Doctrine and Covenants Seminary Teacher Manual

Contents
Title Page
Introduction to the Doctrine and Covenants Seminary Teacher Manual
Doctrine and Covenants Lessons
- The Restoration Proclamation
- Doctrine and Covenants 1
- Joseph Smith—History 1:1–26
- Doctrine and Covenants 2; Joseph Smith—History 1:27–65
- Doctrine and Covenants 3–5
- Doctrine and Covenants 6–9
- Doctrine and Covenants 10–11
- Doctrine and Covenants 12–17; Joseph Smith—History 1:66–75
- Doctrine and Covenants 18
- Doctrine and Covenants 19
- Doctrine and Covenants 20–22
- Doctrine and Covenants 23–26
- Doctrine and Covenants 27–28
- Doctrine and Covenants 29
- Doctrine and Covenants 30–36
- Doctrine and Covenants 37–40
- Doctrine and Covenants 41–44
- Doctrine and Covenants 45
- Doctrine and Covenants 46–48
- Doctrine and Covenants 49–50
- Doctrine and Covenants 51–57
- Doctrine and Covenants 58–59
- Doctrine and Covenants 60–63
- Doctrine and Covenants 64–66
- Doctrine and Covenants 67–70
- Doctrine and Covenants 71–75
- Doctrine and Covenants 76
- Doctrine and Covenants 77–80
- Doctrine and Covenants 81–83
- Doctrine and Covenants 84
- Doctrine and Covenants 85–87
- Doctrine and Covenants 88
- Doctrine and Covenants 89–92
- Doctrine and Covenants 93
- Doctrine and Covenants 94–97
- Doctrine and Covenants 98–101
- Doctrine and Covenants 102–105
- Doctrine and Covenants 106–108
- Doctrine and Covenants 109–110
- Doctrine and Covenants 111–114
- Doctrine and Covenants 115–120
- Doctrine and Covenants 121–123
- Doctrine and Covenants 124
- Doctrine and Covenants 125–128
- Doctrine and Covenants 129–132
- Doctrine and Covenants 133–134
- Doctrine and Covenants 135–136
- Doctrine and Covenants 137–138
- The Articles of Faith and Official Declarations 1 and 2
- The Family: A Proclamation to the World
- The Living Christ
Life Preparation Lessons
- Doctrinal Mastery: Finding Answers to My Questions
- Scripture Study Skills
- For the Strength of Youth: Making Choices
- Building Self-Reliance
- Physical and Emotional Health
- Preparing for Future Education and Employment
- Succeeding in School
- Missionary Preparation
- Temple Preparation
- Teachings of Church Leaders
Appendix

Lesson 34—Assess Your Learning 2: Doctrine and Covenants 6–19

“Lesson 34—Assess Your Learning 2: Doctrine and Covenants 6–19,” Doctrine and Covenants Seminary Teacher Manual (2025)

“Assess Your Learning 2,” Doctrine and Covenants Seminary Teacher Manual

Lesson 34: Doctrine and Covenants 19

Assess Your Learning 2

Reflecting on and assessing our spiritual learning can help us draw closer to the Savior. This lesson can help students remember and evaluate how their experiences so far in studying the Doctrine and Covenants have helped them grow spiritually.

Possible Learning Activities

Assess your learning

Consider inviting students to write down on a slip of paper something they do that requires regular practice. Then have them pass their papers forward. Read some of them aloud, and see if students can guess whose paper you read. After each paper you read, you could ask the student who wrote it the following questions.

How quickly does your progress come in this activity?
Why is evaluating your progress important? How can it impact your desire to keep practicing?

Help students understand the importance of reflecting on their spiritual growth and their efforts to become more like Heavenly Father and Jesus Christ. Such reflection can encourage them to keep trying. The Holy Ghost can help them recognize even subtle progress. If needed, help students understand that even if they feel they have not progressed, reflecting on their progress can help them see what they can do to move forward. It might be helpful to have students respond to one or more of the following questions in their study journals.
How has what you have learned in the Doctrine and Covenants impacted how you feel about the gospel?
How have consistent efforts over time influenced your spiritual growth and faith in Jesus Christ?
If you don’t feel you have grown spiritually, what small adjustments might you make in things you do regularly?

You may wish to have students evaluate their feelings about or growth in subjects you’ve discussed in specific lessons. Consider using some of the following ideas.

Explaining the coming forth of the Book of Mormon

In recent weeks, students may have learned about the miraculous coming forth of the Book of Mormon. Consider putting students into pairs to prepare to explain the Book of Mormon to another pair of students. You could provide them an opportunity to summarize what they have learned in response to a scenario like the following.

Imagine someone became curious about your belief in the Book of Mormon and asked you to help them understand what the Book of Mormon is and where it came from. How would you explain it?

You could do some of the following in your explanation:

In your own words, tell them the story of how the Book of Mormon came forth. (You might find scriptures that would help you or historical accounts you could summarize.)
Use images that could help you explain.
Share your feelings about or experiences with the Book of Mormon.

If students need some guidance, you might suggest they explain some of the following accounts. They could use images like those below to help them in their explanation.

The angel Moroni’s visit to Joseph Smith; the gold plates (Joseph Smith—History 1:30–54)
The translation by the gift and power of God
The Three Witnesses of the gold plates (Doctrine and Covenants 5:11–15; 17:1–5)

Joseph Smith and Oliver Cowdery translating the plates

Feeling the great worth of your soul to God

If students had an opportunity to study Doctrine and Covenants 18:1–13 in seminary, you may have invited them to do the following activity. If so, let students share what was meaningful for them about the experience and how it impacted them.

In a recent lesson, you were invited to ponder more deeply your worth in the sight of God. You may have created a reminder that you would see regularly (like a poster or phone background), engaged in more focused prayer, spent time journal writing, studied your patriarchal blessing, or done something else.

What did you do to help you ponder more on your worth to God?
What differences have you noticed recently between how the world determines worth and how God determines worth?
What have you learned recently that has confirmed or increased your confidence that you have great worth in the sight of God?

Some of your students may not have done anything in recent weeks to feel their worth before God. Be sensitive to these students as part of this discussion. Do not hesitate to invite students to start or continue doing this activity over the coming weeks. Assure them that their Heavenly Father will confirm His love for them as they do.

Receiving personal revelation

If you used the following diagram in a recent lesson, you may want to display it for students or draw it on the board. Invite students to share what they have learned in recent weeks about how to receive and recognize revelation.

To help students assess how they have applied the principle of revelation to their lives, invite them to complete one or more of the following statements in their journals.

Choose a few of these statements and complete them in your journal. You may feel impressed to record other thoughts and impressions. Be sure to do so.

The most important thing I have learned recently about revelation from Heavenly Father is …
A few things that I have tried recently to receive revelation through the Holy Ghost include …
Something that seemed to impact my ability to receive revelation was …
An experience I had recently that I don’t want to forget was …
I want to continue to increase my ability to receive revelation from God because …
To further increase my ability to receive revelation from God, I commit to …

Invite students to share with the class any of their reflections on receiving personal revelation from God. Ask follow-up questions that help students respond and interact with each other. These could be questions such as “What impressed you about what your classmate shared?” or “What is something that your classmate shared that you would also like to try?”