Friend February 2001 “Latter-day Prophets Wheel” Fasten the two circles together with a metal fastener through the center dots. Find the picture of Joseph Smith; in the window below his picture you can read an interesting fact about him. Continue turning the top circle to the right to see the men in the order that they served as Presidents of The Church of Jesus Christ of Latter-day Saints and to read something that that prophet is remembered for. You might want to use the wheel to help you sing “Latter-day Prophets”* in a family home evening.
Friend January 2001 “Funstuf: Latter-day Prophets” All of the latter-day prophets are listed below, but it is difficult to read them. To unscramble the letters in each group, start at the IN arrow and connect the letters to spell a prophet’s name ending at the OUT arrow. Some letters will not be used. The first one has been done as an example for you.
Prophet Dot-to-Dot Activity Idea: Make several cards with information about the prophet on each one. Label the back of each card with a section of numbers from the dot-to-dot such as 1-5 or 15-20. Put the cards, numbers face up, on a table. A child picks one of the cards, reads the clue, and gets to draw those lines on the picture and try to guess who the prophet it is. They write their guess down and their name on the first slot of a numbered card. Continue in this manner until all the clues are read and the lines on the picture are drawn. Reveal the name of the prophet, and then read the card with the guesses to see who got the correct answer first. (Note: You may need to display a picture that contains all the prophets and their names to help the children have a reference to make their guesses from.)
Watch the video “President Nelson: Prophet of God” from time code 0:00 to 5:41. How do you see President Nelson ministering to others in the same way Jesus Christ did?
Friend January 2021 “I Love You” President Nelson met with some Primary children in a log house in Palmyra, New York and shared the following messages: The Lord loves effort; Commandments are a recipe for happiness; Repentance is a joyous opportunity. (See the article for more info.)
Friend June 2019 “Grateful for Parents” President Nelson’s parents didn’t attend church when he was young, and he wanted them to. When he learned about the Word of Wisdom he broke every bottle of liquor in the house. The thing he wanted for Christmas every year was to be sealed to his parents.
Friend August 2018 “President Nelson Loves Children” President Nelson meets Primary children as he travels all over the world. (Link includes photos.)
Friend January 2019 “Show and Tell” Senior Primary children in Greater Manchester, England, wrote their own verse about President Russell M. Nelson for the song “Follow the Prophet.”
Russell is a prophet, Baptised at sixteen, His parents were less active; He was very keen. He became a doctor, Doctor of the heart. Building many temples, He has made a start.
Friend March 2021 “Trust in the Prophet” When Elder Homer was young, he wanted to be very reverent when passing the sacrament. Russel M. Nelson was in his ward and noticed his reverence and complimented him on it. That meant a lot to Elder Homer. (Make a mobile of quotes by President Russel M. Nelson.)
Friend May 2019 Bookmark with a testimony by President Nelson
Book of Mormon Seminary Student Manual (2024) It was decreed in the counsels of eternity, long before the foundations of the earth were laid, that he, Joseph Smith, should be the man, in the last dispensation of this world, to bring forth the word of God to the people, and receive the fulness of the keys and power of the Priesthood of the Son of God.(Teachings of Presidents of the Church: Brigham Young [1997], 96, 343)
Prophets long ago knew that a man named Joseph would translate the scriptures (see 2 Nephi 3:7, 15). They wrote about him on the gold plates. Can you imagine how Joseph Smith felt when he translated those words?
Joseph of Egypt Prophesied about Joseph Smith
Book of Mormon Seminary Student Manual (2024) Chapter 3 of 2 Nephi records Lehi’s dying words to his youngest son, Joseph. Lehi quoted a prophecy [from the brass plates] made by Joseph of Egypt roughly 1,700 years before the birth of Christ. Imagine Joseph Smith’s surprise when he discovered that he was the subject of much of the prophecy made by Joseph of Egypt. (see also Joseph Smith Translation, Genesis 50:24–38 (Note that “fruit of thy loins” refers to children or posterity.)
Joseph Smith Translation, Genesis 50:27–33 (in the Bible appendix) Joseph in Egypt prophesies of Moses freeing Israel from Egyptian bondage; of a branch of Joseph’s descendants being led to a faraway land, where they will be remembered in the covenants of the Lord; of God calling a latter-day prophet named Joseph to join the records of Judah and of Joseph.
Give the children descriptive clues about Joseph Smith, and invite them to guess who you are describing. Include clues from Joseph Smith Translation, Genesis 50:27–33 (in the Bible appendix), such as “he taught us about covenants” (see verse 28), “he gave us the word of the Lord” (see verse 30), and “he was named after his father” (see verse 33). After the children guess correctly, invite them to find these clues in the verses. What else do we learn about Joseph Smith from the prophecy of Joseph in Egypt?
Invite the children to search 2 Nephi 3:6–24 for clues about which prophet is being spoken of. List the clues on the board. Why is Joseph Smith called a “choice seer”? What did Joseph Smith do that is “of great worth to [his brethren]”? (verse 7).
Liahona February 2020 “Meet the Four Josephs” Lehi tells his son Joseph about some of the prophecies that Joseph of Egypt made about Joseph Smith, who was named after his father, Joseph. The article includes the following: What Did Joseph of Egypt Say about Joseph Smith? How Was Joseph Smith Like Joseph of Egypt? How Did Lehi Know about Joseph of Egypt?
Joseph Smith Made Good Choices as a Child and So Can I
Come Follow Me Kid Watch “Joseph Smith and His Family”, or tell the story above about the operation on Joseph’s leg. Tell them to pay close attention to what Joseph Smith decided to do when doctors told him that his leg would hurt a LOT during the operation unless he would drink wine. Joseph Smith made good choices as a child. We can make good choices too.
Joseph Smith was prepared to be a prophet of God.
The home life and nurture provided by Joseph Smith’s parents and siblings shaped much of Joseph’s early prophetic work. His attention to prayer and Bible study owed much to his parents’ religious commitments. (Church History Topics: Joseph Sr. and Lucy Mack Smith Family)
Joseph was chosen by God and prepared to be a prophet. Joseph’s experiences as a boy prepared him to be a prophet of God. A prophet is someone who speaks for God.
Learning about Joseph Smith’s youth could help your children relate to him as they learn from his experiences. Maybe they could hold a picture of Joseph Smith and share what they know about him. If needed, you might add some facts about him from Joseph Smith—History 1:3–14 (see also “Chapter 1: Joseph Smith and His Family,” in Doctrine and Covenants Stories, 6–8, or the corresponding video in Gospel Library). What did Joseph experience that helped prepare him to become a prophet? What might God be preparing us to do?
Joseph Smith was born in 1805 in the state of Vermont in the United States of America. He was the fourth of nine children. When Joseph was ten years old, he and his family moved to the state of New York, settling near the town of Palmyra (point out this area on the map). The Smith family was poor, and all the members of the family had to work hard to provide food and other necessities for the family. The family had moved many times before settling near Palmyra, where they found farmland on which crops would grow well.
How did Joseph Smith help his family? (JS—H 1:55.) How do you think learning to work hard helped prepare Joseph to serve the Lord? What are some ways you work in your family? Why should we be willing to work in our homes and yards to help our families? How will learning to work and take on responsibilities help us serve the Lord?
Joseph did not have much opportunity to attend school, so he learned only the basics of reading, writing, and simple arithmetic. Joseph’s mother said that he seemed just like other boys his age until the time of his vision. She said he was quiet and well-mannered and liked to study and think about important things. He was a tall, athletic, cheerful boy who seldom got angry.
“My grandfather, Asael smith long ago predicted that there would be a prophet raised up in the family, and. my grandmother was fully satisfied that it was fulfilled in me. My grandfather Asael died Oct 31, 1830 after having received the Book of Mormon and read it nearly through, and. he declared, that I was the very prophet that he had long known would come in his family.” (D.H.C. Vol. II p. 443)
“It has been borne in upon my soul that one of my descendants will promulgate a work to revolutionize the world of religious faith” (quoted in George Q. Cannon, Life of Joseph Smith, the Prophet [1986], 26).
Voices of the Restoration Lucy Mack Smith’s illness where she almost died and her promise that if the Lord would let her live she would find the religion that would enable her to serve him best. Also, Joseph said his father never did a mean or ungenerous act in his life.
Childhood Games
“Stick Pull” (February 2014 Friend) You can play a game played by Joseph Smith.
Historical Sites
Friend December 2018 “Digging into History” Children help archaeologists dig for clues for what life was like for Joseph Smith when he was young living in Vermont with his family. They find stone fences and some artifacts. The article includes photos.
“A Prophet Is Born” (December 2012 Friend) Learn about Joseph Smith’s early life with three children who visit their grandparents who are missionaries at the Prophet’s birthplace in Vermont.
What the Lord accomplished through the Prophet Joseph Smith
Show the children pictures that represent important things Joseph Smith did or taught (see, for example, Gospel Art Book, nos. 89–95, 97, 98, 117, 118). Help the children think of blessings we have because of Joseph Smith. For example, how has his work helped us come closer to Jesus Christ?
Display items that represent some of the Lord’s marvelous works during the latter days, such as a picture of the First Vision or of Joseph Smith receiving the priesthood (see Gospel Art Book, nos. 90, 93, 94) or a copy of the Book of Mormon. Invite the children to choose an item and share why it is marvelous to them.
Consider how you can teach your children about the great work that God accomplished through Joseph Smith. To begin, you could help your children find the word “seer” in 2 Nephi 3:6 and explain that prophets are called seers because Heavenly Father helps them see things we can’t see. Share why you are grateful to have a seer leading the Church.
To help family members understand what a seer is, perhaps you could show them pictures of tools that help us see things we couldn’t otherwise see, such as binoculars, a telescope, or a microscope. How are these tools like a seer? (see Moses 6:35–36). What can seers see that we do not? What evidence do we have that Joseph Smith was a seer?
The Gospel Art Book has several pictures you could use to teach about the work God did through Joseph Smith (see pictures 89–95). Let your children share what they know about the pictures. Why is Joseph Smith called a “choice seer”? What did Joseph Smith do that is “of great worth”? (verse 7).
Friend April 2020 “Hello from the Sacred Grove” Photos of the sacred grove and the recreated home of the Smith family. Also tells the story about Joseph.
For younger children: Go on a walk somewhere peaceful, just like Joseph Smith went to a grove of trees to pray. Tell your little ones the story of the First Vision as you walk.
It might be interesting to your children to explore some of the questions Joseph Smith had that led to the Restoration of the Savior’s gospel. Help them find some examples in Joseph Smith—History 1:10, 29, 68. How are we blessed today because God answered Joseph Smith’s questions?
Ask a child to leave the room for a moment. Show the two containers to the rest of the class without letting them see inside. Divide the class into two groups and give each a container. Tell the children in each group that when the child who left the room returns, they are to try to persuade him or her to choose their container. Invite the child to return to the room and choose one of the containers. Ask the child who chose the container questions such as the following:
Why did you choose that container?
How did you feel when others were trying to tell you what to do?
Explain that when Joseph Smith was fourteen years old, he was confused about a choice he needed to make. He was trying to decide which church he should join. Other people tried to help him choose a church, but he only became more confused. He felt that he needed more information to make a wise decision: he wanted to know which church was true. Joseph’s situation was similar to that of the child who had to choose between the two containers. Everyone wanted him to choose their church, but he did not know which church was the right choice.
Why was Joseph confused about which church he should join? (JS—H 1:5–10.)
Consider showing your children a variety of books, (like an encyclopedia or a cookbook), and help them think of questions these books could answer. Then show them a copy of the scriptures. What questions can these books answer? Then you could read together Joseph Smith—History 1:10–11 to find out what questions Joseph Smith had and what answers he found in the scriptures.
Your children might be able to find words in verse 12 that describe how reading James 1:5 affected Joseph. Then you could share experiences with each other in which a passage of scripture had a powerful influence on you.
Friend November 2019 “James Taught the Gospel” James, the brother of Jesus, taught the gospel and helped lead the church when he grew up. One of his teachings in James 1:5. says that if we have questions, we can ask God. Many years after James wrote this scripture, a boy named Joseph Smith read it. He prayed to know which church to join. Joseph’s prayer was answered! When I have questions, I can ask God, like James taught. (Memorize James 1:5 as a family. Talk about how this verse led Joseph Smith to receive the First Vision.)
Come Follow Me Kid Hop from one scripture line to another and read it out loud and then discuss what it means. For memorizing the scripture have them do it again and say the phrases, and maybe a little faster each time.
To start a discussion about how we communicate with Heavenly Father, perhaps you and your children could ask each other questions using various communication methods, like a text message, a phone call, or a handwritten note.
How do we ask questions to Heavenly Father? How do we show Him that we love and honor Him in our prayers? Read together Joseph Smith—History 1:16–19 and discuss how Heavenly Father answered Joseph Smith’s prayer. You and your children could then share experiences when you asked God for help and received an answer.
Come Follow Me Kid “We can all receive, if not a heavenly vision, at least a clearer vision, illuminated by heavenly light.” (CFM manual) Cut apart the puzzle pieces and hide them in a dark room. Give each child a flashlight to find the hidden pieces in the dark room. Explain that Heavenly Father will always give us a clearer vision to find answers to our questions when we pray in faith.
Share your testimony that God answers prayers, and testify that the children can pray to Him when they have questions.
Joseph Smith saw Heavenly Father and His Son, Jesus Christ.
Young children might enjoy standing with outstretched arms pretending to be trees in the Sacred Grove while you tell them about the First Vision. Ask the children to sway as if being blown by the wind while you talk about Joseph praying. Then ask them to stand very still and quiet when you tell them Heavenly Father and Jesus appeared to Joseph.
Older children might enjoy using one or more of the pictures in this outline to tell you what they know about the First Vision. Encourage them to refer to Joseph Smith—History 1:14–17 and to share their thoughts and feelings about Joseph’s experience (see also “Chapter 2: Joseph Smith’s First Vision,” in Doctrine and Covenants Stories, 9–12, or the corresponding video in Gospel Library).
Ensign January 2021 “How can I Know for Myself” What can we learn from Joseph’s example? How can we “know for ourselves” what is true? He read the scriptures. He asked God in prayer. Sometimes we have to wait for answers. He put effort into finding answers to his questions.
Heavenly Father and Jesus can speak to us through the Holy Ghost
Friend January 2025 “Just Like Joseph” Lhensay learns in primary that Joseph Smith saw Heavenly Father and Jesus Christ. She asked her mom how she could see them like Joseph did. Her mom explained that most of us won’t see Heavenly Father and Jesus like Joseph Smith did. But They can still speak to us through thoughts and feelings from the Holy Ghost. Then you can know They are always with you. Lhensay remembered the warm feeling she had when learned about the First Vision. That was the Holy Ghost, sending her a message from Heavenly Father and Jesus Christ! They had spoken to her, just like they had to Joseph Smith!
I can remain true to what I know, even if others reject me.
Read together Joseph’s testimony in Joseph Smith—History 1:25. Ask the children to look for words and phrases that show Joseph’s faith. How can we remain faithful to God and our testimonies when other people disagree with us?
How can we handle disagreements without becoming contentious like the people described in this verse?
There may be times your beliefs are challenged by others, or you come across confusing questions. When this happens, think about the “impossible” paper. Decide to trust God and to turn to Him and other good sources for answers.
Friend November 2019 “Jesus is Real” Everyone at Ismay’s table at school were excitedly talking about Christmas and their favorite traditions such as going to a church service. Suddenly Charlotte spoke up and said, “Jesus isn’t even real.” Ismay was sad to hear this and she quietly bore her testimony to Charlotte that Jesus was real, and that she felt it in her heart. She was glad she had spoken up and planted a seed about Jesus.
When Heavenly Father appeared to Joseph Smith, the first thing He said was “Joseph” (see Joseph Smith History 1:17). Not “you’ve made a lot of mistakes,” or “I don’t have time for you.” It seems like the first thing Heavenly Father did in restoring the gospel was to make sure Joseph knew that his Father in Heaven knew him and loved him.
The second thing He did was to introduce Jesus Christ. “This is my Beloved Son. Hear Him!” (Joseph Smith History 1:17). Among all the doctrine, eternal truths, principles, and organization to be restored, two things God wanted Joseph (and us) to know upfront were:
God knows you personally and loves you.
Jesus Christ is the Son of God, and we need to listen to what He has to say.
Name Treat – Point out that in Joseph Smith – History 1:17, Joseph Smith tells us that Heavenly Father said his (Joseph’s) name. Does Heavenly Father know each of our names? (Yes!) Does He love us? (Yes!) Does He want us to talk to Him through prayer? (Yes!) (Make a treat with each child’s name, or let them decorate a treat with their name.
To review the account of the First Vision, write summaries of each verse from Joseph Smith—History 1:14–19 on separate slips of paper. Place the papers in a container, and invite the children to choose them one by one and place them on the board in the correct order.
Songs
Joseph Smith’s First Prayer/ Oh, How Lovely was the Morning
[Verse 1] Oh, how lovely was the morning! Radiant beamed the sun above Bees were humming, sweet birds singing Music ringing thru the grove When within the shady woodland Joseph sought the God of love When within the shady woodland Joseph sought the God of love
[Verse 2] Humbly kneeling, sweet appealing— ‘Twas the boy’s first uttered prayer— When the pow’rs of sin assailing Filled his soul with deep despair; But undaunted, still he trusted In his Heav’nly Father’s care; But undaunted, still he trusted In his Heav’nly Father’s care
[Verse 3] Suddenly a light descended Brighter far than noonday sun And a shining, glorious pillar O’er him fell, around him shone While appeared two heav’nly beings God the Father and the Son While appeared two heav’nly beings God the Father and the Son
[Verse 4] “Joseph, this is my Beloved; Hear him!” Oh, how sweet the word! Joseph’s humble prayer was answered And he listened to the Lord Oh, what rapture filled his bosom For he saw the living God; Oh, what rapture filled his bosom For he saw the living God
1. Joseph had a question about the way to go, So faithfully he studied to help his knowledge grow. A scripture struck his heart, inviting him to pray, And Joseph knew that he could ask for God to show him the way.
2. Seeking peaceful quiet, he chose a grove of trees And prayed with all his power for God to hear his plea. The Father and the Son descended from above To answer Joseph’s question and restore the gospel with love.
3. From that wondrous vision, more revelations flowed. The Lord restored the gospel so everyone can know: The heavens are not closed; the Savior speaks today. He calls a prophet in our time to guide our steps in His way.
Chorus: He prayed in faith and heaven answered. The Father and the Son knew his name. I kneel to pray. I know God loves me And hears my prayers the same.
This is My Beloved Son
Verse 3: Joseph saw two glorious beings Shining brighter than the sun. God again presented Jesus: “This is My Beloved Son. Hear Him!”
Third Verse: On a golden springtime, in a forest glade, The Father and the Son appeared as Joseph knelt and prayed. Awake, awake, O nations all! Receive the gospel light! The gospel true is here for you. Receive its glorious light!
The Sacred Grove was green and fresh, The morning sun shone bright around, As Joseph knelt in fervent prayer, As Joseph knelt in fervent prayer Upon that sacred ground.
The Father and the Son appeared. They spoke to him as with one voice. Their message answered all his fears, Their message answered all his fears And made his heart rejoice.
Joseph Smith went to a grove full of trees; Seeking Gods wisdom, he fell to his knees. As he pled with the heavens, the sky filled with light, And the Father appeared with His Son, Jesus Christ, Standing above in the air Coming to answer his prayer.
Chorus: I will find my own sacred grove. Away from all of the noise in the world. I will turn to prayer, For I know He’s there I will find my own sacred grove.
So many choices with so much at stake. Life’s full of pathways, but which should I take? If I lift up in prayer in the name of the Son, Through the pow’r of the Holy Ghost answers will come. Heavenly Father is there, Ready to answer my prayer.
Historical Sites of the First Vision
Friend April 2020 “Hello from the Sacred Grove” Photos of the sacred grove and the recreated home of the Smith family. Also tells the story about Joseph.
Show the children pictures of things that represent different periods of the Creation (as described in Moses 2; see also “The Creation of the Earth” in Old Testament Stories), and help the children think of actions to go along with the pictures. For instance, they could make a fist to represent dry land or wave their arms like waves of water (see Moses 2:9–10). Share your testimony that Jesus Christ made these things because He and Heavenly Father love us.
Sing a song about things Jesus Christ created for us, such as “The World Is So Lovely” (Children’s Songbook, 233). Ask the children to draw pictures of the creations described in the song.
Help the children think of times when they made something by following another person’s directions. For example, maybe they have made a recipe with a parent or sibling guiding them. Write Who created the earth? on the board, and invite the children to find the answer in Moses 2:1. Testify that Jesus Christ created the earth under the direction of Heavenly Father.
Assign each child verses in Moses 2 related to one of the days of creation, and ask him or her to draw a picture of the things Heavenly Father and Jesus created on that day. Ask the children to hold their pictures and stand in the order of the days of Creation, and then invite each child to teach the rest of the children what happened on the day they were assigned. What do we learn about Heavenly Father and Jesus Christ from the story of the Creation?
Friend March 2002 “For Little Friends” Place the correct picture and label on the chart according to which “day” it took place in the creation (one square will get two pictures). Check your answers in Genesis 1:1-27, and move pieces to their correct position as needed (Visuals: Black and white game board. Note: Color cardstock can be used for the game boards.)
The earth was created by Jesus Christ under Heavenly Father’s direction so that we could have a place to live, learn, and use our agency to make good choices (see Abraham 3:24–26).
The Prophet Joseph Smith taught that to “create … does not mean to create out of nothing; it means to organize, the same as a man would organize materials and build a ship.”1 The Hebrew word for “create” means to shape, fashion, organize, and form (see Genesis 1:1; Abraham 3:24).
President Russell M. Nelson explained that “the physical Creation itself was staged through ordered periods of time,” not calendar days. “Whether termed a day, a time, or an age, each phase [of the Creation] was a period between two identifiable events—a division of eternity.”2
While there’s a lot we don’t know about exactly how the world was created, ponder what you learn about the Creation from what God has revealed in Genesis 1:1–25; Moses 2:1–25; and Abraham 4:1–25. What do you notice in these accounts that is similar? What do you notice that is different?
How can you make learning about the Creation fun for your family? You could take your family on a search outside for the kinds of things that were made during each period of the Creation story, such as stars, trees, or animals. You might also show pictures of things created in each period and invite family members to put the pictures in order after reading one of the accounts of the Creation together. What do these creations teach us about Heavenly Father and Jesus Christ?Genesis 1; Moses 2; Abraham 4.
One way to approach the Creation story is to invite your family to find how many times in Genesis 1 or Moses 2 God calls the things that he made “good.” What does this suggest about how we should treat God’s creations—including ourselves? What do we learn from the way these events are worded in Abraham 4?
Story: Heavenly Father told Jesus Christ to create the earth for us to live on (see Genesis 1–2). Jesus created plants and animals for us to take care of. We can be thankful for the earth.
Song: “My Heavenly Father Loves Me” (Children’s Songbook,228–29)
Activity: Now play a game! The first person says, “I am thankful for …” and then says something Heavenly Father and Jesus created. The next person repeats it and then adds something new. Keep going around in a circle as long as you can.
Stewards over the Earth: Moses 2:28 explains that humankind was given dominion over all living things. President Russell M. Nelson said, “We should care for the earth, be wise stewards over it, and preserve it for future generations” (“The Creation,” Liahona, July 2000, 104).
Go on a short walk around the area you live in or look at pictures and videos of beautiful landscapes.
Point out different parts of the environment that you notice. This could be plants, animals, or landforms.
Notice each living thing and discuss specific ways we can take care of them and the environment around them.
Discussion: In what ways do Heavenly Father and Jesus Christ take care of us? How can we follow Their examples as we take care of the living things around us? In what ways can our actions show our gratitude for God’s creations? (Submitted by Mitzi Schoneman)
Creation Charades: President Russell M. Nelson taught: “Grand as it is, planet Earth is part of something even grander—that great plan of God. Simply summarized, the earth was created that families might be” (“The Creation,” Liahona, July 2000, 104).
Study the days of Creation with your family (found in Genesis 1–2; Moses 2–3; or Abraham 4–5). See “The Creation” from this issue for a summary.
Each person can take a turn acting out a day or part of the Creation.
The rest of the family members guess the day or the part of Creation that was chosen.
Discussion: Follow up by reading Abraham 3:22–27 together. How can knowing God’s purpose for creating the earth affect our daily lives? How can we better show appreciation for God’s creations?(Submitted by Brenda Slade)
Lesson 3: The Creation,” Primary 6: Old Testament (1996), 9–12 Purpose: To increase each child’s appreciation for the earth that Heavenly Father and Jesus Christ created for us.
Help the children repeat “I, God, created man in mine own image” several times (Moses 2:27). Explain that Heavenly Father created our bodies to look like His. Invite the children to point to parts of their bodies as you name them, or sing a song about our bodies, such as “Head, Shoulders, Knees, and Toes” (Children’s Songbook, 275).
Invite the children to act out things they can do with their bodies, while the other children guess what they are doing. Invite the children to share why they are grateful for their bodies.
Draw an outline of a body on paper, and make a puzzle by cutting it into parts. Pass the parts out, and let the children work together to put them together to form a body. Ask the children to share the things they can do with each of the parts. Share your testimony that our bodies are created in God’s image.
[Using the picture below invite the children] to point to His eyes, mouth, and other parts of His body. Then invite them to stand and point to those same parts of their own bodies. Read from Doctrine and Covenants 130:22: “The Father has a body of flesh and bones … ; the Son also.” Testify that our bodies are like Heavenly Father’s and Jesus’s bodies.
LessonPix “Head, Shoulders, Knees, and Toes” Song idea. Print the pictures, cut them apart into cards, and then use them to sing the song. To make the song more interesting, have the children mix up the pictures on the top two rows and/or the bottom two rows and then have them do the actions and sing the words in their mixed up order.
Read together Moses 2:26–27. What do these verses teach us about our bodies? Show the video “God’s Greatest Creation” (ChurchofJesusChrist.org), or play the game “Your Body Is a Temple” (Friend, Aug. 2019, 24–25). You could also read together related quotations from President Russell M. Nelson’s message “Your Body: A Magnificent Gift to Cherish” (New Era, Aug. 2019, 2–7) that will help the children feel gratitude to Heavenly Father for their bodies.
Draw a figure of a body on the board, and invite the children to choose a part of the body and write next to it why they are thankful for it. Express your gratitude for your body, and testify that we were created in God’s image.
Friend August 2019 “Your Body is a Temple” Activity comparing how the body is like a temple.
Read Moses 3:2–3, and ask the children to listen for what God did on the seventh day. Bring pictures (or make simple drawings) of things we do on Sunday to make it a holy day and things we do on other days. Let the children sort the pictures into two piles, one for Sunday and one for other days. Testify of why it is important to keep the Sabbath day holy.
A few days before class, invite one of the children and his or her parents to come prepared to share things they do in their family to keep the Sabbath day holy. Invite the other children to share what their families do.
How does keeping the Sabbath day holy show our love and respect for Heavenly Father and Jesus Christ? Help the children role-play scenarios in which they explain to a friend why they choose to do things on Sunday that honor Heavenly Father and Jesus. Suggest that they use Genesis 2:2–3 in their explanations.
Give the children a few minutes to write a list of as many things as they can think of that they can do to make the Sabbath a holy day. Invite the children to share their lists, and encourage them to add to their lists as others share suggestions they didn’t think of. Suggest that the children take the lists home with them and refer to them when they need ideas of good things to do on the Sabbath.
Sometimes the gospel can seem big and complicated, especially to children. The Articles of Faith can help the children understand, in a simple way, some of the basic truths we believe as Latter-day Saints.
Choose a few articles of faith that you feel are especially important for the children you teach. For each article of faith, share a picture (see this week’s activity page) or a story (from the scriptures or your life) that illustrates or clarifies a truth taught in that article. Tell the children why that truth is important to you, and let them share why it is important to them.
Find hymns or children’s songs that can help the children understand one or more of the articles of faith. Perhaps the children can help you choose. Sing the songs together, and help the children see how the songs relate to the articles of faith.
Invite each child to choose a key word or phrase from one of the articles of faith and share it with the class. Then let the other children guess (or find) which article of faith that word or phrase comes from. Ask the children to share why the word or phrase they picked is important.
A few days in advance, ask a few of the children to prepare to share in class a short message about their favorite article of faith. Their message could include a picture, a song, a story or experience, or other scriptures. Invite these children to share why they like the article of faith they chose.
Write on the board some questions people might have about our beliefs that could be answered with one of the articles of faith. Ask the children to pick a question and find an article of faith that answers it. Let them practice answering the question using the article of faith.
Friend December 2021 “Why I Love the Articles of Faith” Elder Thierry K. Mutombo Of the Seventy tells why he loves the Articles of Faith and tells about his favorite, the 13th Article of Faith. It reminds him of how his father taught him about honesty.
Sing “He Sent His Son” (Children’s Songbook, 34–35).
The Articles of Faith teach what we believe. Joseph Smith wrote the Articles of Faith to explain the gospel to others.
(Above) Read “Why I Love the Articles of Faith” on page 26. Cut out 13 circles to make paper ornaments. Number the circles from 1 to 13. Then draw something on the other side that reminds you of that article of faith. You can hang them on your Christmas tree or in another place in your house. As you hang each ornament, say the article of faith that goes with it.
Consider how your family could create “mini-lessons” for the Articles of Faith. For example, throughout the week, each family member could pick one article and find a related scripture, picture, hymn, or children’s song or share a personal experience.
Or family members could take turns asking each other questions about the Church and our beliefs and then answering those questions with an article of faith.
If you have younger children in your home who haven’t memorized the Articles of Faith yet, give them a buddy to help them.
Try the following activity:
Sit in a circle.
Recite an article of faith, with each person saying only one word at a time (the first person starts with the first word, the next person says the second, and so on).
If a mistake is made, gently correct the mistake and then have the next person say the following word.
See if you can complete the article of faith with as few mistakes as possible. Then try another one.
Discussion: How can memorizing these important articles help us in our own lives? Reciting these powerful words can help us when our minds are stressed or when we are striving to keep clean or positive thoughts. Knowing these truths can also help us when friends ask us questions about the gospel. (Idea submitted by Brenda Slade and Mitzi Schoneman)
Place some sort of a basket on the ground for each team. A bowl, garbage can, or even a hole dug into the ground will do just fine.
Draw a line on the ground far enough away from the baskets to provide a challenge.
Give each team 13 small and numbered objects to toss at the baskets. The simplest might be pieces of paper that they can write a number on and crumple into a ball. Or it could be rocks or sticks. Just write, draw, or paint the numbers 1 through 13 on the objects.
Have somebody read clues from one of the Articles of Faith. As soon as a team thinks they know which Article of Faith it refers to, they try tossing that numbered item toward the basket. If they miss, they have to run and grab the object and return to the line before trying to toss again.
As soon as a team makes a basket, freeze the game.
If that team correctly identified the Article of Faith, they recite it together and earn a point. If they were wrong, they lose a point and the round continues.
Take turns rotating team members who try tossing the objects into the baskets. You can also try moving the baskets closer or farther from the line (keeping the distance the same for each team) to change up the difficulty level.
First team to reach 13 points is the winner!
Additional resources for teaching about the Articles of Faith”
The Bible and the Book of Mormon teach that monogamy is God’s standard for marriage unless He declares otherwise (see 2 Samuel 12:7–8 and Jacob 2:27, 30). Following a revelation to Joseph Smith, the practice of plural marriage was instituted among Church members in the early 1840s (see section 132). From the 1860s to the 1880s, the United States government passed laws to make this religious practice illegal. These laws were eventually upheld by the U.S. Supreme Court. After receiving revelation, President Wilford Woodruff issued the following Manifesto, which was accepted by the Church as authoritative and binding on October 6, 1890. This led to the end of the practice of plural marriage in the Church.
OFFICIAL DECLARATION 2
The Book of Mormon teaches that “all are alike unto God,” including “black and white, bond and free, male and female” (2 Nephi 26:33). Throughout the history of the Church, people of every race and ethnicity in many countries have been baptized and have lived as faithful members of the Church. During Joseph Smith’s lifetime, a few black male members of the Church were ordained to the priesthood. Early in its history, Church leaders stopped conferring the priesthood on black males of African descent. Church records offer no clear insights into the origins of this practice. Church leaders believed that a revelation from God was needed to alter this practice and prayerfully sought guidance. The revelation came to Church President Spencer W. Kimball and was affirmed to other Church leaders in the Salt Lake Temple on June 1, 1978. The revelation removed all restrictions with regard to race that once applied to the priesthood.
The Lord Guides His Church through His Prophet. Prophets Help Us Know the Will of Heavenly Father.
As members of the Church are confronted with a variety of challenges, we can find peace in knowing that Heavenly Father is willing to provide revelation to guide us. Help the children you teach strengthen their faith that God guides the Church through a living prophet.
“We believe that [God] will yet reveal many great and important things pertaining to the Kingdom of God” (Articles of Faith 1:9),
Show a set of scriptures and a picture of the living prophet (or a recent conference issue of the Ensign or Liahona). Help the children determine which item relates to the phrase “all that God has revealed” and which item relates to the phrase “all that He does now reveal” (Articles of Faith 1:9).
Turn off the lights, and place a picture of Jesus Christ on the board. Shine a flashlight on the image to illustrate how the prophet, like the flashlight, helps us see the Savior more clearly.
Find simple directions to make something, such as food or a toy. Follow the instructions with the children, and explain that through the prophet, Heavenly Father gives us instructions to help us return to live with Him. What are some things the prophet has taught us so that we can return to God?
“The Lord will never permit me or any other man who stands as President of this Church to lead you astray. It is not in the programme. It is not in the mind of God. If I were to attempt that, the Lord would remove me out of my place, and so He will any other man who attempts to lead the children of men astray from the oracles of God and from their duty.” (Wilford Woodruff, Official Declaration 1)
Official Declarations 1 and 2 are excellent examples of how prophets receive and act on revelation from God. How can you help the children increase their faith that God directs His Church by revelation?
The children you teach may have heard the President of the Church speak, but they may not realize that his words come from God.
Play a simple game by giving instructions to one child and asking him or her to repeat the instructions for the other children. Help them see that following the child’s instructions is the same as following your instructions and that following the prophet is the same as following the Lord. Read to them the last line of Doctrine and Covenants 1:38: “Whether by mine own voice or by the voice of my servants, it is the same.”
Friend March 2020 “Anthony’s Dream” Long before the church was organized in much of Africa, and before black men could hold the priesthood, Anthony had dreamed about the church and had asked the church to send scriptures so he could learn more. He taught the villagers what he learned, and he built a chapel for them to meet in. Then the announcement came that all worthy men could hold the priesthood and that the missionaries would be coming to their village. The missionaries were surprised to find so many people ready to be baptized. Now there are over 170,000 members in Nigeria.
In Doctrine and Covenants 88 the Lord instructed Joseph Smith to form a school to teach the leaders of the Church about the gospel and prepare them to serve the members of the Church. In this school, called the School of the Prophets, Church leaders were to teach one another about the gospel and other important subjects (see D&C 88:77–80). Leaders of the Church in the Kirtland area began attending the School of the Prophets at the end of January 1833. The school was held in the evenings, in an upstairs room of Newel K. Whitney’s store. The Prophet taught the men about the importance of learning and preaching the gospel and of learning about the world around them. In addition to studying the scriptures and the principles of the gospel, the men also studied Hebrew and Greek.
In 1831 the Lord had commanded Oliver Cowdery and W. W. Phelps to write and select textbooks for children (see D&C 55:4). After Joseph Smith organized the School of the Prophets for the priesthood leaders of the Church, he organized a school for children. Classes were held in the attic of the Kirtland Temple. One hundred forty children attended the school.
“Education is an important part of Heavenly Father’s plan to help you become more like Him. … The education you gain will be valuable to you during mortality and in the life to come” (For the Strength of Youth, 9).
Display a picture of a school, or draw one on the board, and invite the children to explain what a school is and what happens there. Tell about the school Joseph Smith started (see “Chapter 31: The Word of Wisdom,” Doctrine and Covenants Stories, 119–22). Show the children pictures of a home, a church, and a temple, and ask them how these places are also like schools.
Sing a song about learning, such as “Search, Ponder, and Pray” (Children’s Songbook, 109). Ask the children what they enjoy learning about.
Read Doctrine and Covenants 88:118, and emphasize the phrase “teach one another.” Share some wisdom that you have learned from each of the children in your class, and invite them to share wisdom they have learned.
You can help the children understand that learning about both spiritual and temporal matters can prepare them to serve the Lord.
Write on the board What,Why, and How. Invite the children to read Doctrine and Covenants 88:77–79 in pairs and make a list of what the Lord wants us to learn about. Then ask them to search verse 80 to find out why He wants us to learn. They can then search verse 118 to find out how we should learn. What do we learn from these verses about how the Lord views education and learning?
Display a map of the world, and read together Doctrine and Covenants 88:79. Why is it important for us to learn about other countries and cultures? If you or the children you teach have visited or lived in another country, show items that represent the culture, and share things you learned.
Discuss the following ideas to show the importance of gaining knowledge:
Perfect knowledge is one of God’s attributes (see 2 Nephi 9:20).
The commandment to study and learn is repeated many times in the Doctrine and Covenants (D&C 88:118, 130:18–19, and D&C 131:6).
Peter said knowledge was necessary to become like Heavenly Father (2 Peter 1:5–9).
Discuss how learning can help us become more like our Father in Heaven.
“Learn!” (September 2011 Friend) President Dieter F. Uchtdorf tells of how he loved learning as a child and how it is important for everyone to learn as much as they can.
Friend August 2021 “Scripture Time Fun for Little Ones” Help your littles ones say, “Heavenly Father wants me to learn.” Talk about good things we learn at church and school. Have your little ones draw something they have learned.
Friend October 2022 “Worth the Work” When Elder Alfred Kyungu was young his family couldn’t afford to end him to school. The family worked hard on the farm so they could afford to send him back to school. He learned that an education is worth working for. Later he learned that the Lord also teaches us that education is important.
Many things we obtain in this life will not go with us into the next life. But our “knowledge and intelligence” will (Doctrine and Covenants 130:19).
Ask the children to share with you something they are learning about in school or from their parents. Invite them to read Doctrine and Covenants 130:18–19 to find out what will happen to our knowledge and intelligence in the next life.
What does verse 19 teach about how we gain knowledge and intelligence? How can we be diligent and obedient as we seek to learn? (For more on this topic, see “Education” in For the Strength of Youth [pages 9–10].)
Elder Neal A. Maxwell clarified what the word intelligence means in Doctrine and Covenants 130:18–19: “If we ponder just what it is that will rise with us in the resurrection, it seems clear that our intelligence will rise with us, meaning not simply our IQ, but also our capacity to receive and apply truth (applying the knowledge we obtain for righteous purposes). Our talents, attributes, and skills will rise with us; certainly also our capacity to learn, our degree of self-discipline, and our capacity to work” (We Will Prove Them Herewith [1982], 12).
How might you use these verses to help your family prioritize things that last eternally? Maybe you could pack a suitcase or backpack together with items representing things that, according to Doctrine and Covenants 130:2, 18–19; 132:19, we can take with us into the next life, such as family pictures or scriptures. What does Doctrine and Covenants 132:13teach us about things of the world? This could lead to a discussion about focusing on things that have eternal significance.
Friend August 2021 “Scripture Time Fun for Little Ones” Help your littles ones say, “Heavenly Father wants me to learn.” Talk about good things we learn at church and school. Have your little ones draw something they have learned.
Keep Trying
Friend March 2022 “Overcoming Your Challenges”President Dallin H. Oaks discusses the challenges he faced growing up, such as having his father die when he was seven, or being made fun of by other kids because he couldn’t spell or do math very well. Heavenly Father and Dallin’s family helped him and things got better. President Oaks wants the children to know that Heavenly Father will help them and to not give up. (Coloring page “I Can Overcome Challenges”)
Friend July 2024 “The Joy of Learning” When Elder Clark G. Gilbert was growing up he didn’t feel like he was a good learner or smart, and he didn’t think that could change. But then a teacher believed in him, and so he kept trying, studied harder, and developed ways to focus and keep organized. He also started to involve the Lord in his learning. He eventually began to love learning and became good at it.
Friend November 2018 “What’s on Your Mind” Someone who feels talentless asks the Friend magazine how they can find something they are good at.
The Friend responds by saying that God has given everyone talents. “Here are just a few of the gifts Heavenly Father might have given you. Circle the ones you have already. Underline ones you might want to practice. What others can you think of?”
Friend March 2022 “Overcoming Your Challenges”President Dallin H. Oaks discusses the challenges he faced growing up, such as having his father die when he was seven, or being bullied and made fun of by other kids because he couldn’t spell or do math very well. Heavenly Father and Dallin’s family helped him, he found things he was good at, and things got better. President Oaks wants the children to know that Heavenly Father will help them and to not give up because we all have different gifts. (Coloring page “I Can Overcome Challenges”)
Solomon loves the Lord and keeps His commandments—The Lord appears to Solomon and promises him a wise and an understanding heart—He judges between two harlots and determines who is the mother of a child.
Ask the children to name things they would ask for if they knew they could ask Heavenly Father for anything and he would give it to them. Write the children’s ideas on the chalkboard.
Show the children some waterproof items that could represent worldly goods, such as a piece of jewelry, a coin, a pretty rock, and so on. Put the items in a large pitcher or container as you talk about them and discuss how some people spend most of their efforts accumulating material goods. Then add some water to the container to represent good deeds or spiritual gifts as you discuss the kind deeds we can do and the spiritual gifts we can develop, such as helping a family member or friend, gaining a testimony, being honest, or having an understanding heart. Pour the contents of the container through a strainer into another container. Explain that the first container represents someone’s life, the strainer represents death, and the second container represents life after death. Discuss how we cannot take material goods with us when we die, but we do take with us the spiritual gifts we have developed and the good deeds we have done.
Ask the children which of the items on the chalkboard represent things that could last forever and if they would like to change anything they named before. Tell the children that they are going to learn about someone who was able to ask God for one thing, and he chose an eternal, spiritual gift instead of a temporary, earthly one.
Write knowledge, wisdom, and an understanding heart on the chalkboard. Discuss the meaning of each one. Explain that knowledge is learning gained through study or experience; wisdom is using what we have learned in the best way to make right choices; and an understanding heart enables us to know how others feel.
Have the children find the book of Proverbs in their Bibles. Explain that most of these proverbs (wise sayings) were written by Solomon, and because of his great wisdom, these sayings can help us today. (See the lesson link for a list of some of the wise sayings found in Proverbs.)
Moroni described the gifts that God gives to His children when they have faith in Him.
Write the numbers 9 through 16 on separate pieces of paper, and wrap each paper like a gift. Let the children take turns unwrapping the gifts. (or put all the papers in one gift box and let the children take turns picking a paper from the box) As they do, read together verses from Moroni 10:9–16 that correspond with the numbers, and help the children identify each spiritual gift. Explain that these are gifts Heavenly Father gives His children so we can help each other and do His work.
Tell the children about spiritual gifts you have noticed that Heavenly Father has given them, such as the gifts of faith, wisdom, testimony, kindness, and the ability to learn. Let the children talk briefly about favorite gifts they have received.
Use this activity to talk more about Moroni 10:18 (“every good gift cometh of Christ”).
Ahead of time, wrap a Book of Mormon with many layers of wrapping paper or colored cellophane. Tell your family you’ll share clues about what’s inside this gift.
As you share each clue (for example, “This teaches us about Jesus Christ”), invite a family member to take off a layer of paper and guess what’s inside.
If someone guesses correctly, continue unwrapping and take turns sharing truths about the Book of Mormon.
Discussion: Once the book is unwrapped, end by reading Moroni 10:18 together. What can your family do to share the gift of the gospel with others?
In Kirtland, many of the new members that Parley P. Pratt and the other missionaries had baptized had plenty of zeal but little experience or direction in how to live the gospel. They had been drawn to the restored gospel by the promise of marvelous manifestations of the Spirit. Soon, some unusual expressions of worship—including falling to the ground or writhing like a snake—were introduced into their Church meetings. Many found it hard to discern which manifestations were of the Spirit and which were not. Seeing the confusion, Joseph Smith prayed for help. The Lord revealed that spiritual manifestations are real and clarified what they are—gifts from a loving Heavenly Father, “given for the benefit of those who love [Him] and keep all [His] commandments” (Doctrine and Covenants 46:9).
Write on pieces of paper some of the spiritual gifts found in Doctrine and Covenants 46:13–26 and Articles of Faith 1:7, and hide them around the room. Invite each child to find one of the papers and search the verses to find where that gift is mentioned in the scriptures. Then read together Doctrine and Covenants 46:8–9, 12. Why does Heavenly Father give us spiritual gifts?
Sing “I’m Trying to Be like Jesus” (Children’s Songbook, 78–79).
Heavenly Father gave each of us spiritual gifts (see Doctrine and Covenants 46:11–26). That means He gave us special talents. Everyone is unique and important to Heavenly Father!
Think about what gifts you have. Then put on a family talent show! Share the gifts Heavenly Father has given you with others.
Write a note for each child, describing a spiritual gift you have seen in him or her (or you could invite parents to write these notes). Put the notes in envelopes. Allow the children to open the envelopes, and help them read about their spiritual gifts.(Come, Follow Me—For Primary: New Testament 2023 “1 Corinthians 8–13” ).
Cut out cards. Give one card to each parent to fill out. The name of the child goes on the top line.
The Red Crystal has black and white copies that the children could fill out.
“Write the gifts named in Moroni 10:9-16 on strips of paper, and put them in a gift box. Write the numbers 9 through 16 on the board, and invite the children to take turns picking a paper from the box and matching it to the verse number on the board. What do we learn about these gifts from verses 8 and 17-18?”
Share with them some additional spiritual gifts mentioned by Elder Marvin J. Ashton: “The gift of asking; the gift of listening; … the gift of avoiding contention; … the gift of seeking that which is righteous; the gift of not passing judgment; the gift of looking to God for guidance; … the gift of caring for others; … the gift of offering prayer; the gift of bearing a mighty testimony” (“There Are Many Gifts,” Ensign, Nov. 1987, 20). Invite the children to talk about the spiritual gifts they see in each other. (Come, Follow Me—For Primary: New Testament 2023 “1 Corinthians 8–13” )
After reading these verses together, consider giving everyone a piece of paper with the name of another family member (or classmate) at the top. Ask everyone to list the spiritual gifts they notice that person has. You could then pass the papers in a circle until everyone has had a chance to write about each family member’s gifts. Come, Follow Me—For Individuals and Families: New Testament 2023 “1 Corinthians 8-13”
Before class, ask the parents of the children in your class about the gifts they see in their children, or think about the children’s gifts yourself. Tell the children about these gifts. Invite the children to write down one way they will use their gifts to bless someone this week.(Come, Follow Me—For Primary: New Testament 2023 “1 Corinthians 8–13” )
Ponder what your spiritual gifts are—and how you can use them “for the benefit of the children of God” (verse 26).
Give a child something that can be shared, like a piece of bread or two toys. Ask the child to share what you have given him or her with another class member. Explain that Heavenly Father gives us gifts, and He wants us to use them to help others. Tell the children about a time when you were blessed because someone shared his or her spiritual gifts.
Elder Robert D. Hales: “These gifts are given to those who are faithful to Christ. They will help us know and teach the truths of the gospel. They will help us bless others. They will guide us back to our Heavenly Father” (“Gifts of the Spirit,” Ensign, Feb. 2002, 16).
Ponder why it is important that you “always [remember] for what they are given” (verse 8). How can these truths help you “not be deceived”? (verse 8).
See also Gospel Topics, “Spiritual Gifts,” topics.ChurchofJesusChrist.org.
18 And all this for the benefit of the church of the living God, that every man may improve upon his talent, that every man may gain other talents, yea, even an hundred fold, to be cast into the Lord’s storehouse, to become the common property of the whole church—
19 Every man seeking the interest of his neighbor, and doing all things with an eye single to the glory of God.
What can each family member do to “improve upon his [or her] talent” and “gain other talents”? It might be fun to have a family talent show. Think of ways to include talents that aren’t easily displayed (such as spiritual gifts; see Doctrine and Covenants 46:11–26). How can we use our talents and share the things we have to bless our family and neighbors? What does it mean to use our talents “with an eye single to the glory of God”? (Come, Follow Me—For Individuals and Families: Doctrine and Covenants 2021 ” Doctrine and Covenants 81–83″)
Friend December 2022 “Gifts to Share” Sometimes we don’t value or share our gifts. Maybe we are afraid that they are not as perfect as we would like. But if we don’t share our gifts, we miss a chance to bless God’s children. We miss a chance to feel God’s love.
Bring several coins to use as you tell the parable of the talents, found in Matthew 25:14–30. You could ask three children to represent the three servants. Explain that in Jesus’s day, talents referred to money, but today talents can mean our gifts and abilities.
Ask the children to name ways their parents, siblings, teachers, or friends have helped them. What talents do these people have that help them serve others?
Write a small note to the children telling each of them about the gifts or abilities you notice in them. As you share with each of the children the gifts you see in them, encourage them to improve their gifts and use them to serve others.
Friend December 2022 “Gifts to Share” Sometimes we don’t value or share our gifts. Maybe we are afraid that they are not as perfect as we would like. But if we don’t share our gifts, we miss a chance to bless God’s children. We miss a chance to feel God’s love.
Ask the children to name as many talents as they can think of; list the talents on the chalkboard as they are mentioned. Encourage the children to include character traits such as being a good listener, loving others, being cheerful, and so on.
Give the children each a piece of paper and a pencil and ask them to make a list of their own talents. Tell them not to let others in the class see the list. Then ask the class members to each name a talent for every other child in the class. As each child’s talents are mentioned, suggest that the child add to his or her list any talents identified by the other children that are not already on the list. Then ask the following questions:
Jesus told His disciples a story about a man who gave his servants some talents. A talent was a large amount of money.The man gave one servant five talents. He gave another servant two talents. He gave a third servant one talent. Then the man went on a journey.The servant with five talents worked hard. He earned five more talents. He now had ten talents.The servant with two talents also worked hard. He earned two more talents. He now had four talents.The servant with one talent buried it in the ground. He was afraid he would lose it. He did not work to earn any more talents.When the man came back, he asked the servants what they had done with his talents.The first servant brought him ten talents. The man was happy. He made the servant a leader over many things and told him to be joyful.The second servant brought the man four talents. This also made the man happy. He made the second servant a leader over many things and told him to be joyful.The third servant gave the man back the talent he had buried. The man was not happy. He said the servant was lazy. He should have worked hard to earn more talents.The man took the talent from the third servant and gave it to the first servant. Then he sent the lazy servant away. The man in the story is like Jesus. We are like the servants. Jesus will judge how we each use the gifts we have been given.
Friend March 2019 “What’s on Your Mind” A boy writes the Friend and says that his friends think that the things he likes to do are “girl” stuff. He wants to know if it’s true. The Friend responds by saying, “There’s not one list of talents for girls and another one for boys. Our interests and talents make us unique.” Activity: Use the clues to fill out the chart to find out what each person is interested in.
Hide the words “faithful,” “just,” and “wise” around the room. Invite the children to find the words in the room and then find them in Doctrine and Covenants 51:19. Read the verse together, and talk about what it means to be a steward. “A person who takes care of the affairs or property of another. That which a steward cares for is called a stewardship. All things on earth belong to the Lord; we are His stewards. We are accountable to the Lord.” (“Steward, Stewardship” in the Guide to the Scriptures).
Tell the children about William W. Phelps, who was a newspaper publisher before hearing the gospel and moving to Kirtland. Ask the children to read Doctrine and Covenants 55:1–4 and list what God wanted William to do. Which of these things can apply to all of us, and which are specific to William because of his talents? Ask the children to identify talents they see in each other, and discuss how they can use those talents to serve God and His children.
Make a list of your talents! You could ask your friends and family for ideas too. How can you use the talents Heavenly Father gave you to help bless others? You may wish to read some of the below stories to see how others used their talents to help others.
As children get older, they become more aware of their weaknesses. Use these verses to teach them how the Savior can make “weak things become strong” (Ether 12:27).
Describe for the children a task that would require a lot of physical strength to accomplish. Invite them to share examples of things they aren’t strong enough to do now. How could we become strong enough to accomplish these tasks? Explain that we also have spiritual work to do, but we sometimes feel spiritually weak. Moroni felt this way about his writings on the plates (Ether 12:23–25). Read Ether 12:27 to the children. What did the Lord promise those who feel weak?
Share an experience in which the Savior helped you or someone you know do something that was hard. Testify to the children that if they seek His help, Jesus can help them be strong, even when they feel weak.
Invite the children to draw a picture of something weak and something strong. Then invite them to add to their drawing some words and phrases from Ether 12:23–29 that teach them about how the Savior can help us turn our weakness into strength. Encourage the children to think about a weakness they might have and then seek the Savior’s help to become strong.
Why does the Lord give us weakness? What is our part in making “weak things become strong”? What is the Savior’s part?
“Weak Things Stronger.” In this Friend article, Parker learns that he doesn’t have to be perfect and that the Savior is there to help him.
Doctrine & Covenants Section 13 An extract from Joseph Smith’s history recounting the ordination of the Prophet and Oliver Cowdery to the Aaronic Priesthood near Harmony, Pennsylvania, May 15, 1829. The ordination was done by the hands of an angel who announced himself as John, the same that is called John the Baptist in the New Testament. The angel explained that he was acting under the direction of Peter, James, and John, the ancient Apostles, who held the keys of the higher priesthood, which was called the Priesthood of Melchizedek. The promise was given to Joseph and Oliver that in due time this higher priesthood would be conferred upon them. (See section 27:7–8, 12.)
Joseph Smith—History 1:66–75 Oliver Cowdery serves as scribe in translating the Book of Mormon—Joseph and Oliver receive the Aaronic Priesthood from John the Baptist—They are baptized, ordained, and receive the spirit of prophecy. (Verses 66–75.)
The artwork in this outline could help your children visualize the restoration of the Aaronic Priesthood (see also “Chapter 6: Joseph and Oliver Are Given the Priesthood,” in Doctrine and Covenants Stories, 26–27, or the corresponding video in Gospel Library). Would they enjoy drawing a picture of the event based on what you read with them in Joseph Smith—History 1:68–74?
You could also show a picture of John the Baptist while you read together Matthew 3:13–17; Joseph Smith—History 1:68–70. Why was it important that the Lord sent John the Baptist to give Joseph Smith the priesthood authority to baptize?
“The Priesthood Is Restored” (February 2013 Friend) A brief explanation of how the priesthood was lost from the earth and then restored.
Give the children a few minutes to make a list of everything they know about John the Baptist, and then allow them to share what they wrote. Invite the children to work in pairs to read one of the following passages and add it to their list: Matthew 3:13–17; Doctrine and Covenants 13; Joseph Smith—History 1:66–72.
What do you think it means to be a fellow servant with John the Baptist?
“Awesome!” (May 2017 Friend) Robert receives the Aaronic Priesthood and is amazed when he learns where the priesthood came from.
How can we follow the example of Joseph Smith and Oliver Cowdery to find answers to our questions?
Help the children learn a song about the priesthood, such as “The Priesthood Is Restored” (Children’s Songbook, 89). Invite the children to march around the room as they sing, taking turns holding the picture from this week’s outline.
Heavenly Father blesses me through the Aaronic Priesthood.
To prompt a discussion about the keys mentioned in Doctrine and Covenants 13, you and your children could look at a set of keys and talk about what keys allow us to do. Maybe you could help them find the word keys in section 13. What other words or phrases in Doctrine and Covenants 13 describe the blessings of the Aaronic Priesthood? Your children could also identify ways Heavenly Father blesses us through the priesthood in the video “Blessings of the Priesthood” (Gospel Library).
Bring a few objects to class, including a key. Display the objects, and ask the children to listen as you read Doctrine and Covenants 13 and to find the object that is mentioned in the scripture. What can we do with a key? (Or, put pictures of a baptism and the sacrament in a container that requires a key to open. Discuss why keys are important, and let the children use the key to open the container. ) Show pictures of things we can do because the Aaronic Priesthood was restored (see this week’s activity page; see also Gospel Art Book, nos. 103–4, 107–8). Tell the children how the priesthood has blessed your life.
“What are priesthood keys?” (February 2017 Liahona and Friend) Priesthood keys aren’t keys you can touch or hold in your hand, like car keys. A priesthood key is the authority or permission to act in Heavenly Father’s name. Priesthood keys let Church leaders direct how the priesthood is used on earth.
New Era May 2012 “Priesthood Keys” Priesthood holders, … need authorization from someone holding keys before performing most ordinances. For example, if Aaronic Priesthood holders hear about a homebound ward member who would like to receive the sacrament at home, they cannot simply go and administer the sacrament to that member because they believe it’s the right thing to do. They must be authorized by the bishop, who holds the keys over the Aaronic Priesthood. And a father who holds the priesthood cannot simply baptize his 8-year-old daughter or ordain his 12-year-old son to the Aaronic Priesthood without first being authorized by the bishop to do so.
The Aaronic Priesthood “holds the keys of the ministering of angels, and of the gospel of repentance, and of baptism” (D&C 13:1). Through the exercise of this priesthood, the sacrament is prepared, blessed, and administered.
Keys of the Ministering of Angels
President Dallin H. Oaks, First Counselor in the First Presidency, explained a connection between the Aaronic Priesthood and the ministering of angels in this way:
“In general, the blessings of spiritual companionship and communication are only available to those who are clean. … Through the Aaronic Priesthood ordinances of baptism and the sacrament, we are cleansed of our sins and promised that if we keep our covenants we will always have His Spirit to be with us. I believe that promise not only refers to the Holy Ghost but also to the ministering of angels, for ‘angels speak by the power of the Holy Ghost; wherefore, they speak the words of Christ’ (2 Nephi 32:3). So it is that those who hold the Aaronic Priesthood open the door for all Church members who worthily partake of the sacrament to enjoy the companionship of the Spirit of the Lord and the ministering of angels” (Oct. 1998 general conference [Ensign, Nov. 1998, 39]).
Righteous mortal men may also be called angels. 2 Nephi 32:2–32 Do ye not remember that I said unto you that after ye had received the Holy Ghost ye could speak with the tongue of angels? 3 Angels speak by the power of the Holy Ghost; wherefore, they speak the words of Christ.
Joseph Smith and Oliver Cowdery read about baptism in the Book of Mormon and wanted to know more.
Show the video “Restoration of the Aaronic Priesthood” (ChurchofJesusChrist.org). Pause the video occasionally to ask the children questions such as “Why did Joseph Smith and Oliver Cowdery go into the woods?” and “How do you think Joseph Smith and Oliver Cowdery felt after they were baptized?”
After Joseph Smith and Oliver Cowdery were baptized, the Holy Ghost helped them understand the scriptures better. Invite the children to make a bookmark that they can put in their scriptures to remind them to seek the Holy Ghost’s help when they read. Perhaps they could find an inspiring phrase in Joseph Smith—History 1:74 that they could write on their bookmark.
What does translate mean? Translate means to change from one language to another.
Show the paper with the words “Le Livre De Mormon” written on it. Tell the children that the words are French. The English version of these words is “The Book of Mormon”. Show this paper. Both sets of words mean the same thing, but they are different languages.
The gold plates were written in an ancient language that needed to be translated into a language others could read.
Discuss the many languages used throughout the world, and explain that the word translate means to change writing or speech from one language to another.
What was the language of the writings on the gold plates? (Reformed Egyptian.)
Explain that usually translators need to understand both of the languages they work with. Joseph Smith, however, had had very little schooling and could not speak or read languages other than English. The reformed Egyptian characters on the plates were very strange to him. As he studied and prayed, the Urim and Thummim helped him understand the characters on the plates. Joseph learned that the process of translation requires faith, hard work, worthiness, patience, and obedience.
Show the children an image of characters from the golden plates. Explain that God helped Joseph translate these characters into words we can read and understand.
If someone asked you where the Book of Mormon came from, what would you say? How would you describe God’s involvement in giving us the Book of Mormon?
Martin Harris was a respected citizen of Palmyra and successful farmer who was one of only a few people in the area who believed Joseph Smith. Though almost twice his age, Martin was Joseph’s friend and gave him money so he could move to Harmony, Pennsylvania, to translate the Book of Mormon undisturbed. Martin also sacrificed to travel there himself and serve as scribe. As Joseph read out loud from the plates, Martin Harris wrote down the words Joseph read.
Martin’s wife, Lucy, was not supportive of his involvement with the Book of Mormon translation. Martin asked Joseph if he could show the first 116 pages of the translation to Lucy as evidence of their work. Joseph prayed about it twice and each time was told not to allow Martin to take the pages.
Joseph prayed a third time, and the Lord gave permission with strict conditions. Martin took the pages to Palmyra to show them to his wife.
Why do you think Joseph did not follow through with the first two responses he received from the Lord?
The day after Martin left, Emma Smith gave birth to her and Joseph’s first child, a son. Tragically, the infant lived only a few hours, and it seemed Emma might die too. Thankfully, Emma’s health started improving after a couple weeks. Though Joseph did not want to leave her side, Emma urged him to travel to Palmyra and inquire about the manuscript.
When Joseph arrived at his parents’ home, they invited Martin to join them for breakfast. Martin didn’t come for more than four hours. When he finally arrived and sat down, he mournfully exclaimed, “I have lost my soul!” He had not followed the strict guidelines and had lost the manuscript.
“Oh, my God, my God. All is lost!” Joseph said. “Must I return to my wife with such a tale? And how shall I appear before the Lord?”
After Joseph returned to Harmony, Moroni appeared and took the plates from him. (See Saints, 1:50–54.)
Shortly after this experience, the Lord spoke to Joseph Smith, chastising him and giving him words of comfort.
Video and Images from Doctrine and Covenants Stories
Primary 5 Manual: Doctrine and Covenants “Lesson 6: Joseph Smith Begins to Translate the Gold Plates” Explain that even though Martin Harris lost the 116 pages of translation, he repented and went on to make important contributions to the Church. He was not permitted to assist Joseph further in the translation of the gold plates, but later he sold part of his farm to help pay for the printing of the Book of Mormon. He was one of the Three Witnesses of the Book of Mormon and testified of the truthfulness of the book throughout his life. Show the children “The Testimony of Three Witnesses,” printed at the front of the Book of Mormon.
Explain that the Lord told Joseph that Satan had influenced some wicked people to take the pages. These people intended to change the words so people would not believe the Book of Mormon (see D&C 10:10–19). Joseph was told not to retranslate the first portion of the plates (see D&C 10:30–31). Because the Lord knows all things, he knew that this incident would happen. He had therefore commanded the ancient prophet Mormon to write a similar account of what was included in the 116 pages in another part of the gold plates (see Words of Mormon 1:3–7). Joseph translated this part instead of retranslating the lost part (see D&C 10:38–42). Joseph learned that Satan and wicked people could not stop Heavenly Father’s work (see D&C 3:1; 10:43).
As Nephi was writing the record of his people, God directed him to create two sets of plates, called the small plates and the large plates of Nephi. Nephi didn’t know why he was commanded to create two sets of plates, but he trusted that the Lord had “a wise purpose … , which purpose I know not” (1 Nephi 9:5
Centuries later, as Mormon was abridging Nephi’s large plates, he came across the small plates. The small plates covered many of the same events described in the large plates that Mormon had already abridged, but the small plates focused more on spiritual matters and the ministry and teachings of the prophets. God inspired Mormon to include the small plates of Nephi in his record in addition to the large plates.
Like Nephi, Mormon didn’t understand God’s purpose for having both sets of plates, but he trusted that it was “for a wise purpose” (Words of Mormon 1:7).
Today we know what God’s purpose was. In 1828, after Joseph Smith had translated part of Mormon’s abridgment of Nephi’s large plates (116 manuscript pages), Martin Harris lost those pages. God commanded Joseph not to retranslate this portion because evil men would change the words and try to discredit Joseph (see Doctrine and Covenants 10, section heading; Doctrine and Covenants 10:14–19, 30–45).
See Doctrine and Covenants 3-5 for lesson ideas about the topic “I can choose the right when others try to get me to do wrong.”
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).
Read 2 Nephi 27:25–26, looking for what the Lord promised He would do. Nephi prophesied that the Book of Mormon would come forth to help with the problems of the last days (see 2 Nephi 27:6).
President Russell M. Nelson stated that this “marvelous work would include the coming forth of the Book of Mormon and the Restoration of the gospel” (“Scriptural Witnesses,” Ensign or Liahona, Nov. 2007, 46).
Emma Smith (1804–1879), the wife of the Prophet, testified of the divine assistance Joseph received in his translation of the Book of Mormon:
Joseph Smith could neither write nor dictate a coherent and well-worded letter, let alone dictat[e] a book like the Book of Mormon. And, though I was an active participant in the scenes that transpired, … it is marvelous to me, “a marvel and a wonder.” …
My belief is that the Book of Mormon is of divine authenticity—I have not the slightest doubt of it. … It would have been improbable that a learned man could do this; and, for one so ignorant and unlearned as he was, it was simply impossible. (Emma Smith, in “Last Testimony of Sister Emma,” The Saints’ Herald, Oct. 1, 1879, 290)
Nephi also wrote that God would allow a few witnesses to behold the plates the Book of Mormon was translated from and to testify of the truthfulness of the book to the world (see 2 Nephi 27:12–14).
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/ec/2a/ec2a2dc88fb57b25f81d6fbae0c54751cc0916ed/servants_holding_money_paul_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/a2/1f/a21fa13a4d4822ed38190690b257dc9f864c4973/master_paying_servants_paul_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/cd/9a/cd9ac4842515f345145fba985b3e38d5d61d0512/servant_doubles_talents_paul_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/c4/b2/c4b2d98ccb77899357ec8ec8477af6962efaeaae/servant_doubles_talents_paul_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/68/a1/68a170b69a1e66a57dfe03627bbff55c6accb9d8/servant_buries_talent_paul_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/9d/13/9d13be787362d9bb490d125b741e39b474771272/master_accounting_with_servants_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/7d/3a/7d3a9c810569135e7f8221f847cf25700204d00a/servant_accounting_with_master_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/17/30/17301eeb940e4b8083580b9396383b53cb1d4312/servant_four_talents_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/25/79/2579f8dd4c1986ad024cae9cf58e3955ee763c61/servant_one_talent_mann.jpeg?w=640&ssl=1)
![New Testament stories [art]](https://i0.wp.com/assets.churchofjesuschrist.org/b3/1a/b31a2703a1c0b24f75c871a05504187ab99d37e2/master_taking_giving_talent_mann.jpeg?w=640&ssl=1)
