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Hebrews 7–13

Introduction and Timeline

In Hebrews 7–13, the Apostle Paul continued to emphasize the preeminent role of Jesus Christ in the plan of salvation, focusing particularly on the superiority of the Savior’s priesthood, atoning sacrifice, and ministry. Paul taught his readers that the ancient tabernacle and its Mosaic ordinances prefigured Christ’s sacrifice and that only through the shedding of His blood can we obtain remission of our sins and gain access to God’s presence. The Epistle to the Hebrews concludes with an eloquent exhortation for the Saints to remain faithful (see Hebrews 10:19–13:25), including a discourse that presents scriptural examples of men and women who demonstrated extraordinary faith (see Hebrews 11). Such examples can inspire us to live our own lives more faithfully.

Chapter Overviews

Hebrews 7

Abraham paid tithes to Melchizedek. Paul explained that the Melchizedek Priesthood is superior to the Levitical or Aaronic Priesthood. Only the Melchizedek Priesthood can perfect and exalt us. All mankind may gain salvation through the intercession of Jesus Christ.

Hebrews 8

Unlike the Mosaic high priests, who offered many sacrifices under the law of Moses, Jesus Christ offered His life for the sins of all people. Jesus is the mediator of a “better covenant,” which is written in the hearts of believers.

Hebrews 9

In ancient Israel, the tabernacle and its ordinances were “patterns” and shadows of Jesus Christ’s sacrifice of His own life. By the shedding of His blood, Jesus Christ became the “testator” of the new covenant established between God and man.

Hebrews 10

Jesus Christ shed His blood so we might be sanctified. Those who sin intentionally will receive a “much sorer punishment.” Paul encouraged Church members to hold fast to their faith, to “cast not away” their confidence in the Lord, and to have patience while waiting for the Lord’s promises to be fulfilled.

Hebrews 11

Paul discoursed on faith, saying that faith is the assurance of things hoped for but not seen. Through faith in the Lord, men and women in Israel’s history accomplished many great works. These ancients had faith in God’s promises for eternal life.

Hebrews 12

Paul exhorted the Saints to remember the faithful witnesses of Israel’s past, lay aside every weight and sin, and endure in faith by looking to Jesus, “the author and finisher of our faith.” God is the Father of our spirits. He chastens us so “that we might be partakers of his holiness.” Exalted Saints belong to the “general assembly and church of the firstborn.”

Hebrews 13

Paul gave counsel on daily living, including the treatment of strangers, marriage relationships, and sustaining those called to lead. We are to “offer the sacrifice of praise to God continually,” and we are to “do good.”

Suggestions for Teaching

Note to teacher: Because of the amount of material in Hebrews 7–13, it is likely that you will not have time to teach everything contained in this lesson. Prayerfully consider the needs of your students and select those doctrines and principles that will most benefit them.

Hebrews 7–8

The Saving Power of Jesus Christ and the Melchizedek Priesthood

Begin today’s lesson by establishing continuity between this lesson and the previous lesson on Hebrews 1–6. This can be done by writing the following on the board:

Ask students what they remember about this diagram from the previous lesson and why it was important for the Hebrew Saints to have this knowledge about the Savior. Tell students that in the latter chapters of Hebrews, they will continue to study doctrines that Paul used to encourage struggling Church members to maintain their faith in Jesus Christ and allegiance to Him. Remind students that Hebrews was probably written to Jewish Christians who were experiencing trials of their faith and were beginning to withdraw from the Church to return to Jewish ways.

Divide the class into three groups. Have members of the first group study Hebrews 7:1–11 and make a list of what they learn about Melchizedek. Have members of the second group study Hebrews 7:11–22 and make a list of what the passage teaches about Jesus Christ and His order of the priesthood, which is the Melchizedek Priesthood. Have members of the third group study Hebrews 7:19; 8:6–13 and make a list of how the new covenant established by Jesus Christ was greater than the law of Moses and how the Melchizedek Priesthood was greater than the Aaronic Priesthood. You might refer students to the student manual entries that provide information about the assigned scripture passages.

Group Work

Having students work in groups can be an effective way to cover long scripture passages and allow a greater number of students to participate in the lesson. Group work can be more effective when instructions are written on the board or handed out to the group. To help groups focus on their task, give them a specific time limit in which to complete their work.

After several minutes, invite a few students from each group to report their findings to the class. To help students identify and explain the doctrines taught in Hebrews 7–8, add the following items to the diagram on the board. Ask students to choose which of the following mathematical symbols should be put between each group of words: < or > or = (>, meaning “greater than”).

Melchizedek Priesthood _____ Aaronic Priesthood

Jesus Christ’s Atonement _____ Offerings made by priests of the Levitical Priesthood

Then ask:

• Why is the Melchizedek Priesthood greater than the Aaronic Priesthood?

• How is Jesus Christ’s Atonement greater than the offerings made by priests of the Levitical Priesthood?

During the discussion of these questions, make sure students understand: Exaltation is available to mankind through the intercession of Jesus Christ and the ordinances of the Melchizedek Priesthood. Then explain that some of the Church members Paul was writing to did not understand that Christ’s atoning sacrifice was greater than the temple offerings performed by the high priest as part of the law of Moses. Then ask:

• Using what you have learned from the book of Hebrews, what would you say to help the Church members in Paul’s time understand that the Savior’s sacrifice was greater than the temple offerings of the law of Moses? (Possible answers: The work of the Levitical priests was symbolic and could never bring about salvation; Jewish priests made offerings daily, while Christ’s sacrifice was made once for all and had infinite saving effect.)

Read Hebrews 7:25–27 aloud to your students. Invite them to follow along and look for what impresses them in these verses about the role of the Savior in our salvation. You might invite students to share their insights by asking:

• How do the teachings found in Hebrews 7:25–27 contribute to your understanding of Jesus Christ and the salvation He brought? How do these verses contribute to your gratitude for Christ or your testimony of Him?

Hebrews 9:1–10:22

Jesus Christ’s High Priestly Role

To maintain the sequential continuity of the lesson, consider providing a summary of Hebrews 9–10 to your students. This could be done by reading the chapter overviews for Hebrews 9 and 10 found at the beginning of the lesson. Or you might have students read the student manual commentaries for Hebrews 9:1–7 and for Hebrews 9:11–15, 23–28; 10:1. As guided by the Spirit and the needs of your students, you might use the supplemental teaching idea found at the end of this lesson to teach this scripture block.

Hebrews 10:32–12:4

Faithful Endurance to the End

Have a student read the following account from Elder Jeffrey R. Holland of the Quorum of the Twelve Apostles:

“A 14-year-old boy recently said to me a little hesitantly, ‘Brother Holland, I can’t say yet that I know the Church is true, but I believe it is.’ I hugged that boy until his eyes bulged out. I told him with all the fervor of my soul that belief is a precious word, an even more precious act, and he need never apologize for ‘only believing.’ I told him that Christ Himself said, ‘Be not afraid, only believe’ [Mark 5:36]. … I told this boy that belief was always the first step toward conviction and that the definitive articles of our collective faith forcefully reiterate the phrase ‘We believe’ [see Articles of Faith 1:1–13]” (“Lord, I Believe,” Ensign or Liahona, May 2013, 94).

Give students a moment to study Hebrews 10:32, 35 and identify what Paul encouraged the Saints to do that would also be good advice for the boy who spoke to Elder Holland. (“Cast not away” their confidence in Jesus Christ and the gospel.)

Ask students to read Hebrews 10:36–39, looking for what the Saints needed to do if they were to obey the exhortation, “Cast not away therefore your confidence.” (Have patience and faith, and trust that God will fulfill His promises.) Paul encouraged the Saints not to “draw back,” or return to their Jewish beliefs and traditions, but rather to be one of those who “believe to the saving of the soul.” To help students see the relevance and application of these verses to their lives, consider having a student read the student manual commentary for Hebrews 10:22–24, 32–39.

Explain that Paul taught a sermon on faith, recorded in Hebrews 11, that can help us follow his exhortation to “cast not away therefore your confidence.” Ask students to read Hebrews 11:1, looking for a definition of faith.

• How does this verse define faith?

• What is meant by the phrase “evidence of things not seen”? (Faith is an assurance of unseen realities. Faith is also believing and trusting the Lord enough to obey Him without first seeing the end result.)

Point out to students that Joseph Smith Translation, Hebrews 11:1, states, “Faith is the assurance of things hoped for” (Hebrews 11:1, footnote b). To help students understand this verse, consider having them read Elder David A. Bednar’s statement in the student manual commentary for Hebrews 11:1. Ask students how Elder Bednar’s statement helps them understand the meaning of Hebrews 11:1. (God’s past work in our lives or the lives of others gives us the assurance and hope to act in faith. That faithful obedience results in greater evidence and confirmation, which strengthens our assurance. This assurance then becomes the evidence of what is yet to be seen.)

Assign each student to study one of the following sets of verses: Hebrews 11:2–10; Hebrews 11:11–20; Hebrews 11:21–30; Hebrews 11:31–40. Ask students to look for the assurances that people in Israel’s history received from God, and what they were able to accomplish by faith.

Give students a few minutes to search their assigned verses. Then invite at least one student to report on each scripture passage by describing the assurances that those people in Israel’s history received from God and what they were able to accomplish by faith. Ask questions like the following to help students state and better understand the principles taught in Hebrews 11:

• How would you summarize what those individuals mentioned in Hebrews 11 were able to do because they centered their faith in Jesus Christ? (Make sure students understand: With faith in Christ we can endure suffering, accomplish miracles, and receive divine promises. Consider writing this bold principle on the board.)

Hebrews 11:12–13 states that a “multitude” of people died without “having received the promises.”

• How could verse 13 help those whose faith is being challenged because it seems that promised blessings are not being granted? How could the rest of the examples of faith in Hebrews 11 strengthen our faith?

Have a student read aloud Hebrews 12:1 while the class follows along and considers the purpose of the word “wherefore” in this verse.

• What purpose does the word “wherefore” serve in this verse? (It refers the reader back to what was just discussed in Hebrews 11 and signals the lesson that Paul wants his readers to learn from what he wrote.)

Point out the phrase “cloud of witnesses” in Hebrews 12:1, and ask the class:

• Who was Paul describing by the phrase “cloud of witnesses”? (The witnesses are the men and women described in Hebrews 11.)

• What are they witnesses of? (If it would be helpful, refer students to the student manual commentary for Hebrews 11:40; 12:1.)

Point out to students the imagery of an endurance race found in Hebrews 12:1, and then draw a simple figure of a runner on the board:

Tell students that this figure represents each of us as we participate in our “race” for eternal life. Ask:

• In what ways is life as a follower of Jesus Christ like an endurance race?

• What does it mean to run this race with patience? (Like long-distance runners, we must be patient and steadily move forward.)

• What counsel is given in verse 1 that could help followers of Jesus Christ to run this race? (Repent and lay aside the sins and other burdens that hinder our spiritual progress. Point out to students that the individuals mentioned in Hebrews 11 were examples of how to “lay aside” every sin and “run with patience” to the end.)

Refer back to the figure on the board and ask students what runners might look at or think about when they are running a race, and how the things runners view or think about might affect their ability to endure to the end. Give students a few moments to study Hebrews 12:2–4, looking for what followers of Jesus Christ should look at or think about in their endurance race. Help students explain these verses by asking questions like the following:

• How can the teachings in Hebrews 12:1–4 help us when we feel weighed down or perhaps like giving up our faith? (Possible answers: In the spiritual aspects of our lives, we must continue to move steadily forward. Most spiritual changes, such as the development of real faith, are developed steadily over time. It would be a mistake to grow impatient while seeking to develop sustaining faith in Jesus Christ. Jesus Christ is the perfect example of enduring in faith, and we should continually look to Him and think about what He has done for us.)

• Who do you know who has enduring faith in the Lord? (As students respond, you might ask them for examples of what these individuals have done that demonstrates their faith. Ask students to explain how their own faith has been affected by these people. You might point out that these individuals can be part of our “cloud of witnesses.”)

Invite students to share any experiences they have had with being strengthened during trying times by remembering the Savior or other individuals who have been examples of enduring in faith. You may want to consider sharing an experience of your own. Share your testimony of this principle: Through faith in Jesus Christ, we can endure to the end in righteousness and receive the witness of God’s promised blessings to us.

Hebrews 12:5–11

The Lord Chastens His Children

Ask students:

• When you think of chastening, what comes to your mind?

• Is receiving chastening (receiving correction and instruction) a positive or negative experience?

• Has any good come into your life because someone chastened or corrected you? Explain.

Tell students that Hebrews 12 provides instruction about the Lord’s chastening. Assign students to take a few minutes to study Hebrews 12:6–11 and write statements of truth about the Lord’s chastening. Call on several students to read to the class what they wrote. Help students understand that the chastening referred to in these verses can mean the trials that come into our lives. Consider summarizing student responses by writing the following truth on the board: The Lord chastens those whom He loves so they can develop righteousness and holiness in their lives.

To help students understand and explain these verses, ask a few follow-up questions like the following:

• What phrases in these verses describe the blessings that can come into our lives from the Lord’s chastening?

• What do you think is meant by the phrase “peaceable fruit of righteousness” in verse 11? (The happy results of righteousness.) What is meant by the phrase “them which are exercised thereby”? (Those who are trained or disciplined in living righteously; see Hebrews 12:11, footnote b.)

• How might the truths contained in these verses have helped the Hebrew Saints to faithfully endure the trials they were facing?

Share the following statement by Elder Richard G. Scott (1928–2015) of the Quorum of the Twelve Apostles:

“When … trials are not consequences of your disobedience, they are evidence that the Lord feels you are prepared to grow more (see Prov. 3:11–12). He therefore gives you experiences that stimulate growth, understanding, and compassion which polish you for your everlasting benefit. To get you from where you are to where He wants you to be requires a lot of stretching, and that generally entails discomfort and pain” (“Trust in the Lord,” Ensign, Nov. 1995, 16–17).

• What do you think someone can do to allow the Lord’s correction to become a blessing?

• When has the Lord’s chastening resulted in your profit or brought “the peaceable fruit of righteousness” in your life?

Give students a moment to ponder what they could do to show more faith and trust in God when they are being corrected. Encourage students to pray for strength to listen to correction from parents or Church leaders rather than resist it. Conclude the lesson by sharing your testimony of the truths discussed in the lesson today.

Note to teacher: As you consider the needs of your students, you might consider teaching the following supplemental teaching idea instead of one of the main teaching ideas.

Supplemental Teaching Idea

Hebrews 9:1–10:22. Jesus Christ’s High Priestly Role

Before class, sketch on the board a diagram of the ancient tabernacle along with its furnishings and the labels that identify the furnishings. (You could use the sketch in the student manual commentary for Hebrews 9:1–7.) You may want to display the diagram using a slide or poster.

Have a student read aloud Hebrews 9:1–5, stopping after each verse so you can point out the furnishings shown on the diagram. Then read Hebrews 9:22–24; 10:1, 3 to your students. As you read, emphasize these words: “patterns,” “figures,” “shadow,” “image,” and “remembrance.” Ask:

• What does it mean that sacrifices and practices of the law of Moses were figures, shadows, or images of “good things to come”? (Many sacrifices and practices of the law of Moses were symbolic of Jesus Christ’s Atonement.)

Copy the following chart on the board or provide a copy on a handout for each student.

Priestly Duties in the Mosaic Ordinances	Jesus Christ’s High Priestly Offering
Hebrews 9:6–7, 19–22, 25; 10:11	Hebrews 9:11–16, 24–28; 10:4, 10–12

Ask students to learn more about Jesus Christ’s role as their “great high priest” (Hebrews 4:14) by working together in pairs to study the references in the chart. Ask them to write a few notes highlighting similarities and differences between the duties of the ancient high priests and the work of Jesus Christ. After sufficient time, ask:

• What did the ancient high priests do that symbolized the work of Jesus Christ? (If students struggle to see the comparison, refer them to the student manual commentaries for Hebrews 9:1–7 and for Hebrews 9:11–15, 23–28; 10:1.)

• What important doctrine or principle did Paul want his readers to understand from these verses? (Ensure that students understand: Through the shedding of Jesus Christ’s blood, we can obtain remission of our sins and access to God’s presence.)

• Why would this principle have been important for the Hebrew Saints to understand?

Consider summarizing Hebrews 7–10 by telling your students that there were many practices in the law of Moses that were intended to point ancient Israel to the future sacrifice of Jesus Christ. Then ask:

• In what ways does our worship today help us frequently remember the atoning sacrifice of Jesus Christ? (Possible answers: In prayer we often acknowledge the Savior and express gratitude for His atoning mission; many of our worship hymns remind us of Him; each week as we partake of the sacrament we think of Him; priesthood ordinances have elements that remind us of Jesus Christ’s saving mission.)