![]() ![]() What challenges do we face as we strive to live righteously in a wicked world? Who else in the Book of Mormon is an example of living righteously while surrounded by wickedness? (Answers might include Ether, Moroni, Abish, and the people who believed that Christ would be born, as recorded in 3 Nephi 1.) After students share what they learned about Mormon, ask the following questions: Give students time to read Mormon 3:2–3, 12, 22 to see what else they can learn about how Mormon was able to live righteously in a time of wickedness. What can we learn from Mormon’s example during this wicked time? (As students respond, write this truth on the board: We can live righteously even when we are surrounded by wickedness.) Invite a student to read Mormon 1:15 and 2:19 aloud. What concerns would you have about living in such an environment? Invite students to report on what they found, and then ask: Ask students to study the following passages and look for and mark descriptions of Mormon’s environment: Mormon 1:13–14, 16–17, 19 2:8, 14–15, 18. Tell students that the prophet Mormon was born into the environment of increasing wickedness brought on by these secret combinations. Remaining righteous while surrounded by wickedness ( Note: Comparing and contrasting is a scripture study skill that you might emphasize in this lesson. Have the class follow along, looking for contrasts between the Lamanites and the Nephites. ![]() Invite a student to read Helaman 6:20, 37–40 aloud. Why do you think Book of Mormon prophets included information about secret combinations in their record? … (See Ether 8:18–25.)” (Ezra Taft Benson, “I Testify,” Ensign, Nov. Secret combinations lusting for power, gain, and glory are flourishing. (See D&C 1:14–16 84:49–53.) It is more highly organized, more cleverly disguised, and more powerfully promoted than ever before. “I testify that wickedness is rapidly expanding in every segment of our society. To help address this question, display the following statements by Elder M. Russell Ballard of the Quorum of the Twelve Apostles and President Ezra Taft Benson (1899–1994). What do you think are some examples of secret combinations in our day? Then discuss the following:įrom what you read, what are the consequences of allowing secret combinations to exist and flourish? (Students should identify the following principle: Secret combinations can destroy freedoms, governments, and societies.) ![]() After sufficient time, discuss the questions on the board as a class. Tell students that the passage they choose might not answer all three of these questions, but they should find what they can. How do they ensure their continued existence?Īsk students to read one of the passages on the board and look for answers to the questions listed. Write the following scripture references and questions on the board: Invite students to share what they discover. Invite a student to read Ether 8:18 and 21 aloud while the class identifies the cause of this destruction. He described the wickedness that led to both the Nephites’ and the Jaredites’ destruction. Remind students that Moroni witnessed the destruction of the entire Nephite civilization. Invite students to look for principles and doctrines that they can apply as they study the examples of individuals who remained faithful despite being surrounded by wickedness. ![]() In what ways is living at this time like being in enemy territory?Įxplain that this lesson will examine the Book of Mormon’s description of the wicked environment in which some righteous individuals lived. He is determined to disrupt our Heavenly Father’s plan and seeks to control the minds and actions of all” ( “Counsel to Youth,” Ensign or Liahona, Nov. We know from the scriptures that there was a war in heaven and that Lucifer rebelled and, with his followers, ‘was cast out into the earth’. “You young people are being raised in enemy territory. ![]()
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