Lesson 27 Teacher Material

Promoting and Defending the Family as the Fundamental Unit of Society

Prophets and apostles have called upon us “to promote those measures designed to maintain and strengthen the family as the fundamental unit of society” (“The Family: A Proclamation to the World,” ChurchofJesusChrist.org). In this lesson, students will identify influences that are contributing to the disintegration of the family. Students will also consider what they can do to promote and defend the family as the fundamental unit of society.

Suggestions for Teaching

The adversary seeks to destroy the family.

If possible, display the following statement by President Julie B. Beck, former Relief Society General President, and read it together:

This generation will be called upon to defend the doctrine of the family as never before. If they don’t know it, they can’t defend it. …

In addition to understanding the theology of the family, we all need to understand the threats to the family. If we don’t, we can’t prepare for the battle. (“Teaching the Doctrine of the Family,” Ensign, Mar. 2011, 14, 17)

• Why does the Lord’s doctrine on the family need defending?

Display the following statement from the family proclamation: The disintegration of the family will bring upon individuals, communities, and nations the calamities foretold by ancient and modern prophets.

Make two columns on the board. Write the following heading over the first column: Influences that contribute to the disintegration of the family. Invite students to list ideas that come to mind, and ask a student to write class members’ responses on the board. (You might encourage students to review section 1 of the preparation material, including studying 2 Timothy 3:1–6, 13, if they need help.) As students list their ideas, encourage them to explain how these influences contribute to the disintegration of the family.

Write the following heading over the second column on the board: Doctrine declared in the family proclamation that can counter these influences. Invite students to refer to the proclamation on the family to list relevant doctrine on the board.

• How has studying the Lord’s doctrine on the family in this course prepared you to better defend it?

We have a responsibility to defend and promote the family.

Display the following statement from the family proclamation: We call upon responsible citizens and officers of government everywhere to promote those measures designed to maintain and strengthen the family as the fundamental unit of society.

Improving Our Teaching and Learning

Help students feel the truth and importance of doctrine and principles. Students are more likely to apply doctrine and principles when they feel their truth and importance through the Spirit and sense some urgency to incorporate them in their lives. One effective way to help students feel the truth and importance of doctrine and principles is to encourage them to reflect on and share personal experiences related to these truths.

Remind students that they were invited to make a simple plan of actions they can take to promote or defend the family (see section 2 of the preparation material).

• What are some ways we can promote the family as the fundamental unit of society? (List students’ responses on the board. Then invite a few students to share personal experiences related to the ideas on the board.)

• What might the consequences be if we fail to speak up in promoting or defending our beliefs about marriage and the family?

You could share the following statement by President M. Russell Ballard of the Quorum of the Twelve Apostles: “We need to remember Edmund Burke’s statement: ‘The only thing necessary for the triumph of evil is for good men [and women] to do nothing’ [attributed in John Bartlett, comp., Familiar Quotations, 15th ed. (1980), ix]” (“Let Our Voices Be Heard,” Ensign or Liahona, Nov. 2003, 18).

• How can the Lord help us overcome any hesitation or fear we may have when promoting or defending marriage and the family?

Select one of the following options to help students improve their ability to promote and defend marriage and the family:

Option 1

Show the segment “Samantha in Class” from the video “Everyday Example: When Beliefs Are Questioned” (time code 0:00–3:06). This video depicts an interaction between two young adults named Samantha and Miki.

Everyday Example: When Beliefs Are Questioned

After showing the video, ask the following questions:

• How would you describe Samantha’s response to Miki’s attack? Have you ever had a similar experience? If so, what was it like?

• What could Samantha have done differently to respond in a more Christlike way to Miki’s criticism? (As part of the discussion, consider reading together Moroni 7:3–5 and Doctrine and Covenants 19:30. You might also review together the list of principles found in section 3 of the preparation material.)

Show the segment “Samantha and Miki” from the video “Everyday Example: When Beliefs Are Questioned” (time code 7:28–12:48).

Everyday Example: When Beliefs Are Questioned

After showing the video, ask the following question:

• What did you learn from this conversation between Samantha and Miki?

Option 2

Read together Moroni 7:3–5 and Doctrine and Covenants 19:30, and review the list of principles in section 3 of the preparation material. Invite students to practice these principles in the following activity:

Invite students to work with a partner. Explain that you will present different scenarios in the form of questions (see below). One partner will then provide a one-minute response that is simple, clear, and noncombative, while the other partner listens. After each response, allow the partners to briefly discuss with each other what went well and what could be improved. Invite the partners to switch roles for the next question.

Use the following questions or some of your own that meet students’ needs:

1. Why does your church oppose abortion? Don’t you believe in a woman’s right to choose what happens to her body?

2. Why are married members of your church encouraged to have children? Aren’t you concerned about overpopulation?

3. Why does your church oppose same-sex marriage? Don’t you want everyone to have the same rights and be happy?

4. What is wrong with living with someone before you get married? Doesn’t it provide a needed “test run” to make sure you are compatible?

After the activity, invite a few students to share what they learned from their discussions.

To conclude the lesson, invite students to consider one thing they can do to improve their ability to have Christlike conversations about marriage and the family with others. Encourage students to consider finding ways to practice applying the principles in section 3 of the preparation material by discussing challenging questions about marriage and the family with a friend or family member.

For Next Time

Invite students to consider what truths they have learned and discussed during this Eternal Family course that have helped them feel hopeful and excited about their current or future families. Encourage them to study the preparation material for the next lesson and to be ready to share one or more of the most impactful things they have learned during this course.