20

Luke 23–24

Introduction and Timeline

Chapters 23–24 of Luke provide the opportunity to study some additional details of the events leading up to and following the Crucifixion of Jesus Christ. The Savior was accused by Jewish leaders; questioned by Pilate, Herod, and then Pilate again; and sentenced to be crucified. Luke’s account helps us to see that even while Jesus Christ was being falsely accused and suffering on the cross, He exemplified self-restraint, compassion, love, and forgiveness. Moreover, Luke’s accounts of the Savior’s post-Resurrection appearances are some of the clearest and most detailed witnesses of Jesus’s physical Resurrection. The Savior manifested Himself to two disciples traveling on the road to Emmaus, to Peter, and to the eleven Apostles and those who were with them. His visit to the Apostles is particularly important because He commanded them to handle His physical body so they might know for certain that He had risen. Having done so, they could fulfill their commission to be witnesses of His literal Resurrection.

Chapter Overviews

Luke 23

Jesus Christ faced questioning from Pilate and then from Herod. Pilate succumbed to the pressure of the crowd and ordered the crucifixion of Jesus. Jesus was crucified between two thieves; He prayed that the soldiers would be forgiven; and He told one of the thieves, “To day shalt thou be with me in paradise” (Luke 23:43). He commended His spirit into His Father’s hands, died, and was buried in the tomb of Joseph of Arimathaea.

Luke 24

On the first day of the week, angels announced the Resurrection of Christ to women who visited the tomb. The women brought this news to the Apostles. The resurrected Savior appeared to two disciples on the road to Emmaus, to Peter, and to the eleven Apostles, who became witnesses of His suffering, death, and physical Resurrection. He ascended into heaven.

Suggestions for Teaching

Luke 23:1–56

Jesus Was Tried before Roman Officials and Crucified

Note to teacher: You have already taught about the death and Resurrection of Jesus Christ while discussing the Gospels of Matthew and Mark. The teaching suggestions here emphasize material that is distinctive to the Gospel of Luke.

Establish Relevance

When students see how the scriptures relate to the circumstances of their lives, they are better prepared to study the scriptures, understand the doctrines and principles taught there, and receive guidance from the Spirit. Teachers should help students see the connection between their lives and the scriptures. One way to help students see how the scriptures are relevant to their lives is to pose a question that will be answered by the scriptures during the lesson.

As you begin this teaching idea, you can help students see the relevance of Luke 23 to their lives by asking them to think of a time when they were unfairly accused of doing something wrong. Ask them to describe how they felt and how they responded when they were being accused. Ask:

• How do you think Jesus’s response to being unfairly accused of wrongdoing would be different from our typical reaction?

After a few student comments, invite students to look for how the Savior responded to unfair accusations and mistreatment as they study Luke 23 in class today.

Remind students of the context of Luke 23 by explaining that the Jewish leaders had accused Jesus Christ of blasphemy before their own court and had verbally and physically abused Him before taking Him to the Romans. Have the students search Luke 23:1–2, which records what the Jewish leaders said to Pilate about Jesus Christ. Ask students to identify the crimes the Jewish leaders accused Jesus of committing. (Perverting the nation, forbidding others to give tribute to Caesar, and claiming to be king.)

After students have responded, have a student read Luke 23:3–5 while the class looks for Pilate’s initial judgment of the Savior. (“I find no fault in this man.”) Then refer to the following question and scriptures on the board (write these things on the board before class begins):

How did Jesus Christ respond in the following situations?

Luke 23:6–9

Luke 23:27–31

Luke 23:32–34

Luke 23:39–43

Assign students to work as individuals, in pairs, or in small groups to study one or more of the references listed on the board and the student manual commentaries for Luke 23:4–12, for Luke 23:34, and for Luke 23:42–43. As they study, have students (1) identify what happened to Jesus and how He responded, and (2) consider how we might follow His example today. After sufficient time, have students report what they learned. As they do so, you might write their findings on the board. The board might look something like the following:

How did Jesus Christ respond in the following situations?

Luke 23:6–9. He remained silent before Herod.

Luke 23:27–31. While He was in great personal danger, He showed concern for the future of the women who followed Him.

Luke 23:32–34. He forgave the Roman soldiers who crucified Him.

Luke 23:39–43. He reassured the thief on the cross.

You can help students understand these events by asking follow-up questions such as:

• What Jesus did not do in response to the opposition against Him may be just as important as what He did do. What did He not do in these situations when other people opposed Him or accused Him unfairly? (He did not lash out in anger; He did not threaten.)

• What do you learn about Jesus Christ from the way He responded in these circumstances? (Possible answers: He did not permit circumstances to control His actions; His responses were based on what He was speaking about or the person to whom He was speaking; He extended compassion to others even when He was in agony; He recognized that sometimes people do not know they are offending others, such as when He prayed for the soldiers who were obeying orders and did not know who He was.)

Write this principle on the board: We can respond to opposition righteously by following the example of Jesus Christ.

The following questions are designed to help students apply the scriptural principles and increase their desire to follow the Savior’s example as He faced opposition, suffering, and death.

• When have you experienced opposition because of your religious or moral beliefs?

• When have you followed the Savior’s example during times of opposition?

• When do you think you might encounter opposition in the future? How might the Savior’s example help you then?

As students respond to these questions, it might be helpful to refer to the student manual commentary for Luke 23:34 and the quotation by Elder Robert D. Hales in the student manual commentary for Luke 23:4–12.

Questions That Invite Application, Feeling, and Testimony

Questions that cause students to reflect on past experiences can help them feel more deeply the significance of gospel principles in their lives. Those feelings can help students determine to live the gospel of Jesus Christ. Questions of this type often begin with phrases such as “When have you … ?” or “Can you think of a time when you felt … ?” or “How could you apply … ?”

Share your testimony that the Savior responded perfectly in every type of situation, had perfect control over His actions, and showed constant compassion for others. Help students understand the importance of recognizing the Savior’s perfect example in forgiving others and helping others even during times of need.

Luke 24:1–53

Jesus Christ Was Resurrected

As you begin teaching Luke 24, invite one student to come to the front of the class. Show the student the picture shown here (also found in the appendix) or one of your own. (The picture should be unusual in some way or have multiple images.) Do not show the picture to the rest of the class. Ask the student to describe the picture to the class, and then invite a second student to view the picture and describe it. You might also ask a third student to view it and share any details the first two students may have left out. Show the class the picture, and ask them if they imagined it to look as it actually does. Ask:

• What made it difficult to imagine the picture accurately in your mind?

• How did the picture in your mind change as more students gave their descriptions?

• How does it help to have several people describe the picture?

Explain that none of us were able to witness the death, burial, and Resurrection of Jesus Christ firsthand, but the scriptures repeatedly testify of these events. You may want to write this truth on the board: There were many witnesses of the resurrected Jesus Christ. Divide your class into three groups. Assign one-third of your class to study Luke 23:55–56; 24:1–12; another third to study Luke 24:33, 36–48; and the remaining third to study Luke 24:13–18, 25–35. Have students write answers to the following questions as they read (you may want to write these questions on the board):

What details did this group of individuals learn about the resurrected Jesus Christ?

How did they learn these details about the Savior?

Ask a student from the first group to summarize Luke 23:55–56 and 24:1–12 and provide answers to the two questions. (Possible answers: The women learned from their own observation that Jesus was no longer in the tomb; angels told them He was risen; the women remembered Jesus’s teachings that He would rise from the dead.) Then ask a student from the second group to summarize Luke 24:33, 36–48 and respond to the two questions. (Possible answers: Eleven Apostles saw the resurrected Jesus Christ and touched Him; they saw the Savior eat; Jesus taught them from the scriptures how His death and Resurrection had fulfilled prophecy.) Point out that the eleven Apostles heard the women witness that the Savior had been resurrected, and then they later witnessed the resurrected Savior themselves. Ask:

• In what ways was the Apostles’ first witness different from their second witness?

• While the women learned important truths about the resurrected Savior, what important additional information about the Savior did the eleven Apostles learn when He visited them?

Ask a student from the third group to summarize Luke 24:13–18, 25–35 and respond to the two questions. (Possible answers: On the way to Emmaus, two disciples walked and talked with the resurrected Jesus. They ate a meal with Jesus. As He taught them out of the scriptures, their hearts burned within them.) Point out that the two disciples saw the resurrected Savior and walked and talked with Him. But they also received another type of witness of Him. Ask:

• According to Luke 24:31–32, what was this witness? (The Holy Ghost testified to their hearts.)

• What do we learn about a resurrected body from the experience of the disciples on the road to Emmaus and from the eleven Apostles? (A resurrected being can talk, walk, and eat; a resurrected body can be felt and handled.)

Summarize student answers by stating this doctrine: A resurrected body is a tangible body of flesh and bones. If time permits you might have students read Alma 40:23 for additional doctrine concerning a resurrected body.

• What other people became witnesses of the resurrected Savior, as identified in the Book of Mormon or Church history? (Possible answers: The resurrected Jesus Christ appeared to the Nephites [3 Nephi 11–18]; to Moroni [Ether 12:39]; to Joseph Smith in the First Vision [Joseph Smith—History 1:17]; to Joseph Smith and Oliver Cowdery in the Kirtland Temple [D&C 110:2–10].)

• How do all these witnesses of the resurrected Savior affect your testimony?

Luke 24:49–53

The Savior Blessed the Apostles

Explain that the Apostles now had strong testimonies of Jesus Christ’s Resurrection. Invite the class to read Luke 24:49–53 and look for what the Apostles’ testimonies caused them to feel and do. After the students share their answers, help them to understand this principle: When the righteous receive a witness of Jesus Christ’s Resurrection, they are filled with joy and a desire to praise God.

• How did you receive your testimony of the Savior’s Resurrection?

You might conclude this lesson by asking if any students would like to share how it makes a difference in their lives to know that Jesus Christ has been resurrected. Testify to your students of the reality of the Resurrection and the blessings that come into our lives because Jesus Christ was resurrected.

Note to teacher: Keep in mind the needs and backgrounds of those you teach. One of the questions you should ask yourself during lesson preparation is, “Which doctrines and principles in this scripture block will help those I teach meet the challenges they face?” As you consider the answer to that question, the Spirit may guide you to use one or more of these supplemental teaching ideas in place of one of the ideas found earlier in the lesson.

Supplemental Teaching Ideas

Luke 23:1–25. Pilate Yielded to the Crowd

Luke 23:1–25 records the process of Pilate’s concessions to the Jewish leaders and the crowd. You might ask students to trace this process by having them look for answers to the following questions as they read this scripture passage:

• Luke 23:4. What was Pilate’s initial judgment of Jesus? (“I find no fault in this man.”)

• Luke 23:7. What did Pilate do to try to evade responsibility? (Sent Jesus to Herod.)

• Luke 23:14–15. Herod questioned Jesus and sent Him back to Pilate. What was Pilate’s judgment of Jesus at this time? (“No fault in this man” and “Nothing worthy of death is done unto [by] him.”)

• Luke 23:20. Because Pilate was allowed to release a prisoner at Passover time, what did Pilate want to do with Jesus? (Release Him; see also Acts 3:13.)

• Luke 23:22. What did Pilate say once again? (Jesus had done nothing worthy of death, and Pilate would chastise Him and release Him.)

• Luke 23:23. What did the crowd do in response? (Continued insisting “with loud voices” that Jesus be crucified.)

• Luke 23:24. What did Pilate finally do? (Yielded to the crowd and sentenced Jesus to be crucified.)

Ask students what principles we can learn from these verses. (Possible answers: We can choose to do right rather than yielding to pressure to do evil. Giving in “just a little” to pressure to do wrong often leads to more wrongdoing; yielding to enticements to do wrong reveals moral weakness, while refusing to compromise requires moral strength.)

• What can help us choose to do right in the face of pressure to do wrong?

Luke 23:32–33, 39–43. The Savior’s Conversation with the Thief on the Cross

Write the following questions on the board:

• What did the Savior mean when he said to the thief on the cross, “To day shalt thou be with me in paradise”?

• When people die, where do their spirits go?

Give students several minutes to silently search for answers to these questions in Luke 23:39–43, in the student manual commentary for Luke 23:42–43, and in Alma 40:11–14, 21. After sufficient time, lead a class discussion that answers the two questions written on the board. As students share their thoughts, help them understand this doctrine: The spirits of those who die enter the postmortal spirit world. You might conclude this teaching idea by sharing your testimony about the reality of life after death and the comfort that knowledge gives you.

Luke 24:25–32, 44–47. The Savior Taught from the Scriptures

Introduce this teaching idea by having students look at Luke 24:21 and identify what expectation the two disciples expressed on the road to Emmaus. (Jesus would redeem Israel, which they understood to mean He would redeem Israel from Roman bondage.) Have students read Luke 24:25–27 to see what Jesus did to correct their misconceptions concerning Him. (Jesus chastised them for not believing all that the prophets had spoken about His sufferings and His glorious Resurrection.)

To help students understand that Jesus fulfilled the Old Testament prophecies about His life and mission, consider assigning students to take five to eight minutes to search in the Topical Guide under the entry “Jesus Christ, Prophecies about.” Ask them to list seven or eight Old Testament prophecies about the Savior’s mission that the Savior fulfilled as part of His mortal mission, atoning sacrifice, death, or Resurrection. After students have had enough time to complete the assignment, call on several students to share a reference they selected and explain why they selected it.

Consider having students read Luke 24:44–47 and the student manual commentaries for Luke 24:27, 32 and for Luke 24:44–48 to learn about another time when the Savior helped His followers understand that the scriptures had prophesied about His mission and that He had fulfilled the prophecies.

Refer students to Luke 24:32 and ask:

• When has your heart “burned” within you while someone taught you from the scriptures?

Conclude by sharing your testimony that by reading the scriptures we can invite the Holy Ghost into our lives and strengthen our belief in Jesus Christ.