Introduction to the New Testament Teacher Resource Manual

“The objective of religious education in the Church Educational System is to assist the individual, the family, and priesthood leaders in accomplishing the mission of the Church” (Teaching the Gospel: A Handbook for CES Teachers and Leaders [1994], 3). The first area of emphasis in meeting this objective is to teach students the gospel of Jesus Christ as it is found in the standard works and the words of the prophets. This manual is provided to help you accomplish that—whatever your teaching experience and in whatever language or country you teach.

The second area of emphasis is to teach by precept, by example, and by the power of the Spirit. Those who teach by precept and example teach the gospel most effectively. To teach by precept you must first seek, “by study and also by faith” (D&C 88:118), to understand the principles of the gospel of Jesus Christ. To teach by example you must live the gospel in your personal life. And you must rely on the Spirit for direction. Elder Boyd K. Packer, a member of the Quorum of the Twelve Apostles, taught: “Power comes when a teacher has done all that he can to prepare, not just the individual lesson, but in keeping his life in tune with the Spirit. If he will learn to rely on the Spirit for inspiration, he can go before his class … secure in the knowledge that he can teach with inspiration” (Teach Ye Diligently [1975], 306). The power Elder Packer spoke of is often manifest as a teacher bears personal testimony of the principle or doctrine being taught.

How to Use This Manual

The scriptures are to be your primary source as you prepare your lessons. To help you with your scripture study and in preparing your lessons, you should have the following manuals:

• This manual—New Testament Teacher Resource Manual (item no. 34590)

• The home-study seminary student manual—New Testament Student Study Guide (item no. 34188)

• The support materials for the New Testament video series—New Testament Video Guide (item no. 34232)

• The institute student manual for Religion 211 and 212—The Life and Teachings of Jesus and His Apostles (item no. 32474)

These manuals do not replace your study of the scriptures, nor do they substitute for the inspired guidance of the Holy Ghost as you prepare to teach your students. They are additional resources and support for your lesson preparation. In particular, the New Testament Teacher Resource Manual provides introductory information to the scripture blocks, outlines important gospel principles to look for, and suggests ways many of those principles might be taught so as to help students understand them and apply them in their lives.

“The CES administration has determined that in the CES weekday setting, where more time is available for instruction, the scriptures should be taught in a sequential manner. One of the best ways to teach the gospel of Jesus Christ is to teach the scriptures sequentially. Sequential scripture teaching is teaching the scriptures in the sequence they appear in the standard works” (Teaching the Gospel: A Handbook, 20; see that page for more information on sequential scripture teaching). This manual follows the sequence of the scriptures but does not provide teaching helps for all of the verses in each scripture block. Additional helps are found in the institute student manual and the seminary student study guide.

Teaching the Gospel: A Handbook for CES Teachers and Leaders (item no. 34829) gives detailed help on teaching a CES class. You should become very familiar with its contents. The following general suggestions may be helpful in your lesson preparation.

Prepare Yourself to Study and Teach the Gospel

• Live the gospel.

• Pray for the Spirit to guide you as you study, as you prepare, and as you teach.

• Exercise faith in the Lord, in the power of the Spirit, and in the power of the scriptures to meet the needs of your students.

Decide What You Will Teach

• Decide what portion of the scriptures you want to cover in your lesson. This manual is divided into scripture blocks that indicate where the story line or the subject changes. The pacing guide on pages 5–6 can help you determine how much material to cover each day or week.

• Study the scripture block thoroughly. Read it several times, making note of the doctrines, principles, events, and difficult words or phrases. This manual, the institute student manual, and the student study guide will help you understand the scripture block and decide what is important for your students. You will be more effective in your teaching if you have discovered something inspiring in the scripture block. You might then lead your students to make a similar discovery.

• Choose those doctrines, principles, and events that are most important for your students to know. Let the promptings of the Spirit and the needs of your students guide you as you decide what to teach.

Decide How You Will Teach

• Choose one or more teaching methods for each event, principle, or doctrine you want to teach. Use your own methods or those suggested in the curriculum materials.

• Choose methods that encourage student readiness, participation, and application.

  • Readiness means that students are prepared spiritually and intellectually, alert, focused, and willing to participate in the learning experience. “Readiness is a condition of the heart as well as the mind” (Teaching the Gospel: A Handbook, 13). It is not a gimmick used to start a lesson; it is a continual assessment of your students’ focus.

  • Participation means that students are involved in the learning process. Their participation may be physical, emotional, intellectual, and spiritual. The more involved students are in the learning process, the more they will understand, remember, and apply.

  • Application means that students accept the ideas being taught, understand how they can apply them to their lives, and then seek to live according to those principles.

How This Manual Is Organized

Each scripture block in the four Gospels begins with a time line showing the approximate times of the events covered in that block. Times are based on the “Harmony of the Gospels” chart in the (Bible Dictionary (pp. 684–96).

timeline

The Life of Jesus Christ

New Testament teacher resource manual

Events in these chapters likely occurred within this period

First year of the Lord’s ministry

Second year

Third year

Christ’s birth

First Passover

Second Passover

Third Passover

Final Passover and last week

The introductions for each of Paul’s Epistles include a similar time line placing the Epistles in relation to the book of Acts. This information is based on “Pauline Epistles” in the (Bible Dictionary (pp. 743–48,).

timeline

The Epistle written during this time

First missionary journey (Acts 13-14)

Second missionary journey (Acts 15:36-18:22)

Third missionary journey (Acts 18:23-21:15)

Imprisonment in Caesarea and Rome (Acts 21:16-28:31)

Through second Roman imprisonment

About A.D.

47–50

50–53

53–57

57–62

62–65

The resource materials for the scripture blocks are found in four sections.

Introductory Material

This section provides background material and other information to help you understand the scripture block in its historical and scriptural setting. Introductory material is also provided for each book of scripture. These, together with background information in the student study guide and the institute student manual, can enhance your own study and understanding of the scriptures. You can also use the introductory material to provide:

• Motivating questions to ask your students and promote learner readiness.

• Background information, things for students to look for as they read, and other prereading helps.

• Quotations to display or write on the board, or notes for the students to write in their scriptures.

Some Important Gospel Principles to Look For

You may find many important doctrines and principles in a scripture block. This section lists some of those you might want to teach your students. The following are ways to use them in your teaching:

• Use them as a standard to ensure that correct doctrine is being taught.

• Use them to help determine what your students need to be taught.

• Write them on the board to give students principles to look for as they study the scripture block.

• Invite students to look for additional scripture references that support or explain the doctrine.

Additional Resources

The commentary in the institute student manual—The Life and Teachings of Jesus and His Apostles—is organized as a harmony of the New Testament (scripture passages are treated in the order the events are thought to have occurred). This manual—the New Testament Teacher Resource Manual—follows a sequential approach to the New Testament (scripture passages are treated in the order they appear in the Bible). This section provides corresponding page numbers in the institute student manual to help you locate resource information. References to materials in the appendix are included as well.

Suggestions for Teaching

This section contains teaching ideas you may want to consider as you decide how to teach the events, principles, and doctrines you have chosen from the scripture block. You are not required to use these teaching suggestions. They are provided as a resource for you as you consider the needs of your students with the direction of the Spirit. You will also find useful suggestions in the student study guide that can be adapted for use in the classroom (see “An Introduction for Teachers to the New Testament Student Study Guide,” p. 3).

The headings for the teaching suggestions include the following:

• Statement of Focus. Introducing each suggestion is a section in bold type telling what scripture block and principle that particular teaching suggestion focuses on. These often correspond to the principles found in the “Some Important Gospel Principles to Look For” section of the scripture block.

• Scripture Mastery. Teaching suggestions that include scripture mastery passages are identified with the icon shown here. President Howard W. Hunter, then President of the Quorum of the Twelve Apostles, said, “We would hope none of your students would leave your classroom fearful or embarrassed or ashamed that they cannot find the help they need because they do not know the scriptures well enough to locate the proper passages” (Eternal Investments [address to religious educators, 10 Feb. 1989], 2).

• “Scripture mastery” is a method for teaching students how to find scripture verses, gain an understanding of their meaning, and apply them in their lives. One hundred scriptural passages—twenty-five for each scripture course—have been chosen to receive special emphasis in seminary. These references are labeled “Scripture Mastery” in the teaching suggestions where they are found. You should help students master the scripture mastery references by reviewing them in class and encouraging students to learn them on their own. For suggestions on how to encourage scripture mastery in your classes, see Teaching the Gospel: A Handbook, pages 34–35.

• Weekly Icon. Some teaching suggestions are also identified with the icon shown here. This icon identifies teaching suggestions recommended for a teacher in a home-study program or one who wants help teaching larger blocks of scripture.

• Time Designation. At the end of the heading is an approximate amount of time it would take to teach that suggestion. It is included only to help you plan your daily lessons and is not an indication of how much time should be spent teaching that suggestion.

Other Teaching Helps

• New Testament Video (item no. 53141). This video package contains presentations to help you teach the New Testament. Teaching suggestions for the New Testament Video presentations are found in the New Testament Video Guide (item no. 34232). Scripture blocks for which there is a video presentation are designated with the icon shown here and a note at the beginning of the teaching suggestions section.

• Appendix. Occasionally a teaching suggestion refers to a chart, a harmony, or a handout in the appendix that can help you teach that lesson. These items are referred to by title and page number for your convenience.

• Student Reading of the New Testament. Encourage students to read the entire New Testament. President Spencer W. Kimball once said: “I find that when I get casual in my relationships with divinity and when it seems that no divine ear is listening and no divine voice is speaking, that I am far, far away. If I immerse myself in the scriptures the distance narrows and the spirituality returns” (The Teachings of Spencer W. Kimball, ed. Edward L. Kimball [1982], 135).

  Encourage your students to follow the assignments in the “New Testament Reading Chart” in the New Testament Student Study Guide. (You may need to adapt this chart to your school year.) This will help them pace their reading to correspond with class activities. Students who want to read ahead may do so, but encourage them to review the scripture block the class will be studying during the week. Using the reading chart will challenge you to pace yourself during the year so you can teach the entire New Testament.

• Students with Special Needs.“Special needs” is a general term used to identify students of unique circumstances. It may include those with reading or learning disabilities, behavioral disorders, and intellectual disabilities. It may also include those who are incarcerated, attending alternative schools, confined to wheelchairs, homebound, hearing or visually impaired, and so forth.

  The Prophet Joseph Smith said, “All the minds and spirits that God ever sent into the world are susceptible of enlargement” (Teachings of the Prophet Joseph Smith, sel. Joseph Fielding Smith [1976], 354). You should make every reasonable effort to meet the learning needs of all your students. It may not be possible to meet all the needs of all the students all the time. You can, however, be aware of the special needs of your students and adapt the regular curriculum materials so that all students can gain something from at least part of each lesson. Other students can also be given the opportunity to help students with special needs. Such selfless service is a blessing to both the giver and the receiver.

  In addition to the regular curriculum materials, other materials are available to help teach those with special needs. The CES publications catalog lists items in Braille and on audiocassette or videocassette (all new CES videos produced for the classroom are closed-captioned). The catalog also includes the Beginning Course materials, a highly visual, simplified curriculum for students on a second- to fourth-grade reading level (see “Specialized Curriculum Materials”). The Church Distribution Center catalog includes many helpful items (see especially the “Audiocassettes,” “Disabilities, Materials for Members with,” “Videocassettes,” and “Videocassettes, American Sign Language” sections in the subject index). The Church magazines are good sources for articles, pictures, and ideas that may relate to the special needs of your students. The Gospel Art Picture Kit (item no. 34730) is a collection of 161 colored pictures that depict scripture and Church history stories or illustrate gospel principles.

An Introduction for Teachers to the New Testament Student Study Guide

The New Testament Student Study Guide helps students read the New Testament and then ponder and apply its teachings. It is required for the home-study program, but most daily teachers will find it useful in their preparation and teaching.

Use in the Home-Study Seminary Program

Seminary is a five-day-a-week program (or its equivalent) throughout the school year. Because home-study seminary classes meet only once a week, home-study students should use the student study guide the other four days. Although all students are encouraged to read the scriptures daily, home-study students should understand that they are expected to spend 30–40 minutes each day for four school days each week working on the activities and assignments in the study guide.

Students do not write in their study guides. Use one of the following options for written assignments:

• Have each student do the written work on pages in a loose-leaf notebook and submit the pages completed each week. When you return the work, the student can put the pages back in the notebook.

• Have each student use two notebooks and alternate between them. The first week, the student works in one notebook and submits it to you when class is held. The next week the student writes in the other notebook, and then exchanges it in class for the first notebook, and so on.

After you collect the students’ work each week, read it and write comments to the students. This is an excellent way for you to get to know each of your students and determine how well they are understanding their studies. You can help motivate your students by inviting any who are willing to share some of what they wrote in their notebooks as part of the weekly class lessons.

Grading the Student Notebooks

There is no answer sheet for checking the activities in the student study guide. Some of the answers are found in the scriptures and should be apparent to you as you familiarize yourself with each activity. Other answers are based on the students’ ideas, experiences, opinions, and testimonies. In these cases there may not be a single correct answer. Evaluate and grade students on the degree of effort made based on their abilities. As you write your comments, correct any misunderstandings or answers that are clearly incorrect, and praise students for their effort.

Be sensitive to students with special needs, and adapt the student study guide accordingly. For example, if a student has a disability that makes writing difficult, you might allow the student to use a tape recorder to record his or her work or have a friend or family member write for the student. You may need to adapt the number of study activities assigned to some students because of special needs. Other students may be advanced and could be encouraged to go beyond the minimum requirements.

Use in the Daily Seminary Program

The New Testament Student Study Guide is not required for students in daily seminary programs, but you should provide a desk copy for each student. You can then have students refer to the “Understanding the Scriptures” sections for help in understanding difficult words and phrases and for quotations and explanations.

While preparing lessons, look at the introductions to each scripture block and the “Studying the Scriptures” sections for help in deciding what and how to teach. For example, some of the introductions provide discussion questions that help create learner readiness. Occasionally, you may want to have students do one of the “Studying the Scriptures” activities during class and then have them share what they wrote—either in groups or with the whole class. Even when the activities are not followed exactly as prescribed in the study guide, they may provide good ideas that can be adapted for use in a classroom setting.