Discuss why our younger years can be so challenging and how we can stay close to Heavenly Father during this time (see Alma 37:35–37; 53:20–21). You may want to have students study other examples of people who asked for and received manifestations from the Lord (see Judges 6:11–24; 2 Kings 20:8–11; Mark 9:20–27; Helaman 11:1–5; Ether 3:6–16). Joseph Smith—History contains excerpts from Joseph Smith’s official testimony and history of the Church. The Lord teaches His people “line upon line.” We should remain faithful to the direction we receive from the Lord until He gives us further instructions (see Joseph Smith—History 1:26–27; see also 2 Nephi 28:30; D&C 42:61). “Christian Churches in Joseph Smith’s Day,” Church History Topics. Make sure students understand the importance of asking in faith and of accepting the will of the Lord when asking for any kind of inspiration or divine manifestation. “By the time we get to Nauvoo, Joseph Smith is teaching that the priesthood is also about bringing the power of … Discuss how each event may have prepared Joseph to receive the plates and complete his life’s mission. Read in scriptures: https://bit.ly/2LrLsYc. tells of the Prophet’s experiences from his early years through May 1829. I Was Ordained to This Very Calling. The Lord commanded Joseph Smith not to join any church because all of them were wrong (see Joseph Smith—History 1:18–20; see also 2 Timothy 4:3–4; Mormon 8:28, 32–38). Credit: Intellectual Reserve, Inc. Have students identify the four events. The account called Joseph Smith-History, as it appears in the Pearl of Great Price, tells of the Prophet's experiences from his early years through May 1829. So does our claim to priesthood keys, and revelation, and the restored Church. Bear your testimony of the truth of the events described in Joseph Smith—History, and invite students to share their thoughts and feelings. “Your world is not Joseph’s world. Have students find and mark what Joseph Smith and Oliver Cowdery were able to do because of the Holy Ghost. The power of God is greater than the power of Satan (see Joseph Smith—History 1:14–17; see also 2 Nephi 9:8–9; D&C 3:1; 10:14, 20, 43; 76:25–29). Scot. Joseph returned the plates to the angel Moroni when his work with them was completed (see Joseph Smith—History 1:59–61; see also Jacob 1:3; Enos 1:15–16; Alma 37:4, 14; Mormon 5:12; 8:14–16; D&C 42:56). The First Vision is the very foundation of this Church, and it is my conviction that each member of this Church performs his duty in direct ratio to his personal testimony and faith in the First Vision” (in Conference Report, Oct. 1973, 102; or Ensign, Jan. 1974, 87). Read to students the following description of the translation of the Book of Mormon (you may also want to refer to the commentary for Joseph Smith—History 1:67 in the student manual, p. 64): “When Joseph Smith began translating in 1827, he evidently started with the book of Lehi from Mormon’s abridgment of the large plates of Nephi (see heading to D&C 10). His statements stand on more solid footing because they were declarations against human nature and admissions against self-interest” (in Conference Report, Oct. 1981, 107; or Ensign, Nov. 1981, 77). Disclaimer. ‘He will believe every word you say to him,’ said the angel” (The Revised and Enhanced History of Joseph Smith by His Mother, ed. Have students study Isaiah 29:11–12 and 2 Nephi 27:9–10, 15–20 and tell how these scriptures relate to what happened in Joseph Smith—History 1:63–65. Ask: What did Joseph do in verses 11–16 to get answers to his questions? The testimony of Oliver Cowdery at the end of Joseph Smith—History is a second witness from a man who was involved in many of the early events of Church history. Show students pictures of temples that have a statue of the angel Moroni on top, and invite them to tell what they know about Moroni’s mortal and postmortal life. Why do people sometimes give in to temptation? Discuss guidelines students should follow in sharing their spiritual experiences with others. It is part of the canonized standard works of The Church of Jesus Christ of Latter-day Saints (LDS Church). (For example, Moroni called Joseph by name and introduced himself, see v. 33; he briefly explained what was to be done, see v. 34; he gave Joseph insights into the importance of his work, see vv. You may want to review with students Mormon 8:1–7; Moroni 1:1–4; 9:20–22, 25–26; 10:1–2; Doctrine and Covenants 27:5; and Joseph Smith—History 1:33, discussing what we learn about Moroni from these verses. 54–55). Ask students why they think it was important for Joseph’s father to know about this experience. Listen and follow along as I read the D&C aloud one section at a time. Ask students why the information in Joseph Smith—History 1:3–4 is important and helpful to know. Write God, Satan, and Joseph Smith on the board. What Were the ‘Many Reports … by Evil-Disposed and Designing Persons’?” in the student manual (pp. Book of Mormon Video presentation 1, “For Our Day” (11:38), can be used to teach the coming forth of the Book of Mormon and the influence this sacred book has had in the lives of Latter-day Saint youth around the world (see Book of Mormon Video Guide for teaching suggestions). The visitations of Moroni to the Prophet Joseph Smith are an example of how the Lord instructs those He calls to serve Him. Ask students to explain how the power of Satan was overcome. God the Father and His Son Jesus Christ appeared to Joseph Smith. (They were not, because the Church was not yet organized.) Then have students read the warnings that Moroni gave Joseph in Joseph Smith—History 1:42, 59. Invite students to tell how sharing experiences with their parents has helped them in their lives. The policeman does not know who to believe. Review with students Joseph Smith—History 1:36–41. Born of Goodly Parents. Discuss how Joseph received, preserved, and began to translate the plates in the midst of persecution and harassment. The enemies of the Church understand this clearly. Read to students the story in the commentary for Joseph Smith—History 1:59–60 in the student manual (p. 62). 26). Ask students if they would have liked being in Joseph Smith’s family, and why. What blessings can we receive by doing things in the Lord’s proper time and way, rather than our own? Read or sing “Joseph Smith’s First Prayer” (Hymns, no. Joseph Smith - History 1:1-26 read aloud from Pearl of Great Price. Tell students that the endnote that follows Joseph Smith—History is an additional witness to the early events of Church history from someone who was there. Ask: In Joseph Smith—History 1:25, what did Joseph Smith say would have been offensive to God? Ask: What do all of these scriptures have in common? The work of translating the Book of Mormon was done by the gift and power of God (see Joseph Smith—History 1:35, 62, 67–68; see also D&C 1:29; 3:12; 20:8; 135:3). Invite students to imagine that they have been assigned to teach someone to do a task that is difficult and complex, such as building a house or performing surgery. W hen Joseph Smith, founder of the Mormon church, received a revelation in about 1831 in which he was commanded by God to break the law and take multiple wives, he at first resisted. “It is that kind of certitude that has moved this Church forward in the face of persecution, ridicule, sacrifice of fortune, the leaving of loved ones to travel to distant lands to carry the gospel message. True followers of God will remain faithful to Him, no matter how intense persecution becomes or how long it lasts (see Joseph Smith—History 1:24, 27; see also Daniel 3:13–18; Acts 5:40–42; 12:1–11; 16:19–25; 26:19–23; Mosiah 17:5–20; Alma 20:28–30; D&C 121:7–8; 122:5–7). The Lord can provide timely and generous assistance in the midst of our afflictions (see Joseph Smith—History 1:61–62, 66–67, 75; see also Psalm 46:1; 2 Corinthians 1:3–4; Hebrews 4:16; 1 Nephi 1:20; 17:3, 13–14; D&C 84:87–88; 112:19). Have students review Joseph Smith—History 1:5–7 and 1 Nephi 13:23–29 and tell how the subject of Nephi’s prophecy contributed to the religious climate described by Joseph Smith. Discuss other times that Satan used these tools to persecute the righteous and deceive the people (see Matthew 9:32–34; 26:57–68; 28:9–15; Acts 16:16–24; 1 Nephi 17:17–22; Alma 1:16–20; 12:1–6; Helaman 16:13–23; 3 Nephi 6:10–15; D&C 71 section heading). Read Joseph Smith—History 1:27–29 and discuss the habits Joseph Smith said he “fell into” during these years. He had just begun the book of Mosiah when Oliver Cowdery was sent to him in early April of 1829. The prophet Moroni, the last writer in the Book of Mormon, appeared as a glorified, resurrected being to Joseph Smith. They are separate, distinct, glorified beings with bodies of flesh and bones (see Joseph Smith—History 1:17; see also Acts 7:55–56; D&C 76:20–23; 130:22). Doing things according to the Lord’s timetable is an important part of accomplishing His work (see Joseph Smith—History 1:53–54; see also Ecclesiastes 3:1; D&C 88:73). John the Baptist restored the Aaronic Priesthood to the earth, conferring it upon Joseph Smith and Oliver Cowdery, who then baptized and ordained each other (see Joseph Smith—History 1:68–72; see also Hebrews 5:4; D&C 13 section heading; 13:1; 27:8; 84:18, 26–28). Because his family could not afford the luxury of public education, Joseph received only three years of formal schooling. 36–41; he gave clear and specific instructions, see v. 42; he repeated his instructions to Joseph several times, adding new insights each time, see vv. Invite students to report in their own words what the Lord and others did to help Joseph accomplish his work, according to Joseph Smith—History 1:62, 66–67. But in like manner, if the Book of Mormon be true—and millions have now testified that they have the witness of the Spirit that it is indeed true—then one must accept the claims of the Restoration and all that accompanies it” (in Conference Report, Oct. 1986, 5; or Ensign, Nov. 1986, 6). Historical background and the earliest manuscript of each revelation, as published in The Joseph Smith Papers. Joseph Smith published two accounts of the First Vision during his lifetime. Five weeks later, 15 May 1829, they were on 3 Nephi and the Savior’s sermon on baptism to the Nephites. He was a truthful boy. Discuss the meaning of the following statement by Elder Robert L. Simpson, who was then an Assistant to the Twelve Apostles: “[The First Vision is] the most significant singular event in the world since the resurrection of the Lord and Savior Jesus Christ. 60–61). During the four years he had to wait before receiving the plates, young Joseph struggled with his motives. He is an Associate Professor at Brigham Young University in the Department of Church … Read to students the last part of Joseph Smith—History 1:20, which begins “It seems as though …” and ask who of these three people knew who Joseph Smith really was and why he was here on earth. 53–54). The First Vision. Trials and Persecutions. Tell students that Joseph’s struggles are similar to the struggles many of us go through (see 1 Nephi 1:4–6; 2:16; Enos 1:2–4; Alma 22:15–18). Ask: How does Satan tempt people? Ask students who have lived with family members who belong to other religious faiths to tell what it is like. Read Joseph Smith—History 1:49–50 and tell students that the history written by Lucy Mack Smith (Joseph’s mother) states: “The messenger whom he had seen the night before came to him again and said, ‘Why did you not tell your father what I told you?’ Joseph said he was afraid his father would not believe him. Faith in the hearts of millions that this cause is true, that God is our Eternal Father, and that Jesus is the Christ, must ever be the great motivating force in our lives” (in Conference Report, Oct. 1981, 6–7; or Ensign, Nov. 1981, 7). Give students a telephone book and have them look up and list the names of several churches in your area. Now imagine that a witness steps forward and establishes the truthfulness of your description of the accident. Read or sing “The Morning Breaks” (Hymns, no. 2, Special Issue on the First Vision, 2020 “Hear Him,” Saints, Volume 1: The Standard of Truth Primary Accounts of Joseph Smith’s First Vision of Deity, Joseph Smith Papers … Father and Mother believed him, why should not the children?’ [in J. W. Peterson, “Another Testimony, Statement of William Smith, Concerning Joseph the Prophet,” Deseret Evening News, 20 Jan. 1894, p. 11]” (in Church History in the Fulness of Times [Religion 341–43 student manual, 1993], 34). Ask students how they think Joseph felt when he received the warning in verse 59. Joseph and Emma. Joseph shared and documented the First Vision, as it came to be known, on multiple occasions. (Answers might include the keys that belong to the Aaronic Priesthood, the power that does not belong to the Aaronic Priesthood, the direction the Aaronic Priesthood functions under, and so forth.) Invite students to tell about times they have told the story of the First Vision to people who are not members of the Church. Moroni showed Joseph in vision where he could find the plates, buried in the ground in a hill near his home. (Answers might include that they are all prophecies of the last days, soon to be fulfilled; they all predict the Restoration of the gospel; and they all speak of Christ.). 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