Marriage and Family (Part 3)

Draw three circles on the board. Label the first circle Premortal life, the second circle Mortal life, and the third circle Postmortal spirit world. Draw an arrow between the first and second circles and another arrow between the second and third circles. Label the first arrow Birth and the second arrow Death.

Point to the arrows, and explain that birth and death are essential parts of the plan of salvation, and they provide significant points of transition in a person’s eternal journey. God has given us clear commandments governing choices that deal specifically with the powers of life and death. For example, God has commanded us not to murder or “do anything like unto it” (D&C 59:6). Likewise, He has commanded us to “multiply, and replenish the earth” (Genesis 1:28) and not to abuse the sacred powers of procreation. God has provided the law of chastity to govern the use of these powers.

Invite students to turn to doctrinal topic 8, “Marriage and Family,” in their copies of the Doctrinal Mastery Core Document. Ask them to search paragraph 8.2 silently, looking for a statement that helps explain the law of chastity. (Students should identify the following statement: The sacred powers of procreation are to be employed only between a man and a woman who have been lawfully wedded as husband and wife. Invite students to consider marking this key statement of doctrine.)

• How do God’s teachings about the sacred powers of procreation differ from the philosophies of the world?

Invite a student to read aloud the following statement by President Dallin H. Oaks of the First Presidency. Ask the class to listen for how our understanding of the plan of salvation can influence our beliefs about the law of chastity.

“Our theology begins with heavenly parents, and our highest aspiration is to attain the fullness of eternal exaltation. … We know that the marriage of a man and a woman is necessary for the accomplishment of God’s plan. …We look on marriage and the bearing and nurturing of children as part of God’s plan and a sacred duty of those given the opportunity to do so. …

“The power to create mortal life is the most exalted power God has given to His children. Its use was mandated by God’s first commandment to Adam and Eve (see Genesis 1:28), but other important commandments were given to forbid its misuse (see Exodus 20:14; 1 Thessalonians 4:3). The emphasis we place on the law of chastity is explained by our understanding of the purpose of our procreative powers in the accomplishment of God’s plan. Outside the bonds of marriage between a man and a woman, all uses of our procreative powers are to one degree or another sinful and contrary to God’s plan for the exaltation of His children” (Dallin H. Oaks, “No Other Gods,” Ensign or Liahona, Nov. 2013, 73, 74).

Point out that the Old Testament doctrinal mastery scripture passage that helps teach this key statement of doctrine is Genesis 39:9. Invite students to consider marking this passage in a distinctive way so they can locate it easily.

To help students understand the context of this passage, remind them that Joseph had been sold into slavery by his brothers and was a servant in Potiphar’s household. Potiphar’s wife tried to entice Joseph to commit sexual sin with her, but he refused. (See Genesis 37:28; 39:1–9.)

Invite a student to read Genesis 39:9 aloud. Ask the class to follow along, looking for why Joseph refused to sin with Potiphar’s wife. Invite students to report what they find.

• What reasons did Joseph give Potiphar’s wife for refusing to commit sexual sin?

To help students better understand the law of chastity, consider inviting them to silently read the section “Sexual Purity” in For the Strength of Youth ([booklet, 2011], 35–37). After sufficient time, discuss with students any questions they may have about what they read.

• In what ways can the law of chastity bless us?

Invite a few students to share why they feel that keeping the law of chastity is important. Consider sharing your own testimony about the law of chastity and the blessings that come from obeying it.

Encourage students to live the law of chastity. Remind them that through His Atonement, Jesus Christ has made it possible for anyone who has violated the law of chastity to repent and be forgiven. Encourage students to talk to their bishops or branch presidents if they have committed sexual sin so they can enjoy the peace and confidence that come from being sexually pure. You may want to remind or explain to students that “victims of sexual abuse are not guilty of sin and do not need to repent” (For the Strength of Youth [booklet, 2011], 36).

Ask students to imagine they have a friend who has recently decided to become a member of the Church. This friend is concerned because his grandparents died without having learned about the restored Church of Jesus Christ. He worries that because they were never baptized, they will not be able to live with God eternally. Invite students to think about what they could share with this friend to help resolve his concern.

Explain that our ancestors can receive the blessings of salvation through our participation in family history and temple service. Invite students to silently read paragraph 8.4 of the Doctrinal Mastery Core Document, looking for how we can help our ancestors through family history and temple service. Students should identify the following statement: Through family history and temple service, we can make the ordinances and covenants of the gospel available to our ancestors. Invite students to consider marking this key statement of doctrine.

• In the context of the plan of salvation, why do our ancestors need the ordinances and covenants of the gospel? (If students are unable to answer this question, review paragraph 7.2 of the Doctrinal Mastery Core Document as a class.)

• How does making the ordinances and covenants of the gospel available to all of His children demonstrate God’s love for us?

To help students understand the importance of participating in both family history and temple service, invite a student to read aloud the following statement by Elder Quentin L. Cook of the Quorum of the Twelve Apostles:

“If the youth in each ward will not only go to the temple and do baptisms for their dead but also work with their families and other ward members to provide the family names for the ordinance work they perform, both they and the Church will be greatly blessed. Don’t underestimate the influence of the deceased in assisting your efforts and the joy of ultimately meeting those you serve. The eternally significant blessing of uniting our own families is almost beyond comprehension [see Howard W. Hunter, “A Temple-Motivated People,” Ensign, Feb. 1995, 2–5; Liahona, May 1995, 2–7]” (Quentin L. Cook, “Roots and Branches,” Ensign or Liahona, May 2014, 46–47).

• Why do you think it is important for us to participate in both family history and temple service for our ancestors? Who benefits from this service?

Ask students which doctrinal mastery scripture passage helps teach the key statement of doctrine they identified in paragraph 8.4. After students respond, invite them to turn to Malachi 4:5–6 and to consider marking this passage in a distinctive way so they can locate it easily.

To help students understand the context of this passage, explain that Malachi was the last known prophet of the Old Testament. He ended his book by prophesying that the prophet Elijah would one day return to the earth.

Invite students to read Malachi 4:5–6 aloud in unison and to look for what Elijah would do when he returned to the earth (see also Joseph Smith—History 1:38–39).

• What would Elijah do when he returned? (“Turn the heart of the fathers to the children, and the heart of the children to their fathers” [verse 6].)

Explain that this prophecy began to be fulfilled when Elijah appeared to the Prophet Joseph Smith and Oliver Cowdery in the Kirtland Temple on April 3, 1836, and conferred upon them the sealing keys of the priesthood, which are necessary for temple work (see D&C 110:13–16). Ask a student to read aloud the following statement by President Henry B. Eyring of the First Presidency. Invite the class to listen for how the fulfillment of Malachi’s prophecy has influenced us today.

“From that day [April 3, 1836] to this, interest in exploring one’s family history has grown exponentially. At ever-increasing rates, people seem drawn to their ancestry with more than just casual curiosity. Genealogical libraries, associations, and technologies have emerged around the world to support this interest. The internet’s power to enhance communications has enabled families to work together to do family history research with a speed and thoroughness never before possible.

“Why is all of this happening? For lack of a better term, we call it the ‘spirit of Elijah.’ We could also equally call it ‘fulfillment of prophecy.’ I bear testimony that Elijah did come. The hearts of the children—of you and me—have turned to our fathers, our ancestors. The affection you feel for your ancestors is part of the fulfillment of that prophecy. It is deeply seated in your sense of who you are. …

“Many of your ancestors did not receive [priesthood] ordinances. But in the providence of God, you did. And God knew that you would feel drawn to your ancestors in love and that you would have the technology necessary to identify them. He also knew that you would live in a time when access to holy temples, where the ordinances can be performed, would be greater than ever in history. And He knew that He could trust you to accomplish this work in behalf of your ancestors” (Henry B. Eyring, “Gathering the Family of God,” Ensign or Liahona, May 2017, 21).

• How has the fulfillment of Malachi’s prophecy influenced us today?

• What has God provided in our day that enables us to find our ancestors and perform saving ordinances in their behalf?

• How does it make you feel to know that God trusts you to find your ancestors and then participate in temple ordinances in their behalf?

• When have you felt blessed by your participation in family history and temple service?

Consider bearing your testimony of the importance of moral purity and of temple service. Encourage students to take part in family history and temple service so their ancestors can receive the blessings of the ordinances and covenants of the gospel. If students have limited access to a temple, encourage them to do what they can to participate in family history work and to attend the temple when possible.