Institute
The Book of Moses

“The Book of Moses,” The Pearl of Great Price: Teacher Manual (2000), 8–34

“The Book of Moses,” The Pearl of Great Price: Teacher Manual, 8–34

The Book of Moses

Some Important Principles, Doctrines, and Events

  • Moses was a prophet of God who lived one hundred and twenty years, sometime during the second half of the second millennium B.C. He was called by God to lead the children of Israel out of bondage from Egypt, through the wilderness, and into the promised land of Israel.

  • From June 1830 to February 1831 the Prophet Joseph Smith worked on revising the first six chapters of the book of Genesis as part of the inspired revision and restoration of the Bible, which is now called the Joseph Smith Translation (JST). The first six chapters of Genesis were expanded to eight chapters in what became known as the book of Moses in the Pearl of Great Price. As the Prophet carried out his work, the Lord revealed to him many long-lost doctrines, prophecies, and events related to the gospel of Jesus Christ. To understand how the Lord regards this inspired revision of the Bible, read Doctrine and Covenants 35:20.

  • Jesus Christ appeared to Moses and showed him a vision of the Creation and a history of the earth from Adam to Moses’ own time (and beyond). Moses wrote a book about what he saw in his vision.

Suggestions for Teaching

The Life of Moses

Show a picture of Moses, and ask students what they know about him. Have students study the following scripture blocks if they want to learn more about Moses: Exodus 2–3; 14; 19–20; Deuteronomy 34; Matthew 17:1–3; Acts 7:15–44; 1 Nephi 17:23–30; Doctrine and Covenants 84:6–25; 110:11. Invite students to share the lessons they learn from these scriptures.

“Moses, the Great Law-Giver of Israel”

Invite students to suggest titles by which various prophets are known or referred to (such as Adam, Noah, Enoch, John the Baptist, the Apostle John, or Joseph Smith). Have them read 3 Nephi 20:23; Doctrine and Covenants 107:91–92; and 138:41 and discuss the titles by which Moses was known. Tell students that even today, after nearly 3,500 years, Moses is still regarded as one of God’s greatest prophets by people of many different faiths, including Jews, Christians, and Muslims.

Translations of Joseph Smith—Prophet, Seer, and Revelator

Tell students that the Prophet Joseph Smith recorded the following in his journal for 1 December 1831: “I resumed the translation of the Scriptures [the Bible], and continued to labor in this branch of my calling” (History of the Church, 1:238). Invite a student to repeat the eighth article of faith. Remind students that the Lord commanded the Prophet Joseph Smith to “translate” the Bible (make corrections and additions; see D&C 35:20; 37:1; 45:60–61; 124:89). Invite students to write at the top of the page in the beginning of the book of Moses: Joseph Smith’s inspired revision of Genesis 1:1 through 6:13.

Media Suggestion. “‘Many Plain and Precious Things’”

Old Testament Video presentation 2, “‘Many Plain and Precious Things’” (6:20), can be used to help students review the reasons for and the nature of the Joseph Smith Translation of the Bible, thus helping them see the book of Moses in that context (see Old Testament Video Guide [1991; item 32318] for teaching suggestions).

Review the information under “Title Page. An Extract from the Translation of the Bible” in the student manual (p. 3). Tell students that as they study the book of Moses, they will learn many concepts not found in the Bible. As you study the book of Moses with your students, you may want to invite them to compare verses in Genesis 1–6 with corresponding verses in Moses 1–8, seeing how the Joseph Smith Translation helps restore plain and precious truths.

June 1830 to February 1831

Assign students to do the following:

  1. List the dates given just above the chapter headings in the book of Moses (these are the dates during which the Prophet Joseph Smith translated each portion of the book of Moses).

  2. Using the “Chronological Order of Contents” chart at the beginning of the Doctrine and Covenants, list the Doctrine and Covenants sections that were received during the equivalent time periods that the chapters in the book of Moses were written.

  3. Read the headings of the sections of the Doctrine and Covenants that were received while the Prophet Joseph worked on the book of Moses, and list the events that happened in the Church and in the life of Joseph Smith from June 1830 through February 1831.

When students have completed these assignments, they should be able to answer the following questions:

  1. How many sections of the Doctrine and Covenants were received from June 1830 through February 1831?

  2. What places did Joseph Smith live and how many times did he move his family during this time?

  3. Who are some of the people who came to see Joseph Smith for counsel and revelation during this time?

  4. What problems did Joseph Smith and other Church members confront during this time?

  5. What doctrines, laws, and commandments did Joseph Smith receive from the Lord during this time?

You may want to testify that the work of the Prophet Joseph Smith in translating the Bible under divine inspiration is a testimony that he truly was a prophet of God.

Moses 1:1–11 God Revealed Himself to Moses

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Overview of Moses 1. Moses Saw Jesus Christ and Satan

Discuss what it is like to walk into a dark room from a brightly lit room, or vice versa. What happens to one’s eyesight? Compare what happened to Moses as he spoke to God (see Moses 1:1–9, 25–31) to Moses’ confrontation with Satan (see vv. 12–24Moses 1:1–9, 25–31).

Media Suggestion. “God’s Work and Glory”

Old Testament Video presentation 3, “God’s Work and Glory” (8:28), can be used as an introduction to help the students understand our worth as children of God (see Old Testament Video Guide for teaching suggestions).

Moses 1:1–2. “An Exceedingly High Mountain”

Have students read Moses 1:1–2 and explore the similar experiences of other prophets who were caught up to high mountains, including Ezekiel (see Ezekiel 40:1–4), John the Beloved (see Revelation 21:10), and Nephi (see 1 Nephi 11:1). The experiences of prophets who saw God “face to face” are recorded in Genesis 32:30; Exodus 33:11; Ether 12:38–39; Moses 7:2–4; Abraham 3:11; and Joseph Smith—History 1:15–17. Discuss how prophets today are like the prophets of old.

Moses 1:2, 9–11. “Man Is Nothing”

Have students carefully read Moses 1:2, 9–11 to see what happened to Moses. Discuss what happened to Moses by referring to the commentary for Moses 1:2, 9–11 in the student manual (p. 4). What did Moses learn about God and about himself? What did Moses mean when he said, “I know that man is nothing, which thing I never had supposed”? (see also 2 Nephi 4:16–23; Mosiah 4:5, 11; Alma 26:12; Helaman 12:7–8).

Moses 1:3–6. “I Am”

Have students find the phrases in Moses 1:3–6 that God used to describe Himself. Discuss the meanings of these phrases:

  1. “The Lord God Almighty” (v. 3; see 1 Nephi 7:12; Mosiah 4:9; Ether 3:4; D&C 93:17).

  2. “Endless is my name” (v. 3; see D&C 19:9–12; 20:17; Moses 7:35).

  3. “All things are present with me” (v. 6; see D&C 38:1–2; 130:4–7). Also review the statement by Elder Neal A. Maxwell in the commentary for Moses 1:6 in the student manual (p. 5).

  4. “I know them all” (v. 6; see 2 Nephi 9:20; Alma 26:35; Moroni 7:22). Also read the statements by the Prophet Joseph Smith and Elder James E. Talmage in the commentary for Moses 1:6 in the student manual (p. 5).

Moses 1:4, 6–7. Moses Was a Son of God

Ask students: Has anyone ever told you that they would be honored to have you as a son or a daughter? Have students mark “my son” in Moses 1:4, 6–7. Review the commentary for Moses 1:4–6 in the student manual (p. 4). Invite students to share their thoughts on the significance of being called “sons and daughters of God.”

Moses 1:6. “Thou Art in the Similitude”

Read Moses 1:6 and tell students that “in the similitude” means “resembling another” or “to be in the form or image of another.” In what ways was Moses’ life similar to the life of Jesus Christ? What are some things we are asked to do as members of the Church that are similar to what Jesus Christ did? What can we accomplish in this life, and in the next life, because we know we are in the similitude of God? Testify of our divine parentage and potential.

Moses 1:6. “There Is No God Beside Me”

Read Moses 1:6 and ask students to suggest some ideas, objects, or people that we sometimes place ahead of God in our lives. Read the commentary for Moses 1:6 in the student manual (pp. 4–5).

Moses 1:12–23 Satan Commanded Moses to Worship Him

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Caution: Avoid discussions of experiences people have had with Satan or evil spirits. Such discussions often do more harm than good.

Moses 1:12. Who Is Satan?

Read Moses 1:12 and ask students what comes to their minds when they hear the name Satan. Explain that Satan, or Lucifer, is a spirit son of God who rebelled against God and sought to destroy the agency of man and God’s plan of eternal happiness. Because of his rebellion he was cast out of the presence of God and sent to the earth without a body of flesh and blood. He and those who rebelled with him will never receive bodies nor become as God is, and are therefore miserable. Have students read the following verses and discuss Satan’s purposes: 2 Nephi 2:18; Doctrine and Covenants 10:20–24; 29:36–37; 76:25–29; Moses 4:1–4. (These scriptures teach that Satan’s purposes are to deceive mankind, destroy the work of God, make war on the Saints of God, and make men miserable.) How was Satan’s attempt to carefully lead Moses away from his ministry like his efforts to turn all people away from God and toward himself?

Moses 1:12. Satan in the Bible and the Pearl of Great Price

Have students read Moses 1:23, 41. Tell them that Moses’ confrontation with and dismissal of Satan in Moses 1:12–22 is not found in Genesis. Other passages about Satan that are not found in Genesis include the origin of Satan (see Moses 4:1–4), the temptation of Adam and Eve (see Moses 4:5–12), the temptation of the sons and daughters of Adam and Eve (see Moses 5:12–13), and Cain’s covenants with Satan (see Moses 5:18–31). Also explain that because there is so little information about Satan in the Old Testament, many people today challenge his reality. In the eight chapters of the book of Moses, however, Satan is referred to more than thirty times. Ask why the reference to Satan is found so few times in the Bible and so many times in the Pearl of Great Price, and discuss why it is important to know that Satan is real (see 2 Nephi 28:19–21).

Moses 1:12. “Moses, Son of Man”

Read Moses 1:4, 6–7, 40 and review what God called Moses. Compare this title to what Satan called Moses in verse 12. Remind students that because all men and women are spirit children of our Heavenly Father, we are capable of becoming like Him. Also, Moses was a son of God in that he had spiritually been born again and become a member of the Church of Jesus Christ; thus he stood in a position to become a joint-heir with Christ (see Moses 6:68; D&C 25:1). In contrast, Satan called Moses “son of man” (Moses 1:12). Ask students what difference it makes for people to think of themselves as sons or daughters of men, rather than sons or daughters of God.

Note: Satan’s use of “son of man” should not be confused with Jesus Christ’s scriptural designation as the “Son of Man” (see Matthew 8:20; 9:6; D&C 45:39; 49:6; Moses 7:24, 27). In Moses 6:57 we read of Heavenly Father, “Man of Holiness is his name, and the name of his Only Begotten is the Son of Man, even Jesus Christ.”

Moses 1:12–24. Differences between God and Satan

Have students read Moses 1:12–24 and explain how Moses was able to discern between being with God and being with Satan. What changes occurred in Moses that enabled him to see God? (see v. 14). Your students could also discuss how to apply these principles as they discern between influences of good and evil in their lives today. Ask: How can you apply these principles when selecting the music you listen to, the places you go, or the friends with whom you associate? (see also Moroni 7:11–18).

Moses 1:12–22. Satan Commanded Moses to Worship Him

Invite three students to represent the narrator, Moses, and Satan by reading aloud their words from Moses 1:12–22. Invite students to tell why they think the account of these experiences was preserved for our day.

Moses 1:19. Satan Cried with a Loud Voice

Read Moses 1:19, and then read and discuss the following quotations. The Prophet Joseph Smith explained that “the nearer a person approaches the Lord, a greater power will be manifested by the adversary to prevent the accomplishment of His purposes” (in Orson F. Whitney, Life of Heber C. Kimball, 3rd ed. [1967], 132). Elder Wilford Woodruff, then a member of the Quorum of the Twelve Apostles, pointed out that “there never was a prophet in any age of the world but what the devil was continually at his elbow” (in Journal of Discourses, 13:163).

Moses 1:12–24. “Depart Hence”

Have students list and discuss what Moses did in Moses 1:12–22 to resist Satan’s temptations. Share with students the quotation from Elder Spencer W. Kimball in the commentary for Moses 1:12–22 in the student manual (pp. 5–6). Have students read James 4:6–10; Alma 13:27–29; and Helaman 5:12 and discuss how the teachings in these verses can help us overcome Satan’s temptations.

Moses 1:24–42 Moses Learned More about the Work of God

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 1:24–29. Moses Saw God Again

Have students read Moses 1:18, 24–25 and find what Moses did and why. Read verses 26–29 and ask students how they think this preparation helped him accomplish his mission. Invite students to tell how they spiritually prepare to fulfill their callings.

Moses 1:31–33. Many Worlds Created by the Son

What does it mean to stand in the presence of God? (see Moses 1:31). What does “these things” in verse 31 refer to? What question of Moses’ did God answer in the last phrases of verse 31? Did He give a more complete answer at any time? (compare v. 39). Why do you think Heavenly Father answered Moses’ question in this manner? What do you think “worlds without number” (v. 33) means in terms of the number of God’s creations? What do you think Heavenly Father was trying to help Moses understand by using these terms? Do you think Moses understood what Heavenly Father was trying to teach him? Why?

Moses 1:30–38. Why Are These Things So?

Discuss the questions Moses asked the Lord in Moses 1:30. Invite students to read verses 31–39 and list what Moses learned about himself and Deity. Read the statement by Elder Marion G. Romney in the commentary for Moses 1:35–39 in the student manual (p. 6). Read Moses 1:37 and testify that despite the number of God’s creations, He knows them all.

Moses 1:39. Immortality and Eternal Life

Ask students to define the terms immortality and eternal life. Discuss the scriptural definition of “immortality” (see 1 Corinthians 15:51–54; Mormon 6:21) and of “eternal life” (see 1 John 5:11; Mosiah 15:22–25). President Spencer W. Kimball said, “Immortality is to live forever in an assigned kingdom. Eternal life is to gain exaltation in the highest heaven and live in the family unit” (in Conference Report, Sept.–Oct. 1978, 109; or Ensign, Nov. 1978, 72). Also read the commentary under “Moses 1:39. Immortality and Eternal Life” in the student manual (p. 6).

Moses 1:39. God’s Work and Glory

Ask students the following questions: What is Heavenly Father’s work? (see Moses 1:4–5, 39). What work did He want Moses to do? (see vv. 6, 25–26). How was Moses prepared to accomplish this work? (see v. 2; see also D&C 84:6). How does our knowledge of the Lord’s work help us assist Him more effectively? Read the statement by President Marion G. Romney under “Moses 1:39. The Unselfishness of God” in the student manual (p. 6).

Media Suggestion. “‘For Mine Own Purpose’”

Old Testament Symposium 1995 Resource Videocassette presentation 1, “‘For Mine Own Purpose’” (2:00; item 53248), depicts Heavenly Father revealing His purposes to Moses.

Moses 2:1–25 The Physical Creation of Heaven and Earth

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Media Suggestion. “The Creation”

Old Testament Video presentation 5, “The Creation” (6:47), can be used to show the importance of the Creation and the plan of salvation (see Old Testament Video Guide for teaching suggestions). Also consider using this video when discussing the account of the Creation in Abraham 4–5(see pp. 47–48).

Overview of Moses 2. The Creation of the Physical Earth

Most people have questions about the creation of the physical earth. Read Doctrine and Covenants 101:32–34. 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.

Moses 2:3–4, 14–19. “Let There Be Light”

Compare the “light” in Moses 2:3–4 to the “lights” in verses 14–19. See also Doctrine and Covenants 88:7–13. Read the quotation from Elder John Taylor in the commentary for Moses 2:3–4 in the student manual (p. 7).

Moses 2:3–26. Not by Accident

Have students find and mark 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 use the quotation from Elder John A. Widtsoe of the Quorum of the Twelve Apostles cited under “Moses 2:1. The Earth Was Not Created by Accident nor Chance” in the student manual (p. 7; see also Alma 30:17, 37–46).

Moses 2:5–23. A Day of Creation

Have students find and mark the phrases first day, second day, third day, fourth day, and fifth day in Moses 2:5–23. Help students understand that we do not know the duration of each “day” of the Creation. Read and discuss the commentary for Moses 2:5 in the student manual (p. 7).

Moses 2:11–28. Be Fruitful and Multiply

Have students read Moses 2:11–12, 21–22, 24–25, 27–28, looking for the two commandments God gave to every living thing. Discuss the meaning of the phrases after his kind and after their kind, and read the statement by Elder Boyd K. Packer of the Quorum of the Twelve Apostles in the commentary for Moses 2:11–12, 21, 24–25 in the student manual (p. 8).

Moses 2:26–31 The Physical Creation of Man and Woman

Some Important Principles, Doctrines, and Events

  • God’s greatest creations are man and woman. They are the only ones created in the image and likeness of Heavenly Father and His Only Begotten Son (see Moses 2:26–27; see also Psalm 8:4–6; Moses 6:9).

  • 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).

  • Man and woman were commanded to be fruitful, multiply, and replenish the earth (see Moses 2:28; see also Psalm 127:3).

Suggestions for Teaching

Moses 2:26–31. The Sixth Creative Period

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:

Image
steps of the creation

Day 1: light and darkness; day and night

Day 2: the firmament (the heaven or sky)

Day 3: land, grass, herbs, fruit, trees

Day 4: sun, moon, stars

Day 5: fish and burds

Day 6:

Ask students to explain why the creations on each of the preceding days were necessary for the creations of the sixth day to take place. Have students read Moses 2:26–31 and tell what they would write for the sixth step or day.

Moses 2:26–27. The Creation of Adam and Eve

Have students review Moses 2:26–27. Ask what it means to be created in the likeness and image of Heavenly Father and Jesus Christ. Share the following statement by the First Presidency—Joseph F. Smith, John R. Winder, and Anthon H. Lund:

“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 declares 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” (“The Origin of Man,” Improvement Era, Nov. 1909, 80).

Moses 2:27. The Divine Potential of Adam’s Posterity

Have students describe characteristics they have inherited from their earthly parents. Read Moses 2:27 and have them 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.

Moses 2:28–30. To “Have Dominion”

Read Moses 2:26, 28–30 and 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 (p. 8; see also D&C 49:19–21; 59:17–20; 104:13–18; 121:39–41).

Moses 2:28. “Be Fruitful, and Multiply”

Show students a piece of fruit (such as an apple) and cut it open to expose the seeds within. Read Moses 2:12, 28 and 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 (p. 8). 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, Nov. 1995, 102).

Moses 3:1–7 All Things Were First Created Spiritually

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Overview of Moses 3. Additional Insights into the Creation

Tell students that the Lord taught Moses about some of the details of the Creation. Assign groups of students to read and then report to the class what is taught in the verses from Moses 3 cited below. Ask each group to write three questions that can be answered in the verses they study. Have them ask their questions and invite the class to discuss the answers:

  1. Verses 4–7 (all things were created spiritually before they were naturally upon the face of the earth).

  2. Verses 8–9 (the creation of Adam).

  3. Verses 9–20 (life in the garden for Adam, before the creation of Eve).

  4. Verses 21–23 (the creation of Eve).

  5. Verses 24–25 (the marriage of Adam and Eve by God).

Moses 3:1–3. God Rested from His Labors

Invite students to read Moses 3:1–3 and then tell what they think the word rest means in these verses (see also the commentary for Moses 3:2–3 in the student manual, p. 9). How can we apply this meaning to our Sabbath day observance?

Moses 3:5. Spirits and a Spiritual Creation

Review with students the statements by President Joseph Fielding Smith and by the First Presidency in the commentary for Moses 3:5 in the student manual (p. 9). Ask students to suggest how this verse affects their views of chronological age and time. Ask how this verse affects their view of animal and plant life. Ask if they can suggest other implications of Moses 3:5. Help students understand how this verse might enlarge their views of the eternal plan of God (for example, mortal life is but a short segment of our actual life).

Moses 3:8–17 God Placed Adam in the Garden of Eden

Some Important Principles, Doctrines, and Events

  • God put the man He had formed (Adam) in the Garden of Eden (see Moses 3:8) and told Adam to “dress” and “keep” the garden (see Moses 3:15; see also Abraham 5:11).

  • God gave man moral agency (the freedom to choose between right and wrong) and instructed him concerning the consequences of his choices in the Garden of Eden (see Moses 3:16–17; see also 2 Nephi 2:14–16).

Suggestions for Teaching

Moses 3:9–20. Life in the Garden of Eden

Have students study 2 Nephi 2:22–23 and Moses 3:9–20, making a list of facts these scriptures teach about the Garden of Eden. Ask students what they think it means to “dress” and “keep” the garden. Note that from the beginning, man has been required to provide for himself and his family by “the sweat of his brow” (Moses 5:1). Ask students what they think it would have been like to live in the Garden of Eden. Discuss the blessings and learning opportunities that would have been forfeited in a paradisiacal life in the Garden of Eden.

Moses 3:9, 16–17. In the Midst of the Garden

Ask students to read Moses 3:9 and 2 Nephi 2:15–16 and tell why they think God placed the tree of knowledge of good and evil in the middle of the Garden of Eden. Have students explain in their own words why the forbidden fruit was necessary. Discuss opposites and agency. Ask students why they think moral agency, or the freedom to choose, is a part of the plan of salvation (see also 2 Nephi 2:24).

Moses 3:18–25 Adam and Eve Were Husband and Wife

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 3:18–23. A Help Meet for Adam

Show students a small ball that is cut in half. Ask them what the use of these halves is. Now show them a whole ball and ask: How much more functional is a complete ball than a half? Read Moses 3:18–23 and tell students that one half of the ball represents man, and the other half represents woman. You may want to read the commentary for Moses 3:18 in the student manual (p. 11). Discuss ways that man without woman, or woman without man, is incomplete (see also 1 Corinthians 11:11–12).

Moses 3:21–23. Adam’s Rib

Read Moses 3:21–23 and ask students to suggest possible symbolic meanings of Eve being made from Adam’s rib. Review the commentary for Moses 3:21–23 in the student manual (p. 11). Discuss examples of how husbands and wives can work side by side.

Moses 3:24–25. The First Marriage

Have students read Moses 3:24–25 and suggest some of the expectations they have for their marriages. Ask students what they think “leave his father and mother” means. (Begin their own family and become independent from their parents.) Tell them that Heavenly Father sealed Adam and Eve together in eternal marriage, thus instituting marriage on earth (see Joseph Fielding Smith, Doctrines of Salvation, comp. Bruce R. McConkie, 3 vols. [1954–56], 1:115; 2:71; Ecclesiastes 3:14). Give examples of the great joy that comes from an eternal marriage relationship, when two partners become one (see also Ecclesiastes 4:9–10; Mark 10:6–9).

Moses 4:1–6 How Lucifer Became the Devil

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Media Suggestion. “The Fall”

Old Testament Video presentation 6, “The Fall” (4:40), can be used to introduce Moses 4.

Have students read 2 Nephi 2:15, marking the phrase it must needs be that there was an opposition. Then have five students read aloud the story of the Fall in Moses 4:5–31, taking the parts of the narrator, Satan, Eve, Adam, and the Lord God. Read Moses 1:39 and discuss ways that Satan’s actions assisted the Lord in accomplishing His purposes.

Moses 4:1–2. Our Father’s Plan of Salvation

Have students read Moses 4:1–2 looking for how the Savior and Satan responded to Heavenly Father’s plan of salvation. Review the quotation from Elder Neal A. Maxwell of the Quorum of the Twelve Apostles in the commentary for Moses 4:1–2 in the student manual (p. 12). Have students explain what we must do, and what Heavenly Father and Jesus Christ have done, for us to be saved.

Moses 4:2. “My Beloved and Chosen from the Beginning”

Tell students that one of the names for Jesus Christ is “the Firstborn.” Have them find scripture references in the Topical Guide (at the back of the LDS edition of the King James Bible, under “Jesus Christ, Firstborn,” p. 247) that use the title Firstborn. Explain that Jesus was the firstborn spirit child of our Heavenly Father in the premortal existence, thus becoming our Eldest Brother. From the beginning He has held the preeminent position before the Father (see Colossians 1:13–15; D&C 93:21).

Media Suggestion. “Pride”

Book of Mormon Video presentation 6, “Pride” (9:45), can be used to demonstrate Satan’s character (see Book of Mormon Video Guide [1997; item 34810] for teaching suggestions).

Invite students to contrast the desires of Satan with the desires of Jesus Christ (“my Beloved Son”) in Moses 4:1–2. Why did Satan rebel against God the Father, Jesus Christ, and the Father’s plan of salvation? Read the commentary for Moses 4:4 in the student manual (p. 12). Ask: How can understanding the desires of Satan and Jesus Christ help us understand our own relationship with God?

Moses 4:1–6. The Devil

Have students study the following scriptures and make a list of the truths these verses teach about Satan: Isaiah 14:12–15; 2 Nephi 2:17–18; Alma 30:53, 60; Doctrine and Covenants 10:22–27; 29:36–40; 76:25–29; Moses 4:1–6. How can knowing the truth about the devil help us?

Media Suggestion. “Spiritual Crocodiles”

Book of Mormon Video presentation 5, “Spiritual Crocodiles” (8:24), can be used to illustrate some of the tactics of Satan (see Book of Mormon Video Guide for teaching suggestions).

Moses 4:3. Preserving the Agency of Man

Have students review Moses 4:1–3 and explain Satan’s plan for the salvation of Heavenly Father’s children. Ask students why they think Satan wanted to destroy our agency, or freedom to choose how to act. In what ways do men sometimes try to control others, as Satan did? Review Doctrine and Covenants 121:34–46 and list the principles of the priesthood that help preserve the agency of man (see also Matthew 20:26; John 13:15; Mosiah 18:24–26; Alma 13:10–11).

Media Suggestion. “The Plan of Salvation”

Old Testament Video presentation 4, “The Plan of Salvation” (7:17), can be used to give an overview of the plan of salvation (see Old Testament Video Guide for teaching suggestions).

Moses 4:4. Satan’s Power

Read Moses 4:4 and ask: What is the difference between being deceived and being blinded? How would leading us “captive at his will” achieve for Satan his main objective in obtaining the Father’s honor and power? (see D&C 29:29, 36). Who are the only ones that Satan will not be able to deceive or blind? What does “hearken unto my voice” mean? Ask: How many people today know that God has spoken, and is speaking, in our time? Of that group, how many are listening? And of those, how many are hearkening? Why is missionary work and following the living prophets so important?

Moses 4:6. Knowing the Mind of God

Read Moses 4:6 and Doctrine and Covenants 10:43 and ask students why they think it was important that Satan not know the mind of God. Discuss ways we can know the mind of God (see 1 Nephi 10:17–19; 15:8–11).

Moses 4:7–19 The Fall of Adam and Eve

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 4:12, 18. Adam Also Partook

Ask students to list the different options Adam had after he knew that Eve had partaken of the forbidden fruit. Why did Adam choose to partake? (see Moses 4:12, 18). What would have happened if he had decided not to partake? How was Adam able to make the right choice?

Moses 4:13–17. First Consequences of the Fall

Have students read Moses 4:13–17 and discuss the changes that came upon Adam and Eve after they partook of the forbidden fruit (see also Alma 42:2–10). In what ways were these changes good? (see 2 Nephi 2:25; Moses 5:10–11). How was the Fall a glorious step forward, not backward, for Adam and Eve and all mankind?

Moses 4:15–19. Accountability

Review Moses 3:17; 4:15–19 and help students understand that while God gave Adam and Eve freedom to choose, He also made them accountable for their choices. What questions did God ask Adam and Eve in Moses 4:15, 17, 19? How did these questions help Adam and Eve give an accounting of their actions? Why does Heavenly Father want His children to understand their accountability for their actions?

Moses 4:20–32 The Consequences of the Fall

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 4:20–21. The Consequences of the Fall upon Satan and His Followers

Have students read Moses 4:20–21 looking for the consequences of the Fall upon Satan and his followers. Refer to the commentary under “Moses 4:21. Enmity” and “Moses 4:21. The ‘Seed of the Woman’ Refers to the Savior, Jesus Christ” in the student manual (p. 14). Ask who the “seed of the woman” is. Discuss how the prophecy will be fulfilled that “he shall bruise thy head, and thou shalt bruise his heel.”

Moses 4:22–26, 29. The Fall of Adam and Eve Brought Many Consequences, Including Mortality, Work, and the Opportunity to Have and Raise Children.

Tell students that neither Eve nor Adam were “cursed” for their transgression, but the Lord did pronounce consequences upon them. Have students read Moses 4:22–26, 29 looking for the consequences of Adam and Eve’s transgression. Discuss the findings of students by making a list of the consequences on the board. Review with students the commentaries under “Moses 4:22. ‘I Will Greatly Multiply Thy Sorrow’”; “Moses 4:22. ‘He Shall Rule over Thee’”; “Moses 4:23–25. ‘Cursed Shall Be the Ground for Thy Sake’”; “Moses 4:23. ‘In Sorrow Shalt Thou Eat of It All the Days of Thy Life’”; and “Moses 4:25. Death Entered the World” in the student manual (pp. 14–15). Ask students how the thorns and thistles mentioned in verse 24 can be likened to what we experience in mortality. Ask students why they think the Lord gives us (or allows us to have) trials in our lives (see also 2 Corinthians 12:7–10; D&C 122:7). Testify that all these consequences can be perceived as blessings.

Moses 4:27–31. Parting Blessings

Ask students to find and mark the things God did for Adam and Eve before sending them away from the Garden of Eden. Discuss how each of these things was a blessing for Adam and Eve, and for us today (see Alma 12:21–26; 42:2–4).

Moses 5:1–15 Adam and Eve Were Taught the Gospel

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Media Suggestion. “The Atonement”

Old Testament Video presentation 7, “The Atonement” (3:25), can be used to explain how the Atonement was symbolized in the sacrifice that Adam and Eve offered on the altar (see Old Testament Video Guide for teaching suggestions).

Moses 5:1–2. Upon Leaving the Garden

Have students read Moses 5:1–2 and describe the new struggles Adam and Eve had to face after they left the Garden of Eden. How are the struggles, temptations, and tests that the Lord allowed Adam and Eve to have like the struggles we face today? (see 2 Nephi 2:11; Abraham 3:24–26).

Moses 5:5–6. The Law of Obedience

Discuss various reasons why people obey the commandments. According to Moses 5:6, why was Adam obedient? You may want to read and discuss the commentary for Moses 5:5–6 in the student manual (p. 16). What are some good reasons to obey the commandments?

Moses 5:7–11. Adam and Eve Believed in Jesus Christ

Write the following statement on the board: Adam and Eve were the first Christians. Have students find phrases in Moses 5:7–11 that show this statement to be true. Tell students that most people think Christianity did not exist until Jesus Christ lived on the earth. List and discuss other people from before the time of Christ who were Christians (for example, see 2 Nephi 25:26; Alma 46:13–15; D&C 138:12–16, 38–46). Ask students why they think the gospel of Jesus Christ has been taught since the beginning.

Media Suggestion. “Sacrifice and Sacrament”

Old Testament Symposium 1995 Resource Videocassette presentation 2, “Sacrifice and Sacrament” (10:00), can be used to explain that all sacrifices made before the time of Christ were meant to be a type of His great sacrifice, just as the sacrament is today.

Moses 5:10–12. Adam and Eve Knew They Could Be Saved

Ask students which phrases in Moses 5:10–12 show how Adam and Eve felt about God and about life once they understood the plan of salvation. Invite students to read verses 10–11, substituting their own names for “Adam” and for “Eve, his wife.” Discuss how understanding the plan of salvation affects our feelings about God and about our experiences in this life.

Moses 5:13. Enemies to God

Read Mosiah 2:36–37 and discuss how a person becomes an “enemy” to God. Have students read Moses 5:13 and tell how and why these sons of Adam and Eve became enemies to God (see also Mosiah 16:3–5). Have students read Mosiah 3:19; 27:25–26 and tell how we can become God’s “friends” (see also John 15:12–17; D&C 84:63).

Moses 5:16–54 Cain Loved Satan More than God

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 5:16–28. Cain and His Offering

Have students find phrases in Moses 5:16–28 that describe Cain and his offering. Ask: How did Cain feel about the Lord? Why did Cain make an offering? What did he offer? Discuss why God did not accept his offering (see also the commentary for Moses 5:18–21 in the student manual, p. 17). Ask: Why was Satan pleased? Why was Cain angry?

Moses 5:21–28. Cain Was Warned

Have students read Moses 5:22–26 looking for the role of agency in Cain’s decision to rebel. Ask students why Cain was wroth at his punishment. What caused this punishment to come upon Cain? Review with students the commentary for Moses 5:23–26 in the student manual (pp. 17–18). Testify that Cain, like all of us, was accountable for the exercise of his agency.

Moses 5:29–35. Cain Killed Abel

Have students read Moses 5:29–33 and discuss the events that took place before Cain slew Abel. Read verse 33 and ask students what they think Cain meant when he said he was “free” (see also the commentary for Moses 5:33 in the student manual, p. 18). Read verses 34–35 and ask why we cannot hide our sins from the Lord (see also Proverbs 15:3; 2 Nephi 9:20; 27:27; Alma 39:8; D&C 1:3). Discuss the blessings that come to those who realize they cannot hide their sins from God.

Moses 5:36–41. The Lord Cursed Cain

List the curses that the Lord placed upon Cain, as described in Moses 5:36–37, 41. Discuss what Cain said in verses 38–39 when God cursed him. Compare Cain’s response to the responses of Adam and Eve after they partook of the fruit (see Moses 4:18–29; 5:10–11). Why do the wicked and the righteous respond differently when confronted with their own sins? (see also 1 Nephi 16:1–3).

Moses 5:42–54. Cain’s Descendants Were Wicked

Have students read Moses 5:42–54 and list the wicked deeds of Cain’s descendants. How were Lamech and Irad related? What happened to Lamech and why? Remind students that wicked parents share the responsibility for the sins of their children (see Ezekiel 18:20; 2 Nephi 4:3–7; D&C 68:25). Have students read 1 Nephi 17:33–41 and discuss why the Lord curses, or punishes, the wicked and blesses and makes covenants with the righteous.

Moses 5:55–59 The Gospel Was Preached from the Beginning

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 5:55–58. And Thus It Began

Tell students that in Moses 5:55, 58 there are summary statements about how the “works of darkness” and the gospel began to spread among the people of the earth.Have students find verses in Moses 5 that give details about these beginnings. Ask students why they think the stories of Adam and Eve, of Cain and Abel, and of Lamech and Irad are included in the book of Moses. Use Moses 5:51, 55–59 and 2 Nephi 26:20–33 to compare the works of darkness with the works of God.

Moses 5:58. The Preaching of the Gospel

Read Moses 5:58 and ask students to define “the gospel.” Invite students to study 3 Nephi 27:9–22 and Doctrine and Covenants 76:40–42 and then list the elements that comprise the gospel of Jesus Christ. Ask: In what ways is the gospel preached in Moses 5:58; 6:1? Invite students to find and share scriptures that contain examples of the gospel being preached by holy angels, by the voice of God, by the Holy Ghost, by prophets, and in other ways.

Moses 5:59. Gospel Ordinances

Ask students to list the gospel ordinances they have received. What is symbolically taught or “confirmed” by the gospel ordinances? (see Romans 6:3–9; Jacob 4:5; Alma 13:16; D&C 20:68–79; 76:50–60). Tell students that Elder Boyd K. Packer, then a member of the Quorum of the Twelve Apostles, said, “Good conduct without the ordinances of the gospel will neither redeem nor exalt mankind; covenants and the ordinances are essential” (in Conference Report, Oct. 1985, 105; or Ensign, Nov. 1985, 82).

Moses 6:1–25 The Generations of Adam

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 6. Overview

Assign pairs of students to make charts showing the names and ages of the patriarchs mentioned in Moses 6:10–25(see Moses 8:1–12; Genesis 7:1–6; 9:28–29). Ask students what they learn from this chart about the early patriarchs. What book did Enoch preach from? (see Moses 6:46). Why did Enoch preach? (see vv. 27–30, 42, 68).

Moses 6:1–3, 10–16. Seth Was a Worthy Son

Have students study Moses 5:16–21; 6:1–3, 10–16 and compare Cain, Abel, and Seth (see also D&C 107:42–43, 53; 138:40).

Moses 6:5. A Book of Remembrance

Have students read Doctrine and Covenants 68:2–4 and tell what these verses teach about scripture. Read Moses 6:5 and ask students how they think Doctrine and Covenants 68:2–4 applies to the book of remembrance kept by Adam. Read and discuss the statement by Elder Bruce R. McConkie of the Quorum of the Twelve Apostles in the commentary for Moses 6:5–6 in the student manual (p. 19).

Moses 6:15. The Children of Men

Show students that in the book of Moses two groups or types of people are mentioned: the “children of God” or “sons of God,” who were righteous (see Moses 6:8, 68), and the “children of men” or “sons of men,” who had not yet accepted or who had rejected the gospel (see Moses 5:52; 6:15, 23). Assign a few students to tell what they learn in Moses 5:52–56; 6:15 about the children of men, and assign others to tell what they learn about the children of God in Moses 6:8–14, 16–25.

Moses 6:15. Satan “Raged in Their Hearts”

Read Moses 6:15 and ask students what the words dominion and rage mean. What did Satan’s dominion and rage lead to in the days of Seth? Discuss what 2 Nephi 28:20–22 teaches about Satan’s methods in the last days. How is Satan able to get into people’s hearts?

Moses 6:23. Preachers of Righteousness

Have students tell what they learn about the preaching of righteousness in Moses 6:23 and Alma 4:19; 17:9–17; 31:5. Point out that in the remaining verses of Moses 6–7 there are several excellent examples of true preachers of righteousness. Ask students to name people in the Church today who could be called “preachers of righteousness.”

Moses 6:26–47 Enoch’s Call and Work

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 6:26–36. A Call to Serve the Lord

Read Moses 6:26–36. Ask: What was Enoch called to do? Why did he feel reluctant? Have students read verses 32–36 and list what helped Enoch accomplish what the Lord commanded (see also 1 Nephi 3:7). Invite students to share examples of how they have felt about calls to serve, and how the Lord has helped them succeed in their callings.

Moses 6:26–36. Heart, Ears, and Eyes

Have students study Moses 6:26–36 and compare Enoch’s heart, ears, and eyes to the hearts, ears, and eyes of the people. Ask: What was Enoch blessed to feel, hear, and see that the people could not? Why? Ask students to suggest truths illustrated by Enoch’s washing of his eyes (see vv. 35–36). Invite students to find and share scriptures that teach how we can open our heart, ears, and eyes to the Lord.

Moses 6:37–39. “A Wild Man Hath Come”

Have students read Moses 6:37–38 and tell why they think the people reacted as they did. Review the Lord’s promises in verses 32–35 and their fulfillment in verses 36–39, 47 (see also Moses 7:13).

Moses 6:43–47. Counsel from the Lord

Have students find the question that Enoch asked the people in Moses 6:43, and then have them restate the question in their own words. Compare the people of Enoch’s day in Moses 6:27–28, 43 to the principles Jacob taught in Jacob 4:8, 10, 14. Ask students why they think some people prefer their own counsel to the counsel of the Lord. Discuss what we can do to better seek and follow the Lord’s counsel.

Moses 6:48–56 Enoch Preached the Plan of Salvation

Media Suggestion. “The Plan of Salvation”

Doctrine and Covenants and Church History Video presentation 1, “The Plan of Salvation” (10:13), can be used as an overview of the plan of salvation, thus helping students see how the plan can help them live better lives.

Image
plan of salvation

Plan of Salvation

Celestial

Terrestrial

Telestial

Birth

Death

Premortal life

Earth life

Spirit world

Resurrection

Judgment

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Media Suggestion. “First Principles and Ordinances”

Old Testament Video presentation 8, “First Principles and Ordinances” (11:41), can be used to help explain the first principles and ordinances of the gospel in the context of our salvation (see Old Testament Video Guide for teaching suggestions).

Moses 6:43–52. Teaching the Gospel to Others

Invite students to list (or invite a missionary or returned missionary to tell about) the doctrines and principles of the plan of salvation that missionaries teach those who are investigating the Church. Compare the principles we teach today to the principles Enoch taught in Moses 6:43–52. Ask: Which principles are similar? Why? Which are different? Why?

Moses 6:48–56. Because of the Fall

Share this quotation from President Ezra Taft Benson: “No one adequately and properly knows why he needs Christ until he understands and accepts the doctrine of the Fall and its effect upon all mankind ” (in Conference Report, Apr. 1987, 106; or Ensign, May 1987, 85). Write the following on the board and ask students to complete the phrase using the ideas in Moses 6:48–50, 55–56: Because of the Fall, .Ask students to explain why the Fall is important in the plan of salvation. Ask students how they would answer Adam’s question that was quoted by Enoch in verse 53.

Moses 6:54–55. “They Are Whole”

Show pictures of a small baby or invite a parent to bring a small baby to class. Write the following statements on the board and ask if each is true or false, and why. (Statements 2 and 3 are false.)

  1. Little children are fallen beings.

  2. Little children must repent and be baptized.

  3. Little children begin to sin at age eight.

  4. Without the Atonement little children would be damned.

  5. Little children who die are saved in the celestial kingdom.

Have students identify phrases from Moses 6:54–55; Moroni 8:8–10, 19–20; and Doctrine and Covenants 137:10 that show the above statements to be true or false. Testify of the great power of the Atonement.

Moses 6:55. “That They May Know to Prize the Good”

Ask students to think about lessons they have learned from their mistakes. Read Moses 6:55 and Doctrine and Covenants 105:9–10 and discuss how life would be different if we were not allowed to experience the bitterness of sin and its consequences.

Note: Be sure students understand that it is not necessary to commit sin in order to learn about the consequences of sin. The Savior learned about the consequences of sin by taking upon Himself the sins of the world (see Alma 7:11–13). Like the Savior, we must resist temptation and strive to obey all of God’s commandments.

Moses 6:56. “Agents unto Themselves”

Give a student the choice of selecting one of two items to eat, one delicious and the other distasteful, that you have hidden in two small bags or boxes. Gradually tell the student about each item until he makes a choice. After seeing the two items, ask how he feels about his decision. Ask students to read Moses 6:56 and explain the relationship of knowledge and agency to accountability.

Media Suggestion. “‘Act for Themselves’”

Book of Mormon Video presentation 4, “‘Act for Themselves’” (18:39), can be used to demonstrate how the vital principle of agency works (see Book of Mormon Video Guide for teaching suggestions).

Media Suggestion. “Children of Israel”

Old Testament Symposium 1995 Resource Videocassette presentation 3, “Children of Israel” (7:00), presents children’s views of God’s purposes and the plan of salvation.

Moses 6:57–68 Enoch Saw That Adam and Eve Were Baptized

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 6:57. “Teach It unto Your Children”

Have students read Moses 6:15, 57 and tell about ways they plan to teach their children. Discuss various kinds of family teaching situations, including what students think parents should do when a child does not want to be taught or when a child rebels against what is taught.

Media Suggestion. “The Importance of the Family”

Doctrine and Covenants and Church History Video presentations 21 and 22, “The Importance of the Family” (11:00; 10:25), can be used to teach the principles of successful families from “The Family: A Proclamation to the World” (see Ensign, Nov. 1995, 102).

Moses 6:59–61. Physical and Spiritual Birth

Write two headings on the board: Born into the World and Born Again into the Kingdom of Heaven. Ask students to find in Moses 6:59 the three elements that fall under each heading, and to explain the part each element plays in the birth process. Read and discuss the statement by Elder Bruce R. McConkie in the commentary for Moses 6:59 in the student manual (p. 21).

Moses 6:62–63. “All Things Have Their Likeness”

Read Moses 6:63 and ask students to give examples of things “in the heavens,” “on the earth,” “in the earth,” or “under the earth,” and have them tell how they think these things symbolically “bear record” of Christ. For example, the planets witness the handiwork of God (see Alma 30:44), and seeds that are planted in the ground and then sprout into life bear record of Christ’s Resurrection (see John 12:23–24; 1 Corinthians 15:35–38).

Moses 6:68. The Plan of Salvation

Tell students that Moses 6:48–62 gives details of the plan of salvation, verses 63–66 teach how we learn about and participate in the plan, and verses 67–68 tell us about the ultimate destiny of those who follow the plan. Ask students to study verses 48–68 and explain the plan of salvation based on what they read.

Moses 7:1–20 Enoch Led the People of God

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 7. Overview

Have students review Moses 7:2–11, 20–67 looking for the questions that Enoch asked the Lord. Discuss the Lord’s responses. Invite students to tell what they would ask or say if they had the opportunity to speak with the Lord as Enoch did.

Moses 7:3–4. “I Saw the Lord”

Read Moses 7:3–4 to students, and then divide the class into four groups and assign each group a different book of scripture (the Bible, the Book of Mormon, the Doctrine and Covenants, or the Pearl of Great Price). Assign each group to find and list the names of people in their book of scripture who saw God (students may want to use the Topical Guide at the back of the LDS edition of the King James Bible). Have each group read their list to the rest of the class. Ask: Why is it important to have the records left by these witnesses?

Moses 7:6–20. The People and Their Lands

Have students find what the Lord did to the land in Moses 7:7–8, and what He did to the land in verse 17. Ask: According to verses 7–20, what did the Lord do to, and for, the people of these lands? Discuss how people bring curses upon themselves, and ways we can help make our lands “blessed.”

Moses 7:13–20. Zion

Tell students that “Zion” can refer to a place, a kind of people, or a way of life. Ask students to find and share scriptures that teach about these three ideas. Compare Enoch’s Zion (see Moses 7:13–20), to the Zion described in the Book of Mormon (see 4 Nephi 1:1–18), and the Zion that will be established in the last days (see D&C 45:63–71). Ask students what they think it would be like to live in Zion.

Moses 7:18–20. Establishing Zion Today

Read Moses 7:18–20 and invite students to tell about their experiences in a ward or branch that was almost like Zion. Have students study Doctrine and Covenants 6:6; 35:24–25; 97:12–21 and discuss how we can help establish Zion in our day. Read and discuss this quotation from President Spencer W. Kimball:

“May I suggest three fundamental things we must do if we are to ‘bring again Zion,’ three things for which we who labor for Zion must commit ourselves.

“First, we must eliminate the individual tendency to selfishness that snares the soul, shrinks the heart, and darkens the mind. …

“Second, we must cooperate completely and work in harmony one with the other. …

“Third, we must lay on the altar and sacrifice whatever is required by the Lord. We begin by offering a ‘broken heart and a contrite spirit.’ We follow this by giving our best effort in our assigned fields of labor and callings. We learn our duty and execute it fully. Finally we consecrate our time, talents, and means as called upon by our file leaders and as prompted by the whisperings of the Spirit” (in Conference Report, Apr. 1978, 122–24; or Ensign, May 1978, 81).

Moses 7:21–41 Enoch Saw What Would Happen in His Own Day

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 7:21–27. Translation

Read aloud Moses 7:21, 27, 69. Tell students that in verse 69 Enoch and his people were “translated.” This also happened to Melchizedek (see JST, Genesis 14:26–34), Moses (see Deuteronomy 34:6; Alma 45:18–19), Elijah (see 2 Kings 2:11), John the Beloved (see D&C 7:1–3), Alma (see Alma 45:19), and three of the Nephite disciples (see 3 Nephi 28:6–8). Review the commentary for Moses 7:21 in the student manual (p. 22), and discuss with students the purposes of translation.

Moses 7:26. Satan and His Angels

Ask students to give reasons why people do what Satan wants them to do. Have them read Moses 7:26 and 3 Nephi 9:2 and discuss how Satan and his angels react when we sin. Compare this to the Lord’s reaction in Moses 7:28–33.

Moses 7:28–41. The God of Heaven Wept

Invite students to think about the last time they cried. Then have students study Moses 7:28–31 and find reasons why Enoch was puzzled when he saw that God wept. Ask: What reasons did God give in verses 32–40 for the heavens weeping? According to verses 41, 44, how did Enoch feel after he understood the Lord’s answer? Ask students what these verses teach about the Lord.

Moses 7:38–40. A Prison

Ask students to compare what happened to the people in Enoch’s day who chose to follow God (see Moses 7:27) to those who chose to follow Satan (see Moses 7:34, 38–39). Ask students what they think life in prison is like. Read and discuss the following scriptures that describe what life is like in the spirit world: Alma 40:11–14; Doctrine and Covenants 138:11–23, 50, 57.

Moses 7:42–57 Enoch Saw the Days of Noah and Jesus Christ

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 7:41–47. “I Will Refuse to Be Comforted”

Bring a recent newspaper to class and read some headlines or articles that are examples of the world’s wickedness. Ask students to read Moses 7:41–43 and make up some headlines that could describe events in Noah’s day. Ask: According to verses 44–45, how did Enoch feel when he saw the events of Noah’s day? What did the Lord show Enoch in verses 46–47 that gave him comfort? How can what Enoch saw be a comfort to us?

Moses 7:48–49. “The Mother of Men”

Invite a student to do a dramatic reading of the words spoken by the earth in Moses 7:48, and invite another student to read aloud what Enoch said in verse 49. Discuss the events that occurred in verse 56. Read the statement by Elder Joseph Fielding Smith in the commentary for Moses 7:48 in the student manual (p. 23). Ask students what they think the earth might be saying about what is happening on it today.

Moses 7:50–52, 59–60. “The Lord Could Not Withhold”

Invite students to tell in their own words what Enoch asked of the Lord in Moses 7:50, 59. Ask: What were the Lord’s responses in verses 51–52, 60? Ask students what they learn from these verses about the Lord and covenants. What do they learn about prayer? How could this knowledge help us make and keep covenants with the Lord?

Moses 7:53. “The Rock of Heaven”

Read Moses 7:53, and then invite students to search the scriptures (using the Topical Guide at the back of the LDS edition of the King James Bible, if necessary) to find verses that refer to the Lord as a “rock” or “stone.” Have them share the scriptures they find, and tell what the imagery of the rock or stone means to them.

Moses 7:55–57. The First Resurrection

List and discuss what the Lord showed Enoch would happen at the death and Resurrection of Christ (see Moses 7:55–57). Ask: Who came forth from prison, and why? (see D&C 76:71–74; 138:29–34). Who were “reserved in chains,” and why? (see Mosiah 15:26; D&C 76:81–85; 88:100–101). Ask students what the righteous do when they go to the spirit world (see D&C 138:57). When will they be resurrected? (see 1 Corinthians 15:23; D&C 88:95–102).

Moses 7:58–69 Enoch Saw the Day When the Earth Would Rest

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 7:60–67. Before the Earth Shall Rest

Tell students that the Lord showed Enoch events that would occur in our day. Write on the board the following concepts from Moses 7:60–66:

Wickedness and vengeance

Heavens darken

Veil of darkness covers the earth

The Lord’s people preserved in the midst of great tribulations

Righteousness sent out of heaven

Truth sent forth out of the earth

Righteousness and truth sweep the earth

The elect are gathered

Enoch and his people meet and receive the elect

The Lord comes to dwell with His people

Great tribulations among the wicked

Men’s hearts fail them

Invite students to explain their understanding of each of these prophecies and to give examples of ways some of them are already being fulfilled. Read Moses 7:67 and discuss what students can do to be among the elect at the “hour of their redemption.”

Moses 7:60–67. Preserved in the Midst of Tribulation

Read Moses 7:66 and ask students to find phrases in verses 60–67 that help them to be of good cheer, in spite of the tribulations prophesied for our day (see also D&C 58:2; 59:2; 61:36; 68:6; 78:18; 101:22).

Moses 7:64. “The Earth Shall Rest”

Draw the earth on the board and next to it write the question the earth asked in Moses 7:48. Ask students to give the answer to the earth’s question (which Enoch also asked in vv. 54, 58; seev. 64 for the answer). You may want to assign seven students to report what the following scriptures teach about what will happen on the earth when it is at rest: 1 Nephi 22:26; 2 Nephi 30:12–18; Doctrine and Covenants 43:29–33; 45:58–59; 63:49–53; 101:22–34; Articles of Faith 1:10. Ask students which of these events they most look forward to during the earth’s millennial “rest,” and why.

Moses 8 The World Was Filled with Wickedness

Some Important Principles, Doctrines, and Events

Suggestions for Teaching

Moses 8:4–30. “If Men Do Not Repent”

Ask students to review Moses 8 and make a list of what the Lord and Noah did to encourage the people to repent. What did Noah preach? (see vv. 23–24). How did the people respond to the preaching of Noah and his sons? (see vv. 18, 20–21, 24). Discuss possible parallels between the people in the days of Noah and people in our day. Compare what the people in Noah’s day said about themselves in verse 21 to what verse 22 says they were really like. (Review what Enoch learned about the wickedness among these people in Moses 7:33, 36.) What will happen in the last days because people reject the prophets? (see Malachi 4:1; Luke 17:20–30; D&C 45:22–33, 48–53).

Moses 8:13–15. Marry in the Covenant

Read Moses 8:13–14 and remind students that the “sons of God” were the righteous, and their daughters married the “sons of men,” who were wicked. Ask: What did the Lord say about Noah’s granddaughters in verse 15? Invite students to give reasons why it is important for members of the Church to marry other worthy members (see also Deuteronomy 7:3–4). Discuss the following statement by President Ezra Taft Benson: “There will be a new spirit in Zion when the young women will say to their boyfriends, ‘If you cannot get a temple recommend, then I am not about to tie my life to you, even for mortality!’ And the young returned missionary will say to his girlfriend, ‘I am sorry, but as much as I love you, I will not marry out of the holy temple.’” (“To the Young Women of the Church,” Ensign, Nov. 1986, 84).

Moses 8:27. The Flood

Ask students what they think “grace” means in Moses 8:27. (You may want to review “grace” in the Bible Dictionary.) Ask: Why did Noah find grace in the eyes of the Lord? How was the Flood an act of grace? (Answers might include that by sending the Flood the Lord stopped the people from committing further wickedness, or that it was an act of grace for the premortal spirits because if there had not been a Flood those spirits would not have had an opportunity to be born into righteous families [see also 2 Nephi 26:24].) Tell students that the Prophet Joseph Smith taught, “As far as we degenerate from God, we descend to the devil and lose knowledge, and without knowledge we cannot be saved, and while our hearts are filled with evil, and we are studying evil, there is no room in our hearts for good, or studying good” (Teachings of the Prophet Joseph Smith, 217). What happened to the spirits of the wicked who died in the Flood? (see D&C 138:1–11, 28–34, 58–59).