“Our Divine Identity and Purpose: I Am a Child of God,” Old Testament Seminary Teacher Manual (2026)
“Our Divine Identity and Purpose: I Am a Child of God,” Old Testament Seminary Teacher Manual
For the Strength of Youth: Making Choices: Lesson 173
Our Divine Identity and Purpose
I Am a Child of God
Young women of the Church throughout the world proclaim, “I am a beloved daughter of heavenly parents, with a divine nature and eternal destiny” (“Young Women Theme”). Young men declare, “I am a beloved son of God, and He has a work for me to do” (“Aaronic Priesthood Quorum Theme”). This lesson will give students the opportunity to reflect on their divine identity and purpose.
Student preparation: Invite students to reflect on the first line of the “Young Women Theme” or “Aaronic Priesthood Quorum Theme.” They could try memorizing it or reciting it multiple times throughout the day. Students could share how doing this influenced their attitudes or actions.
Possible Learning Activities
I am a child of God!
The beginning of this seminary course contains multiple Old Testament lessons that address our divine identity and purpose. For example, Lesson 3: “Abraham 3,” Lesson 4: “Moses 1:1–11,” Lesson 5: “Moses 1:12–26,” and Lesson 8: “Genesis 1:26–27.” This lesson will review the truths about divine identity from other Old Testament lessons. It may be a review if students have had these lessons or a preview of lessons they will study later in seminary.
Consider beginning class by showing students a mirror. Invite them to discuss the following questions with a partner:
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How often do you look in a mirror throughout your day?
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What do you typically think about as you look at your reflection?
Consider giving each student a copy of the following statement:
Elder Gary E. Stevenson of the Quorum of the Twelve Apostles extended the following invitation to youth:
Many of you start your day by standing in front of a mirror. Tomorrow, this week, this year, always, pause as you look at yourself in the mirror. Think to yourself, or say aloud if you like, “Wow, look at me! I am awesome! I am a child of God! He knows me! He loves me!” (“Promptings of the Spirit,” Liahona, Nov. 2023, 45)
To help emphasize Elder Stevenson’s invitation, you could invite students to stand up and recite his statement together beginning with “Wow, look at me!”
Give students time to ponder the following:
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Do you feel Elder Stevenson’s statement is true about you? Why or why not?
As you study the scripture passages in this lesson, reflect on how they relate to you. As you do, the Holy Ghost can help reaffirm or increase your confidence about your divine identity and purpose.
An example from the scriptures
Consider drawing the following chart on the board and inviting students to copy it in their study journals. You could reduce the number of scripture passages students will study according to the needs of your students or class time available.
We learn a lot about our divine identity and purpose from the experiences and teachings of people in the Old Testament. Although many of these passages are about people in the Old Testament, the truths can apply to us as well.
Before students begin studying these passages, it may be helpful to study one of the passages together. The following is one way you could do this.
Read Moses 1:3, 6, 12–13 and look for the difference it made to Moses to know he was a child of God.
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What did you find?
Students may have shared truths like I am a child of God and He has a work for me to do or knowing I am a child of God can help me overcome temptation. On the board, draw arrows from Moses 1:3, 6, 12–13 to new circles. Write these truths, or others students may have identified, in these new circles. Students could be invited to do the same in their study journals.
If students could benefit from more discussion about these truths, consider using material from Lesson 4: “Moses 1: 1–11” and Lesson 5: “Moses 1:12–26.”
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How has knowing these truths made a difference in your life (or how could it make a difference)?
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What might be some of the work God has for you to accomplish?
Student study and discussion
Consider placing students in pairs or small groups and providing the instructions below. You might modify the instructions according to the class time available.
Notes: You could invite students who read Genesis 1:26–27 to also see the second paragraph of “The Family: A Proclamation to the World” for additional insights. If students are unfamiliar with the story of Queen Esther, consider explaining that she was a Jewish woman in Persia who risked her life to save the Lord’s people from destruction.
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Read three or more of the remaining scripture passages on the chart.
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On the chart in your study journal, draw arrows from each of the scriptures you read. Draw new circles at the end of these arrows.
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Within these new circles, write what that scripture teaches about your divine identity or purpose.
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Discuss with your group how these teachings have affected your life or how they could potentially make a difference.
When students have finished, you could invite them to add some of the truths they learned to the chart on the board.
Listed below are truths students may have identified, along with accompanying lessons.
Abraham 3:22–23. I lived with Heavenly Father as one of His spirit children before I was born. See Lesson 3: “Abraham 3.”
Abraham 3:24–26. I have been sent to earth to see if I will keep God’s commandments.
Genesis 1:26–27. I am a child of heavenly parents, created in their image. See Lesson 8: “Genesis 1:26–27.” See also the second paragraph of “The Family: A Proclamation to the World.”
Esther 4:14. Heavenly Father places me in situations where I can help accomplish His work. See Lesson 94: “Esther Part 1.”
Psalm 82:6. I am a child of God and have the potential to become like Him.
Jeremiah 1:5. Before I was born, the Lord knew me and gave me specific responsibilities to perform in mortality. See Lesson 130: “Jeremiah 1.”
Malachi 2:10. We are all children of God and should treat each other kindly.
You might choose a few of the statements students have written on the board and discuss them using material from the corresponding lesson. See the end of this lesson for a completed version of the graphic. Or you could ask one or more questions such as the following:
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Why do you think it is important to know this truth?
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What experiences have helped you believe this to be true?
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How can knowing the divine identity and purpose of others influence the way we treat them?
You could display this statement as part of the discussion about the previous question:
President Russell M. Nelson pleaded with us to respect all of God’s children when he said:
Each of us has a divine potential because each is a child of God. Each is equal in His eyes. The implications of this truth are profound. Brothers and sisters, please listen carefully to what I am about to say. God does not love one race more than another. His doctrine on this matter is clear. He invites all to come unto Him, “black and white, bond and free, male and female” [2 Nephi 26:33].
I assure you that your standing before God is not determined by the color of your skin. Favor or disfavor with God is dependent upon your devotion to God and His commandments and not the color of your skin.
I grieve that our Black brothers and sisters the world over are enduring the pains of racism and prejudice. Today I call upon our members everywhere to lead out in abandoning attitudes and actions of prejudice. I plead with you to promote respect for all of God’s children.
The question for each of us, regardless of race, is the same. Are you willing to let God prevail in your life? (“Let God Prevail,” Ensign or Liahona, Nov. 2020, 94)
Conclusion
Imagine that as you were leaving seminary, another student said: “I’m not so sure about the things we learned today. Do you really believe all that stuff about our divine identity and purpose?”
Reflect on the things you may have learned and felt. In your study journal, write a short response you could share with your friend.
Invite a few students to share what they have written. Encourage students to place Elder Stevenson’s statement on a mirror they frequently use, so they can follow his invitation. The following image provides some ideas on how the completed chart might appear after students finish the study activity.