Lesson 22

Genesis 10–11; Abraham 1

Introduction

After the Flood, the posterity of Noah began to multiply and establish cities and kingdoms upon the earth. Many of the people turned from the Lord and became wicked, and they began to build a great tower in Babel. Because of the wickedness of the people, the Lord confounded their language and scattered them to different places upon the earth. Generations later, while living in Ur, Abraham sought the blessings of the priesthood and desired to be a greater follower of righteousness. However, his fathers had turned from righteousness to the worship of false gods. Wicked priests attempted to sacrifice Abraham to their false gods, but Jehovah (Jesus Christ) miraculously delivered him.

Suggestions for Teaching

Genesis 10–11

The Lord confounds the language of the people and scatters them throughout the earth

Summarize Genesis 10 by explaining that it contains a list of Noah’s descendants. One of Noah’s descendants was a mighty hunter named Nimrod, who was king of Babel.

Invite students to imagine they have a friend who appears to be happy and successful even though he is involved in serious sin. Because he appears to be happy and successful, some of their other friends are also considering committing serious sins. Invite students to think about what they could say to their friends to help them avoid making that mistake.

Explain to students that as they study Genesis 11, they will learn a principle that will help them know how to respond to those who believe that they can avoid the consequences of sinful behavior.

Ask a student to read Genesis 11:1–4 aloud. Invite students to follow along, looking for what the people in Nimrod’s kingdom—the land of Shinar—began to do.

• What did the people begin to do? (The tower in these verses is often referred to as the Tower of Babel.)

• According to verse 4, why did they build the tower?

Explain that the phrase “reach unto heaven” in verse 4 taken literally could mean the people were making a tower that would physically reach heaven so they could avoid the consequences of sin. It may also be more symbolic and mean that the people were attempting to set aside true temple worship and build a counterfeit temple in order to reach heaven.

Invite a student to read Genesis 11:5–6 aloud. Ask students to follow along, looking for what the Lord said about the people who were building the tower.

• What do you think the phrase “nothing will be restrained from them, which they have imagined to do” means? (The people may have believed that the tower would be a way they could enter God’s presence without having to keep His commandments. They may also have believed that by building a tower they could avoid God’s punishments, like another flood. Either case implies that they felt they could commit sin without having to worry about God’s punishments.)

Invite a student to read Genesis 11:7–9 aloud. Ask the class to follow along, looking for what God did because of the wickedness of the people.

• What did the Lord do to the inhabitants of the earth? (Tell students that the word confound in these verses means “to confuse.”)

• According to verse 8, what resulted from God confounding the language of the people? (The people were scattered. It may be helpful to explain that the phrase “they left off to build the city” in verse 8 means that the people stopped building.)

• What does this scripture account teach us will happen if we choose to turn away from God? (One principle students may identify is that if we choose to turn away from God, we bring undesirable consequences upon ourselves and others.)

You may want to point out that this account is an example of what happens when people break the laws of God—they are scattered and they become separated from the gospel covenant and God’s covenant people. The Book of Mormon teaches that the children of Israel were scattered when they rejected the true Messiah and His gospel (see 2 Nephi 6:8–11; 10:5–6; Helaman 7:19).

Remind students of the example of the friend involved in serious sin, mentioned at the beginning of class.

• What are some possible undesirable consequences this person might experience because of his involvement in serious sin?

• What are some possible consequences those around him might experience?

Invite students to reflect on experiences they have had when they have seen this principle in their lives or the life of someone they know.

Summarize Genesis 11:10–32 by explaining that these verses contain a list of the descendants of Noah’s son Shem, including a man named Abram, who married a woman named Sarai (see Genesis 11:26–29). The Lord later changed Abram’s name to Abraham and Sarai’s name to Sarah (see Genesis 17:5, 15).

Abraham 1

Abraham seeks righteousness and is persecuted by false priests

Invite students to imagine that they have a friend who is a member of the Church who has a difficult home life where the Lord’s commandments are taken lightly and there is no support to keep them. She wants to receive all the blessings that come from living the gospel, but some of her family members make it difficult for her. In fact, they often ridicule her and discourage her from living her beliefs.

• What would you tell your friend that could help her remain faithful? Can she hope to obtain her desires despite her circumstances? Why?

The situation of this young woman could be likened to that of Abraham. Invite students to read Abraham 1:1–2 silently, looking for the spiritual blessings Abraham desired and sought to obtain. After sufficient time, point out the phrase “having been myself a follower of righteousness” in verse 2, and ask the following questions:

• Even though Abraham was already a follower of righteousness, what spiritual blessings did he desire and seek to obtain?

• According to verse 2, why did Abraham desire these things and seek to obtain them?

Invite a student to read Abraham 1:3–4 aloud. Ask the class to follow along and look for what happened to Abraham because he desired and sought for the blessings of the gospel. Ask students to report what they find.

Make sure students understand that Abraham received what he sought and that the blessings of the priesthood were conferred upon him.

• Considering the blessings Abraham received from God, what do you think God will do for us if we seek for righteousness? (After students respond, write the following principle on the board: If we seek for righteousness, God will bless us according to our desires.)

Remind students of the scenario of a friend with a difficult home life, and ask the following question:

• How might the principle on the board help your friend remain faithful even though her family members make it difficult for her to live the gospel?

Explain that even though Abraham sought after righteousness in his life, he lived in circumstances that made it difficult to obtain his righteous desires. Ask a student to read Abraham 1:5–7 aloud. Invite the class to follow along and identify the difficult circumstances Abraham faced.

• What difficult circumstances did Abraham face?

• According to verses 5 and 7, what did Abraham do even though he lived in difficult circumstances? (He tried to teach his family the gospel.)

Invite a student to read Abraham 1:8–11 aloud. Ask the class to follow along and identify other difficult circumstances that existed for Abraham and other righteous people in Chaldea.

• What difficult circumstances existed in the land of Chaldea?

• According to verse 11, why were the three daughters of Onitah sacrificed?

• Based on the examples of Abraham and the three daughters of Onitah, what can we choose to do regardless of the circumstances in which we live? (Students may give a variety of answers. As they respond, help them identify the following principle: We can choose righteousness regardless of the circumstances in which we live.)

Helping students understand doctrine and principles

Students need to understand doctrine and principles before they can meaningfully apply them. Ask students questions that will lead them to a clearer understanding of the meaning of a particular principle or doctrine, that encourage them to think about a principle in a modern context, or that invite them to explain their understanding of a principle.

• How might believing this principle help your friend continue to live the gospel even though it is difficult for her to do so?

Invite students to think of a time when they or someone they know made righteous choices while they were in difficult circumstances. Ask a few students to share their experiences.

Invite students to share

Sharing insights and relevant experiences can help clarify a student’s understanding of gospel doctrines and principles. As students share insights and experiences, they are often led by the Holy Ghost to a deeper testimony of the very things they are expressing. Through the power of the Holy Ghost, their words and experiences can also have a significant impact on the hearts and minds of their peers.

Ask a student to read aloud the following statement by President Joseph Fielding Smith (1876–1972):

“None of us likes to be ridiculed. Few are able to withstand popular opinion even when they know it is wrong, and it is difficult to comprehend the magnificent courage displayed by Abraham in his profound obedience to Jehovah, in the midst of his surroundings. His moral courage, his implicit faith in God, his boldness in raising his voice in opposition to the prevailing wickedness, is almost beyond comparison” (Joseph Fielding Smith, The Way to Perfection [1946], 86).

Invite students to set a goal to make righteous choices regardless of the circumstances they may be in. Testify that God will bless them as they make those righteous choices.

Invite students to look at “A Facsimile from the Book of Abraham, No. 1,” which is located at the beginning of the book of Abraham. Summarize Abraham 1:12–14 by explaining that this depiction represents Abraham on the altar and the false priest preparing to sacrifice him. The depiction also contains images of the many false gods the people worshipped at that time.

Invite a few students to take turns reading aloud from Abraham 1:15–17. Ask the class to look for what happened to Abraham after he was placed on the altar.

• What happened to Abraham?

• What did Jehovah say to Abraham?

Ask students to read Abraham 1:18–19 silently, looking for the promises Jehovah gave to Abraham. You may want to suggest that they mark what they find.

Invite a student to read Abraham 1:20 aloud. Ask the class to follow along and look for what the Lord did after He delivered Abraham from the wicked priests. Ask students to report what they find. You may want to point out that the Lord also sent a famine into the land (see Abraham 1:29–30).

Summarize Abraham 1:21–31 by explaining that after the Flood, a woman named Egyptus, who was Noah’s granddaughter through Ham, settled in a land with her sons. The land became known as the land of Egypt, and Egyptus’s oldest son, Pharaoh, established the first government (subsequent leaders of Egypt were also called Pharaoh).

Invite students to share something they learned from today’s lesson. You might also invite them to testify of the principles you discussed.

Commentary and Background Information

Genesis 11:1–9. The Tower of Babel

Some may wonder how long it took for the people’s language to be confounded. “The Book of Mormon shows that the actual confounding of the languages may not have been an instantaneous thing but may have happened over an unknown length of time. Jared asked his brother to call upon the Lord and request that their language not be confounded. This request was granted. Then Jared asked his brother to plead that the language of their friends stay the same as theirs. This request, too, was granted. (See Ether 1:33–38.) These events imply that the confounding of the languages did not happen in an instant” (Old Testament Student Manual: Genesis–2 Samuel, 3rd ed. [Church Educational System manual, 2003], 58). (For more information on the Tower of Babel, see Bible Dictionary, “Babylon or Babel”; Lee Donaldson, V. Dan Rogers, and David Rolph Seely, “I Have a Question,” Ensign, Feb. 1994, 60–61; Donald W. Parry, “The Flood and the Tower of Babel,” Ensign, Jan. 1998, 34–41.)

Genesis 11:8. Babel and the Jaredites

In the 2013 edition of the scriptures, an important phrase from the Joseph Smith Translation was added in a footnote to the end of Genesis 11:8: “and they hearkened not unto the Lord” (Joseph Smith Translation, Genesis 11:6 [in Genesis 11:8, footnote a]). While there were many people who hearkened not unto the Lord, there were other people who were righteous and did not have their language confounded. The Lord blessed those who were righteous. The brother of Jared called upon God and was promised that his language and the language of his brother and certain family members and friends would not be confounded. The Lord led them to a choice land where they were able to worship Him and raise their families in righteousness (see Ether 1:33–43).

Genesis 10:8–10. What sort of man was Nimrod?

The Joseph Smith Translation changes the phrase “He was a mighty hunter before the Lord” in verse 9 to “He was a mighty hunter in the land” (Joseph Smith Translation, Genesis 10:5).

The reference to Nimrod being a “mighty hunter” refers not only to his ability in killing animals but also to his use of violence to gain power over and influence other people. “Though the words are not definite, it is very likely he was a very bad man. His name Nimrod comes from … marad, he rebelled; and the Targum [ancient Jewish translations or paraphrases of the scriptures], on [1 Chronicles 1:10], says: Nimrod began to be a mighty man in sin, a murderer of innocent men, and a rebel before the Lord ” (Adam Clarke, The Holy Bible … with a Commentary and Critical Notes, 6 vols. [n.d.], 1:84; see also Old Testament Student Manual: Genesis–2 Samuel, 3rd ed. [Church Educational System manual, 2003], 57–58).

Genesis 11:10–26. What does the chronology of Shem teach us?

The chronology of the patriarchs given in Genesis 11 teaches several things. It helps us understand that Shem, the son of Noah, was alive during the next 10 generations, which means he was still alive when Abraham and Isaac were born. This is one of the reasons why some have wondered if Shem was also known as Melchizedek. Many scholars believe that Eber’s name (see Genesis 11:14, 16–17) was used to designate his descendants, called the Hebrews, just as Shem’s descendants were called Shemites (Semite peoples), and Canaan’s descendants were called the Canaanites. (See Old Testament Student Manual: Genesis–2 Samuel, 3rd ed. [Church Educational System manual, 2003], 58.)

The Book of Abraham

On July 5, 1835, Joseph Smith wrote of the coming forth of the book of Abraham and the importance of these ancient Egyptian writings: “I, with W[illiam] W. Phelps and O[liver] Cowdery as scribes, commenced the translation of some of the characters or hieroglyphics, and much to our joy found that one of the rolls contained the writings of Abraham. … Truly can we say the Lord is beginning to reveal the abundance of peace and truth” (Manuscript History of the Church, vol. B-1, p. 596, josephsmithpapers.org; punctuation standardized). Some have wondered how the Prophet translated the ancient writings. “The Prophet Joseph Smith never communicated his method of translating these records. As with all other scriptures, a testimony of the truthfulness of these writings is primarily a matter of faith. The greatest evidence of the truthfulness of the book of Abraham is not found in an analysis of physical evidence nor historical background, but in prayerful consideration of its content and power” (The Pearl of Great Price Student Manual [Church Educational System manual, 2017], 54). Although we do not know the exact method Joseph Smith used to translate the writings of Abraham, we do know that he translated them by the gift and power of God.

Abraham 1:2. What is “the right belonging to the fathers”?

President Ezra Taft Benson taught:

“The order of priesthood spoken of in the scriptures is sometimes referred to as the patriarchal order because it came down from father to son. …

“Abraham, a righteous servant of God, desiring as he said, ‘to be a greater follower of righteousness,’ sought for [the eternal blessings associated with the priesthood]. Speaking of the order of the priesthood, he said: ‘It was conferred upon me from the fathers; it came down from the fathers, from the beginning of time … even the right of the firstborn, or the first man, who is Adam, or first father, through the fathers unto me.’ (Abr. 1:2–3.)” (Ezra Taft Benson, “What I Hope You Will Teach Your Children about the Temple,” Ensign, Aug. 1985, 9).

Abraham 1:3. Who conferred the priesthood upon Abraham?

Abraham’s record shows that his fathers had “turned from their righteousness” (Abraham 1:5) and therefore could not confer the holy priesthood upon him. Thus Abraham did not receive the priesthood from his father, Terah. Yet Abraham became a “rightful heir” to the priesthood through his righteousness, and he “sought for the blessings of the fathers” who held the priesthood (Abraham 1:2). Doctrine and Covenants 84:14–16 indicates that “Abraham received the priesthood from Melchizedek, who received it through the lineage of his fathers, even till Noah,” who had received it through the lineage of his fathers, all the way back to Enoch and Adam.

Supplemental Teaching Ideas

Genesis 11:3–4. Other possible reasons for building the Tower of Babel

After students have read Genesis 11:3–4, you may want to point out the phrase “make us a name” in verse 4 and explain that the biblical meaning of making a name is to build a reputation, fame, or a monument. By building the tower, the people may have been trying to obtain the glory of the world by creating something that would perpetuate their fame or wickedness.

• According to verse 3, what materials did they use to build the tower?

Explain that slime, or bitumen (see verse 3, footnote a), was a substance like asphalt or tar that was used not only as an adhesive for the bricks but also to seal objects against water or moisture.

• Why might the people have wanted to use a substance for mortar that would resist water?

Some people think that the people used slime as mortar to make the tower waterproof so it would keep them safe in their sins if God decided to flood the earth again (see Josephus, Jewish Antiquities, trans. William Whiston, Kregel Publications [1973], 30).

Abraham 1:2. How can we desire and seek for righteousness?

After students read Abraham 1:2, point out the phrases “I sought for” and “desiring to receive.”

• What are some synonyms for the word desire?

To help students understand what it means to desire something, ask a student to read aloud the following statement by Elder Neal A. Maxwell (1926–2004) of the Quorum of the Twelve Apostles:

“Desire denotes a real longing or craving. …

“… What we insistently desire, over time, is what we will eventually become and what we will receive in eternity” (Neal A. Maxwell, “According to the Desire of [Our] Hearts,” Ensign, Nov. 1996, 21).

• What do you think it means to desire “to be a greater follower of righteousness”?

• What are some synonyms for the word seek?

To help students understand what it means to seek, ask a student to read aloud the following statement by Elder Joseph B. Wirthlin (1917–2008) of the Quorum of the Twelve Apostles:

“The word seek means to go in search of, try to discover, try to acquire. It requires an active, assertive approach to life. … It is the opposite of passively waiting for something good to come to us, with no effort on our part” (Joseph B. Wirthlin, “Seeking the Good,” Ensign, May 1992, 86).

Abraham 1:15–17. Video presentation—“Deliverance of Abraham”

To illustrate the events in Abraham 1:15–17, you may want to show the video “Deliverance of Abraham” (1:38). This video can be found on the Old Testament Visual Resource DVDs or on LDS.org.