforts to stand as a witness of God include this image out of my mind. I was prompted to send

173 Selected Resources

Porter a note, telling him what I had observed. I life! I said: “I don’t know if you realized it, but the emailed him and told him what I had seen and felt. way you showed love and concern for Granny was I reminded Porter of the covenants he had made keeping your covenants. We keep our covenants when he was baptized, quoting Alma’s words in every day as we are kind, show love, and take care Mosiah chapter 18: of each other. I just wanted you to know I’m proud of you for being a covenant keeper! As you keep the “And now, as ye are desirous to come into the fold of covenant you made when you were baptized, you God, and to be called his people, and are willing to will be prepared to be ordained to the priesthood. bear one another’s burdens, that they may be light; This additional covenant will give you more op- “Yea, and are willing to mourn with those that portunities to bless and serve others and help you mourn; yea, and comfort those that stand in need of to prepare for the covenants you will make in the comfort, and to stand as witnesses of God at all times temple. Thank you for being such a good example and in all things, and in all places that ye may be in, to me! Thank you for showing me what it looks like even until death, . . . that ye may have eternal life— to be a covenant keeper!”

“. . . If this be the desire of your hearts, what have Porter replied back: “Grandma, thanks for the mes- you against being baptized in the name of the Lord, sage. When I was always hugging Granny, I didn’t as a witness before him that ye have entered into a know that I was keeping my covenants, but I felt covenant with him, that ye will serve him and keep warm in my heart and felt really good. I know that his commandments, that he may pour out his Spirit it was the Holy Ghost in my heart.” more abundantly upon you?” [Mosiah 18:8–10]. I also felt warm in my heart when I realized that I explained to Porter that Alma taught that those Porter had connected keeping his covenants with the who want to be baptized need to be willing to promise to “always have his Spirit to be with [us]” serve the Lord by serving others—for your whole [Doctrine and Covenants 20:77]—a promise made possible by receiving the gift of the Holy Ghost.

174 JULY: ORDINANCES AND COVENANTS

How do I receive the gift of the Holy Ghost? After we are baptized, we receive the ordinance of confirmation. As part of this ordinance, we are told to “receive the Holy Ghost.” This means the Holy Ghost can be our constant companion if we desire and invite His presence in our lives and faithfully keep the commandments.

Prepare yourself spiritually

How has the gift of the What scriptures and talks will help the young women understand how the gift of the Holy Ghost comforted or Holy Ghost will help them and bless them throughout their lives? helped you personally? Acts 8:14–17; D&C 33:15; Articles of D&C 121:45–46 (If we are virtuous When have you felt close Faith 1:4 (The gift of the Holy Ghost is and charitable, the Holy Ghost will be to the Spirit? What experi- bestowed by the laying on of hands) our constant companion) ences can you share with the young women? 1 Nephi 2:9–20 (Nephi’s example of Henry B. Eyring, “The Holy Ghost as being receptive to the Holy Ghost) Your Companion,” Ensign or Liahona, Do you know of any expe- Nov. 2015, 104–7 riences the young women 1 Nephi 15:1–11 (Disobeying the com- have had with the gift of mandments prevents us from receiv- David A. Bednar, “Receive the Holy the Holy Ghost? Do they ing the Holy Ghost) Ghost,” Ensign or Liahona, Nov. 2010, understand what they 94–97 must do to be worthy of 1 Nephi 16:14–29; 18:8–22; Alma the companionship of the 37:38–46 (Example of the Liahona) “The Gift of the Holy Ghost,” True to Holy Ghost? the Faith (2004), 121 D&C 20:77 (By partaking of the sacra ment, we renew our covenants and “Let the Holy Spirit Guide,” Hymns, can always have the Spirit with us) no. 143

Share experiences

See the appendix for other teaching and learning ideas.

175 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• As a class, listen to or sing • Invite the young women to think the hymn “Let the Holy Spirit about the day when they were con- Guide.” What do the young women firmed members of the Church and learn from this hymn about what we told to “receive the Holy Ghost.” How must do to receive the Holy Ghost? has the gift of the Holy Ghost blessed them? What questions do they have about the gift of the Holy Ghost?

Learn together

Teaching tip Each of the activities below will help the young women understand what it means to receive the Holy Ghost. Following the inspiration of the Spirit, select one or more that “The Holy Ghost may will work best for your class: prompt one or more of those you teach to con- • Invite the young women to search them from receiving the Holy Ghost. tribute insights that others President Henry B. Eyring’s talk “The Then ask them to write on the board need to hear. Be open to Holy Ghost as Your Companion,” what they found. What do the young promptings you receive to looking for statements that help them women learn from these examples call on specific people. You understand how they can have the that will help them receive the Holy may even feel impressed companionship of the Holy Ghost Ghost in their lives? to ask a person who has more often. Encourage them to think • Ensure that each class member has not volunteered to express about why we need the companion- a copy of For the Strength of Youth. his or her views” (Teaching, ship of the Holy Ghost and how we Invite each young woman to choose No Greater Call [1999], 63). should respond when we receive one of the sections in For the Strength His promptings. How do the things of Youth, read it, and mark things they the young women see, think, and do must do and not do in order to receive each day affect their ability to feel the Holy Ghost. Invite them to share the Spirit? Ask them to ponder any what they learn about the Holy Ghost changes they need to make in their from what they read. How will this lives. Invite them to share some of help them receive the Holy Ghost in their thoughts if they feel comfortable their lives? doing so. • As a class, read the last three para- • Ask the young women to individu- graphs of the section titled “The Gift ally read 1 Nephi 2:9–19 and 1 Nephi of the Holy Ghost” in Elder David A. 15:1–11. Invite half of the class to look Bednar’s talk “Receive the Holy for and discuss what Nephi did to re- Ghost.” Ask a young woman to sum- ceive the Holy Ghost. Invite the other marize Elder Bednar’s main point. half to look for and discuss what Assign each young woman to read Laman and Lemuel did that kept one of the next three sections of the

176 talk, looking for answers to questions thoughts. What do the young women Teaching in the Savior’s like these: How do we qualify to have learn from the experiences of Lehi’s way the companionship of the Holy Ghost? family that can help them receive the The Savior shared simple What can prevent us from receiving Holy Ghost? As part of this discus- stories, parables, and real- the Holy Ghost? Ask them to share sion, read together Alma 37:38–46. life examples that made what they find and what they plan to • As a class read Doctrine and sense to those he taught. do to act on Elder Bednar’s counsel. Covenants 121:45–46. Ask if there are He helped them discover • Show a picture of Lehi and the any words in these verses that the gospel lessons in their own Liahona (see Gospel Art Book,68), and young women do not understand, experiences. How can you ask the young women to share what and help them define those words (for help the young women they know about the Liahona. Invite example, bowels means “the innermost appreciate ways the gift half of the class to read 1 Nephi part”; garnish means “enhance” or of the Holy Ghost helps 16:14–29, and invite the other half “improve”; wax strong means “be- them through their own to read 1 Nephi 18:8–22. Ask them come stronger”). What do the young experiences? to look for answers to this question: women learn from these verses about “How is the Liahona like the Holy how to receive the Holy Ghost? Ghost?” Invite them to share their

Ask the young women to share what they learned today. Do they understand how to receive the Holy Ghost? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Invite the companionship of the • Complete Choice and Holy Ghost each day in their personal Accountability value experience 5 or prayers. Virtue value experience 4 in Personal Progress.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

177 Selected Resources

Excerpt from David A. Bednar, “Receive the Holy Holy Ghost does not become operative in our lives Ghost,” Ensign or Liahona, Nov. 2010, 95 merely because hands are placed upon our heads and those four important words are spoken. As we The ordinance of confirming a new member of the receive this ordinance, each of us accepts a sacred Church and bestowing the gift of the Holy Ghost and ongoing responsibility to desire, to seek, to is both simple and profound. Worthy Melchizedek work, and to so live that we indeed “receive the Priesthood holders place their hands upon the head Holy Ghost” and its attendant spiritual gifts. “For of an individual and call him or her by name. Then, what doth it profit a man if a gift is bestowed upon by the authority of the holy priesthood and in the him, and he receive not the gift? Behold, he rejoices name of the Savior, the individual is confirmed a not in that which is given unto him, neither rejoices member of The Church of Jesus Christ of Latter- in him who is the giver of the gift” (D&C 88:33). day Saints, and this important phrase is uttered: “Receive the Holy Ghost.” What should we do to make this authorized admonition to seek for the companionship of the third The simplicity of this ordinance may cause us member of the Godhead an ongoing reality? Let to overlook its significance. These four words— me suggest that we need to (1) sincerely desire to “Receive the Holy Ghost”—are not a passive receive the Holy Ghost, (2) appropriately invite the pronouncement; rather, they constitute a priesthood Holy Ghost into our lives, and (3) faithfully obey injunction—an authoritative admonition to act and God’s commandments. not simply to be acted upon (see 2 Nephi 2:26). The

178 JULY: ORDINANCES AND COVENANTS

Why are temple ordinances important? Temple ordinances lead to the greatest blessings available to Heavenly Father’s children. These ordinances prepare us to live forever with Heavenly Father and our families after this life. They bless us with spiritual power and direction during mortality. In the temple, we can also receive essential ordinances in behalf of ancestors who died without having the opportunity to receive these ordinances for themselves.

Prepare yourself spiritually

How have temple ordi- As you prepare, prayerfully study these scriptures and resources. What will inspire the nances guided and blessed young women to qualify for and participate in temple ordinances? your life? How has partici- D&C 84:19–22 (The power of god- Thomas S. Monson, “Blessings of the pating in these ordinances liness is in the ordinances of the Temple,” Ensign or Liahona, May 2015, brought you closer to priesthood) 91–93 Heavenly Father? D&C 109 (Dedication of the Kirtland Quentin L. Cook, “Roots and What experiences have Temple) Branches,” Ensign or Liahona, May the young women had 2014, 44–48 with temple ordinances? D&C 131:1–4 (Celestial marriage is How can they help each required in order to obtain the highest “Temples,” True to the Faith (2004), other learn about and gain degree of glory) 170–74 a testimony of temple ordinances? Kent F. Richards, “The Power of Videos: “Temples Are a Beacon,”“I Godliness,” Ensign or Liahona, May Accepted the Challenge,”“Sam 2016, 118–20 Hepworth Mission Prep Video”

Share experiences

See the appendix for other teaching and learning ideas.

179 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to think • Invite a young woman to hold up a about a recent experience they had in picture of the temple. Ask her to name the temple. What did they feel there? some of the ordinances of the temple What blessings have they received and explain why they are important for attending the temple? When have to her. they felt that they received spiritual strength or direction in the temple?

Learn together

Teaching tip Each of the activities below will help the young women understand why temple ordinances are important. Following the inspiration of the Spirit, select one or more that “When we meet to learn will work best for your class: the doctrines of the gospel, it should be in a spirit of • Invite the young women to finish temple and participated in temple reverence. . . . Irreverence the following sentence and share their ordinances? You could also share suits the purposes of the answers with the class: “When I go to experiences from your own life that adversary by obstructing the temple, ______.” What other illustrate how temple ordinances have the delicate channels of answers do they find in the bulleted blessed you. revelation in both mind list in Elder Kent F. Richards’s talk • Show a picture of a married couple and spirit” (Boyd K. “The Power of Godliness”? They in front of a temple (see Gospel Art Packer, in Teaching, No could also search the talk and look Book, 120). Invite the young women to Greater Call [1999], 82). for answers to the question “Why are read together Doctrine and Covenants temple ordinances important?” Ask 131:1–4 and look for the blessings the young women to share a recent promised to those who enter into the experience they had attending the new and everlasting covenant of mar- temple. What blessings have they riage. What blessings will be withheld received from temple work? As part from those who do not enter into this of this activity, you could show “Sam covenant? How is the Lord’s view of Hepworth Mission Prep Video” or “I marriage different from the world’s Accepted the Challenge” and discuss view? Share your testimony with the the blessings that the youth in the vid- young women about the blessings eos received because of temple work. that are available to them and their • Invite the young women to look for future families as they participate in blessings that come through temple the ordinances of the temple. worship in President Thomas S. • Show the video “Temples Are a Monson’s talk “Blessings of the Beacon” and ask the young women Temple.” What blessings have come why they think the Mou Tham family to them as they have attended the was willing to make such great

180 sacrifices to go to the temple. What living descendants and give it to one Teaching in the Savior’s sacrifices have they made or seen of the young women in the other way others make to attend the temple and half of the class. Ask the class mem- When the Savior taught, receive its blessings? bers to read the messages out loud. He invited His followers Write on the board the title of this • Divide the class in half, and ask to act in faith and live lesson, and invite the young women one half to imagine that they are the the truths He taught. He to think about this question as they deceased ancestors of the other half. wanted His followers to read the third and fourth paragraphs Invite them to imagine that they died live the gospel with all in the section titled “Family History without being baptized but have ac- their hearts. How can Technology” in Elder Quentin L. cepted the gospel in the spirit world. you inspire in the young Cook’s talk “Roots and Branches.” Ask them to write a message to their women the desire to un- Ask them to share their thoughts. derstand and participate in Ask the young women to share what they learned today. Do they understand the temple ordinances? importance of temple ordinances? What feelings or impressions do they have? Do they have any additional questions? Would it be worthwhile to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Do baptisms for the dead as a other young women to prepare to class activity, taking their own family attend the temple with them. names if possible. They could also use • Complete Virtue value experience 3 what they learned today to encourage in Personal Progress.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

181 Selected Resources

Excerpt from Quentin L. Cook, “Roots and Branches,” enable us to redeem them out of their prison; for the Ensign or Liahona, May 2014, 46 prisoners shall go free” [D&C 128:22].

Temple and family history work is not just about us. The question is, what do we need to do? The Think of those on the other side of the veil waiting Prophet Joseph’s counsel was to present in the for the saving ordinances that would free them from temple “the records of our dead, which shall be the bondage of spirit prison. Prison is defined as “a worthy of all acceptation” [D&C 128:24]. state of confinement or captivity” [Merriam-Webster’s The leadership of the Church has issued a clarion Collegiate Dictionary, 11th ed. (2003), “prison”]. call to the rising generation to lead the way in the Those in captivity might be asking [this] question: use of technology to experience the spirit of Elijah, “Now what?” to search out their ancestors, and to perform temple One faithful sister shared a special spiritual experi- ordinances for them. Much of the heavy lifting in ence in the Salt Lake Temple. While in the confirma- hastening the work of salvation for both the living tion room, after a vicarious confirmation ordinance and the dead will be done by you young people. was pronounced, she heard, “And the prisoner shall If the youth in each ward will not only go to the go free!” She felt a great sense of urgency for those temple and do baptisms for their dead but also who were waiting for their baptismal and confirma- work with their families and other ward members tion work. Upon returning home, she searched the to provide the family names for the ordinance work scriptures for the phrase she had heard. She found they perform, both they and the Church will be Joseph Smith’s declaration in section 128 of the greatly blessed. Don’t underestimate the influence Doctrine and Covenants: “Let your hearts rejoice, of the deceased in assisting your efforts and the joy and be exceedingly glad. Let the earth break forth of ultimately meeting those you serve. The eternally into singing. Let the dead speak forth anthems of significant blessing of uniting our own families is eternal praise to the King Immanuel, who hath almost beyond comprehension. ordained, before the world was, that which would

182 JULY: ORDINANCES AND COVENANTS

What does it mean to take upon myself the name of Jesus Christ? When we are baptized, we covenant to take upon ourselves the name of Jesus Christ. We renew this covenant when we partake of the sacrament (see D&C 20:77). We fulfill this covenant by putting the Lord first in our lives, by striving to think and act as He would, and by standing “as witnesses of God at all times and in all things, and in all places” (Mosiah 18:9).

Prepare yourself spiritually

What do you think it What scriptures and resources will help the young women understand the covenant means to take upon your- they have made to take the name of Christ upon themselves? self the name of Christ? Mosiah 5 (Why it is important to take Robert D. Hales, “Being a More What do you do to keep upon ourselves the name of Christ) Christian Christian,” Ensign this covenant? or Liahona, Nov. 2012, 90–92 3 Nephi 27:27 (We should strive to be What challenges and like Jesus Christ) Mervyn B. Arnold, “What Have blessings come when You Done with My Name?” Ensign young women take upon D&C 20:37, 77 (Taking the name of or Liahona, Nov. 2010, 105–7 themselves the name of Christ upon ourselves is part of our Christ? How can you help baptismal covenant and the ordinance Video: “Dare to Stand Alone” the young women put God of the sacrament) first in their lives?

Share experiences

See the appendix for other teaching and learning ideas.

183 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite one of the young women names. How do their names influence to read the prayer on the sacrament who they are and how they try to bread in D&C 20:77. What do they live? Ask them what it means to them believe it means to “take upon [us] to take upon themselves the name of the name of [Jesus Christ]”? Jesus Christ (see D&C 20:77). How does taking His name influence who • Ask the young women if they we are and the way we try to live? know why their parents chose their

Learn together

Teaching tip Each of the activities below will help the young women understand what it means to take the name of Jesus Christ upon themselves. Following the inspiration of the Spirit, “Ask learners to restate select one or more that will work best for your class: principles in their own words. This will help you • Show the video “Dare to Stand each group to share with the rest of know early in the lesson Alone.” What do the young women the class what her group discussed. whether they understand feel President Monson’s main mes- • Invite the young women to read certain words or ideas. If sage is in this video? How did the Mosiah 5, looking for answers to they do not understand, youth depicted in the video show questions like “What does it mean you can offer explanations that they have taken upon themselves to take upon ourselves the name of that will make the rest of the Savior’s name? Invite the young Christ?” and “Why is it important the lesson more meaning- women to share their own similar to take upon ourselves the name of ful for them” (Teaching, No experiences. Christ?” Ask them to share what they Greater Call [1999], 73). • Share the following statement find and list specific things they can from President Henry B. Eyring: “We do to show that they have taken upon promise to take His name upon us. themselves the Savior’s name. That means we must see ourselves as • Invite some of the young women His. We will put Him first in our lives. to read Helaman 5:6–8, and invite the We will want what He wants rather others to read the first three para- than what we want or what the world graphs of Elder Mervyn B. Arnold’s teaches us to want” (“That We May Be talk “What Have You Done with My One,” Ensign, May 1998, 67). Divide Name?” Ask them to summarize for the class into three groups, and ask each other what they read. How did each group to discuss one of the fol- the names of Nephi, Lehi, and George lowing questions: What does it mean Albert Smith inspire these people to see ourselves as Christ’s? How do to live righteously? How does our we put the Savior first in our lives? covenant to take upon ourselves the What does it mean to want what the name of Jesus Christ inspire us? Read Savior wants? Ask one person from

184 as a class the last two paragraphs of Hales’s talk “Being a More Christian Teaching in the Savior’s the talk, and invite the young women Christian” among the young women. way discuss how they will apply Elder Ask each young woman to read her The Savior knew those Arnold’s challenge. section, looking for answers to the He taught, and He knew question “What does it mean to be a • Share the following statement who they could become. Christian?” Ask her to share what she from Elder Robert D. Hales: “The When they struggled, He finds and give examples of people she word Christian denotes taking upon did not give up on them, knows whom she considers to be true us the name of Christ.” Divide Elder but continued to love and Christians. minister to them. How Ask the young women to share what they learned today. Do they understand what it can you show your love means to take upon themselves the name of Jesus Christ? What feelings or impressions and support to the young do they have? Do they have any additional questions? Would it be worthwhile to spend women you teach? more time on this doctrine?

Live what we are learning

Invite the young women to consider ways they can show by their actions that they have taken upon themselves the name of Jesus Christ. In a future class, invite them to share their experiences.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

185 Selected Resources

Excerpt from Robert D. Hales, “Being a More Christian Christian patience. In His own sorrow and suffering, Christian,” Ensign or Liahona, Nov. 2012, 90–92 the Savior waited upon His Father. With patience for us, He waits upon us to come to ourselves and come I testify that through His infinite love and grace, we home to Him. can become more Christian Christians. Consider the following Christlike qualities. How are we doing in Christian peace. Throughout His ministry He urged strengthening them within ourselves? understanding and promoted peace. Especially among His disciples, He taught that Christians can- Christian love. The Savior valued everyone. Kind and not contend with other Christians, notwithstanding compassionate to all, He left the ninety and nine to their differences. find the one, [see Matthew 18:12–14] for “even the very hairs of [our] head are . . . numbered” [Luke Christian forgiveness. He taught us to bless those who 12:7] to Him. curse us. He showed us the way by praying that those who crucified Him would be forgiven. Christian faith. Despite temptations, trials, and persecutions, the Savior trusted our Heavenly Christian conversion. Like Peter and Andrew, many Father and chose to be faithful and obedient to recognize the truth of the gospel as soon as they His commandments. hear it. They are instantly converted. For others it may take longer. In a revelation given through Christian sacrifice. Throughout His life the Savior Joseph Smith, the Savior taught, “That which is of gave of His time, His energy, and ultimately, God is light; and he that receiveth light, and con- through the Atonement, gave Himself so that all of tinueth in God, receiveth more light; and that light God’s children could be resurrected and have the groweth brighter and brighter until the perfect day,” opportunity to inherit eternal life. [Doctrine and Covenants 50:24] the perfect day of Christian caring. Like the good Samaritan, the Savior our conversion. Jesus Christ is “the light and the was continually reaching out to rescue, love, and Redeemer of the world; the Spirit of truth” [Doctrine nurture people around Him, regardless of their cul- and Covenants 93:9]. ture, creed, or circumstances. Christian endurance to the end. In all His days, the Christian service. Whether drawing water from a Savior never gave up doing His Father’s will but well, cooking a meal of fish, or washing dusty feet, continued in righteousness, goodness, mercy, and the Savior spent His days serving others—lifting up truth to the end of His mortal life. the weary and strengthening the weak.

186 UNIT OVERVIEW August: Marriage and Family

“Marriage between a man and a woman is ordained of God and . . . the family is central to the Creator’s plan for the eternal destiny of His children” (“The Family: A Proclamation to the World,” Ensign or Liahona, Nov. 2010, 129).

The outlines in this unit will help the young women understand the importance of the family in their own lives and in Heavenly Father’s plan for His children. The truths they discover in this unit will help them defend marriage and family against the adversary’s attacks and deceptions. These truths will also help them strengthen their families now and prepare to raise righteous families as righteous wives and mothers in Zion.

Outlines to choose from this month:

Why is family important? Why is temple marriage important? Why is chastity important? Why is it important to follow the Church’s standards regarding dating? How can I prepare now to become a righteous wife and mother? How do the roles of men and women complement each other in families? How can I strengthen my family?

Mutual Personal Progress

Consider how you can plan activities that connect The following activities from Personal Progress relate to with what the youth are learning. A youth activities the lessons in this unit: site is available to assist you. Many of the learning Divine Nature value experiences 3 and 5 activities in these outlines could also serve as effective Mutual activities. Work with class presidencies Individual Worth value experience 4 to select and plan appropriate activities that reinforce what the young women learn on Sunday. Virtue value experiences and value projects

Visit lds.org/youth/learn to view this unit online.

187

AUGUST: MARRIAGE AND FAMILY

Why is family important? The family is ordained of God and is central to His plan for the eternal destiny of His children. This divine plan makes it possible for individuals to return to His presence and for families to be united eternally.

Prepare yourself spiritually

Prayerfully study these scriptures and resources. What scriptures and other resources will help the young women understand the importance of family?

Romans 8:16–17; Hebrews 12:9 (We D. Todd Christofferson, “Why Why is your family impor- are children of Heavenly Father) Marriage, Why Family,” Ensign or tant to you? Why do you Liahona, May 2015, 50–53 think families are central Genesis 2:18–24; D&C 131:1–4; 138:48 to Heavenly Father’s plan (Gospel truths about the family) L. Tom Perry, “Becoming Goodly Parents,” Ensign or Liahona, Nov. 2012, of salvation? Mosiah 4:14–15; D&C 93:40, 43, 48–50; 26–28 What messages are the 68:25, 27–29 (Children learn the gos- young women receiv- pel from their parents) “Family,” For the Strength of Youth (2011), 14–15 ing that contradict what “The Family: A Proclamation to the prophets have said the World,” Ensign or Liahona, Nov. Videos: “Families Can Be Together about the importance of 2010, 129 Forever,” “The Home Is a Divine the family? How can you Institution,”“Proclamation” help them understand the Carole M. Stephens, “The Family Is eternal significance of the of God,” Ensign or Liahona, May 2015, Music for youth theme: “Nothing Can family? 11–13 Separate Us”

Share experiences

See the appendix for other teaching and learning ideas.

189 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to imag- the eternal ______of His ______.” ine that a friend asks them, “Why Invite the young women to read the are families so important in your first paragraph of “The Family: A Church?” How would they respond? Proclamation to the World” and complete the sentence. Discuss as a class • Write on the board “The ______why this statement is true. is central to the Creator’s plan for

Learn together

Teaching tip Each of the activities below can help teach the young women the importance of the family. Following the guidance of the Spirit, select one or more that will work best in “If several people have your class: comments about a subject, you may want to say • Draw a circle on the board. Invite a of families affect the way they treat something like, ‘We’ll hear young woman to draw a family inside their family members? your comments first and the circle. Around the circle, write • Assign each young woman one then yours.’ Then those premortal life, mortal life, and postmortal of the scriptures in this outline. Ask you teach will remain life. Ask a young woman to read the the class to search “The Family: A orderly because they third paragraph of “The Family: A Proclamation to the World” and look know that they will have Proclamation to the World” and look for a passage that relates to their an opportunity to speak” for ways the family fits into each of scripture. Invite each young woman (Teaching, No Greater Call these parts of the plan of salvation. to share her scripture and the part [1999], 69). Invite the young women to share their of the proclamation it relates to. Ask feelings for their families and why them to share any experiences they they want to be united with them have had that illustrate the impor- after this life. tance of families. As part of this • Invite the young women to read discussion, you could show the video Elder D. Todd Christofferson’s talk “Proclamation.” “Why Marriage, Why Family” or the • With permission from the bishop, last eight paragraphs of Elder L. Tom invite one or more sisters from the Perry’s talk “Becoming Goodly ward who have a strong marriage Parents,” looking for answers to the to share with the class their feelings question “Why are families impor- about marriage and family. What tant?” Invite them to share what they would they say to someone whose find. What can the young women do family situation is not ideal right to show that they understand how now? (See “Family,” For the Strength important families are? How will of Youth, 15.) What would they say to their understanding of the importance someone who doesn’t see the need

190 to get married and have children? “The Family Is of God” (each section Teaching in the Savior’s Encourage the young women to ask begins with a bolded truth about the way any questions they have about pre- family). Ask each group to prepare The Savior asked ques- paring for marriage and family. to teach the other groups what they tions that caused His learn from their section. How can • Divide the class into four groups. followers to think and feel they teach and exemplify these truths Have each group study one of the deeply, and He rejoiced in in their families and communities? sections of Carole M. Stephens’s talk their expressions of faith. What questions might you Ask the young women to share what they learned today. Do they understand why the ask the young women to family is important? What feelings or impressions do they have? Do they have any help them think and feel additional questions? Would it be helpful to spend more time on this doctrine? deeply about the importance of family? Could these questions encourage Live what we are learning expressions of faith?

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Think of a righteous family they • Visit the mormonnewsroom.org admire and write down specific ways or the youth website and search for they can emulate that family. articles and videos about temple marriage and families (this could be done as a Mutual activity).

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

191 Selected Resources

Excerpt from L. Tom Perry, “Becoming Goodly Parents,” and spiritual needs, and to teach them to love and Ensign or Liahona, Nov. 2012, 26–28 serve one another, observe the commandments of God, and be law-abiding citizens wherever they Our strengthened family cultures will be a protec- live. . . . tion for our children from “the fiery darts of the adversary” (1 Nephi 15:24) embedded in their peer “. . . By divine design, fathers are to preside over culture, the entertainment and celebrity cultures, their families in love and righteousness and are the credit and entitlement cultures, and the Internet responsible to provide the necessities of life and and media cultures to which they are constantly protection for their families. Mothers are primarily exposed. Strong family cultures will help our responsible for the nurture of their children. In these children live in the world and not become “of the sacred responsibilities, fathers and mothers are ob- world” (John 15:19). ligated to help one another as equal partners” [“The Family: A Proclamation to the World,” Liahona and President Joseph Fielding Smith taught: “It is the Ensign, Nov. 2010, 129]. duty of parents to teach their children these saving principles of the gospel of Jesus Christ, so that they I believe it is by divine design that the role of will know why they are to be baptized and that they motherhood emphasizes the nurturing and teach- may be impressed in their hearts with a desire to ing of the next generation. But it is wonderful to continue to keep the commandments of God after see husbands and wives who have worked out real they are baptized, that they may come back into his partnerships where they blend together their influ- presence. Do you, my good brethren and sisters, ence and communicate effectively both about their want your families, your children; do you want to children and to their children. be sealed to your fathers and your mothers before The onslaught of wickedness against our children you . . . ? If so, then you must begin by teaching at is more subtle and brazen than it has ever been. the cradle-side. You are to teach by example as well Building a strong family culture adds another layer as precept” [Joseph Fielding Smith, in Conference of protection for our children, insulating them from Report, Oct. 1948, 153]. worldly influences. The proclamation on the family says: God bless you goodly mothers and fathers in Zion. “Husband and wife have a solemn responsibility to He has entrusted to your care His eternal children. love and care for each other and for their children. As parents we partner, even join, with God in bring- ‘Children are an heritage of the Lord’ (Psalm 127:3). ing to pass His work and glory among His children. Parents have a sacred duty to rear their children in It is our sacred duty to do our very best. Of this I love and righteousness, to provide for their physical testify in the name of Jesus Christ, amen.

192 AUGUST: MARRIAGE AND FAMILY

Why is temple marriage important? In our Heavenly Father’s plan of happiness, the only way to obtain exaltation is through the new and everlasting covenant of celestial marriage (see D&C 131:1–3). When a man and a woman are sealed to each other for time and all eternity in the temple, they have the assurance that their relationship will continue forever if they are true to their covenants. They know that nothing, not even death, can permanently separate them.

Prepare yourself spiritually

Why is temple marriage Prayerfully study these scriptures and other resources. What resources will help the important to you? What young women understand the significance of temple marriage and increase their re- blessings does this ordi- solve to be married in the temple someday? nance provide for you and D&C 49:16–17 (Marriage helps fulfill Henry B. Eyring, “Families under your family? the purpose of creation) Covenant,” Ensign or Liahona, May What righteous examples 2012, 62–65 D&C 131:1–4; 132:15–21 (Eternal mar- of temple marriage do the riage is required for exaltation) Richard G. Scott, “The Eternal young women have? How Blessings of Marriage,” Ensign or can you help instill in “The Family: A Proclamation to Liahona, May 2011, 94–97 them a greater desire to be the World,” Ensign or Liahona, Nov. sealed in the temple? 2010, 129 “Our Temple Marriage Was Worth Any Price,” Liahona, Oct. 2010, 69–70 L. Tom Perry, “Why Marriage and Family Matter—Everywhere in the “Marriage,” True to the Faith (2004), World,” Ensign or Liahona, May 2015, 97–101 39–42 Video: “Elder and Sister Bednar—Love”

Share experiences

See the appendix for other teaching and learning ideas.

193 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Before the young women arrive in • If possible, show a picture from the the class, write on the board, “Why is day you were sealed in the temple, temple marriage important?” Invite and describe some of the thoughts them to think about this question as and feelings you had (or show a pic- they read “Our Temple Marriage Was ture of a bride and groom in front of Worth Any Price.” Why was temple the temple [see Gospel Art Book, 120]). marriage so important to the couple Ask the young women why they be- in this story? Encourage the young lieve temple marriage is important. women to share their thoughts.

Learn together

Teaching tip Each of the activities below can help the young women learn why temple marriage is important. Following the guidance of the Spirit, select one or more that will work best “Stories can awaken learn- in your class: ers’ interest. We can often teach a principle more • Invite the young women to imag- is better than the less durable object. effectively when we first ine they have a friend who wonders How does this relate to marriage? share a story to illustrate why they have the goal of a temple Ask the young women to read, watch, it. This helps learners marriage instead of simply a civil or listen to portions of Elder L. Tom understand the princi- marriage. Ask them to read the Perry’s talk “Why Marriage and ple in terms of everyday scriptures suggested in this outline or Family Matter—Everywhere in the experiences” (Teaching, No “The New and Everlasting Covenant World.” Ask the young women why Greater Call [1999], 93). of Marriage” in True to the Faith (page they want to have a temple marriage. 98) and look for words and phrases • Give each young woman a copy they could use to write a letter to their of Elder Richard G. Scott’s talk “The friend. Encourage them to explain in Eternal Blessings of Marriage.” How the letter the importance of eternal did Elder Scott feel about his eternal marriage. Invite them to share with companion? What impresses the the class what they wrote in their young women about his relationship letters. with his wife? Ask them to ponder • Bring two or three objects (or what it would take to achieve a rela- pictures of objects) that demonstrate tionship like Elder and Sister Scott’s. different levels of durability (for Young women might also enjoy example, a plastic spoon and a metal watching the video “Elder and Sister spoon). Ask the young women to Bednar—Love” to learn about Elder discuss why the more durable object and Sister Bednar’s marriage.

194 • As a class, read D&C 131:1–4 and women define any unfamiliar words Teaching in the Savior’s “The New and Everlasting Covenant or phrases. Ask class members to list way of Marriage” in True to the Faith (page some things that might keep young The Savior invited His fol- 98), looking for answers to the ques- women from marrying in the temple. lowers to act in faith and tion “Why is temple marriage impor- What can they do now to make sure live the truths He taught. tant?” If necessary, help the young they marry in the temple? How can you invite the Ask the young women to share what they learned today. Do they understand the im- young women to increase portance of temple marriage? What feelings or impressions do they have? Do they have their resolve to marry in any additional questions? Would it be helpful to spend more time on this doctrine? the temple and live the truths they will learn together? Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Write a letter to themselves to be • Post a picture of the temple where opened before their wedding day, they will see it often, and place near stating the importance of a temple the picture a simple statement ex- marriage and their current desires of pressing their goal and determination attaining this righteous goal. to marry in the temple someday.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

195 Selected Resources

Excerpt from Richard G. Scott, “The Eternal Blessings of if they were a valuable treasure. There is only one Marriage,” Ensign or Liahona, May 2011, 96 that she didn’t put with the others. It is still behind the glass in our kitchen clock. It reads, “Jeanene, it I learned from my wife the importance of expres- is time to tell you I love you.” It remains there and sions of love. Early in our marriage, often I would reminds me of that exceptional daughter of Father open my scriptures to give a message in a meeting, in Heaven. and I would find an affectionate, supportive note Jeanene had slipped into the pages. Sometimes they As I have thought back over our life together, I were so tender that I could hardly talk. Those pre- realize how blessed we’ve been. We have not had ar- cious notes from a loving wife were and continue to guments in our home or unkind words between us. be a priceless treasure of comfort and inspiration. Now I realize that blessing came because of her. It resulted from her willingness to give, to share, and I began to do the same thing with her, not realizing to never think of herself. In our later life together, I how much it truly meant to her. I remember one tried to emulate her example. I suggest that as hus- year we didn’t have the resources for me to give her band and wife you do the same in your home. a valentine, so I decided to paint a watercolor on the front of the refrigerator. I did the best I could; only I Pure love is an incomparable, potent power for made one mistake. It was enamel paint, not water- good. Righteous love is the foundation of a success- color. She never let me try to remove that permanent ful marriage. It is the primary cause of contented, paint from the refrigerator. well-developed children. Who can justly measure the righteous influence of a mother’s love? What I remember one day I took some of those little round enduring fruits result from the seeds of truth that a paper circles that form when you punch holes in mother carefully plants and lovingly cultivates in paper, and I wrote on them the numbers 1 to 100. the fertile soil of a child’s trusting mind and heart? I turned each over and wrote her a message, one As a mother you have been given divine instincts word on each circle. Then I scooped them up and to help you sense your child’s special talents and put them in an envelope. I thought she would get a unique capacities. With your husband you can nur- good laugh. ture, strengthen, and cause those traits to flower. When she passed away, I found in her private things It is so rewarding to be married. Marriage is won- how much she appreciated the simple messages derful. In time you begin to think alike and have the that we shared with each other. I noted that she same ideas and impressions. You have times when had carefully pasted every one of those circles on you are extremely happy, times of testing, and times a piece of paper. She not only kept my notes to her, of trial, but the Lord guides you through all of those but she protected them with plastic coverings as growth experiences together.

196 AUGUST: MARRIAGE AND FAMILY

Why is chastity important? Chastity is sexual purity and involves being morally clean in thoughts, words, and actions. Sexual intimacy is ordained of God for the creation of children and for the expression of love between husband and wife. God has commanded that sexual intimacy be reserved for marriage. When we are sexually pure, we qualify for the companionship of the Holy Ghost, and we are protected from the emotional and spiritual damage of sexual sin.

Prepare yourself spiritually

How has living the law of Prayerfully study these resources. How can you help the young women understand chastity blessed you? and feel the importance of chastity?

What doctrines will best Genesis 39:7–21 (Joseph fled from David A. Bednar, “We Believe in help the young women sexual sin) Being Chaste,” Ensign or Liahona, May feel the importance of 2013, 41–44 1 Nephi 10:21 (We must be pure to chastity? Which false dwell with God) Jeffrey R. Holland, “Helping Those teachings are they exposed Who Struggle with Same-Gender to that diminish the impor- Alma 39:1–13 (Sexual sin is an Attraction,” Ensign or Liahona, Oct. tance of chastity? abomination) 2007, 42–45 Moroni 9:9 (Chastity is dear and “Dress and Appearance,” “Sexual precious) Purity,” For the Strength of Youth D&C 46:33; 121:45–46 (The impor- (2010), 6–8, 35–37 tance of virtue) “Chastity,” True to the Faith (2004), Linda S. Reeves, “Worthy of Our 29–33 Promised Blessings,” Ensign or Videos: “I Choose to Be Pure”; Liahona, Nov. 2015, 9–11 “Chastity: What Are the Limits?”; Boyd K. Packer, “The Plan of “True Confidence” Happiness,” Ensign or Liahona, May 2015, 26–28

Share experiences

197 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Several days before class, invite the wife (see the Gospel Art Book, 11) young women to watch the video “I and summarize the story in her own Choose to Be Pure” in preparation for words. What did Joseph do to remain this lesson. At the beginning of class, pure? What eventually happened as a invite the young women to share result of Joseph’s faithfulness? What things they’ve learned or questions could have happened had he been they have. untrue to his covenants? Why is it important to remain chaste? • Invite a young woman to hold up a picture of Joseph resisting Potiphar’s

Learn together

Teaching tip Each of the activities below can help the young women learn about the law of chastity. Following the guidance of the Spirit, select one or more that will work best in your “Questions written on the class: chalkboard before class will help learners begin • Invite some of the young women to think of and share other analogies to think about topics even to read scriptures about chastity (such that teach the importance of chastity. before the lesson begins” as those suggested in this outline); • Invite the young women to watch (Teaching, No Greater Call invite others to read “Sexual Purity” “I Choose to Be Pure” or “True [1999], 93). in For the Strength of Youth; and invite Confidence,” looking for possible the rest to read “Chastity” in True to answers to the question “Why is chas- the Faith. Ask them to look for an- tity important?” Ask them to share swers to the question “Why is chastity their thoughts and contrast the views important to the Lord?” and share expressed in the video with what the what they find. How are the princi- world wants young women to be- ples in these scriptures and resources lieve. What can the young women do different from what the world teaches to support each other in their efforts about chastity? What do the young to obey the law of chastity? women learn from these resources that can help them detect the false- • Divide the young women into hood in the world’s view? groups. Give each group one of the sections of President Boyd K. Packer’s • Show the video “Chastity: What talk “The Plan of Happiness,” Elder Are the Limits?” After the video, ask David A. Bednar’s talk “We Believe the young women to explain what the in Being Chaste,” or Sister Linda analogies (such as the waterfall, air- S. Reeves’s talk “Worthy of Our plane, or alligator) teach them about Promised Blessings.” Have each the law of chastity. What else do they group study their section and answer learn from this video? Invite them

198 the question “Why is it important influence our attitude toward the law Teaching in the Savior’s to be sexually pure?” Invite them to of chastity?” Ask them to share their way share statements or truths that they answers and ponder what they can do In every setting, the Savior found meaningful or important. How to follow these standards more fully. was an example and men- can they use what they learn to help • Ask the young women how they tor. He taught His disci- their friends understand why chastity would help a friend who is strug- ples to pray by praying is important to them? gling with same-gender attraction. with them. He taught them • Ask the young women to use the Invite them to look for ideas in Elder to love and serve by the “Dress and Appearance” section Jeffrey R. Holland’s article “Helping way He loved and served in For the Strength of Youth to an- Those Who Struggle with Same- them. He taught them how swer questions such as “What are Gender Attraction.” Encourage them to teach His gospel by the the Lord’s standards concerning to write a letter that could help their way He taught it. How modesty?” “Why is it important friend. What else do they learn from will you be an example of for you to follow these standards?” Elder Holland’s article? chastity and virtue to your and “How does modesty reflect or young women?

Ask the young women to share what they learned today. Do they understand the law of chastity better? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete one of the Virtue value • Make a list of things they will do experiences (Personal Progress, 69–71). and avoid doing in order to remain sexually pure.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

199 Selected Resources

Excerpt from David A. Bednar, “ We Believe in Being mandated in the first commandment, but another Chaste,” Ensign or Liahona, May 2013, 41–42 important commandment was given to forbid its misuse. The emphasis we place on the law of The means by which mortal life is created is divinely chastity is explained by our understanding of the appointed. “The first commandment . . . God gave purpose of our procreative powers in the accom- to Adam and Eve pertained to their potential for plishment of God’s plan. . . . parenthood as husband and wife” (Ensign or Liahona, Nov. 2010, 129). The commandment to multiply and “Outside the bonds of marriage, all uses of the replenish the earth remains in force today. Thus, procreative power are to one degree or another a marriage between a man and a woman is the autho- sinful degrading and perversion of the most divine rized channel through which premortal spirits enter attribute of men and women” (“The Great Plan of mortality. Complete sexual abstinence before mar- Happiness,” Ensign, Nov. 1993, 74). riage and total fidelity within marriage protect the The Standard of Sexual Morality sanctity of this sacred channel. The Church of Jesus Christ of Latter-day Saints has a The power of procreation is spiritually significant. single, undeviating standard of sexual morality: in- Misuse of this power subverts the purposes of the timate relations are proper only between a man and Father’s plan and of our mortal existence. Our a woman in the marriage relationship prescribed in Heavenly Father and His Beloved Son are creators God’s plan. Such relations are not merely a curios- and have entrusted each of us with a portion of ity to be explored, an appetite to be satisfied, or a Their creative power. Specific guidelines for the type of recreation or entertainment to be pursued proper use of the ability to create life are vital selfishly. They are not a conquest to be achieved or elements in the Father’s plan. How we feel about simply an act to be performed. Rather, they are in and use that supernal power will determine in large mortality one of the ultimate expressions of our di- measure our happiness in mortality and our destiny vine nature and potential and a way of strengthen- in eternity. ing emotional and spiritual bonds between husband Elder Dallin H. Oaks explained: and wife. We are agents blessed with moral agency and are defined by our divine heritage as children “The power to create mortal life is the most exalted of God—and not by sexual behaviors, contemporary power God has given his children. Its use was attitudes, or secular philosophies.

200 AUGUST: MARRIAGE AND FAMILY

Why is it important to follow the Church’s standards regarding dating? Latter-day prophets have given us standards about dating to protect us from spiritual danger and help us prepare to one day find a worthy eternal companion. These standards include not dating before age 16, avoiding frequent dates with the same person, and dating only those who have high moral standards.

Prepare yourself spiritually

What examples have you Prayerfully study the following scriptures and resources. What do you feel best applies seen that have taught you to the young women as they begin interacting with young men? the importance of obey- Deuteronomy 7:3–4 (Do not marry Thomas S. Monson, “Preparation ing the Lord’s standards outside the covenant) Brings Blessings,” Ensign or Liahona, regarding dating? May 2010, 64–67 Doctrine and Covenants 46:33 What experiences and (Practice virtue and holiness before Elaine S. Dalton, “Guardians of ideas are shaping the the Lord) Virtue,” Ensign or Liahona, May 2011, young women’s per- 121–24 ception of dating? What Articles of Faith 1:13 (Qualities we pressures are they feel- should develop in ourselves as we “Dating,” For the Strength of Youth ing? What do they need look for an eternal companion) (2011), 4–5 to know in order to remain true to the Lord’s Video: “Brand New Year 2010: standards? Dating”

Share experiences

See the appendix for other teaching and learning ideas.

201 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women what • Ask the young women to list on questions they have about dating and the board what they know about the write them on the board. Invite them Church’s standards regarding dating. to look for answers to their questions Add to the list as they learn more throughout the lesson. about these standards throughout the lesson.

Learn together

Teaching tip Each of the activities below can help the young women learn about the Church’s standards regarding dating. Following the guidance of the Spirit, select one or more that “Ask those you teach what will work best in your class: they might say if someone wants to know what they • Invite each young woman to write • Ask each young woman to select have learned from the les- a personal list of qualities that she a word or phrase from the thirteenth son” (Teaching, No Greater wants her future husband to have. article of faith and explain how her Call [1999], 94). Invite the young women to share word or phrase relates to the stan- their lists, as appropriate, with the dards in the “Dating” section in For class. Ask one of the young women the Strength of Youth. Ask the young to read the following statement by women to share how the principles in Elder Robert D. Hales: “If you want the thirteenth article of faith should to marry a wholesome, attractive, influence their interactions with honest, happy, hardworking, spiri- young men. tual person, be that kind of person” • Read the paragraph of Sister Elaine (“Meeting the Challenges of Today’s S. Dalton’s talk “Guardians of Virtue” World,” Ensign or Liahona, Nov. 2015, that begins with the question “What 46). As the young women review the can each of you do to be a guardian lists that they made, you might ask of virtue?” Ask the young women to them how they would feel if their discuss how Sister Dalton’s counsel future husband had a comparable list relates to dating. Invite the young about them. What are they doing now women to read Alma 46:11–14, and to be the kind of person that their fu- discuss how the title of liberty helped ture husband would want to marry? inspire the Nephites to guard their Invite the young women to discuss freedoms. To follow Sister Dalton’s how they can personally develop challenge, invite the young women to these qualities now and how these make a list of things they should and qualities will affect the kind of people should not do to guard their virtue. they date. The young women could include in their list what they will do to be

202 guardians of virtue as they date (see standards regarding dating. Consider Teaching in the Savior’s “Dating” in For the Strength of Youth, sharing examples of how you were way pages 4–5). blessed by keeping the Church’s stan- The Savior gave those dards of dating, and invite others to • Show portions of “Brand New Year who followed Him op- share similar experiences. Invite them 2010: Dating,” and pause the video portunities to ask their to share what they will do to keep to allow the young women time to own questions and share these standards. identify standards of dating men- their own insights. He tioned by the people in the video. Ask • Invite the young women to re- responded to their ques- the young women to review “Dating” view the “Dating” section in For the tions and listened to their in For the Strength of Youth and look Strength of Youth and write down experiences. Because of for additional standards that were any questions they have about dat- His love, they felt safe not discussed in the video. Invite ing. Invite a panel of older young men sharing their thoughts and them to answer questions such as the and young women to answer their personal feelings. How following: “What are the Church’s questions and discuss the standards can you help the young standards regarding dating?” “Why of dating. Encourage the panel mem- women feel safe sharing is it important for you to follow these bers to include examples of how they their questions and per- standards?” and “What is the purpose have lived the standards as they have sonal feelings? of dating?” Invite the young women dated, such as dressing modestly, to discuss ways they can respond choosing appropriate activities, and when they feel pressured to do some- dating those with high standards. thing that contradicts the Church’s

Ask the young women to share what they learned today. Do they understand the Church’s standards regarding dating? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Talk to someone who has set a to follow the world's standards for good example by following the Lord’s dating. dating standards, and find out what • Set a goal to obey the Lord’s stan- he or she did to resist the temptation dards regarding dating.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

203 AUGUST: MARRIAGE AND FAMILY

How can I prepare now to become a righteous wife and mother? To prepare to be a righteous wife and mother, young women should focus on the Savior and on developing Christlike attributes. The family proclamation says that “successful marriage and families are established and maintained on principles of faith, prayer, repentance, forgiveness, respect, love, compassion, work, and wholesome recreational activities. . . . Mothers are primarily responsible for the nurture of their children” (“The Family: A Proclamation to the World,” Ensign or Liahona, Nov. 2010, 129).

Prepare yourself spiritually

What have you done, and Prayerfully study these scriptures and resources. What do you feel will help the young what are you doing, to women prepare to become a wife and mother? prepare to be a wife and Proverbs 31:10–31; Alma 56:47–48; L. Whitney Clayton, “Marriage: mother? How has your Moroni 7:45–46; D&C 88:123–25 Watch and Learn,” Ensign or Liahona, preparation blessed your (Characteristics of righteous women) May 2013, 83–85 life? D&C 88:78–80, 118; 90:15 (Seek “Education,” For the Strength of Youth What are the young learning) (2011), 9–10 women in your class doing (or what could they be Jeffrey R. Holland, “Behold Thy Videos: “Motherhood: An Eternal doing) to prepare for mar- Mother,” Ensign or Liahona, Nov. 2015, Partnership with God,” “Loving riage and motherhood? 47–50 God’s Children,” “A Mother’s Hope,” What questions might “Mother in Israel” they have about prepa- Cheryl A. Esplin, “Filling Our Homes ration for marriage and with Light and Truth,” Ensign or motherhood? Liahona, May 2015, 8–10

Share experiences

At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s lesson. This will encourage personal conversion, help the young women see the relevance of the gospel in their daily lives, and help them prepare to learn more. See the appendix for other teaching and learning ideas.

204 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show one of the videos suggested • Repeat the Young Women theme in this outline. Ask the young women, together. Encourage a few young “What are you doing to prepare to be- women to share what the phrase come a righteous wife and mother?” “strengthen home and family” means to them.

Learn together

Each of the activities below can help the young women prepare to be righteous wives Teaching tip and mothers. Following the guidance of the Holy Ghost, select one or more that will “Ask questions that work best for your class: require learners to find an- • In Cheryl A. Esplin’s talk, “Filling the young women to share exam- swers in the scriptures and Our Homes with Light and Truth,” ples of mothers like those described the teachings of latter-day she describes trying to crush both an in Proverbs. How are the families prophets” (Teaching, No empty soda can and a full soda can of these mothers blessed? Why is a Greater Call [1999], 62). (you may wish to watch the first two “virtuous woman” so valuable to the minutes of her talk or reenact her Lord (see Proverbs 31:10)? demonstration). What do we learn • Assign each young woman to read from this demonstration about the im- one of the five principles of strong portance of being filled with light and marriages that Elder L. Whitney truth? What will class members do to Clayton describes in his talk gain both spiritual light and a secular “Marriage: Watch and Learn,” or education? (See D&C 93:36.) How watch one or more of the videos sug- will spiritual and secular education gested in this outline. What examples prepare them to be wives and moth- of strong marriages and righteous ers one day? (See “Education,” For the mothers have the young women Strength of Youth, 9–10.) seen? What else have they observed • Assign each young woman a few in strong couples that they would verses to read from some of the scrip- like to emulate? What do the young tures suggested in this outline. Invite women feel they can do to live these each young woman to draw a picture principles now? or symbol or write a brief sentence • Ask the young women to write on representing the characteristics of a the board a list of righteous women righteous wife and mother found in in the scriptures (for example, Ruth, her assigned verses. Share the pic- Esther, Eve, Hannah, Emma Smith, tures or sentences with the class, and and so on). Invite them to choose one discuss together how a young woman woman from the list and read about can acquire these characteristics. Ask her in the scriptures (using the Topical

205 Teaching in the Savior’s Guide or Bible Dictionary). Encourage Ask the young women to write their way the young women to share what thoughts about things they admire virtuous traits they recognize and ad- about their mothers or qualities their After a day of teaching, the mire in these women and how these mothers have that they would like to Savior invited His follow- traits could help them prepare to be a emulate as they prepare to become ers to go home and pre- righteous wife and mother. mothers themselves. Invite a few of pare themselves to come them to share what they wrote. If back and learn more. What • Review together the stories about possible, invite the mothers of the can you do to encourage exemplary mothers in Elder Jeffrey R. young women to participate in this the young women to come Holland’s talk “Behold Thy Mother.” discussion. to class prepared to learn together? Ask the young women to share what they learned today. Do they understand how to prepare for their future roles as wives and mothers? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete any of the following from • Interview a woman about the re- Personal Progress:Divine Nature value sponsibilities, challenges, and bless- project, Individual Worth value expe- ings of being a wife or mother. Ask rience 4, Choice and Accountability what skills and attributes she finds value experience 7, Good Works value most essential. Record any thoughts experience 2. or feelings in a journal.

You might want to plan with the young women a Mutual activity that reinforces what they learned in class. For example, they could learn and practice homemaking skills.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

206 Selected Resources

Excerpt from Jeffrey R. Holland, “Behold Thy Mother,” she listened and listened as this son repeatedly told Ensign or Liahona, Nov. 2015, 49 her of how his heart was breaking. Thus she carried him—again—only this time it was not for nine I speak of a young man who entered the mission months. This time she thought that laboring through field worthily but by his own choice returned home the battered landscape of his despair would take early due to same-sex attraction and some trauma forever. he experienced in that regard. He was still worthy, but his faith was at crisis level, his emotional burden But with the grace of God, her own tenacity, and grew ever heavier, and his spiritual pain was more the help of scores of Church leaders, friends, fam- and more profound. He was by turns hurt, con- ily members, and professionals, this importuning fused, angry, and desolate. mother has seen her son come home to the promised land. Sadly we acknowledge that such a blessing His mission president, his stake president, his does not, or at least has not yet, come to all parents bishop spent countless hours searching and weep- who anguish over a wide variety of their children’s ing and blessing him as they held on to him, but circumstances, but here there was hope. And, I must much of his wound was so personal that he kept say, this son’s sexual orientation did not somehow at least parts of it beyond their reach. The beloved miraculously change—no one assumed it would. father in this story poured his entire soul into But little by little, his heart changed. helping this child, but his very demanding employment circumstance meant that often the long, dark He started back to church. He chose to partake of nights of the soul were faced by just this boy and the sacrament willingly and worthily. He again his mother. Day and night, first for weeks, then for obtained a temple recommend and accepted a call to months that turned into years, they sought healing serve as an early-morning seminary teacher, where together. Through periods of bitterness (mostly his he was wonderfully successful. And now, after but sometimes hers) and unending fear (mostly hers five years, he has, at his own request and with the but sometimes his), she bore—there’s that beauti- Church’s considerable assistance, reentered the mis- ful, burdensome word again—she bore to her son sion field to complete his service to the Lord. I have her testimony of God’s power, of His Church, but wept over the courage, integrity, and determination especially of His love for this child. In the same of this young man and his family to work things out breath she testified of her own uncompromised, and to help him keep his faith. He knows he owes undying love for him as well. To bring together much to many, but he knows he owes the most to those two absolutely crucial, essential pillars of her two messianic figures in his life, two who bore him very existence—the gospel of Jesus Christ and her and carried him, labored with him and delivered family—she poured out her soul in prayer endlessly. him—his Savior, the Lord Jesus Christ, and his de- She fasted and wept, she wept and fasted, and then termined, redemptive, absolutely saintly mother.

207 AUGUST: MARRIAGE AND FAMILY

How do the roles of men and women complement each other in families? By divine design, Heavenly Father gave men and women different gifts and abilities to help them fulfill complementary roles as husband and wife. “Gender is an essential characteristic of individual premortal, mortal, and eternal identity and purpose. . . . Fathers are to preside over their families in love and righteousness and are responsible to provide the necessities of life and protection for their families. Mothers are primarily responsible for the nurture of their children. In these sacred responsibilities, fathers and mothers are obligated to help one another as equal partners” (“The Family: A Proclamation to the World,” Ensign or Liahona, Nov. 2010, 129).

Prepare yourself spiritually

What examples have Prayerfully study these scriptures and resources. What scriptures and talks will help you seen of mothers and the young women understand the complementary roles of husbands and wives? fathers who have comple- Proverbs 22:6; D&C 68:25; 121:41–43; L. Tom Perry, “Finding Lasting Peace mented each other in their Moses 5:1 (Responsibilities of parents) and Building Eternal Families,” roles? How has a knowl- Ensign or Liahona, Nov. 2014, 43–45 edge of these eternal roles Alma 53:21; 56:47–48 (The strip- influenced your family? ling warriors were taught by their D. Todd Christofferson, “The Moral mothers) Force of Women,” Ensign or Liahona, How can you help the Nov. 2013, 29–32 young women understand D&C 25 (Counsel to Emma Smith their divine role as future about supporting her husband) Individual Worth value experience 4, mothers? What can they Personal Progress (2009), 31 do now to prepare for that “The Family: A Proclamation to role? the World,” Ensign or Liahona, Nov. Video: “The Women in Our 2010, 129 Lives,”“Proclamation Series: Daughters of God” Linda K. Burton, “We’ll Ascend Together,” Ensign or Liahona, May 2015, 29–32

See the appendix for other teaching and learning ideas.

208 Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share with the young women the objects and how they are used to- title of this lesson. Why do they think gether. Explain that men and women this is an important topic to address? are given different responsibilities that complement (or “complete”) each • Bring two objects that are used to- other to bring about God’s purposes. gether to accomplish a common goal Invite the young women to describe (like a pencil and paper or hammer some of the ways men and women and nail). Invite the young women to complement each other. explain the differences between the

Learn together

Each of the activities below can help the young women learn about the complementary Teaching tip roles of men and women in families. Following the guidance of the Spirit, select one or “The Holy Ghost may more that will work best in your class: prompt one or more of • With the permission of the bishop, Daughters of God” and ask the young those you teach to con- invite a married couple to visit your women to share what they learn from tribute insights that others class. Read together the section the General Authorities in the video need to hear. Be open to titled “Lifting and Helping in Our about how spouses can love and sup- promptings you receive to Complementary Roles” from Sister port each other. call on specific people. You Linda K. Burton’s talk “We’ll Ascend may even feel impressed • Ask the young women to make a Together.” What do the young women to ask a person who has list of responsibilities the Lord expects learn about how men and women not volunteered to express fathers and mothers to fulfill. To support one another in families? Ask . . . her views” (Teaching, help them make this list, invite them the visiting couple to speak about No Greater Call [1999], 63). to search the seventh paragraph of how they have helped each other “The Family: A Proclamation to the fulfill their roles. Consider sharing World” and relevant portions of Elder how marriage has helped you or L. Tom Perry’s talk “Finding Lasting members of your family become Peace and Building Eternal Families” better. After this activity, you might and Elder D. Todd Christofferson’s show the video “Proclamation Series: talk “The Moral Force of Women.”

209 Teaching in the Savior’s What can they learn from these as they watch the video “The Women way sources about the divine roles of in Our Lives.” Ask them to list ways fathers and mothers? How do these they can be a “help meet” to their The Savior trusted, pre- roles complement each other? How future husbands (see Genesis 2:18). pared, and gave important are these teachings different from Ask the young women to work indi- responsibilities to those He what the world teaches? Invite the vidually or as a class on Individual taught. How might you young women to share examples Worth value experience 4 in Personal help the young women of times when they have witnessed Progress and to write in their journal you teach feel your trust in parents fulfilling their complementary their feelings about their role as a wife them as they prepare for roles. complementing her future husband. their important responsibilities as future wives and • Identify several scriptures that • Invite the young women to read mothers? teach the responsibilities of parents, Doctrine and Covenants 25 and find such as those referred to in this things Emma Smith was asked to do lesson, and divide them up among to support her husband and things the young women. Invite each young the Lord said her husband would do woman to share her scripture and de- to support and bless her. What ex- scribe the responsibilities it mentions. amples can you or the young women Invite them to share how husbands share of people who follow this coun- and wives complement each other in sel in their marriage? Encourage the fulfilling these responsibilities and young women to write about the kind examples they have seen of parents of marriage relationship they would fulfilling complementary roles. like to have someday and what they can do now to prepare. Invite a few of • Ask the young women to think them to share what they wrote. about the meaning of the word duality

Ask the young women to share what they learned today. Do they understand the complementary roles of men and women in families? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this topic?

210 Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Thank their mothers and fathers for would remind them of their divine specific ways they have been blessed roles as mothers. because their parents fulfilled their • Complete the following in Personal divine roles. Progress: Faith value experience 2, • Select a phrase from “The Family: Divine Nature value experience 2, A Proclamation to the World” that Individual Worth value experience 4

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

211 Selected Resources

Excerpt from D. Todd Christofferson, “The Moral Force play an integral part (sometimes at the risk of their of Women,” Ensign or Liahona, Nov. 2013, 30-31 own lives) in God’s work and glory “to bring to pass the immortality and eternal life of man” [Moses A woman’s moral influence is nowhere more 1:39]. As grandmothers, mothers, and role models, powerfully felt or more beneficially employed than women have been the guardians of the wellspring in the home. There is no better setting for rearing of life, teaching each generation the importance of the rising generation than the traditional family, sexual purity—of chastity before marriage and fi- where a father and a mother work in harmony to delity within marriage. In this way, they have been a provide for, teach, and nurture their children. Where civilizing influence in society; they have brought out this ideal does not exist, people strive to dupli- the best in men; they have perpetuated wholesome cate its benefits as best they can in their particular environments in which to raise secure and healthy circumstances. children. . . . In all events, a mother can exert an influence un- A pernicious philosophy that undermines women’s equaled by any other person in any other relation- moral influence is the devaluation of marriage and ship. By the power of her example and teaching, of motherhood and homemaking as a career. Some her sons learn to respect womanhood and to incor- view homemaking with outright contempt, arguing porate discipline and high moral standards in their it demeans women and that the relentless demands own lives. Her daughters learn to cultivate their of raising children are a form of exploitation. They own virtue and to stand up for what is right, again ridicule what they call “the mommy track” as a and again, however unpopular. A mother’s love and career. This is not fair or right. We do not diminish high expectations lead her children to act responsi- the value of what women or men achieve in any bly without excuses, to be serious about education worthy endeavor or career—we all benefit from and personal development, and to make ongoing those achievements—but we still recognize there is contributions to the well-being of all around them. not a higher good than motherhood and fatherhood Elder Neal A. Maxwell once asked: “When the real in marriage. There is no superior career, and no history of mankind is fully disclosed, will it fea- amount of money, authority, or public acclaim can ture the echoes of gunfire or the shaping sound of exceed the ultimate rewards of family. Whatever lullabies? The great armistices made by military else a woman may accomplish, her moral influence men or the peacemaking of women in homes and is no more optimally employed than here. in neighborhoods? Will what happened in cradles and kitchens prove to be more controlling than what Attitudes toward human sexuality threaten the happened in congresses?” [Neal A. Maxwell, “The moral authority of women on several fronts. Women of God,” Ensign, May 1978, 10–11]. Abortion for personal or social convenience strikes at the heart of a woman’s most sacred powers and Most sacred is a woman’s role in the creation of life. destroys her moral authority. The same is true of We know that our physical bodies have a divine sexual immorality and of revealing dress that not origin and that we must experience both a physical only debases women but reinforces the lie that a birth and a spiritual rebirth to reach the highest woman’s sexuality is what defines her worth. realms in God’s celestial kingdom. Thus, women

212 AUGUST: MARRIAGE AND FAMILY

How can I strengthen my family? “Happiness in family life is most likely to be achieved when founded upon the teachings of the Lord Jesus Christ. Successful . . . families are established and maintained on principles of faith, prayer, repentance, forgiveness, respect, love, compassion, work, and wholesome recreational activities” (“The Family: A Proclamation to the World,” Ensign or Liahona, Nov. 2010, 129). As we assist our parents in accomplishing these goals, we can help our families attain the happiness Heavenly Father wants for us.

Prepare yourself spiritually

What experiences have Prayerfully study these scriptures and resources. What principles found in the scrip- you had with your family tures and words of the prophets will inspire the young women to strengthen their that have brought you families? happiness? What bless- 1 Nephi 8:12 (Lehi wanted his family Bonnie L. Oscarson, “Defenders of ings have you seen in to partake of the fruit of the tree of the Family Proclamation,” Ensign or your family as you have life) Liahona, May 2015, 14–17 followed the Savior’s teachings? 1 Nephi 16:14–32 (Nephi strengthens David A. Bednar, “More Diligent his family) and Concerned at Home,” Ensign or What do you know about Liahona, Nov. 2009, 17–20 the family life of the young D&C 88:119 (Pattern for a righteous women you teach? How home) “Family,” For the Strength of Youth can you help the young (2011), 14–15 women understand that “The Family: A Proclamation to the families are happier when World,” Ensign or Liahona, Nov. 2010, “Home Can Be a Heaven on Earth,” they strive to follow the 129 (see also True to the Faith [2004], Hymns, no. 298 teachings of the Savior? 59–61) “Love Is Spoken Here,” Children’s Dieter F. Uchtdorf, “In Praise of Those Songbook, 190 Who Save,” Ensign or Liahona, May Video: “Through Small Things,” 2016, 77–80 “More Diligent and Concerned at Home”

Share experiences

213 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women to think of • Ask the young women to write on things a family might do to protect the board as many words as they can their home from physical harm (such think of in one or two minutes that as a fire or burglary). What spiritual describe things that bring happiness dangers threaten families? What can to their families. the young women do to help protect their family from these dangers?

Learn together

Teaching tip Each of the activities below can help the young women learn how to strengthen their families. Following the guidance of the Spirit, select one or more that will work best in “Teachers who lecture your class: most of the time or answer every question themselves • In his talk “In Praise of Those Who us—women, men, youth, and children, tend to discourage learn- Save,” President Dieter F. Uchtdorf single or married—can work at being ers from participating” taught of families: “We may share homemakers. We should ‘make our (Teaching, No Greater Call the same gene pool, but we are not homes’ places of order, refuge, holi- [1999], 64). the same. We have unique spirits. ness, and safety” (Ensign or Liahona, . . . We can choose to celebrate these May 2015, 17). Invite the young differences.” What unique traits or women to search Sister Oscarson’s strengths does each young woman talk, looking for a quote that they can have? How can each young woman display in their homes or rooms that use her unique strengths to bless her inspires them to strengthen their fam- family? Class members could also ily. What can they do now to help their search portions of the talk in small homes be holy, orderly, and safe? groups, looking for and sharing things • As a class, read the seventh that stand out to them. You could also paragraph of the “The Family: A invite class members to watch one Proclamation to the World,” looking of the videos in this outline and look for principles that can help the young for what the family members did to women achieve happiness in family improve their relationships. How can life. Ask each young woman to read the young women celebrate the dif- 1 Nephi 16:14–32 and share ways ferences in their families? What ideas Lehi’s family applied these princi- can they share about how they can ples. Ask them to share experiences strengthen their family relationships? they have had that have taught them • Have young women read por- the importance of these principles in tions of Bonnie L. Oscarson’s family life. talk “Defenders of the Family • Ask the young women to listen for Proclamation.” In this talk, Sister ways to increase love in the home as Oscarson taught that “all of 214 they sing or listen to “Home Can Be of Youth and discuss how living the Teaching in the Savior’s a Heaven on Earth” (Hymns, no. 298) other standards in this book can help way or “Love Is Spoken Here” (Children’s invite the Spirit in their homes. Invite The Savior showed His Songbook, 190). Ask them to share them to choose one thing they will do love for others through what they find. Invite them to share during the coming week to strengthen giving service. It was His an experience in which they have felt their families. mission to seek those happiness because they were shown • Divide the class into three groups, in need and bless them. love or because they helped increase and ask each group to read about Individuals were con- the love in their home. one of the suggestions Elder David verted and lives were • Ask the young women to read A. Bednar gives in his talk “More changed through His “Family” in For the Strength of Youth Diligent and Concerned at Home.” good works. How can you or watch the video “Through Small Ask each group to share with the class emulate this quality as a Things” and find things they can do what they learn, explaining specific leader? How might you to strengthen their families. What things they can do to apply Elder help the young women examples do the young women know Bednar’s suggestions in their families. recognize the blessings about of families in the scriptures who Encourage them to share examples that come from follow- did or did not follow these principles? they have seen of family members ing the Savior’s example Invite the young women to look at doing what Elder Bednar suggests. of service in their own the table of contents of For the Strength families?

Ask the young women to share what they learned today. Do they understand how to strengthen their families? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Look for ways to strengthen their • Complete an activity from Personal families through giving service. This Progress that helps strengthen their could be as simple as preparing a families, such as Divine Nature value meal, helping a sibling with home- experience 3 or 5, Individual Worth work, or just listening. Ask them to value project, or Virtue value experi- share their experiences next week. ence 2.

• Record in their journals ways they can be supportive of their families.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

215 Selected Resources

Excerpt from Bonnie L. Oscarson, “Defenders of the men and women, and the importance of homes as Family Proclamation,” Ensign or Liahona, May 2015, sacred places—even when the world is shouting in 15, 17 our ears that these principles are outdated, limiting, or no longer relevant. Everyone, no matter what Life rarely goes exactly according to plan for any- their marital circumstance or number of children, one, and we are very aware that not all women are can be defenders of the Lord’s plan described in experiencing what the proclamation describes. It is the family proclamation. If it is the Lord’s plan, it still important to understand and teach the Lord’s should also be our plan! . . . pattern and strive for the realization of that pattern the best we can. . . . We need to take a term which is sometimes spoken of with derision and elevate it. It is the Each of us has a part to play in the plan, and each term homemaker. All of us—women, men, youth, of us is equally valued in the eyes of the Lord. We and children, single or married—can work at being should remember that a loving Heavenly Father is homemakers. We should “make our homes” places aware of our righteous desires and will honor His of order, refuge, holiness, and safety. Our homes promises that nothing will be withheld from those should be places where the Spirit of the Lord is felt who faithfully keep their covenants. Heavenly in rich abundance and where the scriptures and the Father has a mission and plan for each of us, but gospel are studied, taught, and lived. What a differ- He also has His own timetable. One of the hardest ence it would make in the world if all people would challenges in this life is to have faith in the Lord’s see themselves as makers of righteous homes. Let us timing. It’s a good idea to have an alternative plan defend the home as a place which is second only to in mind, which helps us to be covenant-keeping, the temple in holiness. charitable, and righteous women who build the kingdom of God no matter which way our lives go. Sisters, I am grateful to be a woman in these latter We need to teach our daughters to aim for the ideal days. We have opportunities and possibilities which but plan for contingencies. no other generation of women has had in the world. Let us help build the kingdom of God by standing During this 20th anniversary year of the family up boldly and being defenders of marriage, parent- proclamation, I would like to issue a challenge for hood, and the home. The Lord needs us to be brave, all of us as women of the Church to be defenders of steadfast, and immovable warriors who will defend “The Family: A Proclamation to the World.” . . . We His plan and teach the upcoming generations His need to boldly defend the Lord’s revealed doctrines truths. describing marriage, families, the divine roles of

216 UNIT OVERVIEW September: Commandments

“Consider on the blessed and happy state of those that keep the commandments of God” (Mosiah 2:41).

Commandments are the laws and requirements that a loving Heavenly Father gives His children to bless them, protect them, and guide them back to Him. When we keep the commandments, we show our love for Heavenly Father and His Son, Jesus Christ. As we obey the commandments and continually repent, we become more like the Savior and we are blessed with happiness, peace, testimony, and the companionship of the Holy Ghost. Obedience to the commandments helps us fulfill our divine role as daughters of God.

Outlines to choose from this month:

How can I be in the world but not of the world? How do I guard my virtue? How do the things I say affect me and those around me? Why do we fast? Why are we commanded to keep the Sabbath day holy? Why is it important to be honest? Why do we pay tithing?

Mutual Personal Progress

Consider how you can plan activities that connect The following activities from Personal Progress relate to with what the youth are learning. A youth activities the lessons in this unit: site is available to assist you. Many of the learning Choice and Accountability value experiences 2, 3, and 7 activities in these outlines could also serve as effective Mutual activities. Work with class presidencies Integrity value experiences 2, 3, 4; value project 5 to select and plan appropriate activities that reinforce what the young women learn on Sunday. Virtue value experiences 2 and 4

Visit lds.org/youth/learn to view this unit online.

217

SEPTEMBER: COMMANDMENTS

How can I be in the world but not of the world? “Where once the standards of the Church and the standards of society were mostly compatible, now there is a wide chasm between us, and it's growing ever wider” (Thomas S. Monson, “Priesthood Power,” Ensign or Liahona, May 2011, 66). The Lord wants us to remain true to His standards and not partake of the evils of the world. At the same time, He expects us to be a good influence on those around us.

Prepare yourself spiritually

What are some of soci- What scriptures and other resources will help the young women recognize that their ety’s standards that are examples can help others remain true to the Lord’s standards? not compatible with the 2 Kings 6:14–17 (Elisha’s servant real- Ulisses Soares, “Yes, We Can and Will standards of the Church? izes that he is not alone) Win!” Ensign or Liahona, May 2015, When have you chosen 70–77 to stand for what is right? Matthew 5:14–16 (We should let our How have your actions light shine) Neill F. Marriott, “Sharing Your affected your life and the Light,” Ensign or Liahona, Nov. 2014, John 15:19; 1 Nephi 8:24–28 (Those lives of others? 117–20; see also the video “Sharing who follow Christ are often mocked Your Light” How does the world and hated by the world) attempt to influence the “Message to the Youth from the First 1 Nephi 15:23–25; Alma 34:39; way the young women Presidency,” For the Strength of Youth Helaman 5:12; D&C 10:5; 27:15–18; view the Lord’s standards? (2011), ii–iii How can you help the 87:8 (How to be in the world but not young women prepare to of the world) Videos: “Bloom Where You’re resist temptations? How Planted”; “Dare to Stand Alone”; M. Russell Ballard, “God Is at the can they gain strength and “The Lost Purse”; “195 Dresses”; Helm,” Ensign or Liahona, Nov. 2015, courage to stand alone? “Guided Safely Home” 24–27

Share experiences

219 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women if they have temptation. How does His example ever heard the phrase “We should be inspire the young women? in the world but not of the world.” • Show one of the videos suggested What does this mean to them? What in this outline and invite the young experiences can they share related to women to ponder the following this principle? Invite them to share question while they watch the video: ways the Savior was in the world How do we live in the world without but not of the world. When did He becoming of the world? Give them face temptation and overcome it? time to discuss their answers and Encourage them to share scriptures share experiences they have had that that show how Jesus Christ resisted relate to the video.

Learn together

Teaching tip Each of the activities below will help the young women understand how they can be in the world but not of the world. Following the inspiration of the Spirit, select one or “Testify whenever the more that will work best for your class: Spirit prompts you to do so, not just at the end of • Ask the young women to write a world tempts them to do otherwise each lesson. Provide op- list on the board of places they feel are or makes fun of them for having high portunities for those you holy. Read Doctrine and Covenants standards? How have they felt when teach to bear their testimo- 87:8 together, and ask the young they have lived the Lord’s standards nies” (Teaching, No Greater women what they think it means to and resisted temptations? What expe- Call [1999], 45). stand in holy places. Invite them to riences can they share? ponder this question as they read por- • Invite each young woman to tions of Elder M. Russell Ballard’s talk select one of the standards in For the “God Is at the Helm” or watch one of Strength of Youth or one of the values the videos suggested in this outline. in Personal Progress. Ask her to study What additional insights do they gain her standard or value and then share about standing in holy places? What with the class a summary of it and can they do to make their family, their how living it has helped her to be in school, or their community a more the world but not of the world. holy place? • The talk “Yes, We Can and Will • Invite the young women to read Win!” by Elder Ulisses Soares gives the scriptures listed in this outline several positive and negative exam- (individually or as a class) and ples of people reacting to negative discuss what they learn about over- influences in the world. Invite each coming temptations. How do they young woman to search the talk, find live the Lord’s standards when the

220 an example that impresses her, and Your Light.” Invite the young women Teaching in the Savior’s summarize the story for the class. Ask to search Sister Marriott’s talk for way each young woman to share what her sentences that inspire them to be a The Savior invited Peter story teaches about how to live in the light to others in a world that seems to to testify by asking him a world while overcoming the tempta- be increasing in darkness. Give them question, “Whom say ye tion to be of the world. an opportunity to read their sentences that I am?” As he an- aloud and share why they find them • Ask a young woman to come to swered, the Spirit touched meaningful. Together, you may decide class prepared to share what Sister his heart and his testimony to plan a Mutual activity where young Neill F. Marriott teaches about the was strengthened. What women make a poster that features influence that temples have on their questions will invite the the sentences they have chosen. surroundings in her talk “Sharing young women in your class to testify and allow Ask the young women to share what they learned today. Do they understand how to the Spirit to strengthen be in the world but not of the world? What feelings or impressions do they have? Do their testimonies? they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Work on Choice and Accountability • Watch or share the videos listed in value experience 2 or 3 in Personal this lesson with a family member or Progress. friend and share how they feel about them.

If appropriate, invite the young women to share what they feel inspired to do as a result of this lesson.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

221 Selected Resources

Excerpt from Neill F. Marriott, “Sharing Your Light,” but Now I See,” Ensign, May 1999, 56]. How can Ensign or Liahona, Nov. 2014, 117–18 we keep that light of truth glowing within us? Sometimes I feel like a dim lightbulb. How do we Do you know how important you are? Every one grow brighter? of you—right now—is valuable and essential in Heavenly Father’s plan of salvation. We have a The scriptures teach, “That which is of God is light; work to do. We know the truth of the restored and he that receiveth light, and continueth in God, gospel. Are we ready to defend that truth? We need receiveth more light” [D&C 50:24]. We must con- to live it; we need to share it. We must stand firm tinue in God, as the scripture says. We must go to in our faith and lift our voices to proclaim true the source of light—to Heavenly Father and Jesus doctrine. Christ and the scriptures. We can also go to the temple, knowing that all things within its walls In the September 2014 Ensign and Liahona, Elder point to Christ and His great atoning sacrifice. M. Russell Ballard writes: “We need more of the distinctive, influential voices and faith of women. Think of the effect temples have on their surround- We need them to learn the doctrine and to under- ings. They beautify inner cities; they shine from stand what we believe so that they can bear their prominent hills. Why do they beautify and shine? testimonies about the truth of all things” [M. Russell Because, as the scriptures say, “Truth shineth” [D&C Ballard, “Men and Women and Priesthood Power,” 88:7], and temples contain truth and eternal pur- Ensign, Sept. 2014, 32]. pose; so do you.

Sisters, you strengthen my faith in Jesus Christ. I In 1877, President George Q. Cannon said, “Every have watched your examples, heard your testimo- Temple . . . lessens the power of Satan on the earth” nies, and felt of your faith from Brazil to Botswana! [in Preparing to Enter the Holy Temple (booklet, 2002), You carry a circle of influence with you wherever 36]. I believe that wherever a temple is built on the you go. It is felt by the people around you—from earth, it pushes back the darkness. The temple’s pur- your family to the contacts in your cell phone and pose is to serve mankind and give all of Heavenly from your friends on social media to those seated Father’s children the ability to return and live with next to you tonight. I agree with Sister Harriet Him. Isn’t our purpose similar to these dedicated Uchtdorf, who wrote, “You . . . are vibrant and buildings, these houses of the Lord? To serve others enthusiastic beacons in an ever-darkening world and help them push back the darkness and return to as you show, through the way you live your lives, Heavenly Father’s light? that the gospel is a joyful message” [Harriet R. Sacred temple work will increase our faith in Christ, Uchtdorf, The Light We Share (Deseret Book and then we can better influence the faith of others. Company, 2014), 41; used by permission]. By the nourishing spirit of the temple, we can learn President Thomas S. Monson pointed out, “If you the reality, the power, and the hope of the Savior’s want to give a light to others, you have to glow Atonement in our personal life. yourself” [Thomas S. Monson, “For I Was Blind,

222 SEPTEMBER: COMMANDMENTS

How do I guard my virtue? Virtue is a pattern of thought and behavior based on high moral standards. It includes chastity. We live in a world in which virtue is belittled and attacked. We can guard our virtue by avoiding impure thoughts, language, and actions. Pornography is especially dangerous. As we “put on the whole armour of God” (see Ephesians 6:11–17) and rely on the strength of the Lord, we can protect ourselves against the adversary’s attacks on virtue and keep our thoughts and actions pure.

Prepare yourself spiritually

Consider how living a What scriptures and talks will help the young women keep their thoughts and actions virtuous life brings peace pure? to you. What effects does Genesis 39:1–12; Romans 12:21; Elder Quentin L. Cook, “Can Ye Feel pornography have on the 2 Timothy 2:22; Moroni 10:30; D&C So Now?” Ensign or Liahona, Nov. world and on families? 27:15–18; 121:45–46 (We must imme- 2012, 6–9 How have you been a diately turn away from the tempta- guardian of virtue? Elaine S. Dalton, “Guardians of tion to lust and instead fill our minds Virtue,” Ensign or Liahona, May 2011, How might young wom- with clean thoughts) 121–24; see also the video “Guardians en’s language, actions, Isaiah 1:18; Helaman 12:23; D&C of Virtue” and appearance affect 58:42–43 (We can be forgiven if we others? How might young Linda S. Reeves, “Protection from repent) women be exposed to por- Pornography—a Christ-Focused nography? What gospel Matthew 5:27–28; Romans 6:12; Alma Home,” Ensign or Liahona, May 2014 principles and preventive 39:3–9; D&C 42:23 (Lusting is a sin “Entertainment and Media” and measures can help them with serious consequences) keep their thoughts and “Sexual Purity,” For the Strength of actions pure? 1 Nephi 17:3; Mosiah 24:14; Alma Youth (2011), 11–13, 35–37 26:12 (God will strengthen us in our “Chastity,” True to the Faith (2004), efforts to keep the commandments) 29–33 Jeffrey R. Holland, “Place No More “Pornography,” True to the Faith for the Enemy of My Soul,” Ensign or (2004), 117–18 Liahona, May 2010, 44–46; see also the video “Watch Your Step” Video: “Chastity: What Are the Limits?”; “Pornography Addiction: Is There Hope?”

See the appendix for other teaching and learning ideas.

223 Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write on the board, “We can • Read together the story about guard our virtue by avoiding impure young women giving advice to a new thoughts, language, and actions.” Beehive in Sister Ann M. Dibb’s talk What advice would the young “Be of a Good Courage.” Ask the women give to help someone remain young women what they do when virtuous in a world of unwholesome they are surrounded by unwholesome influences? influences.

Learn together

Teaching tip Each of the activities below will help the young women learn how to keep their thoughts and actions pure. Following the inspiration of the Spirit, select one or more that will “Your main concern work best for your class: should be helping others learn the gospel, not • Divide the young women into to search for blessings that come to making an impressive small groups, and give each group guardians of virtue. Invite one young presentation. This includes one of the sets of scriptures suggested woman from each group to write on opportunities for learn- in this outline. Ask them to read their the board what her group finds, and ers to teach one another” assigned scriptures and share with have the group share what it means to (Teaching, No Greater Call the rest of the class what they learn them. What do they learn from Sister [1999], 64). from these scriptures about remaining Dalton’s message that will help them virtuous. keep their thoughts and actions pure? What does it mean to be “modest • Invite the young women to watch not only in your dress, but in your the video “Guardians of Virtue” speech, your actions, and your use of or read the talk of the same title. social media”? Beforehand, divide the young women into three groups. Instruct the first • Ask the young women why they group to search for what it means to think pornography is harmful to be a guardian of virtue, the second the soul. As a class, read the section group to search for counsel Sister about pornography in True to the Dalton gives, and the third group Faith. At the end of each paragraph,

224 take time to discuss the importance • Invite the young women to imagine Teaching in the Savior’s of what has been read. (For example, they had the opportunity to tell a way you could discuss with the young member of the Quorum of the Twelve As you teach as the Savior women the different places or situa- Apostles about the challenges youth taught, the young women tions in which they might encounter today face regarding pornography. will give place in their pornography. What could they do What might they say to him? Give hearts for the seed of the to safeguard against pornography? each young woman a copy of the six gospel to be planted, to Invite them to plan what they will paragraphs from Elder Quentin L. swell, and to grow. What do when they come across it acciden- Cook’s talk “Can Ye Feel So Now?” can you do to help the tally.) After the third paragraph, dis- beginning with the phrase “Sexual young women use the cuss the power of the Atonement and immorality and impure thoughts.” scriptures to understand how the bishop or branch president Ask half of the class to look for and the power and beauty of participates in the repentance process. share what Elder Cook learned from living a virtuous life? Invite the young women to see the a 15-year-old young man, and ask the bishop if they have become involved other half to look for and share the NOTE TO THE with pornography. counsel Elder Cook gives. What can TEACHER: Many young the young women do to help make women are being exposed • Give each of the young women a their homes “places of refuge” from to and affected by pornog- copy of Elder Jeffrey R. Holland’s talk pornography? raphy either personally or “Place No More for the Enemy of My through a family member Soul” or Sister Linda S. Reeves’s talk • Invite the young women to imagine or a friend. Do not discuss “Protection from Pornography—a that they have a friend who is strug- experiences or confessions Christ-Focused Home,” and have gling with pornography. What would about pornography in them imagine they are having a talk they say to help him or her? Ask each class. You may consider with their future 12-year-old daughter young woman to read “Entertainment notifying parents that about why pornography is so de- and Media” in For the Strength of you will be teaching this structive and how to avoid it. (They Youth or parts of the section titled lesson and inviting them could also watch one of the videos “Finding Strength to Abandon Sin” to continue the discussion in this outline.) Have them look for from the booklet Let Virtue Garnish in their homes. If a young information that will help them with Thy Thoughts. What would the young woman needs help, invite this discussion. Invite them to form women share from these readings her to talk to her parents pairs and share the answers they find. with their friend? What other scrip- or the bishop or branch Invite them to write down what they tures could help someone struggling president. will do to avoid pornography for the with pornography? (For examples, rest of their lives. see the scriptures suggested in this outline.)

Ask the young women to share what they learned today. Do they understand how to keep their thoughts and actions pure? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

225 Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete Virtue value experiences • Plan what they will do if they 2 and 4 in Personal Progress. encounter anything that might lead to impure thoughts.

226 Selected Resources

Excerpt from Elaine S. Dalton, “Guardians of Virtue,” to be made only once. I wrote my list of things I Ensign or Liahona, May 2011, 121–24 would always do and things I would never do in a small tablet. It included things like obeying the Young women, in a world ever growing in moral Word of Wisdom, praying daily, paying my tithing, pollution, tolerance of evil, exploitation of women, and committing to never miss church. I made those and distortion of roles, you must stand guard of decisions once, and then in the moment of decision, yourself, your family, and all those with whom you I knew exactly what to do because I had decided associate. You must be guardians of virtue. beforehand. When my high school friends said, What is virtue and what is a guardian? “Virtue is a “Just one drink won’t hurt,” I laughed and said, pattern of thought and behavior based on high moral “I decided when I was 12 not to do that.” Making standards. It includes chastity and [moral] purity” decisions in advance will help you be guardians of [Young Women Personal Progress (booklet, 2009), 70]. virtue. I hope each of you will write a list of things And what is a guardian? A guardian is someone who you will always do and things you will never do. protects, shields, and defends. Thus, as a guardian Then live your list. of virtue, you will protect, shield, and defend moral Being a guardian of virtue means you will always purity because the power to create mortal life is a be modest not only in your dress but also in your sacred and exalted power and must be safeguarded speech, your actions, and your use of social media. until you are married. Virtue is a requirement to have Being a guardian of virtue means you will never the companionship and guidance of the Holy Ghost. text words or images to young men that may cause You will need that guidance in order to successfully them to lose the Spirit, lose their priesthood power, navigate the world in which you live. Being virtu- or lose their virtue. It means that you understand ous is a requirement to enter the temple. And it is the importance of chastity because you also under- a requirement to be worthy to stand in the Savior’s stand that your body is a temple and that the sacred presence. You are preparing now for that time. powers of procreation are not to be tampered with Personal Progress and the standards found in For the before marriage. You understand that you possess Strength of Youth are important. Living the principles a sacred power that involves the holy responsibility found in each booklet will strengthen and help you of bringing other spirits to earth to receive a body become “more fit for the kingdom” [“More Holiness in which to house their eternal spirit. This power Give Me,” Hymns, no. 131]. . . . involves another sacred soul. You are a guardian of What can each of you do to be a guardian of virtue? something “more precious than rubies” [Proverbs It starts with believing you can make a difference. 3:15]. Be faithful. Be obedient. Prepare now so that It starts with making a commitment. When I was a you may qualify to receive all the blessings that young woman, I learned that some decisions need await you in the Lord’s holy temples.

227 SEPTEMBER: COMMANDMENTS

How do the things I say affect me and those around me? How we communicate reflects our understanding of who we are as children of God. Our language can either uplift and encourage others, or it can hurt and offend them. When we use uplifting language, we invite the Holy Ghost to be with us.

Prepare yourself spiritually

Consider the power of What scriptures and talks will help the young women feel the significance of the words words. In your life, how they use to communicate with others? have you used words to Proverbs 15:1–4; 16:24; 1 Timothy Jeffrey R. Holland, “The Tongue of inspire, teach, comfort, 4:12; James 3:2–10; Alma 31:5; D&C Angels,” Ensign or Liahona, May 2007, and communicate? How 25:12; 108:7 (Our words can have a 16–18 have the world’s standards powerful effect on others) of appropriate language W. Craig Zwick, “What Are You changed during your Exodus 20:7; Matthew 12:34-37; 15:11; Thinking?” Ensign or Liahona, May lifetime? Luke 12:2–3; 1 Timothy 5:13; D&C 2014, 41–43 42:27 (Profanity, gossip, crude lan- Think about how you have Ann M. Dibb, “Arise and Shine guage, and insults are offensive to seen the young women Forth,” Ensign or Liahona, May 2012, God and others) communicate with each 117–19 other. How can you help Ephesians 4:29–32; 2 Nephi 32:2–3; “Language,” For the Strength of Youth them understand the im- D&C 63:61–64 (The language I use (2011), 20–21 portance of using uplifting can affect my ability to receive guid- and good language? ance from the Holy Ghost) “Profanity,” True to the Faith (2004), 128–29 Mosiah 4:30 (We should be careful about the words we use) Videos: “No Cussing Club”; “Bullying—Stop It”; “Texting Truth”

Share experiences

228 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share the story of Joanna in Sister a young woman to read Ephesians Ann M. Dibb’s talk “Arise and Shine 4:29–32 and explain how it relates to Forth,” and ask the young women to the four phrases on the board. Invite share any experiences they have had the young women to ponder these living the Lord’s standards regarding questions: How do you feel about the language. kind of language that you read, hear, and use? How do words invite or • Write the following phrases on the discourage guidance from the Holy board: Words we read. Words we hear. Ghost? Words we write. Words we speak. Ask

Learn together

Each of the activities below will help the young women understand the importance of Teaching tip using good language. Following the inspiration of the Spirit, select one or more that “As you prayerfully pre- will work best for your class: pare to teach, you may be • A few days in advance, invite As appropriate, ask a few young led to emphasize certain the young women to bring to class women to share their impressions. principles. You may gain a favorite inspirational quotation. an understanding of how • Write on the board “If a man can Ask each young woman to share her best to present certain control his tongue, he can control quotation and explain the influence it ideas. You may discover ______.” Invite the young women has had on her life. Invite the class to examples, object lessons, to search James 3:2–10 and fill in the find examples in the scriptures that and inspiring stories in blank. Assign each young woman illustrate the powerful positive influ- the simple activities of life. to read one of the analogies used by ence our words can have on others You may feel impressed to James (horse bit, verses 2–3; ship, (for example, Captain Moroni and the invite a particular person verse 4; forest fire, verses 5–6; poi- title of liberty [see Alma 46:11–22], to assist with the lesson. son, verses 7–8; pure fountain, verses the Savior and the woman taken in You may be reminded of 10–11). Invite each young woman to adultery [see John 8:1–11], or Abinadi a personal experience that prepare to teach the rest of the class and Alma [see Alma 5:9–12]). What you can share” (Teaching, what her analogy teaches about con- do these examples teach the young No Greater Call [1999], 48). trolling our speech. Invite the young women about the power their words women to share what they can do to can have on others? control their speech. • As a class, read Elder Jeffrey R. • Assign each young woman a differ- Holland’s talk “The Tongue of ent scripture passage from the first set Angels.” Invite the young women to of scriptures in this outline. Invite her make note of things that impress them to draw a simple picture or diagram or that they want to change about the that represents the message from the way they communicate with others.

229 Teaching in the Savior’s passage. Have her show her picture, uplift and encourage others? Invite way and invite the other class members to them to look for answers as they read guess what it teaches about communi- “Language” in For the Strength of The Savior asked questions cation with others. What experiences Youth. Ask them to share their ideas. that caused people to think can the young women share that and feel deeply. He was • Invite the young women to read illustrate the truths taught in these sincerely interested in their 1 Nephi 5:1–7 and share what they scriptures? answers. He gave them learn from the examples of Sariah and opportunities to ask their • Show one of the videos in this out- Lehi about how our words affect our- own questions and share line, and and ask the young women to selves and others. Ask them to read their own insights, and He share what they learn from the video. Elder W. Craig Zwick’s comments responded to their ques- Invite them to ponder what they can about this account in his talk “What tions and listened to their do to influence others to communi- Are You Thinking?” What further in- experiences. How can you cate in ways that invite the Spirit of sights do the young women gain from follow the Savior’s exam- the Lord. For example, how might this talk? Encourage them to share ple as you teach the young they help a friend who has a habit ways they can follow Lehi’s example women about the impor- of using bad language? Or how can in their interactions with family mem- tance of what they say? they use electronic communication to bers and others.

Ask the young women to share what they learned today. Do they understand the importance of using clean, uplifting language? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete Integrity value experi- • Refrain from gossiping and remove ence 2 in Personal Progress. bad words from their language and thoughts. Consider humming a favorite hymn when temptations arise.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

230 Selected Resources

“Language,” For the Strength of Youth (2011), 20–21 Deity is a sin. When you pray, address your Father in Heaven in reverent and respectful language. The How you communicate should reflect who you are Savior used such respectful language in the Lord’s as a son or daughter of God. Clean and intelligent Prayer (see Matthew 6:9–12). language is evidence of a bright and wholesome mind. Good language that uplifts, encourages, and Do not use profane, vulgar, or crude language compliments others invites the Spirit to be with you. or gestures, and do not tell jokes or stories about Our words, like our deeds, should be filled with immoral actions. These are offensive to God and to faith, hope, and charity. others.

Choose friends who use good language. Help others Remember that these standards for your use of lan- improve their language by your example. Be willing guage apply to all forms of communication, includ- to politely walk away or change the subject when ing texting on a cell phone or communicating on the those around you use inappropriate language. Internet.

Speak kindly and positively about others. Choose If you have developed the habit of using language not to insult others or put them down, even in that is not in keeping with these standards—such as joking. Avoid gossip of any kind, and avoid speak- swearing, mocking, gossiping, or speaking in anger ing in anger. When you are tempted to say harsh or to others—you can change. Pray for help. Ask your hurtful things, leave them unsaid. family and friends to support you in your desire to use good language. Always use the names of God and Jesus Christ with reverence and respect. Misusing the names of

231 SEPTEMBER: COMMANDMENTS

Why do we fast? To fast is to go without food and drink voluntarily for a certain period of time. Fasting combined with sincere prayer can help you prepare yourself and others to receive God’s blessings. It is a source of spiritual strength. Through fasting we can feel closer to Heavenly Father and strengthen our testimony. Fasting also includes giving a generous fast offering to help those in need.

Prepare yourself spiritually

What are some of the What scriptures and other resources will help the young women understand fasting reasons you have fasted, and the blessings it brings? and what were the results Esther 4:10–17; Matthew 4:1–11; Alma Henry B. Eyring, “‘Is Not This the of your fast? What do 17:1–3, 9; D&C 59:12–14 (Fasting is a Fast That I Have Chosen?’” Ensign or you do to make fasting source of spiritual strength) Liahona, May 2015, 22–25 meaningful? Isaiah 58:3–12; Matthew 6:16–18 (The L. Tom Perry, “What Seek Ye?” Ensign Why is it important for the Lord describes a proper fast, which or Liahona, May 2005, 84–87 young women to under- includes fast offerings) stand the principle of Dean M. Davies, “The Law of the fasting? What obstacles do Mosiah 27:18–24; Alma 6:6 (Fasting Fast: A Personal Responsibility to the young women face in can help bless others) Care for the Poor and Needy,” Ensign enjoying the full blessings or Liahona, Nov. 2014, 53–55 of fasting? Alma 5:45–46; Helaman 3:35 (Fasting helps strengthen testimony) “Fasting and Fast Offerings,” True to the Faith (2004), 66–69

Share experiences

See the appendix for other teaching and learning ideas.

232 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share with the young women the • Invite the young women to imagine story about a woman who fasted in that a friend of another faith wants to Elder L. Tom Perry’s talk “What Seek know what it means to fast and why Ye?” Ask them to listen for the bless- they do it. How would they explain ings that come from fasting. What the principle of fasting to their friend? other blessings do they know of that Discuss the difference between fasting come from fasting? and just going hungry (see D&C 59:13–14).

Teaching tip

Learn together “There may . . . be times when you do not know Each of the activities below will help the young women understand what it means to the answer to a question. fast. Following the inspiration of the Spirit, select one or more that will work best for If this happens, simply say your class: that you do not know. You • Invite the young women to read women overcome life’s challenges? may want to say that you or watch President Henry B. Eyring’s How can they help them in their will try to find the answer. talk “‘Is Not This the Fast That I future roles in life, including wife and Or you may want to invite Have Chosen?’” as a group. As they mother? Bear testimony of the bless- learners to find the an- read or watch, ask them to look for ings of fasting. swer, giving them time in answers to questions such as, “What another lesson to report on • Ask the young women to make does it mean to fast?” “What are the what they have learned” a three-column chart on a piece of purposes of fasting?” and “What are (Teaching, No Greater Call paper and label the columns, “What the blessings of fasting?” Invite the [1999], 64). Should We Do?” “What Should We young women to share how the fast Avoid Doing?” and “What Blessings has blessed their lives, and what they Does God Promise?” Invite them to will do to improve their fasts. write answers they find regarding • As a class, make a list of common fasting in Isaiah 58:3–12. (If necessary, challenges that young women may explain that fast offerings are one way face. Invite the young women to read we “deal [our] bread to the hungry,” scriptures that describe the blessings and that young women are welcome of fasting, such as those listed in this to pay fast offerings.) Encourage them outline. Ask them to list on the board to share their answers and the bless- the blessings from a proper fast. How ings they have received for fasting in can these blessings help the young the Lord’s way.

233 Teaching in the Savior’s • Invite a member of the bishopric to offerings in his talk “The Law of the way explain to the class how fast offerings Fast: A Personal Responsibility to help care for the poor and needy. As Care for the Poor and Needy.” Ask the The Savior taught with the part of this discussion, the young young women how this information purpose of helping His women could review what Bishop makes them feel about the opportu- disciples become con- Dean M. Davies teaches about fast nity to fast. verted. He invited them to act in faith and live the Ask the young women to share what they learned today. Do they understand what it truths He taught. How means to fast? What feelings or impressions do they have? Do they have any additional will you invite the young questions? Would it be helpful to spend more time on this doctrine? women to faithfully act upon the truths they learn about proper fasting? Live what we are learning NOTE TO THE Invite the young women to consider how they will live by what they have learned TEACHER: Some young today. For example, they could: women may have a medical condition that • Prepare a list of actions and atti- • Share something they learned prevents them from tudes that make up a proper fast and about fasting in family home evening fasting. Suggest that there apply them on the next fast Sunday or or seminary class. may be other ways to in a personal fast. receive the blessings of fasting (for example, they Share with the young women what they will be studying next week. What can they do can still contribute a gener- to prepare to learn? For example, they could read a talk, watch a video, or study a scrip- ous fast offering). ture related to next week’s lesson.

234 Selected Resources

Excerpt from O. Vincent Haleck, “Having the Vision to faith and determination, they pressed forward with Do,” Ensign or Liahona, May 2012, 101–3 their plan.

Like all good parents, my own parents desired a Because of her Latter-day Saint upbringing, my bright future for their children. My father was not a mother was familiar with the principles of fasting member, and because of unusual circumstances that and prayer, and both of my parents felt that they existed at that time, my parents determined that my needed the blessings of heaven to help their chil- brothers and sisters and I should leave our island dren. In that spirit they began to set aside a day home of American Samoa, in the South Pacific, and every week to fast and pray for us. Their vision was travel to the United States in order to go to school. to prepare their children for a bright future. They acted on this vision as they exercised their faith by The decision to be separated from us was a difficult seeking the Lord’s blessings. Through fasting and one for my parents, especially my mother. They prayer, they received the assurance, comfort, and knew that there would be unknown challenges as peace that all would be well. we were put into new surroundings. However, with

235 SEPTEMBER: COMMANDMENTS

Why are we commanded to keep the Sabbath day holy? The Lord has given the Sabbath day for our benefit and has commanded us to keep it holy. Observing the Sabbath shows our commitment to honor and worship God and keep our covenants. It will bring us closer to the Lord and to our family. It will give us an eternal perspective and spiritual strength. The Sabbath also allows us to rest from our physical labors and worship the Lord.

Prepare yourself spiritually

What blessings do you en- What scriptures and other resources will help the young women understand the impor- joy because you keep the tance of the Sabbath day and of keeping it holy? Sabbath day holy? How Genesis 2:2 (Origin of the Sabbath Russell M. Nelson, “The Sabbath Is a do you know what is and day) Delight,” Ensign or Liahona, May 2015, what is not appropriate 129–32 on the Sabbath? Why is it Exodus 20:8–11; 31:13 (Keep the important that you attend Sabbath day holy) Kevin S. Hamilton, “Continually your Sunday meetings? Holding Fast,” Ensign or Liahona, Nov. Isaiah 58:13–14 (The blessings of ob- 2013, 99–101 Why is it important that serving the Sabbath) the young women un- Mary N. Cook, “Anchors of Luke 23:55-24:1 (The women who derstand why we have Testimony,” Ensign or Liahona, May anointed Jesus’s body after His a Sabbath day? How 2008, 120–22 can you help instill in Crucifixion waited until after the them a desire to honor Sabbath to do so) “Sabbath,” True to the Faith (2004), the Sabbath day? How 145–47 D&C 59:9–13 (Observing the Sabbath can you help the young helps us stay unspotted from the “Sabbath Day Observance,” For the women determine for world) Strength of Youth (2011), 30–31 themselves which activities are appropriate for the Mosiah 13:16–19 (We are commanded Videos: “He Learned Compassion Sabbath day? to obey the Sabbath day) in His Youth,” “The Sabbath Is a Delight”

Share experiences

236 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share with the class the story for the blessings that come from ob- in Sister Cook’s talk “Anchors of serving the Sabbath. What other bless- Testimony” about a young woman ings do they know of that come from choosing to keep the Sabbath day keeping the Sabbath day holy? holy. Ask the young women to listen

Teaching tip

Learn together “When you teach from the scriptures, it is often help- Each of the activities below will help the young women understand the purpose of the ful to have learners look or Sabbath day. Following the inspiration of the Spirit, select one or more that will work listen for something spe- best for your class: cific” (Teaching, No Greater • Divide the talk “The Sabbath Is the Sabbath day are accomplished in Call [1999], 55). a Delight” into three or four small her own life. segments. Invite the young women • Ask the young women how they to read the segments, either in small determine if an activity is appropriate groups or individually. What insights for the Sabbath. Invite them to look in do they find about how to make D&C 59:9–13 and in For the Strength the Sabbath a delight? How will the of Youth (pages 30–31) for principles young women ensure that their be- that might help them. Invite each havior on the Sabbath will lead to joy young woman to think about her and rejoicing? As part of this activ- own Sunday activities and determine ity, you could show the video “The for herself whether they align with Sabbath Is a Delight.” these principles. Encourage the young • Divide the young women into women to make whatever changes pairs. Invite one young woman they feel are necessary. from each pair to read D&C 59:9–15 • Provide the young women cop- and list what we are asked to do on ies of For the Strength of Youth, and the Sabbath. Ask the other young ask them to search the section titled woman to search verses 16–19 for the “Sabbath Day Observance” for why blessings promised when we keep and how we observe the Sabbath day. the Sabbath day holy. Ask them to Ask them to think about and share share their findings with each other how these things apply to their lives. and talk about why it is important to Invite them to share an experience honor the Sabbath day. Invite the class with keeping the Sabbath day holy. to discuss why the Lord gave us the Encourage them to imagine that a Sabbath day. Ask each young woman friend invited them to participate in to think of something she can do to an inappropriate Sunday activity. ensure that the Lord’s purposes for How would they help their friend

237 Teaching in the Savior’s understand the meaning of the from this story? Give the young way Sabbath day and the reasons they women copies of the paragraph from choose to keep it holy? Elder Hamilton’s talk that begins The Savior gave those He with the phrase “We each have many taught opportunities to ask • Show or relate the story about choices to make.” Ask them to read their own questions and Elder Kevin S. Hamilton’s father in the paragraph and work together share their own insights. the first two paragraphs of his talk in pairs to make a list of “good,” As you prepare to present “Continually Holding Fast.” What “better,” and “best” Sabbath activities. this lesson, ponder how do the young women learn about the Invite them to share their lists with to encourage the young importance of observing the Sabbath the class. women to share their insights and ask meaningful Ask the young women to share what they learned today. Do they understand the questions regarding the blessings of honoring the Sabbath day? What feelings or impressions do they have? Sabbath day. Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Write in their journals one change • Write the words “Does this activity they need to make in order to better bring me closer to Heavenly Father?” keep the Sabbath day holy. on a piece of paper and place it in a prominent place in their homes as a reminder for Sabbath day activities.

238 Selected Resources

Excerpt from Thomas S. Monson, “The Three Rs of went to his hotel room. He knelt down. He asked Choice,” Ensign or Liahona, Nov. 2010, 67–70 his Heavenly Father if it would be all right, just this once, if he played that game on Sunday. He said May I share with you an example of one who deter- that before he had finished praying, he received the mined early in life what his goals would be. I speak answer: “Clayton, what are you even asking me for? of Brother Clayton M. Christensen, a member of the You know the answer.” Church who is a professor of business administra- tion in the business school at Harvard University. He went to his coach, telling him how sorry he was that he wouldn’t be playing in the final game. Then When he was 16 years old, Brother Christensen de- he went to the Sunday meetings in the local ward cided, among other things, that he would not play while his team played without him. He prayed sports on Sunday. Years later, when he attended mightily for their success. They did win. Oxford University in England, he played center on the basketball team. That year they had an un- That fateful, difficult decision was made more defeated season and went through to the British than 30 years ago. Brother Christensen has said equivalent of what in the United States would be the that as time has passed, he considers it one of the NCAA basketball tournament. most important decisions he ever made. It would have been very easy to have said, “You know, in They won their games fairly easily in the tourna- general, keeping the Sabbath day holy is the right ment, making it to the final four. It was then that commandment, but in my particular extenuating Brother Christensen looked at the schedule and, circumstance, it’s okay, just this once, if I don’t do to his absolute horror, saw that the final basketball it.” However, he says his entire life has turned out game was scheduled to be played on a Sunday. He to be an unending stream of extenuating circum- and the team had worked so hard to get where they stances, and had he crossed the line just that once, were, and he was the starting center. He went to his then the next time something came up that was so coach with his dilemma. His coach was unsympa- demanding and critical, it would have been so much thetic and told Brother Christensen he expected him easier to cross the line again. The lesson he learned to play in the game. is that it is easier to keep the commandments 100 Prior to the final game, however, there was a semi percent of the time than it is 98 percent of the time final game. Unfortunately, the backup center dislo- [see Clayton M. Christensen, “Decisions for Which cated his shoulder, which increased the pressure on I’ve Been Grateful” (Brigham Young University– Brother Christensen to play in the final game. He Idaho devotional, June 8, 2004), www.byui.edu/ presentations].

239 Selected Resources

Excerpt from Kevin S. Hamilton, “Continually Holding and his three teenage siblings all sat up and paid Fast,” Ensign or Liahona, Nov. 2013 careful attention. That Sunday afternoon ride in the country was probably an enjoyable family activity, My father could remember the very day, even the but that small decision became the start of a new very hour, that his family—father, mother, and four direction which ultimately led his family away from children—left the Church, many never to return the Church with its safety, security, and blessings again in this life. He was 13 years old, a deacon, and onto a different path. . . . and in those days families attended Sunday School in the morning and then sacrament meeting in the We each have many choices to make as to how we afternoon. On a beautiful spring day, after returning observe the Sabbath day. There will always be some home from Sunday morning worship services and “good” activity that can and should be sacrificed having a midday family meal together, his mother for the better choice of Church meeting attendance. turned to his father and asked simply, “Well, dear, This is in fact one of the ways that the adversary do you think we should go to sacrament meeting “cheateth [our] souls, and leadeth [us carefully] this afternoon, or should we take the family for a away” [2 Nephi 28:21]. He uses “good” activities ride in the country?” as substitutes for “better” or even “best” activities [see Dallin H. Oaks, “Good, Better, Best,” Ensign or The idea that there was an option to sacrament Liahona, Nov. 2007, 104–8]. meeting had never occurred to my father, but he

240 SEPTEMBER: COMMANDMENTS

Why is it important to be honest? Being honest means choosing not to lie, steal, cheat, or deceive in any way. When we are honest, we build strength of character that will allow us to be of great service to God and to others. We are blessed with peace of mind and self- respect and will be trusted by the Lord and others.

Prepare yourself spiritually

What scriptures and other resources will help the young women feel the importance of honesty?

What do you think it Psalm 101:7; Proverbs 12:22; 2 Robert C. Gay, “What Shall a Man means to be honest in all Corinthians 4:2; Ephesians 4:29; Alma Give in Exchange for His Soul?” things? Why do you feel it 27:27; Articles of Faith 1:13 (Be honest Ensign or Liahona, Nov. 2012, 34–36 is important to be honest? and upright in all things) Ann M. Dibb, “I Believe in Being How have you or someone Acts 5:1–10 (We cannot lie to the Lord) Honest and True,” Ensign or Liahona, you know been affected May 2011, 115–18 by the honest or dishonest 2 Nephi 9:34; Alma 12:1-5 (Dishonesty decisions of others? is a sin with serious consequences) “Honesty and Integrity,” For the Strength of Youth (2011), 19 What tests of honesty do Joseph Smith—History 1:21–25 the young women face in (Joseph’s experience of being honest “Honesty,” True to the Faith (2004), 84 their lives? How can you in the face of persecution) help them understand that Video: “Honesty: You Better Believe blessings come from being Thomas S. Monson, “Preparation It” honest in all situations? Brings Blessings,” Ensign or Liahona, How can you help them May 2010, 64–67 have the courage to make honest choices? Share experiences

See the appendix for other teaching and learning ideas.

241 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask the young women to read the • Invite the young women to watch story about buying movie tickets in “Honesty: You Better Believe It.” Ask Elder Robert C. Gay’s talk “What them to write down ways they can Shall a Man Give in Exchange for His prepare now to overcome the tempta- Soul?” Invite them to summarize the tion to cheat before the situation actu- story to each other and share what ally arises. Invite them to share their they learn from the story about the thoughts with the rest of the class. importance of honesty.

Learn together

Teaching tip Each of the activities below will help the young women understand the importance of honesty. Following the inspiration of the Spirit, select one or more that will work best “You can help those you for your class: teach feel more confident about their ability to • Read to the young women the story the Strength of Youth for ideas). What participate in a discussion about a man stealing corn in Ann M. could they do in these situations to if you respond positively Dibb’s talk “I Believe in Being Honest maintain their honesty? to every sincere com- and True.” Stop reading just before • Assign each of the young women ment. For example, you the little boy says, “Father, there is one of the scripture passages from might say, ‘Thank you for one way you haven’t looked yet!” this lesson. Ask them to write down your answer. That was Ask the young women what the little one to four words that represent what very thoughtful’ or . . . boy might say to his father. Then read the passage teaches about honesty. ‘That is a good example’ his comment. Ask the young women Invite them to share what they have or ‘I appreciate all that to discuss choices they face in which written and then express their feelings you have said today’” they must choose to be honest. and experiences about being honest. (Teaching, No Greater Call • As a class, read “Honesty and How does their integrity affect their [1999], 64). Integrity” in For the Strength of Youth. relationships with others? Ask the young women to identify the • Read Joseph Smith—History blessings of honesty and list them on 1:21–25 as a class, and ask the young the board. How does honesty affect women what they learn about honesty their ability to do good for others from this story. How are they blessed and the Lord? When have the young because Joseph was true to what women been blessed for being hon- he experienced and what Heavenly est? Ask the young women to think Father and Jesus Christ asked of him? of situations in which they might When has being honest required the be tempted to be dishonest (they young women to be courageous? How could look at the standards in For were they blessed for being honest?

242 • Draw a line down the middle of Monson’s talk “Preparation Brings Teaching in the Savior’s the board. On one side write, “If I am Blessings.” What other thoughts can way honest. . .” and on the other side write, they add? Invite the young women to The Savior invited those “If I am dishonest. . .” Ask the young share how they have seen these things who followed Him to act women to look for ways to complete in their own lives. Ask the class to in faith and live the truths these sentences as they read the share some ways people sometimes He taught. What can you section titled “Honesty” in True to the justify being dishonest. How do they do to help the young Faith and the story about the dishon- explain to others their reasons for women act in faith to gain est student in President Thomas S. being honest? a better understanding of Ask the young women to share what they learned today. Do they understand the the importance of being importance of being honest? What feelings or impressions do they have? Do they have honest? any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Commit to being honest in all their • Complete one of the Integrity value dealings with those around them. experiences or value projects from Personal Progress. • Plan and practice what they will do or say when someone tries to convince them to do something dishonest.

243 SEPTEMBER: COMMANDMENTS

Why do we pay tithing? Paying tithing is a sacred privilege. When we pay tithing we show gratitude for all that God has given us and return to Him a portion of what we have received. Tithing is used to build temples and meetinghouses, translate and publish the scriptures, do missionary and family history work, and in other ways build God’s kingdom on earth.

Prepare yourself spiritually

Think about the spiritual What scriptures and other resources will help the young women understand why we and temporal blessings pay tithing? you have received from Malachi 3:8–10 or 3 Nephi 24:8–10; Jeffrey R. Holland, “Like a Watered paying your tithes. What D&C 64:23 (Blessings promised to Garden,” Ensign, Nov. 2001, 33–35 experiences have you had those who pay tithing) that you could share with Gordon B. Hinckley, “We Walk by the young women? D&C 119 (The law of tithing revealed) Faith,” Ensign, May 2002, 72–74

Why would it be impor- Henry B. Eyring, “The Blessings of “Tithing,” True to the Faith (2004), tant for young women to Tithing,” Liahona, June 2011, 4–5 180–82 pay tithing? How can you teach them the importance David A. Bednar, “The Windows of “Tithes and Offerings,” For the of living the law of tithing? Heaven,” Ensign or Liahona, Nov. Strength of Youth (2011), 38–39 2013, 17–20

Share experiences

See the appendix for other teaching and learning ideas.

244 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Ask some of the young women to learn from the stories about the im- read the story about Mary Fielding portance of paying tithing. Smith in Elder Jeffrey R. Holland’s • Write on the board, “Why do you talk “Like a Watered Garden.” Ask pay tithing?” Invite the young women the rest of the young women to read to imagine that a friend of another the story about the university stu- faith asks them this question. How dent in Brazil in President Gordon B. would they respond? Encourage them Hinckley’s talk “We Walk by Faith.” to share an experience they or their Invite them to summarize the stories family has had related to tithing. to each other and share what they

Learn together

Each of the activities below will help the young women understand the law of tithing. Teaching tip Following the inspiration of the Spirit, select one or more that will work best for your “Respond to incorrect class: answers with respect • Ask the young women to search women to write what they find in the and courtesy. Ensure that Malachi 3:8–10 and D&C 64:23 and appropriate column on the board. the individual still feels share the promises made to tithe Invite a few of them to share their comfortable participating” payers. Ask the young women to testimonies of the law of tithing. (Teaching, No Greater Call find out what the Lord expects us [1999], 69). • Divide the class into two groups. to pay in tithes by reading D&C 119 Ask one group to read President (explain that “interest” is our annual Henry B. Eyring’s article “The “income”). Hand out tithing receipts, Blessings of Tithing,” and ask the and let the young women explain to other group to read paragraphs 2–13 each other how to use them. Share of Elder David A. Bednar’s talk “The how you have been blessed for paying Windows of Heaven.” Ask each tithing. group to make a list of the blessings • Draw three columns on the chalk- we receive when we pay tithing, and board with the following headings: then write the blessings on the board. Blessings, How Funds Are Used, and Invite the young women to share Attitude. Divide the class into small blessings that have come to them and groups, and assign each group one of their families from paying tithing. Ask the topics to research in the section them how living the law of tithing titled “Tithes and Offerings” in For will help their future marriages and the Strength of Youth. Ask the young families.

245 Teaching in the Savior’s Ask the young women to share what they learned today. Do they understand why we way pay tithing? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine? The Savior invited those He taught to testify, and as they did, the Spirit touched their hearts. How Live what we are learning can you create an atmo- Invite the young women to consider how they will live by what they have learned sphere that welcomes the today. For example, they could: Spirit, so He might touch the hearts of the young • Commit to paying a full tithe and • Complete Choice and women? How might you write that goal in their journals. Accountability value experience 7 in invite the young women to Personal Progress. testify about the blessings of tithing? Share with the young women what they will be studying next week. What can they do to prepare to learn? For example, they could read a talk, watch a video, or study a scripture related to next week’s lesson.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

246 Selected Resources

Excerpt from David A. Bednar, “The Windows of are both spiritually attentive and observant (see Heaven,” Ensign or Liahona, Nov. 2013 1 Corinthians 2:14).

Sister Bednar’s mother is a faithful woman and The imagery of the “windows” of heaven used by an inspired homemaker. From the earliest days of Malachi is most instructive. Windows allow natural her marriage, she carefully has kept the household light to enter into a building. In like manner, spir- financial records. For decades she has accounted itual illumination and perspective are poured out conscientiously for the family income and expen- through the windows of heaven and into our lives ditures using very simple ledgers. The information as we honor the law of tithing. she has collected over the years is comprehensive For example, a subtle but significant blessing we and informative. receive is the spiritual gift of gratitude that enables When Sister Bednar was a young woman, her our appreciation for what we have to constrain mother used the data in the ledgers to emphasize desires for what we want. A grateful person is rich basic principles of provident living and prudent in contentment. An ungrateful person suffers in the home management. One day as they reviewed poverty of endless discontentment (see Luke 12:15). together various categories of expenses, her mother We may need and pray for help to find suitable noted an interesting pattern. The costs for doctor employment. Eyes and ears of faith (see Ether 12:19) visits and medicines for their family were far lower are needed, however, to recognize the spiritual gift than might have been expected. She then related of enhanced discernment that can empower us to this finding to the gospel of Jesus Christ and ex- identify job opportunities that many other people plained to her daughter a powerful truth: as we might overlook—or the blessing of greater personal live the law of tithing, we often receive significant determination to search harder and longer for a but subtle blessings that are not always what we position than other people may be able or willing expect and easily can be overlooked. The family to do. We might want and expect a job offer, but had not received any sudden or obvious addi- the blessing that comes to us through heavenly tions to the household income. Instead, a loving windows may be greater capacity to act and change Heavenly Father had bestowed simple blessings in our own circumstances rather than expecting our seemingly ordinary ways. Sister Bednar always has circumstances to be changed by someone or some- remembered this important lesson from her mother thing else. about the help that comes to us through the windows of heaven, as promised by Malachi in the Old We may appropriately desire and work to receive a Testament (see Malachi 3:10). pay raise in our employment to better provide the necessities of life. Eyes and ears of faith are required, Often as we teach and testify about the law of however, to notice in us an increased spiritual and tithing, we emphasize the immediate, dramatic, temporal capacity (see Luke 2:52) to do more with and readily recognizable temporal blessings that less, a keener ability to prioritize and simplify, we receive. And surely such blessings do occur. Yet and an enhanced ability to take proper care of the some of the diverse blessings we obtain as we are material possessions we already have acquired. obedient to this commandment are significant but We might want and expect a larger paycheck, but subtle. Such blessings can be discerned only if we the blessing that comes to us through heavenly

247 Selected Resources

windows may be greater capacity to change our growth and are blessed with the gift of grace. He own circumstances rather than expecting our may bestow upon us conviction and confidence as circumstances to be changed by someone or some- we strive to achieve worthy goals. And when we thing else. plead for relief from physical, mental, and spiritual difficulties, He may increase our resolve and The stripling warriors in the Book of Mormon (see resilience. Alma 53; 56–58) prayed earnestly that God would strengthen and deliver them out of the hands of I promise that as you and I observe and keep the their enemies. Interestingly, the answers to these law of tithing, indeed the windows of heaven will prayers did not produce additional weapons or an be opened and spiritual and temporal blessings increased number of troops. Instead, God granted will be poured out such that there shall not be room these faithful warriors assurance that He would de- enough to receive them (see Malachi 3:10). We also liver them, peace to their souls, and great faith and will remember the Lord’s declaration: hope for their deliverance in Him (see Alma 58:11). “For my thoughts are not your thoughts, neither are Thus, the sons of Helaman did take courage, were your ways my ways, saith the Lord. fixed with a determination to conquer, and did go forth with all of their might against the Lamanites “For as the heavens are higher than the earth, so are (see Alma 58:12–13). Assurance, peace, faith, and my ways higher than your ways, and my thoughts hope initially might not seem like the blessings war- than your thoughts” (Isaiah 55:8–9). riors in battle might want, but they were precisely the blessings these valiant young men needed to I testify that as we are spiritually attentive and ob- press forward and prevail physically and spiritually. servant, we will be blessed with eyes that see more clearly, ears that hear more consistently, and hearts Sometimes we may ask God for success, and He that understand more fully the significance and sub- gives us physical and mental stamina. We might tlety of His ways, His thoughts, and His blessings in plead for prosperity, and we receive enlarged per- our lives. spective and increased patience, or we petition for

248 UNIT OVERVIEW October: Becoming More Christlike

“Jesus saith unto him, I am the way, the truth, and the life” (John 14:6).

The outlines in this unit will help the young women learn about and develop Christlike attributes. Jesus Christ has commanded all of us, “Be perfect even as I, or your Father who is in heaven is perfect” (see 3 Nephi 12:48). Developing the attributes of Christ will help the young women fulfill their divine potential as daughters of God. They will need these attributes as they face the challenges of living in perilous times and as they prepare to raise righteous families in the future.

Outlines to choose from this month:

How can I become more Christlike? How can I develop Christlike love? How can I be more Christlike in my service to others? How can I learn to be more patient? Why is it important to be grateful?

Mutual

Consider how you can plan activities that connect Mutual activities. Work with class presidencies to with what the youth are learning. A youth activities select and plan appropriate activities that reinforce site is available to assist you. Many of the learning what the young women learn on Sunday. activities in these outlines could also serve as effective

Visit lds.org/youth/learn to view this unit online.

249

OCTOBER: BECOMING MORE CHRISTLIKE

How can I become more Christlike? Jesus Christ set the perfect example for us, and He has commanded us to become as He is. He exemplified characteristics such as faith, hope, charity, patience, humility, purity, diligence, and obedience. As we learn of Him and seek to develop His attributes, we will become the women He and our Heavenly Father would like us to be.

Prepare yourself spiritually

What are some of the What scriptures and talks will inspire the young women to develop Christlike attributes of Jesus Christ? attributes? Which of these attributes Matthew 26:36–45, 50–52; Luke Mormonads: “Follow the Leader,” “Be do you most need to 23:33–34; John 19:25–27; 3 Nephi 17 Even as I Am,” “He Knows the Way” develop? Whom have you (Examples of Christ’s attributes) seen or known in your “The Living Christ: The Testimony of life who exemplifies these Mosiah 3:19 (Through the Atonement the Apostles of The Church of Jesus attributes? of Jesus Christ we can become saints) Christ of Latter-day Saints,” Ensign or Liahona, Apr. 2000, 2–3 Which Christlike attributes 3 Nephi 12:48; Moroni 7:48 (Invitations do you see in each of the to become like the Savior) “How Do I Develop Christlike young women you teach? Attributes?” Preach My Gospel (2004), Henry B. Eyring, “Trust in That Spirit How can you encourage 115–26 them to follow the Savior’s Which Leadeth to Do Good,” Ensign example and become like or Liahona, May 2016, 16–18 Videos: “Daily Bread: Change”; Him? “Christlike Attributes” Richard J. Maynes, “The Joy of Living a Christ-Centered Life,” Ensign or Music for youth theme: “That’s How Liahona, Nov. 2015, 27–30 I’ll Be”

Thomas S. Monson, “Ponder the Path of Thy Feet,” Ensign or Liahona, Nov. 2014, 86–88

Share experiences

251 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Give each young woman a copy another class member or a family of the attribute activity on page 126 member. of Preach My Gospel, and ask her to • Invite the young women to come take a few minutes to complete the to the board one at a time and write self-evaluation. Invite the young one or more words that describe the women to share what they learn from Savior. Once everyone has had an this activity. Invite a few to share a opportunity to add to the list, ask the Christlike attribute they admire in young women to ponder what attributes they would most like to develop.

Learn together

Teaching tip Each of the activities below will help the young women learn how to develop Christlike attributes. Following the inspiration of the Spirit, select one or more that will work best “Testimonies are often for your class: most powerful when they are short, concise, and di- • In his talk “Trust in That Spirit to play a game that involves centering rect” (Teaching, No Greater Which Leadeth to Do Good,” objects (such as a ring toss or balanc- Call [1999], 43). President Henry B. Eyring teaches ing blocks into a high stack). Show the that “the first thing you must commit first four minutes of Elder Richard J. to do” when you want to follow the Maynes’s talk “The Joy of Living a Savior “is to go and serve, knowing Christ-Centered Life.” What do they that you do not go alone.” To help the learn about the importance of cen- young women follow this counsel, tering their lives on the Savior from invite them to search the talk; mark the activity and the talk? Ask class the promises, memories, and commit members to work in pairs and find a ments they find; and share what story in the talk that demonstrates the they learn with class members. What blessings we receive as we center our can the young women do to act on lives on Christ. What will they do to President Eyring’s invitation to serve center their lives more on the Savior others? For instance, they could write and His teachings? letters to people they love, such as • Share with the young women the family members, friends, or neighbors, Christlike attributes listed in chap- expressing their gratitude or admira- ter 6 of Preach My Gospel, “How Do I tion. Encourage them to listen for the Develop Christlike Attributes?” Ask Spirit’s promptings as they write. the young women to select one of • To help the young women under- these attributes that they would like stand why we should center our lives to develop. Give them time in class to on Jesus Christ, you could invite them learn about the attribute they chose,

252 following the suggestions under their own lives? They could also share Teaching in the Savior’s the heading “Developing Christlike examples of people they know who way Attributes” on pages 122–23. they feel demonstrate some of these In every setting, Jesus Encourage them to continue study- Christlike attributes. Christ is our example ing their chosen attribute during the • Invite each young woman to and mentor. You can coming week and share insights from choose one of the paths that President learn of His attributes by their study at the beginning of next Thomas S. Monson lists in his talk reading about His life in week’s lesson. “Ponder the Path of Thy Feet.” Ask the scriptures. He said, • Invite the young women to individ- her to summarize what President “I am the way, the truth, ually read one of the scriptures sug- Monson teaches about that path. and the life” (John 14:6). gested in this outline, marking words Show the young women copies of the Prepare yourself to teach and phrases that show some of the at- Mormonads listed in this outline, and the young women the tributes of the Savior. Encourage them invite them to create a Mormonad of importance of incorporat- to look for these attributes and others their own that represents one of the ing Christlike attributes in as they watch the video “Christlike paths that Christ walked. Invite them their lives. Attributes.” Give them time to share to share their posters and explain how their feelings about the Savior and Christ has been an example for them the attributes He exemplified. How and what they will do to better follow could they develop these attributes in His example.

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand how they can become more Christlike? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Teach a family home evening les- • Bear their testimony of the Savior son about the attributes of the Savior to a friend or family member or in fast using one of the activities from this and testimony meeting. outline.

Share with the young women what they will be studying next week. What are their thoughts and questions on this topic? What can they do to prepare to learn? For example, they could read a talk, watch a video, or study a scripture related to next week’s lesson.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

253 Selected Resources

Excerpt from Thomas S. Monson, “Ponder the Path of his sweat was as it were great drops of blood falling Thy Feet,” Ensign or Liahona, Nov. 2014, 86–87 down to the ground [Luke 22:44.] And none can forget His suffering on the cruel cross. We need not walk by the shores of Galilee or among the Judean hills to walk where Jesus walked. All Each of us will walk the path of disappointment, of us can walk the path He walked when, with His perhaps because of an opportunity lost, a power words ringing in our ears, His Spirit filling our misused, a loved one’s choices, or a choice we hearts, and His teachings guiding our lives, we ourselves make. The path of temptation too will be choose to follow Him as we journey through mor- the path of each. We read in the 29th section of the tality. His example lights the way. Said He, “I am the Doctrine and Covenants: “And it must needs be that way, the truth, and the life” [John 14:6]. the devil should tempt the children of men, or they could not be agents unto themselves” [D&C 29:39]. As we examine the path Jesus walked, we will see that it took Him through many of the same chal- Likewise shall we walk the path of pain. We, as ser- lenges we ourselves will face in life. vants, can expect no more than the Master, who left mortality only after great pain and suffering. For example, Jesus walked the path of disappointment. Although He experienced many disappoint- While we will find on our path bitter sorrow, we can ments, one of the most poignant was depicted in also find great happiness. His lament over Jerusalem as He closed His public We, with Jesus, can walk the path of obedience. It ministry. The children of Israel had rejected the will not always be easy, but let our watchword be safety of the protecting wing which He had offered the heritage bequeathed us by Samuel: “Behold, to them. As He looked out over the city soon to be obey is better than sacrifice, and to hearken than abandoned to destruction, He was overcome by the fat of rams” [1 Samuel 15:22]. Let us remember emotions of deep sorrow. In anguish He cried out, that the end result of disobedience is captivity and “O Jerusalem, Jerusalem, which killest the prophets, death, while the reward for obedience is liberty and and stonest them that are sent unto thee; how often eternal life. would I have gathered thy children together, as a hen doth gather her brood under her wings, and ye We, like Jesus, can walk the path of service. As a would not!” [Luke 13:34]. glowing searchlight of goodness is the life of Jesus as He ministered among men. He brought strength Jesus walked the path of temptation. Lucifer, that to the limbs of the cripple, sight to the eyes of the evil one, amassing his greatest strength, his most in- blind, hearing to the ears of the deaf. viting sophistry, tempted Him who had fasted for 40 days and 40 nights. Jesus did not succumb; rather, Jesus walked the path of prayer. He taught us how He resisted each temptation. His parting words: to pray by giving us the beautiful prayer we know “Get thee hence, Satan” [Matthew 4:10]. as the Lord’s Prayer. And who can forget His prayer in Gethsemane, “Not my will, but thine, be done”? Jesus walked the path of pain. Consider [Luke 22:42]. Gethsemane, where He was “in an agony . . . and

254 OCTOBER: BECOMING MORE CHRISTLIKE

How can I develop Christlike love? The pure love of Christ, known as charity, is the highest, noblest, and strongest kind of love and the most joyous to the soul (see 1 Nephi 11:23). Jesus Christ is the perfect example of charity. In His mortal ministry, He “went about doing good,” showing tender compassion for the poor, afflicted, and distressed (see Matthew 4:23; Acts 10:38). To develop Christlike love, we must seek it, pray for it, and follow the example of the Savior in our thoughts, words, and actions.

Prepare yourself spiritually

When have others shown What scriptures and other resources will help the young women develop the Christlike you Christlike love? What attribute of charity? effect has this had on Genesis 45; Luke 23:33–34; Alma 61:9 Thomas S. Monson, “Love—the you? When have you felt (Examples of people who showed Essence of the Gospel,” Ensign or Christlike love? How do love) Liahona, May 2014, 91–94 you develop Christlike love for others? Leviticus 19:18 (Love thy neighbor as Dieter F. Uchtdorf, “The Merciful thyself) Obtain Mercy,” Ensign or Liahona, What opportunities do May 2012, 70–77 the young women have to 1 Samuel 16:7 (The Lord looks on the show Christlike love? Why heart) Dallin H. Oaks, “Loving Others and is it important that they Living with Differences,” Ensign or John 15:9–13 (Christ demonstrated learn how to love others as Liahona, Nov. 2014, 25–27 Christ did? His love for us by laying down His life) “Charity,” True to the Faith (2004), 27–29 1 John 4:7–11, 18–21 (God is love) Videos: “Cheering Each Other Mosiah 4:16 (Succor those who stand On,”“For Madison,”“Sharing the in need of your succor) Light of Christ,”“Bullying—Stop It” 3 Nephi 12:44 (Love your enemies) Music for youth theme: “Treat Moroni 7:45–48 (Charity is the pure Everyone with Love” love of Christ; pray to be filled with this love)

See the appendix for other teaching and learning ideas.

255 Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• On a few slips of paper, write “I to share their thoughts to begin the have felt the most love from some- lesson. one when ______.” Hand these • Invite the young women to sing slips of paper to each of the young “Love One Another” (Hymns, no. women before class begins, and ask 308). Ask the young women to share her to think of how she would fill in what the words of this hymn mean to the blank. Invite the young women them.

Learn together

Teaching tip Each of the activities below will help the young women learn how to develop Christlike love. Following the inspiration of the Spirit, select one or more that will work best for “Listening is an expression your class: of love. It often requires sacrifice. When we truly • Invite the young women to read 15:9–13; 1 John 4:7–11; 1 John 4:18–21. listen to others, we often Moroni 7:47–48. What do the young What do they learn about Christlike give up what we want to women learn from these verses about love from these verses? Ask the young say so they can express how to develop Christlike love? What women how Jesus Christ has shown themselves” (Teaching, No does the phrase “pure love of Christ” His love for them personally. Can Greater Call [1999], 66). mean to them? Invite the young they think of any examples from the women to find stories in the scrip- scriptures in which He showed love? tures that illustrate the Savior’s love, How can we follow His example? and ask them to share these stories • Write the following scripture with each other. They could also read references on the board: Mosiah 4:16 and discuss stories in one of the talks and Leviticus 19:18. Divide the class listed in this outline. Invite them to into two groups, and assign each share examples of times when they or group one of the scripture passages. people they know have been blessed Instruct the young women to identify by acts of Christlike love. the commandments given in their • Ask the young women to read passage and to write a summary of one of the following scriptures: John the commandments on the board

256 next to the scripture reference. What follow these examples in their own Teaching in the Savior’s opportunities do they have to follow relationships with others. way these commandments at home, at • As a class, read, watch, or listen In every setting, the Savior school, and in the community? What to the sections titled “The Bottom was an example and obstacles might keep us from obeying Line” and “The Love of God” from mentor to His followers. these commandments? How can we President Dieter F. Uchtdorf’s talk What can you do to be an overcome these obstacles? Invite the “The Merciful Obtain Mercy” or Elder example of the Christlike young women to watch “Bullying— Dallin H. Oaks’s talk “Loving Others attribute of charity to the Stop It” and discuss what they can do and Living with Differences.” Ask the young women you teach? to live these commandments when young women to look for the coun- they face similar situations. sel that will help them love others in • Invite the young women to read difficult situations. Invite the young 3 Nephi 12:44 and identify the com- women to quietly ponder someone mandments the Lord gives regarding in their life who they may have bad how we should treat our enemies. feelings for and think of ways they Write what they find on the board. can show more Christlike love toward Discuss with the young women pos- that person. sible reasons the Lord would ask us • Watch one of the videos suggested to love and pray for those who hate in this outline. What do the young us. Invite the young women to find women learn about Christlike love and share examples in the scriptures from these videos? Ask the young of people who showed love to those women to share an experience in who had mistreated them (such as which someone’s act of service helped Joseph in Egypt [Genesis 45], the them feel the love of the Savior. What Savior forgiving His crucifiers [Luke did that experience teach them about 23:34], or Pahoran responding to Jesus Christ? Invite the young women Moroni’s threatening letter [Alma to consider someone they know who 61:9]). Give the young women an may need to feel the love of the Lord. opportunity to ponder ways they can What can they do to help that person?

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand how to develop Christlike love? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Pray for or show love to someone • Show love to someone who may for whom they have had negative need special attention or help (see feelings. Good Works value experiences 3, 5, and 6, Personal Progress, 54–55).

257 Share with the young women what they will be studying next week. What are their thoughts and questions on this topic? What can they do to prepare to learn? For example, they could read a talk, watch a video, or study a scripture related to next week’s lesson.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

258 Selected Resources

Excerpt from Dieter F. Uchtdorf, “The Merciful Obtain The Love of God Mercy,” Ensign or Liahona, May 2012, 70–77 Is this difficult to do? The Bottom Line Yes, of course. This topic of judging others could actually be taught Forgiving ourselves and others is not easy. In fact, in a two-word sermon. When it comes to hating, for most of us it requires a major change in our gossiping, ignoring, ridiculing, holding grudges, or attitude and way of thinking—even a change of wanting to cause harm, please apply the following: heart. But there is good news. This “mighty change” Stop it! [Mosiah 5:2] of heart is exactly what the gospel of Jesus Christ is designed to bring into our lives. It’s that simple. We simply have to stop judging others and replace judgmental thoughts and feelings How is it done? Through the love of God. with a heart full of love for God and His children. When our hearts are filled with the love of God, God is our Father. We are His children. We are all something good and pure happens to us. We “keep brothers and sisters. I don’t know exactly how to his commandments: and his commandments are articulate this point of not judging others with suffi- not grievous. For whatsoever is born of God over- cient eloquence, passion, and persuasion to make cometh the world” [1 John 5:3–4]. it stick. I can quote scripture, I can try to expound doctrine, and I will even quote a bumper sticker The more we allow the love of God to govern our I recently saw. It was attached to the back of a car minds and emotions—the more we allow our love whose driver appeared to be a little rough around for our Heavenly Father to swell within our hearts— the edges, but the words on the sticker taught an the easier it is to love others with the pure love of insightful lesson. It read, “Don’t judge me because I Christ. As we open our hearts to the glowing dawn sin differently than you.” of the love of God, the darkness and cold of animos- ity and envy will eventually fade. We must recognize that we are all imperfect—that we are beggars before God. Haven’t we all, at one As always, Christ is our exemplar. In His teachings time or another, meekly approached the mercy as in His life, He showed us the way. He forgave the seat and pleaded for grace? Haven’t we wished wicked, the vulgar, and those who sought to hurt with all the energy of our souls for mercy—to be and to do Him harm. . . . forgiven for the mistakes we have made and the sins we have committed? The pure love of Christ can remove the scales of resentment and wrath from our eyes, allowing us Because we all depend on the mercy of God, how to see others the way our Heavenly Father sees us: can we deny to others any measure of the grace we as flawed and imperfect mortals who have poten- so desperately desire for ourselves? My beloved tial and worth far beyond our capacity to imagine. brothers and sisters, should we not forgive as we Because God loves us so much, we too must love wish to be forgiven? and forgive each other.

259 OCTOBER: BECOMING MORE CHRISTLIKE

How can I be more Christlike in my service to others? Jesus Christ set the perfect example of how to love and serve those around Him. At baptism, we promise to serve others. We can serve others as the Savior did in many ways, such as helping family members, sharing the gospel with others, and performing simple, everyday acts of kindness.

Prepare yourself spiritually

What have you learned What scriptures and other resources will help the young women understand the impor- from the scriptures tance of serving others as Christ did? about how Christ served Matthew 14:13–21; John 9:1–7; 13:4–5, Cheryl A. Esplin, “He Asks Us to Be others? When have you 12–17; 1 Nephi 11:31; 3 Nephi 17:5–9 His Hands,” Ensign or Liahona, May been blessed through (Examples of Jesus Christ serving 2016, 6–9 the Christlike service of others) others? How have you Michael T. Ringwood, “Truly Good followed the Savior’s Matthew 20:27 (The Savior teaches and without Guile,” Ensign or Liahona, example of service? His disciples that he who is greatest is May 2015, 59–61 the servant) What opportunities do the Thomas S. Monson, “We Never Walk young women have for Matthew 25:31–46 (When we serve Alone,” Ensign or Liahona, Nov. 2013, service? When have you others, we are serving God) 121–24 seen them serving others? What experiences can they Luke 10:25–37 (The good Samaritan; “Service,” For the Strength of Youth share with each other? see also the Bible video “Parable of (2011), 32–33 How might their families the Good Samaritan”) Videos: “Rescuing Those in Need”; be affected as the young John 13:34–35 (We should love as the “Time to Give”; “For Madison”; women seek to serve them Savior loves) “Cheering Each Other On”; more? “Opportunities to Do Good”; “When Mosiah 2:17 (King Benjamin teaches Ye Are in the Service—YW” that when we serve others, we serve God)

Share experiences

260 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to read their own families). How were they John 13:34–35, and ask them to find affected by this service? How were pictures from the Gospel Art Book or others affected? a Church magazine that show the • Ask the young women if they have Savior or others giving loving service. ever been physically rescued in a time Invite them to show their pictures to of difficulty. How did they feel about the class and explain what they learn the person who helped them? Watch from the picture about Christlike the video “Rescuing Those in Need,” service. and invite the young women to dis- • Invite the young women to share cuss what they learn from President experiences they have had recently Monson about serving others as the serving others (especially members of Savior did.

Learn together

Each of the activities below will help inspire the young women to give Christlike ser- Teaching tip vice. Following the inspiration of the Spirit, select one or more that will work best for “After one person has your class: responded to a question or • In her talk “He Asks Us to Be His • Ask the young women to consider offered an insight, invite Hands,” Sister Cheryl A. Esplin tells what motivates people to serve. Make the others to either add to the story of a Young Women leader a list on the board and then identify the comment or express a who encouraged each young woman which motivations are Christlike and different opinion. When to reach out to “know and serve which are worldly. Invite the young someone asks a question, others—throw away the mirrors and women to review Elder Michael T. redirect it to others rather look through the window.” To help Ringwood’s talk “Truly Good and than answer it yourself. the young women understand this Without Guile,” looking for what he For example, you could principle, you could do the activity teaches about Christlike motivations. ask, ‘Would anyone care described in the talk, using a mir- What examples can the young women to answer that question?’” ror and something that represents a think of—from the scriptures or from (Teaching, No Greater Call window frame. Why do the young their personal experiences—of people [1999], 67). women think it is important for us to who gave Christlike service? Give the focus on others instead of ourselves young women time to write thank- as we serve? You could also invite the you notes to those who have given young women to ponder and write them Christlike service. down answers to the four bulleted • Assign each young woman to questions that Sister Esplin asks at the read a scripture about service from end of her talk. the Savior’s life (such as those suggested in this outline), and ask her to

261 Teaching in the Savior’s summarize the story for the class and Levite did)? What opportunities do way explain what the Savior did to serve the young women have to “go, and others. What does the Savior’s exam- do” as the good Samaritan did? During His earthly minis- ple teach about what it means to give try, Jesus Christ spent His • Invite the young women to read service? Invite the young women to time serving and helping the story about Tiffany from President think of ways they can give Christlike those around Him. True Thomas S. Monson’s talk “We Never service in their own families. disciples of Christ do like- Walk Alone.” You could also show wise. The Savior said, “By • Ask the young women, “What one or more of the videos suggested this shall all men know was the Savior teaching in the par- in this outline. What impresses the that ye are my disciples, able of the good Samaritan?” As a young women about the acts of if ye have love one to an- class, read the parable of the good service in the talk and videos? How other” (John 13:35). As you Samaritan in Luke 10:25–37 (or watch did the people in the talk and videos teach the young women, the video “The Good Samaritan”). discover the need to give service? look for opportunities to Invite the young women to share sto- Allow the young women to ponder invite them to share how ries of times when they were blessed and share other similar examples of they have served others by the Christlike service of others. service they have seen. Invite them and what inspired them to Why do we sometimes find serving to share what they feel inspired to do give service. others difficult (as the priest and the after learning about these examples.

Ask the young women to share what they learned today. Do they understand how to give Christlike service? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete any of the Good Works • Plan and carry out a small act of value experiences in Personal Progress service, either individually or for a and report on what they did in the Mutual activity. next class.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

262 Selected Resources

Excerpt from Thomas S. Monson, “We Never Walk The following afternoon Tiffany’s doorbell rang. Alone,” Ensign or Liahona, Nov. 2013, 122–23 Her husband happened to be home and answered it. When he returned, he was carrying a loaf of Tiffany’s difficulties began last year when she had homemade bread. Tiffany was astonished when guests at her home for Thanksgiving and then again he told her it had come from a woman named for Christmas. Her husband had been in medi- Sherrie, whom they barely knew. She was a friend cal school and was now in the second year of his of Tiffany’s sister Nicole, who lived in Denver, medical residency. Because of the long work hours Colorado. . . . required of him, he was not able to help her as much as they both would have liked, and so most of Now, months later, with the delicious bread in hand, that which needed to be accomplished during this Tiffany called her sister Nicole to thank her for holiday season, in addition to the care of their four sending Sherrie on an errand of mercy. Instead, she young children, fell to Tiffany. She was becoming learned Nicole had not instigated the visit and had overwhelmed, and then she learned that one who no knowledge of it. . . . was dear to her had been diagnosed with cancer. On that particular morning of the bread delivery, The stress and worry began to take a heavy toll on Sherrie had been prompted to make two loaves of her, and she slipped into a period of discourage- bread instead of the one she had planned to make. ment and depression. She sought medical help, and She said she felt impressed to take the second loaf yet nothing changed. Her appetite disappeared, with her in her car that day, although she didn’t and she began to lose weight, which her tiny frame know why. After lunch at a friend’s home, her one- could ill afford. She sought peace through the scrip- year-old daughter began to cry and needed to be tures and prayed for deliverance from the gloom taken home for a nap. Sherrie hesitated when the which was overtaking her. When neither peace nor unmistakable feeling came to her that she needed help seemed to come, she began to feel abandoned to deliver that extra loaf of bread to Nicole’s sister by God. Her family and friends prayed for her Tiffany, who lived 30 minutes away on the other and tried desperately to help. They delivered her side of town and whom she barely knew. She tried favorite foods in an attempt to keep her physically to rationalize away the thought, wanting to get healthy, but she could take only a few bites and then her very tired daughter home and feeling sheep- would be unable to finish. ish about delivering a loaf of bread to people who On one particularly trying day, a friend attempted in were almost strangers. However, the impression to vain to entice her with foods she had always loved. go to Tiffany’s home was strong, so she heeded the When nothing worked, the friend said, “There must prompting. . . . be something that sounds good to you.” And so it happened that the Lord sent a virtual Tiffany thought for a moment and said, “The only stranger across town to deliver not just the desired thing I can think of that sounds good is homemade homemade bread but also a clear message of love to bread.” Tiffany.

But there was none on hand.

263 OCTOBER: BECOMING MORE CHRISTLIKE

How can I learn to be more patient? Patience is the capacity to endure delay, trouble, opposition, or suffering without being angry, frustrated, or anxious. We can develop patience by seeking to do God’s will and accept His timing, trusting that He will fulfill all of His promises to us. As we learn to be patient in small things, we prepare ourselves to face larger trials with patience.

Prepare yourself spiritually

What experiences have What scriptures and talks will help the young women want to develop the Christlike taught you about patience attribute of patience? (including both major Job 1; 19:25–26 (The example of Job) Dieter F. Uchtdorf, “Continue in trials and less dramatic Patience,” Ensign or Liahona, May experiences)? What has Psalm 37:7–9; Hebrews 10:35–36; 2010, 56–59; see also the video helped you to be patient Mosiah 23:21–22; Alma 26:27; D&C “Continue in Patience” during challenging times? 24:8 (Blessings come to those who are patient) Robert D. Hales, “Waiting upon the What influences do the Lord: Thy Will Be Done,” Ensign young women face in to- Romans 5:3; James 1:3–4 (Trials of our or Liahona, Nov. 2011, 71–74 day’s society that may lead faith develop patience) them to become impatient? Robert C. Oaks, “The Power of Mosiah 3:19 (Putting off the natural How might you help them Patience,” Ensign or Liahona, Nov. man includes becoming patient) learn patience and trust 2006, 15–17 in the Lord’s timing and promises? What blessings will come to them if they are patient? Share experiences At the beginning of each class, invite the young women to share, teach, and testify about the experiences they have had applying what they learned in the previous week’s lesson. This will encourage personal conversion and help the young women see the relevance of the gospel in their daily lives.

See the appendix for other teaching and learning ideas.

264 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Read the paragraph at the begin- young women to share situations in ning of the lesson, and invite the their lives in which they might need young women to think of someone patience (such as family life, educa- from the scriptures who is an example tion and career, marriage, or moth- of patience (such as Jacob and Rachel erhood). Show several objects that [Genesis 29:10–30], Hannah [1 Samuel represent times in your life when you 1:2–20], or the woman with an issue had to demonstrate patience (for ex- of blood [see Matthew 9:20–22]). Then ample, a college diploma, a wedding ask them to share what these exam- ring, or a missionary nametag). Have ples teach them about patience. the young women guess what the objects have to do with patience, and • Read the paragraph at the begin- then share the experiences you had. ning of this outline, and invite the

Learn together

Each of the activities below will help the young women understand the importance of Teaching tip patience. Following the inspiration of the Spirit, select one or more that will work best “You can demonstrate for your class: that you are listening by • Write on the board a few questions the class. What do the young women displaying an expression about Job (What kind of man was Job? learn from this talk that inspires them of interest. You can look What tested his patience? What does to trust the Lord and His timing? What at the speaker rather than he teach us about patience?) Read are some reasons we are impatient? at your lesson materials Job 1; 19:25–26 as a class, and discuss How can we overcome this tendency? or other things in the answers to the questions. What do room. You can encourage • As a class, read paragraphs 9 the young women learn from Job’s the speaker to complete through 17 of Elder Robert D. Hales’s example that might help them be his or her thoughts with- talk “Waiting upon the Lord: Thy more patient? How did his faith in the out interruption. You Will Be Done,” looking for answers Savior help him face his trials with can avoid jumping into to the question “What does it mean patience? conversations prematurely to wait upon the Lord?” For ad- with advice or judgments” • Share the story of a father’s patience ditional insights, invite the young (Teaching, No Greater Call from Elder Robert C. Oaks’s talk “The women to look up the scriptures [1999], 66). Power of Patience,” and invite the that Elder Hales quotes and share young women to share any stories anything else these scriptures teach they have about patience. Give each about patience. How could the young woman a small section of this young women use Elder Hales’s talk that you think might be helpful. words or these scriptures to help Invite her to read and summarize it to someone who may be losing hope?

265 Teaching in the Savior’s • Write on the board the headings young woman, write a response that way “Patience” and “Impatience.” Give would show patience, and then share each young woman one of the scrip- with the class what they have written. The Savior taught by ex- tures about patience suggested in ample in every setting. He • Show the video “Continue in this outline. Invite the class to take showed patience and long- Patience,” and invite the young turns reading their assigned scripture, suffering both to those women to discuss what they learn discussing its message, and writing who followed Him and about patience from the video. on the board the blessings of patience to those who persecuted What are some situations in which or consequences of impatience taught Him. How might your the young women become impa- in the scripture. What additional example of patience with tient? Invite each young woman blessings and consequences can they those you teach help them to read one section from President add to their lists? Invite each young learn to be more patient Dieter F. Uchtdorf’s talk “Continue woman to write on a piece of paper a themselves? in Patience,” and ask her to summa- situation that would require patience rize for the rest of the class what she (encourage them to include not just learned from the section she read. major traumas but also day-to-day How can President Uchtdorf’s coun- irritations or inconveniences). Have sel help the young women become them exchange papers with another more patient?

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand how to become more patient? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Show more patience with their • Make a list of quick ways to help families in the coming week. control their impatience in a tense situation, such as counting to 10 or singing a hymn.

Share with the young women what they will be studying next week. What are their thoughts and questions on this topic? What can they do to prepare to learn? For example, they could read a talk, watch a video, or study a scripture related to next week’s lesson.

266 Selected Resources

Excerpt from Robert D. Hales, “Waiting upon the Lord: As we follow the promptings of the Spirit, we dis- Thy Will be Done,” Ensign or Liahona, Nov. 2011, cover that “tribulation worketh patience” [Romans 71–74 5:3] and we learn to “continue in patience until [we] are perfected” [Doctrine and Covenants 67:13]. What, then, does it mean to wait upon the Lord? In the scriptures, the word wait means to hope, to Waiting upon the Lord means to “stand fast” [Alma anticipate, and to trust. To hope and trust in the 45:17] and “press forward” in faith, “having a per- Lord requires faith, patience, humility, meekness, fect brightness of hope” [2 Nephi 31:20]. long-suffering, keeping the commandments, and It means “relying alone upon the merits of Christ” enduring to the end. [Moroni 6:4] and “with [His] grace assisting [us, To wait upon the Lord means planting the seed of saying]: Thy will be done, O Lord, and not ours” faith and nourishing it “with great diligence, and . . . [Doctrine and Covenants 109:44]. patience” [Alma 32:41]. As we wait upon the Lord, we are “immovable in It means praying as the Savior did—to God, our keeping the commandments,” [Alma 1:25] knowing Heavenly Father—saying: “Thy kingdom come. that we will “one day rest from all [our] afflictions” Thy will be done” [Matthew 6:10; Luke 11:2]. It is a [Alma 34:41]. prayer we offer with our whole souls in the name of And we “cast not away . . . [our] confidence” our Savior, Jesus Christ. [Hebrews 10:35] that “all things wherewith [we] Waiting upon the Lord means pondering in our have been afflicted shall work together for [our] hearts and “receiv[ing] the Holy Ghost” so that good” [Doctrine and Covenants 98:3]. we can know “all things what [we] should do” [2 Nephi 32:5].

267 OCTOBER: BECOMING MORE CHRISTLIKE

Why is it important to be grateful? The Lord wants us to have a spirit of gratitude in all we do and say. When we are grateful, we will have greater happiness and satisfaction in our lives. We will recognize the influence and blessings of the Lord.

Prepare yourself spiritually

What are some things you What scriptures and other resources will help the young women understand the impor- are most grateful for? How tance of being thankful and the blessings that come from living with gratitude? has being grateful in- Psalm 92:1; 100; Alma 26:8 Dieter F. Uchtdorf, “Grateful in Any creased your happiness? (Expressions of praise and Circumstances,” Ensign or Liahona, What can the young thanksgiving) May 2014, 70–77 women do to develop an Luke 17:11–19 (The ten lepers) Russell M. Nelson, “Thanks Be to attitude of thankfulness? God,” Ensign or Liahona, May 2012, How could having a grate- Alma 37:37; D&C 46:32 (We are com- 77–79; see also the video “Give ful attitude be a blessing manded to give thanks) Thanks” to them now and in the D&C 59:15–21 (Ingratitude offends future? “Gratitude,” For the Strength of Youth God) (2011), 18 D&C 78:19 (Blessings of gratitude) “How Great Thou Art,” Hymns, no. Thomas S. Monson, “The Divine Gift 86; “Count Your Blessings,” Hymns, of Gratitude,” Ensign or Liahona, Nov. no. 241 2010, 87–90

Share experiences

See the appendix for other teaching and learning ideas.

268 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Assign each young woman a letter • Write on the board, “Our degree of the alphabet, and give the class of ______is a measure of our one minute to list all the blessings love for Him.” Encourage the young they can think of that begin with women to listen for the word that their letters. Why do we sometimes completes the sentence as they watch overlook the seemingly small bless- the short video “Give Thanks.” Invite ings the Lord has given us? Ask a the young women to share examples class member to read Doctrine and of people in their lives who exhibit Covenants 46:32 or 59:21. How can we love for the Savior through gratitude. show more gratitude for “whatsoever blessing [we] are blessed with”?

Learn together

Each of the activities below will help the young women understand the importance of Teaching tip gratitude. Following the inspiration of the Spirit, select one or more that will work best “A skilled teacher doesn’t for your class: think, ‘What shall I do • Invite each young woman to read they also feel gratitude or praise. in class today?’ but asks, Luke 17:11–19 and share why they Invite them to share the phrases they ‘What will my students do think nine of the ten lepers did not chose, explain why they chose them, in class today?’; not, ‘What give thanks to the Savior. What are and express their own feelings of will I teach today?’ but some things that might keep us gratitude. rather, ‘How will I help from expressing gratitude? Invite my students discover what • Tell or read the story of the fish the young women to think about a they need to know?’” from Elder Russell M. Nelson’s talk blessing they have received for which (Virginia H. Pearce, in “Thanks Be to God.” Ask the young they may not have expressed appro- Teaching, No Greater Call women if they have ever helped priate gratitude. Why is it important [1999], 61). others (like the caretaker in this story) to express thanks? What will they do without being thanked. Divide the to show gratitude? rest of the talk by the section head- • As a class, read scripture passages ings, and assign each young woman and sing hymns of praise and thanks- to read a section. Ask the young giving, such as those listed in this out- women to write down something they line. Invite the young women to look learn about gratitude and a scripture for phrases about things for which related to what they learned (they

269 Teaching in the Savior’s could use the Topical Guide). Allow noticing?” “How would having a way the young women to share what they grateful attitude be a blessing to me?” wrote down and to tell of a time when Invite a few of them to share some of The Savior knew His fol- they have felt grateful for one of their thoughts. lowers, and He knew who God’s gifts. they could become. This • Assign each young woman to knowledge influenced the • Read or tell the story about Gordon study a section of President Dieter F. way He taught them. How Green’s family from President Uchtdorf’s talk “Grateful in Any can you come to know Thomas S. Monson’s talk “The Divine Circumstances,” without giving them the young women in your Gift of Gratitude.” Ask the young the titles of their sections. Ask them class? How will knowing women to listen for things that made to write their own titles—phrases or their interests, needs, and the family feel grateful. Why did the sentences that they feel summarize challenges influence the family’s attitude change throughout what they have studied. Invite them way you teach them? the story? Invite the young women to to share their titles and anything they ponder questions like the following: learn from President Uchtdorf’s coun- “Have I ever been guilty of having sel about gratitude. What can they do an unthankful attitude?” “Are there to develop the attitude of gratitude any blessings I have that I am not President Uchtdorf describes?

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand the importance of gratitude? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Offer a prayer of gratitude only, • Look for opportunities to express thanking Heavenly Father for bless- gratitude throughout the week. ings and asking for nothing.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

270 Selected Resources

Excerpt from Thomas S. Monson, “The Divine Gift of earth. Their potatoes rotted in the mud. They sold a Gratitude,” Ensign or Liahona, Nov. 2010, 87–90 couple of cows and all the pigs and other livestock they had intended to keep, getting very low prices Gordon tells how he grew up on a farm in Canada, for them because everybody else had to do the same where he and his siblings had to hurry home from thing. All they harvested that year was a patch of school while the other children played ball and went turnips which had somehow weathered the storms. swimming. Their father, however, had the capacity to help them understand that their work amounted Then it was Thanksgiving again. Their mother said, to something. This was especially true after harvest “Maybe we’d better forget it this year. We haven’t time when the family celebrated Thanksgiving, for even got a goose left.” on that day their father gave them a great gift. He On Thanksgiving morning, however, Gordon’s took an inventory of everything they had. father showed up with a jackrabbit and asked his On Thanksgiving morning he would take them to wife to cook it. Grudgingly she started the job, the cellar with its barrels of apples, bins of beets, indicating it would take a long time to cook that carrots packed in sand, and mountains of sacked tough old thing. When it was finally on the table potatoes as well as peas, corn, string beans, jellies, with some of the turnips that had survived, the strawberries, and other preserves which filled children refused to eat. Gordon’s mother cried, and their shelves. He had the children count every- then his father did a strange thing. He went up to thing carefully. Then they went out to the barn and the attic, got an oil lamp, took it back to the table, figured how many tons of hay there were and how and lighted it. He told the children to turn out the many bushels of grain in the granary. They counted electric lights. When there was only the lamp again, the cows, pigs, chickens, turkeys, and geese. Their they could hardly believe that it had been that dark father said he wanted to see how they stood, but before. They wondered how they had ever seen they knew he really wanted them to realize on that anything without the bright lights made possible by feast day how richly God had blessed them and had electricity. smiled upon all their hours of work. Finally, when The food was blessed, and everyone ate. When din- they sat down to the feast their mother had pre- ner was over, they all sat quietly. Wrote Gordon: pared, the blessings were something they felt. “In the humble dimness of the old lamp we were Gordon indicated, however, that the Thanksgiving beginning to see clearly again. . . . he remembered most thankfully was the year they seemed to have nothing for which to be grateful. “It [was] a lovely meal. The jack rabbit tasted like turkey and the turnips were the mildest we could The year started off well: they had leftover hay, lots recall. . . . of seed, four litters of pigs. . . . “. . . [Our] home . . . , for all its want, was so rich . . . Just as their crops were starting to come through [to] us” [adapted from H. Gordon Green, “The the ground, the rains started. When the water finally Thanksgiving I Don’t Forget,” Reader’s Digest, Nov. receded, there wasn’t a plant left anywhere. They 1956, 69–71]. planted again, but more rains beat the crops into the

271

UNIT OVERVIEW November: Spiritual and Temporal Self-Reliance

“The power is in them, wherein they are agents unto themselves” (D&C 58:28).

The outlines in this unit will help the young women understand the importance of becoming spiritually and temporally self-reliant. Although they are in their youth, these young women have been blessed with the gift of agency, and they are learning how to set their own course and find answers to their own problems in the gospel of Jesus Christ. The more self-reliant they become, the more freedom they will enjoy. They will be better prepared to serve the Lord, strengthen their families, and fulfill their future roles as wives and mothers.

Outlines to choose from this month:

What does it mean to be self-reliant? How do I know if I am becoming converted? Why is it important for me to gain an education and develop skills? Why is work an important gospel principle? Why does the Lord want me to be healthy? What is the Lord’s way for providing for the poor and needy? How can I find solutions to my challenges and problems?

Mutual

Visit lds.org/youth/learn to view this unit online.

273

Personal Progress For the Strength of Youth

The following activities from Personal Progress relate The following standards from For the Strength of Youth to the lessons in this unit: relate to the lessons in this unit:

Divine Nature value projects 1 and 4 Education

Individual Worth value experience 4, value projects Tithes and Offerings 3 and 5 Work and Self-Reliance Knowledge value experiences or value projects

Choice and Accountability value experiences 1 and 7, value project 5

Good Works value experience 6

274 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

What does it mean to be self-reliant? When we are self-reliant, we use the blessings and abilities God has given us to care for ourselves and our families and find solutions to our own problems. As we become self-reliant, we are also better able to serve and care for others. The Lord wants us to become both spiritually and temporally self-reliant.

Prepare yourself spiritually

How have you used the What scriptures and other resources will help the young women understand what it blessings and abilities God means to be self-reliant? has given you to care for Matthew 25:1–13 (The parable of the Henry B. Eyring, “Spiritual yourself and your family? ten virgins) Preparedness: Start Early and Be How has being self-reliant Steady,” Ensign or Liahona, Nov. 2005, allowed you to bless oth- Matthew 25:14–29 (Parable of the 37–40 ers? What other blessings talents) of self-reliance have you “Work and Self-Reliance,” For the 2 Thessalonians 3:10–13; Galatians experienced? Strength of Youth (2011), 40–41 6:3–5 (Importance of working and Why is it important for the being self-reliant) “Welfare,” True to the Faith (2004), young women to become 184–86 self-reliant? How will self- D&C 58:26–28 (We are agents unto reliance help them endure ourselves) “Self-Reliance,” Handbook 2: times of adversity? How Administering the Church (2010), 6.1.1 D&C 88:118 (Seek learning by study will it bless their future and faith) “Temporal Self-Reliance,” Daughters families? in My Kingdom: The History and Work D&C 89:18–20 (Promises to those who of Relief Society (2011), 51–56 obey the Word of Wisdom) Robert D. Hales, “Meeting the D&C 104:78 (Pay debts) Challenges of Today’s World,” Ensign or Liahona, Nov. 2015, 44–47

Share experiences

275 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Share with the young women • Write the word “Dependent” on the definition of self-reliance at the the left side of the board and the word beginning of this outline. Ask the “Self-reliant” on the right side. Ask the young women to read D&C 58:26–28, young women to define both words and ask the following questions: What (if they need help, refer them to pages does it mean to be “agents unto [our- 184–85 of True to the Faith). Ask them selves]”? How can we become more to list ways they are dependent on “anxiously engaged in a good cause”? others and ways they are self-reliant. What do these verses teach us about Why does the Lord want us to grow self-reliance? Discuss the answers as to be self-reliant? a class.

Learn together

Teaching tip Each of the activities below will help the young women understand what it means to be self-reliant. Following the inspiration of the Spirit, select one or more that will work “Excellent teachers do best for your class: not take the credit for the learning and growth • Divide the young women into she learned about her topic, how it re- of those they teach. Like groups and assign each group one of lates to self-reliance, and what she can gardeners who plant and the following aspects of self-reliance: do now to prepare to be self-reliant in tend crops, they strive to education, finances, relationships, the area. How can the young wom- create the best possible and spiritual strength. Invite each en’s efforts in their youth bless their conditions for learning. group to review the sections of Elder own futures? How can these efforts Then they give thanks to Robert D. Hales’s talk “Meeting the bless their families when they become God when they see the Challenges of Today’s World” that wives and mothers? progress of those they address these topics. Invite the young • Invite each young woman to read teach” (Teaching, No Greater women to share what they learned one of the stories in Daughters in My Call [1999], 62). and something they will do to become Kingdom (pages 51–56) about women more self-reliant in one of these areas. who were self-reliant in early Church • Write on separate slips of paper history. Ask the young women to the following topics related to self- retell their stories in their own words reliance: health, education, employment, and share what they learn about self- home storage, finances, and spiritual reliance. What can the young women strength. Allow each young woman to do to follow these examples while pick one that she is interested in, and they are in their youth? invite her to read about her topic in • Divide the young women into a copy of section 6.1.1 of Handbook 2 pairs. Assign each pair a scripture (pages 34–35). Ask each young about self-reliance, such as those in woman to briefly teach the class what

276 this outline. Invite the pairs to read things God has given them that will Teaching in the Savior’s their scripture passage and then cre- help them become self-reliant, such as way ate a Mormonad about self-reliance. talents, personality traits, and abilities. The Savior trusted His dis- You may want to show an example How can they use these qualities to be- ciples. He prepared them of a Mormonad from the New Era or come more self-reliant? How can they and gave them important Liahona. Give the young women the use them to bless their future families? responsibilities to teach, opportunity to share their Mormonads • Ask the young women what they bless, and serve others. with the class. Encourage them to post and their families do to prepare for How can you encourage the Mormonads somewhere at home a natural disaster (such as an earth- the young women in your to remind them of what they learned. quake or hurricane). As a class, read class to bless those around • Give each young woman either five the first three paragraphs of President them through their teach- coins, two coins, or one coin. Have Henry B. Eyring’s talk “Spiritual ing and service? them read Matthew 25:14–29 to find Preparedness: Start Early and Be what happened to the person in the Steady.” What are some “spiritual parable who was given the same disasters” or trials that we might face? amount of money they were given. What can we do to prepare spiritu- Discuss questions such as “What did ally? Give each young woman part of the three servants do with the money the remainder of President Eyring’s they were given?” and “How does talk, and ask them to look for answers this parable relate to self-reliance?” to these questions. Invite them to Invite the young women to ponder the share what they find.

Ask the young women to share what they learned today. Do they understand self-reliance well enough to explain it to someone else? What feelings or impressions do they have? Do they have any additional questions? Would it be worthwhile to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Commit to do one thing this week Divine Nature value project 1 or to become more self-reliant and share 4, Knowledge value experiences their experiences in next week’s class. or value projects, Choice and Accountability value experience 1 or 7 • Complete one or more of the following from Personal Progress:

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

277 Selected Resources

“Welfare,” True to the Faith (2004), 184–85 and obtaining suitable employment; (4) storing a supply of food and clothing to the extent the law allows; The responsibility for your social, emotional, spir- (5) managing your resources wisely, including paying itual, physical, and economic well-being rests first tithes and offerings and avoiding debt; and (6) devel- on yourself, second on your family, and third on oping spiritual, emotional, and social strength. the Church. Under the inspiration of the Lord and through your own labors, you should supply your- In order to become self-reliant, you must be willing self and your family with the spiritual and temporal to work. The Lord has commanded us to work (see necessities of life. Genesis 3:19; D&C 42:42). Honorable work is a basic source of happiness, self-worth, and prosperity. You are better able to take care of yourself and your family when you are self-reliant. You are prepared If you are ever temporarily unable to meet your to endure times of adversity without becoming basic needs through your own efforts or the support dependent on others. of family members, the Church may be able to help you. In these situations, the Church often provides You can become self-reliant by (1) taking advantage life-sustaining resources to help you and your of educational opportunities; (2) practicing sound family become self-reliant again. principles of nutrition and hygiene; (3) preparing for

278 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

How do I know if I am becoming converted? Conversion is a lifelong process of becoming more Christlike through the Atonement of Jesus Christ. It includes a change not only in our behavior but in our desires, our attitudes, and our very natures. It is such a significant change that the Lord refers to it as a rebirth and a mighty change of heart (see Mosiah 27:25; Alma 5:14). We can know that we are becoming converted to the Lord when we lose our desire for sin, we are filled with love, and we seek to share the gospel with others.

Prepare yourself spiritually

What experiences have What scriptures and other resources will help the young women recognize their own deepened your conver- conversion to the Lord? sion? What changes have Enos 1:1–19, 26–27; Mosiah 5:1–5; Bonnie L. Oscarson, “Be Ye you noticed in your life as 27:23–37; Alma 23:6–7; Helaman Converted,” Ensign or Liahona, Nov. you have worked dili- 3:35; 4 Nephi 1:1–4, 15 (Examples of 2013, 76–78 gently to live the gospel? conversion) “Conversion,” True to the Faith (2004), What evidence are you Bonnie L. Oscarson, “Do I Believe?” 40–43 seeing that the young Ensign or Liahona, May 2016, 87–89 women are becoming Videos: “Waiting on the Road to converted? What do they David A. Bednar, “Converted unto Damascus”, “A Mighty Change: need to understand about the Lord,” Ensign or Liahona, Nov. Conversion” conversion? 2012, 106–9 Music for youth theme: “New Life”

Share experiences

See the appendix for other teaching and learning ideas.

279 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to make a • Write the word conversion on the list of things that undergo a transfor- board, and invite the young women to mation over time (such as a seed that look for words and phrases in Mosiah transforms into a tree or a tadpole 27:25–26 that help them understand that transforms into a frog). How what conversion is. Invite them to dis- might they use these things to teach cuss what they learn about conversion others about conversion? from these words and phrases.

Learn together

Teaching tip Each of the activities below will help the young women learn about conversion and recognize evidence of conversion in themselves. Following the inspiration of the Spirit, “Listening is an expression select one or more that will work best for your class: of love. It often requires sacrifice. When we truly • A few days in advance, invite converted?” Ask the young women listen to others, we often a young woman to come to class to use their posters and the talks give up what we want to prepared to share the experience that they have studied to teach each other say so they can express Michele Carnesecca had when her about conversion. themselves” (Teaching, No son Ethan was critically ill, found • Invite the young women to study Greater Call [1999], 66). in Sister Bonnie L. Oscarson’s talk “Conversion” in True to the Faith “Do I Believe?” You might write the or the scriptures in this outline and question “Do I believe it or not?” on write a list of questions they could ask the board. Invite the young women to themselves to evaluate their progress ponder this question as the class reads toward conversion. Provide time for Sister Oscarson’s descriptions of the class members to share what they things we believe. At the end of class, would include in their list and why. give the young women an opportu- Encourage them to ponder how they nity to bear testimony of the gospel would answer these questions. teachings found in this talk that they believe. How have they come to be- • Show one of the videos in this out- lieve these things for themselves? line, and invite the young women to share what they learn about conver- • Invite the young women to choose sion from the video. Tell the young one of the talks provided in this women about experiences that have outline, read a section of the talk, and helped you become more converted, use information from the talk to create and invite them to share their own posters that will answer the question experiences. “How do I know if I am becoming

280 Ask the young women to share what they learned today. What feelings or impressions Teaching in the Savior’s do they have? Do they understand how to recognize conversion in their lives? Do they way have any additional questions? Would it be helpful to spend more time on this topic? The Savior trusted His disciples with important responsibilities to teach, Live what we are learning serve, and bless others. His purpose was to help Invite the young women to consider how they will live by what they have learned them become converted today. For example, they could: through their service to • Choose something specific they process of becoming converted. As others. What opportunities will do to progress in their efforts to they have experiences that deepen for service and growth can become more converted. their conversion, they could record you provide for the young those in their journals also. women you teach? • Write in their journals their feelings about where they are now in the

281 Selected Resources

Excerpt from “Conversion,” True to the Faith (2004), “And it came to pass that there was no contention 40–43 in the land, because of the love of God which did dwell in the hearts of the people. Characteristics of People Who Are Converted “And there were no envyings, nor strifes, nor The Book of Mormon provides descriptions of peo- tumults, nor whoredoms, nor lyings, nor murders, ple who are converted to the Lord: nor any manner of lasciviousness; and surely there They desire to do good. King Benjamin’s people could not be a happier people among all the people declared, “The Spirit of the Lord Omnipotent, . . . who had been created by the hand of God. has wrought a mighty change in us, or in our hearts, “There were no robbers, nor murderers, neither that we have no more disposition to do evil, but to were there Lamanites, nor any manner of -ites; but do good continually” (Mosiah 5:2). Alma spoke of they were in one, the children of Christ, and heirs to people who “could not look upon sin save it were the kingdom of God” (4 Nephi 1:2, 15–17). with abhorrence” (Alma 13:12). Striving for Greater Conversion They do not rebel against the Lord. Mormon told of a group of Lamanites who had been wicked You have primary responsibility for your own con- and bloodthirsty but who were “converted unto version. No one can be converted for you, and no the Lord” (Alma 23:6). These people changed their one can force you to be converted. However, others name to the Anti-Nephi-Lehies and “became a can help you in the process of conversion. Learn righteous people; they did lay down the weapons of from the righteous examples of family members, their rebellion, that they did not fight against God Church leaders and teachers, and men and women any more, neither against any of their brethren” in the scriptures. (Alma 23:7). Your capacity to experience a mighty change of heart They share the gospel. Enos, Alma the Elder, Alma will increase as you strive to follow the Savior’s per- the Younger, the sons of Mosiah, Amulek, and fect example. Study the scriptures, pray in faith, keep Zeezrom dedicated themselves to preaching the the commandments, and seek the constant compan- gospel after they became converted to the Lord (see ionship of the Holy Ghost. As you continue in the Enos 1:26; Mosiah 18:1; 27:32–37; Alma 10:1–12; conversion process, you will receive “exceedingly 15:12). great joy,” as King Benjamin’s people did when the Spirit “wrought a mighty change in [their] hearts” They are filled with love. After the resurrected Savior (see Mosiah 5:2, 4). You will be able to follow King visited the people in the Americas, “the people were Benjamin’s counsel to “be steadfast and immovable, all converted unto the Lord, upon all the face of the always abounding in good works, that Christ, the land, both Nephites and Lamanites, and there were Lord God Omnipotent, may seal you his, that you no contentions and disputations among them, and may be brought to heaven, that ye may have ever- every man did deal justly one with another. . . . lasting salvation and eternal life” (Mosiah 5:15).

282 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

Why is it important for me to gain an education and develop skills? Education is an important part of our Heavenly Father’s plan to help us become more like Him. Obtaining an education provides understanding and skills that can help us develop self-reliance. Education will also prepare us for greater service in our families, the Church, and the world.

Prepare yourself spiritually

How has your education What scriptures and talks will help the young women understand the value of an helped prepare you for education? your life experiences? Proverbs 4:7; 2 Nephi 9:29; D&C (Examples of people in the scriptures How has it helped you 88:76–80, 118; 90:15; 93:36; 130:18–19 who sought knowledge) become more self-reliant? (We should seek wisdom and Mary N. Cook, “Seek Learning: Why is it important for knowledge) You Have a Work to Do,” Ensign or the young women to gain Proverbs 31:10–31 (A virtuous woman Liahona, May 2012, 120–22 an education? How do seeks wisdom and skills to care for they feel about education? “Education,” For the Strength of Youth her home and family) How will education and (2011), 9–10 skill development help the Joseph Smith—History 1:11–17; Video: “Elder and Sister Bednar— young women in all their 1 Nephi 11:1–6; D&C 138:1–11 future roles? Secular and Spiritual Learning”

Share experiences

See the appendix for other teaching and learning ideas.

283 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Read as a class Doctrine and to school.” How would the young Covenants 88:118, and discuss why women encourage her to continue to learning is an important principle of pursue an education? Ask them to the gospel. write their responses on a piece of paper. Collect the papers, and read and • Invite the young women to imagine discuss the responses with the class. that a friend from church tells them At the end of class, give them the she is going to drop out of school, opportunity to add to their responses explaining, “I’m going to get married based on what they learned during someday, and my husband will sup- the lesson. port me, so I don’t need to keep going

Learn together

Teaching tip Each of the activities below will help the young women understand the importance of education. Following the inspiration of the Spirit, select one or more that will work best “It is the pupil who has to for your class: be put into action. When a teacher takes the spotlight, • As a class, watch “Elder and • Assign the young women to read becomes the star of the Sister Bednar—Secular and Spiritual individually one of the five para- show, does all the talk- Learning,” and ask the young women graphs from the “Education” section ing, and otherwise takes to listen for what Elder and Sister of For the Strength of Youth or the over all of the activity, it Bednar teach about secular and spiri- statements by President Gordon B. is almost certain that he is tual learning. What does Elder Bednar Hinckley and President Thomas S. interfering with the learn- teach about the role of the Holy Monson at the beginning of the talk ing of the class members” Ghost? Invite each young woman to “Seek Learning: You Have a Work to (Asahel D. Woodruff, in share one thing she learned from the Do.” Ask them to explain to the class Teaching, No Greater Call video that will help her in her pursuit what they read, and discuss why it [1999], 61). of an education. is important to work diligently now to gain a good education. Invite the • Divide sections of Mary N. Cook’s young women to think about and talk “Seek Learning: You Have a Work share their goals to gain an education. to Do” among the young women, and invite them to read their sections and • Divide the class into three groups. underline ideas that are important to Ask the first group to read Proverbs them (they could also watch a video 31:10–31, ask the second group to of the talk and write down important read the scriptures in this outline that ideas). Invite them to share what they teach that we should seek wisdom underlined with the class and explain and knowledge, and ask the third how their education can bless them group to read the scriptures in this and their future families. outline that give examples of people

284 who sought knowledge. Ask each • With permission from the bishop, Teaching in the Savior’s group to discuss what their assigned invite a few women from the ward way scriptures teach them about the im- to share how gaining an education is The Savior used the portance of pursuing education and blessing them and their families. How scriptures to teach and developing skills. Invite each group has it helped them become a contrib- testify about His mission. to share with the rest of the class what uting member of God’s kingdom? He taught people to think they discussed. How will gaining an Encourage the young women to ask about the scriptures for education help the young women any questions they have about gain- themselves and use them in their lives? How will it help them ing an education. to find answers to their become better wives and mothers? own questions. What Ask the young women to share what they learned today. Do they understand the can you do to inspire the importance of gaining an education? What feelings or impressions do they have? Do young women to study they have any additional questions? Would it be worthwhile to spend more time on this and ponder the scriptures? doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example they could:

• Complete one or more of • Make a list of things they want to the following from Personal learn and make plans to learn them. Progress:Individual Worth value After they have fulfilled their plans, experience 4, Individual Worth value they could share their experiences project 5, Knowledge value experi- with the other young women. ence 1 or 5 or value project 2

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

285 Selected Resources

“Education,” For the Strength of Youth (2011), 9–10 Continue throughout your life to learn about Heavenly Father’s plan. This spiritual learning will Education is an important part of Heavenly Father’s help you find answers to the challenges of life and plan to help you become more like Him. He wants will invite the companionship of the Holy Ghost. you to educate your mind and to develop your skills and talents, your power to act well in your responsibilities, and your capacity to appreciate life. The Excerpt from Mary N. Cook, “Seek Learning: You Have a education you gain will be valuable to you during Work to Do,” Ensign or Liahona, May 2012, 120–22 mortality and in the life to come. Seek learning by studying diligently. Rarely will you Education will prepare you for greater service in be able to spend as much time dedicated to learn- the world and in the Church. It will help you better ing as you can now. President Gordon B. Hinckley provide for yourself, your family, and those in need. wisely counseled the youth of the Church: “The It will also help you be a wise counselor and com- pattern of study you establish during your formal panion to your future spouse and an informed and schooling will in large measure affect your lifelong effective teacher of your future children. thirst for knowledge” [Gordon B. Hinckley, Way to Be! Nine Ways to Be Happy and Make Something of Education is an investment that brings great re- Your Life (2002), 28]. “You must get all of the edu- wards and will open the doors of opportunity that cation that you possibly can. . . . Sacrifice anything may otherwise be closed to you. Plan now to obtain that is needed to be sacrificed to qualify yourselves an education. Be willing to work diligently and to do the work of [this] world. . . . Train your minds make sacrifices if necessary. Share your educational and hands to become an influence for good as you goals with your family, friends, and leaders so they go forward with your lives” [Gordon B. Hinckley, can support and encourage you. “Seek Learning,” New Era, Sept. 2007, 2, 4].

Maintain an enthusiasm for learning throughout In speaking specifically to women, President your life. Find joy in continuing to learn and in Thomas S. Monson said: “Often the future is un- expanding your interests. Choose to actively partici- known; therefore, it behooves us to prepare for pate in the learning opportunities available to you. uncertainties. . . . I urge you to pursue your education and learn marketable skills so that, should Your education should include spiritual learning. such a situation arise, you are prepared to provide” Study the scriptures and the words of the latter- [Thomas S. Monson, “If Ye Are Prepared Ye Shall day prophets. Participate in seminary and institute. Not Fear,” Liahona and Ensign, Nov. 2004, 116].

286 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

Why is work an important gospel principle? The Lord has commanded us not to be idle. Developing the capacity to work helps us contribute to the world in which we live. It brings an increased sense of self-worth. It blesses us and our families, both now and in the future.

Prepare yourself spiritually

What role has work played What scriptures and talks will help the young women understand why work is an in your life? How has it important gospel principle? blessed you and your fam- Genesis 3:19; Galatians 6:3–5; 1 H. David Burton, “The Blessing of ily, both temporally and Thessalonians 4:11; Mosiah 10:4–5 Work,” Ensign or Liahona, Dec. 2009, spiritually? (We are commanded to work) 43–46 Do the young women you Proverbs 31:27; Alma 38:12; D&C “Work and Self-Reliance,” For the teach think of work as an 58:27; 60:13; 75:29 (Do not be idle) Strength of Youth (2011), 40–41 opportunity or as something they want to avoid? Moses 1:39 (God’s work and glory) “Happiness in Family Life: Work” How can you help them recognize the many bless- Dieter F. Uchtdorf, “Two Principles Video: “Easily Guided” ings of work and develop for Any Economy,” Ensign or Liahona, a desire to work? Nov. 2009, 55–58

Share experiences

See the appendix for other teaching and learning ideas.

287 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to watch she had to do to develop that talent. the video “Easily Guided” and look What motivated her to work hard at for blessings that come from hard her talent? Invite others in the class work. Ask the young women to to share experiences in which they discuss blessings they have received worked to achieve something. Why because of hard work. does Heavenly Father want us to learn to work? • Invite a young woman to share a talent with the class and explain what

Learn together

Teaching tip Each of the activities below will help the young women learn about the value of work. Following the inspiration of the Spirit, select one or more that will work best for your “Ask questions that require class: learners to find answers in the scriptures and the • Give each young woman a scrip- young women been blessed because teachings of latter-day ture reference about work (such as of their own hard work? prophets” (Teaching, No those listed in this outline). Ask her • Using the “Work and Self-Reliance” Greater Call [1999], 62). to read the scripture and think of section in For the Strength of Youth, the an example from her life or the life talks suggested in this outline, or the of someone else that demonstrates Work site, choose statements about the principle taught in her scripture. work that you think will be mean- Invite the young women to share ingful to the young women. Give their scriptures and the examples they each young woman a copy of one of thought of. How does work bless our the statements. Invite her to read the lives? statement silently and pass it to the • Give each young woman one of the person sitting next to her. Have the scriptures from this outline, and ask young women continue until every- her to write a short summary of the one has read each of the statements. scripture on a piece of paper. Ask the Place all of the statements on the young women to post their summa- board, and invite each young woman ries on the board. Assign each young to select one that is especially mean- woman a different scripture, and ingful to her and share why she finds invite her to read it and find the sum- it meaningful. What do they learn mary on the board that matches the from these statements about the im- scripture. What do the young women portance of work? How will learning learn from these scriptures about the how to work bless them and their importance of work? How have the families, now and in the future?

288 • Give the young women copies of underlined with someone else in the Teaching in the Savior’s relevant sections from one of the talks class. What have the young women way suggested in this outline. Invite them learned about work from their fami- The Savior knew those to read the sections individually and lies? What work can they do now that He taught and custom- underline words and phrases that will bless their own homes? How can ized His teaching to reach describe the blessings that come from learning how to work now help them different individuals. As work. Ask them to share what they as mothers? you prepare to teach, read Ask the young women to share what they learned today. Do they understand the value the scriptures and other of work better? What feelings or impressions do they have? Do they have any addi- resources with the young tional questions? Would it be worthwhile to spend more time on this doctrine? women in mind, and ponder what you can do to reach individual class members. Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Help more with household chores, • Complete one or more of the get a part-time job, or volunteer with following in Personal Progress: a local service organization. Knowledge value project 1, Choice and Accountability value project 5.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

289 Selected Resources

“Work and Self-Reliance,” For the Strength of Youth The Lord has commanded us not to be idle. Idleness (2011), 40–41 can lead to inappropriate behavior, damaged relationships, and sin. One form of idleness is spending Work is honorable. Developing the capacity to work excessive amounts of time in activities that keep you will help you contribute to the world in which you from productive work, such as using the Internet, live. It will bring you an increased sense of self- playing video games, and watching television. worth. It will bless you and your family, both now and in the future. Do not waste your time and money in gambling. Gambling is wrong and should not be used as a Learning to work begins in the home. Help your form of entertainment. It is addictive and can lead to family by willingly participating in the work neces- lost opportunities, ruined lives, and broken families. sary to maintain a home. Learn early to handle your It is false to believe that you can get something for money wisely and live within your means. Follow nothing. the teachings of the prophets by paying your tithing, avoiding debt, and saving for the future. One of the blessings of work is developing self- reliance. When you are self-reliant, you use the Set high goals for yourself, and be willing to work blessings and abilities God has given you to care hard to achieve them. Develop self-discipline, and for yourself and your family and to find solutions be dependable. Do your best in your Church call- for your own problems. Self-reliance does not mean ings, schoolwork, employment, and other worth- that you must be able to do all things on your own. while pursuits. Young men should be willing to do To be truly self-reliant, you must learn how to work what is needed to be prepared to serve a full-time with others and turn to the Lord for His help and mission. Heavenly Father has given you gifts and strength. talents and knows what you are capable of achieving. Seek His help and guidance as you work to Remember that God has a great work for you to do. achieve your goals. He will bless you in your efforts to accomplish that work.

290 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

Why does the Lord want me to be healthy? Good health is an important part of being self-reliant. Safeguarding our health will allow us to fulfill our divine potential and serve others more effectively. The way we treat our bodies affects our spiritual health and our ability to receive guidance from the Holy Ghost. In order to preserve our health, we should obey the Word of Wisdom, eat nutritious food, exercise regularly, and get adequate sleep.

Prepare yourself spiritually

How has maintaining your What scriptures and other resources will help the young women understand why the health allowed you to Lord wants us to be healthy? serve the Lord more effec- 1 Corinthians 6:19 (Our bodies are Boyd K. Packer, “The Word of tively? What other bless- temples of God) Wisdom: The Principle and the ings have you received as Promises,” Ensign, May 1996, 17–19 you have strived to live a D&C 88:124 (Guidelines for keeping healthy life? our bodies and minds healthy) “Physical and Emotional Health,” For the Strength of Youth (2011), 25–27 What temptations do the D&C 89 (The Word of Wisdom) young women face that Video: “A Brand New Year 2010: could harm their health? Physical Health” What blessings will they receive as they observe the Lord’s law of health? Share experiences

See the appendix for other teaching and learning ideas.

291 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Display side by side a picture of keep our bodies and minds clean and a young woman and a picture of a healthy. temple. Ask the young women how • Write on the board “Why does the their bodies are like temples (see Lord want us to be healthy?” Invite 1 Corinthians 6:19). Invite each young the young women to share possible woman to discuss with someone else answers and look for additional an- in the class why it is important to swers throughout the lesson.

Learn together

Teaching tip Each of the activities below will help the young women understand why the Lord wants them to be healthy. Following the inspiration of the Spirit, select one or more that will “You should be careful not work best for your class: to talk more than necessary or to express your • Invite the young women to make Lord given us the Word of Wisdom?” opinion too often. These lists of things they are doing to keep Ask the young women to suggest actions can cause learners their minds and bodies healthy. some answers. Invite the young to lose interest. Think of Divide the class into groups, and women to read D&C 89:18–21 to find yourself as a guide on a assign each group to search one of the promises the Lord makes to those journey of learning who the following scriptures, looking for who obey the Word of Wisdom. How inserts appropriate com- counsel to help them keep their minds are each of these promises fulfilled in ments to keep those you and bodies healthy: D&C 88:124; D&C our lives? (If they need help under- teach on the correct path” 89:5–9; and D&C 89:10–16 (if they standing these promises, suggest (Teaching, No Greater Call need help understanding the counsel that they refer to President Boyd K. [1999], 64). in D&C 89, see True to the Faith, pages Packer’s explanation in his talk “The 186–88). Have each group report their Word of Wisdom: The Principle and findings. Ask the young women to the Promises”). Invite them to share review their lists and determine if their testimonies of this doctrine or of there are additional things they could blessings they have received by living do to maintain their health. Invite the the Word of Wisdom. young women who feel comfortable • Show the video “Physical Health,” doing so to share any changes they and invite the young women to plan to make that will bless them now watch for reasons we should keep and in the future. our bodies healthy—including both • If necessary, briefly review the temporal and spiritual reasons. Ask Word of Wisdom to ensure that the them to share what they find. As part young women understand the Lord’s of this discussion, consider sharing counsel regarding physical health. this statement from President Boyd K. Write on the board, “Why has the Packer: “Surely the Word of Wisdom

292 was given so that you may keep the • Invite the young women to read Teaching in the Savior’s delicate, sensitive, spiritual part of “Physical and Emotional Health” in way your nature on proper alert. Learn to For the Strength of Youth. Ask some of The Savior invited those ‘listen’ to your feelings. You will be the young women to list on the board He taught to act in faith guided and warned and taught and several items of counsel they find, and live the truths He blessed” (“The Word of Wisdom: The and ask others to list the blessings taught. How can you Principle and the Promises,” Ensign, promised to those who follow this invite the young women May 1996, 19). How has President counsel. Ask them to discuss how you teach to act in faith Packer’s promise been fulfilled in the the way they treat their bodies affects and keep their minds and lives of the young women? their spirits. How could they use the bodies healthy? How can lists on the board to explain their you inspire them to seek standards to friends of other faiths? the spiritual and physical Ask the young women to share what they learned today. What feelings or impressions benefits of living as the do they have? Do they understand why the Lord wants them to be healthy? Do they Lord has commanded? have any additional questions? Would it be worthwhile to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Keep track of what they eat for a • Complete Knowledge value project week and evaluate whether they are 3 in Personal Progress. following the Lord’s counsel regard- • Plan a Mutual activity that includes ing physical health. exercise and healthy foods.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

293 Selected Resources

Excerpt from Boyd K. Packer, “The Word of Wisdom: The to free the Israelites, but each time he reneged on his Principle and the Promises,” Ensign, May 1996, 17–19 promise. Finally, “the Lord said unto Moses, Yet will I bring one plague more upon Pharaoh, and upon Honor the principle of the Word of Wisdom and you Egypt; afterwards he will let you go. . . . All the first- will receive the promised blessings. “All saints,” the born in the land of Egypt shall die” (Ex. 11:1, 5). revelation promises, “who remember to keep and do these sayings, walking in obedience to the com- Moses told the Israelites to “take . . . a lamb . . . with- mandments,” are promised that they “shall receive out blemish, a male of the first year. . . . Neither shall health in their navel and marrow to their bones” ye break a bone thereof” (Ex. 12:3, 5, 46; see also and “shall run and not be weary, and shall walk and John 19:33). not faint” (D&C 89:18, 20). They were to prepare the lamb as a feast and “take The Word of Wisdom does not promise you perfect of the blood, and strike it on the . . . door post of the health, but it teaches how to keep the body you houses. . . . For I will pass through the land of Egypt were born with in the best condition and your mind this night, and will smite all the firstborn in the land alert to delicate spiritual promptings...... : and when I see the blood, I will pass over you, and the plague shall not be upon you to destroy And then there is a greater blessing promised in the you. . . . And this day . . . ye shall keep . . . by an Word of Wisdom. Those who obey it are promised ordinance for ever” (Ex. 12:7, 12–14). “When your that they “shall find wisdom and great treasures of children shall say unto you, What mean ye by this knowledge, even hidden treasures” (D&C 89:19). . . . ? . . . ye shall say, It is the sacrifice of the Lord’s This is the personal revelation through which you passover” (Ex. 12:26–27). can detect invisible crocodiles or hidden mines or other dangers. . . . Surely, young people, you see the prophetic symbol- ism in the Passover. Christ was “the Lamb of God” There’s a final promise in the revelation. Speaking (John 1:29, 36), the firstborn, male, without blem- again of those who keep and do and obey these ish. He was slain without breaking his bones, even commandments, the Lord said, “I . . . give unto though the soldiers were sent to do it. them a promise, that the destroying angel shall pass by them, as the children of Israel, and not slay But it is not from mortal death that we shall be them” (D&C 89:21). That is a remarkable promise. spared in such a passover if we walk in obedience to these commandments, for each of us in time shall To understand it, we must turn to the time of die. But there is spiritual death which you need not Moses. The Israelites had been enslaved for 400 suffer. If you are obedient, that spiritual death will years. Moses came as their deliverer. He called forth pass over you, for “Christ our passover is sacrificed plagues upon Egypt. The Pharaoh agreed each time for us,” the revelation teaches (1 Cor. 5:7).

294 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

What is the Lord’s way for providing for the poor and needy? When Jesus Christ came to earth, He spent much of His ministry caring for the poor and needy. Through His Church, the Lord has provided a way for us to care for those in need. He has asked us to give generously according to what we have received from Him. “The Lord’s way of caring for the needy is different from the world’s way. The Lord has said, ‘[Caring for the poor] must needs be done in mine own way.’ He is not only interested in our immediate needs; He is also concerned about our eternal progression. For this reason, the Lord’s way has always included self-reliance and service to our neighbor in addition to caring for the poor” (Dieter F. Uchtdorf, “Providing in the Lord’s Way,” Ensign or Liahona, Nov. 2011, 54).

Prepare yourself spiritually

How have you sought to What scriptures and other resources will help the young women understand how the follow the example of the Lord provides for the poor and needy? Savior in providing for Isaiah 58:6–11; Malachi 3:8–10; Linda K. Burton, “I Was a Stranger,” others? What experiences Matthew 25:35–40; D&C 82:18–19 Ensign or Liahona, May 2016, 13–15 could you share with the (Ways to care for the poor) young women? Jeffrey R. Holland, “Are We Not All James 1:27; Mosiah 18:27–28; D&C Beggars?” Ensign or Liahona, Nov. What principles of provid- 42:29–30 (The importance of caring 2014, 40–42 ing in the Lord’s way do for the poor and needy) the young women need “Members’ Efforts to Care for the to understand? How will Alma 34:27–28; Mormon 8:35–37: Poor and Needy and Give Service,” understanding these prin- D&C 56:16–18; 70:14 (The Lord’s Handbook 2: Administering in the ciples help them become warnings to those who do not care for Church (2010), 6.1.2 better disciples of Christ? the poor) Videos: “I Was a Stranger: Love One D&C 104:15–18 (Provide for the poor Another,” “I Was a Stranger—Invite a in the Lord’s way) Refugee to Dinner,” “When We Were Strangers,”Humanitarian videos Patrick Kearon, “Refuge from the Storm,” Ensign or Liahona, May 2016, 111–14

See the appendix for other teaching and learning ideas.

295 Share experiences

Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show one of the Church’s humani board, “What is the Lord’s way for tarian videos, and ask the young providing for the poor and needy?” women what they learn about helping Share with the young women the the poor and needy from the Church’s statement by President Dieter F. example. Invite them to share experi- Uchtdorf at the beginning of this ences they have had helping others. outline, and ask the young women to listen for answers to the question. • Ask the young women to list some Invite them to share what they find. of the temporal and spiritual needs How can we help the poor and needy a person might have. Write on the become more self-reliant?

Learn together

Teaching tip Each of the activities below will help the young women learn about the Lord’s way of providing for the poor and needy. Following the inspiration of the Spirit, select one or “When an individual more that will work best for your class: asks a question, consider inviting others to answer • In his talk “Refuge from the they can do to help refugees. Help the it instead of answering Storm,” Elder Patrick Kearon said, young women make plans to act on it yourself. For example, “There are an estimated 60 million these suggestions. you could say, ‘That’s an refugees in the world today. . . . It is • Divide the young women into interesting question. What shocking to consider the numbers pairs. Assign one member of each do the rest of you think?’ involved and to reflect on what this pair to read scriptures about the or ‘Can anyone help with means in each individual life.” To importance of caring for the poor and this question?’” (Teaching, help the young women become aware needy, and assign the other to read No Greater Call [1999], 64). of the refugee crisis and how they can scriptures that give warnings to those help, show them one or more of the who do not care for the poor and videos in this outline. How do they needy (for ideas, see the scriptures feel about the trials refugees face? You suggested in this outline). Invite the might invite class members in small young women to study their scripture groups to review Elder Kearon’s talk passages and then share with their or Sister Linda K. Burton’s talk “I partners what they learned. Ask them Was a Stranger,” looking for things

296 why caring for the poor and needy of discipleship.” Give class members Teaching in the Savior’s is so important to Heavenly Father. some time to think of ways they feel way Invite the young women to discuss God wants them to care for the poor The Savior was an exam- ways they can help those in need in and needy. Invite them to share their ple and mentor. He taught their families, ward, and community. feelings with the class. His disciples to pray by • Give class members copies of Elder • Invite a member of the bishopric praying with them. He Jeffrey R. Holland’s talk “Are We Not to share with the young women his taught them to love and All Beggars?” Ask each young woman feelings about caring for the poor and serve by the way He loved to choose one of the scripture passages needy and opportunities the young and served them. He Elder Holland quotes about helping women have to help ward or commu- taught them how to teach the poor and needy. Invite each young nity members in need. He could also His gospel by the way He woman to share the scripture passage discuss how sacred Church funds are taught it. How can you she has chosen and what it means to used, including fast offerings, humani follow His example? her. As a class, review Elder Holland’s tarian contributions, and donations counsel: “I don’t know exactly how to the Perpetual Education Fund each of you should fulfill your obli- (see Handbook 1: Stake Presidents and gation to those who do not or cannot Bishops [2010], 14.4). Consider using always help themselves. But I know class time to plan a specific service that God knows, and He will help you activity based on this discussion. and guide you in compassionate acts

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand what it means to provide for the needy in the Lord’s way? Do they have any additional questions? Would it be worthwhile to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete one of the following in • Follow President Thomas S. Personal Progress: Individual Worth Monson’s counsel to “pray for the value project 3 or Good Works value inspiration to know of the needs of experience 6. those around us, and then . . . go forward and provide assistance” (“God • Perform an act of service for some- Be with You Till We Meet Again,” one in need. Ensign or Liahona, Nov. 2012, 110).

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

297 Selected Resources

Excerpt from Jeffrey R. Holland, “Are We Not All Given the monumental challenge of addressing Beggars?” Ensign or Liahona, Nov. 2014, 40–42 inequity in the world, what can one man or woman do? The Master Himself offered an answer. When, In what would be the most startling moment of His prior to His betrayal and Crucifixion, Mary anointed early ministry, Jesus stood up in His home syna- Jesus’s head with an expensive burial ointment, gogue in Nazareth and read these words prophe- Judas Iscariot protested this extravagance and sied by Isaiah and recorded in the Gospel of Luke: “murmured against her” [see Mark 14:3–5; see also “The Spirit of the Lord is upon me, because he hath Matthew 26:6–9; John 12:3–5]. anointed me to preach the gospel to the poor; he hath sent me to heal the brokenhearted, to preach Jesus said: deliverance to the captives, and . . . set at liberty “Why trouble ye her? she hath wrought a good them that are bruised” [Luke 4:18].. . . work. . . . Down through history, poverty has been one of hu- “She hath done what she could.” mankind’s greatest and most widespread challenges. Its obvious toll is usually physical, but the spiritual “She hath done what she could”! What a succinct and emotional damage it can bring may be even formula! A journalist once questioned Mother Teresa more debilitating. In any case, the great Redeemer of Calcutta about her hopeless task of rescuing the has issued no more persistent call than for us to destitute in that city. He said that, statistically speak- join Him in lifting this burden from the people. As ing, she was accomplishing absolutely nothing. This Jehovah, He said He would judge the house of Israel remarkable little woman shot back that her work harshly because “the spoil of the [needy] is in your was about love, not statistics. Notwithstanding houses.” the staggering number beyond her reach, she said she could keep the commandment to love God “What mean ye,” He cried, “that ye beat my people and her neighbor by serving those within her reach to pieces, and grind the faces of the poor?” [Isaiah with whatever resources she had. “What we do is 3:14–15]. nothing but a drop in the ocean,” she would say The writer of Proverbs would make the matter on another occasion. “But if we didn’t do it, the piercingly clear: “He that oppresseth the poor re- ocean would be one drop less [than it is]” [Mother proacheth his Maker,” and “whoso stoppeth his ears Teresa of Calcutta, My Life for the Poor, ed. José Luis at the cry of the poor . . . shall [also] cry himself, but González-Balado and Janet N. Playfoot (1985), 20]. shall not be heard” [Proverbs 14:31; 21]. Soberly, the journalist concluded that Christianity is obviously not a statistical endeavor. He reasoned In our day, the restored Church of Jesus Christ had that if there would be more joy in heaven over one not yet seen its first anniversary when the Lord sinner who repents than over the ninety and nine commanded the members to “look to the poor and who need no repentance, then apparently God is not . . . needy, and administer to their relief that they overly preoccupied with percentages [see Malcolm shall not suffer” [D&C 38:35]. Note the imperative Muggeridge, Something Beautiful for God (1986), tone of that passage—“they shall not suffer.” That is 28–29, 118–19; see also Luke 15:7]. language God uses when He means business. So how might we “do what we can”?

298 Selected Resources

For one thing, we can, as King Benjamin taught, words—were turned out of their houses of prayer cease withholding our means because we see the “because of the coarseness of their [wearing] ap- poor as having brought their misery upon them- parel.” They were, Mormon says, “poor as to things selves. Perhaps some have created their own diffi- of the world; and also . . . poor in heart”[Alma culties, but don’t the rest of us do exactly the same 32:2–3]—two conditions that almost always go thing? Isn’t that why this compassionate ruler asks, together. Missionary companions Alma and Amulek “Are we not all beggars?” [Mosiah 4:19]. Don’t counter that reprehensible rejection of the shabbily we all cry out for help and hope and answers to dressed by telling them that whatever privileges prayers? Don’t we all beg for forgiveness for mis- others may deny them, they can always pray—in takes we have made and troubles we have caused? their fields and in their houses, in their families and Don’t we all implore that grace will compensate in their hearts [see Alma 34:17–27]. for our weaknesses, that mercy will triumph over But then, to this very group who had themselves justice at least in our case? Little wonder that King been turned away, Amulek says, “After [you] Benjamin says we obtain a remission of our sins by have [prayed], if [you] turn away the needy, and pleading to God, who compassionately responds, the naked, and visit not the sick and afflicted, and but we retain a remission of our sins by compassion- impart of your substance, if [you] have [it], to those ately responding to the poor who plead to us [see who stand in need—I say unto you, . . . your prayer Mosiah 4:11–12, 20, 26]. is vain, and availeth you nothing, and [you] are as In addition to taking merciful action in their behalf, hypocrites who do deny the faith” [Alma 34:28; em- we should also pray for those in need. A group of phasis added]. What a stunning reminder that rich Zoramites, considered by their fellow congregants or poor, we are to “do what we can” when others are to be “filthiness” and “dross”—those are scriptural in need.

299 NOVEMBER: SPIRITUAL AND TEMPORAL SELF-RELIANCE

How can I find solutions to my challenges and problems? Self-reliance includes the ability to find solutions to our own problems and challenges. Many of these solutions are found in the restored gospel of Jesus Christ. Our Heavenly Father is mindful of the challenges we face. He loves us and wants to help us. We should pray for guidance as we seek answers to our challenges in the scriptures and the words of the prophets and apostles.

Prepare yourself spiritually

How has the gospel What scriptures and other resources will help the young women understand how the provided solutions and gospel can help with life’s challenges? comfort during your chal- Proverbs 3:5–6; Matthew 11:28–30; Jeffrey R. Holland, “Like a Broken lenging times? Mark 4:36–39; Alma 7:11–13; Alma Vessel,” Ensign or Liahona, Nov. 2013, What issues or challenges 37:35–37; 38:5 (Seek the Lord’s help 40–42 do the young women face? with challenges and problems) “Physical and Emotional Health,” For What challenges might Thomas S. Monson, “We Never Walk the Strength of Youth (2012), 25–27 they face in the future? Alone,” Ensign or Liahona, Nov. 2013, What principles of the Video: “Sitting on the Bench: 121–24 gospel will help them suc- Thoughts on Suicide Prevention” cessfully cope with these Richard G. Scott, “Make the Exercise challenges? of Faith Your First Priority,” Ensign or Liahona, Nov. 2014, 92–95

Share experiences

See the appendix for other teaching and learning ideas.

300 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to name young women to look for ways the some challenges or problems youth truths of the gospel can help. their age are facing, and write their re- • Share an experience from your own sponses on the board. Ask the young life in which the gospel provided an- women to identify some unhealthy swers or assistance for a specific prob- or unproductive things youth might lem or challenge. Invite the young do to cope with these problems. women to share similar experiences Throughout the lesson, invite the from their own lives.

Learn together

Each of the activities below can help the young women learn how to find solutions to Teaching tip their own challenges. Following the guidance of the Spirit, select one or more that will “Be careful not to end work best in your class: good discussions too soon • Invite the young women to think • Share the following statement by in an attempt to present of a challenge or problem that young President Thomas S. Monson: “My all the material you have women today face. Ask them to dear sisters, your Heavenly Father prepared. Although it is browse the topic index in the most loves you—each of you. That love important to cover the recent conference issue of the Ensign never changes. It is not influenced material, it is more impor- or Liahona, looking for topics that by your appearance, by your pos- tant to help learners feel could help address that problem. sessions, or by the amount of money the influence of the Spirit, Invite them to search one of the talks you have in your bank account. It resolve their questions, in- related to those topics and share with is not changed by your talents and crease their understanding the class a statement that could help a abilities. It is simply there. It is there of the gospel, and deepen young woman overcome her chal- for you when you are sad or happy, their commitment to keep lenges. Encourage the young women discouraged or hopeful. God’s love is the commandments” to use the topic index to find help there for you whether or not you feel (Teaching, No Greater Call with their own challenges. you deserve love. It is simply always [1999], 64). there” (“We Never Walk Alone,” • Invite the young women to read the Ensign or Liahona, Nov. 2013, 123–24). last two paragraphs of “Physical and Invite the young women to share Emotional Health” in For the Strength experiences in which they felt God’s of Youth and look for counsel that love during a difficult challenge. Ask could help them or people they know. each young woman to read one of the What are some examples of “healthy scriptures from this outline and share solutions” we should seek when we how it could help someone who is have problems? What solutions does facing a challenge or problem that is the gospel of Jesus Christ offer? common among youth today. What

301 Teaching in the Savior’s does it mean to “trust in the Lord” or Thoughts on Suicide Prevention.” way come unto Christ when we need help? Invite the young women to share Are there other scriptures the young what they learn and to discuss how The Savior taught His women can think of that could help these teachings could help the person followers to think about with specific challenges or problems? they are thinking of. the scriptures for themselves and use them to • Ask the young women to think of • Ask class members to think of per- find answers to their own someone they know who is struggling sonal challenges or problems they are questions. How can you with mental or emotional challenges. facing. List on the board the four tools help the young women Give each young woman a copy of Elder Richard G. Scott mentions in his desire to turn to the scrip- Elder Jeffrey R. Holland’s talk “Like talk “Make the Exercise of Faith Your tures and the words of the a Broken Vessel.” Ask them to look First Priority,” and ask class members prophets as they seek an- for answers to his question “How to study about one of the tools they swers to their challenges? do you best respond when mental or feel could help them with their chal- emotional challenges confront you lenges. Invite them to share what they or those you love?” You might also learn from Elder Scott’s counsel. show the video “Sitting on the Bench:

Ask the young women to share what they learned today. Do they understand how to find solutions to life’s challenges in the gospel of Jesus Christ? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Study the scriptures with a specific • Choose a topic in the For the question or problem in mind. Record Strength of Youth pamphlet they in a journal the impressions and an- would like to improve in. Keep a swers from the Spirit. journal of their efforts and successes in the coming week.

302 Selected Resources

Excerpt from Dieter F. Uchtdorf, “Forget Me Not,” Ensign or of good report or praiseworthy” [Articles of Faith or Liahona, Nov. 2011, 120–23 1:13]. The problem comes when we put our happiness on hold as we wait for some future event—our golden First, forget not to be patient with yourself. ticket—to appear. . . . I want to tell you something that I hope you will take This is not to say that we should abandon hope or in the right way: God is fully aware that you and I are temper our goals. Never stop striving for the best not perfect. that is within you. Never stop hoping for all of the Let me add: God is also fully aware that the people righteous desires of your heart. But don’t close your you think are perfect are not. eyes and hearts to the simple and elegant beauties of each day’s ordinary moments that make up a rich, And yet we spend so much time and energy com- well-lived life. paring ourselves to others—usually comparing our weaknesses to their strengths. This drives us to The happiest people I know are not those who find create expectations for ourselves that are impossible their golden ticket; they are those who, while in pur- to meet. As a result, we never celebrate our good suit of worthy goals, discover and treasure the beauty efforts because they seem to be less than what some- and sweetness of the everyday moments. They are the one else does. . . . ones who, thread by daily thread, weave a tapestry of gratitude and wonder throughout their lives. These God wants to help us to eventually turn all of our are they who are truly happy. . . . weaknesses into strengths, [see Ether 12:27] but He knows that this is a long-term goal. He wants us to Fifth, forget not that the Lord loves you. . . . become perfect, [see 3 Nephi 12:48] and if we stay on Sisters, wherever you are, whatever your circum- the path of discipleship, one day we will. It’s OK that stances may be, you are not forgotten. No matter how you’re not quite there yet. Keep working on it, but dark your days may seem, no matter how insignifi- stop punishing yourself. cant you may feel, no matter how overshadowed you Dear sisters, many of you are endlessly compas- think you may be, your Heavenly Father has not for- sionate and patient with the weaknesses of others. gotten you. In fact, He loves you with an infinite love. Please remember also to be compassionate and Just think of it: You are known and remembered by patient with yourself. . . . the most majestic, powerful, and glorious Being in the Third, forget not to be happy now. . . . universe! You are loved by the King of infinite space and everlasting time! . . . So many people today are waiting for their own golden ticket—the ticket that they believe holds the God loves you because you are His child. He loves key to the happiness they have always dreamed you even though at times you may feel lonely or about. For some, the golden ticket may be a perfect make mistakes. marriage; for others, a magazine-cover home or per- The love of God and the power of the restored gospel haps freedom from stress or worry. are redemptive and saving. If you will only allow His There is nothing wrong with righteous yearnings—we divine love into your life, it can dress any wound, heal hope and seek after things that are “virtuous, lovely, any hurt, and soften any sorrow.

303

UNIT OVERVIEW December: Building the Kingdom of God in the Latter Days

“May the kingdom of God go forth, that the kingdom of heaven may come” (D&C 65:6).

The young women in your class were sent to the earth at this specific time to help prepare the world for the Second Coming of the Savior. They have special gifts and talents that the Lord wants them to use to help build His kingdom and share His gospel. The lessons in this unit will help them develop those gifts as they prepare to become leaders and teachers in the Church of and kingdom of God.

Outlines to choose from this month:

How can I invite others to come unto Christ? How does Heavenly Father want me to use my spiritual gifts? How can I prepare to establish a Christ-centered home? What can I do to help new members of the Church? How can I help my less-active friends return to church? What is Zion? How can I participate in the hastening of the Lord’s work?

Mutual

Visit lds.org/youth/learn to view this unit online.

305

Personal Progress For the Strength of Youth

The following activities from Personal Progress relate to The following standards from For the Strength of Youth the lessons in this unit: relate to the lessons in this unit:

Individual Worth value experience 7 Family

Good Works value experience 7 Friends

306 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

How can I invite others to come unto Christ? Each member of the Church has the responsibility to help others come unto Christ and receive the blessings of His restored gospel. Our testimonies and our good examples can inspire our friends and neighbors to want to learn more about the Savior and His gospel.

Prepare yourself spiritually

What experiences have What scriptures and other resources will inspire the young women to invite others to you had inviting others to come unto Christ? come unto Christ? What 1 Timothy 4:12 (Be an example of the M. Russell Ballard, “Put Your Trust are some effective ways believers) in the Lord,” Ensign or Liahona, Nov. you have found to talk 2013, 43–45 about the gospel with 1 Peter 3:15 (Be ready always to give others? an answer to those who ask about our Richard G. Scott, “I Have Given You beliefs) an Example,” Ensign or Liahona, May What opportunities do 2014, 32–35 the young women have to Mosiah 18:9 (We are willing to stand invite others to come unto as witnesses of God) David A. Bednar, “Come and See,” Christ? What experiences Ensign or Liahona, Nov. 2014, 107–10 have they had that they D&C 28:16; 100:3–8 (If we open our could share with each mouths, they will be filled with what “Missionary Work,” in chapter 5 of other? to say) Preach My Gospel (2004), 84

D&C 84:85 (If we treasure up the Video: “Because I Have Been Given word, the things we should say will Much” be given to us)

Share experiences

See the appendix for other teaching and learning ideas.

307 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Recite the Young Women theme as their families (or see Gospel Art Book, a class. Ask the young women how 109–10). Ask them to make a list of they would respond if a friend of the qualities or attributes a person another faith asked, “What do you needs in order to be a missionary. mean when you say, ‘We will stand as Which of these things can the young witnesses of God’?” women obtain right now? Help them understand that they do not need to • Invite the young women to show be called as full-time missionaries in pictures of full-time missionaries from order to share the gospel.

Learn together

Teaching tip Each of the activities below can help the young women learn how to invite others to come unto Christ. Following the guidance of the Spirit, select one or more that will “Testimonies are often work best in your class: most powerful when they are short, concise, and di- • Invite the young women to read women to search the rest of Elder rect” (Teaching, No Greater as a class Elder M. Russell Ballard’s Scott’s talk and share other counsel he Call [1999], 43). invitation in his talk “Put Your Trust gives. How can they apply his coun- in the Lord” (in the two paragraphs sel in their efforts to help others come beginning with “The key is that unto the Savior? you be inspired of God”). Share an • With permission of the bishop, experience you have had as you have invite a ward member (if possible, accepted this invitation, and invite the one of the young women) who is a young women to share their experi- convert to the Church to share his or ences. Give them time to think about her experiences being introduced to someone they could reach out to and the gospel. What influence did the invite to come unto Christ. examples of Latter-day Saint friends • Divide the class in half, and assign have on the person’s decision to one half to read about the example investigate the gospel? What advice of Grandmother Whittle in Elder would he or she give the young Richard G. Scott’s talk “I Have Given women about inviting others to come You an Example.” Assign the other unto Christ? Invite the young women half to read about the example of to ask any questions they have. (As Jeanene Watkins in the same talk. Ask an alternative, you could show the them to summarize these stories for video “Because I Have Been Given each other and share what they learn Much” and discuss the influence we from them about inviting others to can have in helping our friends accept come unto Christ. Invite the young the gospel.)

308 • Write the scripture references from that represents one way the gospel Teaching in the Savior’s this lesson on the board. Ask each has blessed her life. During class, way young woman to select one of the read together the story about Elder The Savior invited those scriptures, study it, and draw a pic- David A. Bednar’s sons in his talk who followed Him to ture that represents what the scripture “Come and See.” Why was the testify. How can you help teaches. Ask the young women to younger brother so enthusiastic about the young women feel share the messages of their scriptures, bandaging his friends’ arms? Invite more comfortable testify- based on their pictures. Then invite the young women to share the objects ing of their beliefs to those each young woman to read her scrip- or pictures they brought and describe around them? ture to the class and share what she the blessings these objects represent. plans to do to live by it. Encourage them to think of people they know who haven’t received these • Before class, invite each young blessings, and invite them to make a woman to bring an object or picture plan to share the gospel with them.

Ask the young women to share what they learned today. Do they understand how to invite others to come unto Christ? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Pray for opportunities to share the • Study chapter 3 of Preach My Gospel gospel and discuss in a future class to prepare to talk to others about the the experiences they have. restored gospel.

• Carry pass-along cards with them to school and look for opportunities to use them to share the gospel.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

309 Selected Resources

Excerpt from M. Russell Ballard, “Put Your Trust in the the full-time elders and sisters, it is inspiring, invig- Lord,” Ensign or Liahona, Nov. 2013 orating, and uplifting.

The key is that you be inspired of God, that you ask We are not asking everyone to do everything. We Him for direction and then go and do as the Spirit are simply asking all members to pray, knowing prompts you. When members view the work of sal- that if every member, young and old, will reach out vation as their responsibility alone, it can be intimi- to just “one” between now and Christmas, millions dating. When they view it as an invitation to follow will feel the love of the Lord Jesus Christ. And what the Lord in bringing souls unto Him to be taught by a wonderful gift to the Savior.

310 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

How does Heavenly Father want me to use my spiritual gifts? Spiritual gifts are blessings or abilities that are given by the power of the Holy Ghost. As children of Heavenly Father, we all have spiritual gifts. God gives us these gifts so that we can serve others and help build His kingdom. He has commanded us to diligently seek out and develop our spiritual gifts.

Prepare yourself spiritually

What spiritual gifts do What scriptures and other resources will help the young women understand spiritual you have? How have they gifts and how Heavenly Father wants them to be used? blessed you and others? 1 Corinthians 12:3–27; Moroni David A. Bednar, “Quick to Observe,” How have the spiritual 10:8–18; D&C 46:13–25 (Examples of Ensign, Dec. 2006, 31–36; Liahona, Dec. gifts of others blessed you? spiritual gifts) 2006, 14–20 How have you identified your gifts? D&C 46:8–10 (Why we are given spiri- “Spiritual Gifts,” True to the Faith tual gifts) (2004), 165–67 Why is it important for the young women to know D&C 46:11–12 (Spiritual gifts are “The Gifts of the Spirit,” Gospel about their spiritual gifts? given to everyone) Principles (2009), 125–32 How will this help them prepare for their future Articles of Faith 1:7 (We believe in Video: “Extraordinary Gift,”“With All roles, homes, and families? spiritual gifts) Your Heart”

Henry B. Eyring, “Help Them Aim High,” Ensign or Liahona, Nov. 2012, 60–67

Share experiences

See the appendix for other teaching and learning ideas.

311 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write these questions on the board: • Bring to class a gift-wrapped box What are spiritual gifts? How do I with “Doctrine and Covenants 46:8” identify my spiritual gifts? How does written on a piece of paper inside. Heavenly Father want me to use my Invite the young women to imagine gifts? Invite the young women to what might be inside the box. Ask one share possible answers to these ques- of them to open the box and read the tions. Invite them to look for addi- scripture. What are “the best gifts”? tional insights throughout the lesson. Encourage the young women to think about this question during this lesson.

Teaching tip

“Never ridicule or criticize Learn together any question or comment, Each of the activities below will help the young women learn about the gifts of the but show courtesy and Spirit. Following the inspiration of the Spirit, select one or more that will work best for love as you do your best your class: to respond. When people feel that their comments • Write on the board the following and Covenants 46:13–25 and find a are valued, they will three questions: Why are we given gift they are interested in learning share their experiences, spiritual gifts? Who is given spiritual more about. Give them time to study feelings, and testimonies gifts? (see D&C 46:9). What are some the gift they chose using resources more freely” (Teaching, No examples of spiritual gifts? Assign such as “The Gifts of the Spirit” in Greater Call [1999], 64). each of the young women one of the Gospel Principles (pages 125–30), scriptures from this outline that help “Spiritual Gifts” in True to the Faith answer these questions. Ask her to (pages 165–67), or the Topical Guide. study the scripture and share the an- Ask them to share what they find. swers she finds. Which of these gifts How can these gifts be used to help do the young women have? Which build the kingdom of God? would they like to have? (If any of • Ask the young women to list the the young women have received their gifts of the Spirit they know of (if patriarchal blessing, suggest that they they need help, refer them to the read their blessing later to find out scriptures suggested in this outline). which spiritual gifts they have been Invite them to read the list of “less given.) Invite the young women to conspicuous gifts” at the beginning of share their thoughts on how spiritual Elder David A. Bednar’s talk “Quick gifts can help them now and in their to Observe.” Ask the young women future roles and responsibilities. to share examples they have seen of • Invite the young women to read the people using one of these gifts to bless lists of spiritual gifts in 1 Corinthians the lives of others. What other “less 12:8–10; Moroni 10:9–16; or Doctrine conspicuous gifts” can the young

312 women think of? Share examples of • Show one of the videos in this Teaching in the Savior’s spiritual gifts you have noticed in outline and invite the young women way each of the young women in the class. to think of and share a talent or gift The Savior used the scrip- they see in each member of the class • Invite each young woman to tures to teach and testify (make sure that good qualities of each review the list of spiritual gifts on about His mission. How young woman are shared). Invite pages 165–66 of True to the Faith and can you use the scriptures the young women to read Matthew select one or more that she would in your lesson to teach and 25:14–30, or invite a class member to like to develop. Ask her to explain testify of how Heavenly retell the parable of the talents. How why she chose those gifts. How do Father wants the young does this parable relate to the gifts we develop spiritual gifts? Invite the women to use their spiri- God has given us? How can we use young women to search Doctrine tual gifts? our talents to serve others and fulfill and Covenants 46:7–12 and “We our responsibilities? Invite the young Can Develop Our Gifts” in Gospel women to write down their thoughts, Principles, page 130–31. Ask them to and ask a few of them to share what share what they learn. they wrote with the class.

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand spiritual gifts better? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Pray earnestly to understand their • Complete Individual Worth value own spiritual gifts and seek to use experience 7 in Personal Progress. them for the benefit of others.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

313 Selected Resources

Excerpt from Mervyn B. Arnold, “‘Messages from the “For all have not every gift given unto them; for Doctrine and Covenants: Seek Ye Earnestly the Best there are many gifts, and to every man is given a gift Gifts,’” Ensign or Liahona, Mar. 2005, 64–67 by the Spirit of God” (D&C 46:10–11).

What Are the “Best Gifts,” and Why Should We To find the gifts we have been given, we must pray Seek Them? and fast. Often patriarchal blessings tell us the gifts we have received and declare the promise of gifts The scriptures and modern-day prophets teach that we can receive if we seek after them. I urge you each there are many spiritual gifts (see Moro. 10:8; D&C to discover your gifts and to seek after those that 46:13–26). Their purpose, among other things, is to will bring direction to your life’s work and that will give us strength, lead us to do good, help us resist further the work of heaven. temptation, encourage and edify us, increase our wisdom, help us judge righteously, and help us During our time here on earth, we have been qualify for eternal life. . . . charged to develop the natural gifts and capabilities Heavenly Father has blessed us with. Then it will be The Savior commanded us to become perfect (see our opportunity to use these gifts to become teach- 3 Ne. 12:48). Although none of us will obtain per- ers and leaders of God’s children wherever they fection in this life, Heavenly Father will inspire us, may be found on earth. To exercise these gifts, we as we ponder and pray, to seek those gifts that will must develop a purity of heart. best help us perfect ourselves. President George Q. Cannon (1827–1901) stated: “If any of us are imperfect, it is our duty to pray for the gift that will make Excerpt from David A. Bednar, “Quick to Observe,” us perfect. . . . No man ought to say, ‘Oh, I cannot Ensign or Liahona, Dec. 2006, 31–36 help this; it is my nature.’ He is not justified in it, for In October 1987 Elder Marvin J. Ashton, a member the reason that God has promised to give strength to of the Quorum of the Twelve Apostles, spoke in correct these things, and to give gifts that will eradi- general conference about spiritual gifts. I recall with cate them” [in Millennial Star, Apr. 23, 1894, 260]. fondness the impact his message had upon me at that time, and the things he taught then continue to Excerpt from Robert D. Hales, “Gifts of the Spirit,” influence me today. In his message Elder Ashton de- Ensign, Feb. 2002, 12–20 tailed and described a number of less conspicuous spiritual gifts—attributes and abilities that many of A prerequisite for seeking after the gifts may require us might not have considered being spiritual gifts. that we find out which gifts we have been given. For example, Elder Ashton highlighted the gifts The scriptures further record: of asking; of listening; of hearing and using a still, “And again, verily I say unto you, I would that small voice; of being able to weep; of avoiding con- ye should always remember, and always retain tention; of being agreeable; of avoiding vain repeti- in your minds what those gifts are, that are given tion; of seeking that which is righteous; of looking to unto the church. God for guidance; of being a disciple; of caring for others; of being able to ponder; of bearing mighty testimony; and of receiving the Holy Ghost (see “There Are Many Gifts,” Ensign, Nov. 1987, 20).

314 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

How can I prepare to establish a Christ-centered home? Building the kingdom of God begins with building a righteous home and family. The family is the most important unit of the Church. As members of the Church, we should establish a home where the Spirit is present. A Christ- centered home offers us a place of defense against sin, refuge from the world, and committed, genuine love. Whether our home is large or small, it can be a “house of prayer, a house of fasting, a house of faith, a house of learning, a house of glory, a house of order, a house of God” (D&C 88:119).

Prepare yourself spiritually

What do you do to make What scriptures and talks will help the young women prepare to establish Christ- your home a defense centered homes? against sin and a refuge Ezekiel 16:44 (The importance of a Henry B. Eyring, “To My from the world? What mother’s example) Grandchildren,” Ensign or Liahona, do you do to teach your Nov. 2013, 69–72 children and family the Psalms 127:3; 2 Nephi 25:26; Mosiah gospel? 4:14–15; D&C 68:25–28; 88:119; 93:40 Richard G. Scott, “For Peace at (Parents are commanded to teach and Home,” Ensign or Liahona, May 2013, Consider the homes in nurture their children) 29–31 which the young women live. What experiences are Alma 53:20–21; 56:47–48 (Helaman’s L. Tom Perry, “Becoming Goodly they having now that will stripling warriors were taught by Parents,” Ensign or Liahona, Nov. 2012, help them raise their own their mothers) 26–28 righteous families? “The Family: A Proclamation to “Family,” For the Strength of Youth the World,” Ensign or Liahona, Nov. (2011), 14–15 2010, 129 Videos: “Motherhood: An Eternal Partnership with God”; “A House of Order, a House of God”

Share experiences

315 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Invite the young women to de- • Ask the young women what they scribe what they think a Christ- think the role of mothers is in build- centered home is like. What would ing the kingdom of God. Invite them they see there? What would they feel to think about their own mothers there? Ask them to suggest answers and other mothers they know and to the question “How can I prepare to share some of the qualities they have establish a Christ-centered home?” that the young women would like to emulate (for examples of qualities, see Proverbs 31:10–31).

Learn together

Teaching tip Each of the activities below will help the young women understand how to establish a Christ-centered home. Following the inspiration of the Spirit, select one or more that “Discussions in small will work best for your class: groups can instantly involve those who seem • Divide the class into three groups, • Ask the young women to list on to be losing interest and and assign each group to read one the board their best advice for a concentration” (Teaching, of the following scripture passages: couple about to be married. Divide No Greater Call [1999], 72). Mosiah 4:14–15, Alma 53:20–21, President Henry B. Eyring’s talk “To 56:47–48. Invite the young women to My Grandchildren” into sections, and make a list on the board of principles give the young women portions of the in these verses that will help them talk to read. Ask them to add items to establish Christ-centered homes. the list on the board that they find in Show one or both of the videos President Eyring’s talk and to discuss listed in this outline. Suggest that the what they can do now to prepare to young women think of themselves establish a Christ-centered home. as mothers while they watch. After • Read as a class the five things par- each video, ask the young women ents can do to create stronger family to discuss what the main message is cultures as described in Elder L. and what additional principles they Tom Perry’s talk “Becoming Goodly learned that will help them establish Parents.” Ask each young woman to Christ-centered homes. Consider choose one of Elder Perry’s sugges- adding these principles to the list on tions and share an example she has the board. Invite them to share ex- seen of families practicing the sugges- amples of these principles from their tion and how doing so helps estab- own families or other families. lish a Christ-centered home. Ask the

316 young women to read the last seven Father’s pattern. Invite them to read Teaching in the Savior’s paragraphs of the talk and share the last paragraph of “Family” in For way reasons establishing a strong family the Strength of Youth for some ideas. The Savior asked His culture is important. What can the • Divide the class into groups, and followers questions that young women do now to establish a divide Elder Richard G. Scott’s talk caused them to think and strong family culture in their homes? “For Peace at Home” among the feel deeply. He trusted • Why are patterns important? What groups. Ask the groups to study them and prepared them. is the pattern that Heavenly Father their sections of the talk, looking for Consider how you will has given us for establishing a Christ- descriptions or characteristics of a help the young women centered home? (see “The Family: A Christ-centered home. Invite them to understand the impor- Proclamation to the World,” para- share what they find by drawing pic- tance of raising a righteous graph 7). What can the young women tures of what a Christ-centered home posterity and preparing to do now to prepare to build a home is like. What can the young women do establish Christ-centered and family according to this pattern? to help their homes be more Christ- homes. Ask the young women what they centered now? How can they prepare would say to someone whose family to establish Christ-centered homes in situation does not match Heavenly the future?

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand how to establish a Christ-centered home? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Help their parents by being a posi- • Identify good mothers they know, tive influence in their homes now. learn from them, and follow their examples.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

317 Selected Resources

Excerpt from Henry B. Eyring, “To My Grandchildren,” “On these two commandments hang all the law and Ensign or Liahona, Nov. 2013 the prophets” [Matthew 22:35–40].

Heavenly Father has made each of us unique. No From that simple statement it is not hard to sum- two of us have exactly the same experiences. No two marize all I have learned about what choices lead to families are alike. So it is not surprising that advice happiness in families. I start with the question, “What about how to choose happiness in family life is hard choices have led me toward loving the Lord with all to give. Yet a loving Heavenly Father has set the same my heart and soul and with all my mind?” For me it path to happiness for all of His children. Whatever has been to choose to put myself where I felt the joy our personal characteristics or whatever will be our of forgiveness through the Lord’s Atonement. experiences, there is but one plan of happiness. That plan is to follow all the commandments of God. Excerpt from “The Family: A Proclamation to the For all of us, including my grandchildren contem- World,” Ensign, June 2006, 104 plating marriage, there is one overarching com- The family is ordained of God. Marriage between mandment that will help us to meet the challenges man and woman is essential to His eternal plan. and lead to the heart of a happy family life. It ap- Children are entitled to birth within the bonds plies to all relationships regardless of circumstances. of matrimony, and to be reared by a father and a It is repeated throughout the scriptures and in the mother who honor marital vows with complete teachings of the prophets in our day. Here is the fidelity. Happiness in family life is most likely to be Bible wording of the Lord’s advice to all who want achieved when founded upon the teachings of the to live together forever in loving happiness: Lord Jesus Christ. Successful marriages and fami- “Then one of them, which was a lawyer, asked him lies are established and maintained on principles of a question, tempting him, and saying, faith, prayer, repentance, forgiveness, respect, love, compassion, work, and wholesome recreational “Master, which is the great commandment in the law? activities. By divine design, fathers are to preside over their families in love and righteousness and “Jesus said unto him, Thou shalt love the Lord thy are responsible to provide the necessities of life and God with all thy heart, and with all thy soul, and protection for their families. Mothers are primar- with all thy mind. ily responsible for the nurture of their children. In “This is the first and great commandment. these sacred responsibilities, fathers and mothers are obligated to help one another as equal part- “And the second is like unto it, Thou shalt love thy ners. Disability, death, or other circumstances may neighbour as thyself. necessitate individual adaptation. Extended families should lend support when needed.

318 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

What can I do to help new members of the Church? For many people, becoming a member of the Church can be challenging. It may involve leaving behind old friendships and adjusting to a new way of life. Each new member of the Church needs friendship, a responsibility, and nurturing with “the good word of God” (Moroni 6:4). We can help new members by befriending them, serving alongside them, and sharing our testimonies with them.

Prepare yourself spiritually

What have you done to What scriptures and other resources will inspire the young women to strengthen new help strengthen new mem- members of the Church? bers? What did others do Luke 22:32; Romans 15:1–2; Moroni Neil L. Andersen, “Whoso Receiveth to help you after you were 6:4–5; D&C 81:5; 108:7 (Strengthen Them, Receiveth Me,” Ensign or baptized? fellow Saints) Liahona, May 2016, 49–52 Are any of the young John 21:15–17 (Feed my sheep) Dieter F. Uchtdorf, “You Are My women in your class new Hands,” Ensign or Liahona, May 2010, members? How have they Neill F. Marriott, “What Shall We 68–75 adapted to being mem- Do?” Ensign or Liahona, May 2016, bers of the Church? How 10–12 Videos: “Missionary Work and have other young women Retention: Georgia Elias”; “Help New helped them? Members Take a Name to the Temple”

Share experiences

See the appendix for other teaching and learning ideas.

319 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Read or share the story at the begin- • Invite the young women to de- ning of President Dieter F. Uchtdorf’s scribe some feelings that accompany talk “You Are My Hands.” Ask the new experiences, such as the first day young women to share their thoughts of a class, joining a club or a team, on how they can be the Savior’s hands or starting a new job. Ask them to for others. Share with the young discuss how these feelings might be women the paragraph at the begin- similar to those experienced by new ning of this outline, and ask the young members of the Church. Invite them women what they can do to be the to share related experiences they have Savior’s hands for a new member of had, either as new members them- the Church. selves or with other new members.

Learn together

Teaching tip Each of the activities below can help the young women learn how to strengthen new members of the Church. Following the guidance of the Spirit, select one or more that “Before the lesson begins, will work best in your class: assign one or two individuals to listen carefully • Invite the young women to visual- my sheep.” Ask the young women and be prepared to help ize or think about a Church member what they know about this statement. summarize a major point who reaches out to new converts, Invite them to listen for additional of the lesson or the en- who may come from different circum- insights as you read to the class John tire lesson” (Teaching, No stances than the member. The young 21:15–17. Who are the “sheep” and Greater Call [1999], 94). women could make a list on the board “lambs” in this passage? How are of things that this Church member new members of the Church like might do or not do to make new lambs? What does it mean to feed converts feel welcome. Elder Neil L. the Savior’s lambs? Invite the young Andersen in “Whoso Receiveth Them, women to share experiences they Receiveth Me” told several stories have had strengthening new mem- about people who reached out to new bers. What specific things can they do members, and Sister Neill F. Marriott to help new members in the future? in “What Shall We Do?” told about • Invite the young women to watch the welcome she received as a new the video “Missionary Work and convert from her husband’s step- Retention: Georgia Elias” and look grandmother. What can the young for things Georgia’s new ward did women learn from these stories that to help her stay strong in the gos- they can add to their list? pel after her baptism. What else do • Show a picture of the Savior hold- they learn from Georgia’s experience ing a lamb (see Gospel Art Book, 64). that can help them strengthen new Write on the board the words “Feed members? Invite the young women to

320 think about the new members in their Church. With the bishop’s permission, Teaching in the Savior’s ward. What questions might they invite one or two recent converts to way have? How could the young women class. Ask them to share their conver- As the Savior taught His help them? As part of this discussion, sion stories and their experiences as disciples, He responded you may want to show and discuss new members of the Church. Invite to their questions and lis- the video “Help New Members Take a the young women to ask their ques- tened to their experiences. Name to the Temple.” tions and discuss how they can help He was sincerely inter- new members make the transition • Write on the board scripture ref- ested in their answers to into the Church. erences (such as those listed in this His questions, and He re- outline) about our responsibility to • Invite the young women to read joiced in their expressions strengthen fellow Saints. Ask each “Friends” in For the Strength of Youth of faith. What can you do young woman to read one of the and look for answers to the ques- to show love and interest scripture references, thinking about tion “What does it mean to be a true for the young women in how it applies to new members of the friend?” Ask them to share what they your class? Church. Ask her to write on the board find and share an experience in which a short summary of her passage and someone was a true friend to them. share an example of the principle it Why is it especially important for us teaches. Ask the young women why it to be good friends to new members of is important to strengthen new mem- the Church? Invite the young women bers of the Church. to make a list of new members they know and discuss how they can apply • Help the young women think of the counsel in For the Strength of Youth questions they would like to ask to befriend them. someone who recently joined the

Ask the young women to share what they learned today. Do they understand how to strengthen new members of the Church? What feelings or impressions do they have? Do they have any additional questions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Invite a new member to come to a • Share their testimonies with a new Mutual activity or other ward event. member.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

321 Selected Resources

Excerpt from Dieter F. Uchtdorf, “‘You Are My While some did leave, many stayed—they came to Hands,’” Ensign or Liahona, May 2010, 68–75 church, tasted the sweetness of the gospel, and felt the tender embrace of caring brothers and sisters. A story is told that during the bombing of a city in They discovered “home.” And now, three and four World War II, a large statue of Jesus Christ was se- generations later, many families trace their Church verely damaged. When the townspeople found the membership back to these converts. statue among the rubble, they mourned because it had been a beloved symbol of their faith and of I hope that we welcome and love all of God’s God’s presence in their lives. children, including those who might dress, look, speak, or just do things differently. It is not good Experts were able to repair most of the statue, to make others feel as though they are deficient. but its hands had been damaged so severely Let us lift those around us. Let us extend a wel- that they could not be restored. Some suggested coming hand. Let us bestow upon our brothers that they hire a sculptor to make new hands, but and sisters in the Church a special measure of hu- others wanted to leave it as it was—a permanent manity, compassion, and charity so that they feel, reminder of the tragedy of war. Ultimately, the at long last, they have finally found home. . . . statue remained without hands. However, the people of the city added on the base of the statue An old Jewish legend tells of two brothers, Abram of Jesus Christ a sign with these words: “You are and Zimri, who owned a field and worked it to- my hands.” . . . gether. They agreed to divide both the labor and the harvest equally. One night as the harvest came to a When I was a young boy, during the aftermath of close, Zimri could not sleep, for it didn’t seem right World War II, Germany was broken and in ru- that Abram, who had a wife and seven sons to feed, ins. Many people were hungry, sick, and dying. should receive only half of the harvest, while he, I remember well the humanitarian shipments of with only himself to support, had so much. food and clothing that came from the Church in Salt Lake City. To this day, I can still remember So Zimri dressed and quietly went into the field, the smell of the clothing, and I can still taste the where he took a third of his harvest and put it in sweetness of the canned peaches. his brother’s pile. He then returned to his bed, satisfied that he had done the right thing. There were some who joined the Church because of the goods they received at that time. Some Meanwhile, Abram could not sleep either. He members looked down on these new converts. thought of his poor brother, Zimri, who was all They even called them an offensive name: Büchsen alone and had no sons to help him with the work. Mormonen, or “Canned-Food Mormons.” They re- It did not seem right that Zimri, who worked so sented these new members because they believed hard by himself, should get only half of the har- that once their temporal needs had been met, they vest. Surely this was not pleasing to God. And so would fall away. Abram quietly went to the fields, where he took a third of his harvest and placed it in the pile of his beloved brother.

322 Selected Resources

The next morning, the brothers went to the field discovered each other, and when they did, they and were both astonished that the piles still wept and embraced. Neither could speak, for their looked to be the same size. That night both broth- hearts were overcome with love and gratitude ers slipped out of their houses to repeat their [see Clarence Cook, “Abram and Zimri,” in Poems efforts of the previous night. But this time they by Clarence Cook (1902), 6–9].

323 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

How can I help my less-active friends return to church? As part of our commitment to “stand as witnesses of God at all times and in all things, and in all places” (Mosiah 18:9), we reach out to Latter-day Saint friends and neighbors who are not coming to church. We can help them by making sure they feel our genuine love and concern by sharing our testimonies through our words and actions and by including them in our activities.

Prepare yourself spiritually

What do you do to reach What scriptures and talks will help the young women learn how to help their less- out to less-active members active friends? you know? What experi- Luke 15 (Parables of the lost sheep, Brent H. Nielson, “Waiting for the ences can you share with lost coin, and prodigal son) Prodigal,” Ensign or Liahona, May the young women? 2015, 101–3 Luke 22:32; John 21:15–17; 1 Peter How do the young women 5:2–4 (The Lord commands us to Dieter F. Uchtdorf, “Come, Join with treat members of their strengthen each other) Us,” Ensign or Liahona, Nov. 2013, class who are less active? 21–24 What are some ways they Alma 31:34–35; D&C 18:10–16 (The could reach out to these worth of souls is great) Video: “Help Others Come Back to young women? Church,”“The Faith of Youth: The Mervyn B. Arnold, “To the Rescue: Ennis Family,”“Reach Out with Love” We Can Do It,” Ensign or Liahona, May 2016, 53–55

Share experiences

See the appendix for other teaching and learning ideas.

324 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Show the video “The Faith of they can help less-active friends Youth: The Ennis Family” or the video return to church. Collect the papers “Reach Out With Love” and ask the and pass them out to different young young women to share their thoughts women. Invite them to share the about helping others come back to ideas from the papers. Ask the young church. women to be thinking during the lesson of someone they know who is not • Write the title of the lesson on the active in the Church and to look for board. Invite the young women to ways they can help that person. write on a piece of paper one way

Learn together

Each of the activities below will help the young women understand how to help their Teaching tip less-active friends return to church. Following the inspiration of the Spirit, select one “Listening is an expression or more that will work best for your class: of love. It often requires • Ask the young women to think two stories from the talk that im- sacrifice. When we truly of a time when they lost something pressed her. Invite the young women listen to others, we often very valuable. What did they do to to discuss how the stories might give up what we want to try to find it? Assign each young apply to them as a class. Whom do say so they can express woman one of the three parables in they know who has not been attend- themselves” (Teaching, No Luke 15. Ask her to retell the parable ing church? How can they work Greater Call [1999], 66). in her own words and share a phrase together as a class to help that person from the parable that summarizes draw nearer to the Savior? You could what the Savior was teaching in the also invite the young women to look parable. What do the young women for the four main principles in Elder learn from the actions of the shepherd, Arnold’s talk. Do they know people the woman, and the father in these who exemplify these principles? What parables? How can they follow these can they do to be like these people? examples as they try to help those • Share the story of Elder Brent H. who are “lost” from the Church? Ask Nielson’s sister from his talk “Waiting the young women to share any expe- for the Prodigal” or share an experiences of friends or family members rience you have had helping a less- who have returned after being less ac- active friend or family member return tive, if they feel comfortable doing so. to church. Invite the young women • In advance, invite a young woman to read Alma 31:34–35 and D&C to read Elder Mervyn B. Arnold’s talk 18:10–16. What do these scriptures “To the Rescue: We Can Do It.” Ask teach about how Heavenly Father her to come prepared to share one or feels about His children? Help the

325 Teaching in the Savior’s young women make a list of less-ac- “Come, Join with Us.” Give the young way tive young women in the ward, and women an opportunity to role-play discuss as a class the great worth each how they would respond if a friend The Savior helped those of them has and things they can do to expressed one of these concerns. He taught grow spiritually invite those young women to return. and become converted • Show the video “Help Others by inviting them to act • Write on the board some reasons Come Back to Church.” Invite the in faith. How might you people give for not coming to church, young women to look for principles show the young women such as “I have doubts about the Elder Bednar teaches that will help you teach that you have Church’s teachings,” “I don’t fit in them be more effective as they invite confidence in their ability with people in the Church,” “I don’t their less-active friends to return to to live the gospel? think I could live up to the Church’s church. Why is family history work a standards,” “I know a member of good way to invite less-active friends the Church who is a hypocrite,” and to participate in church? What other so on. Invite the young women look activities could accomplish what for President Dieter F. Uchtdorf’s Elder Bednar is describing? responses to these concerns in his talk

Ask the young women to share what they learned today. What feelings or impressions do they have? Do they understand how to help their less-active friends? Do they have any additional questions? Would it be helpful to spend more time on this topic?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Complete Good Works value expe- church and invite that person to come rience 7 in Personal Progress. to church or a Mutual activity.

• Pray for inspiration on how to help • Follow through with any plans a friend or family member return to they made today to reach out to a less-active class member.

Related Youth Activities Plan a Mutual activity that will help the young women apply what they learned in this lesson.

326 Selected Resources

Excerpt from Richard C. Edgley, “The Rescue for Real With tears rolling down her cheeks, she continued, “I Growth,” Ensign or Liahona, May 2012, 52–54 know that my mother and father have been praying for me for years to bring me back into the Church.” One Sunday morning some 30 years ago, while I Then after a moment of silence, she said, “For the last was serving in a stake presidency, we received a three months I have been praying to find the courage, telephone call from one of our faithful bishops. He the strength, and the way to come back into activity.” explained that his ward had grown so rapidly that Then she asked, “President, do you suppose this call- he could no longer provide a meaningful calling ing could be an answer to those prayers?” to all worthy members. His plea to us was that we divide the ward. While waiting for such approval, My eyes started to water as I responded, “I believe we decided as a stake presidency that we would the Lord has answered your prayers.” visit the ward and call all these wonderful, worthy She not only accepted the call; she became a fine brothers and sisters to be stake missionaries. missionary. And I’m certain she brought much joy About the third person I visited was a young female not only to herself but also to her parents and proba- student attending the local university. After chatting bly other family members. for a few moments, I issued the call to serve as a There were several things I learned or was reminded missionary. There was silence for a few moments. of with this and similar interviews: Then she said, “President, don’t you know that I am not active in the Church?” • I learned that many less-active members have loved ones on their knees daily petitioning the After a few moments of silence on my part, I said, Lord for help in rescuing their loved one. “No, I did not know you were not active.” • I learned that it is not all that easy or comfortable She answered, “I have not been active in the Church for a less-active member to just walk back into the for years.” Then she said, “Don’t you know that Church. They need help. They need support. They when you have been inactive, it’s not all that easy to need fellowship. come back?” • I learned we have less-active members who are I responded, “No. Your ward starts at 9:00 a.m. You trying and willing to find the path back to activity. come into the chapel, and you are with us.” • I learned that many less-active members will She answered, “No, it is not that easy. You worry hold callings if asked. about a lot of things. You worry if someone will greet you or if you will sit alone and unnoticed during the • I learned that a less-active member deserves to meetings. And you worry about whether you will be be treated as an equal and be viewed as a son or accepted and who your new friends will be.” daughter of a loving God.

327 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

What is Zion? The Lord commands us to “seek to bring forth and establish the cause of Zion” (D&C 6:6). Zion refers to the Lord’s people who are of one heart and one mind and dwell together in righteousness. We can establish Zion by building unity and spiritual strength in our homes, wards or branches, and communities.

Prepare yourself spiritually

Prayerfully study these scriptures and resources. What do you feel will help the young How do you strive to live women learn how to establish the cause of Zion? the principles of Zion Mosiah 18:21; D&C 38:26–27 (We Henry B. Eyring, “Our Hearts Knit as in your life and family? should seek unity) One,” Ensign or Liahona, Nov. 2008, When have you felt a spirit 68–71 of unity in a ward or in 1 Nephi 13:37; D&C 6:6 (Seek to bring your family? forth Zion) D. Todd Christofferson, “Come to Zion,” Ensign or Liahona, Nov. 2008, Are the young women 4 Nephi 1:1–18 (The Nephites and 37–40 unified as a sisterhood? Lamanites live together in a Zion-like What can they do to estab- state) Bonnie L. Oscarson, “Sisterhood: Oh, lish Zion? What obstacles How We Need Each Other,” Ensign D&C 97:21; Moses 7:18 (What is might they face? or Liahona, May 2014, 119–121 Zion?) “Zion,” True to the Faith (2004), 189–90

“As Sisters in Zion,”Hymns, no. 309

Share experiences

See the appendix for other teaching and learning ideas.

328 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write “Zion” on the board, and • Sing together the first verse of “As ask the young women to list words Sisters in Zion” (Hymns, no. 309). Ask that come to mind when they think the young women to find words and of Zion. Invite them to read pages phrases in the hymn that teach about 189–90 of True to the Faith to add to Zion. Encourage the young women to their definition. What is our role as share what they believe their role is in women in building Zion? establishing a Zion-like home, ward, or community.

Learn together

Each of the activities below will help the young women understand what Zion is. Teaching tip Following the inspiration of the Spirit, select one or more that will work best for your “We should not attribute class: statements to Church lead- • Read as a class D&C 38:27 and “What does it mean to flee Babylon ers without confirming the Moses 7:18. What does it mean to and come to Zion?” Divide the class source of the statements. be of one heart and one mind? Why into three groups, and assign each When we quote scriptures, is unity such an important part of of the groups to read the “Unity,” we should ensure that building Zion? Divide one of the con- “Holiness,” or “Caring for the Poor” our use of them is consis- ference talks in this outline among the section of the talk. Invite them to tent with their context” young women, and ask them to find discuss in their groups things they (Teaching, No Greater principles that could help us achieve can do to apply these principles to Call [1999], 53). more unity in our families and as a build Zion in their current and future Young Women class. Invite the young homes. Ask them to share what they women to write the principles they discussed with the rest of the class. find on the board. What are some • Divide the class into two groups. obstacles that prevent young women Ask one group to read and discuss from achieving unity? How can they Mosiah 18:21 and Doctrine and overcome these obstacles? Encourage Covenants 97:21, and ask the other the young women to set personal group to read and discuss Doctrine goals to apply one of these principles and Covenants 38:27 and Moses 7:18. to increase the unity in their families. Invite the groups to plan an object les- Work together to set a similar goal to son they could use to teach the rest of be more united as a class. the class what they learned from their • As a class, read the first five scriptures (if they need help, share paragraphs of Elder D. Todd with them “Comparisons and Object Christofferson’s talk “Come to Zion,” Lessons” on pages 163–64 of Teaching, looking for answers to the question No Greater Call). Ask them to share

329 Teaching in the Savior’s their ideas with each other. What do words or phrases that describe the way they learn from these scriptures that Zion-like society the Nephites and can help them build Zion in their Lamanites established after the com- In every setting the Savior families, their class, and their ward or ing of Christ. Invite them to make was the example and branch? another list of specific things they can mentor for His disciples. do as individuals or as a class to live He taught them to live by • Invite the young women to read these principles and encourage others the way He lived. How 4 Nephi 1:1–18 and list on the board to do the same. will your example of love and unity affect the young Ask the young women to share what they learned today. What feelings or impressions women’s desire to strive do they have? Do they understand what Zion is? Do they have any additional ques- toward Zion? tions? Would it be helpful to spend more time on this doctrine?

Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Reach out to someone who doesn’t • Strengthen a relationship with a feel included in their circle of friends. family member or friend (see Divine Nature value experience 3 in Personal Progress).

330 Selected Resources

Excerpt from Henry B. Eyring, “Our Hearts Knit as One way I have seen it done is to search for any- One,” Ensign or Liahona, Nov. 2008, 68–71 thing on which we agree. To be that peacemaker, you need to have the simple faith that as children The joy of unity He wants so much to give us is of God, with all our differences, it is likely that in not solitary. We must seek it and qualify for it with a strong position we take, there will be elements of others. It is not surprising then that God urges us truth. The great peacemaker, the restorer of unity, is to gather so that He can bless us. He wants us to the one who finds a way to help people see the truth gather into families. He has established classes, they share. That truth they share is always greater wards, and branches and commanded us to meet and more important to them than their differences. together often. In those gatherings, which God has You can help yourself and others to see that com- designed for us, lies our great opportunity. We can mon ground if you ask for help from God and then pray and work for the unity that will bring us joy act. He will answer your prayer to help restore and multiply our power to serve. . . . peace, as He has mine...... Pride is the great enemy of unity. You have seen That leads to another principle of unity. It is to speak and felt its terrible effects. Just days ago I watched well of each other. Think of the last time you were as two people—good people—began with a mild asked what you thought about how someone else disagreement. It started as a discussion of what was doing in your family or in the Church. It hap- was true but became a contest about who was right. pened to me more than once in the past week. Now, Voices became gradually louder. Faces became a there are times we must judge others. Sometimes little more flushed. Instead of talking about the is- we are required to pronounce such judgments. But sue, people began talking about themselves, giving more often we can make a choice. . . . evidence why their view, given their great ability and background, was more likely to be right. . . . Realizing that you see others in an imperfect light will make you likely to be a little more generous Happily I am seeing more and more skillful peace- in what you say. In addition to that scripture, you makers who calm troubled waters before harm might remember your mother saying—mine did— is done. You could be one of those peacemakers, “If you can’t say anything good about a person, whether you are in the conflict or an observer. don’t say anything at all.”

331 DECEMBER: BUILDING THE KINGDOM OF GOD IN THE LATTER DAYS

How can I participate in the hastening of the Lord’s work? We live in the last days, when the Lord is fulfilling His promise: “Behold, I will hasten my work in its time” (D&C 88:73). Young women play an important role in this work. We can participate by inviting all to come unto Christ through sharing the gospel, giving Christlike service, strengthening new members, rescuing the less active, and providing saving ordinances for the dead.

Prepare yourself spiritually

What evidence have What scriptures and other resources will inspire the young women to participate in the you seen that the Lord is hastening of the Lord’s work? hastening His work in our Isaiah 11:9; 1 Nephi 13:37; 14:14 Linda K. Burton,“Wanted: Hands and day? What experiences (Prophecies about the Lord’s work) Hearts to Hasten the Work,” Ensign or could you share that might Liahona, May 2014, 122–24 inspire the young women Mosiah 28:1–3 (The sons of Mosiah to be active participants in desire to preach the gospel) Carole M. Stephens, “We Have this work? Great Reason to Rejoice,” Ensign or Moses 1:39 (God describes His work) Liahona, Nov. 2013, 115–17 What talents and gifts do D&C 138:56 (Faithful children of God you notice in the young Hastening the Work of Salvation women that could make were prepared in premortality to them particularly effective labor in the Lord’s vineyard) Video: “Our Spiritual Passport” in advancing the Lord’s Carol F. McConkie, “Here to Serve a work? What are they al- Righteous Cause,” Ensign or Liahona, ready doing to participate Nov. 2015, 12–14 in the work?

Share experiences

See the appendix for other teaching and learning ideas.

332 Introduce the doctrine

Choose from these ideas or think of your own to introduce this week’s lesson:

• Write the word hasten on the board, they think the Lord’s work needs to and ask someone to read Doctrine be hastened in our day. and Covenants 88:73. Invite the young • Write on the board, “What is the women to discuss what it means to Lord’s work?” Invite young women hasten something (if necessary, they to come to the board and write could look the word up in a dictio- possible answers to this question. nary). Ask the young women why Encourage them to add to this list as they learn more during this lesson.

Learn together

Each of the activities below will help the young women discover how they can partici- Teaching tip pate as the Lord hastens His work. Following the inspiration of the Spirit, select one or “You can demonstrate more that will work best for your class: that you are listening by • A few days in advance, ask the talks, ask them to summarize the sto- displaying an expression young women to visit the Hastening ries for the rest of the class and discuss of interest. You can look the Work of Salvation section of what they learn about participating in at the speaker rather than LDS.org and review some of the the Lord’s work. What do these stories at your lesson materials resources there. Invite them to come teach them about how to participate in or other things in the to class prepared to share some- the work of salvation? In what ways room. You can encourage thing from the site that has inspired are they already participating? the speaker to complete them to participate more fully in the his or her thoughts with- • Write questions like the following Lord’s work. out interruption. You on the board: What can young women can avoid jumping into • Invite each young woman to read do to participate in the Lord’s work? conversations prematurely (individually or in small groups) What helps you feel the excitement and with advice or judgments” one of the stories in Sister Carol F. urgency of the work? How are your expe- (Teaching, No Greater McConkie’s talk “Here to Serve a riences preparing you to participate in the Call [1999], 66). Righteous Cause” or Sister Carole M. work? Ask the young women to read Stephens’s talk “We Have Great the scriptures suggested in this out- Reason to Rejoice.” You could also line or watch the video “Our Spiritual invite a ward member who recently Passport” to help them answer one or joined the Church or recently returned more of these questions. Invite them to activity to share his or her experi- to share what they find. ences. If the young women read the

333 Teaching in the Savior’s • Read together the list of “help of the Lord’s work. Encourage them way wanted” signs in Sister Linda K. to include on their signs some of the Burton’s talk “Wanted: Hands and qualifications for doing this work and The Savior asked ques- Hearts to Hasten the Work.” Invite the blessings that come from it. Invite tions that caused His the young women to pick items from them to share their signs and to share followers to think and feel the list and make signs that invite experiences they have had participat- deeply. They knew He people to participate in those aspects ing in the Lord’s work. loved them, and they felt safe sharing their thoughts Ask the young women to share what they learned today. What feelings or impressions and personal feelings. As do they have? Do they understand how they can participate in the hastening of the you sincerely listen and Lord’s work? Do they have any additional questions? Would it be helpful to spend show interest in the young more time on this topic? women’s answers and insights, you will help them to feel the Savior’s love. Live what we are learning

Invite the young women to consider how they will live by what they have learned today. For example, they could:

• Invite a friend to a Mutual activity confirmed. Go to the temple to receive or another Church event. those ordinances for their ancestors.

• Use FamilySearch.org to find ances- • Share their testimony of the gospel tors who have not been baptized and with a friend or family member.

334 APPENDIX Learning and Teaching Ideas

The Savior used the scriptures to teach and testify about His mission. He taught people to ponder the scriptures and use them to help answer questions. He helped them discover gospel lessons in their own experiences and in the world around them by using examples that they could relate to. He invited them to become witnesses of His teachings by teaching and testifying to others and in this way deepen their understanding of the doctrine. Part of your responsibility as a teacher of youth is to prepare learning activities that follow the principles exemplified by the Savior. Use the ideas in this appendix or other teaching strategies you think of to help the youth search the words of the prophets, see examples of the principles they are learning, and share the gospel with others. You can adapt these ideas to any lesson topic. As you plan activities, remember that one of your main objectives in teaching youth is to encourage them to share what they learn. As youth express gospel truths, these truths are confirmed in their hearts and minds by the power of the Holy Ghost. Sharing the gospel with others also allows the youth to strengthen one another— hearing a gospel truth from a peer is sometimes more powerful than hearing it from a leader or teacher.

Visit lds.org/youth/learn to view these ideas online.

335 Activities to Introduce the Doctrine

The following activities can: • Help youth review the doctrine they learned in a previous lesson and ensure that their understanding is correct. • Introduce the doctrine the youth will be learning about in class or quorum meeting. The youth can participate in these activities individually, in small groups, or as a class or quorum. Remember that the best ideas will come to you as you consider the needs of the youth you teach.

Help the youth review the doctrine, and ensure that their understanding is correct Share what you remember Share applications Have youth share something they remember or Share what you did to apply what was taught in learned from last week’s lesson. last week’s lesson. Invite the youth to share what they did. Write a statement on the board Invite the youth to write on the board a summary Ask questions statement of what they learned. Ask the youth to answer questions that were ad- dressed in last week’s lesson. Draw what you learned Invite the youth to draw a picture of what they Share scriptures learned. Invite the youth to share a scripture that they remember from last week’s lesson. What impressed you? Invite several youth to share what impressed them Teach what you know about the lesson. Ask the youth to teach another member of the class or quorum what they remember about the doctrine Summarize in one word or sentence taught last week. Invite the youth to summarize in one word or one sentence what they learned. Explain a phrase Write on the board a phrase from last week’s lesson, Compare to an object or picture and ask the youth to explain it. Show an object or picture to the youth, and ask how it relates to the previous lesson.

Introduce the doctrine the youth will be learning about in class or quorum meeting Find the doctrine in the scriptures Sing a hymn Invite the youth to look in the scriptures for a verse Invite the youth to sing a hymn related to the doc- that teaches the doctrine of the lesson. trine.

Ask a question Answer the question in the lesson title Invite the youth to respond to a question about the Write on the board the question in the title of the doctrine. lesson, and invite the youth to ponder how they would answer it.

336 Role-play Find and share scriptures Ask the youth to role-play a situation in which Ask the youth to find a scripture that helps answer someone asks them a question about the doctrine. the question in the title of the lesson. How would they answer? Summarize what you know Explain what you know Invite the youth to summarize in a few words or Ask class members to explain what they know phrases what they know or have experienced about about the doctrine. the doctrine.

Divide the doctrine into parts Anonymous survey Divide the doctrine into parts, and assign different Give the youth a short, anonymous survey that youth to explain what each part means. asks about their feelings or experiences related to the doctrine. Explain a picture or object Show the youth a picture or object related to this Quiz week’s lesson, and ask them to explain it. Give the youth a brief quiz to find out what they already know about the doctrine. Draw a picture Invite the youth to draw a picture that represents Make a list of words what they understand about the doctrine you will Ask the youth to think of words that relate to the be discussing. doctrine they will be discussing. Which words or phrases do they have questions about?

Activities for Learning Together

The following activities can help youth: • Search the scriptures and words of the prophets and consider their meaning. • See examples of the doctrine you are discussing. • Share their thoughts and feelings about the doctrine with others. The youth can participate in these activities individually, in small groups, or as a class or quorum. Remember that the best ideas will come to you as you consider the needs of the youth you teach.

Search the scriptures and words of the prophets and consider their meaning Look for answers to questions Make a list Invite the youth to look for answers to your ques- Ask the youth to make a list of key points they tions or questions they have about the doctrine and learn about the doctrine from the scriptures or discuss what they find. words of the prophets. Invite them to share what they find. Look for words and phrases Invite the youth to find words, phrases, and exam- Matching verses ples that help them understand the doctrine. Give the youth some scripture references and brief statements that summarize what each scripture Summarize in a few words passage teaches. Ask them to read the scriptures Ask the youth to summarize a scripture or message and match each one with its summary statement. from a prophet in a few words.

337 Match a picture Draw a picture Ask the youth to match pictures to scriptures pas- Invite youth to draw a picture of what they read in sages. Invite them to share insights they gain from the scriptures and words of the prophets. the passages and the pictures. Find a scripture Fill in the blanks Invite the youth to find a scripture passage about Write a statement with missing words on the board. the doctrine and share what it means. Invite the youth to look for words or phrases from the scriptures that could complete the statement. Linking related scriptures Help the youth make a list of scriptures related to Compare examples the doctrine, read them, and write the references in Invite the youth to read two or more stories or pas- the margins of their scriptures. sages from the scriptures and compare what they teach about the doctrine. Find and sing hymns Invite the youth to find hymns about the doctrine and sing them together.

See examples of the doctrines and principles you are teaching Interview others Visualize Ask the youth to interview others about their expe- Ask the youth to visualize someone living the riences with the doctrine. doctrine.

See examples in the scriptures Role-play Invite the youth to read or hear about individuals Invite the youth to role-play or imagine a situation in the scriptures who lived the doctrine. that illustrates the doctrine.

See examples of other Latter-day Saints Watch media Invite the youth to read or hear about other Latter- Invite the youth to view Church-produced media day Saints who live the doctrine. (such as DVDs or video clips from LDS.org).

Share examples Hear a panel discussion Share your own examples of people who live the Invite approved guests to answer questions or dis- doctrine, and ask the youth to share their examples. cuss a topic with the youth.

Discuss a story Listen to a guest speaker Invite the youth to describe how a story (from the Invite an approved guest speaker to discuss the scriptures or words of the prophets) exemplifies the doctrine. doctrine.

Share their thoughts and feelings about the doctrines with others Prepare a talk Teach another class Ask the youth to prepare to give a talk about the Ask the youth to prepare a brief lesson about the doctrine. doctrine and teach it to another class (as approved by the bishop). Teach the lesson Invite a member of the class or quorum to teach Teach someone part of the lesson. Help the youth think of ideas about how they could teach the doctrine to someone else.

338 Testify of the doctrine Ask questions Invite class or quorum members to share their testi- Ask the youth to think about the doctrine and ask monies of the doctrine. questions about it. Answer them together.

Write about the doctrine Explain a picture or object Ask class members to write what they have learned Invite the youth to explain how a picture or object or their thoughts and feelings about the doctrine. illustrates the doctrine.

Explain what it means Draw a picture Ask the youth what the doctrine means to them. Ask the youth to draw a picture or diagram or create a poster that illustrates the doctrine. Discuss questions Invite the youth to discuss questions about the Share a Personal Progress or Duty to God meaning and importance of the doctrine. experience Invite the youth to share or teach something they have done in Duty to God and Personal Progress related to the doctrine.

Activities to Invite the Youth to Act

The following activities can help youth see how the gospel applies to their lives. In general, the youth should be encouraged to make their own plans to act on what they learn. These activities can help give them ideas. The youth can participate in these activities individually, in small groups, or as a class. Remember that the best ideas will come to you as you consider the needs of the youth you teach.

Make plans to live the doctrine Ponder what to do Discuss the importance of the doctrine Invite the youth to ponder what they can do to Invite the youth to discuss the importance of the apply the doctrine. doctrine in their lives.

Write what to do Record testimony Invite the youth to write down what they will do to Ask the youth to record their testimony of the apply the doctrine. doctrine.

Counsel with the class or quorum Interview others Invite the youth to counsel together as a class or Invite the youth to interview others to find out quorum about how to apply the doctrine. about their experiences and thoughts about the doctrine. Share feelings and testimony Invite the youth to share their feelings and testimo- Make a list ny about the doctrine and explain why it is impor- Invite the youth to make a list of blessings they tant to them. have received from applying the doctrine.

Create a teaching outline Invite the youth to create an outline to teach others about the doctrine.

339 Overcome a challenge or problem Invite youth to share a challenge or question they have and share how a doctrine or scripture helps them.

Likening Ask the youth to apply something from the scriptures or words of living prophets to their lives.

Do activities in Duty to God or Personal Progress Invite the youth to do an activity from the Duty to God or Personal Progress books.

340 Come, Follow Me Young Women 2017