Teaching Relief Society & Priesthood

This talk, given immediately after Pres. Nelson's historic announcement regarding the combining of ward-level Melchizedek Priesthood quorums, is designed to address questions which may arise in regards to this announcement and to provide a vision for this change.  In that spirit, this is an activity that is focused on a "let's roll up our sleeves and get to work" attitude that may not be appropriate for every situation (some units where church membership is smaller have been operating with this type of organization for a while).  Also, this is an activity that is imagined for a priesthood quorum to use as they make the transition.  A word of caution:  I have spent time thinking about it, and I am not sure how I would approach this talk in a Relief Society.  I do not want to leave out the sisters, but this is an activity that is focused on the logistical changes recently made (not any doctrinal points) and as such it seems to be a male-centered lesson, although sisters

I think this is an activity that would work best after a good discussion of the doctrines and principles contained in this talk.  The Activity: Review the quote at the beginning of the 4th paragraph in the section entitled "Meekness"  ("Meekness is a . . . strong self-restraint"). Ask the class members to think of a recent incident in their lives that called for a meek response, even if they did not choose to be meek in that situation. Have the class members consider how that incident might have gone differently, if they had made a different choice.  After a moment, ask the class members to make a mental list of the blessings (earthly and celestial) that come from increased meekness. Have them discuss this quickly with a partner. Discuss these blessings as a class. Following this discussion, ask the class members to think about practical ways they might use to remember to be more meek. Discuss these strategies. Challenge class members to choose one of th

I was moved by the number of blessing Elder Anderson shared that come from following the prophet.  That thought was the catalyst for this activity. The Activity: Make sure everyone has access to a copy of the talk (either on paper or digitally) Write the following questions on the board: Why does God call prophets? How does a prophet fulfill his calling? Why do we follow the prophet? Ask class members to look through Elder Anderson's talk and mark quotations that answer these questions. After a few moments (enough time for everyone to mark at least 2 or 3 quotes), ask class members to share some of the quotes they found. As a quote is shared, discuss it in the context of this lesson. Using the Activity: For me, having a living prophet is one of the grandest blessings of the plan of salvation and living at this time.  Consequently, I love this topic.  Also, as I have studied the talks from this conference and thought about this blog, I have been impressed to focu

In his talk, Pres. Ballard speaks of four gifts from God.  This activity is designed to help the class members more fully recognize each of these gifts and make commitments to treat these gifts more sacredly. The Activity: Divide the class into three groups. Assign each group one of the first three gifts that President Ballard talks about-- the Sabbath Day, the sacrament, and service. Ask each group to review the portion of Pres. Ballard's talk pertaining to their assigned gift. As they do so, ask each group to answer these two questions: How is _____________ a gift to us from Heavenly Father? How can we take better advantage of this gift in our lives? After a few minutes, come back together as a class and discuss the answers to these questions. Now, as a class, looking at President Ballard's talk and reflecting on your own lives, answer the same two questions for the final gift spoken of in the talk-- Our Savior. Using the Activity: This talk is designed to h

The purpose of this activity is for each class member to identify at least one thing she or he can do immediately to more completely qualify for the companionship of the Spirit. The Activity: Read the following three quotes: Paragraph 5:  "It is your . . . heart and mind." Paragraph 27:  "At that moment . . . over a lifetime." Paragraph 49:  "Neither the Father  . . . free to choose." Focus on the words regarding choice and remind the class that for a single idea to be repeated three times in a single talk must denote importance. Now, read the sacrament prayer (D&C 20:77) and ask the class members to listen for the  two things we must choose to do in order to qualify for the Spirit. After reading and identifying them, write on the board "Always Remember" (on one side) and "Keep His Commandments" (on the other side).  Now, ask the class members to consider ways that they choose or could choose to do each of those things

The Activity: Ask group members to think of a time that they were witness to or a recipient of inspired ministering.  Ask them to spend a moment remembering the experience in detail.  Perhaps even ask them to jot down some notes about it. In groups of 3-4 people, ask class members to share the experience they are thinking of. As they share these stories, ask the groups to look for common principles that underlie the ministering they are talking about. After a few minutes, discuss what the groups identified and write the principles on the board. Read paragraph 9 ("Municipal wards . . . trying to help). Return to the list and mark the items on the list with either a C (for those items which demonstrate charity) or an H (for those items which demonstrate the guidance/help of the Holy Ghost). Discuss how to increase these two things in the lives of the class members. Using the Activity: This activity could be used at any point of the lesson, although I think it might work

The Lord's servants have often called upon members to step up, or in Pres. Spencer W. Kimball's words, to "lengthen our strides, or in Lehi's words, "Awake, arise my sons and be men."  To me, this talk is that way, and this activity springs from that feeling. The Activity: Choose several quotes from the talk that you find inspirational.  In a perfect world, there will be about 1 quote for every 4 class members.  Some potential quotes include the following: "The Melchizedek Priesthood . . . for His children" (Sect. I, para. 3). "The God-given titles . . . we profess to serve" (Sect. II, para. 4). "Elder McConkie . . . of the Good Shepherd" (Sect. III, para. 4) "Brethren . . . celestial kingdom of God" (Sect. III, para. 7) "If father would . . . they might do" (Sect. IV, para. 2) etc. Type and print your chosen quotes out in large font so that they are legible from a distance. Post the papers at th

This activity is based on a cause-and-effect type of structure. The Activity: Create a handout for class members that contains a series of boxes connected by arrows that show a progression from the first box to the last box (I lack the technical skills to incorporate one here, but I will work on it).  There should be 2 or 3 such series on each handout.  Make enough copies for each class member to have their own sheet. Discuss the talk, with an emphasis on the great benefits that come from the small and simple things we are asked to do in the gospel.  On the board draw a diagram like the one you created for the handouts.  In the first box, write "reading the Book of Mormon daily" (a small thing) and in the last box, write "Receiving Eternal Life" (a big thing). Now, ask the class members to help you connect the dots.  For example, if you read the Book of Mormon daily, then you will have a stronger testimony of the Savior.  If you have a stronger testimony of t

This is an interesting talk in that it reminds me of many of the conclusions to sections in the Doctrine and Covenants.  In those sections, and this talk, it feels like there are a number of things said that are important but they don't get the build up they normally would because we are at the end.  In any case, I hope this is a useful activity. The Activity: Write down several of the directions and blessings that Pres. Nelson mentions in this talk on large sheets of paper (depending on how you go from here).  For example: "I exhort you to study the messages of this conference frequently" (Para. 6) "Conscientiously look for ways . . . not of our faith" (Para. 6) "Your desire to obey . . . past two days" (Para, 6) "Construction of these temples . . . temple surely will" (Para. 10). Etc. Ask class members to look over the quotes you have posted around the room and to consider how they might apply these counsels in their lives or wh

The Activity: Provide copies of the portion of the talk that recounts the story of Brother Cox. Ask class members to silently read that story and mark any words/phrases that teach us about how ministering. After an appropriate amount of time, ask class members to share what they marked with someone sitting beside them.  Encourage class members to "steal" the words/phrases that their partners have marked. After a couple of minutes, come back together and discuss as a whole class what was learned. Pass out notecards or small scripture size pieces of paper. Read Pres. Nelson's quote found in the third to last paragraph of his talk ("Brethren, there are doors we can open . . . to do this work").  Note to the class that there are seven things in this paragraph that Pres. Nelson says we can accomplish with Christ-like ministering. Ask each member of the class to record something they will do this week to do one of the seven things Pres. Nelson identified in th

The Activity: Read the quote from the talk:  "We must learn to receive revelation." In relation to this quote, discuss three questions: How can we prepare to receive revelation? How does revelation come? Why do we need revelation? Divide the board into three sections and as answers are provided for each question, write it in the appropriate section of the board. After a few minutes, provide copies of the talk for the class members (if you haven't already done so). Divide the class into three groups. Ask each group to look through Pres. Nelson's talk for answers to one of the questions. Have the group members work together to identify and mark these places in the talk. After some time, bring the class back together and ask each group to share the counsel Pres. Nelson gives that helps answer each question. Using the Activity: This activity is beneficial because it drives us back to really look for answers in Pres. Nelson's words.  Also, note that