Lesson 25: Alma 17-22 Though this week’s lesson contains sermons by prophets, they aren’t its focus. Instead, it is primarily an account of part of the mission of the sons of Mosiah, particularly the missions of Ammon and, to a lesser degree, Aaron. This account makes a good story, with its tale of Ammon’s service to Lamoni and his battle with those who wanted to steal Lamoni’s sheep. We often use that story as an illustration of things such as faithful service or doing missionary work by service. Are those the reasons that the story of Ammon and Lamoni is included in the Book of Mormon? How does this story as a whole (not only the story of Ammon, but also that of Aaron and the other sons of Mosiah) fit in the context of the Book of Mormon and what are that book’s purposes for the story? How do the missionary approaches of Ammon and Aaron compare and contrast?
Category: Features
Sunday School lessons – Book Reviews – Interviews
Book of Mormon FHE: Lesson Three
BMS: Lehi Leaves Jerusalem MBM: The Wilderness
Book of Mormon FHE: Lesson Two
For an explanation of these FHE lessons, click here.
Sunday School Lesson 24
Lesson 24: Alma 13-16 The outline of the story in these chapters, from the Sunday School manual: a. Alma 13. Alma gives a powerful discourse on the priesthood and the doctrine of foreordination. b. Alma 14. Alma, Amulek, and other faithful believers are persecuted for their righteousness. The Lord delivers Alma and Amulek from prison because of their faith in Christ. c. Alma 15. Zeezrom is healed and baptized. Many people in Sidom are baptized. d. Alma 16. The words of Alma are fulfilled as the Lamanites destroy Ammonihah. The Lord prepares people’s hearts to receive the word preached by Alma, Amulek, and others. I will concentrate on chapter 13
Sunday School Lesson 23
Lesson 23: Alma 8-12 This is the manual’s synopsis of the story in the chapters assigned: a. Alma 8-9. After preaching in Melek, Alma calls the people of Ammonihah to repentance, but they reject him. He leaves but is commanded by an angel to return. Alma is received by Amulek, and both are commanded to preach in Ammonihah. b. Alma 10. Amulek preaches to the people of Ammonihah and describes his conversion. The people are astonished that there is another witness to Alma’s teachings. Amulek contends with unrighteous lawyers and judges. c. Alma 11. Amulek contends with Zeezrom and testifies of the coming of Christ, the judgment of the wicked, and the plan of redemption. d. Alma 12. Alma further explains Amulek’s words, warning against hardheartedness and wickedness and testifying of the Fall and the plan of redemption. To keep the study materials to a usable length, I will concentrate on chapters 11 and 12, with brief questions for chapters 8-10. Perhaps the outline will help keep things in context.
Book of Mormon FHE: Lesson One
In our family, we tie our FHEs to our daily scripture study. We go through the standard works sequentially, study one story per week, and base our FHE on that story. We’ve made it through the OT and NT this way and it has been great. We’re starting the Book of Mormon, and I have decided to post my lessons here in case anyone is interested.
Sunday School Lesson 22
Lesson 22: Alma 5-7 In these chapters we have two magnificent sermons by Alma the Younger, more than enough material for several Sunday School lessons. These materials will focus on chapter 5, with a few things also from chapter 7. To whom is the address of chapter 5 given? How is it particularly relevant to their situation? To whom is the sermon in chapter 7 given? How is it particularly relevant to their situation?
Sunday School Lesson 21
My apologies for posting this so late. I’ve had family visiting, so blogging has had to take a back seat, along with Sunday School preparation. I think I’ll have the next lesson up by Sunday or Monday evening. Lesson 21: Mosiah 29, Alma 1-4 Mosiah 29 Verses 7-9: Aaron has just been converted in a miraculous manner, and he is obviously serious about his conversion. His mission is evidence of that. Nevertheless, here we see Mosiah worried that being king might destroy him. Does he lack confidence in his son? If so, why? If not, how do you explain Mosiah’s remarks?
12 Questions for Sarah Barringer Gordon, part two
Here’s the second half of our dialogue with the esteemed Professor Gordon. [Click here for part one.] I’m sure everyone joins me in thanking her for such intelligent and provocative responses to our questions. If you haven’t already, be sure to check out her landmark book, The Mormon Question. Again, our questions are in bold and her responses follow in plain text. Enjoy! 7. There has been some discussion here at Times and Seasons about the apparent analogies and disanalogies between the nineteenth-century antipolygamy movement and the current battles over same sex marriage. To what extent do you think that cultural and legal strategies employed by antipolygamists are (or are not) available to those who now seek to define marriage as between a man and a woman? I was waiting for this one!
12 Questions for Sarah Barringer Gordon, part one
Without further ado, we are pleased to present Professor Gordon’s responses to questions submitted by the T&S community. Questions are in bold; her preface and responses are in plain text. Look for the second half Friday. (For background on Professor Gordon and her work, click here.) * * * First and most important, I would like to thank Nate Oman, Greg Call and other member of Times and Seasons for your interest in my work and for the opportunity to participate in the forum. I will try to keep my answers short, but the questions you all have posed are challenging (in the best sense of the word) and thought-provoking. I apologize in advance for any long-windedness. Most of all, I look forward to engaging in a dialogue about the meaning and worth of scholarship with a new group of people, and especially to learning from the process. Last, a warning: I am typing my responses on a laptop while traveling in a large van up to Cape Breton Island, Canada, to participate in a relay race on the 185-mile Cabot Trail. Please excuse any and all typos! Here goes. 1. As a non-Mormon who has studied Mormon history, what aspects of the Mormon past do you think are of most interest to the broader, non-Mormon community?
The Curtain Draws on Seminary
My year as a Seminary teacher ended today. This job is one reason among many that I have been absent from T&S for the past month or so. The time demands on an early morning Seminary teacher, when added to having a full-time job and trying to raise five children … well, let’s just say that this was not an easy year for me. Next week is Seminary Graduation, but I will be out of the country, so we had our own little graduation party today. One feature of today’s class was reading some of the funny comments that had been made during the year (dutifully recorded by my daughter). Below is a sampling …
Sunday School Lesson 20
Lesson 20: Mosiah 25-28; Alma 36 Warning: the materials for this lesson may be the longest I’ve produced so far. As always of course, they are intended only to help you think about the material. No lesson could cover all of the significant ideas and questions that come up in these chapters. The first part of the materials is a chronology created by Arthur Bassett. I post that chronology in response to Tom Johnson’s note (here) that I was not clear about the chronological relation between Mosiah and Alma in the materials for Lesson 19.
Sunday School Lesson 19
Lesson 19: Mosiah 18-24 Chapter 18 Verse 1: Many of the conversion stories in the Book of Mormon are more detailed and more dramatic than this brief description of Alma’s repentance. (Compare Enos’s story and Alma the younger’s, for example.) Why might this story be told so briefly?
Sunday School Lesson 18
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12 Questions for . . . Sarah Barringer Gordon
Just a reminder — please submit questions for Professor Gordon by Monday, May 10. For more information on Professor Gordon, here is an article she wrote in Legal Affairs on polygamy and gay marriage; here is an interview she did on NPR on a similar topic; and here is a Tribune article about a speech she gave at Weber State.
12 Questions for Armand Mauss, part two
As promised, here’s the second half our our “interview.” [For part one, click here.] Thank you, Brother Mauss, for your willingness to lend your unique voice to the bloggernacle, and thanks to all our readers who submitted questions. (Again, the questions are in bold and his responses follow in plain text.) 7. In April conference, Elder Hafen discussed the “misconception” that the Church is “moving toward an understanding of the relationship between grace and works that draws on Protestant teachings.” Any reaction? This is truly an interesting development. The “misconception” Elder Hafen is referring to might not be exactly what it seems.
Sunday School Lesson 17
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12 Questions for Armand Mauss, part one
We are pleased to present our first installment of “12 Questions,” with sociologist and Mormon Studies scholar extraordinaire Armand Mauss (here is a mini-bio). Thanks to everyone who sent in questions. As you will see, they generated a wide-ranging and thoughtful set of responses. Questions appear below in bold, and Brother Mauss’s responses follow in plain text. [Click here for part two.] 1. You have spent your academic career largely outside of church-affiliated schools. As a Mormon studies scholar, what are the advantages and disadvantages taking this route from your perspective? How does it inform and/or impede your work in Mormon studies?
Sunday School Lesson 14
I’m going to experiment with posting some of my Sunday School lessons; not because I think I can do better than Jim does, but because he asked me to post them!
Sunday School Lesson 16
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Sunday School Lesson 15
I apologize that I’m posting these materials so late. One problem is that it is the end of the semester, but the real problem is that I started making notes as I read and ended up with seven pages of questions. That seemed like a few too many to be useful, so I’ve been editing. I hope they are not too late to be useful.
12 Questions for . . . Armand Mauss
We are pleased to announce that Armand Mauss has agreed to be the first participant in the newest regular feature at T&S, “12 Questions.” In this feature, we will be “interviewing” some of the bright stars in the Mormon firmament. And you, dear reader, may participate by submitting the questions. [See here and here for the questions and answers]
STQ: Chosen People
My Seminary students were never more united than this morning, when they all agreed that my “thought question” for today was not very interesting. Not one to be deterred by a little opposition, I decided to float the idea here.
STQ: Isaiah
We are all familiar with the words of the Savior to the Nephites after quoting Isaiah 54: “ye ought to search these things. Yea, a commandment I give unto you that ye search these things diligently; for great are the words of Isaiah.” (3 Nephi 23:1). In preparation for another week of Isaiah study (this is my third time teaching the book of Isaiah, the two prior attempts being in Gospel Doctrine), I decided to give in to my inner skeptic and ask this Seminary Thought Question: What is so great about the words of Isaiah?
Sunday School Lesson 14
Lesson 14: Enos, Jarom, Omni, Words of Mormon We will concentrate on Enos 1-18 and several verses in Omni.
Sunday School Lesson 13
Lesson 13: Jacob 5-7 We will concentrate on chapter 5, the longest chapter in the Book of Mormon. However, because chapters 4 and 5 were one chapter in the first edition of the Book of Mormon and I think that Jacob 4:15-18 are an essential to understanding the allegory, I suggest that you read them as part of the lesson. Rather than the usual verse by verse list of thought questions, here are two outlines of the chapter followed by a few general thought questions on chapter 5 and then several questions on chapters 6-7.
Sunday School Lesson 12
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STQ: Temples & World Peace
My Seminary class has just started studying the Book of Isaiah. Chapter 2:2-4 contains the oft-quoted verses: And it shall come to pass in the last days, that the mountain of the LORD?s house shall be established in the top of the mountains, and shall be exalted above the hills; and all nations shall flow unto it. And many people shall go and say, Come ye, and let us go up to the mountain of the LORD, to the house of the God of Jacob; and he will teach us of his ways, and we will walk in his paths: for out of Zion shall go forth the law, and the word of the LORD from Jerusalem. And he shall judge among the nations, and shall rebuke many people: and they shall beat their swords into plowshares, and their spears into pruninghooks: nation shall not lift up sword against nation, neither shall they learn war any more. While most Mormons view these verses as a source of great inspiration, I read them and say, “huh?”
Sunday School Lesson 11
Lesson 11: 2 Nephi 31-33 Chapter 31 Verse 2: What does the word “doctrine” mean? Why is what Nephi and Jacob have written sufficient? Sufficient for what? The phrase, “the doctrine of Christ” can be understood to mean “the doctrine that comes from Christ” or “the doctrine about Christ.” Which meaning do you think Nephi intends?
Sunday School Lesson 10
Thanks for your patience with me. I should have posted this days ago, but this has been one of those lives. Lesson 10: 2 Nephi 26-30 These questions will concentrate on 2 Nephi 26:20-31, 27:24-30, 28:11-15, and 28:19-24.