Lesson 32

The Plan of Salvation (Part 3)

Introduction

The teaching materials for this doctrinal mastery topic are divided into four parts. In part 3, students will study paragraphs 2.4–2.5 of the Doctrinal Mastery Core Document, and they will learn about the key statement of doctrine supported by the doctrinal mastery passage Abraham 3:22–23. Part 3 also contains a practice exercise that will help students apply the key statements of doctrine and the doctrinal mastery scripture passages they have learned from previous lessons on the plan of salvation.

Note: You could teach the segments of this lesson in a single class session or over the course of two class sessions, dividing class time between Doctrinal Mastery and a regular sequential scripture lesson. If you choose to teach the segments over the course of two class sessions, you may need to briefly review with students what they learned in previous segments before you teach a new segment.

Suggestions for Teaching

Understanding the Doctrine

Segment 1 (20 minutes)

Invite students to think of an experience they have had that was significant or meaningful to them. After a moment, invite a few students to share their experiences with the class and to explain why these experiences were meaningful.

• Why is it good for us to know and remember our past?

Point out that knowing and remembering our past can greatly affect our present and our future. Tell students that they will have an opportunity in class to discuss some of the experiences we had in premortal life, according to what we know from the scriptures and the prophets. Our awareness of these experiences can help us understand who we are and inspire us to make righteous choices and move forward with faith.

Ask students to turn to doctrinal topic 2, “The Plan of Salvation,” in the Doctrinal Mastery Core Document. Invite two students to take turns reading paragraphs 2.4 and 2.5 aloud. Ask the class to follow along, looking for what we experienced in the premortal life. Invite students to report what they find, and ask a student to write on the board the truths that students report.

• What does our understanding of our premortal experience teach us about who we are?

Invite students to consider marking the following key statement of doctrine in paragraph 2.4: Before we were born on the earth, we lived in the presence of our Heavenly Father as His spirit children.

• Why do you think Heavenly Father wants us to know and understand this truth?

• What evidence do we have that we were obedient to our Heavenly Father before we were born? (See paragraph 2.5.)

• How can knowing about our premortal life impact the choices we make in this life?

Point out that the doctrinal mastery passage Abraham 3:22–23 is one scripture passage that teaches us that we are spirit children of our Heavenly Father. Invite students to turn to this passage in their scriptures and to consider marking it in a distinctive way so they can locate it easily.

Tell students that as recorded in Abraham 3, the Lord showed Abraham a vision of many different stars and planets, likening them to His spirit children. Abraham learned important truths about mortal life, and he also learned about the plan of salvation and how it makes our eternal progression possible.

Ask a student to read Abraham 3:22–23 aloud. Invite the class to follow along, looking for what the Lord showed Abraham and what he learned about the Lord. Invite students to report what they find.

• Which phrases in this passage teach that we once lived in the presence of our Heavenly Father?

• How do you think Abraham might have been affected by learning that he was “chosen” by the Lord “before [he was] born” (verse 23)?

Display the following statement by President Russell M. Nelson. Invite a student to read this statement aloud. Ask the class to follow along, looking for what President Nelson teaches that is similar to what Abraham learned.

“Your Heavenly Father has known you for a very long time. You, as His son or daughter, were chosen by Him to come to earth at this precise time, to be a leader in His great work on earth [see Alma 13:2–3; D&C 138:38–57]. You were chosen not for your bodily characteristics but for your spiritual attributes, such as bravery, courage, integrity of heart, a thirst for truth, a hunger for wisdom, and a desire to serve others.

“You developed some of these attributes premortally. Others you can develop here on earth [see D&C 4:6; Alma 5:14] as you persistently seek them [see 1 Corinthians 12; 14:1–12; Moroni 10:8–19; D&C 46:10–29]” (Russell M. Nelson, “Decisions for Eternity,” Ensign or Liahona, Nov. 2013, 107).

• What are some of the similarities between Abraham 3:22–23 and President Nelson’s words?

• How does President Nelson’s statement help you better understand why you were chosen to come to earth at this precise time?

• What does President Nelson encourage us to do here on earth? (Develop spiritual attributes.)

Ask students to choose an attribute from the list that President Nelson provided or to think of another they would like to develop or improve upon so they can better serve the Lord. Encourage students to think of ways they can learn about and practice using this attribute. Invite students to take a few minutes to write down their ideas in their class notebooks or study journals, and encourage them to follow through with their plan.

Practice Exercise 1 (20 minutes)

Review the principles of acquiring spiritual knowledge

You should regularly review the three principles found in paragraph 4 of the “Acquiring Spiritual Knowledge” section of the Doctrinal Mastery Core Document: act in faith, examine concepts and questions with an eternal perspective, and seek further understanding through divinely appointed sources. Students will practice using these principles with each practice exercise. Most practice exercises will not contain suggested methods for reviewing these principles. You are expected to review the principles sufficiently so that your students can apply them during the practice exercise.

Invite students to turn to the “Acquiring Spiritual Knowledge” section of the Doctrinal Mastery Core Document. Review with them the following three principles in paragraph 4: act in faith, examine concepts and questions with an eternal perspective, and seek further understanding through divinely appointed sources. Remind students that using these principles will help them as they seek answers to their own questions or are asked questions by others.

Divide the class into small groups of three or four students. Ask students to review in their groups each of the doctrinal mastery passages they have learned in connection with the doctrinal mastery lessons on the plan of salvation (Moses 1:39; Joshua 24:15; Abraham 3:22–23). Then provide each group with the following handout and invite students to work in their groups to complete the handout.

(Note: You may want to adapt the following scenario according to the experiences and needs of your students. You may also want to substitute names that are more common where you live.)

An Unexpected Question

Read the following scenario aloud with your group:

You notice one of your friends, Jim, eating alone at lunch. As you sit down and join him, he seems deep in thought. Jim looks over at you and says, “Hey, at church on Sunday, my minister said that Mormons believe they can become gods. That sounds kind of arrogant to me. Do you really believe that?”

Discuss the following questions with your group:

1. What do you think you could say to Jim that would help him act in faith as he seeks understanding to what we believe on this subject?

2. What do you think are some beliefs or premises that Jim or his minister might have that could make our beliefs about becoming like God difficult to understand?

3. Consider this question with an eternal perspective. What do you know or understand about the plan of salvation that could relate to or clarify Jim’s question?

4. What key statements of doctrine and scripture passages in the Doctrinal Mastery Core Document could help explain these teachings?

5. Are there any divinely appointed sources, such as prophetic statements, additional scripture passages, or other sources, that you might use to help explain the truths you want to share?

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As students discuss the scenario, be attentive to their questions and concerns and provide assistance as needed. As you observe your students, you may consider inviting one (or more) of the groups to be prepared to role-play the scenario in front of the class.

After students have had enough time to discuss the handout, lead a discussion of the handout questions with the class or invite the selected group to role-play the scenario.