Mormon Chapter 7 Mormon invites the Lamanites of the latter days to believe in Christ, accept His gospel, and be saved—All who believe the Bible will also believe the Book of Mormon. About A.D. 385.
Mormon Chapter 8 The Lamanites seek out and destroy the Nephites—The Book of Mormon will come forth by the power of God—Woes pronounced upon those who breathe out wrath and strife against the work of the Lord—The Nephite record will come forth in a day of wickedness, degeneracy, and apostasy. About A.D. 400–421.
Mormon Chapter 9 Moroni calls upon those who do not believe in Christ to repent—He proclaims a God of miracles, who gives revelations and pours out gifts and signs upon the faithful—Miracles cease because of unbelief—Signs follow those who believe—Men are exhorted to be wise and keep the commandments. About A.D. 401–21.
Mormon 7
The Book of Mormon and the Bible both testify of Jesus Christ.
Show the children the title page of the Book of Mormon, and point to the words of the title as you read it, emphasizing the word another. Help the children think of other books of scripture that teach us about Jesus. Show them that the Bible has the Old Testament and the New Testament. Help the children say “Old Testament, New Testament” when you point to the Bible and “Another Testament” when you point to the Book of Mormon.
Gospel Language Symbols
Choose several events and truths that both the Bible and the Book of Mormon testify of, such as Jesus’s birth, death, and Resurrection. Show pictures from the Gospel Art Book that depict these events and truths. Ask the children to describe what they see in the pictures, and tell them that both the Bible and the Book of Mormon teach about these things. (Come, Follow Me—For Primary: Book of Mormon 2020 “Mormon 7–9)
“Article of Faith 8” (August 2011 Friend) Read the statements and color the stars different colors if they apply to the Bible, the Book of Mormon, or both.
Display a world map or the activity page for this outline, along with a Bible and Book of Mormon. Use these items to teach the children that the Bible is a record of Jesus’s teachings in and around Jerusalem and the Book of Mormon is a record of His teachings in the Americas.
To help your children learn the eighth article of faith, you could write each word on separate pieces of paper. Invite your children to work together to put the words in the correct order and repeat it several times.
Write Mormon 7:9 on the board, but leave blanks in place of the words this and that. Also write on the board this= the Book of Mormon and that= the Bible. Invite the children to read Mormon 7:9 out loud and use the phrases on the board to fill in the blanks. What do we learn about the Bible and the Book of Mormon from this verse?
The below video has an object lesson that explains why we need both books.
Moroni’s example could inspire your children to obey God’s commandments even when they feel alone. After you read Mormon 8:1–7 with them, they could share how they would have felt if they had been Moroni. In verses 1, 3, and 4, what was Moroni commanded to do, and how did he obey? How can we be more like Moroni? (Read Mormon 8:3, emphasizing that Moroni was all alone, but he still kept the commandments, including the commandment to finish the Book of Mormon. Share a time when you were faithful even when you felt alone. Come, Follow Me—For Primary: Book of Mormon 2020 “Mormon 7–9)
Friend April 2015 “Courage and Clubs” Kate chooses not to join her friend’s club because the requirement to join is to say a bad word.
Friend April 2021 “The CTR Reminder” Raish was afraid to say anything to her friends who were being mean to a new girl, but then she saw her CTR ring and remembered something her teacher had said. Remember who you are and what you stand for. So Raish stood for the right and asked her friends to stop being mean, and then she went and apologized to the new girl and asked to be her friend.
Maybe you and your children could talk about situations where they must choose between right and wrong when no one is watching. How does having faith in Jesus Christ help us in these situations? (After discussing Moroni’s example, share some scenarios in which a child must decide whether or not to choose the right, even though no one is looking. Or invite the children to each write down a situation in which they have to make a choice between right or wrong when no one is watching. Put their ideas in a container, and let the children take turns picking a situation and sharing what they would do to be like Moroni. What would Moroni have done? Come, Follow Me—For Primary: Book of Mormon 2020 “Mormon 7–9)
Come Follow Me Kid Take turns choosing one slip and deciding whether or not to choose the right, even though no one is looking. What would Moroni have done?
A song like “Stand for the Right” (Children’s Songbook, 159) could add to this discussion. (Why is it important to choose the right all the time, even when you are alone?)
You might want to explain to your children that a miracle is something God does to show His power and bless our lives.(see Bible Dictionary, “Miracles”) Then you could read phrases from Mormon 9:11–13, 17 that describe some of God’s miracles, and your children could think of other miracles (pictures from the Gospel Art Book, such as nos. 26, 40, 41, and 83, can help). Talk about miracles that God has done in your life. (Testify that God worked miracles in ancient times and He still works miracles today.)
Divide the children into two teams. Invite each team to look for examples of miracles in some or all of these scriptures: Mormon 8:24; 9:11–13, 16–18, 21–25. What could we say to someone who thinks miracles don’t happen anymore? (see Mormon 9:9, 15–21).
Show your children a recipe, and talk about what would happen if you left out an essential ingredient. Read together Mormon 8:24 and 9:20–21 to find the “ingredients” that can lead to miracles from God.
Certain ingredients are needed to make a science experiment or recipe work successfully. Consider doing an experiment or making a favorite recipe as a family before reading Mormon 9:16–24. As you read the verses (especially verses 20–21), look for the necessary “ingredients” that make miracles possible. What miracles can we see in the world around us and in our family?
You could use the following experiment and use water instead of vinegar. Explain that water didn’t work because it wasn’t the right ingredient.
Friend November 2020 “Come Follow Me for Little Ones” Read Mormon 9:19 together and help your little ones say, “God is a God of miracles.” Watch the sing-along video for the song “The Miracle.” If your children are old enough, you could learn to sing the chorus together. (For extra help, find the lyrics in the June 2018 Friend.)
Show the children a recipe. What would happen if you left out an essential ingredient? Invite the children to search Mormon 8:24 and 9:20–21 to find the necessary “ingredient” that we must have before God can work miracles. Share examples of miracles—big or small—that you have seen in the Church or in your life.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “2 Nephi 1-2” To help your children understand what Lehi taught about opposites and making choices, you could play a game in which you say a word (such as light) and your children say its opposite (dark). Help them learn why opposites are part of God’s plan as you read together 2 Nephi 2:11, 16. Then you could share stories about a child who is tempted to make a wrong choice. Your children could share what the opposite of the wrong choice is and act it out.
Friend February 2024 Come, Follow Me Activities Lehi taught that having both good and bad times is part of God’s plan for us on earth (see 2 Nephi 2:11). Write down words with opposites (like “tall” and “short”) on pieces of paper and put them in a bowl. Take turns reading the papers. See who can guess the opposite of each word the fastest! For younger children: Having opposites in life is good. Turn a light on and off. Explain how the light helps us see and the dark helps us sleep. We need both to be happy.
Friend May 2019 “Last Friend Standing” Some new friends of a girl want to hide their bowling shoes and not pay for the game. The girl prays for courage and then tells them that she won’t steal. Even though she loses them as friends, she feels the Holy Ghost telling her that she did the right thing.
Primary 6: Old Testament “Lesson 4: The Fall of Adam and Eve” Ask the children to think of opposites—such as happy and sad, hot and cold, hard and soft, smooth and rough, heavy and light, high and low, or fast and slow—to illustrate the importance of opposition (see 2 Nephi 2:11, 15). Let the children describe their experiences with opposites. To help them get started, you might use the following examples: After someone has been sick, they can better appreciate feeling well. Or without darkness, you cannot recognize light, which is why you cannot see the stars during the day. To illustrate this second example, you might bring a flashlight and show how its light is barely noticeable in a well-lit room, but the light is much brighter when you darken the room.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “2 Nephi 1-2” To learn about the difference between “liberty” and “captivity” (2 Nephi 2:27), your children could draw pictures of an animal in a cage and an animal in its natural environment. Which animal is free? Invite the children to point at the correct picture when you read the word “free” in 2 Nephi 2:27. Testify that Jesus Christ makes us free.
Hold up a picture of Adam and Eve (see Gospel Art Book, no. 4), and invite the children to share what they know about what happened to Adam and Eve in the Garden of Eden. Help the children find answers in 2 Nephi 2:22–27. Explain that because of Adam and Eve’s choice, we are blessed to come to earth and use our agency to make good choices and repent through Christ’s Atonement when we make wrong choices.
Write the words of 2 Nephi 2:27 on the board. Help the children memorize the verse by repeating it and taking turns erasing words every time they repeat it. Help the children imagine what a life without choices would be like. Why are they grateful for agency?
“Wherefore, men are free according to the flesh; and all things are given them which are expedient unto man. And they are free to choose liberty and eternal life, through the great Mediator of all men, or to choose captivity and death, according to the captivity and power of the devil; for he seeketh that all men might be miserable like unto himself.”
Friend February 2011 “Article of Faith Two” Crossword puzzle and lesson ideas about Adam and Eve and free agency.
2 Nephi 2:25: “Adam fell that men might be; and men are, that they might have joy.
God’s premortal children could not become like him … unless they obtained … experience in an arena where both good and evil were present.… We wanted the chance to … confront good and evil and be strong enough to choose the good. (Jeffrey R. Holland, Christ and the New Covenant: The Messianic Message of the Book of Mormon [1997], 200, 204)
• In the preexistence Satan had a plan to destroy the freedoms and agency of the people who came to earth. What did Satan hope to gain from implementing his plan? (Glory and power)
• What would life be like without agency? To help the children imagine what it might be like to live under Lucifer’s plan, tell them that for the next few minutes they must do exactly what you say and nothing else (make sure they know they cannot talk). Have them stand and remain standing perfectly still for a few seconds. Then tell each child where to sit. (Do not sit friends near each other.) Tell the children they must sit erect, feet flat to the floor, looking straight ahead, not moving or speaking. Have them hold the position until you tell them otherwise. After about thirty seconds, let them stand again and sit where they want. (Walk in His Ways pg 62)
In Moses 4:3, we learn that Satan “sought to destroy the agency of man, which I, the Lord God, had given him.” How will you help the children appreciate the ability to choose between right and wrong?
Talk to the children about some choices you made today, and help them think about choices they made. Read to them from Moses 4:3: “The agency of man, which I, the Lord God, had given him.” Explain that this verse teaches us that God has given us the ability to make choices. Express your gratitude that you are able to choose the right, and testify that the children can also choose to do what is right.
Story: In the Garden of Eden, Eve chose to eat the fruit of the tree of knowledge. She offered the fruit to Adam. He also chose to eat the fruit. (See Moses 4:12.) After they ate the fruit, they learned the difference between right and wrong.
Song: “Choose the Right Way” (Children’s Songbook, 160–61)
Activity: Sit in a circle and toss a ball around. When you catch the ball, tell about a good choice you made this week.
Why is agency so important to God’s plan that Satan would want to destroy it?
Help the children know that Heavenly Father wants us to make good choices that bring happiness to our lives and to others.
Read phrases from Doctrine and Covenants 58:27–28 to help children understand that they can choose to do good. Put a happy face on one side of the room and a sad face on the other side. How do we feel when we choose to do good? Describe several situations along with a good or bad choice for each one. After describing each situation and choice, ask the children to stand by the happy face if the choice is good and by the sad face if it is bad.
Show the children a container of many different colors of crayons. Show them a second container with only one crayon. Ask the children which of these containers they would want to use. Why? Explain that being able to choose is a blessing from Heavenly Father. Testify that Heavenly Father and Jesus Christ love us and want us to make good choices.
Tell the children about a time when you made a good choice, and describe how you felt afterward. Invite the children to draw a picture of your story or a story of their own. Then let them share their pictures with the class and tell what they learned from the story.
God has given us the power to choose, and with that power we can “bring to pass much righteousness” (verse 27). How can you help the children you teach see that even though there is wickedness in the world, “the power is in them” to “do good”? (verse 28).
Show the children a piece of paper that has the word choice written on one side and the word consequence written on the other side. Explain that choices have consequences, or results that naturally follow actions. Invite a child to pick up the paper to show that when you pick up the paper, you get both the choice and the consequence of that choice. Ask a child to read Doctrine and Covenants 58:27–28. What choices can we make that will “bring to pass much righteousness” or good consequences? (verse 27). When have we made good choices that had consequences that blessed others?
2017 Sharing Time Outline Tell the children that you are thinking of a word, and give them clues to help them guess the word. Ask them to raise their hands when they know the answer. Clues could include the following: We had this before we came to earth. It is a gift from our Heavenly Father. It is an important part of Heavenly Father’s plan for us. Satan wanted to take it from us. We use it when we make choices. It is a gift that lets us choose for ourselves. It starts with the letter A. After the children have guessed the answer, say together, “Agency is the gift to choose for ourselves.”
Show the children a long stick that has the word choice written on one end and the word consequences written on the other end. Explain that a consequence is what naturally happens because of a choice we make; for example, if we choose to practice playing a musical instrument, we will get better at it, and if we choose to touch fire, we will be burned. Pick up the stick and show the children that every time you pick up the stick, you get both the choice and the consequence of that choice. Ask an older child to read 2 Nephi 2:27. Invite the other children to listen for what the consequences are for making the right choice (liberty and eternal life) and what the consequences are for making the wrong choice (captivity and misery). Invite two children to come to the front of the room, and let each child hold one end of the stick. Ask the child holding the “choice” end to give an example of a good choice (for example, speaking kindly to others). Ask the other child to share possible consequences of that choice (for example, making lasting friendships). Repeat with several other children.
2017 Sharing Time Outline Show the children a container of many different colors of crayons. Show them a second container with only one color. Ask the children: “If you were going to color a picture, which of these containers of crayons would you want to use? Why?” Explain that having a variety of choices is a blessing. Testify that Heavenly Father and Jesus Christ love us and They want us to make correct choices.
Choices Have Consequences
Our actions, both good and bad, have consequences. (Jr)
Friend September 2016 “A Lesson from Seeds” A customer complained to the seed company that he wanted pumpkins but Zuchini grew. The seed company explained that he ordered zuchini seeds ,and what you plant is what will grow.
Friend October 2015 This boy and his father planted pumpkin seeds and pumpkins grew.
Could use the below images for the children to pretend to get a pumpkin seed and plant it and then pick a pumpkin.
Show the children several kinds of vegetables, and help them find the seeds in each. Put the seeds in a container, and let the children take turns choosing one and telling what vegetable will grow if they plant it. Help them see that just as the seeds we plant determine the vegetable we get, the choices we make determine the consequences and blessings we ultimately receive. (Come, Follow Me—For Primary: New Testament 2023 “Galatians”)
Gospel Grab Bag This activity is great to demonstrate consequences, but it does comes from a pay to use site. It cost 2.00.
Make a line on the floor with tape. Place a happy face and a sad face on opposite ends of the line. Invite a child to stand in the middle of the line, and help the other children think of choices that will lead to happiness or sadness. For each choice, ask the child in the middle to step toward the happy side or the sad side. Repeat the activity several times, and let other children take turns standing on the tape. (Come, Follow Me—For Primary: New Testament 2023 “Galatians”)
Come, Follow Me—For Individuals and Families: New Testament 2023 “Galatians” If your family has ever planted something together, you could use that experience to illustrate the principle “whatsoever a man soweth, that shall he also reap” (verse 7). Or you could ask family members about their favorite fruits or vegetables and talk about what it takes to grow a plant that produces that food. (See the picture at the end of this outline.) You could talk about the blessings your family hopes to receive and how to “reap” those blessings.
Come, Follow Me—For Home and Church: Book of Mormon 2024 “2 Nephi 6-10” To encourage your children to “[delight] in righteousness” or joyfully obey the Lord (2 Nephi 9:49), perhaps you could share examples in which a child makes a good choice or a bad choice. Invite your children to stand up when the choice brings happiness and sit down when the choice brings sadness. When have we felt happy because we made a choice to follow Jesus Christ?
The Cozy Red Cottage CTR board Game-Divide the class into 2 teams. Each team starts by rolling the dice and moving the correct number of circles. If they land on one of the CTR spaces they get to roll again. Then pick a card. Read the scenario on the card (I’ve included the ones from the lesson as well as many others). Decide if its a good choice or a bad choice and if it would make you happy or sad. Have them raise the correct puppet. If its a wrong choice ask what should you do?
Friend February 2020 “Come Follow Me for Little Ones” Read 2 Nephi 10:23 together and help your little ones say, “I can make good choices.” Flip through the Friend and help your children smile and give a thumbs up—or whatever gesture means “good job” in your culture—whenever you find a picture of someone making a good decision.
Ask the children who they would go to if they were having a difficult problem, and why. Read with the children Isaiah 55:8–9, and ask them to listen for why we should seek the Lord’s guidance when we need help.
Draw on the board the sky and the ground, and label them Heavens and Earth. Then invite the children to read Isaiah 55:9 to find out what the Lord compared to the heavens and the earth, and ask them to add these other labels to the drawings. What does it mean that the Lord’s ways and thoughts are “higher” than ours? Why is it important to know this?
Heavenly Father sees and knows all things. He can help us get to a higher place so we can see as well.
Discuss with the children some of the Lord’s ways that are higher than our ways. For example, what is His way of treating sinners? (see Mark 2:15–17). What is His way of leading others? (see Matthew 20:25–28). How are His ways different from the ways of others? Tell the children how you have learned to trust the Lord’s higher ways and thoughts.
Activity: Print the scriptures below (on colored paper.) Cut them out. Tape them onto the board or hand them out to children.
Read a situation below and then have the children tell what the world’s way is and write that on the ground that is drawn on the board. Have the children look at the scripture cards and have them find the Lord’s way for the situation. Discuss why the Lord’s way is higher and better. Have a child tape that scripture card on the board in the sky. Continue until all scripture cards are on the board.
1 Your friends have invited you to a movie. When you get there, you realize that it is not a good, wholesome one. Your friends decide to see it anyway. What choice will you make?
2 Someone wants you to try drugs, smoke, or drink alcoholic beverages, saying that using such things will make you feel good. Will you do it to see if he is right?
3 You break the cookie jar while getting some cookies. Your mother asks you what happened. Will you avoid the blame by telling her that you don’t know who broke it?
4 Some of your friends swear. Will you swear, too, so that you can be more acceptable to the group?
5 Your friends invite you to go to the circus on Sunday after your church meetings are over. What will you tell them?
6 You don’t know an answer on a test at school. You promised your parents that you would try to get a good grade. Will you look at your neighbor’s paper for the right answer?
7 You earn some money to buy a new toy. When you go to pay for it, it costs more than you thought. Will you add your tithing money to what you have saved so that you can buy the toy?
8 Someone tells you some gossip about a friend. Will you pass it on to your other friends?
9 You’re very tired and get into bed before remembering to pray. Will you skip praying for one night?
10 Your brother is being mean and teasing you, and you want to get even with him. What will you do?
11 Your mother asks you to do your chores. Your friends just called you to play a game of ball. Which will you do first?
12 You see a student put some money into his desk at school. Will you take it so that you can buy some candy on the way home?
Discuss with the children choices they can make in the following or similar areas. Use ideas that are potential problems for the children in your class. Ask them what kinds of choices Jesus would want them to make. Help them consider the consequences of the various choices they could make.
The language they use
Keeping the Sabbath day holy
The clothes they wear
Obeying their parents
The music they listen to
Stealing
The movies, videos, and television shows they watch
Telling the truth
The books and magazines they read
Have the children role-play situations involving choices and consequences, such as the following:
A friend tells a lie about someone.
A friend wants you to watch an inappropriate movie or video.
Come, Follow Me—For Primary: Old Testament 2022 “Genesis 24–27” Because Esau was the oldest child in his family, he was supposed to get special responsibilities and privileges, called a birthright. One day when Esau was hungry, he traded his birthright to his brother, Jacob, for some food. This story can teach the children that we should choose lasting things over temporary satisfaction.
Bring to class some objects that could help tell the story of Esau selling his birthright, such as a bowl and a picture of someone getting a priesthood blessing. Invite the children to use the objects as they tell you what they know about the story. “Jacob and Esau” (in Old Testament Stories) can help. Read together Genesis 25:34, and explain that whoever had the birthright would have special privileges and responsibilities to care for the rest of the family.
Show the children two pictures: one of something of great spiritual worth (like a temple) and one of something that brings only temporary happiness (such as a game, toy, or treat). Ask them to choose which thing will better help us return to our Heavenly Father. Repeat with other pictures.
Come, Follow Me—For Individuals and Families: Old Testament 2022 “Genesis 24–27” As you discuss Esau selling his birthright, you might also talk about what matters most to your family, like your relationships with Heavenly Father and Jesus Christ. Perhaps family members could find objects or pictures that represent what they consider to be of eternal value. Let them explain why they chose those things.
Friend August 2018 “Soccer and Sundays” When we try to live the gospel and put the most important things first, we are blessed! Follow the path of scriptures to help the boy get to church.
Sing a song about making good choices, such as “Choose the Right Way” (Children’s Songbook, 160–61) with the children. Testify that we are blessed and happy when we choose the right.
Lesson 13: Jacob and Esau,” Primary 6: Old Testament Display the wordstrips you have prepared (or write Temporary and Eternal on the chalkboard). Discuss as a class what each word means. (Temporary: lasting only a short while, not permanent. Eternal: something that will last forever.) Show the objects, pictures, or wordstrips that represent things of temporary and eternal value. Have the children decide which wordstrip each item belongs under. Briefly discuss each item and why it gives either lasting satisfaction or temporary pleasure.
If you had to choose between going on a picnic and being baptized, which would you choose? Which would give temporary pleasure? Which would make eternal happiness possible?
Explain that some choices we make have either immediate or eternal results. The choices we make show what our values are, or what is most important to us.
Come, Follow Me—For Primary: Old Testament 2022 “Genesis 24–27” Esau chose to trade something of great value, his birthright, for something of lesser value, some bread and a bowl of soup. As you read these verses, ponder how you can help the children prioritize things that are eternally important.
Read together the story of Jacob and Esau in Genesis 25:21–34. As you read, invite each child to choose something to draw from the story. Then invite them to use their pictures to tell the story in their own words. If they need help understanding what a birthright is, encourage them to read “Birthright” in the Bible Dictionary or Guide to the Scriptures (ChurchofJesusChrist.org). Invite the children to imagine that Esau asked for our advice about whether he should trade his birthright for the pottage; what would we say to him?
Tell about a time when you had to sacrifice something good for something else of greater value. Or show the video “Continue in Patience” (ChurchofJesusChrist.org). How does your story or the story in the video relate to the choice Esau made in Genesis 25:29–34? Help the children think of blessings Heavenly Father wants to give them (such as a stronger testimony, temple blessings, or eternal life with Him). Encourage them to think of things they would be willing to sacrifice in order to receive these valuable blessings.
“Lesson 33: Genesis 25–27,” Old Testament Seminary Student Material Isaac received more than Abraham’s other children because of Isaac’s birthright. A son who held the birthright not only inherited his father’s lands and possessions, but he also took his father’s position as the spiritual leader of the family and received the “authority to preside” (see Bible Dictionary, “Birthright”). The birthright son was then responsible to provide for the family’s needs. The birthright was often passed from a father to his eldest son. However, righteousness was more important than being the firstborn son. The birthright Isaac received from Abraham also included all the blessings and responsibilities of the Abrahamic covenant. (Our choices affect our inheritance from our Heavenly Father.)
The Lord Wants Me to Use My Agency and His Spirit to Make Good Choices.
Ask the children to talk about a time when they had to make a decision. How did they decide what to do? Read together Doctrine and Covenants 62:5, 7–8 to learn about what the Lord said to the elders who were about to journey from Missouri to Kirtland, Ohio. What choices did they need to make about their journey? What has the Lord given us to help us make choices? Tell the children about how you have used the guidance of the Spirit and your own best judgment to make decisions.(Come, Follow Me—For Primary: Doctrine and Covenants 2021 “Doctrine and Covenants 60–62”)
Divide the class into three groups, and ask each group to read one of the following verses, in which the Lord instructed some missionaries about how to fulfill their missions: Doctrine and Covenants 60:5; 61:22; 62:5. What do we notice about the Lord’s instruction in these verses? Why is it sometimes good for us to use our own judgment instead of waiting for specific instruction from God on every matter? (Come, Follow Me—For Primary: Doctrine and Covenants 2021 “Doctrine and Covenants 60–62”)
Story below about rolypolys that didn’t do anything until they got instructions.
Friend June 2021 “Scripture Time Fun” What good choices have you made today? Together, make a CTR shield to remind you to choose the right. You could draw it on a poster or make the shape out of items in your home.
What does it mean to “[walk] in holiness before the Lord”? It might be fun for family members to draw or write on pieces of paper some things that could help them walk in holiness or things that could distract them from doing so. Then they could create a path using the papers and try to walk on the path, stepping only on the drawings that will bring them to Christ.
An angel rebukes Israel for not serving the Lord—As a pattern of future events, a new generation arises that forsakes the Lord and serves Baal and Ashtaroth—The Lord is angry with the children of Israel and ceases to preserve them—He raises up judges to guide and lead them—The Canaanites are left in the land to test Israel.
How do we come to know the Lord? Through scripture study, prayer, sacrament, living the commandments. etc.
Friend June 2019 “The Sacrament Reminds Us of Jesus Christ” Ways to prepare for the sacrament before hand, what to do during the sacrament, and remembering Jesus and following him after the sacrament.
Use “Abraham and Sarah” (in Old Testament Stories) to help the children understand that people around Abraham were doing bad things, but Abraham wanted to do what was right and the Lord helped him.
Read to the children Abraham 1:18 and 2:8, and invite the children to listen for a part of the body that is mentioned in both verses. How would it feel to have Jesus Christ lead us by the hand or to have His hand protecting us? Testify that Jesus leads us by guiding us through His Spirit.
How do Heavenly Father and Jesus Christ help us when we try to choose the right?
Friend January 2021 “The Party Problem” Luz felt uneasy about going to a graduation party. It didn’t sound like the kind of party where she’d be able to feel the Holy Ghost. She thought about it, made her choice not to go, and then asked Heavenly Father if that was the right choice. Afterwards she felt a wave of warmth and light and knew she had made the right choice.
Show several pictures of the Savior (see Gospel Art Book,nos. 38, 39, 40, and 41), and help the children see things that He did with His hands. What can we do with our hands to help others?
Below song includes a story about a boy that didn’t have any friends and another boy learns in FHE and then befriends the lonely boy.
Heavenly Father will help me make righteous choices. (Jr)
Tell some brief stories of people who are about to make a wrong choice. As the children listen, invite them to hold up their hands or a paper stop sign when the person in the story makes a wrong choice. What would be the right choice? Testify that Heavenly Father will help us choose the right.(Come, Follow Me—For Primary: New Testament 2023 “1 Corinthians 8–13” )
How can Mormon’s counsel help us make good choices about how we spend our time and who we spend it with? You could invite family members to search your home and “lay hold upon” (Moroni 7:19), or hold on to, things that invite them “to do good, and to love God, and to serve him” (Moroni 7:13). Praise them for the good things they find.
Use the following or similar examples of choices that apply to your class. Have the children use Moroni 7:16 to help them choose good from evil.
You are playing ball with your friends when a child who does not play well wants to join your team. Your friends tell you if this person plays on your team you will lose the game. You consider telling the child not to play with you. Ask yourself, “Does this choice invite me to do good and to believe in Jesus Christ?”
You are watching a movie that has an immoral scene that lasts only a few seconds. You feel embarrassed to leave the movie. Ask yourself, “Does watching this movie invite me to do good and to believe in Jesus Christ?”
You are in a store when the clerk makes a mistake and doesn’t charge you the right amount for the item you are buying. You know that the item costs more than what you were charged, but the clerk made the error. Ask yourself, “Does paying the wrong price invite me to do good and to believe in Jesus Christ?”
Your bishop has asked you to read the Book of Mormon every day. Sometimes scripture words are hard for you to understand. Ask yourself, “Does reading the scriptures every day help me to do good and persuade me to believe in Christ?”
Friend June 2018 “Small Things Make a Big Difference” Little choices, good or bad, can make a big difference.
Friend May 2018 “Conference Notes” President Oaks used the example of a growing root cracking the sidewalk to teach that little choices can make a big difference over time.
Sister Aburto once saw a big group of butterflies. She learned that every year they fly thousands of miles from Mexico to Canada, and then back. They do this one tiny wing flap at a time. Like the butterflies, we are on a journey back to our heavenly home. One small good choice at a time can get us there.
“By small and simple things are great things brought to pass.”
Come, Follow Me—For Home and Church: Book of Mormon 2024 “Alma 36-38” Your children might enjoy finding small items that make big things happen. Items like a battery, car key, or even a toy that comforts them might be examples. You could then read Alma 37:6–7 together and think of some small or simple things that God wants us to do. What big things can happen when we obey these small or simple commandments?
Come, Follow Me—For Primary: Book of Mormon 2020 “Alma 36-38” Show a picture or two of small things that accumulate into big things, such as a blade of grass and a field, or a raindrop and a lake. Testify that even small, simple actions can make a big difference in our lives and in the lives of others. Encourage the children to talk about some simple, good things they do every day, or share your own examples. Invite the children to pick one simple, good thing they can do this week and to draw a picture of themselves doing it. Invite them to take their drawings home and share them with their families.
With Heavenly Father’s help, small things can make a big difference (see Alma 37:6–7). Help make your favorite recipe. What would happen to the recipe if you took out one of the ingredients? Talk about how small things can make a difference and how you can make a difference too.
For younger children: Look for small things that are helpful, like a small seed that turns into a plant or a light switch that turns on light. Talk about how small things can make a big difference, just like you!
Your children could also try something like this: start filling a cup with water, one drop at a time. How does this relate to Alma 37:6–7? Then you could talk about how the Lord’s “small and simple things,” such as reading the scriptures daily, are like drops of water in a cup.
Help your children think of ways that they bring about great things at home, school, or church. The song “‘Give,’ Said the Little Stream” (Children’s Songbook, 236) also illustrates this principle.
Read Alma 37:6–7, and invite the children to crouch down every time you read the word “small.” Show them a few small things that can make big things happen or move big things, such as a battery or a car key. What big things happen or move because of these small things? Help the children think of some small or simple things God wants us to do. What big things can happen because of these small or simple commandments? Invite the children to pick one simple, good thing they can do this week and to draw a picture of themselves doing it.
Friend July 2020 “Come Follow Me for Little Ones” Read Alma 37:6 together. Crouch down when you hear the word “small” and jump up and spread your arms wide when you hear the word “great.” You could use the scripture verse or repeat the phrase, “Small things can make a great difference!” Talk about how small things like reading the scriptures or praying can make a great difference.
Ensign March 2018 “Family Home Evening: Discerning Right from Wrong” Object Lesson. Satan tries to make good, righteous, and joyful seem miserable and evil appear to be good. Wrap a rock as a gift and put a treat in a brown paper bag. (See more at link)
Friend September 2020 “Bright Idea” Whether you feel like a hero or not, you are one! You are the hero of your own life’s story. (Battling against evil, helping others, etc)
Friend September 2016 “For Parents of Little Ones” Lesson ideas for little ones about making choices. Friend February 2020 “Come Follow Me for Little Ones” Read 2 Nephi 10:23 together and help your little ones say, “I can make good choices.” Flip through the Friend and help your children smile and give a thumbs up—or whatever gesture means “good job” in your culture—whenever you find a picture of someone making a good decision.
Help the children think of things they can do that are good. Show pictures to give them ideas (you can find some in the Gospel Art Book or Church magazines). Ask the children to point to these good things. Read Doctrine and Covenants 124:15 to the children, and ask them to listen for how the Lord felt when Hyrum Smith chose to do good. How does Jesus feel when we try to do good things?
Give the children paper hearts, and ask them to draw pictures of themselves doing good things. Invite them to share what they drew with the class. How do we feel when we do something good? Testify that Jesus is happy when we try to do the right thing.
Sing a song about doing things that Jesus wants us to do, such as “Jesus Wants Me for a Sunbeam” (Children’s Songbook, 60–61).
Choose some good qualities mentioned in Doctrine and Covenants 124:12–21, and write them on the board around a picture of the Savior. Ask the children to search verses 12–21, looking for these words. Help them understand words that they might not be familiar with. According to these verses, how does the Lord feel about people who develop these qualities?
Write the word integrity on the board. Invite the children to learn what the Lord said about integrity in Doctrine and Covenants 124:15, 20. To help the children understand what integrity is, read this statement: “Integrity means thinking and doing what is right at all times, no matter what the consequences” (For the Strength of Youth, 19). You could also share examples of a child demonstrating integrity from your own experience or from the Friend or Liahona magazines. Challenge the children to set a goal to act with more integrity this week.
Share a simple comparison with the children that shows how important it is to follow instructions; for example, talk with them about the steps we must follow to prepare food or play a game or build something. What happens when we don’t follow the instructions? (Maybe you have a personal experience you can share.) Read Doctrine and Covenants 130:21, and compare these instructions to the commandments we must follow to receive blessings from Heavenly Father.
Ask the children if they can think of a time when they obeyed one of God’s commandments. How did they feel? Sing together a song about obedience, such as “Keep the Commandments” (Children’s Songbook, 146–47), and identify blessings of obedience mentioned in the song. Discuss some of the things God has commanded us to do. How does God bless us when we keep those commandments?
Sing a song about obedience, such as “Keep the Commandments” (Children’s Songbook, 146–47), and invite the children to read Doctrine and Covenants 130:20–21and 132:5. Help them find words and ideas in the verses that are similar to those in the song. How do we receive blessings from God? Ask the children to share how they have been blessed for obeying God’s laws.
Read together Doctrine and Covenants 132:21–23, and invite the children to draw pictures to represent what they learn from these verses. Encourage them to be creative, and suggest that they include in their drawings the laws or commandments that help us stay on the narrow way to eternal life.
Friend March 1997 “My Choices Have Consequences” Turn the top disk to see a commandment from Heavenly Father. Read the scripture in the other window to find out what blessings are promised to those who keep that commandment. (Link page includes additional lesson ideas.)
You could sing a song about gratitude, such as “Count Your Blessings” (Hymns, no. 241), and make a list of the blessings your family has received for obeying God’s laws. What blessings do we hope to receive? How can we receive those blessings?
Proverbs 4 describes wisdom and righteousness as a “path” or a “way” (see also Proverbs 3:5–6). As you read this chapter, you might find passages that help you ponder “the path of thy feet” (verse 26) and how your steps are drawing you closer to the Lord. For example, what do verses 11–12 and 18–19 teach about the blessings of following the right path? What do verses 26 and 27 mean to you? See also 2 Nephi 31:18–21.
Place a picture of the Savior on one side of a large open area or room.
Stand on the opposite side of the room. Take turns blindfolding each family member, spinning them in a circle, and then seeing if they can walk to the picture of Jesus Christ without any help.
Discussion: What types of help have we been given in this life to keep us on a path that leads to Jesus Christ? For further discussion, read Proverbs 3:5–6. What actions do we need to take to trust the Lord with all our hearts?
Think about the following statement: Gustavo fixed his neighbor’s fence.
What do you think about Gustavo?
Would your opinion change if Gustavo fixed the fence because he broke it in a fit of rage? What if he fixed it as part of a service project that his mom made him attend? What if he fixed it because he didn’t want his neighbor’s dog coming into his yard or because he was trying to impress his neighbor’s daughter? Or what if he simply wanted to be kind?
Why are our motives important?
We read in Matthew 6 that the Savior continued His Sermon on the Mount and taught about motives for doing good works. To help you think about the reasons you do good works such as ministering, serving others, praying, and attending [church], do the following activity.
Create a three-column chart in your study journal. Fill out the top of the chart as follows:
What are three good works you have done in the past week? (List one per row.)
What were your reasons for doing them?
How did you feel after you did these good works?
Read Matthew 6:1–6, 16–18, looking for what the Savior taught about our motives for our righteous acts. The word alms refers to “acts of religious devotion” ( verse 1, footnote b), such as giving to the poor. The word hypocrites refers to those who are “pretenders” ( verse 2, footnote a).
How would you summarize what the Savior taught?
It is important to understand that public prayer is not wrong simply because it is not done “in secret” ( Matthew 6:6). Prayer and other religious practices can be performed publicly if they are performed with sincerity, devotion, and a desire to glorify God. This is also true in regard to fasting. The phrases “sad countenance” and “they disfigure their faces” in Matthew 6:16 refer to individuals in Jesus’s time who made outward displays of their fasting to draw attention to themselves.
Joshua recites how the Lord has blessed and led Israel—Joshua and all the people covenant to choose the Lord and serve Him only—Joshua and Eleazar die—The bones of Joseph, taken from Egypt, are buried in Shechem.
Ask the children to talk about some of the choices they have made today. Read to the children from Joshua 24:15: “Choose you this day whom ye will serve; … but as for me and my house, we will serve the Lord.” How have the children chosen to serve the Lord today? What are some ways we can choose to serve Him every day?
Sing a song about making good choices, such as “Choose the Right Way” (Children’s Songbook, 160–61). How do we feel when we choose to serve Jesus Christ? Invite the children to draw pictures of themselves doing something to serve the Lord. Share a story from your life or from a Church magazine about choosing to serve the Lord.
Invite the children to create a poster using some of the key words and phrases in Joshua 24:15. Let them share their posters and explain why they chose those words. How can we show God that we have chosen to serve Him?
Invite the children to suggest situations in which they might have to decide to choose God over other things. Ask them to consider what they would do. Why is it important to “choose … this day” rather than waiting for the situation to arise? How will we be blessed when we make the right choice?
After reading this verse, family members could share experiences in which they chose to serve the Lord even though it was difficult. Why is it important to make the choice to serve Him “this day” instead of waiting to decide until a situation arises? How can we support members of our “house” as we strive to “serve the Lord”? (Come, Follow Me—For Individuals and Families: Old Testament 2022 “Joshua 1–8; 23–24”)
Elijah is sent to meet Ahab—Obadiah saves a hundred prophets and meets Elijah—Elijah challenges the prophets of Baal to call down fire from heaven—They fail—He calls down fire, slays the prophets of Baal, and opens the heavens for rain.
Explain to the children that people in Elijah’s time weren’t sure if they wanted to follow the Lord. Share the story of how Elijah invited them to choose to follow the Lord, found in 1 Kings 18:17–39 (see also “Elijah and the Priests of Baal” in Old Testament Stories). Tell the children why you choose to follow Jesus Christ, and ask them why they choose to follow Him.
Read to the children what Elijah said to the people: “If the Lord be God, follow him” (1 Kings 18:21). What does it mean to follow Jesus Christ? Help the children think of specific things they will do to follow Jesus Christ, and invite them to draw pictures of themselves doing those things.
Friend March 2018 “Family Night Fun” Each person makes a pair of sandals and then writes on their shoes one way they want to follow Jesus.
Assign each child to read several verses from 1 Kings 18:17–39 and draw a picture of what his or her verses describe. Help the children understand the verses if needed. Then let them use their pictures to tell the story. What does this story teach us about the Lord?
Ask the children to talk about times when they had to decide between two different things. What helped them decide? Help them think of situations when they might need to decide whether or not to follow Jesus Christ. What truths from the story in 1 Kings 18:17–39 could help them decide?
For the Strength of Youth July 2022 “The Choice” Ben forgot to write a book report that was due the next day. He has to make a choice whether he will follow God or cheat and copy a book report from the internet.
Friend September 2017 “Show and Tell” I love the CTR shield because it reminds me of a knight’s shield that protects them from a dragon. I know when I choose the right I’m protected from sin.
Libby R., age 8, Utah, USA
Peer Pressure
I should care more about pleasing God than pleasing others.
The above story and scriptures help us to “be inspired to remain faithful when others tempt [us] to be disobedient. Read together Doctrine and Covenants 3:5–8; 5:21–22, and look for the blessings that come when we remain true to God.”
Primary 5 Manual: Doctrine and Covenants “Lesson 6: Joseph Smith Begins to Translate the Gold Plates” Write the following on the chalkboard: “When the Lord commands, do it.” Explain that Joseph Smith learned from his mistakes and challenges. Even though he faced despair when the 116 pages were lost, he learned the importance of obedience, repentance, and accepting the will of Heavenly Father. He learned to listen to the promptings of the Spirit and grew in his ability to use the Urim and Thummim. Later in life he was able to say, “I made this my rule: When the Lord commands, do it” (History of the Church, 2:170).
Role-play different situations at home to give your child practice.
Let them know it’s OK to blame an escape on you. “Sorry, I have to be home. Gotta go!”
Brainstorm escape plans as a family. For example, come up with a code word your children could use in a phone call or text message to let you know they need help getting out of a situation. Talk through how the scenario might play out.
Reassure your children that, even when they make mistakes, you are always there to love and help them!
Scripture Support
Nephi’s example (1 Nephi 4:2): We often think of Nephi as the good example. But who set an example for Nephi to follow? Talk about role models who have helped you make good choices.
The Lord’s promise (D&C 6:33–37): Sometimes making the right choice is hard, and it can feel like everyone is against us. The Savior tells us that in these situations, we should still “do good” and know that He is with us.
Daniel said no (Daniel 1:8–16): Daniel and his friends refused the food the Lord had commanded them not to eat and chose better food instead. What are some different ways you can say no to outside pressures?
Friend April 2019 “What’s on Your Mind” Fill in the the speaking bubbles with what you could say when someone tries to get you to do something that is not right. Try explaining why it’s important to you. Even if others don’t understand your reasons, ask them to be respectful.
Friend November 2017 “Peer Pressure Problems” Ideas on how to deal with peer pressure to avoid making wrong choices.
I can follow God’s will, even if others try to persuade me not to.
Balaam sees in vision and prophesies of the destiny of Israel—He prophesies of the Messiah: There will come a Star out of Jacob, and a Sceptre will rise out of Israel.
Summarize Numbers 22:1–18 for the children, emphasizing how Balaam refused to curse God’s people, even though Balak, the king of Moab, offered him honor and riches. Ask the children to search the following verses for phrases that they feel show Balaam’s determination to follow God: Numbers 22:18; 23:26; 24:13. Invite the children to pick one phrase they like and write it on a card to help them remember to obey the Lord.
Talk with the children about situations when friends or others might try to persuade them to do something wrong, as Balak did to Balaam. How did Balaam’s commitment to the Lord help him resist pressure from Balak? Invite the children to practice responding to these situations using words like Balaam’s.
“Treehouse” (August 2003 Friend) Jordan refuses when his friends try to get him to use a bad word as the password for their club.
“The Strength to Choose” (April 2010 Friend) Chris’s friend tries to get him to smoke a cigarette.
“Tag, You’re It” (August 2015 Friend and Liahona)Lauren decides to not follow Tami’s plan to be mean to Ally.
“Garbage Can Graffiti” (September 2010 Friend) Joe makes a bad decision after he listens to his friend instead of the Holy Ghost.
When the 50,000 Jews returned to Jerusalem, they encountered a group of people living nearby called Samaritans. The Samaritans were the “people who lived in Samaria after the northern kingdom of Israel was captured by the Assyrians. The Samaritans were partly Israelite and partly Gentile. Their religion was a mixture of Jewish and pagan beliefs and practices” (Guide to the Scriptures, “Samaritans,” scriptures.lds.org).
Come, Follow Me—For Individuals and Families: Old Testament 2022 “Ezra 1; 3–7; Nehemiah 2; 4–6; 8” The Lord’s work rarely goes unopposed, and this was certainly true of the efforts led by Zerubbabel and Nehemiah. In both cases, the “adversaries of Judah” (Ezra 4:1) were Samaritans—descendants of Israelites who had mixed with the Gentiles. Reading about their opposition to building the temple (see Ezra 4–6) might lead you to ponder the opposition [you may face as you stand for the right.]
. According to verses 1–2, what did the Samaritans want to do?
Stop the Jews from building the temple
Build a different kind of temple
Help the Jews build the temple
2. What did Zerubbabel and the other Jewish leaders tell the Samaritans?
The Jews would build the temple themselves.
The Jews would be happy to have the Samaritans’ help.
The Samaritans must wait until the next year to help them.
3. How did the Samaritans respond when Zerubbabel and the other Jewish leaders rejected their offer?
They went away and left the Jews alone.
They discouraged the Jews from building the temple and created opposition.
They gave the Jews supplies for the building of the temple.
As a result of the Samaritans’ opposition, the temple’s construction stopped for several years (see Ezra 4:1–24; Haggai 1:2–6).
Our spiritual progress may halt if we don’t choose the right or if we listen to the opposition and give in.
Friend February 2020 “Matt & Mandy” When some kids find a wallet, Matt and his friend stand for the right by telling a boy, who wants to keep the money, that they need to return the wallet to its owner.
Friend September 2017 “Matt and Mandy” Matt tells some boys he doesn’t want to hear a bad joke even though they call him chicken.
Haggai and Zechariah prophesy—Zerubbabel renews the building of the temple—The Samaritans challenge the Jews’ right to continue their building work.
Lesson 107: Ezra,” Old Testament Seminary Student Material (2018) We read in Ezra 5:1–2 that some of the Jews began to rebuild the temple again. When local Persian-appointed governors learned that the Jews had resumed building the temple, they questioned the Jews’ authority to do so and looked for ways to stop the construction.
Read Ezra 5:5, looking for why the local governors could not stop the Jews from rebuilding the temple.
What principle can we identify from the Jews’ experience of rebuilding the temple in Jerusalem?
One principle we can identify from Ezra 5:5 is that God watches over and helps us as we seek to obey Him.
Friend July 2022 “Stand for What You Believe”David stood for what he believed. He wasn’t alone. God’s power was with him. He beat Goliath. God will help us even when we face Goliath-sized challenges.
Remember that previously (approximately 90 years earlier), the Persian king Cyrus had allowed many Jews to return to Jerusalem to rebuild the temple and establish a community there. The city, which at that time was without walls, was unsafe to live in. The people were in “great affliction” (verse 3), and the temple was in danger of being destroyed again.
Come, Follow Me—For Primary: Old Testament 2022 “Ezra 1; 3–7; Nehemiah 2; 4–6; 8” When Nehemiah was repairing the walls surrounding Jerusalem, his enemies tried to get him to stop, but he remained faithful to his task. What are some important things the Lord wants the children to do, and how can you inspire them to be faithful to that work?
Share with the children the story of Nehemiah (see Nehemiah 2:17–20; 6:1–9; Dieter F. Uchtdorf, “We Are Doing a Great Work and Cannot Come Down,” Ensign or Liahona, May 2009, 59–62). Tell the children what Nehemiah said when people made fun of him for wanting to fix Jerusalem’s walls: “The God of heaven, he will prosper us; therefore we his servants will arise and build” (Nehemiah 2:20). Invite the children to stand up and pretend to help fix the walls of Jerusalem.
Bring some blocks to class, and let the children use them to help you build a wall (or draw a wall on the board). Help the children think of some important things Heavenly Father might ask them to do, like learning how to read the scriptures. With each idea they share, invite them to add a block to the wall. Explain that when Nehemiah was doing his important work of fixing Jerusalem’s walls, people tried to stop him. Read Nehemiah 6:9, and invite the children to raise their hands when you read “strengthen my hands.” Tell the children about a time when you felt God strengthen your hands to do His work.
Review with the children the story about Nehemiah repairing the walls surrounding Jerusalem, including the opposition he faced. Read together Nehemiah 2:19, and ask the children to share situations in which someone might laugh at us for doing the right thing. According to Nehemiah 2:20, how did Nehemiah respond? How can we respond when people make fun of us or criticize us for doing the right thing?
Friend November 2018 “Finders Keepers?” Mike finds some money on the school grounds and takes it to the office even though his friends think they should keep it and spend it.
Read together Nehemiah 6:1–9. How did Nehemiah’s enemies repeatedly try to get him to stop working on the wall, and how did he respond? What work does God want us to do? (see, for example, Mosiah 18:8–10). How can we follow Nehemiah’s example in verse 9 when it’s difficult to do what God has asked us to do?
Describe how you can apply the phrase “I am doing a great work and cannot come down” (see Nehemiah 6:3) when you face opposition in doing God’s will.
Find pictures of the stories in Daniel 1, 3, and 6 (see this week’s activity page, this week’s outline in Come, Follow Me—For Individuals and Families, or Gospel Art Book, nos. 23, 25, 26). Place the pictures facedown on the board or on the floor. Invite a child to turn over one of the pictures, and help him or her tell the story it represents. (For help, see “Daniel and His Friends,” “Shadrach, Meshach, and Abed-nego,” and “Daniel and the Lions’ Den” in Old Testament Stories.) After each story, discuss questions like these: What did the people do to follow the Lord? How did the Lord bless them? Share how you have been blessed for choosing to follow Jesus Christ. Ask the children to share their experiences.
Invite the children to act out situations where they can show their faith in God by keeping His commandments. These could include being kind to a sibling, telling someone about the Savior, or praying each night.
Story: The prophet Daniel prayed each day. Some jealous men tricked the king into making a bad law. Anyone who prayed to God would be thrown into a den of lions! Daniel prayed anyway. He was thrown into the lions’ den, but God sent an angel to protect him. (See Daniel 6.)
Song: “I Want to Live the Gospel” (Children’s Songbook, 148)
Activity: Cut out the finger puppets on page 17 and use them to tell the story of Daniel and the lions’ den. Why is it good to pray?
Friend October 2018 “The T-E-S-T” One day, when Sharon’s father was reading to her the Bible story about Daniel in the lion’s den, he traced the word “test” on her forehead. He told her she would have tests like Daniel, but she should follow Heavenly Father’s commandments and not give into fear. (Also includes a lion activity of ways Heavenly Father helps us with challenges. )
The stories in Daniel 1, 3, and 6 can give the children you teach courage and faith to make good choices, even when they feel alone.
Draw on the board several arrows all pointing in the same direction and then one arrow pointing in the opposite direction. How are Daniel and his friends like this one arrow? Invite the children to give examples from the stories in Daniel 1, 3, and 6 (see “Daniel and His Friends,” “Shadrach, Meshach, and Abed-nego,” and “Daniel and the Lions’ Den” in Old Testament Stories). Ask the children why they think it might have been hard for Daniel and his friends to make good choices. How did the Lord bless them for choosing the right?
Help the children think of situations when they might be pressured to make a wrong choice. Invite them to share experiences when they were blessed for choosing the right even when it was hard. Sing together a song related to this topic, such as “Choose the Right” (Hymns, no. 239).
“The Rule Review” (May 2014 Friend) Joseph keeps the family rules instead of giving in to peer pressure.
“Luke the Leader” (July 2014 Friend) When Luke’s friends want him to say a bad word, he makes up silly words instead.
“Matt and Mandy” (March 2011 Friend) Matt chooses the right even when his friend pressures him to do something bad.
“The Bad Movie” (June 2013 Liahona and Friend) When her class chooses a movie, Evelyn decides to watch only things that would be pleasing to Heavenly Father.
Friend November 2018 “Daniel Bravely Followed God” Story and goal card. (I can stand up for what I believe)
Let the children act out the parable of the wheat and the tares (see Matthew 13:24–30). Explain that the wheat represents people who make righteous choices, and the tares (harmful weeds) represent people who do not. One day, Heavenly Father will gather the righteous people to live with Him.
Give the children some examples of right and wrong choices. Ask the children to say “wheat choice” when you describe a right choice and “tare choice” when you describe a wrong choice.
Fighting with siblings/ Sharing with siblings
Doing chores when asked/ Complaining about chores
Getting angry after losing a game/ Choosing to congratulate the winner
Choosing to tell the truth about breaking something/ Choosing to lie so you don’t get into trouble.
Choosing to make fun of someone/ Choosing to be kind
Invite the children to draw different scenes from the parable of the wheat and the tares, found in Matthew 13:24–30, and share their drawings with the class. Ask them to label their drawings using the interpretation of the parable found in Matthew 13:36–43. You may need to explain that tares are harmful weeds.
If possible, display a picture of wheat and tares. Explain that the wheat and tares will grow together until the harvest (the end of the world). This teaches us that we live with both good and evil around us, and we must be careful to choose the right.
Ask the children to share how they can tell the difference between good and evil.
12 Wherefore, all things which are good cometh of God; and that which is evil cometh of the devil; for the devil is an enemy unto God, and fighteth against him continually, and inviteth and enticeth to sin, and to do that which is evil continually.
13 But behold, that which is of God inviteth and enticeth to do good continually; wherefore, every thing which inviteth and enticeth to do good, and to love God, and to serve him, is inspired of God.
16 For behold, the Spirit of Christ is given to every man, that he may know good from evil; wherefore, I show unto you the way to judge; for every thing which inviteth to do good, and to persuade to believe in Christ, is sent forth by the power and gift of Christ; wherefore ye may know with a perfect knowledge it is of God.
17 But whatsoever thing persuadeth men to do evil, and believe not in Christ, and deny him, and serve not God, then ye may know with a perfect knowledge it is of the devil; for after this manner doth the devil work, for he persuadeth no man to do good, no, not one; neither do his angels; neither do they who subject themselves unto him.
When a choice needs to be made, ask yourself, “Does it persaudeth men to do evil (from the devil) or does it inviteth to do good (from God).”
Read the situations below and ask the children to tell you what kind of reactions and thoughts would be from God, and what kind of reactions and thoughts would be from Satan.
Your friends have invited you to a movie. When you get there, you realize that it is not a good, wholesome one. Your friends decide to see it anyway.
Someone wants you to try drugs, smoke, or drink alcoholic beverages, saying that using such things will make you feel good.
Some of your friends won’t include you if you don’t swear with them.
Someone tells you some gossip about a friend and suggests you pass it on.
You break the cookie jar while getting some cookies. Your mother asks you what happened.
Your friends invite you to go to the circus on Sunday after your church meetings are over.
You don’t know an answer on a test at school. You promised your parents that you would try to get a good grade.
You’re very tired and get into bed before remembering to pray.
Read Mormon 8:1–7 with the children, and invite them to share how they would have felt if they had been Moroni.
Moroni was the last righteous Nephite, but he stayed true to his testimony. Help the children learn from his example.
Read Mormon 8:3, emphasizing that Moroni was all alone, but he still kept the commandments, including the commandment to finish the Book of Mormon. Share a time when you were faithful even when you felt alone.
After discussing Moroni’s example, share some scenarios in which a child must decide whether or not to choose the right, even though no one is looking. Or invite the children to each write down a situation in which they have to make a choice between right or wrong when no one is watching. Put their ideas in a container, and let the children take turns picking a situation and sharing what they would do to be like Moroni.What would Moroni have done?
Sing with the children a song about choosing the right, such as “Stand for the Right” (Children’s Songbook, 159). Why is it important to choose the right all the time, even when you are alone?
Think Good Thoughts
Friend August 2019 “Friends by Mail” We took pictures from the Friend and made a poster collage that says “Think Good Things” to help us remember to think about good things around our home. We love the Friend! It helps us learn more about how to become like Jesus. Jack, Calvin, Maggie, and Clark B., ages 9, 3, 6, and 8, Arizona, USA
To illustrate what these verses teach, show the children a cup or other container that is clean on the outside but dirty on the inside. Help them think about what “the outside of the cup” might represent. What does the “inward part” represent? Why is it important to clean both the outside and the inside?
Object Lesson
What we think about and put into our minds affects what actions come out.
Demonstrate this with an empty toilet paper roll or paper towel roll. Shove some dirt covered paper towels into the cardboard roll as the children tell what things might make our spirits dirty, things such as what we see and hear or thoughts that are filled with hate and anger, dishonesty, greed, pride and vanity (thinking we are better than others in appearance, abilities, intelligence, etc.) selfishness, disobedience, etc.
Ask what would happen if you continued to shove dirty paper towels into the roll. (They would come out the other end.) What happens when we fill our minds with things that are unclean? They come out and manifest themselves through unclean actions.
Show another toilet paper roll and fill it with clean paper towels. Ask the children what will come out the other end. Explain that the clean paper towels represents thinking good thoughts by filling our minds with good things like reading our scriptures, listening to talks and lessons at church, praying, watching and listening to good, uplifting media and music, etc. When we fill our lives with things that are good and uplifting, our thoughts and actions become clean. (You can also push the dirty paper towels out with clean ones to demonstrate that we can clean out unclean thoughts by replacing what we see, hear, and think with good things.)
Read together some other scriptures that emphasize righteousness both in our hearts and our actions—for example, Psalm 24:3–5; Matthew 15:7–8; Moroni 7:6–9. Discuss why the Savior wants our hearts and private actions to be spiritually clean.
The things we do and think affect our happiness in this life and the life to come.
Print and cutout all the signs except for the top page. Using tacky wax or removable double sided tape, attach all the small words to a piece of cardstock in random order. Tape the faces to the board or wall. Explain that after Jesus visited the Nephites they kept their spirits clean for many years and they lived in happiness. Show the cardstock to children. Have them take off the words they associate with happiness and put them under the smiley face. Explain that the scriptures tell that these are the things they experienced as a result of keeping their spirits clean. After a long period of time, wickedness started to creep in and the Nephites started experiencing terrible things as a result of the wickedness. Tape the rest of the words on the cardstock under the frowning face.
Explain that when we keep our minds and thoughts clean, we make good choices and we are happy. We can also return to live with Heavenly Father and again and enjoy the blessings of eternal life (the kind of life Heavenly Father has).
My Choices Can Affect Others
Friend July 2022 ” For Older Kids” Good choices and bad choices affect others around us. For example: Getting upset at someone ripples from that person to others.
Finders, Keepers?
Friend September 2024 “Lost and Found Pencils” A girl finds some nice colored pencils on the floor at school and takes them home. Her mom reminds her that someone is probably sad because they lost them. So the next day she takes them and puts them in the lost and found.
Friend April 2017 “Game Changer” Caleb feels like it is hard to have to make different choices than his friends, but the Holy Ghost comforts him and and helps him.
Choices Have Consequences
Friend March 2017 “Toys in the Bathtub” Eli really wants to put a toy in the bath, but his mom says no because it could mess up the toy.
Good, Better, Best
Friend October 2016 “Halloween Choice” Carly has to make a choice between a family trip to the temple and a Halloween party.
Choosing the Right Regardless of Peer Pressure
Friend July 2021 “Secrets and Surprises” Maddy’s friend Kate told her to put a crumpled paper doll from the store in her pocket so they could rescue it from being thrown away. At home Kate told Maddy to keep it a secret and Maddy realized they had stolen it. Maddy had an upset feeling. She didn’t think it was right to keep it a secret so she told her mom. Her mom explained that most secrets are not good unless it is something like a happy surprise.
Friend November 2018 “Finders Keepers?” Mike finds some money on the school grounds and takes it to the office even though his friends think they should keep it and spend it.
Regardless of Loss of Friends or Position
Friend May 2019 “Last Friend Standing” Some new friends of a girl want to hide their bowling shoes and not pay for the game. The girl prays for courage and then tells them that she won’t steal. Even though she loses them as friends, she feels the Holy Ghost telling her that she did the right thing.
Friend April 2019 “Farm-Club Fiasco” Nathan is the president of the Farm Club but is ostracized and removed as president when he doesn’t want to stay an extra night for fun at a competition because he doesn’t want to miss church.
Making Good Choices
Friend February 2020 “Layla Makes Good Choices”Layla likes making good choices! She helps her dad and mom and she puts on her pajamas when asked. Good choices make Layla and Mommy and Daddy happy! When we make good choices, we are following Jesus. Activity: Heavenly Father is happy when we choose the right! Point to the good choices.
Choosing the Right
Friend September 2020 “The Lost Ring” Tyler found a silver diamond ring during PE and tried to find the owner. He turned it in to the front desk even though his friend thought he should keep it and sell it. He had a warm feeling afterwards.
Friend October 2018 “I was trick-or-treating with friends and found $200. I told my mom about it. Later as we were walking down the street, a lady was looking for $200 that she had lost. She was so happy that we found it, and she gave me $10 for being honest. I shared $5 with my friends. I felt warm and happy because I was honest and chose the right. Leah D., age 6, Kentucky, USA“
Friend July 2018 “Show and Tell” I was playing with a friend who showed me a video. At first it was funny, but then a character said a bad word. When I hear bad words, it feels bad in my body, so I asked him if we could do something else. He said OK. I felt happy inside! Javaan F., age 9, North Carolina, USA
Friend June 2017 “My Light” Poem about the light that shines when we choose the Right. (Could be the light of Christ or light of example.)
Friend September 2016 “Blair Chooses the Right” Blair has choices to make on Sunday and she chooses the right on each choice.
Friend Sept 2015 “A Courageous Choice” – Girl able to have courage to do what was right after remembering a story in the Friend magazine about a child choosing the right in the same type of situation.
Friend September 1986 “The Competition” Elizabeth wants to win a piano competition. On the way to the competition she sees her competition’s car has slid off the road. She chooses to help.
Choosing the Right Keeps Us Safe and Happy
Friend March 2023 “Run toward the Light” When Elder Peter M. Johnson was a child he ran away from boys who wanted to steal his money. He ran out of a dark alley towards the light and was safe. In his life he tried to run from what was bad and look for what was good. In college he met some members of the church while playing basketball. He joined the church. He knew there was hope, peace, and happiness when running toward the light.
Things that Help us Choose the Right
Friend
Scriptures
Friend June 2017 “Martin’s Choice” Martin feels spiritually stronger after doing family scripture study. He also feels happy when he makes good choices and follows the prophet. These things help him when he has to make a choice, such as what to do when he is given tea at a school campout.
Prayer
Friend January 2021 “The Party Problem” Luz felt uneasy about going to a graduation party. It didn’t sound like the kind of party where she’d be able to feel the Holy Ghost. She thought about it, made her choice not to go, and then asked Heavenly Father if that was the right choice. Afterwards she felt a wave of warmth and light and knew she had made the right choice.
Holy Ghost
Friend November 2015 “Karson & the Golden Ticket” Karson finds an extra ticket for the prize jar but feels bad when he goes to put his name on it.
Friend October 2024 “Ryan’s Party” Ryan was excited for his birthday. The first person he invited was Chad. He always had fun with Chad even though Chad sometimes he stumbled over his words, and he wasn’t very good at sports. Chad was good at other things, like origami. Next, Ryan found Ty and Braden at Ty’s house and he gave them each an invitation. When they found out that Chad was coming, they said he was weird and didn’t want to come. Ryan didn’t know what to do. His parents had taught him that when he needed help, the Holy Ghost could guide him, so he said a prayer. When he thought about Ty and Braden, he felt nervous and a little sad. But when he thought about inviting Chad, he felt calm and happy. He knew the Holy Ghost was telling him that inviting Chad was a good choice. Ty and Braden didn’t come to his birthday party. But Ryan had lots of fun with his other friends. Chad even showed them how to make origami. They all went home with their own paper animal.
Choosing the Right Helps Us Be Happy
Friend August 2018 “Racing Rules” Lelah wants to race her trike ke down the sidewalk, but the family rule is to stay in the driveway. She obeys and has a happy feeling.
Friend March 2018 “Ruby Gets Ready” Ruby doesn’t like to put her socks and shoes on all by herself so she cries when asked to do it. She realizes that she needs to make a better choice because she doesn’t feel happy when she gets upset and cries.
Friend March 2018 A man drops some money and Brianna gives it to him. She has a wonderful feeling afterwards.
Friend January 2017 “The Favorite Ball” Seth and Adam are fighting over whose turn it is to play with their favorite ball. Seth doesn’t like the way he is feeling inside and realizes that fighting is not a good choice.
Friend February 2015 “The Blessing Quest” Nathan wants to ride bikes with his friends instead of going to church, but he learns that commandments are meant to help us be happy.
Friend March 2022 “The Snack-Stand Superheroes” Some boys find a box of candy bars under the bleachers. They decide to do the right thing and take it to the snack stand owner to see if it belongs to him. They feel like superheroes.
Choosing the Right Changes Hearts
Friend July 2017 “The Magic Wallet” Mandy’s family is staying in a motel until their house is built, but the manager doesn’t like all the noise the kids make. His heart and views change when Mandy turns in a lost wallet that she finds.
Courage to Choose the Right
Friend April 2021 “The CTR Reminder” Raish was afraid to say anything to her friends who were being mean to a new girl, but then she saw her CTR ring and remembered something her teacher had said. Remember who you are and what you stand for. So Raish stood for the right and asked her friends to stop being mean, and then she went and apologized to the new girl and asked to be her friend.
Friend August 2020 “Choosing the Channel” Camille’s best friend told her about a TV show, but it had some bad words in it so she turned it off. Camille was afraid to tell her friend that she didn’t watch it. They were best friends that did everything together and liked the same things. She was afraid they wouldn’t be friends anymore. But her friend was understanding and said they could find a show they both liked.
Friend March 1988 “Haunted House Hero” A boy who has courage to choose the right rather than accept a dangerous dare, gets help for his friends who fall though the floor of an old house.
Friend November 1985 “The Guy in the Glass”- Boy chooses to befriend and stands up for another boy even though he might get teased and tormented too.
Peer Pressure
Friend March 2022 “The Bike Prank” Sam’s friends want to do a prank where they take all the valve caps off bikes at a bike stand. Sam doesn’t feel good about it but he agrees. He feels really bad about what they did and asks Heavenly Father to forgive him. The next time his friends want to do the same thing, Sam says no and distracts them with a bike race.
Friend March 2018 “Practically Popular” La-Neisha is invited to be friends with the popular girls but is told she can’t have any other friends. She tries to avoid her old friend but feels bad. She chooses to do the right thing regardless of what her new friends think.
Friend September 2017 “Matt and Mandy” Matt tells some boys he doesn’t want to hear a bad joke even though they call him chicken.
Friend May 1983 “Maria Makes a Choice” – Story about girl who chooses not to steal when a friend encourages it.
Friend April 2015 “Courage and Clubs” Kate chooses not to join her friend’s club because the requirement to join is to say a bad word.
Friend February 1987 “The Dogsled Race” Jody borrows a dog and enters a dogsled race to win some ice skates. The dog injures her paw close to the finish line. Jody sacrifices what she wants and does the right thing: she takes care of the dog, like she promised she would–instead of making the dog finish the race.
Friend September 2015 – “To Cheat or not to Cheat” Boy chooses not to cheat on a test
Friend May 1982 – Girl returns money she found even though she needed money to buy a Mother’s Day gift.Friend August 2015 -A lack of friends turns into a test of choosing the rightFriend August 2015
Helping Others Make Good Choices
Friend February 2018 “The Pencil Problem” when Alex gets two pencils from a machine when he only paid for one, Maya says he should tell the librarian. All their other friends thinks he should keep it.
Print the review cards onto card stock. Cut each card out, and glue or tape a large Popsicle stick to the back of each card. Note: I didn’t save the original file when I made these cards, so the new file is a little different than the pictured items.
You may want to review the cards with the children before using them. Explain that red heads can be included when the blond hair card is shown, and black hair can be included when the brown hair card is shown. Also, green eyes can be included when the blue eyes card is shown.
Activity
To add some variety to learning and reviewing the song “Choose the Right”, I added an idea from Monica Hudson on Sugardoodle to the game board activity. I used the “Choose the Right” game board as the visual aid, but instead of playing the game while they sang the song, I had senior primary move one seat to the right every time they sang the word “right”. When they came to the end of the row they went around to the start of the row behind them, or if they were in the last row they went to the start of the first row. For junior primary I had them turn in a circle one time to the right.
The following week after doing the above activity, I added some more variety by using the review cards. Only those people who matched what was on the card was supposed to find the next available seat to the right in senior primary, or turn to the right in junior primary. This additional idea was also by Monica Hudson. Thank you Monica!!
To help motivate the children to sing well during the activity, invite children who sing their best to help with the cards.
Note: Make sure you have the teachers and children clear the seating aisles of all bags and items before doing this activity. Also make sure to tell the children to keep their legs tucked in and out of the way when other children are moving past them so nobody trips.
Items needed: 2 poster boards, 5 sheets of paper that match the color of the poster boards, 1 small bag, 1 sheet of brightly colored heavy paper, removable double-sided tape, magnets.
Print and cut out the song pictures. Put the small pictures in the bag. Glue the picture of the girl and the picture of the boy onto a brightly colored heavy sheet of paper. Cut out to make a brightly colored border around each picture. Glue a strong magnet to the back of both those pictures.
Print the word strips onto the papers that are the same color as the poster boards. Cut out the word strips, and using the double-sided tape, place the first five word strips, evenly spaced, across the top of one of the poster boards. Center the matching pictures below each word strip, and glue them onto the poster board. Continue doing each row in this manner. When you come to the point where no more pictures or word strips will fit on one poster board, butt the next poster board against the last line and glue or tape the two poster boards together. (If the word strips and pictures have been butted up against each other from top to bottom, the rest of the pictures and word strips should fit perfectly on the next poster board.) Put the large picture on the last square. Note: Be careful to put the word strips in the correct order because they are not in the right order on the printed papers.
Presentation
Using strong magnets, attach the poster to the chalkboard. Explain to the children that the pictures on the poster will be used as visual aids for the song, and the poster will also be used as a game that will help them memorize the song.
In senior primary go through and explain the pictures and words of each verse. You may wish to have them sing each verse after discussing it.
In junior primary go through and explain the pictures and words of the first verse. Then have the children sing that verse, but have them pay attention to the order of the pictures and words as they sing. Explain that after they sing the verse you are going to have two or three of them come up and put the lines of that verse in order on the board. Use the pictures with the words (cut each page in half vertically) for this activity. Take the poster off the board before they do the activity. Give the children magnets to attach the pages to the board. Hold up the poster so only the children in their seats can see it, and have them sing the song while the three children are putting the verse in order. This helps the junior primary get familiar with the words before they play the game. Do the same activity with the chorus, the second verse, and the third verse.
Below are some suggested explanations of some of the pictures and words:
Verse One
“In its right the Holy Spirit guides. And its light is forever shining over you when in the right your heart confides.” – Ask the children if they know what this means. Explain that if they have a sincere desire to know what is right, and they are doing their best to do the right things, the Holy Ghost will guide them and help them, especially when they confide in heart-felt prayer the choices and things they need help with.
Chorus
“Let wisdom mark the way before.” – A picture of an owl is used to represent the word wisdom. Owls are symbols of wisdom because of their ability to see in the dark, which is symbolic of using wisdom to do the right things in a dark world full of difficulty and temptations.
Verse Two
“Let no spirit of digression overcome you in the evil hour.” – Digression means to veer off the path you are on. So the spirit of digression means to think about veering off the right path during a time of temptation. The evil hour is a time of temptation.
“Be safe through inspirations power.”- If you follow the guidance of the Holy Ghost you will be safe from the harmful effects of wrong choices because you will be doing the right things and not the wrong.
Verse Three
“There is peace” – The picture shows a dove and an olive branch. One of the reasons the dove symbolizes peace is because the dove that Noah sent out of the ark came back with an olive branch, which meant that the world was at peace again, in many ways. Point out the picture of the world and ask, “If people around the world were choosing the right would their be any wars, anger, or hate?” Explain that they can find peace in their own lives as they choose the right – the peace of forgiveness, the peace from not feeling guilt, etc.
“There is safety for the soul.” When you are choosing the right you’re safe because your spirit isn’t being harmed by wrong and sinful choices. The boy in the picture represents being safe by obeying the laws and doing the right things.
Memorizing Activity Game
Once the words and pictures have been explained, and the children are familiar with the tune, play the following game to help them memorize the words. Show the children the pictures of the boy and the girl, and explain that they will use one or the other as the game piece that they will move across the board. Choose one of the pictures to use for the first time they play.
Show the children the bag and show some of the game pieces that are in the bag. Explain that there is a matching game piece in the bag for every picture on the game board (and a couple extra that are needed for certain pictures). Explain that the game starts at the top of the poster. A child will draw pictures from the bag until they find one that matches one of the pictures on the top row. That person then puts the picture of the child onto that square. Another person (probably the next person in their class or row) draws pieces until they get one that matches a square next to the square the picture of the child is on. It can be to the right or left, or diagonally down to the right or left, or straight down. They won’t want to go back up because the object of the game is to get to the square that says “Let God and heaven be your goal.” There is no game piece for the finishing square in the bag, so in order to move to that square they have to get a game piece that says CTR, because in order to return and live with God in heaven they have to choose the right while on earth.
All the children will be singing the song as the game is being played. They may have to sing the song several times before they get the picture of the child to the ending square, but as they get familiar with how the game is played you can have them try and get to the finishing square before they finish singing the song once.
Each time they sing the song take word strips off the game board. Start with taking all the “choose the right” word strips off, then take off the word strips for “in its light”. Then work on each section of the song, such as taking off the word strips for the chorus, then the word strips for the first verse, then the second, and finish with the third.
Note: You may want the older children be the first ones to play the game, because it may take a few times before the younger ones understand how the game works. You may also need to bring a stool so the younger children can reach the pictures at the top of the game board.
This activity will take several weeks to complete. To put some more variety in the activity, you may want to print off an extra set of the big pictures and use them to test the children. Stop playing the game now and then and take the poster board off the board. Have a couple children put the pictures of one of the verses or chorus in order on the board. They will have to sing it in their head to remember the right order. Have the other children be the judges of whether it is correct or not. If that is too difficult, use the pictures with the words at first to test them.
Note: I used several of the fun visual aids that Carrie on Sugardoodle used in her flip chart, so I appreciated her sharing her ideas.
