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Acts 3–7

Introduction and Timeline

As recorded in Acts 3–6, Luke recounted the continued growth and activity of the Church in Jerusalem and offered powerful illustrations of how the Lord’s chosen servants led the Church through the guidance of the Holy Ghost. When Peter and John healed a man who had been lame from birth, the miracle created an ideal opportunity for them to bear their apostolic testimony of Jesus Christ to an audience of eager listeners. Five thousand men believed in their words (see Acts 4:4). Jewish leaders attempted to silence Peter and the other Apostles through threats, imprisonment, and physical beatings. Nevertheless, the Apostles defended their testimonies of Jesus by replying, “We ought to obey God rather than men” (Acts 5:29). The faith of the Apostles and those who followed them invited powerful manifestations of the Holy Ghost, which resulted in the rapid growth of the Church.

Acts 7 relates how Stephen accused some Jewish leaders of resisting the Holy Ghost and rejecting Jesus Christ. When Stephen told them that he saw “the Son of man standing on the right hand of God” (Acts 7:56), they cast him out and stoned him to death. Stephen is often considered the first Christian martyr, and Saul, later known as the Apostle Paul, was one of the witnesses of his execution.

Chapter Overviews

Acts 3

At the temple, Peter and John healed a man lame since birth. Peter testified that the man was healed by faith in the name of Jesus Christ. He preached that Christ would return in “the times of restitution of all things.” He taught that Moses and all the prophets prophesied of the ministry of Christ.

Acts 4

About five thousand men believed Peter’s words. Jewish leaders arrested and questioned Peter and John. Peter proclaimed that salvation comes through Jesus Christ. Jewish leaders threatened Peter and John and released them. The followers of Jesus Christ were united and had all things in common.

Acts 5

Ananias and Sapphira broke a sacred covenant, lied to the Lord, and lost their lives. Peter and other Apostles worked miracles and were arrested, and an angel delivered them from prison. While preaching in the temple, they were taken by officers and again brought before the Jewish leaders for questioning. The Apostles bore witness of Christ’s Resurrection. Jewish leaders beat the Apostles and ordered them to cease preaching of Jesus Christ.

Acts 6

The Apostles set apart seven men to help them administer to the needs of the Church. Stephen, who was one of these seven men, was arrested and brought before Jewish leaders. He was transfigured.

Acts 7

Before Jewish leaders, Stephen recounted the history of Israel and the prophecy of a prophet like unto Moses. Stephen stated that the Jewish leaders were like Israelites in times past—always resisting the Holy Ghost and God’s prophets. The Jewish leaders became angry and rejected Stephen’s testimony of Jesus Christ. Stephen saw Jesus standing on the right hand of God the Father. He was stoned to death.

Suggestions for Teaching

Acts 3:1–18; 4:1–12

As Apostles of Jesus Christ, Peter and John Bore Witness of Him

Consider introducing this lesson with a few questions that will help the students understand the relevance and purpose of the events recorded in Acts 3:1–18; 4:1–12:

• When have you attended an event expecting to receive something while you were there?

• Have you ever attended a Church meeting or event in search of an answer and found that you received from the Lord something much better than what you were seeking? Please share an experience if it is not too personal.

Tell students that in the account they will study in Acts 3, a man went to the temple expecting to receive something from the other people there, but instead he received something far more important. Ask a student to read aloud Acts 3:1–3, while the rest of the class tries to visualize the scene being described. Ask:

• What do you think this man looked like, particularly his legs and feet?

• What was he seeking for that day?

As an alternate approach to teaching Acts 3:1–8, at this point in the lesson you might show the video “Peter and John Heal a Man Crippled Since Birth” (3:22) from The Life of Jesus Christ Bible Videos, available on LDS.org. This video covers Luke 3:1–8. If you choose to show the video, you might choose not to have a student read aloud Acts 3:4–7.

Have another student read aloud Acts 3:4–7. Then ask:

• What did Peter and John give to the lame man?

• As Apostles of the Lord Jesus Christ, what could Peter and John share with this man in addition to providing physical healing? (Possible answers: The gospel, the priesthood, hope in Jesus Christ, their testimonies, and ordinances that lead to eternal life. You might also consider having a student read aloud the student manual commentary for Acts 3:6.)

• What can a member of the Church offer to others who struggle with difficult burdens? (You might have students read the student manual commentary for Acts 3:6–8.)

Give students a moment to silently read Acts 3:8–11. As they did with Acts 3:1–3, encourage students to visualize in their minds what happened. Then ask the following question to help students analyze these verses:

• As the people “ran together” (verse 11), what do you think they wondered about or wanted to know?

Give students a few minutes to silently study Acts 3:12–18, 25–26 and Doctrine and Covenants 107:23. Ask them to look for what Peter and John did that is a responsibility of Apostles, not only during New Testament times but today as well. (Students should understand this truth: Apostles are special witnesses of the name of Jesus Christ.) After the students respond, you might encourage them to write this principle in the margin of their scriptures.

Use “Look for” Activities

A very effective way to teach students to understand the scriptures is to ask them to look for specific words or ideas while reading a passage of scripture. Such “look for” activities help students develop the spirit of inquiry that the Lord has counseled His children to have. You can ask students to search for key words or doctrines and principles. You will notice that in several places this lesson encourages you to have students look for specific information in the scriptures.

Help students explain Peter’s role as a witness of Jesus Christ by asking:

• While teaching the people who had gathered together, how did Peter fulfill his duty as a special witness of the name of Jesus Christ? (He did not take credit for the healing but rather gave credit to the Lord. He testified of Christ. He taught that Jesus Christ’s mission was the fulfillment of prophecy.)

As an introduction to Acts 4, at this point in the lesson you might choose to show the video “Peter Preaches and Is Arrested” (2:51) from The Life of Jesus Christ Bible Videos, available on LDS.org. This video covers Acts 3:12–26; 4:1–3.

Summarize Acts 4:1–6 by explaining to students that after the lame man was healed and Peter and John had testified of Jesus Christ to those gathered at the temple, Peter and John were arrested and taken before Jewish leaders to be questioned. Some of these leaders were the same individuals who had been instrumental in the death of Jesus Christ.

Have a student read aloud Acts 4:7–9, followed by another student reading aloud Acts 4:10–12. Ask class members to look for how Peter and John continued to fulfill the Savior’s charge to bear witness of Him.

• What thoughts do you have as you consider Peter’s powerful answer to these Jewish leaders, remembering that Peter was under arrest?

• How does Peter’s example inspire you to be a better witness for Jesus Christ?

Acts 4:13–37; 5:12–42

Jewish Leaders Questioned Peter and John

Share the following statement by President Brigham Young (1801–77) with your students:

“There is no doubt, if a person lives according to the revelations given to God’s people, he may have the Spirit of the Lord to signify to him his will, and to guide and to direct him in the discharge of his duties, in his temporal as well as his spiritual exercises. I am satisfied, however, that in this respect, we live far beneath our privileges” (Discourses of Brigham Young, sel. by John A. Widtsoe [1954], 32; see also Joseph B. Wirthlin, “The Unspeakable Gift,” Ensign or Liahona, May 2003, 27).

Ask students:

• What do you think it means that “we live far beneath our privileges” in having the Spirit of the Lord to guide us?

• Looking back on Acts 4:8–10, notice that Peter was “filled with the Holy Ghost” (verse 8). How do you think the Holy Ghost influenced Peter in how he responded to these Jewish leaders? (As the students share their ideas, you might write the following principle on the board: When we are filled with the Holy Ghost, we can speak and act boldly in the name of Jesus Christ.)

Remind students that the events in these chapters likely happened only a few months following Peter’s denial of the Savior.

Have one student read aloud Acts 4:13–15, and then have another student read aloud Acts 4:16–18. As these verses are read, invite the rest of the class to follow along, looking for how Jewish leaders responded to Peter and John’s bold testimony of Jesus Christ.

• Why do you think the Jewish leaders marveled at the words of Peter and John?

Read Acts 4:19–21 to your students and ask:

• What do you find most impressive about Peter’s response to the command that he no longer preach in the name of Jesus Christ?

Consider summarizing the remainder of Acts 4 by telling students that when Peter and John departed from the Jewish leaders and reported to other disciples what happened to them, the disciples worshipped the Lord and spoke of His greatness. Point out that the Apostles continued to be “filled with the Holy Ghost” and to speak “the word of God with boldness” (Acts 4:31).

Invite a student to read Acts 5:12–16 while the class follows along, looking for evidence of increasing faith among the people and the great respect the people had for the Apostles.

To further highlight the courage and confidence shown by the Apostles as recorded in Acts 4 and 5, write the following scripture references on the board. Have students read each verse and summarize in their own words what the verses teach about how the Jewish leaders reacted to the preaching and miracles of Peter and John. Write the students’ summaries on the board. When completed, the board might look like this:

Acts 4:15–17, 21. Jewish leaders threatened Peter and John.

Acts 5:12, 16–17. Jewish leaders were filled with indignation, envy, and malice (see verse 17, footnote a).

Acts 5:18. Jewish leaders put the Apostles in prison.

Give students a moment to consider what they might have thought and felt if they had been in this situation with Peter and John. Remind students that Peter and John had also been arrested earlier for teaching about Jesus in the temple and had been put into prison overnight (see Acts 3:1, 8; 4:1–3). Ask students to read Acts 5:19–21, looking for where the angel told the Apostles to go preach. Then ask:

• What does the Apostles’ response to the angel’s instruction tell us about them?

Have one student read aloud Acts 5:26–28, and then have another student read aloud Acts 5:29–32. Encourage the class to follow along and consider what enabled Peter to give such a forceful answer.

• How do you think this experience would have been different if Peter and the Apostles were not filled with the Holy Ghost?

• When others challenge or threaten us because of our faith, how does having the Holy Ghost with us affect our response?

Read Acts 5:33 to your class and then summarize Gamaliel’s counsel found in Acts 5:34–39.

Rather than reading Acts 5:33 and summarizing Gamaliel’s counsel found in Acts 5:34–39, consider at this point in the lesson showing the video “Peter and John Continue Preaching the Gospel” (5:39) from The Life of Jesus Christ Bible Videos, available on LDS.org. Show the video starting at the 2:30 mark, which picks up the story at Acts 5:25.

Conclude the teaching of Acts 5 by having a student read Acts 5:40–42. The following questions are designed to help students feel the importance of having the Holy Ghost with them:

• How does studying what the Holy Ghost did for the Apostles affect your desire to enjoy the privileges pertaining to the gift of the Holy Ghost?

• Have any of you had an experience you are willing to share when you felt that the Holy Ghost gave you courage during difficult circumstances?

After a student has shared an experience, you might follow up by asking questions like: “What did you learn from that experience? How did you feel afterward? From what you learned, what are you able to testify of?” Asking follow-up questions of this type will help students to feel the importance of the Holy Ghost during difficult circumstances. It will also help students to see practical applications of these chapters in Acts.

Give students a moment to ponder what they could do to more fully enjoy the privileges that come to those who have been given the gift of the Holy Ghost. Express your confidence in them and assure them that as they act on the thoughts and feelings they receive from the Holy Ghost, they will increase their ability to speak and to act confidently in the name of the Lord.

Note to teacher: The supplemental teaching ideas section of this lesson contains a teaching idea for Acts 6.

Acts 6–7

Stephen Testified of Apostasy in Israel and Saw Jesus on the Right Hand of God

Summarize Acts 6 by explaining that the Apostles selected seven men to assist them in overseeing the growing needs of the Church. One of these men was named Stephen. Like Peter and John, Stephen was brought before Jewish leaders for questioning because he performed great miracles and taught with power and authority, causing many Jews to become converted to the gospel.

Display a mirror to your class and ask students why mirrors are helpful. (They allow us to examine ourselves and make sure our appearance is suitable.) Ask students what it might mean if someone else asked us to look in a mirror. (Sometimes they want us to notice something about our physical appearance. However, it can also suggest that we need to examine ourselves beyond our mere physical reflection—that we need to examine our motives and actions.) Tell students that as Jewish leaders questioned Stephen, he wanted them to see something about themselves. As you study Stephen’s testimony, have students consider what Stephen wanted these leaders to see about themselves.

Write the following scripture references on the board and give students a few moments to scan the verses and identify the Old Testament prophet Stephen focused on in each set of verses:

Acts 7:2–8 (Abraham)

Acts 7:9–14 (Joseph)

Acts 7:20–41 (Moses)

After students have identified these prophets, paraphrase Acts 7:2–41 by explaining to students that Stephen recounted the history of the house of Israel from the time of Abraham through the exodus from Egyptian bondage. Have a student read Acts 3:22–23, while the class looks for what Peter emphasized about Moses. Then have another student read Acts 7:37–40, while the class looks for what Stephen emphasized about Moses. Invite a few students to summarize the teachings about Moses. Then ask:

• According to Stephen, how did ancient Israel respond to Moses? (See Acts 7:38–39.)

Have students find the student manual commentary for Acts 7:37, and have a student read the paragraph that introduces the chart. Give students a few minutes to study the contents of the chart. You might encourage them to use this chart at home to write cross-references in their scriptures. For example, next to Acts 7:18–21, students might write “Matthew 2:13–16,” or next to Acts 7:22, they might write “Mark 6:2.” At the top of the scripture pages containing Acts 7:18–39, students might write “Moses as a type or symbol of Jesus Christ.”

Cross-Referencing Scriptures

Cross-referencing scriptures helps to link scriptures together to clarify ideas and expand understanding. Cross-referencing is often done by writing the reference of a scripture in the margin next to the verse of the scripture with which it is linked.

To help students analyze Acts 7:20–41, ask:

• Why would it be important for Stephen’s audience to see similarities between Moses and Jesus Christ? (The Jews in Stephen’s day revered Moses as a great prophet, but they were rejecting the Savior, just as some Jews in ancient Israel had rejected Moses. The Jews in Stephen’s day were aware of the promise that the Lord would send them a prophet like unto Moses; see Deuteronomy 18:15.)

Have a student read Acts 7:51–53.

• What did Stephen want his audience to recognize about themselves? (They were like their ancestors because they rejected those whom God had sent unto them.)

Emphasize these words of Stephen to the Jewish leaders: “Ye do always resist the Holy Ghost” (verse 51). Then ask:

• What do we learn from this account in Acts about how people who resist the Holy Ghost respond to the Lord’s servants? (Though students may use different words, they should identify this doctrine: Those who resist the Holy Ghost also reject the Lord and His authorized ministers.)

• What are some examples of how people sometimes resist the Holy Ghost today?

Give students an opportunity to feel the importance of this truth by asking them to take a moment and evaluate their own lives by considering these questions: In what ways might you have resisted the Holy Ghost in the past? In what ways might you be resisting the Holy Ghost now? After students have taken a moment to ponder their own lives, have a student read Acts 7:54–58.

As a summary to the lesson, share your gratitude for the Holy Ghost and what He has done for you in your life. Testify to your students that as they seek the guidance of the Holy Ghost, they will feel greater confidence as disciples of Jesus Christ. Encourage students to be courageous in defense of their religious beliefs.

Note to teacher: Please note that the supplemental teaching idea for Acts 7:55–56 on the nature of the Godhead could be taught as part of this lesson.

Supplemental Teaching Ideas

Acts 3:19–21. Peter Prophesied of the Restoration

Write the phrases times of refreshing and times of restitution on the board. Ask students what they think these terms mean. Then have a student read Acts 3:19–21, while the class follows along and marks these phrases in their scriptures. Tell students that a clue to understanding the meaning of the term “times of restitution” is found in the second half of Acts 3:21. (“Times of restitution” refers to the time when the gospel has been restored to the earth.) To help students understand the truth taught in Acts 3:21, ask: What event is so important that “all his holy prophets” have prophesied of it? (Prophets foretold the Restoration of the gospel preceding the Second Coming.) You might encourage students to look for further insights by reading Doctrine and Covenants 27:5–13; 128:19–21 and the student manual commentary for Acts 3:17–21.

Acts 5:1–11. Ananias and Sapphira Lied to Peter

Tell students that in the scripture account they are about to read, two people lost their lives after being dishonest and violating covenants. Have students silently read Acts 5:1–11, looking for why the lies told by Ananias and Sapphira were so serious. After students share their ideas about why the lies were so serious, ask a student to read the student manual commentary for Acts 5:1–10. Make sure that students understand this principle: Lying to priesthood leaders about broken covenants or other sins is the same as lying to the Lord. To focus on a positive application of this principle, you might ask students to identify some blessings that come to Church members who are completely honest with Church leaders. You might also have students read Acts 4:36–37 to discover how Barnabas’s actions were the opposite of Ananias and Sapphira’s actions. Encourage students to always keep their covenants and be honest with Church leaders. Invite them to think of ways they might seek to be more honest with everyone.

Acts 6:1–7. The Apostles Chose Seven Men to Assist Them

Have students read Acts 6:1–2 to discover a problem the early Church faced as it began to grow rapidly. (There were so many members that the Apostles alone could not care for the needs of everyone.) Ask students: How would you solve this problem? (Call others to assist the Apostles.) Follow up by asking: What kind of person would you look for to assist the Apostles? Have students silently study Acts 6:3–7 to find what kind of men were called to assist the Apostles and what effect these seven men had on the growing Church. After discussing student findings, ask students to identify the attributes of these men that qualified them to serve and that would also qualify someone to serve in the Church today. To help students state a principle taught in these verses, you might ask: Why do leaders delegate some of their authority to others? Students will likely state something like the following: Church leaders use delegation of authority to meet the needs of the Church. Ask students how they have seen this principle work in the Church today. You might also ask students to share how local Church leaders have called upon them to help meet the needs of Church members in their area.

Acts 7:55–56. Stephen’s Vision Testified of the Three Members of the Godhead

Present the following case study to your class: Two missionaries are teaching an investigator about the Church. They are discussing the Godhead, and the investigator asks where the Bible teaches this doctrine: The Godhead consists of three separate and distinct Beings. Assign students to work in pairs. Give them several minutes to read Acts 7:55–56 and then search the Topical Guide under the heading “Godhead” or the Guide to the Scriptures under the heading “God, Godhead” for appropriate references. Have the student pairs use the scriptures to prepare a short lesson about this doctrine, using two or three scriptures to show the separate and distinct nature of the Godhead. Ask each pair to use Acts 7:55–56 as one of their scripture references.

After sufficient time, select a number of students in the class to take the role of the investigator, and have other students teach their short lesson. Or, all the student pairs can teach their lessons at the same time by having one student teach the other. While students are participating in this activity, you should walk around the room and monitor student discussions to ensure that students properly understand this doctrine.