Book of Mormon Video Guide

Prepared by the

Church Educational System

Published by

The Church of Jesus Christ of Latter-day Saints

Salt Lake City, Utah

Send comments and corrections, including typographic errors, to

CES Editing, 50 E. North Temple Street, Floor 8, Salt Lake City, UT 84150-2772 USA.

E-mail: <[email protected]g>

Printed in the United States of America

English approval: 7/05

VIDEO

LESSON SCRIPTURE BLOCK TITLE PAGE

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

1 Book of Mormon For Our Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2 1 Nephi 9 “For a Wise Purpose” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

3 1 Nephi 17 “I Will Prepare the Way” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

4 2 Nephi 2 “Act for Themselves” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

5 2 Nephi 28 Spiritual Crocodiles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

6 Jacob 2 Pride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

7 Jacob 5–6 The Olive Tree Allegory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

8 Enos “And My Soul Hungered” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

9 Omni An Overview of Book of Mormon History . . . . . . . . . . . . . . . . . . . . . . . . . . 11

10 Mosiah 2–5 Becoming Children of Christ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

11 Mosiah 18:1–16 “Stand as Witnesses” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

12 Alma 5 “Can You Imagine?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

13 Alma 36 “God Has Delivered Me” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

14 Alma 39 “These Things Are an Abomination” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

15 Alma 40–42 The Mediator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

16 Alma 43–48 “Firm in the Faith of Christ” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

17 Helaman 1–12 The Pride Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

18 3 Nephi 17 “My Joy Is Full” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

19 4 Nephi–Mormon 6 “O Ye Fair Ones” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

iii

Contents

The Book of Mormon video materials consist of a DVD

or two videocassettes and this guide. They have been

prepared by the Church Educational System for use in

the Book of Mormon seminary course.

The DVD or two videocassettes contain presentations

designed to help you teach the Book of Mormon. This

guide provides suggestions for using the presentations

effectively.

QUESTIONS YOU MAY ASK

WHAT IS THE RELATIONSHIP BETWEEN THIS

GUIDE AND THE TEACHER RESOURCE MANUAL?

Because video presentations are updated more

frequently than printed materials, the video guide is

packaged separately from the teacher resource manual.

The teaching suggestions in the video guide may be

used instead of or in addition to those in the teacher

resource manual. Carefully read both the video guide

and the teacher resource manual to be sure you cover the

entire scripture block.

The teacher resource manual includes reminders when a

video presentation is available for a given scripture

block.

As you prepare, you may discover additional ways to

use the videos. Feel free to incorporate your own

teaching ideas, but maintain the continuity and flow of

the principles being taught.

HOW DO I PREPARE TO USE THESE MATERIALS?

It is important that you seek the Spirit of the Lord

through prayer, scripture study, and pondering.

Successful teaching of the scriptures begins as you

become familiar with the scripture block and with the

printed and video resources available. Then, under the

direction of the Spirit, select and organize appropriate

instructional activities that will meet the needs of your

students.

The video presentations have materials and methods

that require advance preparation. Read through all the

suggestions in the video guide and make the necessary

preparations before showing the video. Preview the

video presentation more than once if possible.

The video guide suggests things to do before, during,

and after the video.

Remember that each video presentation serves as only

a part of the instructional activities for teaching a

scripture block. Give careful attention to how and when

to use the video in the overall lesson for the day.

The video’s effectiveness ultimately depends on how

you use it. A video presentation may not make sense to

the students or its power may be diminished if you do

not use it as designed.

Introduction

PURPOSE

To help students understand that because the Book of

Mormon was written for our day, it is relevant to our

needs and can be a powerful influence in our lives.

BEFORE THE VIDEO

READINESS Have the students write a note or a short

letter to someone in the past who could benefit from our

knowledge of his or her history. For example:

• A relative who has booked passage on the Titanic

• A Hebrew slave in Egypt who has not put lamb’s

blood over his door

• A Jew living in A.D. 32 who was invited to hear a

preacher from Galilee

DISCUSSION Discuss the possibility that someone

from the past might have suggestions about how we

should live today. What difference would it make if

prophets had seen our day and knew of our doing?

SCRIPTURE INSIGHT Read Mormon 8:34–41

together. Consider the following with your students:

Who is speaking? How might Moroni’s writing have

been influenced if he was speaking to us as if we were

present? What difference would it have made in their

writing if the major writers of the Book of Mormon had

seen our day?

USING THE VIDEO For Our Day 12:12

“LOOK FOR” ACTIVITY Suggest that the students

watch for illustrations of the Book of Mormon’s

influence in our day.

SHOW THE VIDEO The video features students from

around the world describing the influence the Book of

Mormon is having on their lives.

AFTER THE VIDEO

QUOTATIONS You may wish to share the following

quotations with your class:

“The Book of Mormon was written for us today. God is

the author of the book. It is a record of a fallen people,

compiled by inspired men for our blessing. Those people

never had the book—it was meant for us” (Ezra Taft

Benson, “The Book of Mormon Is the Word of God,”

Ensign, Jan. 1988, 3).

“I believe that the reason our Heavenly Father has had

his prophet direct us into a more intensive study of the

Book of Mormon is that this generation needs its

message more than any of its forbears” (Dallin H. Oaks,

in Conference Report, Oct. 1988, 77; or Ensign, Nov.

1988, 66).

“From almost every page of the book, there will come

to them a moving testimony that Jesus is indeed the

Christ, the Son of the living God, our Redeemer and

Savior. This witness alone will be a sustaining anchor

in every storm” (Marion G. Romney, in Conference

Report, Apr. 1980, 90; or Ensign, May 1980, 67).

DISCUSSION Discuss the difference the Book of

Mormon is making in the lives of the individuals

portrayed in the video. Why is it having so much

influence? Suggest that students ask themselves as they

read: “Why is this story (or teaching) included in the

Book of Mormon?” Discuss the idea that God is the

author of the book.

CONCLUSION You may wish to conclude with the

following promise from President Ezra Taft Benson: “I

bless you with increased understanding of the Book of

Mormon. I promise you that from this moment forward,

if we will daily sup from its pages and abide by its

precepts, God will pour out upon each child of Zion and

the Church a blessing hitherto unknown” (in Conference

Report, Apr. 1986, 100; or Ensign, May 1986, 78).

1 Book of Mormon FOR OUR DAY

PURPOSE

To help students understand the structure of the Book of

Mormon.

BEFORE THE VIDEO

DISCUSSION Hold up a copy of the Book of Mormon

and ask, “Who wrote the Book of Mormon?” Answers

may vary greatly, but will probably include Mormon,

Nephi, Moroni, and Joseph Smith. Write these four names

on the board in preparation for the next activity.

SCRIPTURE ACTIVITY Have the students refer to the

title page of the Book of Mormon and match the

following phrases with one of the names on the board:

“written by” (Mormon), “taken from” (Nephi), “sealed

by” (Moroni), and “translated by” (Joseph Smith Jr.).

Three of the four prophets listed on the board were also

involved in a process called abridging. To “abridge”

means to shorten, paraphrase, quote, re-tell, and comment

on an original work. Ask “Which of the prophets did not

abridge parts of the Book of Mormon?” (Joseph Smith Jr.).

Allow students five minutes to try to abridge the

2 1 Nephi 9 “FOR A WISE PURPOSE”

description on the title page of the Book of Mormon by

rewriting it. Discuss the challenges involved in abridging.

USING THE VIDEO “For a Wise Purpose” 11:30

“LOOK FOR” ACTIVITY Have the students label six

strips of paper to be used as bookmarks with the

following phrases:

• From the small plates of Nephi

• Mormon’s explanation

• From Mormon’s abridgement of the large plates of

Nephi

• Mormon’s writings

• From Moroni’s abridgement of the plates of Ether

• Moroni’s farewell

As students watch the video, suggest they try to

determine where to divide the Book of Mormon with the

six bookmarks. You may also have students refer to the

following pages in their own books as they watch the

video: title page, A Brief Explanation about the Book of

Mormon, and Names and Order of Books in the Book of

Mormon.

SHOW THE VIDEO The video shows a seminary

teacher and his class encountering oversized models of

the Book of Mormon, the gold plates, and other source

plates.

AFTER THE VIDEO

Use the following graphic as a review of the video:

Note: Although the video portrayal shows a sealed

portion on the gold plates, this is not intended to

represent any authoritative statement regarding the

proportion of sealed plates to unsealed plates. No

record has been found in which Joseph Smith stated

how the sealed portion of the gold plates were sealed

or what fraction of the total volume the sealed portion

constituted. Orson Pratt said that two thirds of the

plates were sealed (see Journal of Discourses, 3:347),

while George Q. Cannon wrote that only one third of

them were sealed (see A History of the Prophet Joseph

Smith for Young People [1957], 27; see also Life of Joseph

Smith the Prophet [1986], 45).

For a reference concerning the Book of Lehi being on the

lost 116 pages of manuscript, see the preface to the first

edition of the Book of Mormon, written by Joseph Smith

in 1830.

ACTIVITY Have students turn to Names and Order of

Books in the Book of Mormon. Divide the list of books

into their source groups and mark them.

SCRIPTURE SEARCH Read 1 Nephi 9 with the class.

Help the students discover which group of plates Nephi

was discussing. Have them look up the following

references and identify which plates were being

discussed:

• 1 Nephi 19:1–5; 2 Nephi 5:28–33; Omni 1:30 (the large

and small plates of Nephi)

• 3 Nephi 5:14–17; Mormon 6:6; 8:1–4; Moroni 1:1–4;

10:2 (the plates of Mormon)

• Ether 1:1–5 (the plates of Ether)

• Alma 37:3–5 (the brass plates of Laban)

• Ether 3:21–28; 4:1, 4–7; 5:1 (the sealed portion)

CONCLUSION Emphasize the miracle of the Book

of Mormon, including its structure and prophecies

concerning the various plates. You may want to testify

of the truthfulness of the Book of Mormon, that God

put it together “for a wise purpose,” and that the

coming forth of the book was not by chance. You

could also indicate that a book this complex could not

have been written by an uneducated young man like

Joseph Smith.

2 1 Nephi 9 “FOR A WISE PURPOSE”

THE

BOOK

MORMON

Translated

Source Plates The Gold Plates The Book of

Mormon

Small

Plates

Large

Plates

of Ether

Inserted

Abridged

PURPOSE

To help students understand that if they are faithful in

keeping His commandments, the Lord will lead them as

He led Nephi.

BEFORE THE VIDEO

INTRODUCTION An excellent example of how the

Lord’s faithful and obedient children can be led by Him

is shown in 1 Nephi 17. Occasionally young people have

a difficult time seeing how they are led by the Lord.

Often they expect Him to remove obstacles or eliminate

opposition. But as Nephi explained, it is more likely

that the Lord will lead them by nourishing them,

strengthening them, and providing means for them to

overcome obstacles and meet opposition as they strive

to keep His commandments (see 1 Nephi 17:3).

SCRIPTURE ACTIVITY If the Lord’s children keep His

commandments, the Lord “doth nourish them, and

strengthen them, and provide means whereby they can

accomplish the thing which he has commanded them”

(1 Nephi 17:3). Help the class recall examples of how the

Lord led Lehi and his group. Possible illustrations

include Nephi and his brothers going back for the brass

plates, enlisting Ishmael and his household, the Lord’s

freeing Nephi from his brothers, Lehi’s vision of the tree

of life, Nephi’s vision, and their experiences in the

wilderness, including the broken bow incident. You

might draw a diagram like the following on the board:

Being Led by the Lord

Physically Spiritually

Nourish

Strengthen

Provide means

DISCUSSION Laman and Lemuel had a different view

of the wilderness experience than Nephi did. They could

not see how they had been led by the hand of the Lord.

Discuss the contrast between Laman and Lemuel’s view

recorded in 1 Nephi 17:20–21 with Nephi’s view

recorded in 1 Nephi 17:3, 6.

Recall with your students that Laman and Lemuel

“knew not the dealings of that God who had created

them” (1 Nephi 2:12) and were not willing to inquire of

the Lord because they believed “the Lord maketh no

such thing known unto us” (1 Nephi 15:9). On the other

hand, Nephi cried unto the Lord, and the Lord softened

Nephi’s heart (see 1 Nephi 2:16–20).

USING THE VIDEO “I Will Prepare the Way” 13:27

“LOOK FOR” ACTIVITY Suggest that as they watch

the video the students look for ways Susan’s experiences

parallel Nephi’s and how both depend upon the Lord.

SHOW THE VIDEO The video shows a modern-day

Nephi, Susan Jensen, who has been invited by her Laurel

teacher and bishop to find someone to fellowship. She

feels overwhelmed by the assignment, but is encouraged

by her returned missionary brother, Andy. Even though

Susan’s situation is far less dramatic than Nephi building

a ship, the principle of being led by the Lord operates in a

similar manner.

AFTER THE VIDEO

SCRIPTURE ACTIVITY Compare the similarities and

differences between Nephi building a ship and Susan

fellowshipping Linda. Point out to the class that Nephi

was commanded by the Lord to build the ship, whereas

Linda was asked to find someone to fellowship. In a

spiritual sense, however, they are both on the Lord’s

errand. The following chart may be helpful:

CONCLUSION Discuss how the Lord nourished,

strengthened, and provided means for Nephi and Susan.

In what way was Susan’s faith tested? Discuss what the

class feels the Lord meant when He said, “I will prepare

the way” (1 Nephi 17:13).

3 1 Nephi 17 “I WILL PREPARE THE WAY”

Nephi—

Was commanded to build

a ship (see 1 Nephi 17:7–8).

Asked where to find ore (see

1 Nephi 17:9).

Learned from the Lord

where to find ore (see

1 Nephi 17:10).

Made tools of the ore (see

1 Nephi 17:16).

Was mocked by his

brothers, who complained

and wouldn’t labor (see

1 Nephi 17:18).

Testified that the Lord had

power to instruct him to

build a ship (see 1 Nephi

17:51)

Was filled with the power

of the Lord and shook his

brothers (see 1 Nephi 17:54).

Built the ship with the help

of his brothers (see 1 Nephi

18:1).

His brothers beheld that the

ship was exceedingly fine

(see 1 Nephi 18:4).

Susan—

Was asked to fellowship

someone.

Prayed to know who to

fellowship.

Learned from the Spirit that

she should fellowship

Linda.

Summoned courage and

talked to Linda.

Was ridiculed by her friends

for trying to influence

Linda.

Learned that the Lord had

the power to instruct her to

help Linda.

Exercised her faith, and

Linda’s heart was softened

by the power of the Lord.

Was led by the Lord to an

opportunity to help Linda at

the library.

Marveled that Linda finally

came to a Laurel activity.

PURPOSE

To help students understand that Heavenly Father has

provided all things necessary for us to choose freedom

and eternal life or captivity and death.

BEFORE THE VIDEO

INTRODUCTION Lehi taught his sons that “the way is

prepared from the fall of man” (2 Nephi 2:4) for them to

use their agency to choose eternal life. Lehi explained

that redemption comes only because of the sacrifice of

Jesus Christ, that Adam’s Fall made it possible for us to

come to earth, and that all things are provided for us to

use our agency and choose freedom and eternal life or

captivity and death. The lesson shows how the Fall and

the redemption from the Fall are prerequisites to coming

to earth and using our agency. The video shows how

law, opposition, enticement, the power to choose, and

the knowledge of good and evil are all necessary for us

to exercise agency.

SCRIPTURE INSIGHT Help students understand how

the Fall was a positive thing for us. You may wish to

discuss the following with the class:

2 Nephi 2:19–25 The Fall of Adam and Eve allowed

them to bear children in mortality and

introduced the opposition that allows

us to do good.

2 Nephi 2:3–10 The redemption includes the following:

• The way of salvation was prepared

before the Fall.

• Salvation is free because of the

merits, mercy, and grace of the

Savior.

• The Savior will make intercession

(intervene) for all those who believe

in Him and keep His

commandments.

• The Atonement overcomes all the

negative effects of the Fall.

USING THE VIDEO “Act for Themselves” 18:42

“LOOK FOR” ACTIVITY Lehi taught his sons that

the following principles are needed for man to exercise

his agency: law; opposition in all things, including

enticement toward the good and the bad; the knowledge

of good and evil; and the power to choose. Suggest that

students look for these four principles and how they are

necessary for our use of agency. Also suggest that they

watch for ways our use of agency affects our freedom.

SHOW THE VIDEO The video portrays a young man

who thinks his parents are taking away his agency.

Through a discussion with his alter ego, he comes to an

understanding of what agency is, how it operates, and

how it affects freedom.

AFTER THE VIDEO

DISCUSSION You may want to draw the chart found

at the end of this lesson on the board. The following

questions might be helpful as you read and discuss

Lehi’s teachings in 2 Nephi 2 with the class:

• Why must there be an opposition in all things? (see

2 Nephi 2:10–11, 15). (President Ezra Taft Benson said,

“Opposition provides choices, and choices bring

consequences—good or bad” [in Conference Report,

Apr. 1988, 5; or Ensign, May 1988, 6].)

• How do laws help us gain eternal life? (see 2 Nephi

2:13). (Without law we could not progress because we

could neither keep the law and be righteous nor break

the law and be wicked.)

• What part does Satan play in our agency? (see

2 Nephi 2:16–18). (We cannot act for ourselves unless

we are enticed by both good and evil; Satan was

allowed to come here to entice us toward evil.)

• Why is it important that we know good from evil? (see

2 Nephi 2:5, 18, 26). (In order for us to be accountable

for how we use our agency, we must be able to tell

right from wrong.)

• How did we get the power to choose our own destiny?

(see 2 Nephi 2:16, 26). (God has given us the power to

choose.)

• How can making correct choices bring freedom

and making incorrect choices bring captivity? (see

2 Nephi 2:26–30). (By making correct choices we

keep our freedom and are not restricted by the

consequences of sins; by making wrong choices we

must be acted upon by the punishment of the law,

which is captivity.)

CONCLUSION Help students understand that as they

grow in the gospel, obedience is the key factor that

determines how much freedom they enjoy in their lives.

AGENCY

FREEDOM

CAPTIVITY

Opposition

Law

Knowledge of Good and Evil

Power to Choose

Choices

Right

Wrong

4 2 Nephi 2 “ACT FOR THEMSELVES”

PURPOSE

To help students learn to recognize the false teachings

and deadly tactics of the enemies of Christ.

BEFORE THE VIDEO

INTRODUCTION Many young people can easily detect

the blatant influences of Satan in their midst. Obvious evil,

such as pornographic movies, promiscuity, and illicit

drugs, are not difficult temptations to recognize. However,

many students are vulnerable to more subtle and cleverly

camouflaged deceits of Satan. This lesson is designed to

help students recognize Satan’s false doctrines and subtle

tactics so they can avoid them.

READINESS If you were going to war, what

information would you want about the enemy? Where

would you find this information? What war are you

presently fighting?

QUOTATION President Ezra Taft Benson discussed his

awareness of the battle we are in and the best way to

uncover the enemy:

“The Book of Mormon brings men to Christ through two

basic means. First, it tells in a plain manner of Christ and

his gospel. It testifies of his divinity and of the necessity

for a Redeemer. . . .

”Second, the Book of Mormon exposes the enemies of Christ. It

confounds false doctrines and lays down contention. . . .

It fortifies the humble followers of Christ against the evil

designs, strategies, and doctrines of the devil in our day”

(in Conference Report, Apr. 1975, 94; or Ensign, May

1975, 64; italics added).

SCRIPTURE ACTIVITY Have students search 2 Nephi

28:4–9 for the false teachings of the enemies of Christ.

(The list might include the following: “there is no God

today”; “the Redeemer hath done his work”; God “hath

given his power unto men”; there are no miracles; “eat,

drink, and be merry”; God “will justify in committing a

little sin”; “lie a little”; ”dig a pit for thy neighbor; there

is no harm in this”; God will not punish us.) Discuss

examples of these teachings in today’s world. Who are

the enemies of Christ?

Have students search 2 Nephi 28:12–16 to discover why

men become enemies of Christ. (The word pride appears

five times in these verses and is implied an additional

six times.) Discuss why pride might be a characteristic

of an enemy of Christ. Note: Two Book of Mormon Video

presentations deal specifically with pride: “Pride”

(Jacob 2) and “The Pride Cycle” (Helaman 7–12).

USING THE VIDEO Spiritual Crocodiles 8:22

“LOOK FOR” ACTIVITY Crocodiles are terrifying,

dangerous, and deadly. As students watch the video,

suggest they try to discover what makes the victims of

these huge reptiles vulnerable to their deadly attacks.

SHOW THE VIDEO The video is a portrayal of Elder

Boyd K. Packer’s analogy “Spiritual Crocodiles” (see

Conference Report, Apr. 1976, 44–47; or Ensign, May

1976, 30–32). Elder Packer compared deadly crocodiles

that lie in wait for unsuspecting animals to the spiritual

and moral sins of our day, which can be deadly to our

young people.

AFTER THE VIDEO

DISCUSSION Discuss the ways the crocodiles’ victims

are vulnerable to the danger of attack. The following

points may be helpful in your discussion:

• Crocodiles are often well camouflaged.

• Some victims, like the English boy, ignore warnings.

• Crocodiles often victimize the young, who are

innocent and less wary.

• Victims underestimate how fast and powerful the

enemy is.

• Victims see others go down to drink without being

attacked.

• Crocodiles wait in places where victims go to satisfy

needs, that is, the watering hole.

• Crocodiles are patient; they let the animals feel safe

with their presence and then attack when the animals’

guards are down.

SCRIPTURE ACTIVITY Read 2 Nephi 28:20–22

together and help the students discover the following

tactics that Satan uses to make us vulnerable to his

attacks on our soul:

• Some he stirs up to anger against that which is good.

• Others he pacifies, and lulls them away into a carnal

sense of security.

• Others he flatters away.

Discuss how these tactics are similar to those portrayed

in the video. (In both cases the tactics get the victims to

overlook the danger.)

Discuss the relationship between Satan’s tactics and the

false teachings and actions described in 2 Nephi 28:4–16.

(Satan uses these tactics to persuade us to say and do

that which is wrong. Refer to the examples in 2 Nephi

28:24–29.) What is subtle and clever about what Satan

does? (His tactics are so effective that they persuade

people to believe deadly things, like there is no God or

there is no harm in sin.)

DISCUSSION Suggest that the class provide examples

of each tactic and discuss how these tactics make us

vulnerable to Satan’s attacks. The following points might

be helpful:

5 2 Nephi 28 SPIRITUAL CROCODILES

• In addition to stirring us to anger against that which

is good, Satan has confused many about what is good

and what is evil (see 2 Nephi 15:20; Moroni 7:14).

Many praise abortion, birth control for unmarried

young people, gay rights, and suggestive television

shows, music, and movies, though their praise

effectively condones sin.

• Individuals often reveal to what extent Satan has

pacified them by defending their pacified condition.

Phrases like “I can handle it” or “I can take care of

myself” or “I think I’m old enough to deal with it” all

suggest individuals who are blind to danger.

• The proud are particularly susceptible to flattery.

Many seem to crave the feelings of arrogance that

come with praise.

SCRIPTURE ACTIVITY Read 2 Nephi 28:14, 30 with

the class and discuss how individuals can avoid Satan’s

tactics and dangerous attacks. (Verse 14 says that all

have gone astray except the humble followers of Christ;

verse 30 says that the Lord provides line upon line to His

children, and those who hearken and follow His counsel

are given more.)

Discuss how obedience to counsel from the Holy Spirit,

the scriptures (especially the Book of Mormon), parents,

Church leaders, and righteous friends can help us avoid

dangers we may not see.

CONCLUSION Refer once again to President Ezra

Taft Benson’s previously quoted statement: ”The Book

of Mormon exposes the enemies of Christ. It confounds

false doctrines and lays down contention. . . . It

fortifies the humble followers of Christ against the

evil designs, strategies, and doctrines of the devil in

our day.”

6 Jacob 2 PRIDE

Note: This is the first of two presentations about pride

in the Book of Mormon Video package. The second

presentation is “Pride Cycle” (Helaman 7–12).

President Ezra Taft Benson defined pride as “enmity

toward God and enmity toward our fellowmen” (in

Conference Report, Apr. 1989, 3; or Ensign, May 1989, 4).

This presentation emphasizes the recognition of pride.

The second presentation emphasizes the results of pride

and its effect on society.

PURPOSE

To help students recognize the sin of pride as enmity

toward others.

BEFORE THE VIDEO

INTRODUCTION A major resource for this

presentation is President Ezra Taft Benson’s April 1989

general conference address, read by President Gordon B.

Hinckley (see Conference Report, Apr. 1989, 3–7; or

Ensign, May 1989, 4–7). As you prepare to teach this

lesson, you may want to carefully read President

Benson’s address and outline his major points.

SCRIPTURE ACTIVITY As you read and discuss

Jacob 2:1–16 with the class, the following may be helpful:

• Verses 6–11: How did Jacob feel about his

responsibility?

• Verses 12–13: How had God blessed the Nephites?

• Verse 13: What sin did Jacob warn the Nephites

about? (Pride.) What two things were they doing that

displayed their pride? (Judging each other by material

possessions and creating class distinctions.)

• Verses 14–16: According to these verses, how does

God regard the sin of pride? (He condemns it. Pride is

abominable, and it will destroy our souls.)

DISCUSSION Discuss how pride affects us today. You

may want to ask the following questions:

• To what extent do we suffer from the sin of pride?

• Do we still suffer from the same signs of pride as in

Jacob’s day? (that is, judging each other by material

possessions and class distinctions).

• How does pride destroy our souls?

USING THE VIDEO Pride 9:51

“LOOK FOR” ACTIVITY Suggest that the students

watch for President Benson’s definition of pride.

SHOW SEGMENT 1 Segment 1 (4:48) shows a Latter-

day Saint family spending an evening at a futuristic

computer simulation center where they encounter

various situations depicting pride.

DIAGRAM Discuss video segment 1 with the class.

Discuss the following questions and quotes and draw

the accompanying diagram on the board:

• What is the central feature of pride? (Enmity.)

• What is enmity? (“Enmity means ‘hatred toward, hostility

to, or a state of opposition.’ It is the power by which Satan

wishes to reign over us” [Ezra Taft Benson, in Conference

Report, Apr. 1989, 3; or Ensign, May 1989, 4].)

• How can we determine if we are guilty of pride? (If

we have feelings of hatred, hostility, or opposition

toward others, we have pride.)

6 Jacob 2 PRIDE

DISCUSSION How might the following quotations

from President Benson relate to Lisa in segment 1?

• “We are tempted daily to elevate ourselves above

others and diminish them” (in Conference Report,

Apr. 1989, 4; or Ensign, May 1989, 4). (Lisa saw herself

as better than Jennifer.)

• “In the words of C. S. Lewis: ‘. . . It is the comparison

that makes you proud: the pleasure of being above the

rest’” (in Conference Report, 4; or Ensign, 4). (Lisa

wanted to be sure that everyone else, including Jan,

knew she was better than Jennifer.)

• “The proud make every man their adversary by

pitting their intellects, opinions, works, wealth,

talents, or any other worldly measuring device against

others” (in Conference Report, 4; or Ensign, 4). (Lisa

used clothes and money to prove to herself that she

was superior to Jennifer.)

How did Lisa display enmity? (Lisa displayed hatred

for her fellowman by thinking she was better than

others.)

DIAGRAM Lisa’s pride was from the top looking down

because she felt she was superior to others. Help

students apply their understanding of this form of pride

by drawing on the board a diagram similar to the one

below. With the class, list manifestations of pride from

the top looking down (conceit, arrogance, haughtiness,

boastfulness, self-centeredness, demeaning others, and

so forth).

DISCUSSION Discuss the following questions with

the class:

• How did Jan display enmity? (She admitted she did

not like Lisa.)

• Why was Jan surprised that she was guilty of pride?

(She assumed that only arrogant and conceited people

like Lisa have pride.)

• Why was Jan’s pride harder for her to recognize than

Lisa’s? (“Pride is a sin that can readily be seen in

others but is rarely admitted in ourselves” [Benson, in

Conference Report, 5; or Ensign, 5].)

• How might the following quote apply to Jan? “Most

of us consider pride to be a sin of those on the top,

such as the rich and the learned, looking down at the

rest of us. . . . There is, however, a far more common

ailment among us—and that is pride from the bottom

looking up” (Benson, in Conference Report, 5; or

Ensign, 5). (Jan felt justified in finding fault with Lisa’s

arrogance and being critical of Lisa.)

• Why is this pride from the bottom looking up “far

more common” than pride from the top looking

down?

• How does this more common form of pride manifest

itself?

DIAGRAM Jan’s pride was from the bottom looking

up. Help students apply their understanding of this

form of pride by drawing a third diagram similar to the

one below. Discuss with the class the manifestations of

this form of pride. (“It is manifest in so many ways, such

as faultfinding, gossiping, backbiting, murmuring, living

beyond our means, envying, coveting, withholding

gratitude and praise that might lift another, and being

unforgiving and jealous” [Benson, in Conference Report,

5; or Ensign, 5].) Why do many fail to see these actions

and attitudes as manifestations of pride? (“Pride is a

very misunderstood sin, and many are sinning in

ignorance. . . . In the scriptures there is no such thing as

righteous pride—it is always considered a sin” [Benson,

in Conference Report, 3; or Ensign, 4].)

PRIDE

Comparison

Enmity

Hatred

Hostility

Opposition

PRIDE

Manifestations

Looking Down at Others

Conceit

Arrogance

Haughtiness

Boastfulness

Self-centeredness

PRIDE

Manifestations

From the Bottom Looking Up

Envy

Jealousy

Coveting

Gossiping

Backbiting

Faultfinding

Being Unforgiving

6 Jacob 2 PRIDE

“LOOK FOR” ACTIVITY Suggest that the students

watch for what influence Steve’s friends have on his pride.

SHOW SEGMENT 2 Segment 2 (1:45) shows Steve

entering a simulation of his home, where he and a few of

his friends are watching an inappropriate video.

DISCUSSION Discuss segment 2, considering how the

following quotes from President Benson’s general

conference address relate to Steve:

• “Disobedience is essentially a prideful power struggle

against someone in authority over us” (in Conference

Report, 5; or Ensign, 5). (Steve was not willing to be

obedient and do what his mother asked.)

• “The proud do not receive counsel or direction easily”

(in Conference Report, 5; or Ensign, 6). (Steve was not

willing to take his mother’s counsel. He placed

himself above the rules of his house.)

• “Contention in our families drives the Spirit of the Lord

away” (in Conference Report, 5; or Ensign, 6). (Instead of

being obedient, Steve contended with his mother.)

How did Steve display enmity? (He was hostile toward

his mother. He was in a state of opposition to his mother,

her authority, and the family rules.)

Add the manifestations shown in segment 2 to the first

diagram of pride.

“LOOK FOR” ACTIVITY Suggest that the students try

to discover the antidote for pride.

SHOW SEGMENT 3 Segment 3 (3:18) shows the

conclusion of Steve’s discussion with his mother.

AFTER THE VIDEO

DISCUSSION Discuss segment 3, considering how the

following quotes from President Benson’s general

conference address relate to Steve:

• “Defensiveness is used by them [the proud] to justify

and rationalize their frailties and failures” (in

Conference Report, 5; or Ensign, 6). (Steve rationalized

to his mother that since a friend brought the video,

watching it should be all right.)

• “The proud stand more in fear of men’s judgment

than of God’s judgment” (in Conference Report, 4; or

Ensign, 5). (Steve was afraid to face his friends. He

admitted that in this case he was more concerned

about what his friends would think than what the

Lord would think.)

• “The antidote for pride is humility—meekness,

submissiveness. . . . It is the broken heart and contrite

spirit” (in Conference Report, 6; or Ensign, 6). (Steve

learned that the way to set aside pride is to be

humble.)

• “Our motives for the things we do are where the sin is

manifest. Jesus said He did ‘always those things’ that

pleased God” (in Conference Report, 4; or Ensign, 5).

(Steve was thinking more about pleasing his friends

than pleasing God.)

CONCLUSION You may want to share the following

quote from President Benson’s general conference

address:

“God will have a humble people. Either we can choose

to be humble or we can be compelled to be humble.

Alma said, ‘Blessed are they who humble themselves

without being compelled to be humble’ (Alma 32:16).

“Let us choose to be humble. . . .

“We can do it. I know we can” (in Conference Report, 6;

or Ensign, 6–7).

Suggest that the students watch for the element of pride

as they continue reading the Book of Mormon.

7 Jacob 5–6 THE OLIVE TREE ALLEGORY

Note: Teaching Jacob 5–6 may require more than one

class period. The content of Jacob 5 may also require

additional preparation time.

PURPOSE

To help students understand that the children of Israel

have been scattered throughout the world and that every

nation is blessed as the Lord gathers His children for the

last time.

BEFORE THE VIDEO

READINESS ACTIVITY Ask how the scriptures are

like a pair of eyeglasses. What are these kinds of

comparison called? (Similes and metaphors.) When a

comparison is long and has more than one level of

meaning it is often called a parable or an allegory.

Jacob 5 contains one of the greatest allegories in all

scripture. What is being compared? (see Jacob 5:3).

(The house of Israel to a tame olive tree.)

SCRIPTURE UNDERSTANDING Ask what the

phrase “house of Israel” means in Jacob 5:3 (the

descendants of the twelve tribes of Israel; see footnote

3a). Israel was the name the Lord gave to Abraham’s

grandson Jacob. In the Old Testament, Israel’s twelve

sons and their descendants were known as the twelve

tribes of Israel.

7 Jacob 5–6 THE OLIVE TREE ALLEGORY

USING THE VIDEO The Olive Tree Allegory 14:33

VIDEO OVERVIEW Jacob 5 records four visits of the

master to his vineyard as follows: first, verses 4–14;

second, verses 15–28; third, verses 29–60; and fourth,

verses 61–77 (see Book of Mormon Student Manual

[Religion 121 and 122], 162). The first video segment

introduces students to the care of an olive vineyard.

Segments 2–4 summarize the results of the first three

visits to the vineyard. Segment 5 illustrates the work in

the vineyard in our day in preparation for the master’s

fourth and final visit. Between segments your students

use their scriptures to visit the vineyard.

“LOOK FOR” ACTIVITY Suggest that the students try

to discover how pruning, digging, nourishing, and

grafting olive trees applies to Israel.

SHOW SEGMENT 1 Segment 1 (6:54) shows a

seminary class visiting an Old Testament olive vineyard.

After learning how to work in the vineyard, they are

shown a decaying olive tree similar to the one in Zenos’s

allegory.

Note: The worker named Joseph does not represent the

Savior or any specific person. He merely serves as a guide.

SCRIPTURE UNDERSTANDING After watching

segment 1, you may want to refer to Jacob 5 and ask

questions like the following:

• Verse 3: In the allegory, who is the Lord of the

vineyard? (Jesus Christ.)

What is the vineyard? (see footnote 3b; Topical Guide,

“vineyard of the Lord,” 556). (The world.)

If the olive tree was beginning to decay, what was

happening to Israel? (see footnote 3d). (Israel was in

apostasy.)

• Verse 4: What might the Lord of the vineyard do

when a tree begins to decay? (Prune it, dig about it,

and nourish or fertilize it.)

What could pruning, digging, and nourishing mean

when applied to Israel? (see footnote 4a). (The Lord

sends His prophets to work with Israel. He persuades

His children to be obedient and to produce good

fruit.)

• Verse 7: How might grafting help a decaying tree?

(Withered branches can be replaced with good

branches from another tree.)

• Verse 8: What might taking away young and tender

branches mean? (see footnote 8a). (The scattering of

Israel.)

• Verse 10: What do the wild branches represent? (see

footnote 10a; Bible Dictionary, “Gentile,” 679).

(Gentiles, or those who are not of the house of Israel.)

What is meant when a “Gentile” is grafted into the

house of Israel? (see 1 Nephi 10:14). (To come to a

knowledge of the true Messiah and embrace the gospel.)

• Verse 14: What is meant by hiding branches in the

vineyard’s nethermost parts? (see footnote 14a). (The

scattering of Israel among other nations and the

bondage of Israel in other lands.)

ACTIVITY The following drawing may help students

understand the allegory. Provide each student with a

piece of plain white paper and suggest they sketch the

tame olive tree in the lower right-hand corner of the

paper and an olive branch in each of the other three

corners. The branches represent the scattered branches in

the vineyard’s nethermost parts. Label them “Poorest

Ground,” “Poor Ground,” and “Good Ground.” Label

the tree “Tame Olive Tree.” To the side of each branch

and the tame tree write “Visits” and “1st,” “2nd,”

“3rd,” and “4th.” You may want to make a similar

sketch on the board. Label the first visit as shown in

the drawing below:

“LOOK FOR” ACTIVITY Suggest that the students try

to discover the meaning of the change of clothing in

segment 2. (The clothing represents a change from Old

Testament time to the time of Christ.)

SHOW SEGMENT 2 Segment 2 (2:13) takes place after

the grafts have bonded. The seminary class tastes the

fruit of the tame olive tree and goes to see how the

branches are doing in the nethermost parts of the

vineyard.

ACTIVITY When the fruit is good (tame), make a plus

(+) sign by the visit; when the fruit is bad (wild), make

a minus (–) sign. Ask if the tame olive tree was bearing

good fruit or bad fruit (good fruit; see Jacob 5:17). Make

a plus sign by the second visit. Have the students search

Jacob 5:19–25 to discover what kind of fruit each

scattered branch was bearing. Have them record their

answers in the space next to the second visit.

Note: The branch in good ground bearing good and bad

fruit refers to the Nephites and the Lamanites (see the

chapter heading for Jacob 5).

7 Jacob 5–6 THE OLIVE TREE ALLEGORY

POOREST GROUND

GOOD GROUND

POOR GROUND

TAME OLIVE TREE

VISITS

1st: Planted

2nd: +

3rd: –

4th: +

VISITS

1st: Planted

2nd: +

3rd: –

4th: +

VISITS

1st: Planted

2nd: +–

3rd: –

4th: +

VISITS

1st: Grafted

2nd: +

3rd: –

4th: +

“LOOK FOR” ACTIVITY Suggest that the students

watch segment 3 for the correct answers to the preceding

activity.

SHOW SEGMENT 3 Segment 3 (1:22) shows the

seminary students reporting the results of their visits to

the nethermost parts of the vineyard (the second visit).

They are sent out again to see how the trees in the

vineyard are doing.

ACTIVITY Ask what kind of fruit the students would

expect during the third visit. The following verses from

Jacob 5 may be helpful:

• Verses 29–32: What has happened to the fruit of the

tame (natural) tree?

• Verses 38–40: What has happened to the branches?

“LOOK FOR” ACTIVITY Suggest that the students

watch segment 4 for the correct answers to the preceding

activity.

SHOW SEGMENT 4 Segment 4 (1:25) shows the

students reporting that all of the fruit was corrupt or

bad. They are shown trees where the branches have

overcome the root and are asked what they think should

be done if all the trees are bearing bad fruit.

SCRIPTURE UNDERSTANDING If all the trees are

corrupt, what should be done? The following verses

from Jacob 5 may be helpful in finding an answer:

• Verses 41, 47: How does the Lord of the vineyard feel

about His vineyard?

• Verse 42: What does it mean if all the fruit in all of the

vineyard is corrupt? (see footnote 42a). (Complete

apostasy.)

• Verse 48: What was one of the main causes of this

complete apostasy? (see footnote 48a). (Haughtiness,

or pride.)

• Verses 50–51: Why did the Lord decide to spare the

vineyard a little longer?

• Verse 52: What does the grafting in this verse signify?

(see footnote 52a). (The gathering of Israel.)

“LOOK FOR” ACTIVITY Suggest that the students

watch for what it means to work in the Lord’s vineyard.

SHOW SEGMENT 5 Segment 5 (2:39) is a music and

visual montage illustrating work in the vineyard today.

AFTER THE VIDEO

SCRIPTURE UNDERSTANDING As you discuss

segment 5 with students, help them understand what

the Church is doing today to prepare the world for the

Millennium and how each member of the Church fits

into the Lord’s plan. The following verses from Jacob 5

may be helpful:

• Verse 61: Who is being called to the work? (Servants.

This may represent all Church members who are

willing to do the Lord’s work, not just missionaries.)

What might the phrase “prepare the way” mean? (see

footnote 61c). (Preparing a people for the Second Coming

and the Millennium. Remind the students that the three

aspects of the mission of the Church are to spread the

gospel, perfect the Saints, and redeem the dead.)

• Verses 65–66: What happens to the bad fruit, or the

wicked? (They are destroyed as righteousness increases.)

• Verse 74: Is the fruit of the fourth visit good or bad?

(Eventually all of the fruit is good.)

• Verse 75: What does the Lord of the vineyard say to

His servants who labor in the vineyard this last time?

(“Blessed art thou; . . . ye shall have joy with me.”)

DISCUSSION You may want to see how well students

understand the allegory by asking them to summarize it

from their drawings. You might also ask the questions

below:

• Why did the Lord scatter Israel?

• How are the nations of the earth blessed as the Lord

gathers Israel?

• Why do you suppose only a few servants are willing

to work in the vineyard? (see Jacob 5:70).

• How does the master’s tone in Jacob 5:47 compare

with that in verse 75?

SCRIPTURE UNDERSTANDING Read the chapter

heading for Jacob 6. What is this chapter about? What is

Jacob’s testimony? (see Jacob 6:1–4). Who does Jacob say

will be blessed and who does he say will be cursed as

Zenos’s allegory comes to pass?

CONCLUSION Help students understand that the

allegory of the olive tree is a way to show the Lord’s

concern for Israel. With all the allegory’s detail, students

need to clearly see that the Lord will not let Israel go—

that His hand is stretched out still, pleading for Israel to

repent. The Lord will work and toil and exercise infinite

patience in its behalf. As the Lord gathers His children

the last time, in His great wisdom, all the nations of the

earth are blessed (see Jacob 6:4–8).

7 Jacob 5–6 THE OLIVE TREE ALLEGORY

PURPOSE

To teach students a process by which they can have a

personal experience with spiritual things.

BEFORE THE VIDEO

INTRODUCTION Many young people in the Church

are having significant spiritual experiences. The Spirit bears

witness concerning gospel truths, provides answers to

prayer, and teaches how to live. Some young people,

however, are spiritually stagnant and are not motivated to

seek spiritual growth until a tragedy or a crisis occurs in

their lives. Others are content to wait until they leave home

for schooling or a mission before they pursue spiritual

experiences. But students need not wait. If they have an

appropriate level of worthiness, the process of pondering

and mighty prayer that Enos identified can enable them to

enjoy greater blessings of spirituality almost immediately.

USING THE VIDEO “And My Soul Hungered” 10:20

“LOOK FOR” ACTIVITY Suggest that the students

identify Jared’s motivation and how he sought spiritual

growth.

SHOW THE VIDEO The video portrays a modern-day

parallel to the story of Enos. Jared is motivated to seek

answers to his own spirituality when he learns his friend

Mike is having significant spiritual experiences.

AFTER THE VIDEO

SCRIPTURE ACTIVITY The writings of Enos suggest

significant spiritual experiences. Have the class search

Enos 1:1–5 to discover the process he went through

to receive a remission of his sins. Discuss Jared’s

experience with each part of that process. The following

verses from Enos may be helpful:

• Verse 2: Enos had a “wrestle . . . before God.” How

did Jared wrestle? (He asked questions, searched the

scriptures, and listened to parents, friends, and teachers.)

• Verse 3: Enos let the things he had been taught sink

deep into his heart. How did Jared allow teachings

to sink deep into his heart? (He remembered and

pondered things he had been taught and read in

the scriptures; see also footnote 3b, which gives a

significant cross-reference in 1 Nephi 10:17–19.)

• Verse 4: Enos wrote, “My soul hungered.” What

were some indications that Jared’s soul hungered?

(He spent time reading, pondering, and praying. He

asked Mike about his experiences.)

Enos “cried unto [the Lord] in mighty prayer.” What

do you think Jared did to make his prayer a mighty

prayer? (Student choice.) If you wanted to make your

prayers mighty, what would you do?

SCRIPTURE INSIGHT To be fruitful, many of the

activities mentioned above involve pondering. Pondering

can play a significant role in helping us to understand

spiritual things (see 1 Nephi 11:1; 3 Nephi 17:3).

QUOTATION Elder Marvin J. Ashton said, “By

pondering, we give the Spirit an opportunity to

impress and direct. Pondering is a powerful link

between the heart and the mind. . . . If we use the gift

to ponder, we can take these eternal truths and realize

how we can incorporate them into our daily actions”

(in Conference Report, Oct. 1987, 24; or Ensign, Nov.

1987, 20).

SCRIPTURAL INSIGHT Have the students read

through the rest of Enos and find other ideas that would

help them experience more of what they have been

taught (for example, having faith in Christ, showing

concern for others, and laboring with all diligence).

CONCLUSION Help the students realize that great

experiences await those who continue to strive for

spiritual growth.

SUGGESTED RESOURCE Packer, Boyd K. “The

Candle of the Lord.” Ensign, Jan. 1983, 51.

8 Enos “AND MY SOUL HUNGERED”

PURPOSE

To help students understand the relationship of people,

places, and events in the Book of Mormon.

Note: This video can be used at the beginning of the year

or in Omni when the relationship of people, places, and

events becomes more difficult to understand.

BEFORE THE VIDEO

READINESS List the following Book of Mormon pages

on the board: 145, 163, 164, 189, and 190. Have students

find the date at the bottom of each of those pages, and

then write the date below the page number on the board.

Help students discover why the Book of Mormon covers

the same time period three times. (For this time period

there are three records of three different groups.) Explain

that Book of Mormon history skips around because there

are times when two or more stories are going on at the

same time. If your students have Book of Mormon

bookmarks, have them look at the chronology chart (or

see page 204 of the student study guide). The video is to

help students understand Book of Mormon history using

the bookmark as an organizer.

9 Omni AN OVERVIEW OF BOOK OF MORMON HISTORY

USING THE VIDEO An Overview of Book of Mormon History 9:25

“LOOK FOR” ACTIVITY Suggest that the students try

to identify the relationship of people, places, and events

in segment 1.

SHOW SEGMENT 1 Segment 1 (2:30) is a walk-

through of the Book of Mormon, aided by computer

animation and an off-screen narrator. The presentation

is based on the student bookmark, which is a great

resource if understood. Showing the segments

separately can reinforce understanding since students

will have to recall the content of each segment.

DISCUSSION IDEAS You may want to draw a large

version of the student bookmark on the board, with the

names missing. (Or make a similar bookmark from

cardboard, use masking tape on the floor, or make a

handout.) As you review segment 1 with the students,

help them understand the division of the Nephites and

Lamanites, how the Mulekites and Nephites combined,

the passage of time, and the duration of the Jaredite

nation’s existence. You might have the students go

through the story from memory.

At this point you may want to have the students look at

their Book of Mormon bookmark. Explain that it was

developed as a resource to help them understand the

Book of Mormon.

“LOOK FOR” ACTIVITY Suggest that the students watch

for the Nephites who went to live among the Lamanites.

SHOW SEGMENT 2 Segment 2 (2:07) begins with King

Mosiah in the land of Zarahemla and ends with his sons’

mission to the Lamanites.

DISCUSSION Help students understand the two

concurrent kingdoms of Mosiah and Zeniff (see Omni

1:12–30; Mosiah 1; 9). Review the escape of Alma the

Elder and his people (see Mosiah 18). Review the

mission to the Lamanites and the preaching of Alma the

Younger (see Alma 1–16 and 17–27).

“LOOK FOR” ACTIVITY Suggest that the students

watch for reasons the Nephite society fell.

SHOW SEGMENT 3 Segment 3 (2:18) begins with

Captain Moroni and ends with the prophet Moroni

burying the plates in

.D. 421.

DISCUSSION Briefly review Samuel’s prophecy, the

Savior’s visit to the land of Bountiful, the destruction of

the Nephites, and Moroni burying the plates.

SHOW SEGMENT 4 Segment 4 (2:30) is a brief review

of Book of Mormon history. Its use is optional.

AFTER THE VIDEO

SUMMARY AND CONCLUSION You may want to

have students practice identifying elements of the

bookmark as quickly as they can.

10 Mosiah 2–5 BECOMING CHILDREN OF CHRIST

PURPOSE

To help students understand how the Atonement

enables each of us to overcome the natural man and

become the sons and daughters of Christ.

Note: King Benjamin taught the concept of the nothingness

of man. Teaching this concept without the benefit of an

understanding of the goodness of God and the Atonement

could leave some students troubled. Therefore, teach

both concepts the same day, even though this scripture

block may take several days to complete.

BEFORE THE VIDEO

READINESS To provide a perspective for the study

of King Benjamin’s address, turn with the class to

Mosiah 4:7–8 and refer to the first phrase of each verse.

Discuss what students think the “man who receiveth

salvation” is like and what the “means whereby

salvation cometh” is. Read Mosiah 4:5–8 to discover

what a person needs to know to be saved. You may wish

to write the following headings on the board:

1. The Goodness of God

2. The Nothingness of Man

3. Salvation Is in Christ through the Atonement

4. Trust in the Lord

Suggest to your class that as they study King Benjamin’s

address they look for ways these principles relate to each

other. List aspects of these principles with each heading

as you read King Benjamin’s address with the class.

SCRIPTURE ACTIVITY Discuss the importance of

reading King Benjamin’s message with the same

preparation he asked of his own people: Do not trifle

with his words. “Open your ears that ye may hear, and

your hearts that ye may understand, and your minds

that the mysteries of God may be unfolded to your

view” (Mosiah 2:9).

Help students discover King Benjamin’s example of

service and leadership by studying the following verses

from Mosiah 2:

• Verses 10–19: Why was King Benjamin so willing to

serve his fellowman? (He understood he was also

serving God [see vv. 16–19].) Ask your students to

share a time when they served somebody because

they wanted to serve God.

10 Mosiah 2–5 BECOMING CHILDREN OF CHRIST

• Verses 20–25: Why did King Benjamin spend his days

in the service of God and his people? (He loved the

Savior and understood the goodness of God and the

nothingness of man.) Why will we always be indebted

to Heavenly Father and the Savior? (We owe

everything we are and have to Them.)

• Verse 34: How do we show our gratitude for God’s

goodness? (We should render all that we have and are

to Him.) What might it mean for a student to give all

that he or she has and is? (Student response.) As we

come to understand the goodness of God and our

indebtedness to Him, should we serve Him out of

duty or gratitude?

SCRIPTURE INSIGHT The message in Mosiah 3 was

given to King Benjamin by an angel (see v. 2). In verses

5–11 the angel prophesied of Christ. Read verses 16–17.

What do we learn about the goodness of God?

USING THE VIDEO Becoming Children of Christ 11:29

“LOOK FOR” ACTIVITY Suggest that your students

try to discover the meaning of the term “natural man.”

SHOW SEGMENT 1 Segment 1 (3:29) shows Linda and

Susan, two young women from video presentation 3,

“I Will Prepare the Way.” (It is not necessary to have seen

presentation 3 to understand this video.) Linda discovers

that the natural man is an enemy to God.

SCRIPTURE ACTIVITY An understanding of

the concept of the natural man is crucial in order

to understand the mission of the Savior and our

indebtedness to Him. Read Mosiah 3:19 with the class.

What is the natural man? (The part of us that sins and

wants to follow the world.) Why would the natural man

be an enemy to God? (Because sin and worldliness keep

us from being worthy to be in His presence.) What is the

condition of the natural man? (see Mosiah 16:3–5). Help

the class identify the following doctrinal points:

• The Fall of Adam provided the general conditions of

mortality. Our personal fall occurs when we commit

sin (see Mosiah 16:3).

• All individuals, except the Savior, commit sin. Thus,

to one degree or another, all are fallen or natural (see

Mosiah 16:3).

• Because all sin, all are lost. The Savior’s Atonement

provides the only way for us to be redeemed from this

fallen or natural state (see Mosiah 16:4).

• If the natural man remains in his fallen state and does

not undergo a spiritual rebirth through the

Atonement, he will remain an enemy to God forever

(see Mosiah 16:5).

If the concept of the natural man is properly taught, your

students should recognize the “nothingness” of man, or

his inability to redeem himself from his fallen condition,

and the need to access the goodness of God through the

Atonement. This is done by humbly trusting in God

enough to turn our lives over to Him.

“LOOK FOR” ACTIVITY Suggest that as your students

view segment 2 they look for ways to overcome the

natural man and become children of Christ.

SHOW SEGMENT 2 In segment 2 (8:00) Susan’s brother

Andy and Linda’s bishop help them learn how to put off

the natural man and become children of Christ.

AFTER THE VIDEO

SCRIPTURE INSIGHT Refer again to Mosiah 3:19.

Help the class understand the doctrinal meaning of each

of the following phrases:

• “Yields to the enticings of the Holy Spirit.” Yielding to

the Spirit can lead us to do what is right or good (see

D&C 11:12). The Spirit can also change our nature so

that the desire to sin is replaced with a desire to

follow Christ.

• “Putteth off the natural man.” The ways of the “natural

man” are filled with pride, selfishness, and rebellion

against God (see Mosiah 16:5). In order to put off this

nature, an individual must repent of his or her sins

(see Mosiah 26:29) and submit to the will of God (see

Mosiah 24:15).

• “Becometh a saint through the atonement of Christ the

Lord.” As we humbly accept the Atonement of the

Savior, He can remove the effects of sin from us (see

Alma 34:8–16) and we can experience a “mighty

change . . . in our hearts” (Mosiah 5:2) as we change

from our fallen state to a state of righteousness (see

Mosiah 27:25).

• “Becometh as a child, submissive, meek, humble, patient,

full of love.” We are not asked to be childish, but to

become like a child—willing to submit to a righteous

Father, doing His will instead of our own (see 3 Nephi

11:37–38).

Suggest that the class recall and discuss ways the video

illustrates Mosiah 3:19.

SCRIPTURE SEARCH Suggest that your students

search the following verses in Mosiah 4 to discover what

happened to King Benjamin’s people:

• Verses 1–2: What was the reaction of King Benjamin’s

people, who were “active” members, when they

finally understood the concept of their own

nothingness? (The fear of the Lord came upon them.)

How did the people put their trust in God? (They

begged for God’s mercy and for Him to apply His

atoning blood to them.) Note how the goodness of

God and the Atonement is taught hand in hand with

the concept of the natural man.

• Verse 3: What happened to the people when they

called upon the Lord in humility? (They were filled

10 Mosiah 2–5 BECOMING CHILDREN OF CHRIST

with joy and peace and received a remission of their

sins.) How is this experience an example of Mosiah 3:19?

• Verses 8–10: If we trust in God, what are we expected

to believe? (God is the Creator, He is all powerful, and

we must repent and ask Him for forgiveness.)

• Verse 11: If we trust in God, what are we expected to

do? (Always remember His goodness and our

nothingness, calling upon Him daily and standing

steadfast in faith.)

• Verses 12–30: What changes come to Saints who rely

upon God and put their trust in Him? (They are “filled

with the love of God,” “always retain a remission of

[their] sins,” and “grow in the knowledge” of Christ

[v. 12]. They do “not have a mind to injure one

another, but to live peaceably” [v. 13]. They use their

means to help the poor [see vv. 14–25]. They return

things they borrow [see v. 28].)

SCRIPTURE ACTIVITY Help students understand the

following verses in Mosiah 5:

• Verses 2–4: How is the mighty change of heart

brought about? (Through the Holy Spirit. We prepare

ourselves and call upon the Lord in humility, but He

is the one who brings about the change.) What is the

condition that results? (We have no more desire to sin,

but to do good continually.) How is the experience of

King Benjamin’s people an example of Mosiah 3:19?

• Verse 5: How do we make a commitment to the Lord

that we will follow Him? (We make, or renew, our

covenant to keep His commandments.)

• Verse 7: What is the name that King Benjamin gave

his people? Why? (The children of Christ, because

they were spiritually begotten by Him.) What might it

mean to be spiritually begotten of the Lord? (To have

the Lord change our heart through His Spirit, and

thus be spiritually born of Him.)

• Verses 8–9: What does it mean to be free? (Free from

the consequences of sin and free to follow the Savior.)

APPLICATION Read Mosiah 27:25–26 with the class.

As students think about this scripture, suggest they ask

themselves questions like the following: Do I understand

why everyone needs to experience the mighty change of

heart? Do I desire the mighty change of heart? Am I

putting off the natural man? Am I doing those things

that would bring about the mighty change of heart? Do I

know how to evaluate whether I am experiencing the

mighty change? Have I taken upon me the name of

Christ? Am I becoming a child of Christ?

11 Mosiah 18:1–16 “STAND AS WITNESSES”

PURPOSE

To review our part of the baptismal covenant and the

great promises the Lord has made to those who keep this

covenant.

BEFORE THE VIDEO

READINESS Help your class focus on the meaning of

their baptismal covenant in their daily lives. Help them to

understand that when they were baptized they promised

to do certain things. The following may be helpful:

• At what age do you suppose most young men make

the commitment to serve a full-time mission?

• Even though young women do not have the

obligation to serve a full-time mission, have they

made a commitment to stand as witnesses of Christ?

• At what age do you think most people make the

commitment to marry in the temple?

• Have you ever been faced with the decision of

whether to help someone in need, especially if it was

inconvenient?

• Have you already made a commitment to do all of

these things?

SCRIPTURE ACTIVITY Have students scan Mosiah

18:6–16 to discover our part of the baptismal covenant

and the promises the Lord makes to those who keep this

covenant. You may wish to list students’ insights on the

board. The following chart may be helpful:

11 MOSIAH 18:1–16 “STAND AS WITNESSES”

Our Part of the Covenant

“Desirous to come into the

fold of God” (v. 8)

“Desirous . . . to be called

his people” (v. 8)

“Willing to bear one

another’s burdens” (v. 8)

“Willing to mourn with

those that mourn” (v. 9)

“Comfort those that stand

in need of comfort” (v. 9)

“Stand as witnesses of God

at all times and in all things,

and in all places” (v. 9)

“Witness before him that

ye have entered into a

covenant” (v. 10)

“Serve him and keep his

commandments” (v. 10)

The Promises of the Lord

“Redeemed of God” (v. 9)

“Numbered with those of

the first resurrection” (v. 9)

“Have eternal life” (v. 9)

“Pour out his Spirit more

abundantly upon you”

(vv. 10, 13)

“Grant unto you eternal life,

through the redemption of

Christ” (v. 13)

“Filled with the grace of

God” (v. 16)

Refer the class to the sacramental prayers in Moroni 4–5.

What is our part of the covenant as stated in the

sacramental prayers? (We witness that we are willing

to take upon us the name of Christ, always remember

Him, and keep His commandments.) What is the Lord’s

promise to us if we do these things? (We will always have

His Spirit to be with us.)

USING THE VIDEO “Stand as Witnesses” 7:42

“LOOK FOR” ACTIVITY Suggest that the students

look for things that Candace does to keep her baptismal

covenant.

SHOW THE VIDEO The video portrays true experiences

from the life of Candace Taylor. As Candace prepares to

attend a six-week summer ballet workshop, her father

reminds her of her baptismal covenant, including her

promise to stand as a witness for Christ at all times and

in all places. While at the workshop, she shares her beliefs

and gives a copy of the Book of Mormon to a friend.

AFTER THE VIDEO

DISCUSSION In your discussion of the video, you may

wish to ask questions like the following:

• What did Candace do to keep her baptismal

covenant?

• How did she stand as a witness of Christ?

• What do you think Candace may have learned as she

shared the gospel?

• In addition to missionary work, what are other ways

we can stand as witnesses of Christ?

• If you are going to live up to your baptismal covenant

to be a witness of Christ at all times and in all things

and in all places, what are some things in your life

you need to give up? What do you need to do that

you are not doing?

DISCUSSION Review the Lord’s promises to those

who keep their baptismal covenant (see Mosiah 18:9–10,

13, 16 and the chart in the previous scripture activity).

Read Mosiah 18:2 with your class and discuss how the

Savior’s Atonement relates to our baptismal covenant.

(The promise of eternal life for those who keep their

baptismal covenant is “brought to pass through the

power, and sufferings, and death of Christ, and his

resurrection and ascension into heaven.”) You may also

wish to discuss what it means to renew our baptismal

covenant each time we partake of the sacrament.

12 Alma 5 “CAN YOU IMAGINE?”

PURPOSE

To provide students with the means of evaluating their

spirituality and planning for their future spiritual growth.

BEFORE THE VIDEO

Note: The topic of spiritual rebirth should have been

introduced while studying the book of Mosiah. The first

part of this lesson serves as a review and need not require

much class time. The second part of the lesson will help

students evaluate their present spiritual condition.

SCRIPTURE ACTIVITY What does it mean to have a

change of heart? (It means to have “no more disposition

to do evil, but to do good continually” [Mosiah 5:2] and

to be spiritually reborn [see Mosiah 5:7].) Alma the Elder

and his followers had experienced a change of heart and

a spiritual rebirth. The following questions may be

helpful as you study Alma 5:

• Verses 4–6: In what two ways were Alma the Elder

and his followers delivered? (They were delivered

from the physical bondage of the Lamanites and the

spiritual bondage of hell.) Which do you feel is the

most important?

• Verse 7: Who changed their hearts? (The Lord [see

Alma 5:4–5; Mosiah 5:2].)

• Verses 10–13: On what conditions were they saved?

(Alma believed the words of the prophet Abinadi [see

v. 11]; according to Alma’s faith, the Lord wrought a

mighty change in his heart [see v. 12]; Alma preached

to his people and the Lord wrought a mighty change

in their hearts; they humbled themselves and put their

trust in God; they were faithful until the end [see v. 13].)

• Verse 14: How would you answer Alma’s questions in

this verse?

Explain that today’s lesson is designed to help the class

learn to answer questions like those in Alma 5:14.

READINESS Suggest that the students close their eyes

and imagine something like watching a waterfall or eating

a dessert. Ask one or two students to describe to the rest of

the class what they imagined. Have them share as much

detail as possible. Next, ask the students to imagine they

are standing before the Lord on Judgment Day. Point out

that how they imagine they would feel is more important

than what they see. Then have them read Alma 5:15–18

and choose the verse that best represents what they

imagined.

USING THE VIDEO “Can You Imagine?” 12:07

“LOOK FOR” ACTIVITY Suggest that the students

watch for things Mike’s alter ego does to help Mike

12 Alma 5 “CAN YOU IMAGINE?”

imagine what it would be like to stand before the Lord to

be judged.

SHOW THE VIDEO The video shows Mike reunited

with his alter ego (introduced in video presentation 4,

“Act for Themselves”). His alter ego helps Mike prepare

a lesson to help his priesthood class ask the questions

posed in Alma 5:15–26. Special emphasis is given to

Mike’s preparation to stand before God at the Judgment.

Together they try to answer three main questions: Can

you imagine being brought before God at the Judgment?

How will you feel at that time if your life is stained by

sin? Are you prepared to meet God?

AFTER THE VIDEO

DISCUSSION Discuss how Mike’s alter ego helped

Mike feel what it would be like to stand before God. (He

asked Mike questions from Alma 5 and used personal

illustrations from Mike’s life.) Have your students

identify the questions Alma asked in verses 14–15, 19,

26–30, and 53–55. Suggest they use these questions to

evaluate their spiritual standing and progress. They may

wish to compare how they are today with how they

were a year ago or use a scale of 1 to 10 to evaluate how

they are doing.

After completing this exercise, explain to the students

that Alma 5 can be used over and over throughout their

lives to help them evaluate how they are progressing.

Ask and discuss, “When is the most important time to

feel the things Alma asked?” (Now is the most important

time [see v. 26].)

SCRIPTURE INSIGHT In Alma 5:45–46, Alma testified

of things he came to know by revelation. Have the

students discover how Alma came to know the truth,

and discuss how they can use the same method to come

to know the truth for themselves.

As a final testimony, read Alma 5:58–62 together as a

class, pointing out the goodness of Jesus Christ and how

He is able to care for the righteous.

13 Alma 36 “GOD HAS DELIVERED ME”

PURPOSE

To help students realize that God will deliver all His

children who repent and put their trust in Him.

Note: Although this scripture block emphasizes the

deliverance that comes through repentance and the

mercy of the Savior, make sure students understand that

it is far better not to sin.

BEFORE THE VIDEO

SCRIPTURE DISCUSSION Suggest that the students

search Alma 36:1–5 and identify what Alma was teaching

his son Helaman. (Put your trust in God—He can and

will deliver His children.) Especially note Alma’s

testimony in verse 3.

USING THE VIDEO “God Has Delivered Me” 16:30

“LOOK FOR” ACTIVITY Suggest that the students

try to identify the misunderstandings Skip has about

repentance.

SHOW THE VIDEO Skip, a junior in high school, and

his returned-missionary uncle are on a fishing trip. Skip

has recently been doing things that are not in harmony

with Church standards. His uncle’s concern for Skip

brings them to a discussion about the seriousness of

sinning and the nature of repentance.

AFTER THE VIDEO

SCRIPTURE ACTIVITY AND DISCUSSION As you

read the following verses from Alma 36 with your class,

compare Alma’s feelings with Skip’s. Discuss how each

doctrinal point corrects Skip’s wrong ideas about

repentance:

• Verses 12–13: Describe what Alma recognized about

his sins as opposed to what Skip recognized. What

was Skip’s attitude about the things he was doing

wrong? (He did not feel they were serious.)

Doctrinal point: “That first step is the turning point at

which the sinner consciously recognizes his sin. This

is the awakening, the conviction of guilt. Without

this there can be no true repentance because there is

no acknowledgement of sin” (Spencer W. Kimball,

The Miracle of Forgiveness [1969], 150).

• Verses 14–16: Identify the phrases that indicate how

Alma felt about his sinful condition. What did Skip

feel? (Little or no remorse.)

Doctrinal point: “Alma serves as a pattern. The horror

for sin that engulfed him should be felt by every

wayward member of the kingdom; then repentance

would be forthcoming, as it was with our Nephite

friend” (Bruce R. McConkie, A New Witness for the

Articles of Faith [1985], 229).

• Verses 14–16: Scan verses 14–16 and find phrases that

indicate pain and suffering. How much pain and

suffering was Skip feeling for his sins? (Very little.)

Why? (Because he still was not going through the

process that leads to true repentance.)

13 Alma 36 “GOD HAS DELIVERED ME”

Doctrinal point: “If a person hasn’t suffered, he hasn’t

repented. . . . He has got to go through a change in his

system whereby he suffers and then forgiveness is a

possibility” (Spencer W. Kimball, The Teachings of

Spencer W. Kimball [1982], 99).

• Verse 17: What happened to Alma as a result of his

suffering? (He was motivated to remember Christ.)

What did Skip understand about repentance and

suffering? (Skip did not think that he needed to suffer

to repent.) What is the purpose of suffering?

Doctrinal point: “The purpose of the personal suffering

that must occur as part of the process of repentance is

not to punish the transgressor, but to change him”

(Dallin H. Oaks, Sins, Crimes, and Atonement [address

to religious educators, 7 Feb. 1992], 6).

What is the difference between the Savior’s suffering

for our sins and our own suffering for our sins? (The

sinner suffers as he faces the natural consequences of

sin. He also suffers as he changes from his sinful state.

Further, a sinner suffers the consequences of sin for

which he has not repented. The Savior’s suffering

paid the price for our sins if we repent.)

• Verse 18: How was Alma delivered from his sins? (He

pleaded for the Savior to extend mercy to him in his

desperate condition.)

Doctrinal point: “Because his father had taught him

that the Savior was his only source of hope, Alma

began the process which took him to full repentance.

If I had the chance to teach one thing, it would be

what it means and how it feels to exercise faith in

Jesus Christ unto repentance” (Henry B. Eyring, in

Conference Report, Oct. 1986, 95; or Ensign, Nov.

1986, 74).

What did Skip understand about pleading for the

Savior’s mercy and forgiveness? (Little or nothing. He

did not realize that repentance requires him to exercise

faith in the mercy and grace of Jesus Christ in order to

receive forgiveness. He thought that because the Savior

paid the price for his sins, all he had to do was stop

sinning. He did not think he needed to seek the Savior’s

mercy through faith and repentance.)

• Verses 18–19: How did what happened to Alma

prepare him for the experience he described in

verses 18–19? (His suffering brought humility, a

change of heart, and a recognition of how much he

needed the Savior’s help.) What was wrong with

Skip’s idea that repentance is quick and easy? (It

kept him from feeling godly sorrow and remorse for

his sins and from going through the suffering and

pain that brings about humility, a change of heart, and

increased faith in the Savior.)

Doctrinal point: “Alma learned the eternal truth that

the pain and misery that come from sin can only be

erased by repentance. Physical pain ends with death.

Spiritual pain, or misery, is everlasting, unless we

repent” (Dallin H. Oaks, in Conference Report, Oct.

1991, 103; or Ensign, Nov. 1991, 74).

• Verses 20–22: To what extent is the Savior responsible

for the feelings that Alma expressed in verses 20–22?

(Without the Savior, Alma could never have come to

that condition of joy, totally free from the pains of sin.)

Doctrinal point: “When a person has gone through the

process that results in what the scriptures call a

broken heart and a contrite spirit, the Savior does

more than cleanse that person from sin. He also gives

him or her new strength” (Oaks, Sins, 6).

What kept Skip from experiencing the same feeling of

relief and joy that Alma felt? (His desire to continue to

sin, his lack of understanding about sin and repentance,

and his unwillingness to repent.)

• Verses 23–30: What evidence is there that Alma truly

changed? What was Alma’s testimony to his son

Helaman?

SUMMARY As Skip came to understand what

happened to Alma, do you think he was becoming more

motivated to repent? Ask for a student to try to

summarize what the class learned about repentance

from Alma.

DISCUSSION Help your students understand that the

time for repentance is now. You may wish to ask questions

like the following: Do you have feelings of regret for

things you are doing that are wrong? Do you understand

the seriousness of what you are doing? Would it require

the appearance of an angel for you to repent? To what

extent do you understand that only the Savior can

deliver you from your predicament?

14 Alma 39 “THESE THINGS ARE AN ABOMINATION”

PURPOSE

To help students understand the seriousness of sexual

immorality and why they should keep themselves

morally clean.

BEFORE THE VIDEO

Note: A unique aspect of how Alma counseled with his

son is that he focused on teaching Corianton correct

doctrine as well as teaching him correct behavior.

Alma 39 addresses Corianton’s sin, while Alma 40–42

14 Alma 39 “THESE THINGS ARE AN ABOMINATION”

answers Corianton’s doctrinal questions. Corianton was

given the opportunity to understand his sins in the light

of doctrine. Elder Boyd K. Packer said:

“True doctrine, understood, changes attitudes and

behavior.

“The study of the doctrines of the gospel will improve

behavior quicker than a study of behavior will improve

behavior” (in Conference Report, Oct. 1986, 20; or

Ensign, Nov. 1986, 17).

The instruction that follows provides three significant

doctrinal reasons why youths should keep themselves

morally clean.

READINESS ACTIVITY List the following sins on the

board: not keeping the Sabbath day holy, disobeying your

parents, boasting about yourself, sexual sins, not doing

your duty, murder, violating the Word of Wisdom,

denying the Holy Ghost, stealing, and telling a lie. Have

the students individually rank the sins from least to

most serious.

Invite a few students to share the three sins they ranked

the most serious and to explain why. Caution: Do not be

concerned with the ranking of the sins past the top three.

SCRIPTURE ACTIVITY Read Alma 39:4–7 with the

class and have them find the three most serious sins in

the eyes of the Lord. Why would the Lord rank sexual

immorality next to murder in seriousness? (Student

response.) Have students read verses 1–3. What were

some of Corianton’s sins? What was the most serious sin

Corianton committed? (Sexual sin.) Since God ranks

sexual sins next to murder, why do you think so many

people commit them?

USING THE VIDEO “These Things Are an Abomination” 7:41

“LOOK FOR” ACTIVITY Suggest that the students

look for how a father uses doctrine to help his daughter,

who is concerned for a friend.

SHOW THE VIDEO The video shows a young lady who

is concerned about a friend who believes “It’s my body,

so I can do whatever I want.” Her father helps her come

to understand some things about her relationship with

Christ that help her know what to say to her friend.

AFTER THE VIDEO

DISCUSSION To help students recognize the

importance of moral purity, explain the importance in

our Heavenly Father’s plan of having a body and the

price the Savior paid so we can retain our bodies

eternally. What would have happened to our spirits and

bodies had Christ not atoned? (We would have been

spirits, subject to the devil eternally [see 2 Nephi 9:7–9].)

Because of the Atonement, what is the relationship of

our souls to Christ? (He bought us “with a price”

[1 Corinthians 6:20].)

DOCTRINAL POINTS Discuss how the following

doctrinal points relate to morality:

• “The purchase price for our fullness of joy—body and

spirit eternally united—is the pure and innocent blood

of the Savior of this world. We cannot then say in

ignorance or defiance, ‘Well, it’s my life,’ or worse yet,

‘It’s my body.’ It is not. ‘Ye are not your own,’ Paul said.

‘Ye are bought with a price.’ So in answer to the

question, ‘Why does God care so much about sexual

transgression?’ it is partly because of the precious gift

offered by and through his Only Begotten Son to

redeem the souls—bodies and spirits—we too often

share and abuse in cheap and tawdry ways” (Jeffrey R.

Holland, “Of Souls, Symbols, and Sacraments,” Brigham

Young University 1987–88 Devotional and Fireside Speeches

[1988], 79).

Why did the Savior pay the price of suffering to buy

our bodies and spirits? (He loves us. He was obedient

to the Father’s will and performed His part in

Heavenly Father’s plan.) How does a person show

appreciation to the Savior for the price He paid to

purchase them? (By keeping His commandments.)

How can understanding the Savior’s sacrifice for you

help you remain morally clean? (We are indebted to

Him because of His Atonement for us.)

• “The power of creation—or may we say procreation—

is not just an incidental part of the plan: it is essential

to it. Without it the plan could not proceed. The

misuse of it may disrupt the plan.

“Much of the happiness that may come to you in this

life will depend on how you use this sacred power of

creation” (Boyd K. Packer, in Conference Report, Apr.

1972, 136–37; or Ensign, July 1972, 111).

How does morality and immorality affect the family

and the plan of happiness?

• “Those who make themselves worthy and enter into

the new and everlasting covenant of marriage in the

temple for time and all eternity will be laying the first

cornerstone for an eternal family home in the celestial

kingdom that will last forever. Their reward is to have

‘glory added upon their heads forever and forever.’

These eternal truths, if you believe them with all your

soul, will be as a girdle of armor about your loins to

safeguard your virtue as you would protect your life”

(Harold B. Lee, Stand Ye in Holy Places [1974], 332).

How can understanding the eternal significance of

families help you be morally clean now?

Note: For additional help with practices and standards

that encourage youth to be morally clean, refer to the

pamphlet For the Strength of Youth (34285).

SCRIPTURE UNDERSTANDING Use Alma 39:9 as a

discussion point on what it means to “go no more after

the lusts of your eyes.” The phrase “cross yourself”

means to deny yourself all evil and follow Christ (see

14 Alma 39 “THESE THINGS ARE AN ABOMINATION”

footnote 9c; 3 Nephi 12:30). Alma counseled Corianton to

deny himself of lusting. Point out that Corianton was

taught “except ye do this,” he could not inherit the

kingdom of God.

SCRIPTURE INSIGHT Make sure students understand

that repentance is possible for them. Corianton repented,

fulfilled his mission, and became a good and faithful

member of the Church. Alma 39:10–15 records some

things Corianton had to do in his repentance process.

They included refraining from the sin, turning to the

Lord, and returning to the Zoramites and acknowledging

the wrong he had done. Encourage students that if they

have been involved with immoral behavior, they must

visit with their Church leader, as Corianton did, as an

important and necessary step in obtaining forgiveness

from God.

15 Alma 40–42 THE MEDIATOR

PURPOSE

To help students understand the reality of justice and

how the Atonement extends mercy to mankind.

BEFORE THE VIDEO

INTRODUCTION Because Corianton had broken

commandments, he began to rationalize the

consequences of sin and to worry about some of the

doctrines of the Church. Corianton’s concerns included

what happens to a person after death (see Alma 40),

whether it is fair to reward or restore a person to what he

was in mortality (see Alma 41), and the punishment of

sinners (see Alma 42). Alma taught gospel doctrine to

answer his son’s questions. His teachings seem to have

been instrumental in motivating Corianton to repent.

Learning these doctrines should have a positive effect on

your students.

DISCUSSION It would be helpful to review

Corianton’s actions in the beginning of Alma 39. Often

Alma perceived that Corianton was worried about a

doctrine of the gospel. Have the students try to see

things from Corianton’s point of view and figure out

why he was worried. For example, after reading

Alma 40:1, ask, “From what you know about Corianton,

why would he be worried about resurrection? Why

would a wicked person have a different outlook on the

Resurrection than a righteous person?”

SCRIPTURE UNDERSTANDING The following are

some important doctrinal points that you should make

while teaching Alma 40:

• Verses 1–2: Christ was the first one resurrected.

• Verse 4: There is a time appointed for the resurrection

of all men.

• Verses 6, 9: There is a space of time between death

and resurrection.

• Verse 11: All spirits will be taken home to God. This

means that they will return to the world of spirits (see

Joseph Fielding Smith, Answers to Gospel Questions,

comp. Joseph Fielding Smith Jr., 5 vols. [1957–66],

2:84–87).

• Verses 12–14: The righteous will be in a state of

happiness while the wicked are in a state of misery.

The “outer darkness” referred to here is spirit prison

and should not be confused with the final state of

Satan and the sons of perdition (see Joseph F. Smith,

Gospel Doctrine [1986], 448; Bruce R. McConkie,

Mormon Doctrine, 2nd ed. [1966], 349).

• Verse 18: The righteous who died before Christ will be

resurrected before the righteous who die after Christ.

The wicked will rise last (see Joseph Fielding Smith,

Doctrines of Salvation, comp. Bruce R. McConkie,

3 vols. [1954–56], 2:300).

• Verse 23: The spirit and the body will be reunited, and

the body will be restored to its perfect and proper frame.

SCRIPTURE UNDERSTANDING Understanding the

plan of restoration will prepare your students for a

discussion of justice and mercy while you study Alma 42.

Begin your discussion of restoration by examining the

process of restoring something like a piece of furniture,

a car, or an antique back to its original condition. The

following are doctrinal points that you should make

while teaching Alma 41:

• Verses 2–7: The plan of restoration includes the

restoration of the body and the spirit, or resurrection

(see v. 2), and the restoration of actions—good for

good and evil for evil (see vv. 3–7).

• Verse 10: The wicked are not restored to happiness.

• Verse 12: Restoration does not take something from its

natural state and place it in an unnatural state, or

place it in a state opposite its nature.

• Verse 15: Restoration condemns the sinner.

SCRIPTURE ACTIVITY Read Alma 42:1 and have the

students discover what was troubling Corianton. (He felt

it was unjust to punish sinners.)

To help your students understand “the justice of God,”

you may wish to show New Testament Video presentation 7,

“Justice and Mercy.” Using the idea of

15 Alma 40–42 THE MEDIATOR

scales can help your students understand the Fall,

repentance, justice, mercy, the Atonement, punishment,

sin, and law, and how they relate to each other.

Draw scales on the board or make a scale out of a board

on a pivot. Give each student two pieces of paper. One

paper represents the violation side of the scale and the

other paper represents the punishment side of the scale.

Have students move their papers (as shown below),

balancing or unbalancing their “scales” as you work

through the examples.

They will understand better if they write down the

violations that unbalanced the scale on one paper and

then write down how the scales of justice are balanced

on the other paper. Repeat this for each violation.

• Justice requires that the scales be balanced (see Alma

41:3–4; D&C 1:31).

• If we violate a law, the scales become unbalanced. A

payment or punishment is required to balance the

scales (see Alma 41:12–13).

• Mercy cannot rob justice (see Alma 42:25). If we try to

balance the scales of justice without a punishment,

mercy would rob justice. A plan of mercy has been put

in place so that mercy can be extended without robbing

justice. This video presentation will help students

understand how both mercy and justice can be satisfied.

USING THE VIDEO The Mediator 10:49

“LOOK FOR” ACTIVITY Suggest that the students

look for what must happen for mercy to be extended

without robbing justice.

SHOW THE VIDEO The video is an adaptation of

Elder Boyd K. Packer’s analogy “The Mediator” (see

Conference Report, Apr. 1977, 79–81; or Ensign, May

1977, 54–56). When a young man gets into debt and is

unable to meet his obligation, he pleads for mercy.

The creditor demands justice, and the young man is

shackled for prison. The young man’s friend mediates

the situation, meeting the demands of justice while

extending mercy to the young man.

AFTER THE VIDEO

DISCUSSION Help students explain how justice was

satisfied and mercy was extended in the parable. Discuss

the video so students understand how mercy is extended

to them through a mediator. Ask questions like: Who in

the parable represents us? Who requires justice for broken

laws? Who extends mercy by standing between us and

justice? What is our responsibility to the Mediator?

Using the scales, help students understand how the

Mediator extends mercy and balances the scales of

justice in each of the following: the Fall of Adam, our

personal sins, and the “sins” of those who are not

accountable (see the charts below).

SCRIPTURE EXPLANATION The “plan of mercy”

allows a mediator (God Himself—Jesus Christ) to suffer

the punishment for another’s violation of the law. This

plan of mercy can satisfy justice and still extend mercy

(see Alma 42:15).

Punishment

Violation

JUSTICE

Punishment

Violation

JUSTICE

Violation

JUSTICE

Violation

Mercy

Alone

Punishment

15 Alma 40–42 THE MEDIATOR

THE FALL OF ADAM

Because of the Fall of Adam, the scales of justice are out

of balance. To balance the scales, the punishment of

temporal death (separation of the spirit and body) and

spiritual death (being cut off from the presence of God)

were brought upon all mankind (see Alma 42:7–9). If no

Atonement had been made, our bodies would remain in

the grave and our spirits would be miserable, being

subject to the devil and cut off from the presence of God

forever (see 2 Nephi 9:7–9).

The Savior suffered the punishment and paid the price

for Adam’s transgression. Through the Atonement and

by the power of the Resurrection, the plan of mercy

overcomes temporal death. We will all be resurrected.

Spiritual death is overcome through the Atonement, and

man is brought back into the presence of God to be

judged (see Alma 42:23).

OUR PERSONAL SINS

Because of our personal sins, the scales of justice are out

of balance (see Alma 42:22).

Jesus Christ suffered the punishment for our personal

sins so that we might not suffer if we repent (see D&C

19:16–19). Emphasize that there are still consequences for

sin. For example, even though Christ suffered for our

sins, the process of repentance still will be painful, and

we will still feel the impact of our sins.

If we do not repent, we must suffer the punishment for

our own sins to satisfy the demands of justice (see D&C

19:16–19; Alma 42:22). But being punished for our sins

cannot correct the damage caused by our sins. This still

requires the Atonement of Jesus Christ to fully balance

the scales of justice.

THOSE WHO ARE NOT ACCOUNTABLE

Those who are not accountable (little children, those

without the law, those mentally impaired, and so forth)

are covered by the mercy of Christ and His Atonement

(see Moroni 8:8; D&C 137:7–10).

DISCUSSION Read Alma 42:27–30 with the class and

help them discover what it means to “partake of the

waters of life freely.” Examine some ways we excuse

ourselves by denying the justice of God. Like Corianton,

we are invited to “come and partake of the waters of

life freely.”

JUSTICE

Temporal

Death and

Spiritual Death

JUSTICE

Fall of Adam

Punishment

Fall of Adam

Atonement

JUSTICE

Fall of Adam

Savior

Temporal Death –

Resurrection

Spiritual Death –

Presence of God

at Judgment

JUSTICE

Personal

Sins

JUSTICE

Atonement

JUSTICE

Personal

Sins

Repentance

Savior Me

Atonement

JUSTICE

“Sins” of

Those Not

Accountable

Savior

15 Alma 40–42 THE MEDIATOR

PURPOSE

To help students understand that Captain Moroni’s faith

in Christ and his devotion to the Savior were the key to

his character and the source of his greatness.

Note: This presentation is designed to be used with

Mormon’s tribute of Captain Moroni in Alma 48:11–18.

Teach the Alma 43–48 scripture block (possibly two or

three days). Then use the video and lesson activities with

Mormon’s tribute to emphasize Moroni’s great character

as a follower of Christ.

BEFORE THE VIDEO

READINESS ACTIVITY Ask students to name a few

popular men and women they think are heroes. You may

wish to list them on the board. Have students name the

abilities these people possess that they think are heroic.

Discuss the qualities of a hero. (A hero is someone we

can pattern our lives after. A true hero should be a

person of high moral character.) If necessary, help

students recognize that some of the persons they named

do not qualify as someone we should pattern our lives

after. Suggest that it might be interesting to see if today’s

popular heroes could merit Mormon’s tribute of Captain

Moroni. Read Alma 48:17 as a class. Then substitute for

Moroni the names of some of the heroes the class

suggested and see if Mormon’s tribute is as valid for

them as it was for Moroni. Suggest that the class try to

discover what made him a truly exceptional hero.

SCRIPTURE ACTIVITY Moroni was twenty-five

years old when he was appointed commander of all the

Nephite armies (see Alma 43:16–17). He obviously had

great ability. Have students examine Alma 48:11–13 and

identify some of Moroni’s character and qualities. You

may wish to list these on the board and discuss what

they mean. The following may help:

• Strong and mighty (see v. 11)

• “Perfect understanding” (v. 11)

• “Did not delight in bloodshed” (v. 11)

• Joyed in liberty and freedom (see v. 11)

• Grateful to God for blessings and privileges (see v. 12)

• “Firm in the faith of Christ” (v. 13)

SCRIPTURE ACTIVITY Have students read Alma

48:13–16 and identify how Moroni’s faith in Christ

molded his character, abilities, and strategy to preserve

the freedom of his people. The following may help:

• He had sworn with an oath to defend his people,

rights, country, and religion (see v. 13).

• He taught his people not to give offense, but only to

defend life (see v. 14).

• By keeping the commandments, he and the people

would be warned by God to flee or to prepare for war,

and where to defend themselves (see vv. 15–16).

• He gloried “in doing good, in preserving his people,

yea, in keeping the commandments of God, yea, and

resisting iniquity” (v. 16).

• The devil did not have power over his heart (see v. 17).

QUOTATION Moroni’s faith in Christ gave him the

ability to be a great leader. Share the following quote

by President Ezra Taft Benson and discuss its meaning

and how it applies to Moroni. “Men and women who

turn their lives over to God will discover that He can

make a lot more out of their lives than they can. He will

deepen their joys, expand their vision, quicken their

minds, strengthen their muscles, lift their spirits,

multiply their blessings, increase their opportunities,

comfort their souls, raise up friends, and pour out

peace” (The Teachings of Ezra Taft Benson [1988], 361).

USING THE VIDEO “Firm in the Faith of Christ” 21:40

“LOOK FOR” ACTIVITY Because Moroni was “firm in

the faith of Christ,” he was different than other military

leaders. Have the students look for examples of how his

leadership was different because of this faith and how

the Lord blessed him because of it.

SHOW SEGMENT 1 In segment 1 (17:55) a grandfather

and grandson discuss what makes a great hero. The

grandfather’s example is Captain Moroni, who led the

Nephites against Zerahemnah and the Lamanites,

prepared the title of liberty, prayed mightily to the Lord,

and rallied his people.

SCRIPTURE DISCUSSION Discuss the things

Moroni said and did that could be considered unusual

for a military leader. (He stopped the battle when the

Nephites were winning. He offered to let Zerahemnah

go. He returned the swords to the Lamanites when

they refused to take an oath of peace.) Why did he do

what he did? (Have students search Alma 44:3–5 to

discover the source of Moroni’s strength and identify

what motivated Moroni.) How does the title of liberty

illustrate Moroni’s faith in Christ? (Student response.)

What did Moroni use the title of liberty for, even

before Amalickiah attacked? (see Alma 48:7).

APPLICATION Suggest that the students read Alma

48:17 and substitute their own name for Moroni’s. If this

tribute were being given in honor of you, would it truly

represent you? By patterning our lives after Moroni’s

faith in Christ, the Lord can do great things with us also.

Suggest that the students reflect on the qualities they

found for Moroni and how well they are developing

those traits in their lives.

16 Alma 43–48 “FIRM IN THE FAITH OF CHRIST”

Read the above quotation from President Benson to the

class again. Discuss each blessing and how the Lord will

help them as they turn their lives over to Christ as

Moroni did.

SHOW SEGMENT 2 Segment 2 (3:45) is a music video

summarizing Captain Moroni and other heroes depicted

in the Book of Mormon Video presentations who showed a

desire and ability to follow Christ.

17 Helaman 1–12 THE PRIDE CYCLE

PURPOSE

To help students recognize the cycle of pride portrayed

in the book of Helaman and its effects on individuals

and society.

BEFORE THE VIDEO—DAY 1 (HELAMAN 1–6)

Note: This lesson may take two or more days to teach. On

the first day, teach Mormon’s description of the pride

cycle in Helaman 12:1–6 to gain a perspective for the

entire block. Then teach chapters 1–6 of Helaman, looking

for evidence of the pride cycle. On day two, use the video

to help identify the pride cycle in chapters 7–11.

A thorough understanding of President Ezra Taft

Benson’s April 1989 general conference address, which

was read by President Gordon B. Hinckley, will be

valuable in teaching this lesson (see Conference Report,

Apr. 1989, 3–7; or Ensign, May 1989, 4–7).

READINESS ACTIVITY Display a bicycle wheel. Place

a mark on the wheel and spin it. Explain how the mark

will continue to return to the same place in its cycle or

course again and again as long as it is moving. To

prevent the mark from returning to the same spot, a

force must be applied.

SCRIPTURE ACTIVITY Mormon wrote about another

cycle in Helaman 12—a kind of “pride cycle,” since pride

always seems to enter into the hearts of men after God

has richly blessed them. Read Helaman 12:1–6 with the

class and draw the cycle on the board (see the diagram

below). The cycle goes as follows: blessing and prosperity

(v. 1), then pride and sin because of the easiness of life

(vv. 2, 4–6), which leads to chastening so that the people

might remember the Lord (v. 3), which should bring

about humility and repentance (vv. 1, 3), which returns

them back to a state of blessing and prosperity.

QUOTATION “When we direct our pride toward God,

it is in the spirit of ‘my will and not thine be done.’...

“The proud cannot accept the authority of God giving

direction to their lives (see Helaman 12:6)” (Ezra Taft

Benson, in Conference Report, Apr. 1989, 4; or Ensign,

May 1989, 4).

SCRIPTURE INSIGHT Have the students search

Helaman 12:4–6 to discover reasons the proud cannot

accept God giving direction to their lives.

REVIEW You may wish to recall with the class some of

the things about pride shown in the lesson activities for

Jacob 2 and Book of Mormon Video presentation 6, “Pride.”

• What is the definition of pride? (Enmity toward God

or our fellowman.)

• What is enmity? (Hatred toward, hostility to, or a state

of opposition.)

Note: The video and lesson for Jacob 2 explored enmity

toward our fellowmen. In Helaman 1–12, Mormon

emphasizes enmity toward God.

SCRIPTURE ACTIVITY In the first six chapters of

Helaman there are numerous references to one stage or

another of the cycle of pride. Help students see the cycle

and the many missed opportunities to repent and

reverse it. The following are references to some of the

more obvious examples:

• Prosperity and blessings (see Helaman 3:25, 32)

• Pride and sin (see Helaman 3:33, 36; 4:1, 12)

• Chastening (see Helaman 4:2, 11)

• Humility and repentance (see Helaman 4:14–15)

CONCLUSION Remind the students of President

Benson’s warning: “The scriptures abound with

evidences of the severe consequences of the sin of pride

to individuals, groups, cities, and nations. ‘Pride goeth

before destruction’ (Proverbs 16:18). It destroyed the

Nephite nation” (in Conference Report, 4; or Ensign, 5).

What will happen if these individuals or groups don’t

repent? Where are we today as a society and as

individuals in the pride cycle?

PRIDE AND SIN

HUMILITY AND

REPENTANCE

BLESSING AND

PROSPERITY

CHASTENING

17 Helaman 1–12 THE PRIDE CYCLE

BEFORE THE VIDEO—DAY 2 (HELAMAN 7–12)

Note: The following list shows when to use the video

segments and class activities in teaching the scripture

blocks in Helaman 7–11:

• Helaman 7:1–8:10—Video segment 1

• Helaman 8:11–26—Class activity

• Helaman 8:27–9:8—Video segment 2

• Helaman 9:9–19—Class activity

• Helaman 9:20–10:1—Video segment 3

• Helaman 10–11—Class activity

READINESS Review the condition of the people when

Nephi returned from his missionary labors in the land

northward (see Helaman 6:34–7:1).

USING THE VIDEO The Pride Cycle 15:10

“LOOK FOR” ACTIVITY Suggest that the students

look for evidence of pride in the Nephite marketplace.

SHOW SEGMENT 1 In segment 1 (5:49) Nephi has

returned to Zarahemla and sees the prosperity, pride,

and wickedness of the people. He returns to his house

and begins to pray on his garden tower. A crowd

gathers. After his prayer, he calls them to repentance.

The judges in the crowd attempt to incite the crowd

against Nephi, while others defend him.

DISCUSSION The following questions may help in

your discussion of segment 1:

• Why was Nephi grieved? (Because of the pride and

wickedness of the people [see Helaman 7:26].)

• What evidence of enmity or pride was displayed in

the marketplace? (The peoples’ love of riches, class

distinctions, and oppression of the poor.)

• How might the following quotation relate to the

people of Nephi? “Selfishness is one of the more

common faces of pride. ‘How everything affects me’

is the center of all that matters—self-conceit, self-

pity, worldly self-fulfillment, self-gratification, and

self-seeking” (Benson, in Conference Report, 5; or

Ensign, 6).

• Where would you place Nephi’s people on the

“pride cycle”?

• What lies in store for this people? (Destruction [see

Helaman 7:22, 28].)

Scan Helaman 8:11–26. Note the many examples Nephi

gave of prophets being rejected by the people (Moses,

Abraham, Zenos, Zenock, Ezias, Isaiah, Jeremiah, Lehi,

and Nephi). Discuss reasons people reject prophets.

Discuss how individuals can overcome the temptation to

criticize a prophet and how we can become obedient to

his counsel.

“LOOK FOR” ACTIVITY Suggest that the students

watch closely for the relationship between pride and

secret combinations.

SHOW SEGMENT 2 In segment 2 (2:19) Nephi

prophesies to the people about the death of the chief

judge at the hands of a member of their secret band. Five

messengers race to the judgment hall and find the judge

murdered.

DISCUSSION Relate the following quotations from

President Benson to the Nephites:

• “Pride results in secret combinations which are built up

to get power, gain, and glory of the world. . . . This fruit

of the sin of pride, namely secret combinations, brought

down both the Jaredite and the Nephite civilizations”

(in Conference Report, 5; or Ensign, 6).

• “Our enmity toward God takes on many labels, such

as rebellion, hard-heartedness, stiff-neckedness,

unrepentant, puffed up, easily offended, and sign

seekers” (in Conference Report, 4; or Ensign, 4).

At what point in the pride cycle are secret combinations

likely to flourish? What are the secret combinations that

Nephi was trying to expose? (see Helaman 7:25; 8:4). Do

secret combinations exist in our day?

SCRIPTURE ACTIVITY Read Helaman 9:3–9 with

the class to discover what happened to the five men

who ran to the judgment hall. Then have the class read

Helaman 9:10–19 and discuss the motives of those

involved. (The judges sought to destroy the prophet; the

five messengers supported Nephi and declared the truth.)

“LOOK FOR” ACTIVITY Suggest that the students

look for how the people react to Nephi’s prophecy when

they know he has told the truth. Also, suggest they try to

discover why Nephi was so willing to teach the truth

through all the opposition.

SHOW SEGMENT 3 In segment 3 (7:02) Nephi is

bound and brought for judgment before the crowd. He

responds to accusations by prophesying of Seantum’s

guilt. Nephi’s innocence and the accuracy of his

prophecy are dramatically portrayed. In spite of this,

many people scorn Nephi and go their own way.

AFTER THE VIDEO

DISCUSSION Relate the following quotations from

President Benson to the Nephites:

• “The proud wish God would agree with them. They

aren’t interested in changing their opinions to agree

with God’s” (in Conference Report, 4; or Ensign, 4).

• “Pride fades our feelings of sonship to God and

brotherhood to man. It separates and divides us by

‘ranks,’ according to our ‘riches’ and our ‘chances for

learning.’ . . . Unity is impossible for a proud people,

and unless we are one we are not the Lord’s” (in

Conference Report, 5–6; or Ensign, 6).

17 Helaman 1–12 THE PRIDE CYCLE

• “When pride has a hold on our hearts, we lose our

independence of the world and deliver our freedoms

to the bondage of men’s judgment. . . . The reasoning

of men overrides the revelations of God, and the

proud let go of the iron rod” (in Conference Report, 5;

or Ensign, 5).

SCRIPTURE ACTIVITY Helaman 10:2–19 teaches of

the blessings to God’s obedient, humble servants. Note

the completion of the pride cycle as you teach

Helaman 11.

APPLICATION Consider reading Helaman 12:1–6

again as a summary. Mormon, who saw the Nephite

civilization destroyed because of pride (see Moroni 8:27),

would not allow this cycle to destroy him. What can we

do individually, as a family, and as a church to prevent

pride from destroying us? Refer to the pride cycle again,

but this time exclude the term chastening from the cycle.

How can the cycle be changed to the three-part cycle? (It

changes if we are humble and immediately repent from

sin and pride.) Testify that this is the cycle of the humble

and that we can develop it in our personal lives. Discuss

the closing remarks of President Benson’s talk. Remember:

humility is the antidote for pride. Encourage students to

choose to be humble.

“God will have a humble people. Either we can choose

to be humble or we can be compelled to be humble” (in

Conference Report, 6; or Ensign, 6).

18 3 Nephi 17 “MY JOY IS FULL”

PURPOSE

To help students feel and understand that the healing,

blessings, and love of the Savior are available to all

worthy people.

BEFORE THE VIDEO

SCRIPTURE ACTIVITY Review 3 Nephi 11:13–15 with

your students. Emphasize that each individual was

permitted to witness for himself by feeling the wounds

in the Savior’s hands, feet, and side. To discover the

other acts of personal compassion, you may wish to

divide your class into three groups and have each group

search 3 Nephi 17 for one of the following:

• Evidence that the Savior was sensitive to how the

people felt.

• Acts of compassion performed by the Savior for the

people.

• Ways the people responded to the Savior.

Discuss with the class what each group finds. Read with

them those passages from 3 Nephi 17 that they feel are

particularly powerful and sensitive.

USING THE VIDEO “My Joy Is Full” 4:00

“LOOK FOR” ACTIVITY Suggest that the students

look for examples of the Savior’s compassion for each

individual.

Note: The class will understand the end of the video best

if they have read 3 Nephi 17:24, which describes how the

Savior and the children were encircled about by angels.

SHOW THE VIDEO The video is a musical and visual

summary of the Savior’s visit to the people at the temple

at Bountiful. The video portrays the impact the Savior’s

love, compassion, and healing had upon each individual

present.

AFTER THE VIDEO

APPLICATION ACTIVITY Invite your students to

express their feelings and to share examples of how the

Savior has touched their lives in an individual way. Read

3 Nephi 17:25 together. What makes it possible today for

each of us to see and hear and bear record “every man

for himself”?

CONCLUSION The invitation to come unto Christ is as

real now as it was two thousand years ago. As we draw

close to the Savior and feel of His Spirit, we can “feel

and see” today as the disciples of Christ saw and felt in

any age or time.

19 4 Nephi–Mormon 6 “O YE FAIR ONES”

PURPOSE

To help students understand how pride and wickedness

led the Nephites to reject Jesus Christ and His teachings,

which brought about their destruction.

BEFORE THE VIDEO

Read Mormon 6:1–15 with the class. Ask them how

Mormon must have felt as he witnessed the devastation

of this final battle.

18 3 Nephi 17 “MY JOY IS FULL”

USING THE VIDEO “O Ye Fair Ones” 5:18

Note: The video is intended as a readiness activity to

introduce your study of 4 Nephi through Mormon 6.

“LOOK FOR” ACTIVITY Suggest that the students try

to put themselves in the position of Mormon and Moroni

and identify how they must have felt as they witnessed

the destruction of the Nephite nation.

SHOW THE VIDEO The great destruction of the battle

of Cumorah is initially depicted. Mormon mourns the

great loss of the Nephite nation and laments, “How is it

that ye could have fallen!” (Mormon 6:19).

AFTER THE VIDEO

DISCUSSION Read Mormon 6:16–19 with the class.

What did Mormon say as he mourned the destruction of

the Nephites? (“O... ye fair ones, how is it that ye could

have fallen!” [Mormon 6:19].) Why were the Nephites

destroyed?

SCRIPTURE ACTIVITY AND DISCUSSION Suggest

that the students scan 4 Nephi 1:1–19 and identify the

key elements of the Nephite society. Discuss how the

Savior’s visit influenced the way that the Nephites

treated one another and how they lived. Then have

students search 4 Nephi 1:20–43 to identify factors that

contributed to the Nephites’ destruction. You may wish

to list these on the board. The following information

might be helpful:

• A small group revolted from the Church and called

themselves Lamanites (see v. 20).

• The people had wealth and pride (see vv. 23–24).

• They no longer had things in common; they divided

into classes; they built churches to get gain; they

denied the Church of Christ (see vv. 25–26).

• Many false churches arose, and persecution of the

Saints developed (see vv. 29–34).

• Hate was taught (see v. 39).

• Secret combinations again flourished (v. 42).

• The people began to be proud in their hearts because

of their exceeding riches (see v. 43).

As they study Mormon 1–5, have the students look for

additional evidence of wickedness and an unrepentant

attitude among the Nephites. Consider the following:

• The sorrowing of the damned (see Mormon 2:10–15).

• Mormon was allowed one last chance to preach

repentance (see Mormon 3:2–3).

• The Nephites boasted in their own strength and began

an offensive military campaign (see Mormon 3:9–16).

• The spiritual condition of the Nephites at the time

(see Mormon 4:10–12).

SCRIPTURE INSIGHT Read Moroni 8:27. What was

the major cause of the destruction of the Nephites?

(Pride.) How could it have been avoided? (Through

repentance [see Mormon 6:22].)

QUOTATION Ask how the following quote from

President Ezra Taft Benson could apply to the Nephites

and to us:

“My dear brethren and sisters, we must prepare to

redeem Zion. It was essentially the sin of pride that kept

us from establishing Zion in the days of the Prophet

Joseph Smith. It was the same sin of pride that brought

consecration to an end among the Nephites....

“Pride is the great stumbling block to Zion. I repeat:

Pride is the great stumbling block to Zion.

“We must cleanse the inner vessel by conquering pride”

(in Conference Report, Apr. 1989, 7; or Ensign, May

1989, 7).

DISCUSSION Discuss the following:

• How does the destruction of the Nephites apply to us

today? (see D&C 38:39).

• How could a people who had been so blessed with

the gospel, prophets, and scriptures turn against the

Lord and become so wicked?

• To what extent are we like the Nephites? How can we

avoid the fate of the Nephites? Are some in our day

following the same path as the Nephites?

• How will the Second Coming be like the destruction

of the Nephites? How will it be different?

Challenge students to learn from the destruction of the

Nephites so they can be found worthy to abide the

Second Coming.

QUOTATION Ask how the following quote from

President Benson relates to the Nephites and to us today:

“God will have a humble people. Either we can choose

to be humble or we can be compelled to be humble....

“We can choose to humble ourselves by loving God,

submitting our will to His, and putting Him first in

our lives....

“Let us choose to be humble. We can do it. I know we

can” (in Conference Report, 6; or Ensign, 6–7).

19 4 Nephi–Mormon 6 “O YE FAIR ONES”

34810

4 02348 10000 6

ENGLISH