The Lord called Abraham to receive the priesthood and preach the gospel of Jesus Christ in a “strange land” (see Abraham 1:16–19; see also Genesis 12:1–3; Hebrews 11:8).
Suggestions for Teaching
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Video presentation—“Deliverance of Abraham”
To help students understand the content and context of Abraham 1:15–19, consider showing the video “Deliverance of Abraham” (1:38). This video depicts the Lord delivering Abraham from the priest of Pharaoh. This video is available on LDS.org.
Ask students what they would do if their parents set their hearts on evil and worshiped false gods. Review Abraham 1:5–7. What did Abraham try to do? Compare the courage of Abraham to other people in the scriptures or to people who students know. You may also want to display and invite a student to read aloud the commentary under “Abraham 1:4–6. The Courage of Abraham” in the student manual.
Ask students to search Abraham 1:8–15 for answers to the following questions: What was customary for the priest of Pharaoh to do? Where did he do it? What kind of offering did he make? Who had been offered before? Why did the priest of Elkenah want to sacrifice Abraham? What did Abraham do as he lay bound on the altar? Who came to be with Abraham? Invite a few students to take turns reading Psalm 50:15; Alma 38:5; and Doctrine and Covenants 3:7–8 aloud, and then discuss these verses as a class.
Invite a student to read Abraham 1:15–17, 20 aloud. Discuss what the Lord did and said He would do for Abraham. Compare the power of the priest and the power of the Lord. Invite a few students to take turns reading Alma 14:10–13; 58:10–12; Doctrine and Covenants 24:1 aloud. Ask students to compare times when the Lord delivers or does not deliver the righteous from physical harm.
Invite students to study facsimile 1, including the explanations for the twelve figures. Assign them to find verses in chapters 1–3 of Abraham that they can relate to one or more of the twelve explanations. Invite a student to share in his or her own words the story of what is portrayed in facsimile 1. Ask students to suggest titles for facsimile 1.
Invite two students to take turns reading Abraham 1:3–4, 18–19 aloud. Ask students to list the names in Abraham’s priesthood “line of authority,” using Doctrine and Covenants 84:14–16. Invite students to compare the covenant the Lord made with Abraham to the covenant the Lord made with Enoch in Moses 7:50–52 (see also Moses 8:19).
The pharaoh (king) of Egypt in Abraham’s day was a wicked descendant of Ham, son of Noah, who falsely claimed the right to the patriarchal order of the priesthood of God (see Abraham 1:20–27).
Abraham possessed sacred records that showed that he, not the pharaohs, held the right of the priesthood (see Abraham 1:28, 31; see also Abraham 1:3–4).
Refer students to the accompanying illustration, where Pharaoh is portrayed crowned and seated on a throne. Explain that the crown and throne are symbols of Pharaoh’s authority and power as the king of Egypt. Next refer students to facsimile 3, figure 1 in the book of Abraham, where Abraham is portrayed as crowned and seated on a throne. Note that the explanation states Abraham’s crown represents the priesthood. Assign a few students to study Abraham 1:20–27 and explain in their own words why Pharaoh did not have a legitimate claim to the priesthood. Assign other students to study verses 3–4, 20–31 and explain why Abraham did have a legitimate claim to the priesthood.
Help students understand the eternal importance of divine authority. Assign students to read the scriptures listed under the three topics below, and discuss the aspects of this eternal conflict over claims to God’s authority.
The conflict in premortal life when Lucifer rebelled against Heavenly Father and Jesus Christ (see D&C 29:36–38; 76:25–33; Moses 4:1–4).
The confrontation on this earth between the church of the devil and the true Church of Jesus Christ (see 1 Nephi 14:7–17).
Invite a student to read Abraham 1:26 aloud. Discuss the blessings Pharaoh received and did not receive. How could he eventually receive the priesthood (see D&C 138:32–35, 58–59)? Why does it take more than righteous behavior to officiate in the priesthood (see Hebrews 5:4; D&C 42:11; 138:30)?
Ask students to list documents in society today that can be used to verify or prove something (such as birth certificates, medical records, passports, wills, and so forth). Invite a student to read Abraham 1:28, 31 aloud. Discuss the value of these records that showed Abraham’s right to the priesthood. What other important information was contained in these records? Ask students what records or documents they have that could provide evidence of their gospel blessings (such as records of baptism or ordination to the priesthood, missionary calls, temple recommends, and so forth). How could these records or documents be of benefit to their posterity?