“Moses 2:1–31,” The Pearl of Great Price Teacher Manual (2017)
“Moses 2:1–31,” The Pearl of Great Price Teacher Manual
The heavens and the earth were completed in six creative stages or periods, called “days” (see Moses 2:1–31; see also Genesis 1:3–31; Abraham 4:1–31). The Lord has not revealed how long each “day” was (see D&C 101:32–34).
Consider showing the video “The Creation” (5:17) to help students better appreciate the majesty of the Creation as described in Moses 2. In this video, President Russell M. Nelson of the Quorum of the Twelve Apostles describes the Creation and explains its importance. This video is available on LDS.org. You could also use this video when discussing the account of the Creation in Abraham 4–5.
Most people have questions about the creation of the physical earth. Invite a student to read Doctrine and Covenants 101:32–34 aloud. The Lord promises that He will answer all questions in the future. The scriptures, however, provide us answers to many of these questions in the three scriptural accounts of the Creation: Genesis 1–2; Moses 2–3; and Abraham 4–5. Each of these scriptural accounts contains only a portion of the complete story, and each varies somewhat from the others.
Compare the “light” in Moses 2:3–4 to the “lights” in verses 14–19. See also Doctrine and Covenants 88:7–13. Display and invite a student to read aloud the statement by President John Taylor in the commentary under “Moses 2:3–4. ‘There Was Light’” in the student manual.
Invite students to find the word let in Moses 2:3–26, and ask them why it is important to know that the earth and heaven did not come into existence by accident. You may want to suggest that students mark this word in their scriptures. You may also want to display and invite a student to read aloud the statement by Elder John A. Widtsoe in the commentary under “Moses 2:1. The Earth Was Not Created by Accident nor Chance” in the student manual (see also Alma 30:17, 37–46).
Invite students to find the phrases first day, second day, third day, fourth day, and fifth day in Moses 2:5–23. You may want to suggest that students mark these phrases in their scriptures. Help students understand that we do not know the duration of each “day” of the Creation. Display and invite a few students to take turns reading aloud the commentary under “Moses 2:5. How Long Was a Day of Creation?” in the student manual, and then discuss it as a class.
Ask several students to take turns reading Moses 2:11–12, 21–22, 24–25, 27–28 aloud, while the rest of the class follows along and looks for the two commandments God gave to every living thing. Discuss the meaning of the phrases after his kind and after their kind. Display and invite a student to read aloud the statement by President Boyd K. Packer in the commentary under “Moses 2:11–12, 21, 24–25. ‘After Their Kind’” in the student manual.
All of the posterity of Adam and Eve are children of God, endowed with divine potential that they received from their heavenly parents (see Moses 2:26–27; see also Psalm 82:6; Acts 17:29; D&C 93:19–20).
Man and woman were given dominion over all of God’s other creations on the earth (see Moses 2:26–28).
Draw six steps on the board (like steps of a staircase) and write on each of the first five steps what happened on that “day” of the Creation, as follows:
Invite students to share why the creations on each of the preceding days were necessary for the creations of the sixth day to take place. Ask a student to read Moses 2:26–31 aloud. Then invite students to share what they would write for the sixth step or day.
Invite students to review Moses 2:26–27. Ask what it means to be created in the likeness and image of Heavenly Father and Jesus Christ. Display the following statement by the First Presidency—Joseph F. Smith, John R. Winder, and Anthon H. Lund—and invite a student to read it aloud:
“It is held by some that Adam was not the first man upon this earth and that the original human being was a development from lower orders of the animal creation. These, however, are the theories of men. The word of the Lord declared that Adam was ‘the first man of all men’ (Moses 1:34), and we are therefore in duty bound to regard him as the primal parent of our race. It was shown to the brother of Jared that all men were created in the beginning after the image of God … : Man began life as a human being, in the likeness of our Heavenly Father” (Joseph F. Smith, John R. Winder, and Anthon H. Lund, “The Origin of Man,” Ensign, Feb. 2002, 30).
Ask students to describe characteristics they have inherited from their earthly parents. Invite a student to read Moses 2:27 aloud. Ask students to describe what they have inherited from their Heavenly Father. As Heavenly Father’s children, what is our potential (see D&C 132:20; Moses 1:39)? Ask how knowing about our potential now can bless us in our mortal lives.
Invite a student to read Moses 2:26, 28–30 aloud. Ask students what the responsibility of having dominion over all other living things entails. Ask students how they think they can best fulfill this responsibility. Ask if there might ever be a danger of exercising unrighteous dominion over the earth, and how one might avoid that problem (see D&C 121:39). Discuss the statement by Elder Sterling W. Sill under “Moses 2:28. Man Was Given Dominion” in the student manual (see also D&C 49:19–21; 59:17–20; 104:13–18; 121:39–41).
Show students a piece of fruit (such as an apple) and cut it open to expose the seeds within. Invite a student to read Moses 2:12, 28 aloud. Discuss how each kind of plant has the power to produce more of its kind. You may want to discuss the material under “Moses 2:28. What Does Replenish Mean?” in the student manual. Ask students: What gospel principles should we remember as we strive to fulfill the responsibility to be fruitful and multiply (see 1 Corinthians 6:15–19; see also “The Family: A Proclamation to the World,” Ensign or Liahona, Nov. 2010, 129)?