Lesson 19-- Priesthood Leadership in the Church of Jesus Christ

As long as I can remember, I have had a testimony of living prophets.  The idea that Father would use other people as conduits of knowledge and revelation appealed to me.  It made sense to me and I have loved the prophet ever since.  In fact, my love for President Hinckley was a major factor in my starting this blog.  I simply love the idea of prophets and want to follow them.  So, I am excited for this lesson.

The Activity:

1. Divide the class into four groups
2. Assign each group one of the following questions:
1. Why does Father choose older men to lead his church, in general?
2. What happens to the Church when the prophet cannot fully function due to the effects of age/illness?
3. How do the Church leaders, i.e. First Presidency, Quorum of the Twelve Apostles, etc. made decisions that impact the work of the Church?
4. What exactly are the Apostles to do?  The Stake Presidency?  The Bishop?
3. While many people can perhaps answer these questions without reference to the text, ask each group to find out exactly what President Hinckley says about each question.  They should find an exact quote and discuss it amongst themselves.
4. Have the groups come back and share the quote they identified and what they talked about in their groups.
5. As a class discuss how knowing the answer to these questions can impact our testimonies.

Using the Activity:

As far as variations on this activity, the most obvious one would be to change the questions.  Those are the most central questions that stood out to me as I read over this lesson.  Under the direction of the Spirit, you may come up with different questions that are more valuable for your class.  Also, you could search for these answers as a whole class instead of in groups.  Whatever best fits your class members' needs is the best course of action. 

From a teaching perspective, on the surface this activity seems a lot like other activities that I have proposed.  I am a big proponent of smaller groups of people talking things through in respectful, Spirit-filled ways.  However, this activity also asks the class members to do something that far too few people in my experience do-- read the actual words of the text.  I will admit that I love to read and that I learn easily from reading.  In fact, I can usually remember quite a bit of what I have read.  So, I know that I am different from most people in this regard.  Nevertheless, there is great power in the actual words of the prophets-- living and dead.  Cognitively (and spiritually, I would argue) there is great value in actually reading and not simply watching a video of something or hearing someone else sum it up, although both of those activities have their place.  The Spirit seems to flow in more completely as we read/hear the actual words of the prophets.  So, in this activity I am trying to push the class members back to the actual text.  The other reason I believe it is important to consult the exact words of the prophets is that often we are guided by tradition rather than actual doctrine.  Yes, there are times when the tradition is in line with the doctrine, but there are also times when the traditions are not in line with doctrine (the traditions do not even necessarily need to be opposite doctrine-- just not in agreement).  When this happens, often obstacles are put in the path of others as they attempt to come unto Christ.  Satan does not need any help putting up obstacles to people; he does a great job by himself.  So, the more we can ground our ideas and practices in exactly what the prophets (from our dispensation and from the scriptures) say, the better off we will be.

I hope that this idea is helpful and that if you use it, your class is full of the Spirit.  Please let me know how it goes as you have time.

Lesson 18: Virtue-- A Cornerstone on Which to Build Our Lives

Given the assault by Satan on the virtue of people the globe over, this seems like an incredibly timely topic.  A couple of years ago I was in a stake priesthood leadership meeting with Elder Ballard.  He spoke about pornography and said quite simply, "There are some in this room who are struggling with this.  If that is you, stop it."  I know many of the men in that room.  They are great men who desire to serve and follow Christ; they are family men who are devoted to their wives and children.  In other words, these are issues that afflict the best of us.  I am presenting two lesson ideas in this post.  The basic lesson activities are fairly similar.  What is most different is the focus of each activity.  The first activity is focused on pornography, while the second activity is focused on virtue more generally (although there is a section on pornography).  In putting forth these activities, I want to add a word of caution.  At times, the ways we speak about sins of any types (except our own), but especially sins of a sexual nature, can hurt those struggling with those issues rather than help them.  As you approach this lesson ask yourself, "is the way I am talking about this likely to invite someone to repent and come unto Christ? or simply to feel trodden upon and more distant from Christ?"  Remember, there is no sin beyond the power of the atonement.

Activity 1:

1. Read paragraph #8 in section 3 ("You live in a world . . .")
2. Point out to the class that in this quote, President Hinckley compares pornography to three things-- a horrible, engulfing tide; poison; and a foul disease).
3. Divide the class into three groups and assign each group one of the comparisons
4. Ask each group to discuss how pornography is like the thing they have been assigned.  Note:  for each item, there are some easily seen connections.  Urge the group members to go beyond the most obvious connections and look for deeper connections.
5. Also, ask each group to think about what their assigned metaphor can teach them about pornography that they can apply in their own lives to help themselves and those around them avoid/escape the trap of pornography.
6. Ask the groups to report back what they discussed to the class.

Activity 2:

1. Begin with the story about the man hiring a stagecoach (I used to think this was famous, but maybe only in my mind.  I'm not sure where I first heard it and I can't easily find it on-line.  If anyone recognizes it and can provide a source,  please do, and I will make the appropriate edit.  Thanks).  Here's the story:  A man wanted to hire a stagecoach driver to drive his coach on a route over a dangerous mountain pass.  There were three candidates.  He asked each of them the same question, "How close can you come to the edge of the cliff without falling over?"  The first applicant looked confident and said, "I can come within one inch of the edge without falling over?"  The second looked even more confident, "I can ride with half the wheel over the edge without falling over?"  The third appeared slightly concerned, "I don't know how close I can get to the edge.  I always stay as far from the edge as I can."  The manager promptly hired the third driver.
2. With that as a backdrop explain that President Hinckley identified three threats to our virtue-- our thoughts, pornography, and immorality.
3. Divide the class into three groups and assign each of them one of the topics.
4. Ask the groups to discuss what they can do to be like the third driver and stay as far from the edge as possible in relation to their assigned topic.
5. Ask the groups to report back what they discussed to the class.

Using the Activity:

As I said earlier, these activities really are the same activity, just with different focuses.  One slight variation you could easily use is that instead of dividing the class yourself into three groups, you could ask the class members to divide themselves by going where they feel most comfortable being.  There are some advantages and disadvantages to this.  Some may feel that to select any particular group (especially in the second activity) could be seen as an admission of guilt.  On the flip side, if someone is struggling with a particular temptation or understanding, allowing them to choose allows them to exercise their faith that participation in a particular group will result in help. 

The reasons that these activities both work well are reasons that we have talked about before in this blog.  First, you are making it easier for class members to speak up and share their ideas and thoughts.  When we speak up, we are exercising faith.  When we exercise faith, we open ourselves up more to the Spirit.  Ultimately, it is the Spirit that is the only real teacher of value. So, increasing participation will increase conversion and testimony.  Secondly, both activities have some element of focus on application.  With a topic such as virtue, where most people want to believe they are immune to temptation (when in reality none of us are), I think it is especially important to directly ask our class members to consider how they can be proactive in avoiding temptation (being like the third applicant for the stagecoach job). 

As always, these ideas are designed to be usable but also to be seeds.  If they have sparked an idea in you, they are successful.  Mostly, I hope they help you to invite the Spirit into your classes.  Please let me know of any feedback you have.

Lesson 17: Continue in the Great Process of Learning

I am, by profession, a professional educator.  So, this topic lies close to my heart.  I believe that continuing education throughout life is important to enriching ourselves and making us more fit for the kingdom.  And by no means do I envision that all learning takes place in the classroom.  We can learn much far from formal teaching environments.  In fact, the majority of us will not do a lot of schooling past our early 20's.  Yet, we can continue picking up new knowledge in a myriad of ways.  For example, my admittedly stunted handyman skills have been significantly increased because of need and a number of knowledgeable men and woman who post videos showing me how to repair my clothes dryer or replace a screen on a window or door.  Such learning keeps us fresh and invigorated, in my experience.  I believe that President Hinckley's own on-going learning was much of the reason for his sharp wit and keen insight.

The Activity:

1.   Discuss some of the quotes from Section 5.  For example, paragraph #3 ("None of us . . .") or #4 ("Keep on growing . . .").
2. Discuss what we are to be learning (you might read the first paragraph of Section 1 as part of this discussion ["You belong to a church . . ."]).
3. On the board, create three columns-- mind, heart, hands-- and tell the class that each of these headings represents a different kind of learning.  The idea of heart comes from Section 4, paragraph 4.
4. Then, for each section discuss the following questions (this could be done in small groups):
1. What does this type of learning entail?
2. Where can you engage in this type of learning?
3. What blessing can come from this type of learning?
4. What experiences have you had with this type of learning?
5. Discuss these questions for each individual heading as well as any connections across the headings.

Using the Activity:

The main idea behind this activity is to broaden our class members' views of what it means to continue in learning while at the same time increasing their motivation and their confidence to try new avenues of learning.  As always we are hoping to invite each class member to open their hearts through engaging in the topic so that the Spirit can whisper messages of individual witness or promptings to individuals.  Because of this, you might also encourage class members to be prepared to write down on a piece of paper or make note on their devices (phones, tablets, etc.) any promptings from the Spirit.  It may seem unlikely to some class members that the Spirit will guide them in learning secular things, but it has happened in my life and it can happen in theirs.

I hope that this activity is fruitful for you and your class members. 

Lesson 16: The Power of the Book of Mormon

The Book of Mormon has been a source of strength and light in my life for as long as I can remember.  Almost without taking account of any other aspect of my life, I can tell where I am spiritually by considering where I am in terms of my study of the Book of Mormon.  So, I am excited for this lesson.  Also,  as I reflect on President Monson's latest teaching in the April 2017 general conference, I realize an even greater need to daily focus on the Book of Mormon.  I am going to post two activities for this lesson.  I would not use both, but either one I believe can be effective at helping us remember the importance and power of the Book of Mormon.

Activity #1:

1. Read the third paragraph in section 1 ("The Book of Mormon . . .").
2. Divide the class into groups and ask each group to review one of the following sections of scripture:
1. I Ne. 19:8-12
2. II Ne. 2:6-10
3. II Ne. 9:21-27
4. Mos. 3:5-11
5. Alma 34:8-16
6. Hel. 14:15-18
3. Ask each group to read their assigned verses and to discuss what they can learn from what they read.  You may need to remind them that for many of them the truths contained in these verses seems plain and basic because they have lived with it potentially all of their lives.  Yet, for most people in the world these truths would be revolutionary. 
4. Have the class come back together and share what they talked about.
5. Discuss as a class how these truths, if they were understood by all people, could change the world.

Activity #2:

1. Divide the class into five groups.
2. Assign each group one of these questions
1. How does the Book of Mormon strengthen our testimonies of Christ?
2. How does knowing the Book of Mormon is true strengthen our testimony of other truths?
3. How does the Book of Mormon help us see the problems of the world as they really are?
4. How does the Book of Mormon change our lives and our perspectives?
3. After a few minutes, point out to the groups that each of their questions is based on a section of the manual and ask them to look through that section to see what Pres. Hinckley had to say that may enrich their conversations.
4. Come back together as a whole class and share what was discussed in the groups.

Using the Activities:

Both of these activities are built on the same principles-- principles that have made up the basis of previous posts and will make up the basis of future posts-- trying to apply the teaching of Pres. Hinckley.  Also, as we often do, we are trying to provide more comfortable forums in which people can exercise their faith through participation.  In any case, these discussions should foster spiritual experiences for all those who earnestly engage with them. 

It should be noted that there are obviously some changes that can be made to each activity.  In the first activity, you can choose any short sections of scripture that testify and teach of Christ anywhere in the Book of Mormon.  I chose these examples simply because these are verses that I have been thinking about lately.  Prayerful consideration may very well lead you to include completely different scriptures.  Seek that guidance.  Similarly, in the second activity, I did not include a group discussing Section 2.  I would probably end class on that note.  However, you may feel led to include a question from that section as well (or perhaps in place of another question).  As always, seek and follow the guidance of the Spirit.

I hope that these activities will work well for you or will inspire you to try something entirely different of your own making.  And as always, please leave me a note letting me know how these work.  I enjoy hearing from you.

Lesson 15: The Holy Priesthood

I know for some people that this is a topic that can cause some questions and feelings of frustration.  The activities I describe here won't address those portions of this topic for a variety of reasons, but I do think that it is worthwhile as teachers of this lesson we are sensitive to these feelings and do not minimize them in any way.  Even if we don't feel the same way, that does not make those feelings any less real or important.  We should honor the people who hold such concerns and not dismiss them out of hand.  Doing so will ultimately, I believe, work against what we are to do as members of the Church-- help all of Father's children return to live with him forever. 
Having said that, I think this lesson provides a vast variety of ways to discuss the priesthood.  In fact, I have chosen to include two potential activities for this lesson.  I could have easily created more.  As always, the utility of the activities will be driven by what the Spirit leads you to focus on in your lesson.  I hope that as far as these activities fit with what the Spirit tells you to do that you will find them useful.

Activity 1:

1. Draw a line down the board dividing it into 2 columns.
2. Label the first column "Priesthood Authority"; leave the second column untitled for now. 
3. As a class, list things that can be done with priesthood authority.
4. Read section 4, paragraph 12 ("Many men seem to think . . .")
5. Now, label the second column "Priesthood Power."
6. As a class, create a list of things that can be done by someone with priesthood power.
7. Discuss the difference between the items in the two lists.
8. Discuss how to gain/keep Priesthood Power (reference D&C 121:41-42 and other quotes from the manual).

Activity 2:

1. As a class read the last paragraph of the introduction ("President Hinckley frequently testified . . .")
2. In his quote at the end of that paragraph, President Hinckley lists four categories of things that can be done with the priesthood (bless, heal, govern, bind).
3. Write those four words across the top of the board
4. As a class, create a list of things that can be done with the priesthood under each heading
5. Now read the last two sentences of the second paragraph in section 2 ("Without the priesthood there might be . . .").
6. Pose and discuss the following question:  How do the things in the lists give the church "substance"?

Using the Activities:

I like these activities because they both seem to push us to consider the priesthood in deeper ways.  There are obviously a lot of details about the priesthood that we could use to fill several class periods, but I don't know that is the kind of knowledge we need to get into the Celestial Kingdom.  Even if we don't know that the Bishop is the president of the Priests Quorum in the ward, we can still get into heaven.  However, if we don't know and exercise faith in the priesthood as a means of blessing the lives of members, it may be more difficult and we may be led away more easily.  So, both of these activities hopefully lead us to consider how we can take advantage of the priesthood more faithfully in our own lives whether it is by using the priesthood or simply by honoring it more.  The emphasis of both of these activities, I hope, is to cause us to examine our lives and be led to areas where we can treat the priesthood with greater reverence and with a stronger testimony of its power. 

Lesson 14: Losing Ourselves in the Service of Others

I am married to a wonderful woman who was taught the value of service growing up.  As a result, she has made sure that our kids (and me, by extension) have learned and never forget the joy of service and the immense good that each of us is capable of, if we are aware and take the opportunities to serve that surround us daily.  Because of her influence, this lesson means even more to me.  Plus, I think the world in countless subtle ways (II Ne. 26:22) tells all of us that we are the center of things, we deserve more (anything we could wish), we are who should be being served; service seems to be one of the tools the Lord has given us to counteract these tendencies and forces that push us to selfishness and self-centeredness.  So, this lesson is important.

The Activity:

1. Pose some variation of the following question to the class:  What does the world tell us will make us happy and carefree?
2. List the answers on the board
3. Tell the class that you are now going to see how a prophet of God tells us to find happiness.
4. Read all or some of the following quotes (or other quotes that you fell would be more compelling/powerful for your class):
1. Section 1, last paragraph ("If we will give such service . . ."
2. Section 2, paragraph 4 ("I believe that for most of us . . ."); paragraph 7 ("The best antidote I know . . ."); paragraph 10 ("Give expression to the noble desires . . .")
3. Section 4, paragraph 1 ("Brothers and sisters, you will never . . ."); paragraph 7 ("Do you want to be happy? . . .")
5. Discuss the following things:  how do you find ways to serve?  why does service make us happier?  how have you seen this in your own life?

Using the Activity:

To me this activity, is most useful at the beginning of a lesson.  It works there because it does 2 things.  First, this activity helps to give reason for the rest of the lesson.  Most of us are seeking to be happy; even if we already consider ourselves happy, we want to stay that way.  So, this lesson begins by showing everyone that the material here is something that we want/need in our lives.  Second, this activity also begins by pointing out common misconceptions that the world wants us to hold and that many of us-- even as Church members-- succumb to at least on occasion.  In other words, this activity helps us by making visible misconceptions that we may have that are buried deep in our ways of thinking without examination. 

Too often, we begin lessons by simply jumping in and covering material.  For most people to learn this is ineffective.  Whether the learning is worldly or spiritual, people need to be prepped for learning.  This can be done in many ways (two of which are exemplified in this activity).  We could also use opening activities to activate what the class already knows or doesn't know (this activity does something similar to this); to create curiosity; to generate questions; to hook the interest of the class members; or to cause students to wonder.  In all of these cases, what we are really doing is trying to help our class members to engage with the material.  It is through the engagement with gospel truths that conversion happens.  We see this when two people sit in the same class and one is moved tremendously and the other is simply bored.  One of those people is engaged with the material (remember, when we are engaged, we exercise our faith, which leads to feeling the Spirit) and one is simply passing time.  As teachers, our job is to help our class members engage.

As always, I hope you find this activity useful as is or with modification.  Please feel free to let me know what you think of any of these activities.  God bless.