35

Romans 1–3

Introduction and Timeline

In Romans 1–3, the Apostle Paul set forth a compelling argument explaining the need that all people have for the Atonement of Jesus Christ. After greeting the Roman Saints (see Romans 1:1–15), Paul stated the theme of his Epistle to the Romans: The gospel of Jesus Christ will bring salvation to everyone who lives by faith in Jesus Christ (see Romans 1:16–17). Paul discussed the effects of living in a fallen world and described the plight of sinfulness that faces all humankind. All accountable people sin, and without the Atonement they stand condemned before God (see Romans 1:18–3:20). Gentiles were accountable for their sins because they had rejected evidence of the Creator manifest through His creations (see Romans 1:18–32). Jews stood condemned because they had failed to keep the law of Moses perfectly (see Romans 2:1–3:20). Following this description of the true condition of people’s souls, Paul introduced the solution God had provided, which is the gospel of Jesus Christ. Through faithful acceptance of the Atonement of Christ, all mankind may be justified, obtain remission of sins, and receive salvation (see Romans 3:21–31).

Chapter Overviews

Romans 1

Paul greeted the Saints in Rome. He declared that the gospel of Jesus Christ was the power of God unto salvation for everyone who believed, whether Jew or Greek (Gentile). Without the Atonement of Jesus Christ, the wrath of God rested upon those who were guilty of sins. Even Gentiles were accountable for their sins because they had rejected witnesses of the Creator manifest through His creations.

Romans 2

Paul taught that because God is just and impartial, He will render (recompense or restore) to every person according to his or her deeds, whether they be good or evil. Some Gentiles had lived moral lives, while the Jews had failed to keep the law of Moses perfectly. Acts of religious devotion have meaning only as they reflect true inward devotion and sincerity.

Romans 3

Paul quoted Old Testament scriptures to teach that all people are “under sin” and that no one can be justified by the deeds of the law of Moses. However, God has provided a way for all people to be justified through the redemption made available by Jesus Christ. Through faith in Jesus Christ and His atoning sacrifice, Jews and Gentiles may be justified.

Suggestions for Teaching

Romans 1:1–17

Introduction to Paul’s Epistle to the Romans

Master the Content

As you prepare to teach, immerse yourself in the content of the scriptures. Make use of study aids and curriculum materials, and try to understand each verse as well as the overall intent of the scripture block. As the content becomes familiar to you, the Spirit will enlighten your understanding and you will feel more confident and excited to teach (see D&C 11:21; see also Gospel Teaching and Learning, section 4.3.3).

Ask students to name some of the greatest masterpieces or achievements of a few famous artists, writers, musicians, or athletes with whom they may be familiar. After students have given several responses, explain that for the past 2,000 years many people have regarded the Apostle Paul’s Epistle to the Romans as his greatest epistle, though all his writings are valuable and doctrinally rich. Call on students to read aloud from selected portions of “Introduction to the Epistle of Paul the Apostle to the Romans” in chapter 35 of the student manual, looking for what makes this epistle unique and why studying it will be valuable. You might assign the sections “Why study Romans?” and “What are some distinctive features of Romans?” Ask students:

• What do you think will be valuable to you about studying the Epistle to the Romans?

Explain that after Paul greeted the Saints in Rome (see Romans 1:1–15), he stated what some commentators have called the theme of the Epistle to the Romans, which is found in Romans 1:16–17. Ask a student to read Romans 1:16–17 aloud, while you list on the board the following key terms from these verses: salvation, faith and believeth, Jew, Greek (Gentile), righteousness and just (justified). Ask students to define these terms. As needed, have students refer to the explanations provided in the commentary for Romans 1:16–17 in the student manual. Write brief definitions next to the terms on the board. The board might look like this:

Salvation = being saved from physical and spiritual death; resurrection and forgiveness of sins

Faith and believeth = complete trust in Jesus Christ, which leads to faithful obedience

Jew = God’s covenant people, Israel; they had the law of Moses

Greek (Gentile) = children of God who were not born into the house of Israel

Righteousness and just (justified) = obedience to God’s law; pardoned from sin and declared guiltless, made right with God

Display this list on the board throughout the lesson. There are several points in the lesson where it will be helpful to refer back to these definitions. You might invite students to mark these key terms in their scriptures in some way and make a note that verses 16–17 state the theme of the epistle.

Before moving on with the lesson, you might ask students how they would state the theme of Romans, based on their study of Romans 1:16–17. As students respond, help them to understand this truth: The gospel of Jesus Christ is the power of God unto salvation to all who exercise faith in Jesus Christ. Encourage students to watch for how Paul developed and used the terms listed on the board. Ask them also to give careful attention to understanding Paul’s teachings so that they can discover the value of Romans for themselves.

Note to teacher: As directed by the Spirit, you might choose to use the supplemental teaching idea for Romans 1:16–17, found at the end of this lesson, for further instruction and student application of these verses.

Romans 1:18–3:20

Paul Defined the Plight of Sinfulness That Faces All Mankind

Ask students:

• If someone were to say to you, “I have some news of great importance to you, but you may find it unpleasant,” would you want to hear it? Why or why not?

After a few students have responded, explain that Paul told the Roman Saints, both Jew and Gentile, the truth about what would happen to their eternal souls if they were unrighteous in their thoughts or actions and did not accept their need for the Savior’s Atonement.

Ask students to read Romans 1:18, looking for what happens to people when they commit any act of “ungodliness” or “unrighteousness.” (“The wrath of God is revealed from heaven” against them.) You may want to have students read Joseph Smith Translation, Romans 1:18 (in Romans 1:18, footnote b), and Romans 1:19, which make clear that Paul was directing his warning to people who knew the truth and chose to “remain in unrighteousness.”

• Why do all acts of unrighteousness bring down God’s wrath?

As students respond, you might ask them to read Doctrine and Covenants 1:31: “For I the Lord cannot look upon sin with the least degree of allowance.” Help students understand that the divine standard is perfect righteousness. Because God is perfectly righteous, He cannot condone sin in any degree.

Ask students to read Romans 3:10, 23 and look for how God’s standard affects all people. (Everyone has sinned and come short of the glory of God.) Ask students to summarize the problem for all mankind that Paul implied in these verses. (As students respond, help them understand this truth: All unrighteousness brings divine displeasure, and all people have failed to be perfectly righteous.)

• If there were no Atonement, what would be the eternal consequences for us? (We would not be able to live with God; we would be forever under the captivity of our sins; God’s wrath would be turned toward us.)

Ask students to read 2 Nephi 9:6, 8–9 or Alma 34:9 and cross-reference these verses to Romans 3:10.

Cross-References

A cross-reference is a scripture reference that can provide additional insight into the passage being studied. Though cross-references can be helpful, teachers should not use too many, for they can take undue time and attention away from the intended section of scripture for the lesson.

Assure students that they need not be discouraged at the plight Paul presented because the “good news” of the gospel is that Christ overcame this plight, as Paul went on to teach. But he first emphasized the universal nature of sin. To better appreciate why the gospel is “good news,” we need to understand this universal problem that the gospel can resolve.

Ask students to scan Romans 1:22–27, 29–31 silently, looking for sins that were prevalent among Gentiles. After students have read, ask them to share several sins they also see prevalent in today’s world. Have a student read Romans 1:18–20 aloud, and ask students to listen for why the Gentiles were “without excuse” and were accountable for these sins.

• Why were the Gentiles “without excuse” for their sins? (Because they had received witnesses of the Creator through His creations. If needed, see the student manual commentaries for Romans 1:19–21 and for Romans 1:21–23 for further insights.)

Ask students to silently read Romans 2:17, 21–25, 28–29.

• According to Romans 2:21–25, why were the Jews also without excuse for their sins? (They had broken the laws they had received from God.)

• How would you state in your own words what Paul taught in Romans 2:25, 28–29?

• How would you apply these verses to members of The Church of Jesus Christ of Latter-day Saints? (The covenants we have made with God are of little value to us unless we keep His commandments. Our outward actions should be a reflection of our inward conversion and commitment.)

Explain that apparently some Jews believed God would condemn the Gentiles for their sins but judge the Jews more approvingly—even though they had broken the laws of God—because they were God’s chosen people and had His law. Call on a few students to read Romans 2:5–11 aloud, and ask the class to look for what was wrong with the Jews’ belief that God would judge them more approvingly than the Gentiles. After reading, ask students to explain what was wrong with that belief. As students share their ideas, help them understand this doctrine: God will judge all people impartially.

Ask a student to read Romans 3:9–12 aloud. Explain that in verse 9, “we” means the Jews and “they” means the Gentiles. Ask:

• What did Paul say about our standing before God without the Atonement? (As students respond, make sure they understand: All accountable people sin and without the Atonement stand condemned before God. Consider writing this bold statement on the board.)

• Why do you think it was important for Paul to establish the guilt of all people before he taught about the Atonement of Jesus Christ?

Give students a moment to read Romans 3:20. Remind them that “justified” means to be pardoned from sin and declared guiltless (see the definition on the board). Then ask:

• What does Romans 3:20 teach about justification? (No one can be “justified,” or declared guiltless, by the deeds of the law of Moses. If students need help understanding this concept, you might read the second paragraph of the student manual commentary for Romans 3:19–20.)

• What does Romans 3:20 mean for us today? (Because no person can overcome the Fall of Adam or obey the laws of God perfectly, no one can be justified by his or her own righteous works.)

After some students respond, share the following statement from President Ezra Taft Benson (1899–1994):

“Just as a man does not really desire food until he is hungry, so he does not desire the salvation of Christ until he knows why he needs Christ. 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” (“The Book of Mormon and the Doctrine and Covenants,” Ensign, May 1987, 85).

You may want to write this statement on the board or invite students to write it in the margin of their scriptures alongside Romans 3:9–20. Ask students to explain how President Benson’s statement relates to what Paul taught in Romans 1:18–3:20.

Romans 3:21–31

Paul Taught That Jesus Christ Is Heavenly Father’s Solution to the Problem of Sin

Note to teacher: You will teach more about the role of our “works,” meaning our efforts to live the gospel, in later lessons. Remember that in Romans 3 and Galatians, Paul used the word “works” to refer specifically to performances of the law of Moses.

Point out that Romans 3:21 represents a turning point in Paul’s teaching. Before this verse, Paul had taught about the situation of fallen and sinful people, who were in danger of God’s wrath. He now turned to the “good news” of the gospel of Jesus Christ, which makes it possible for God’s children to return to His presence. You might help students identify this turning point by reminding them that from Romans 1:18 to Romans 3:20, Paul argued that all people are guilty of sin. But at this point, when readers might feel overwhelmed by the evidence of their guilt and expect Paul to issue a statement of condemnation, Paul instead declared the “good news” of the gospel. He signaled the change in his presentation with the words “but now” at the beginning of Romans 3:21.

Ask students to visualize themselves as early members of the Church in Rome, listening to Paul’s epistle being read aloud at a meeting of Jewish and Gentile Saints.

Visualizing

One valuable method of scripture study is to visualize yourself as one of the participants in the scripture account you are reading. Using this method can help clarify the context of the account, help you give more attention to your reading, and deepen your feelings about the meaning of the scriptures.

Assign half of the class to imagine they are members of the Church from a Jewish background, and the other half to imagine they are members from a Gentile background. Read or ask a student to read aloud the following situation to the “Jewish” half of the class. (You may want to list a few details from these situations on the board under the headings “Jewish background” and “Gentile background.”)

As Jewish members of the Church, you are very devoted to the Lord, and you strive to live the law of Moses. As you have listened to Paul’s epistle, you have felt struck by his statement that all Jewish people have failed to live the law perfectly. As you think of your life, you realize that even though you have tried to live the law, you have sometimes failed and have broken commandments. You have just heard Paul’s conclusion: “By the deeds of the law there shall no flesh be justified in [God’s] sight” (Romans 3:20). You think of the many deeds of the law that are part of your daily life—observing the dietary rules of the law, worshipping in the synagogue, praying morning and night, observing Sabbath regulations, celebrating the holy feast days of the Jewish calendar, even traveling to Jerusalem to offer sacrifice at Passover or other holy days. And yet, ultimately, all these deeds have failed to justify you before God.

Read or ask a student to read aloud the following situation to the “Gentile” half of the class:

Before you learned about Jesus Christ, you lived as many Gentiles do, and you did many things that you now know were sins. But when you heard the gospel, you believed, repented of your sins, and were baptized. You began a new life, following the teachings of Jesus. But then you heard that some Jewish members of the Church believed that Gentiles like you would not be saved unless you also converted to Judaism. You would be asked to observe all the regulations of the law of Moses, such as keeping the law’s dietary rules, celebrating the holy feast days of the Jewish calendar, and perhaps even traveling to Jerusalem to offer sacrifice at the temple. If you were a male, you would be required to be circumcised. Though you want to follow the Lord, you have felt troubled by this teaching and have wondered whether you are unacceptable to God because of your Gentile background.

Ask students to imagine how it would feel to hear Paul’s next words in his epistle. Remind students of the definitions of key terms from Romans 1:16–17 listed on the board. Then read aloud Romans 3:21–25, 28–29, while students follow along. After reading, consider using the following questions to invite students to discuss the meaning of these verses:

• How would you summarize the “good news” Paul taught?

• What do you think Paul’s message would have meant to Jewish members of the Church? to Gentile members of the Church?

• How would you summarize what it means to be justified “by faith” as opposed to “by the deeds of the law of Moses”?

As students respond, encourage them to identify specific passages in Romans 3:21–25, 28–29 and explain their meaning for either Jewish or Gentile members of the Church. Encourage them to refer to the definitions of key terms written on the board.

Student responses might include:

1. The gospel would have helped Jewish members of the Church realize that their salvation did not depend upon their perfect observance of the many rituals and regulations of the law of Moses (see Romans 3:21, 28). Salvation was provided by Jesus Christ through His Atonement (see Romans 3:24–25).

2. Both Jewish and Gentile Church members would have realized that all people were justified—declared guiltless and made right with God—by faith in Jesus Christ (see Romans 3:21–22, 28). (You may need to remind students of the definition of faith on the board and also remind them that Paul understood that faith was manifest by repentance, baptism, receiving the Holy Ghost, and trying to live the teachings of Jesus Christ.)

3. Gentile members of the Church would have realized that living the many rituals and regulations of the law of Moses was not required of them and that they too would be justified by faith in Jesus Christ (see Romans 3:21, 28).

4. Gentile converts were not inherently less righteous than Jewish converts. All people, Jew and Gentile, have the same God and obtain remission of sins by faith in Jesus Christ (see Romans 3:29).

Note to teacher: You will teach more about the topic of salvation by grace in the next lesson. In Romans 1–3, Paul alluded to it only once, as found in Romans 3:24, but he taught more about it later in the epistle. In Romans 1–3, Paul emphasized that justification and salvation come not by the performances of the law of Moses, but by the Atonement of Jesus Christ, and we receive the blessings of the Atonement as we live by faith in Jesus Christ.

Focus students’ attention on Romans 3:25 and point out the word “propitiation.” Write on the board: A propitiation is an atoning sacrifice, a means of making amends for sins and thus reconciling a broken relationship. You can help students to understand and feel the importance of this doctrine by asking the following questions:

• How many of you have ever offended someone and then taken that person a gift to ask for forgiveness? What did you take as a gift? (You might emphasize that in these situations it is usually the one who did the offending who reaches out with gifts or in other ways to repair the broken relationship.)

• When we commit sin, what happens to our relationship with God? (He is offended, and our relationship with Him is broken.)

• Since we are the ones who offended God, who would you expect to make an offering in order to repair the broken relationship? (Under normal circumstances, since we are the ones who sinned and did the offending, we should be the ones to offer a gift, hoping for reconciliation.)

Have students read Romans 3:24–25 and identify who actually offers the gift in order to reconcile our broken relationship with God and what is offered as the gift. (Instead of the sinner [us] offering a sacrifice to appease God, the One sinned against [God the Father] offered His Son as an atoning sacrifice, or propitiation, for the remission of all our sins.)

Ask students:

• How does this help you understand Heavenly Father’s love for you?

• Having considered what Paul’s teachings meant for members of the Church in his day, what do they mean for all of us today? (As students share their answers, help them understand this principle: Through faithful acceptance of the Atonement of Christ, all mankind may be justified and receive salvation.)

Consider writing the above bold statement on the board and then ask:

• What does it mean to faithfully accept the Atonement?

Focus the students’ attention on Romans 3:27 and point out the phrase “law of faith.” Ask a student to read aloud the last paragraph of the student manual commentary for Romans 3:27–31. Point out that faithful acceptance of the Atonement means that we repent and strive to live as Jesus taught throughout our lives.

To invite students to share their testimonies or personal experiences, you might ask:

• What experiences could you share that have taught you how much you need Jesus Christ?

Close with your testimony that justification and salvation come through the Atonement of Jesus Christ, and we can receive these blessings as we live by faith in Jesus Christ.

Supplemental Teaching Ideas

Romans 1:16–17. “I Am Not Ashamed of the Gospel”

Ask students to read Romans 1:16–17, and ask:

• According to verse 16, why was Paul unashamed of the gospel?

• What do these verses suggest about what can help us be unashamed of the gospel? (As students share their responses, help them understand this truth: Our faith in Jesus Christ and our knowledge that His gospel leads to salvation can help us be unashamed of the gospel.)

You might ask students to list on the board some truths that illustrate why the gospel is “good news.” (Possible answers: The gospel is “good news” because through the Atonement of Jesus Christ, all mankind may be saved by having faith in Him, repenting, being baptized, receiving the Holy Ghost, and enduring in faith. The gospel is “good news” because Jesus Christ has restored His Church in these latter days through the Prophet Joseph Smith. The gospel is “good news” because the Lord has revealed additional scripture and has called living prophets to guide us in our day.) To help students consider how to apply the bold principle shown above, you might ask them:

• What is something you can do to show that you are unashamed of the gospel of Jesus Christ? (If needed, refer students to the statement by President Dallin H. Oaks in the student manual commentary for Romans 1:16.)

To invite students to share and testify about this principle, you could ask:

• When have you seen an example of someone who was unashamed of the gospel? What did that person do, and how did it affect you?

• When have you felt unashamed of the gospel and shared it with someone else?

Bear testimony that because the gospel of Jesus Christ is true, we can be confident in it and unashamed as we live it and share it with others.

Romans 1:24–27. Consequences of Sexual Sins

Ask students to read Romans 1:24–27 silently, looking for the kind of sins Paul described (sexual sins).

• What phrase found in both verse 24 and verse 26 suggests a spiritual consequence of sexual sins? (“God gave them up.” Ask students to share what they think this phrase means. You might refer them to verse 26, footnote a, which indicates that the Greek word from which the phrase was translated meant “abandoned” or “delivered.” Or they could review the student manual commentary for Romans 1:24–28.)

• What other consequence of sexual sin does Paul note at the end of verse 27? (They received “in themselves that recompence of their error which was meet.”)

• How would you summarize what these verses teach about the spiritual consequences of sexual sins? (As students share their answers, help them understand this principle: When people commit sexual sins, they separate themselves from God, and God allows them to experience the effects of their sins.)

You might point out that while modern society tends to characterize sexual sins as harmless actions that do not hurt anyone when they take place between consenting adults, the Lord has declared that sexual sins are very serious (see Genesis 39:9; Alma 39:5; D&C 63:16). Ask students:

• Based on what Paul taught in Romans 1:24–27, why are sexual sins so serious?

To help students understand the Church’s teachings about same-sex attraction, read and discuss the student manual commentary for Romans 1:26–27.