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Romans 4–8

Introduction and Timeline

In the first three chapters of Romans, Paul focused on the need to enter into the gospel covenant; in Romans 4–8, Paul taught about life in the covenant—a quality of life that might be called life “in Christ Jesus” (Romans 8:1). Having taught that justification comes by faith in Jesus Christ and not by performances of the law of Moses (see Romans 3:21–31), Paul supported this doctrine by citing the example of Abraham, who lived hundreds of years before the law of Moses was given (see Romans 4). Chapter 5 of Romans represents a turning point in the epistle, for Paul began to teach about life in Christ. In the gospel covenant, “we have peace with God” and “access by faith into this grace wherein we stand” (Romans 5:1–2). Paul clarified that God’s grace does not condone sin, but it empowers us to overcome sin (see Romans 6:1–8:13). Entering the gospel covenant through baptism symbolizes our death to sin and our “newness of life” in Christ (Romans 6:4; see also verses 3–11). When we are faithful in that covenant relationship, we become “heirs of God, and joint-heirs with Christ” (Romans 8:16–17).

Chapter Overviews

Romans 4

Paul wrote about Abraham as an example of one who was justified by faith and was “strong in faith.” Rituals of the law of Moses do not bring justification. God will impute (attribute) our righteousness to us, as He did to Abraham, as we live by faith in Him.

Romans 5

Paul wrote about the blessings that come to all who are justified by placing their faith in Jesus Christ. The free gift of the Atonement of Jesus Christ is a manifestation of divine grace. The Fall of Adam brought death and sin into the world; the Atonement of Jesus Christ overcame death and enables us to overcome sin.

Romans 6

Paul countered the misconception that grace condones sin. Baptism by immersion symbolizes our death to sin and our new life in Christ. We yield ourselves as servants either to sin or to God.

Romans 7

Using the metaphor of marriage, Paul taught that Saints are freed from the law of Moses and joined to Christ. He wrote of the human struggle between “the flesh” and “the inward man.” He asked, “Who shall deliver me?” and answered, “Jesus Christ our Lord.”

Romans 8

The Atonement of Christ did what the law of Moses could not do—it overcame human weakness and made it possible for us to have the Spirit, which helps us overcome the weakness of the flesh. Covenant children of God are heirs of God and joint-heirs with Christ; nothing can separate them from the love of Christ.

Suggestions for Teaching

Note to teacher: You probably will not have time to use all the teaching suggestions given here. Consider the needs of your students and the guidance of the Spirit as you make decisions about what to emphasize and what to summarize in this lesson.

Overview of Romans 4–8

Life in Christ

To help students get an overview of the material in Romans that will be studied in this lesson, ask them to turn to Romans 8:1 and note the phrase “them which are in Christ Jesus.” Point out that Paul described faithful Saints as those who are “in Christ” and who have been “baptized into Jesus Christ” (Romans 6:3). Consider inviting students to mark these phrases in their scriptures. Explain that after Paul taught about the need to place our faith in Jesus Christ, he then taught about the kind of life we have once we have done so. Romans 1–3 teach about the need to enter the gospel covenant; Romans 4–8 teach about life in the covenant—a quality of life that might be called life “in Christ.”

Romans 4–5

The Grace of God Is Manifest through the Atonement of Christ

Note to teacher: Because of time limitations, this teaching idea recommends summarizing most of Romans 4. However, based on the time available, the needs of your students, and the guidance of the Spirit, you may wish to teach more of Romans 4 by using the supplemental teaching idea for Romans 4 found at the end of this lesson.

Briefly summarize Romans 4 by using the overview of Romans 4 shown at the beginning of this lesson. Tell students that in chapters 4 and 5 of Romans, Paul emphasized that the Atonement of Jesus Christ is a gift God has offered all humankind, a manifestation of divine grace. (To help students recognize this emphasis, you might invite them to mark the terms grace and gift in Romans 5:15–18.)

Write the word Grace on the board. Call on a student to read aloud the definition of grace found in the student manual commentary for Romans 4:4, 16; 5:2, 15–21; 6:1–2, 14–15. Ask the class to follow along, looking for key words or phrases that help them understand the doctrine of grace. Invite students to tell what they understand better about the doctrine of grace from the student manual definition. Students might identify phrases such as the following: “Grace is the help or strength given through the Atonement”; “refers primarily to enabling power and spiritual healing”; “it strengthens us to do good works we could not do on our own”; “His grace will help us overcome all our personal weaknesses.” With this basic understanding of the doctrine of grace, students will now be better prepared to study Paul’s teachings in Romans 4–5. (You might also use portions of the Bible Dictionary entry “Grace” in teaching this part of the lesson.)

List the following references on the board under the word Grace: Romans 4:4, 16; Romans 5:1–2; Romans 5:20–21. Divide the class into thirds, and assign each group to silently read one of these references, looking for teachings about grace. Ask students to seek further understanding by reading explanations of their assigned verses in the chart under the student manual commentary for Romans 4:4, 16; 5:2, 15–21; 6:1–2, 14–15. When students have had sufficient time to study, call on them to report what they learned. Write summaries of their findings on the board next to each reference. The board might look like this:

Grace

Romans 4:4, 16	Grace is a gift from Heavenly Father, not a debt He owes us.
Romans 5:1–2	When we place our faith in Christ, we receive grace. We then stand in a state of favor with God and receive strength from God to remain faithful.
Romans 5:20–21	The grace available through the Atonement of Jesus Christ is more powerful than sin.

If students need help understanding the meaning of grace as a “gift” that we must put forth effort to receive, consider sharing the following story told by President David O. McKay (1873–1970). President McKay explained that a group of young boys were swimming in a stream when one daring boy fell into a deep hole and became helpless to save himself. Another boy quickly jerked a long stick from a willow fence and held one end of it to the drowning boy, who grasped it tightly and was saved. President McKay then taught:

“All the boys declared that the venturesome lad owed his life to the boy who furnished the means of rescue. This is undoubtedly the fact; and yet in spite of the means furnished him, if the lad had not taken advantage of it, if he had not put forth all the personal effort at his command, he would have drowned, notwithstanding the heroic act of his comrade.

“In this old world of ours, children of men are playing, swimming, struggling in the sea of life. There are those who claim that no one will sink and be lost if he will look to Jesus on the shore and say, ‘I believe.’ There are others who declare that every one must by his own efforts swim to the shore or be lost forever. The real truth is that both of these extreme views are incorrect. Christ redeemed all men from death which was brought upon them through no act of theirs, but He will not save men from their personal transgressions who will put forth no effort themselves, any more than the young rescuer on the river bank could have saved the drowning lad if the latter had not seized the means provided him. Neither can man save himself without accepting the means provided by Christ for man’s salvation” (“The Gospel of Work,” Instructor, Jan. 1955, 1).

You might explain that the efforts of the boy who fell into the river did not change the fact that the friend who extended the branch acted out of kindness and compassion, not out of debt or compulsion. In the same way, the efforts we make to receive the salvation offered us by Jesus Christ (repenting, being baptized, receiving the Holy Ghost, and trying to follow the Savior’s teachings) do not alter the essential graciousness of the Atonement—it is still a gift, a manifestation of divine grace. Furthermore, God’s grace is manifest even in our efforts, for grace provides an enabling power that helps us to do good works (see Philippians 2:12–13; 4:13; 2 Nephi 31:19; Mosiah 2:21).

Ask a student to read Romans 5:6–8 aloud.

• How do these verses help you see the Atonement as a manifestation of God’s love and grace?

Ask students to read Romans 5:9–11 and identify blessings mentioned in these verses that are available to us because of the grace of God. (Students might identify “justified by his blood,” “saved from wrath,” “reconciled to God,” “saved by his life,” “joy in God,” “received the atonement.” If time permits, you might read and discuss some of the student manual commentary for Romans 5:11.)

Ask students to note the repetition of the phrase “much more” in Romans 5:9–10, 15, 17, and the phrase “grace did much more abound” in Romans 5:20. (Consider inviting students to mark these phrases in their scriptures.) Explain that in Romans 5:14–21, Paul contrasted the Fall of Adam with the Atonement of Jesus Christ. Ask students to read these verses silently, looking for what the “much more” phrases teach about how the grace manifest through the Atonement compares with the effects of the Fall of Adam. To help students explain what they learned, ask the following questions:

• What do these verses teach about the effects of Adam’s transgression? By comparison, what effects can the grace made available by the Atonement of Jesus Christ have upon all people?

To help students summarize what they have learned in statements of doctrine or principle, ask:

• What truths about grace have you learned from studying Romans 4–5?

The truths students identify might include: Grace is the unmerited gift of divine help that we receive by placing our faith in Jesus Christ. Through the Atonement of Jesus Christ, we can be reconciled to God. The Atonement provides grace, or divine power, that is more than sufficient to help us overcome the effects of the Fall. You might invite students to write these statements in a study journal or in the margins of their scriptures next to key verses.

To invite students to explain some applications of the doctrine of grace, ask a student to read the following statements aloud. Explain that all four statements reflect a lack of understanding about aspects of grace:

1. “I’ve sinned too much. I can’t hope to be saved in the celestial kingdom. I’ll try the best I can, but I haven’t lived the gospel well enough to be exalted.”

2. “I’m working so hard and spending so much time serving in my Church calling that the Lord will owe me a big reward in heaven.”

3. “The trials and demands in my life are just too much. I feel like giving up.”

4. “It’s no big deal if I keep committing this sin. God’s grace will cover what I’m doing. Why stop?”

Ask students:

• What are some misunderstandings about the doctrine of grace illustrated in these statements?

• How could the truths you have learned about grace help people who have thoughts or feelings like those expressed in these statements?

Explaining Doctrines and Principles

When students explain a doctrine or principle, they clarify their understanding of that truth and improve their ability to teach the gospel to others. One way to invite students to explain a doctrine or principle is to present an imaginary situation and ask students how the doctrine or principle they have been studying could help a person in that situation.

Romans 6:1–8:13

Overcoming Sin and Walking in Newness of Life

Read the fourth statement in the previous list: “It’s no big deal if I keep committing this sin. God’s grace will cover what I’m doing. Why stop?” Explain that Romans 6 describes how Paul responded to the misconception that God’s grace somehow condones sin. Ask students to read Romans 6:1–5, 11–12 (silently or aloud), looking for how Paul responded to this misunderstanding. After students have read, ask:

• In these verses, how did Paul respond to the misconception that the doctrine of grace condones sin?

• According to these verses, how should we feel about sin once we are baptized?

As students respond to these questions, be sure they understand these doctrines: When we are baptized, we enter into a covenant relationship with Jesus Christ. Baptism symbolizes our death to sin and our new life in Christ.

Add the reference Romans 6:1–12 to the list written on the board. Ask students to quickly review these verses and the information for Romans 6:1–2, 14–15 in the chart found in the student manual commentary for Romans 4:4, 16; 5:2, 15–21; 6:1–2, 14–15. Ask students to summarize what these verses teach about grace. Write a summary statement on the board. Your addition to the list might look like the following:

Romans 6:1–12

God’s grace does not condone sin; it is empowering. God’s grace enables us to overcome sin and walk in newness of life.

Introduce Romans 6:13–23 by explaining that Paul used an analogy to teach why the doctrine of grace does not condone sin. This analogy was about receiving wages from the one we serve. Ask students to raise their hands if they are currently employed. Ask one of them:

• Who pays your wages? Why doesn’t some other employer pay you?

Ask students to read Romans 6:13 silently, looking for the two “employers” or masters implied in the verse (“sin” and God). Ask students to read Romans 6:14–23 silently. Ask half the class to look for the “wages” of sin and the other half to look for God’s “wages.” (Tell those looking for the wages of sin that Paul mentions one consequence of sin, but he mentions it several times.) As students respond, consider writing the terms on the board for emphasis.

• What are the “wages” or consequences received by those who serve sin? (“Death” [verses 16, 21, 23].)

• What are the “wages” or consequences received by those who serve God? (“Righteousness” [verse 16]; “holiness” [verses 19 and 22]; “everlasting life” [verse 22]; “eternal life” [verse 23].)

Ask students to notice the phrases “servants of sin” (Romans 6:20) and “free from sin” (Romans 6:22). You might invite students to mark these phrases in their scriptures. Explain that the word translated as “servants” in verse 20 can also mean “slaves.” Paul used the image of slavery, which was a common institution in the Roman Empire, to teach about how sin affects our spiritual freedom. To help students identify the principle taught in verses 20 and 23, ask:

• In what ways does sin make us slaves?

• What do these verses teach about how we can become free from sin and receive eternal life?

As students share their ideas, help them to understand this principle: If we yield ourselves to God, we can become free from sin and receive the gift of eternal life. Help students feel the importance of this principle by inviting them to silently ponder the following question for a few moments:

• In what ways have you experienced freedom by yielding yourself to God?

To move on to studying Romans 7:14–8:13, explain that Paul next taught about personally applying this instruction to yield ourselves to God. Read the following statements to the students, and ask them to consider what type of person they think would make these kinds of statements: “I am carnal, sold under sin.” “In me (that is, in my flesh,) dwelleth no good thing.” “The good that I would [do] I do not: but the evil which I would not [do], that I do.” “O wretched man that I am!”

The students may answer that such statements might have been made by someone who was a great sinner. Point out that the statements were all made by the Apostle Paul and are found in Romans 7:14–19, 24. Point out that Paul spoke in these verses of his struggle between “the flesh” (Romans 7:25) and “the inward man” (Romans 7:22).

• Why do you think that all people experience struggles between “the flesh” and “the inward man”?

As students respond, help them understand that the struggle between “the flesh” and “the inward man” is a universal human experience. One of the effects of the Fall upon our mortal bodies is that we have a natural tendency to sin. To help students understand more about what Paul meant, and as time permits, you may want to read and discuss with them the student manual commentary for Romans 7:14–8:13.

Ask students to look at Romans 7:24 and identify the question Paul asked. Then ask students to read Romans 7:25 and 8:1, looking for how Paul answered his question.

• What phrases in Romans 7:25 and 8:1 suggest answers to Paul’s question about how we may be delivered from our natural tendency to sin? (“Through Jesus Christ our Lord.” “There is therefore now no condemnation to them which are in Christ Jesus.” “Walk not after the flesh, but after the Spirit.”)

Ask a student to read Romans 8:5–6, 13 aloud while the class looks for how we can overcome the “things of the flesh” or our natural tendency to sin.

• What does it mean to be “carnally minded”? (Concerned with the pleasures, passions, and lusts of the body.)

• What does it mean to be “spiritually minded”?

• What does it mean that through the Spirit we can “mortify the deeds of the body”? (Put to death or subdue the temptations and sins that are related to our mortal bodies; see verse 13, footnote b.)

• How would you summarize what Paul taught about how we can be delivered from our natural tendency to sin?

As students respond, make sure they understand this principle: As we trust in the power of the Atonement of Jesus Christ and yield to the Spirit, the Spirit helps us overcome our natural tendency to sin.

You might invite students to testify about this principle by asking the following question (be sure students understand you are not asking them to share any private or personal information):

• Suppose you had a friend who felt discouraged by his or her spiritual weakness—who struggled, like Paul, between wanting to do good and wanting to sin. What could you say, based on your personal testimony of the principles Paul taught, that might encourage your friend?

Testifying

Elder Robert D. Hales (1932–2017) of the Quorum of the Twelve Apostles taught, “Faith-promoting incidents occur in teaching when students take a role in teaching and testifying to their peers” (“Teaching by Faith,” Ensign, Sept. 2003, 22).

Consider sharing your own testimony about how the grace of God, available through the Atonement of Christ, enables us to overcome our natural tendency to sin.

Romans 8:14–39

Being Covenant Children of God and Joint-Heirs with Christ

Ask a student to read Romans 8:14–16 aloud.

• What do we mean when we say we are “children of God”?

Students will likely respond that we are all spirit children of our Father in Heaven. To help them understand the sense in which Paul used the term “children of God” in Romans 8, read with them the student manual commentary for Romans 8:14–16.

You can visually organize the rest of the lesson by writing the following phrases on the board:

Inherit from parents

Become like parents

Loved by parents

Refer to the phrase “Inherit from parents” on the board. Ask students to name some things children might inherit from their mortal parents. After several responses, ask students to look at Romans 8:17 and then answer the following question.

• What phrases in this verse describe what we can inherit from our Father in Heaven if we are His faithful covenant children? (“Heirs of God, and joint-heirs with Christ.”)

Ask students to read Romans 8:17–18, 32, looking for what Paul said we will inherit with Christ if we are faithful covenant children of God. (“Glory” and “all things.”) Then ask students to look at verse 18 again and answer the following question:

• What did Paul say about how the blessings of being “heirs of God” compare to the difficulties we experience in mortality?

Refer to the phrase “Become like parents” on the board, and ask students to name some ways children tend to become like their parents. After several responses, ask students to read Romans 8:29.

• What phrase in this verse describes becoming like God? (“Conformed to the image of his Son.”)

You may need to explain the meaning of “predestinate”; see the student manual commentary for Romans 8:29–30.

Refer to the phrase “Loved by parents” on the board, and ask students to name some ways parents show their love for their children. After several responses, ask half of the class to study Romans 8:26–31 and the other half to study Romans 8:32–39. As they study, have students look for phrases or ideas showing that Heavenly Father and Jesus Christ love us. You might invite students to mark what they find.

After students have had time to read, ask them to share their findings with the class. As students respond, the following questions may help the discussion:

• What thoughts do you have as you ponder Paul’s teachings in Romans 8:35–39?

• What experiences have you had that have helped you to know the truthfulness of these teachings about God’s love?

Make sure that students understand this principle, which is taught in Romans 8:14–39: As we are faithful covenant children of God, we become heirs of God and feel His unfailing love. As you bring the lesson to a close, consider reading the following statement by Elder Jeffrey R. Holland of the Quorum of the Twelve Apostles:

“Considering the incomprehensible cost of the Crucifixion and Atonement, I promise you He is not going to turn His back on us now. … Brothers and sisters, whatever your distress, please don’t give up” (“Broken Things to Mend,” Ensign or Liahona, May 2006, 71).

Encourage your students to endure in faith and to let the truths they have studied in this lesson about grace, the Atonement, and God’s love give them hope and courage to persevere.

Supplemental Teaching Ideas

Romans 4. The Faith of Abraham

Point out that after teaching about justification by faith in Romans 1–3, Paul presented the example of Abraham in Romans 4. Read with the students the student manual commentary for Romans 4. The following questions and activities might help students understand and analyze the example of Abraham:

• According to Romans 4:17, what did God tell Abraham many years before Isaac was born? (“I have made thee a father of many nations.”) How was this an example of how God “calleth those things which be not as though they were”? (God called Abraham “a father of many nations” long before the promise of Abraham’s posterity was fulfilled.)

• What phrases in Romans 4:18–21 describe how Abraham exercised faith in God’s promise that he would be “a father of many nations”?

List student responses on the board. Students might mention the following: Abraham “against hope believed in hope” (Romans 4:18). “He considered not his own body now dead” (Romans 4:19). “He staggered not at the promise of God through unbelief” (Romans 4:20). He “was strong in faith, giving glory to God” (Romans 4:20). He was “fully persuaded that, what [God] had promised, he was able also to perform” (Romans 4:21).

• What can you learn from these statements about what it means to be strong in faith?

Help students liken Abraham’s example to their own covenant relationship with God by asking them to read Romans 4:8. You may need to explain that to impute means to “attribute.” Explain that this verse means that the Lord does not regard a forgiven person as a sinner, even though that person did sin in the past (see also Isaiah 1:18; D&C 58:42). Then ask:

• As described in Romans 4:6 and 4:11, what does the Lord impute to those who believe? (Righteousness.)

Explain that when we are justified by placing our faith in Jesus Christ, repenting, and entering the gospel covenant, the Lord imputes righteousness to us, even though we have not been perfectly righteous. This standing is based not on our own merits but on the Atonement of Jesus Christ.

• How is God’s willingness to impute righteousness to us an example of how He “calleth those things which be not as though they were”?

Ask students to look at the statements on the board, which describe how Abraham exercised faith in God’s promises. Then ask the following question, and encourage students to use the phrases on the board as they answer:

• In what ways can these statements describe how we must exercise faith in our gospel covenants?

After students have shared their answers, point out that just as Abraham had to exercise faith when God told him, “I have made thee a father of many nations,” we need to exercise faith when God tells us, “You are forgiven; I do not impute sin to you; you are righteous and will eventually receive all the blessings promised in my covenant.”

Ask a student to read Romans 4:22–25, and ask: According to these verses, why did Paul present the example of Abraham? As students share their answers, make sure they understand this principle: If we, like Abraham, place our faith in God and endure in faith, we will be justified by the Atonement of Jesus Christ.

Romans 6:3–12. Baptism by Immersion

Ask students to read Romans 6:3–12, and ask them to look for phrases and ideas that teach that the proper mode of baptism is by immersion.

• What phrases and ideas in these verses teach that baptism is to be done by immersion? (Possible answers: “Buried with him by baptism,” “raised up,” “planted together in the likeness of his death,” “being raised.”)

• What important truths are taught by the symbolism of baptism by immersion?

As students share their ideas, help them understand these truths: Baptism by immersion is a similitude of the death and resurrection of Christ. Baptism by immersion foreshadows our own future death and resurrection. Baptism by immersion symbolizes our death to sin and newness of spiritual life.

Consider having students read D&C 128:12–13, looking for additional truths that are symbolized by baptism by immersion.