The Divine Gift of Forgiveness

Teacher Material

Religion 290 AUGUST 2021

The Divine Gift of Forgiveness
Teacher Material

Published by
The Church of Jesus Christ of Latter-day Saints
Salt Lake City, Utah
Cover: Forgiven, by Greg Olsen

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 Table o f Co ntents

Contents
Reading Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Introduction to Teaching the Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
1. The Gift of Repentance and the Joy of Becoming Clean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. True Experiences with Repentance and Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
3. Abandoning Sin and Spiritually Awakening to God . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
4. Mortality and Remorse of Conscience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
5. Our Savior Jesus Christ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
6. Faith in Jesus Christ and Forgiveness through Him . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
7. Overcoming Barriers to Repentance by Relying on Jesus Christ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
8. The Road to Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
9. A Broken Heart, a Contrite Spirit, and Godly Sorrow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
10. Help from beyond the Veil and Uncompromising Honesty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
11. Confessing and Forsaking Sins and Making Generous Restitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
12. Forgiving Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
13. The Role of the Savior, Priesthood Leaders, and the Holy Ghost in Forgiveness . . . . . . . . . . . . . . . . . . . . . 38
14. Daily Repentance and the Divine Gift of Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
R ea d ing Schedule

Reading Schedule
Lessons Reading Assignments from The Divine Gift of
Forgiveness, by Elder Neil L. Andersen
Week 1 Introduction and Chapter 1

The Gift of Repentance and the Joy of Becoming Clean

Week 2 Chapters 2 and 3

True Experiences with Repentance and Forgiveness

Week 3 Chapters 4 and 5

Abandoning Sin and Spiritually Awakening to God

Week 4 Chapters 6 and 7

Mortality and Remorse of Conscience

Week 5 Chapter 8

Our Savior Jesus Christ

Week 6 Chapters 9 and 10

Faith in Jesus Christ and Forgiveness through Him

Week 7 Chapters 11 and 12

Overcoming Barriers to Repentance by Relying on Jesus

Christ
Week 8 Chapters 13 and 14

The Road to Forgiveness

Week 9 Chapters 15 and 16

A Broken Heart, a Contrite Spirit, and Godly Sorrow

Week 10 Chapters 17 and 18

Help from beyond the Veil and Uncompromising Hon-

esty
Week 11 Chapters 19 and 20

Confessing and Forsaking Sins and Making Generous

Restitution
Week 12 Chapter 21

Forgiving Others
Week 13 Chapters 22 and 23

The Role of the Savior, Priesthood Leaders, and the Holy

Ghost in Forgiveness
Week 14 Chapters 24 and 25

Daily Repentance and the Divine Gift of Forgiveness

iv
Introduction to Teaching the Course
Welcome to The Divine Gift of Forgiveness • feel increased faith and trust in Heavenly Father
course! At the beginning of his book by the same and Jesus Christ and have a greater desire to
name, which is the text for this course, Elder repent; and
Neil L. Andersen of the Quorum of the Twelve
• answer questions about repentance and forgive-
Apostles wrote:
ness by turning to the words of scripture and the
My sincere hope is that through this prophets.
book, The Divine Gift of Forgiveness, you will
again feel, as you have already felt, the
priceless love your Heavenly Father and Preparation for Class
His Beloved Son have for you, and that Their love
The reading material for both teachers and students
will encourage you to move even more conscien-
tiously toward Them. (“Introduction,” The Divine Gift of
is the book The Divine Gift of Forgiveness, by Elder
Forgiveness [2019], 1) Neil L. Andersen of the Quorum of the Twelve
Apostles. Local S&I areas are responsible for
purchasing books and distributing them to teach-
Purpose of the Course ers and students. Please refer to the following web
page to learn how to place book orders: https://
This course is intended to help students feel God’s
si.ChurchofJesusChrist.org/SitePages/Ordering-
love and come closer to their Savior Jesus Christ
Books-from-Deseret-Book.aspx
through a deeper understanding of repentance and
His gift of forgiveness. As a result of this course, To help students prepare for their learning experi-
students should be able to ence together in class, give them a reading sched-
ule, such as the one found earlier in this manual.
• explain what repentance is, why they should
You might also find ways to interact with students
repent, and how to repent;
throughout each week to encourage their prepara-
• identify barriers to repentance and forgiveness tion. For example, you could send them some of the
and how to overcome them; questions found in the “For Next Time” sections of
the lessons. Sending students a reminder or a ques-
• recognize how, and from whom, forgiveness of
tion to come ready to discuss in class can encourage
sin comes;
them to study and ponder the topic throughout

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T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

the week. Expect students to come prepared. Their Credit Requirements

preparation will help them have a more meaningful
learning experience. To receive credit toward institute graduation for this
course, students are required to

Teacher Material • study 75 percent of The Divine Gift of Forgiveness,

• attend 75 percent of the classes held, and

Each lesson from the teacher material contains sev-
eral ideas for learning activities. You and your stu- • complete one of three learning experiences: keep
dents may not have time in class to do each activity. a study journal, write responses to three essay
Please focus on your students’ needs and questions questions, or design and complete a learning
rather than trying to cover all of the material. project (with teacher approval) of their own
that is related to the content of the course. Find
The teacher material is designed for 90-minute class
more details here: ChurchofJesusChrist.org/si/
experiences, one lesson per week over 14 weeks. If
institute/learning-experiences
you are teaching 28 lessons during the semester, you
might split the teaching suggestions for each week One learning experience students could complete
in half. You will notice that each lesson has a main would be to create a list of common questions re-
section break in the middle, but you are welcome to lated to repentance and forgiveness. (This could
split lessons however you feel would most benefit be done as a class at the beginning of the course.)
your students. Then throughout the course, a student could
collect excerpts from Elder Andersen’s book and
statements from the scriptures and Church lead-
ers that help answer the questions. This could be
a helpful resource for a student throughout his or
her life.

vi
WEEK 1 TEACHER MATERIAL

The Gift of Repentance and the Joy of

Becoming Clean
Welcome to The Divine Gift of Forgiveness course! As a result of this first lesson, students
should be able to express why they need to repent and the joy that comes from the gift of re-
pentance. They will also be invited to make a plan for daily repentance.

Ideas for Teaching up as a role play and invite students to take turns
asking, “Why should I repent?”

INTRODUCTION • Consider reading paragraphs 9–10 of the intro-

The Savior’s divine gifts of repentance and duction (which begin with “Repentance is not
punishment . . .”), and invite students to share
forgiveness are certain for those who come
what impressed them about these paragraphs.
unto Him with full purpose of heart.
• You might begin class by showing the video • Read paragraphs 4–5 of the introduction (which
“Welcome to the Course: Introduction” (1:22), begin with “The blessing to repent . . .”), look-
in which Elder Neil L. Andersen of the Quorum ing for Elder Andersen’s promise. Help students
of the Twelve Apostles welcomes students to identify a truth similar to the one in the heading
the course and gives them a promise. Consider for this section. You may want to invite stu-
inviting students to share their thoughts about dents to share their thoughts or feelings about
the video or what they are looking forward to in this promise.
the course. • You may want to review paragraph 16 of the in-
• You may want to invite students to look for teach- troduction (which begins with “My prayer is . . .”)
ings in the following scripture passages about and then ask the following questions:
why we should repent: Helaman 5:10–11 (to be
◦ What do you acknowledge, admire, or adore
redeemed); Mosiah 27:24–26 (to be changed);
about Jesus Christ?
3 Nephi 9:13–14 (to be healed); Alma 13:10–11
(to be cleansed). You could also set this activity

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T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

◦ Which of His characteristics do you most want describes an experience where he became very
to emulate? dirty and the relief of being clean.

• Consider watching the video “With God All

Forgiveness is a gift, and the only one Things Are Possible” (1:27) with students. Invite
who can give the gift is the Redeemer and students to watch for the comparison Elder
Savior of the world, Jesus Christ. Andersen makes between man’s ability to cleanse
• Consider inviting students to read paragraph 11 things physically and God’s ability to cleanse
of the introduction (which begins with “The people spiritually. You could then read together
divine gift . . .”) and to identify a truth similar to the first four paragraphs of the section “The Only
the one identified in the heading for this section. Way to the Joy of Knowing Our Savior Jesus
(See also Ephesians 2:8.) Christ” in chapter 1. You might help students
identify a truth similar to the statement in the
• Consider discussing one or both of the following heading for this section. (See also Isaiah 1:18.)
questions:
• Consider discussing one or more of the following
◦ Why do you think it is important to un- questions:
derstand that our “personal effort, no mat-
ter how great, pales in comparison to the ◦ What does it mean to you to know that even
cost of redemption”? (paragraph 11 of the if it seems impossible, the Savior can help you
introduction). become spiritually clean?

◦ In what ways has forgiveness been a gift to you ◦ When have you seen evidence that this miracu-
from a loving Heavenly Father and Savior? lous change is possible with God?
(You may want to invite students to answer
this last question in pairs or small groups.) The Lord will reveal, in answer to our
prayers, where our repentance should
• You might read Elder Andersen’s testimony in the
final three paragraphs of the introduction. You
be focused.
could then invite students to share any thoughts • Consider reading or reviewing paragraphs
they would like to about Elder Andersen’s 5–10 of the section “The Only Way to the Joy of
testimony. Knowing Our Savior Jesus Christ” in chapter 1
(which begin with the words “Remember Alma’s
feelings as he . . .”). These paragraphs recount
CHAPTER 1
the feelings of Alma the Younger after he re-
Jesus Christ has the power to make pented for his serious sins (see Alma 36:16–21).
us clean. Invite students to share and discuss any of Elder
• Consider inviting students to share what they en- Andersen’s teachings in those paragraphs that
joyed most about chapter 1, any of their favorite stood out to them. You could ask:
passages, or any questions they have about what
they read. ◦ Why do you think it’s important to understand
that for most of us, repentance is a “step by
• You might ask students to think of a time in their step, inch by inch” process? (paragraph 10).
lives when they became physically dirty. Ask a
few students to share their experience and what it • Read paragraphs 12–13 of the same section
was like to become clean again. Consider invit- (which begin “We must become . . .”), and invite
ing a student to read or summarize the first five students to identify a truth similar to the state-
paragraphs of chapter 1, where Elder Andersen ment in the section heading above. (See also
Ether 12:27.) You might invite students to share

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 T he Gift of R epentance and t he Joy o f B eco ming Clean

examples of ways the Lord has helped them know • If time permits, you may want to invite a few
how they could improve. (Focus on how this students to share something from their plans that
knowledge was communicated rather than on they think might be beneficial for others in the
specific improvements students were encouraged class to hear.
to make.)

• Consider reviewing paragraphs 14–19 (which For Next Time

begin “Honesty in our prayers . . .”) in the same
section of chapter 1 (“The Only Way to the Joy of Encourage students to study chapters 2 and 3 in
Knowing Our Savior Jesus Christ”), and invite preparation for the next week. In chapter 2, Elder
students to share what stood out to them about Andersen shares several experiences of others
Elder Andersen’s teaching in this passage. related to repentance and forgiveness. You might
encourage students to identify from these accounts
• Invite students to write a plan for how they will
truths that are meaningful to them, write them
improve their efforts to repent daily. You could
down or record them digitally, and bring them to
invite them to ponder the following questions to
the next class. You could encourage students to pon-
help them with their plans:
der as they study chapter 3 the following question:
What examples have you seen of the truths Elder
◦ What will I do so that the Lord will reveal to
Andersen teaches in this chapter?
me where my repentance should be focused?

◦ What will I do if the Lord prompts me to make

Note: You could use the “For Next Time” section
changes that I don’t want to make? at the end of each class to encourage students
to prepare for the next class. Or you could use
◦ How will I go forward “inch by inch” as I it to create a prompt that you send to students
strive to repent daily? during the week to help them prepare for the
next class.

3
WEEK 2 TEACHER MATERIAL

True Experiences with Repentance and Forgiveness

In this lesson students will identify several principles related to repentance and forgiveness
based on the true experiences recounted by Elder Andersen in chapter 2 of The Divine Gift of
Forgiveness. They will share how studying these stories affected them and will write about how
the principles they identified can apply to their own lives. Students will also discuss ideas and
attitudes about repentance that are common in the world today. They will be invited to share
how the Lord has offered them additional assistance and strength in their efforts to repent.

Ideas for Teaching • As students discuss the experiences from the

chapter, consider asking some of the following
questions (or invite students to discuss the ques-
CHAPTER 2 tions in their small groups):
We can learn valuable principles about
repentance from the experiences of others. ◦ What gospel truths can we learn from that
• Consider giving students five minutes to read or experience? (If students have a difficult time
review some of the examples of repentance in identifying truths, you might invite them to
chapter 2. review the list of truths in the first paragraph
of the chapter to see if one of the truths listed
• Invite students to share which experiences from fits that experience well.)
the chapter stood out to them the most and why.
If you have a larger class, you may want to do this ◦ Why do you feel this truth is important to
activity in small groups to allow more students understand?
an opportunity to share. You might share the
video “There Is Always a Way Back” (2:21) as an ◦ What can we learn about Heavenly Father and
example of a truth that can be identified from the Jesus Christ from this experience?
experience of Bishop Robert Walker shared in
• After completing this activity, consider discussing
chapter 2. (One truth that we can identify from
some of the following questions as a class:
Bishop Walker’s experience is that there is always
a way back to God.)

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 T rue E x periences wit h R epentance and F o rg iveness

◦ How has repentance blessed your life or the ◦ Why do you think some people neglect
life of someone you know? repentance or feel it is outdated? (Consider
discussing some of the reasons Elder Andersen
◦ What accounts from the scriptures have in- gave in the first two sections of the chapter.
spired you to repent? You may want to discuss Alma 30:13–18 and
Doctrine and Covenants 101:8 and how they
◦ How have you seen any of the truths we have relate to those teachings.)
discussed today demonstrated in your own life
as you have repented? ◦ What might you say in response to a friend
who expressed negative feelings about
• You might also share the video “Preston’s Story”
repentance?
(3:43) and invite students to think about the
power the Savior has to heal us no matter how
broken we feel. As you seek repentance through Heavenly
Father and Jesus Christ, They will give you
• You might invite students to write down anything
strength to keep the commandments.
they feel prompted to do. You could also invite
them to record how God has strengthened them • Consider inviting students to share anything that
in their efforts to repent and helped them to feel gave them hope and encouragement from the last
forgiven. section of the chapter, “An Essential Part of God’s
Plan.” (Students may need to take a minute to
review their notes or markings from the section.)
CHAPTER 3
Many people today ridicule the idea and • Help students identify a principle similar to the
statement in the section heading above (see the
practice of repentance.
third paragraph of the section “An Essential Part
• You might invite students to share what stood of God’s Plan”).
out to them as they read chapter 3. Invite them to
share what Elder Andersen taught about attitudes • You might discuss Elder Andersen’s teachings in
toward repentance. You might also read the last the second paragraph of the section “An Essential
paragraph in the section “Today’s Environment” Part of God’s Plan” by asking: What are some
(which begins “In today’s environment . . .”) and ways you have experienced the Lord’s “compen-
help students recognize that some people may satory spiritual power”? (It might help to explain
not understand or may even ridicule their desire to students that this phrase means that as the
to change for the better. world gets more wicked, the Lord blesses the
righteous with more spiritual help.)
• You may want to show the video from Elder
D. Todd Christofferson’s talk “The Divine Gift of • Consider discussing one or both of the following
Repentance” (view from time code 1:30 to 3:47) questions:
and discuss the difference between a positive
attitude toward repentance and a negative one. ◦ How has the Lord lifted and comforted you as
you have repented?
• Consider discussing one or more of the following
questions: ◦ How has He helped you to deflect or overcome
ideas or attitudes that mock repentance?
◦ When have you seen the kinds of negative atti-
tudes toward repentance that Elder Andersen • Consider giving students a few minutes to write
and Elder Christofferson identified? down any impressions they have had during
class or during their personal study. Encourage
students to pray for the Lord to strengthen them

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T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

and give them hope as they continue to repent students to think about the following questions as
and improve. they study:

• What can I learn about repentance from the ex-

For Next Time ample of the people of Ammon? What “weapons
of war” (Alma 24:19, 25) can I bury to become
Invite students to study chapters 4 and 5 of The more fully converted to the Lord?
Divine Gift of Forgiveness in preparation for the next
• How do the teachings from chapter 5 help me to
class. Encourage them to come to class prepared
better see myself from an eternal perspective?
to talk about what they learn. You might invite

6
WEEK 3 TEACHER MATERIAL

Abandoning Sin and Spiritually Awakening to God

In this lesson students will explore the Book of Mormon account of the repentant people of
Ammon and their conversion to the Lord. Students will discuss how to abandon sin. They will
also be invited to make a conscious effort to awaken unto God and come closer to Him.

Ideas for Teaching paragraph of the chapter (which begins “This is

a very important principle . . .”), and ask students
why they think “going through a perfunctory
CHAPTER 4 list of things to do to repent” might not have a
As we sincerely repent, the Lord will lasting impact on us.
change our hearts and help us turn
• You could ask students why they think these
completely to God.
Lamanites never fell away. (If needed, students
• Consider starting the lesson by asking students to could review paragraphs 11–13, which begin
think about sinful actions or thoughts that they “A miraculous thing . . .”) You might share and
might be having a hard time abandoning. You then talk about the following statement by Elder
might even invite students to privately write these Dale G. Renlund of the Quorum of the Twelve
actions or thoughts on a paper and then fold the Apostles to enhance your discussion:
paper and hold on to it for later.
Being ‘converted unto the Lord’ [Alma
• Show Elder Andersen’s video “Scriptural 23:6] means leaving one course of ac-
Accounts That Teach Repentance and tion, directed by an old belief system,
Forgiveness” (2:39) to remind students of some of and adopting a new one based on faith
what they read in chapter 4. Encourage them to in Heavenly Father’s plan and in Jesus Christ and
listen for where they can find strength to aban- His Atonement. . . .
don their sins and be freed from guilt. . . . Internalizing such a commitment is a lifelong
• You might ask students what impressed them process that requires patience and ongoing re-
pentance. Eventually, this commitment becomes
most about the Lamanites who were converted
part of who we are, embedded in our sense of
to the Lord after hearing Ammon and his breth-
self, and ever present in our lives. (“Unwavering
ren preach. Then consider reading the 10th

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T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

Commitment to Jesus Christ,” Ensign or Liahona, ◦ What might be some modern-day “weapons of
Nov. 2019, 22) . . . rebellion”? (Alma 23:7).

◦ How have you seen those who repent bury

Note: This talk by Elder Renlund is another their “weapons of . . . rebellion” today?
excellent resource for this lesson. Consider
using portions of it in the next section • Invite students to ponder and write about or
as well. record on a digital device what they will do to
strengthen their conversion and follow the exam-
ple of the people of Ammon. Students might also
You might also ask: How can being “converted find a later time to “bury” the papers they wrote
unto the Lord” help with the challenge men- on at the beginning of class as a testimony of
tioned in paragraph 12? their commitment to their plan.

• Read the first paragraph of the section “Burying • Consider reading together paragraph 22 of the
Weapons of Rebellion,” and help students iden- last section (“God Takes Away Guilt through the
tify a principle similar to the statement in the Merits of the Savior”), which begins, “Whatever
heading above. Then invite students to review the our weapons of rebellion . . .” You might also
list of descriptions of these converted Lamanites invite a student or two to share their testimony
found in that same section (from Alma 23:7; of the Lord’s mercy and grace in helping them
27:27–28). Invite students to share which of these forsake their sins and become more converted to
descriptions stands out to them most and why. Him. (Remind students not to share anything too
personal or sacred.)
Once we are cleansed of our sins through
the blood of the Lamb of God, we must CHAPTER 5
bury anything that takes us to the place we As we awaken spiritually to God, we
were before we repented. recognize our divine heritage and the
• Consider inviting a student to summarize the purposes of our life, which helps us move
story of the people of Ammon repenting and closer to Him.
burying their weapons of war. You might also ask • Consider inviting students to talk about what
why they did it and what price they had to pay they think of when they hear the phrase “awak-
because of it. (See Alma 24:7–27.) You could then ening unto God” (the title of chapter 5). Invite
invite any students who are willing to share their students to read paragraphs 4 (which begins
thoughts or feelings after hearing this account. “The scriptures use this . . .”) and 10 (which
• Ask: What can we learn about repentance from begins “Wherever we are . . .”) of the first section
the example of the people of Ammon burying and identify a truth like the one in the section
their weapons? (If needed, review from the sec- heading just above. You might then discuss this
tion “God Takes Away Guilt through the Merits question:
of the Savior” paragraphs 19–21 [which begin
“The qualities that defined . . .”] to help students ◦ How can understanding your divine heritage—
identify a truth like the one stated in the section who you really are and how Heavenly Father
heading above.) sees you—influence the way you see your life?

• Consider inviting students to discuss one or both • You could show Elder Andersen’s video
of the following questions with partners, in small “Convinced of the Power of God” (3:09) to help
groups, or as a class: students better understand the meaning of awak-
ening to God.

8
 A band o ning Sin and Spiritually Awa k ening to Go d

After the video you might ask questions like the Michelle D. Craig, a counselor in the General
following: Young Women Presidency:

Perhaps the most important things for

◦ What does Elder Andersen say we need to be
us to see clearly are who God is and
awakened to?
who we really are—sons and daugh-
ters of heavenly parents, with a “divine
◦ How have you experienced an awakening to
nature and eternal destiny” [Young Women Theme,
God in your own life?
ChurchofJesusChrist.org]. Ask God to reveal these
truths to you, along with how He feels about you.
◦ How can you accept Elder Andersen’s invita- The more you understand your true identity and
tion to make a conscious effort to move closer purpose, soul deep, the more it will influence every-
to God? thing in your life. (“Eyes to See,” Ensign or Liahona,
Nov. 2020, 15–16)
When we understand who we really are,
• You may want to invite students to review the last
we live our lives differently.
two paragraphs of chapter 5 (which begin with
• You might ask students to share what they know “The approach to . . .”) and share what impressed
about their premortal life or share how the scrip- them about this passage. Consider inviting stu-
tures have helped them to understand who they dents to pray in the coming days for help to see
really are. You might also ask students to share themselves how Heavenly Father and Jesus Christ
how their patriarchal blessings have helped them see them. Invite students to consider how their
understand who they are and their purpose on increasingly accurate view of themselves can help
the earth. (Take care not to ask students to share them awaken to God and desire to live their lives
anything specific from their blessings.) differently.

• Consider dividing the class into three groups.

Invite one group to review the section “Our For Next Time
Heavenly Father’s Plan of Redemption” and
another group to review the section “Premortal You might ask students how often they feel frus-
Council in Heaven.” Invite the third group to trated with themselves because of their weakness.
read the following scripture passages: Jeremiah Invite them to read chapters 6 and 7 of The Divine
1:5; Revelation 12:9–11; Alma 13:3; Doctrine Gift of Forgiveness, looking for why we have natu-
and Covenants 138:53, 56; Abraham 3:22–26. ral weakness and why we need to be patient with
After sufficient time, you might then discuss the ourselves and trust more in the Savior. You could
following question as a class: What did you read also invite students to look for how experiencing
that could change the way you view yourself? remorse of conscience can be a good thing.
You could also share this statement by Sister

9
WEEK 4 TEACHER MATERIAL

Mortality and Remorse of Conscience

In this lesson students will discuss mortality and the natural temptations and tendencies that
we experience in our fallen state. They will also discuss how repentance includes turning our
whole souls back to God, meaning that we repent not only of our sins but of sinning in general.
Students will be invited to record impressions they receive about repenting of both their sins of
commission and their sins of omission and about turning more fully toward God.

Ideas for Teaching reading the first section of chapter 6: What are
some of the challenges and opportunities the Fall
of Adam and Eve introduced to the world? You
CHAPTER 6 may also want to list students’ responses on the
The Fall of Adam does not define us; it board and ask: Why do we need opposition in
helps to refine us. It helps us yearn for this life? (See the section “Opposition.”)
a Redeemer.
• You might remind students that Nephi described
• Consider inviting students to share insights they himself as a “wretched man” (2 Nephi 4:17) and
had while studying chapter 6. You might ask that King Benjamin encouraged his people to
them what stood out to them or invite them to remember their own “nothingness” and unwor-
ask any questions they may have. thiness (Mosiah 4:11). You could ask students to
think about when they may have felt particularly
• You may want to show the video “We Have a
imperfect or “fallen” in these or similar ways.
Purpose Here” (2:55), in which Elder Andersen
Invite a student to read the fifth paragraph in
talks about us being far from our heavenly home.
the section “The Fall of Adam and Eve” (which
Invite students to consider why being away from
begins “You are now here on earth . . .”). Ask
our heavenly home is part of God’s plan. Give
students what they learn about themselves from
them a couple of minutes after watching the
that paragraph. You might help them identify
video to share their thoughts.
a truth similar to the one in the section head-
• You might ask students to respond to the follow- ing above. Consider inviting students to read
ing question based on what they learned from 2 Nephi 4:31–34 and Mosiah 4:2, looking for how

10
 Mo ralit y and R emo rse o f Co nscience

recognizing their fallen state led Nephi and the • Consider discussing the following questions:
people of King Benjamin to rely more fully on
Jesus Christ. ◦ Why do you think sin causes remorse of
conscience?
• You might also discuss Mosiah 3:19 in relation to
this truth. Consider reviewing the sixth para-
◦ How is remorse of conscience a blessing to us
graph of the section “The Fall of Adam and Eve”
when we sin?
(which begins “In understanding the Fall . . .”)
and discussing why it might be important to un- • Consider reading together paragraphs 6–8 of the
derstand that the “natural” evil spoken of in the section “Sin and the Laws of God” (which begin
scriptures does not mean that we are “inherently “I have long appreciated . . .”). Or you might
evil.” Consider discussing the following questions watch a portion of Elder David A. Bednar’s talk
(in small groups or as a class): “We Believe in Being Chaste” (from time code
13:06 to 14:48) to further understand why re-
◦ What difference might it make in a person’s morse of conscience can be a blessing. Consider
life if they defined themselves using their inviting students to share any insights they have
divine heritage rather than their sins? How after reading or watching.
might this affect the way they treat themselves
• You may want to discuss this statement: “Good
and others?
behavior, no matter how sincere and determined,
can never erase the sins of the past” (from the
◦ How is the Savior currently helping you to
second to last paragraph of the chapter, in the
overcome your fallen nature?
section “Sins of Commission and Omission”).
You might also talk about how only true repen-
◦ Why do you think it’s important to understand
tance can help us overcome guilt. You could then
that “repentance is not our backup plan; it is
ask one or both of the following questions:
the only plan”? (paragraph 1 of the section
“Repentance Is Necessary for All”).
◦ Why do you think that good behavior cannot
• You might read the final paragraph of the chapter erase our sins?
(which begins “I absolutely know . . .”) and dis-
cuss our need for a Redeemer and the hope the ◦ How does understanding this truth help us
Savior offers through lifelong repentance. focus our repentance on the Savior?

• The last two paragraphs of the section “Guilt and

CHAPTER 7 Regret” (which begin “I have always taken . . .”)
Sin causes remorse of conscience. contain some prophetic statements that can
provide hope to those who feel guilt and regret.
• You might invite students to share what they
You could also share the video “The Savior Wants
learned in chapter 7, any of their favorite pas-
to Forgive” (5:49). Consider inviting students to
sages, or any questions they have about what
share their thoughts or feelings.
they read.

• You could display the phrase “Sin has conse- In order to repent, we must not just turn
quences” and ask students to explain why sin has away from one sin but rather offer our
consequences and what some of them are. You
whole souls to God.
might invite students to read Alma 29:5, looking
for how Alma describes the consequences of our • You might begin this part of the lesson by invit-
choices. Display the statement from the section ing students to explain the difference between
heading above. sins of commission and sins of omission. (You
could review the first two paragraphs of the

11
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

section “Sins of Commission and Omission” and Savior will help them as they turn their whole
invite students to share their thoughts or feelings souls to God. Then provide students a few min-
about those paragraphs.) utes to ponder and write impressions of what
they need to do to better repent and turn more
• Consider reading the first sentence of the fourth
fully to God.
paragraph of the section “Sins of Commission
and Omission” (which begins “One of the great-
est . . .”), and ask students to discuss the differ-
Note: Before you end class, you may want to
ence between attempting to repent of a sin and
show the video “Building a Sure Foundation on
repenting of sinning. You might read the rest of
Jesus Christ” (2:47), in which Elder Andersen talks
that paragraph, as well as Omni 1:26, and invite
about the process of writing chapter 8, which
students to identify a truth similar to the one
students will read prior to the next class.
stated in the section heading above.

• Consider also reviewing the fifth and sixth para-

graphs of the section “Sins of Commission and
Omission” (which begin “President Spencer W.
For Next Time
Kimball added . . .”), and invite students to look Invite students, as they study chapter 8 in prepara-
for how repenting of our sins of omission is nec- tion for the next class, to mark or list in a journal
essary if we want to offer our whole souls to God. anything they find about Jesus Christ that increases
You might also invite students to suggest other their desire to repent.
ways a person might offer his or her whole soul
to God.

• You could invite students to read the last two Note: If you cannot show the video above at the
paragraphs of the chapter (which begin “While end of class, you can send students a link to the
overcoming sin may . . .”) and ponder how the video and invite them to watch it before the next
class is held.

12
WEEK 5 TEACHER MATERIAL

Our Savior Jesus Christ

In this lesson students will consider how increasing their gratitude for Jesus Christ’s atoning
sacrifice can increase their desire to repent of their sins. Students will also be able to explain
how the Savior’s sinless life satisfied the demands of justice so we can repent. Students will
identify reasons we should glorify Jesus Christ, and they will have the opportunity to express
why we should anticipate the Second Coming with joy.

Ideas for Teaching

CHAPTER 8, PART 1
As we better understand and feel gratitude
for Jesus Christ and His atoning sacrifice,
our love for Him and our desire to repent
will grow.
• You might begin class by showing a picture of
Pontius Pilate presenting Jesus Christ to the
• Or you could begin class by inviting students
multitude in Jerusalem. Invite students to explain
to share anything they read in chapter 8 about
the context of this scene and then read Matthew
Jesus Christ that influenced their desire to repent.
27:22 together, looking for the question Pilate
You could then invite a student to read the third
asked the multitude. Give students a minute to
paragraph of chapter 8 (which begins “I believe
ask this question of themselves and consider their
in Jesus Christ . . .”). Ask students what most im-
own thoughts and feelings.
presses them about Elder Andersen’s testimony.

• You could invite students to review the eighth

paragraph of the chapter (which begins “As we
deeply . . .”) and help them identify a principle
like the one in the section heading above.

13
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

• You could invite students to discuss the follow- Because Jesus Christ took upon Himself
ing questions (it might be helpful to display the our sins, sorrows, and sufferings, He
questions so students can read them): understands us completely.

◦ How can deepening our understanding of • You might invite students to read the third
Jesus Christ’s atoning sacrifice influence our and fourth paragraphs of the section titled
feelings for Him? Why do you think this can “Gethsemane” (which begin “Arriving at
increase our desire to repent? Gethsemane . . .”). Help students identify a truth
similar to the one above.
◦ In the past, what have you done to deepen • Consider reading Alma 7:11–13 to understand
your understanding of and gratitude for this truth better. You could also ask students to
the Savior’s sacrifice? (Or what could you share how they have been blessed by knowing
do now?) that the Savior understands everything they have
suffered and are suffering.
Because Jesus Christ lived a sinless life, He
was able to satisfy the demands of justice. CHAPTER 8, PART 2
• If students did not watch the video before class, The Savior’s Atonement began in
you could introduce the rest of the chapter by Gethsemane, continued on the cross, and
showing “Building a Sure Foundation on Jesus concluded with the Resurrection.
Christ” (2:47).
• Consider displaying pictures of Jesus Christ in
• Consider reading the first two paragraphs of the Gethsemane, on the cross, and at the garden
section titled “His Sinless Life,” and invite stu- tomb. Ask students where the Lord’s Atonement
dents to look for what the Savior was able to do took place.
because He never sinned. Students may identify
a truth similar to the one shared in the section
heading above.

• You might discuss the following question with

the class:

◦ Why did the Savior have to live a sinless life to

satisfy the demands of justice?

• You might also read Mosiah 15:8–9 and Alma

34:16 as a class and talk about what these verses
add to our understanding of this truth.

• Consider reviewing the third paragraph of the

section “His Sinless Life” (which begins “C. S.
Lewis expressed . . .”) and discussing the follow-
ing questions:

◦ Why is it important to know that Jesus was

tempted in every way but did not sin?

◦ What does this teach you about the character

of Jesus Christ?

14
 Our S avio r Jesus Christ

The Resurrection of Jesus Christ redeems

all of God’s children from death and brings
us back into God’s presence.
• Consider posing this question to the class: What
truths about the Savior’s Resurrection increase
your desire to repent? As needed, help students
identify and understand the truths mentioned in
the first four paragraphs of the section titled “His
Death and Resurrection.” One truth students
might identify could be similar to the one found
• You might review together all or select por- in the section heading above. To understand this
tions of the first three paragraphs of the section truth better, you could read and discuss Helaman
“Crucifixion and the Cross” and help students 14:15–17.
identify a truth similar to the statement in the
section heading above. • You might also ask this question: What truths
about the Savior’s Second Coming increase your
• Consider discussing one or both of the fol- desire to repent? You could use passages from
lowing questions (these could be discussed in the last section of the chapter (see “His Promised
small groups): Return”) to enhance the discussion.

◦ Why might it be significant that the Savior • You may want to conclude this lesson by sharing
most often “refers to His Crucifixion when or inviting students to share testimony of Jesus
speaking of His perfect Atonement”? (para- Christ’s life and Atonement.
graph 3 from the section “Crucifixion and
the Cross”).
For Next Time
◦ What do you learn about (or learn from) the Encourage students to consider the following ques-
Savior as you think about His atoning hours? tions in preparation for next week:
• You may want to have students (perhaps in their • What does it mean to have faith in Jesus Christ?
small groups) read Elder Neal A. Maxwell’s state- What does faith in Jesus Christ have to do with
ment in the last two paragraphs of the section repentance and forgiveness?
“Crucifixion and the Cross.” You might then give
a few minutes for students to express their grati- • How can I increase my faith and capacity to
tude and feelings about the Savior’s atoning sac- repent and feel forgiven?
rifice. (If no students volunteer, you could share
your own thoughts and feelings on this topic.)

15
WEEK 6 TEACHER MATERIAL

Faith in Jesus Christ and Forgiveness through Him

We could all benefit from having a greater ability to stop sinning and truly repent. Many also
have a deep desire to feel forgiven of our sins. In both cases, faith in Jesus Christ is an impor-
tant first step. In this lesson students will have the opportunity to explain why faith in the
Savior is a necessary condition of repentance and forgiveness and to discuss and plan how to
nurture their own faith in Christ. They will consider how they can better give their whole souls
to God as they seek His forgiveness.

Ideas for Teaching ◦ What truth would you say Elder Andersen
is teaching with this story? (Help students
identify a truth similar to the one in the section
CHAPTER 9 heading above.)
Faith in Jesus Christ invites the power
• Remind students that later in this chapter Elder
and strength we need to repent and
Andersen talks about the teachings and expe-
feel forgiven.
riences of Amulek and Enos. Consider inviting
• You may want to begin class by inviting a student half of the class to read Alma 34:8, 15–18 and
to summarize the story Elder Andersen shares in the other half to read Enos 1:5–8. Invite both
the first three paragraphs of chapter 9. (Consider groups to look for what these verses teach about
inviting someone before class to be ready to faith leading to repentance and forgiveness. You
summarize the account.) Or you could show the might then discuss one or more of the following
video “Faith in Jesus Christ” (2:54), in which questions:
Elder Andersen recounts the story.
◦ Why do you think Amulek taught the people
After the video you might ask:
about the Savior’s Atonement before talking to
them about repentance?
◦ Why do you think coming to know the Savior
is more powerful in our repentance than just
◦ What did the Lord teach Enos about how his
focusing on methods of change?
guilt could be swept away?

16
 Fait h in Jesus Christ and F o rg iveness t hrough Him

◦ What do you know about Jesus Christ that CHAPTER 10

helps you believe He has the power to help Forgiveness can come only from Heavenly
you change and feel forgiven? Father and Jesus Christ.
• You might invite students to share what im-
Our faith in Jesus Christ will grow as we pressed them most from chapter 10 about the
make room for Him and His teachings in need for a relationship with Heavenly Father and
our lives. We can nourish our faith in our His Son. You could then review the first two para-
Savior through diligence and patience. graphs of chapter 10 and help students identify a
truth similar to the one stated in the section head-
• You might write the following question on the
ing above. You might then discuss one or more of
board: How can I increase my faith in Christ?
the following questions:
You could then invite students to share how they
would answer this question. (Encourage students
◦ Why do you think that “heartfelt communi-
to draw on what they learned during their study
cations” (first paragraph of chapter 10) with
of chapter 9.) Consider using students’ comments
our Heavenly Father are at the center of our
to transition into one or more of the following ac-
repentance and forgiveness?
tivities or questions that could help deepen their
desire to increase their own faith in Christ:
◦ Why is it more effective to first acknowledge
our sins to Heavenly Father and our Savior
◦ Invite students to read Alma 32:27–29, 41–42
rather than turning initially to family, friends,
and look for truths that teach how we can
recovery programs, or counseling in order
nurture our faith. Students may identify truths
to repent? What might be wrong with rely-
similar to the ones identified in the section
ing only on a repentance “checklist”? (see
heading above.
paragraph 4).

◦ What can we do to make additional room in

◦ How should we approach our Heavenly Father
our hearts for the Savior and His teachings?
when we are sincerely repenting? (You might
invite students to look in the first four para-
◦ How would you explain to someone else
graphs of the section “Crying unto the Lord”
the process of nourishing their faith in
for ideas.) Why?
Jesus Christ?
• Consider inviting students to think of examples
◦ Give students time to read individually or from the scriptures of people who pled with God
in small groups the last three paragraphs of for forgiveness. As students share, you might ask
chapter 9 (beginning with “Experiencing the what we can learn from their example. If needed,
miracles of God . . .”), and invite students to here are a few scripture references you could use
look for practical ways to increase their faith in as examples: Enos 1:1–4; Mosiah 4:1–2; Alma
Jesus Christ. You might also lead students to 36:17–18. (You might invite students to do this
discuss what Elder Andersen promises to those activity in small groups.)
who build a foundation of faith on the Savior.

• You could invite students to ponder what they The Lord will forgive and redeem those
feel they should do in their lives to increase their who offer their whole soul to Him, holding
faith in Christ. Give them time to record a plan nothing back.
for how they will move forward. You may want
• You might review Omni 1:26 and ask students
to provide an opportunity for students to share
to discuss what they think it means to offer our
their plans so they can learn from each other.
whole souls to God. As part of your discussion,
consider reading the first two paragraphs under

17
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

the heading “Offering Our Whole Soul unto • Invite students to ponder their relationships with
God” and identifying a truth similar to the one their Heavenly Father and Savior and prayerfully
found in the section heading above. You might consider what they will do to offer their whole
then discuss the following question: souls to God as they repent and seek forgiveness.

◦ What are some things that might prevent

someone from offering their whole soul to God For Next Time
as they seek repentance?
Consider inviting students to think about the fol-
• Consider discussing how praying vocally can lowing questions as they study chapters 11 and 12
add power to our prayers. (See paragraphs 3–8, of The Divine Gift of Forgiveness: How does the devil
which begin “As we humbly come . . .,” under the try to deceive us in order to prevent our repen-
heading “Offering Our Whole Soul unto God.”) tance? How can we recognize his deceptions and
resist them? How can fear and pride keep us from
repenting?

18
WEEK 7 TEACHER MATERIAL

Overcoming Barriers to Repentance by Relying on

Jesus Christ
During this lesson, students will identify and discuss tactics the devil uses to deceive us in order
to hinder our repentance. Students will be encouraged to plan what they will do to resist and
overcome these deceptions by building their lives on the foundation of Jesus Christ. Students
will also have an opportunity to explain how fear and pride work to impede repentance and
to identify ways they can overcome these barriers by relying on Jesus Christ and following
His example.

Ideas for Teaching in the third paragraph of chapter 11 (a similar

idea is also found in the first paragraph of the
chapter). You might then invite students to share
Note: Be careful not to spend too much time examples from scripture, their own lives, or the
on the first section on the teachings from lives of others they know that illustrate this truth.
chapter 11 that focuses on Satan’s deceptions. You could then discuss one or more of the follow-
Students will benefit even more from discussions ing questions:
on how to move past these deceptions and rely
more on the Savior. ◦ Why is this an important truth to remember as
we seek to repent?

◦ What are some of the most effective deceptions

CHAPTER 11 Satan uses to keep us from repenting? (If nec-
As we seek to repent and more closely essary, have students review what they read in
follow the Savior, the forces of the the sections titled “Deceptions” and “Appeal to
adversary will attempt to thwart Delay Repentance.”)
our resolve.
• You might begin class by asking a student to read
the statement by the Prophet Joseph Smith found

19
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

◦ What are some of the dangers and pitfalls

of procrastinating our repentance? (See, for
example, Alma 34:33–35 and Helaman 13:38.)

◦ What has helped you to recognize and resist

Satan’s deceptions?

• Consider watching the video “The Enemy’s

Distraction” (2:21) and inviting students to share
how we can liken Elder Andersen’s description of
the Devil’s Throat at Iguazu Falls to the tempta-
tions of the devil. You could review with the class • To help students consider our best defense
Elder Andersen’s interpretation of why he feels against the cunning deceptions and temptations
this portion of Iguazu Falls is named the Devil’s of the devil, read Helaman 5:12 or the last two
Throat (see paragraphs 2–3 of the last section, paragraphs of chapter 11. Consider identifying
“Devil’s Throat”). You might also invite students a truth similar to the one shared in the section
to compare Elder Andersen’s analogy to Nephi’s heading above and then discussing one or more
description of the devil’s tactics in 2 Nephi of the following questions:
28:19–22. You could then discuss this question:
◦ What do you think it means to build our foun-
◦ What are your thoughts or your feelings as dation on Jesus Christ? What have you done to
you hear Elder Andersen, as one of the Lord’s build your foundation on Christ?
Apostles, bless you at the end of this video?
(In this part of the video he says, “As you put ◦ What attributes does Jesus Christ possess that
the Savior first in your life . . . you’ll know cause you to want to build your foundation
when the adversary is trying to distract you, on Him?
and you will move ahead. I bless you that you
will be able to do this.”) ◦ Why is building our foundation on Jesus
Christ our best defense against the deceptions
of the devil?
Building our foundation on Jesus Christ will
help us to withstand Satan’s power. • Consider reading together Elder Andersen’s
testimony in the last sentence of chapter 11. You
• If possible, display an image of a roaring lion,
might then provide students with some time
such as the accompanying image. Ask students to
to ponder and write a plan for how they will
recall what Elder Andersen taught by comparing
build, or continue building, their lives on the
Lucifer to a roaring lion in a zoo. (If needed, re-
foundation of Jesus Christ. You might also invite
view with students the first two paragraphs of the
students to consider what help they may need
section “The Adversary’s Influence Is Nothing
from Heavenly Father and the Savior to resist the
Compared to the Power of God.”) Help students
temptations and deceptions of the devil.
understand that the adversary has no power over
us unless we permit it.
CHAPTER 12
The twin bullies of fear and pride work to
impede our repentance.
• Consider reviewing with students the bulleted list
of thoughts at the beginning of chapter 12. You
might invite students to silently identify any of

20
 Overco ming B arriers to R epentance by R ely ing on Jesus Christ

these thoughts that may have been, or currently As we humble ourselves as a little child,
are, barriers to their own repentance. we care less about our own ego and more
• Read together the third paragraph of the chapter about submitting our will to Heavenly
(the paragraph that comes after the list), which Father’s will.
begins “Many words can describe . . .” Then help
students identify a truth similar to the one in the
section heading above. You might then ask:

◦ Why do you think Elder Andersen refers to

fear and pride as “twin bullies”?

◦ What would you teach a friend about fear and

pride if he or she were worried about repent-
ing? (You could give students a few minutes
to review the sections in chapter 12 titled
• Ask students what they think the remedy to pride
“Fear” and “Pride” to help them answer this
is. As part of the discussion, you could review
question.)
the fourth paragraph of the section “Becoming
• You might invite students to choose two or three as a Little Child” and help students identify a
statements from the list of excuses at the begin- principle similar to the one in the section heading
ning of the chapter and have them identify how above. Consider displaying an image of a child or
each could reflect fear or pride. of Jesus with children and discussing one or both
of the following questions as a class:
The perfect love of Christ can cast out
◦ What do you think the Savior meant when He
our fears.
invited us to become like little children? (As
• Consider inviting students to study 1 John 4:18 you answer this question, you might read and
and Moroni 8:16, looking for the remedy to fear. discuss Mosiah 3:17–19.)
You could help students identify a truth like the
one in the section heading above. You might then ◦ What are some ways the Savior exemplified
discuss one or more of the following questions: what it means to be humble and submissive
like a little child?
◦ What do you think “perfect love” means? How
do we feel it? (As part of your discussion, • Consider reviewing the story of Philippe Moreau
consider reading the statements by Elders (see the section “Becoming as a Little Child,”
Dieter F. Uchtdorf and David A. Bednar of the paragraphs 7–16 [which begin “I was called
Quorum of the Twelve Apostles in paragraphs as . . .”]) and inviting students to discuss how
2–4 of the section “Love Casteth Out Fear.”) fear and pride held Philippe back and how love
and humility gave him strength to move forward.
◦ Why is it important to understand that al- Testify that it is never too late to humble our-
though our fears may not be totally elimi- selves and reach out to the Savior.
nated, they can be quieted and controlled with • Provide students time to ponder how fear or
the Lord’s help? pride may be preventing them from repenting
and growing spiritually. Invite students to prayer-
◦ When have you experienced the Lord helping
fully consider what they will do to further invite
you to quiet or to overcome your fears? What
the Savior’s love into their lives and more fully
can you do to experience His help more often?
follow His example of humility.

21
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

For Next Time life of someone they know. You could invite stu-
dents as they study chapter 14 to look for how Elder
You might invite students to identify as they study Andersen defines repentance and how continual
chapter 13 some common misconceptions about repentance can become a way of life for us.
repentance. They may have seen these misconcep-
tions delay repentance in their own lives or in the

22
WEEK 8 TEACHER MATERIAL

The Road to Forgiveness

In this lesson, students will identify four common misconceptions about repentance and plan
how to avoid these detours on their personal road to forgiveness. Students will also consider
how repentance includes both turning away from sin and turning toward the Savior. They will
also have the opportunity to plan how they can more fully come unto Christ.

Ideas for Teaching repentance and lead us away from reliance on the
Savior. This may lead to discussing the detours to
repentance in a different order than they appear
CHAPTER 13 in the book, which is fine. You might use the
If we are not careful, some misconceptions following principles and teaching ideas to help in
can be detours on our way to forgiveness. your discussion.
• Consider beginning class by reviewing or inviting
a student to summarize the story of Elder and 1. Repentance is not a punishment for sins.
Sister Andersen taking a detour on their way to Rather, repentance relieves the guilt, pain,
a mission home in the Philippines (see the first and suffering caused by sin.
four paragraphs of chapter 13). Invite students to ◦ You might use the second paragraph in
share how this story could be likened to our ef- the “Detour #1” section (which begins
forts to repent and feel forgiven. You might then with “A person cannot suffer . . .”) to help
read the sixth paragraph of the chapter (which students identify truths similar to those
begins “Sometimes as we begin . . .”). Consider stated in the section heading above. (See
drawing a road on the board with several detours also Doctrine and Covenants 19:4, 16–18.)
and adding to the drawing as students share dur- You might then discuss one or both of the
ing class. following questions:
• You might invite students to identify the detours ▪ What is the difference between suffering
to repentance they discovered from their study of for your sins and suffering because of
chapter 13 and share how each detour can delay your sins?

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T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

▪ How does Elder Andersen’s analogy identify a truth like the one stated just
of cancer and surgery help clarify the above. You might also invite students to
relationship between sin, suffering, and talk about why they think this truth is
repentance? important to understand.

◦ Consider giving students a few minutes to

2. Repentance is not simply a checklist; it
ponder and write about what ideas they
must be centered in Jesus Christ.
have regarding repentance that may need
◦ Invite students to review the first para- to change as they repent and seek the
graph in the “Detour #2” section if needed, Lord’s forgiveness.
and then consider discussing one or both
of the following questions:
CHAPTER 14
▪ In what ways can thinking about re- Repentance is turning away from our sins,
pentance as a checklist delay our true turning toward the Savior, and coming
repentance? unto Him.
▪ How does Elder Andersen reframe the • Consider starting this section with a small object
steps (the five Rs) of repentance? lesson. Invite a student to stand on one side of
◦ You could also review the list of the five Rs the room while you place a picture of Jesus Christ
in the “Detour #2” section and invite on the opposite side. Ask the student to begin
students to talk about how centering each walking toward the picture. Then have the stu-
of those steps in the Savior could provide dent stop, turn away from the Savior, and walk in
spiritual power and perspective to an indi- a different direction, representing a choice to sin.
vidual seeking to repent. Ask the class how this action can be corrected.

Invite the class to share how President Russell M.

3. Repentance is not just changing behavior; Nelson defined the word repent (see the first three
it is turning toward the Savior. paragraphs of the section “Turning Away from
◦ You might invite students to think about Our Sins” or President Nelson’s talk “We Can
what is wrong with believing the miscon- Do Better and Be Better” [from time code 0:50 to
ception expressed in the third detour. You 2:57]).
could then discuss the following question: Ask the class what the student needs to do to re-
▪ How could this detour delay repen- pent. Then have the student turn around, back to-
tance or prevent us from relying on ward the picture of the Savior. Ask the student to
the Savior? begin walking again toward the picture of Jesus
Christ. Help students identify a truth similar to
◦ As students talk about this detour, choose the one stated in the section heading above. You
one or more of the paragraphs in the might then discuss one or both of the following
“Detour #3” section to help identify a questions:
truth similar to the one stated just above.
(Elder Andersen expands on this idea in ◦ How would you describe the difference be-
the next chapter.) tween true repentance and merely changing
our behavior? (If needed, refer to the fourth
4. Repentance alone does not redeem us. Jesus paragraph in the section “Turning Away from
Christ is the Giver of our forgiveness. Our Sins,” which begins “But this change
◦ You could use the first paragraph of the is . . .”)
“Detour #4” section to help students

24
 T he Roa d to F o rg iveness

◦ What have you done to come unto the Savior

in meaningful ways as you repent? Note: If time permits, consider showing the video
“Preparing to Serve” (2:43) at the end of class.
Repentance is not an event but a way This video can help students see how chapter 16
applies to them even if they are not planning on
of life.
serving a full-time mission any time soon.
• You might invite the class to read the first sen-
tence in the section “A Way of Life” and then ask:
For Next Time
◦ What do you think Elder Andersen means
Invite students in the coming week as they study
when he says repentance is a way of life? What
chapter 15 to look for what “three friends” Elder
are some ways that we can make repentance a
Andersen says will accompany them on the road to
way of life?
forgiveness.
• Consider concluding class by giving students
For chapter 16, invite students to look as they read
time to read and think about the last two para-
for things that apply to them in their lives right now.
graphs of chapter 14 and ponder how they could
If you were unable to share the video “Preparing to
come closer to the Savior. You might invite
Serve” (2:43) at the end of class, consider sending
students to set a goal or reminders to act on what
students a link to the video early in the week and
the Spirit prompts them to do.
encouraging them to watch the video before reading
chapter 16.

25
WEEK 9 TEACHER MATERIAL

A Broken Heart, a Contrite Spirit, and Godly Sorrow

In this lesson students will have the opportunity to explore the meanings of the terms “broken
heart,” “contrite spirit,” and “godly sorrow.” Students will explain why cleanliness and worthi-
ness in missionary service is essential. They will also hear and share testimony of the Savior’s
willingness to help them as they repent and change.

Ideas for Teaching 2. Paragraphs 14–15 (which begin “Sin would

be . . .”)

CHAPTER 15 3. Paragraphs 2–3 of the section “Godly

A broken heart, a contrite spirit, and Sorrow,” which share a statement by
godly sorrow are essential conditions President Ezra Taft Benson
of repentance.
Invite students to share what they find.
• You might begin class by inviting students
• Consider displaying the accompanying images
to share what parts of chapter 15 were most
of Jesus with little children and a tree bending in
meaningful to them. As students share, you
the wind (or similar images you find).
could identify a truth similar to the one in the
above heading.

• To deepen students’ understanding of this truth,

you could divide the class into three groups and
assign each group to read one of the following
passages from the chapter, looking for what it
means to have a broken heart, a contrite spirit, or
godly sorrow:

1. The sixth paragraph of the chapter and the

bolded definitions that follow

26
 A B ro k en Heart, a Co ntrite Spirit, and Go dly So rrow

consumed! Such is the ‘sacrifice unto [the Lord

of ] a broken heart and a contrite spirit.’ (3 Nephi
9:20.)” (Meek and Lowly [1987], 94).

• To add to your discussion about godly sorrow,

consider reading 2 Corinthians 7:9–10 together
and then talking about the differences between
worldly sorrow and godly sorrow. As an illustra-
tion of worldly sorrow versus godly sorrow, you
might use the conversation between Kim and
her bishop from the section “A Young Woman
Then watch the video “A Broken Heart, Contrite
Preparing for Marriage.”
Spirit, and Godly Sorrow” (3:58). Invite students
to share what they learn from the metaphors of • Testify (or invite students to testify) of the bless-
little children and a tree in the wind that Elder ings of having the three friends with us on our
Andersen uses to teach about these “three be- journey toward forgiveness.
loved friends.”

You could then ask one or more of these follow-up CHAPTER 16

questions: To qualify for the companionship of the
Holy Ghost, missionaries need to be
◦ In what ways do these three friends (a broken worthy and clean before the Lord.
heart, a contrite spirit, and godly sorrow) help
• To help everyone in your class feel the applica-
us on our journey toward being forgiven? How
bility of this chapter, you might remind them
are the three things connected? How are they
that prophets have encouraged every member
different?
of the Church to become missionaries and
help gather Israel. (See, for example, David A.
◦ How can these “beloved friends” influence our
Bednar, “Becoming a Missionary,” Ensign or
relationship with Jesus Christ? How do they
Liahona, Nov. 2005, 44–47; Russell M. Nelson and
help us to be more than just cleansed from
Wendy W. Nelson, “Hope of Israel” [worldwide
our sins?
youth devotional, June 3, 2018], supplement to
◦ How can we invite these friends into our lives? the New Era and Ensign, ChurchofJesusChrist.org;
and Russell M. Nelson, “Sisters’ Participation in
• To add to your discussion about having a bro- the Gathering of Israel,” Ensign or Liahona, Nov.
ken heart and a contrite spirit, you might read 2018, 68–70.)
3 Nephi 9:20–22 as a class. For context, you
might explain that the Savior spoke these words • Invite students to imagine they are being called
to the descendants of Lehi during the three days to serve the Lord as a missionary, starting in
of darkness after His death. He announced to one month. What would they do to prepare?
the people that now instead of animal sacrifices, Consider reviewing some of the choices Elder
they should offer their broken hearts and contrite Andersen made in preparation to serve a mission
spirits. You might then share and discuss the when he was young (see paragraphs 4–7 of chap-
following statement by Elder Neal A. Maxwell ter 16, which begin “The Lord provided . . .”).
of the Quorum of the Twelve Apostles: “The real Consider also reading paragraphs 9–10 (which
act of personal sacrifice is not now nor ever has begin “In all of your preparation . . .”). Help
been placing an animal on the altar. Instead, it students identify a truth similar to the one stated
is a willingness to put the animal that is in us in the section heading above.
upon the altar—then willingly watching it be

27
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

• Ask students why they think it is essential to be You might also invite students to testify of this
worthy and clean if we want to help in God’s truth (without divulging past sins). Ask students
great work of gathering Israel. You could watch to share what relying on these promises has done
the video “Stay within the Lines” (5:10) to help for their relationship with and love for the Savior.
deepen your discussion.
• Consider asking one or more of the following
• Alma preached to the people of Zarahemla at questions toward the end of class:
a time when they had great need to repent.
Examine your own heart as you read some of the ◦ What have we read or discussed today that
questions he asked them as recorded in Alma 5:6, you have felt strongly about or that you have a
14–29. You could then discuss how prayerfully testimony of?
studying and pondering these questions can help
◦ How have the chapters we discussed today
someone to have a change of heart.
helped you to better understand or know our
• Consider inviting students to share anything that Savior Jesus Christ?
was particularly meaningful to them from the
two letters included in chapter 16. If students ◦ What have we read or discussed today that
do not have much to share, you might give them gave you hope for the future or gratitude for
a few minutes to review one of the letters and the gospel of Jesus Christ?
then invite them to share thoughts, feelings, and
• You might also read the last three paragraphs of
impressions they have. You might also ask what
the chapter (which begin “If you are now . . .”) to
the two young men discussed in the letters came
end class with Elder Andersen’s testimony.
to realize and understand about Jesus Christ, His
character, and His power.
For Next Time
The Lord will strengthen us and help us
Encourage students to study chapters 17 and 18 in
to repent.
preparation for the next week. For chapter 17, you
• You might invite students to review paragraphs might invite them to look for the role angels can
10–15 of the section “Every Missionary Needs to play in our repentance. You could also encourage
Be Worthy” (which begin “If you are unsure . . .”) them to reflect on how their repentance may affect
and to look for promises and words of encour- their ancestors and descendants. For chapter 18, you
agement that might give hope to someone who could invite students to consider how honesty or
is afraid of confessing his or her sins to a priest- dishonesty can affect their efforts to repent and be
hood leader. Help students identify a truth such forgiven.
as the one stated in the section heading above.

28
WEEK 10 TEACHER MATERIAL

Help from beyond the Veil and

Uncompromising Honesty
In this lesson students will have the opportunity to discuss the role of angels in repentance
and the effect that our repentance might have on our past, present, and future family. They will
also identify how dishonesty affects our efforts to repent and how it is connected to pornog-
raphy. And they will have the opportunity to commit to be uncompromisingly honest in their
repentance.

Ideas for Teaching similar to the one shared in the section heading
above. You might then discuss one or more of the
following questions:
CHAPTER 17
Angels can help to bring about repentance. ◦ What do Elder Andersen and the scriptures
teach about the role angels can play in our
repentance?
Note: As you teach this lesson, make sure you
keep class discussion focused on the text of
◦ What did Elder Andersen and President
Elder Andersen’s teachings in chapter 17 and the
Joseph F. Smith teach about how our ancestors
related scripture references. Be careful to avoid
feel about us? (see paragraphs 5–6 in the first
speculation, as there is much about this topic
section of the chapter, which begin “Many
that has not yet been revealed.
times those most . . .”).

• You might invite students to relate what they

• You might begin class by inviting students to learned from the experience of the woman
share anything that they enjoyed or learned while recorded in paragraphs 8–26. (You could give
reading chapter 17. students a few minutes to read and reflect on this
• Consider reviewing the first three paragraphs account before discussing it, if needed.)
of chapter 17 as a class and identifying a truth

29
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

Our repentance will benefit our ancestors might use portions of paragraphs 6–8 (which
and our posterity. begin “The Savior constantly . . .”) found at the
beginning of the chapter to help students identify
• You might review paragraphs 2–6 of the section
a truth similar to the one stated in the section
“The Wonderful Link,” looking for how our
heading above.
repentance relates to our past and future fam-
ily. Ask students to report what they found and • As a class or in small groups you might discuss
identify a truth like the one stated in the section the following questions:
heading above. You might then ask one or both
of the following questions: ◦ Why is it important to understand that hon-
esty is a characteristic of God and that the
◦ In what ways does Elder Andersen say that devil is “the father of all lies”? (see paragraphs
we, our ancestors, and our posterity are tied 1–5 at the beginning of the chapter). How can
together? understanding these truths help us to change?

◦ How might our repentance bless “those who ◦ Why do you think there can’t be true repen-
have gone before and those who will follow tance or forgiveness without complete hon-
us” (paragraph 5)? (You might also discuss esty? How might partial honesty delay the
the statement that “our footprints will be repentance process?
seen in homes and on paths where we will
• You might draw students’ attention to the sen-
never walk.”)
tence in paragraph 6 beginning “In any form . . .”
• You could also invite students to talk about what and ask students to list some forms or examples
they learned from President Russell M. Nelson’s of dishonesty that can keep a person from repent-
experience shared in the section “Angels Are Part ing and turning to the Lord. (These examples
of the Lord’s Work.” (You could watch his talk might include lying to ourselves or others about
“The Price of Priesthood Power” from time code the seriousness of our sins, withholding informa-
0:56 to 5:41 to enhance your discussion.) tion, not fully confessing our wrongdoing, hiding
our sins, and so on.) Consider giving students a
• You might also invite students to ponder on how
minute to ponder the list on the board and deter-
our repentance might affect our past, present,
mine how they might strive for complete honesty
and future family.
in their own lives.
• You could invite students to share what has been
most meaningful to them from the discussion so The plague of pornography in the world is
far. You could also read the last two paragraphs frequently connected to dishonesty.
of the chapter (which begin “President Joseph F.
Smith spoke . . .”) and testify of the help we can • To introduce the topic stated in the section head-
receive to repent from both sides of the veil. ing just above, you could read the statement by
President Nelson in paragraphs 3–5 of the section
“The Character of God.” You might then discuss
CHAPTER 18 one or more of the following questions:
There is no true repentance and no true
forgiveness without complete honesty. ◦ Why do you think Elder Andersen would
include teachings about the plague of pornog-
• To begin the discussion of chapter 18, you
raphy in a chapter about honesty? (You could
might show the video “Being Honest in Our
identify a truth similar to the one in the section
Repentance” (4:05) and invite students to lis-
heading at this point.)
ten for why honesty is essential in our efforts to
repent. As students report what they learned, you

30
 Help fro m be yo nd t he V eil and Unco mpro mising Ho nest y

◦ How did President Nelson describe pornog- paragraph of that section (which begins “When
raphy? What must we do to avoid this form of I kneel . . .”). You could then invite students to
deception and dishonesty? prayerfully consider the questions in paragraph 9
and record what they feel the Lord would have
◦ What do you think it means to be “righteous them change.
in the dark” (see paragraph 1 in the section
• You might conclude by inviting students to
“Living the Truth”), and how do we do that?
silently read the last three paragraphs in the
• You could also read Doctrine and Covenants chapter and to ponder how the Holy Ghost has
63:16–17, 20 (referenced in the section “Living strengthened and can continue to strengthen
the Truth”). You could then ask students what them in their determination to be honest.
this passage teaches about lust, what lust leads to,
and how lust and dishonesty are connected.
For Next Time
• If you feel your students would benefit from see-
ing it, you might watch the video “Overcoming Encourage students to study chapters 19 and 20
Pornography Addiction: The Healing Power of in preparation for the next class. Invite them to
Jesus Christ” (5:47), which depicts how the Lord come to class prepared to share what they learned,
helped a husband overcome his pornography ad- thought, or felt about confessing and forsaking sins
diction and also helped heal his wife and family. as they studied chapter 19. Invite them to ponder
What can we learn from this experience about the following questions as they study chapter 20:
the Savior’s power to heal?
What does it mean to make generous restitution?
• Consider reviewing the first paragraph of the sec- What should we do if someone else has harmed us
tion “The Character of God” as well as the ninth but made no attempt at restitution?

31
WEEK 11 TEACHER MATERIAL

Confessing and Forsaking Sins and Making

Generous Restitution
After studying this lesson, students will discuss how to confess and forsake their sins. They will
also identify how to know when their sins have been forgiven and how to move forward with
faith in Jesus Christ and His Atonement. Students will discuss what it means to make generous
restitution. They will also have the opportunity to testify of the Lord’s ability to bring peace,
healing, and forgiveness when others have offended or harmed them.

Ideas for Teaching deepen students’ learning, you might also discuss
some of the following questions either in groups
or as a class:
CHAPTER 19
Confessing and forsaking sin are vital steps ◦ Why do you think confessing our sins is an
of repentance. essential part of repentance?
• You might begin class by inviting students to
◦ What is involved when confessing a sin? Who
share anything they would like to that they
should we confess our sins to?
learned, thought, or felt as they studied chap-
ter 19. Be prepared to incorporate the following
◦ What should our motive be when confessing
teaching ideas into the discussion as students
our sins to those we have hurt?
share. You might also read Doctrine and
Covenants 58:42–43 as a class and identify a truth
◦ What sins must be confessed to a priesthood
like the one in the section heading above.
leader? Forgiveness comes from God, so why
• Consider inviting students to each choose one do we need to confess to a priesthood leader in
of the first four sections of the chapter to review. the case of serious sins?
Give students a few minutes to review their sec-
tion and then share (as a class or in small groups) ◦ What counsel from Elder Andersen did you
something that stood out to them. To help find helpful for someone who is struggling to

32
 Co nfessing and F o rsa k ing Sins and M a k ing Generous R estitutio n

forsake (or give up) a sin? (Consider giving ◦ How might we resist Satan’s attempts to dis-
an example or scenario of someone who is courage us with the memories of our past sins?
trying to forsake a sin like viewing pornog-
raphy, drinking alcohol, or getting angry, ◦ When you do remember your sins, how can
and ask how this person might follow Elder you choose to think of them in a way that will
Andersen’s counsel.) encourage you rather than discourage you?

• You might point out the line “Once we have

truly left the sin behind, we do not dwell on it, CHAPTER 20
relish in it, or talk about it widely with others” If we sincerely desire to repent, we will
(paragraph 7 of the section “Forsaking Sin”). You make generous restitution for our sins.
could then discuss one or both of the following
• To begin this part of the discussion, you might
questions:
invite students to share anything from chapter 20
that was particularly meaningful to them.
◦ Why should we generally not discuss past sins?
• Consider reading portions of the first three
◦ When it comes to sharing past sins, what coun- paragraphs of this chapter as a class and helping
sel did Elder Andersen give to couples who are students to identify a principle similar to the one
beginning to date compared to those who are in the section heading above. You might then
contemplating getting married? discuss one or both of the following questions:

◦ How can focusing on Jesus Christ and His ◦ What does generous restitution mean to you?
Atonement help us put our sins and others’
sins in the past? As part of your discussion, ◦ What examples from the scriptures can you
you might watch the video “Reclaimed” (3:26). think of that show how individuals made res-
titution for their sins? (If students need ideas,
When a sin has been confessed and you could talk about Paul [see Acts 9:13–22],
forsaken, we go forward, trusting in the Alma the Younger and the sons of Mosiah
[see Mosiah 27:32–36], or Zeezrom [see Alma
power of the Savior’s Atonement.
15:11–12].)
• You might ask students to silently consider if
they have ever felt troubled by past sins that they • Consider inviting students to share what they
have repented of but still remember. Read the have learned about situations where full or ade-
first paragraph of the section “Knowing When quate restitution may not be possible. (As part of
Sins Have Been Forgiven” together with the class. your discussion, you could ask students to review
Then ask students what Elder Andersen taught as a class portions of paragraphs 1–6 of the
that can help someone who may feel troubled by section “Not Quickly or Easily Resolved” as well
the memory of past sins. as the last two paragraphs of that section [which
begin “Repentance means much more . . .”].)
• Near the end of the chapter Elder Andersen You might then share and discuss the following
shares a story of when he was a mission presi- statement by President Boyd K. Packer of the
dent working with an elder who worried about Quorum of the Twelve Apostles:
whether he had been forgiven for a past serious
transgression. You could summarize or invite a Restoring what you cannot restore,
student to summarize the story and then read the healing the wound you cannot heal, fixing
last paragraph of the chapter to help students that which you broke and you cannot fix
is the very purpose of the atonement
identify a truth similar to the one found in the
of Christ.
section heading above. You might then ask one or
both of the following discussion questions:

33
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

When your desire is firm and you are willing to pay • You might invite a few students to testify of how
the “uttermost farthing” [see Matthew 5:25–26], the God has comforted, healed, or brought peace to
law of restitution is suspended. Your obligation is them after they have been offended or harmed by
transferred to the Lord. He will settle your accounts. someone else. (Be sure students understand that
(“The Brilliant Morning of Forgiveness,” Ensign, Nov. you are not asking them to share how they were
1995, 19–20) harmed but rather how God was able to help
them. The next lesson will specifically address
God has power to comfort, heal, and bring forgiving others.)
peace to us when we have been harmed
• You could conclude class by inviting students to
by others.
record the thoughts, feelings, or impressions they
• Consider asking a student to recount the experi- have had during their study and discussion of
ence of the young adult found in the section “Not chapters 19 and 20. Invite them to act on any-
Quickly or Easily Resolved,” and discuss how thing they feel inspired to do.
Heavenly Father comforted her. You might also
read together paragraph 12 of that section (which
begins “You may never . . .”) and help students For Next Time
identify a truth like the one stated in the section
Encourage students to study chapter 21 in prep-
heading above.
aration for the next week. You might invite them
• You could discuss with students what they found to look for truths that will help guide them in
to be most helpful from the section “God’s Love forgiving those who have hurt or offended them.
for Those Who Have Been Abused” (you could You could also encourage students to ponder the
give students a few minutes to review the section Savior’s role in helping us to forgive and the healing
first, if needed). that can come from forgiving others.

34
WEEK 12 TEACHER MATERIAL

Forgiving Others
During this lesson students will discuss the need to forgive others and the role that Jesus Christ
plays in their efforts to do so. They will have the opportunity to share their own experiences
about healing from hurt caused by others. Students can also determine what they can do to
receive strength from the Lord to forgive those who have wronged them.

Ideas for Teaching to share what it teaches about forgiving others.

After students share what they found, review the
second paragraph of the chapter and identify a
CHAPTER 21 truth similar to the one in the section heading
We are commanded to forgive all those above. You could then discuss one or more of the
who have hurt or sinned against us. following questions:
• Consider inviting students to share what stood
out to them from chapter 21 and why that part ◦ What did Elder Andersen teach about those
was impactful to them. who intentionally harm us or who make no
attempt toward restitution?
• You might show the video “We Must Be Willing
to Forgive Others” (3:57), in which Elder ◦ Why can it sometimes be especially hard to
Andersen recounts an experience from chapter 2 forgive those who intentionally harm us or
about a woman who forgave her ex-husband. You who appear to not be sorry about harming us?
might invite students to watch for and share what
they learn from this video about the Lord’s gift to ◦ Why is forgiving others worth the effort or
us of being able to forgive. struggle?

• Elder Andersen shared in the first part of the • Consider reviewing paragraphs 6–7 of the
chapter several scriptures about forgiving others: chapter (which begin “Forgiveness is not . . .”),
Matthew 6:14–15; Luke 6:36–38; Doctrine and looking for what forgiving others is and what it
Covenants 64:9–10; and Mosiah 26:31. Invite stu- is not. You could then discuss one or both of the
dents to review one of these passages and prepare following questions:

35
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

◦ What is the Savior’s role in our efforts to for- ◦ In addition to suffering for everyone’s sins,
give and be healed? what additional price did Jesus Christ pay?

◦ Why is it helpful to understand that forgiving ◦ How can understanding this help us to for-
others does not mean excusing, condoning, give others?
dismissing, or even forgetting?
• You could review the account of Richard Norby
• You could review or ask a student to summa- (found in the last two paragraphs of the same sec-
rize the parable of the unjust servant found tion) and ask students what stands out to them.
in Matthew 18:21–35 or in the section “God’s You could then discuss:
Mercy.” Then discuss how the parable can help
us better understand God’s mercy as well as His ◦ How can remembering the breadth of the
command to forgive others. Savior’s sacrifice and suffering help us in our
efforts to find healing?
• You might also share and discuss the following
clarifying statement about forgiveness by Elder
◦ How has the Savior helped heal your wounds
Jeffrey R. Holland of the Quorum of the Twelve
caused by others?
Apostles:

It is . . . important for some of you living As our faith in Jesus Christ and our
in real anguish to note what [the Savior]
understanding of His Atonement grow, our
did not say. He did not say, “You are not
ability to forgive others and feel forgiven
allowed to feel true pain or real sorrow
from the shattering experiences you have had at the
will increase.
hand of another.” Nor did He say, “In order to forgive • You might review the account of Corrie ten Boom
fully, you have to reenter a toxic relationship or or Christopher S. Williams in the “Forgiving
return to an abusive, destructive circumstance.” But Others” section of the chapter. You could then
notwithstanding even the most terrible offenses that invite students to share what they learned from
might come to us, we can rise above our pain only these experiences about forgiving those who
when we put our feet onto the path of true healing. may have done terrible things to them or their
That path is the forgiving one walked by Jesus of families.
Nazareth, who calls out to each of us, “Come, follow
me.” (“The Ministry of Reconciliation,” Ensign or The following videos may be helpful as part of
Liahona, Nov. 2018, 79) your discussion:

Jesus Christ can heal our wounds when ◦ Bishop Keith B. McMullin shares the account
of Corrie ten Boom and how she was able to
others have sinned against us.
forgive in the video “We Must Forgive” (1:56).
• Consider summarizing or sharing part of Spencer
Christensen’s account from the section “More ◦ Christopher S. Williams shares how he
Faith in Jesus Christ and His Atonement.” You was able to learn to forgive in the video
could then ask, “How do we heal from devastat- “Forgiveness: My Burden Was Made Light”
ing wounds caused by others?” (8:25).
• You might review together the first paragraph • Invite students to review the last five para-
in that same section and identify a truth like the graphs of the chapter (which begin “President
one stated in the heading above. You could also Russell M. Nelson . . .”), looking for truths about
review the second paragraph in the section and forgiving others. Ask them to list on the board
then ask the following questions: the truths they identify (which could include a
truth like the one stated in the heading for this

36
 F o rg iving Ot hers

section). Invite students to choose a truth from their souls. You might invite a few students to
the list and share what it means to them. You share from their own experiences what they have
could then ask one or more of the following learned about forgiving others. Consider bearing
questions: your testimony that the Savior will help us to
forgive others as we exercise faith in Him.
◦ Why is it important to understand that the
Savior can grant us the ability to forgive?
For Next Time
◦ How can forgiving someone we might not
Encourage students to study chapters 22 and 23
think deserves it help us understand the power
in preparation for next week. Consider inviting
of the Atonement of Jesus Christ?
students to think about the following questions as
they study:
◦ How does relying on the Savior’s Atonement
help us forgive others? • If forgiveness comes from Jesus Christ, why
do serious sins need to be confessed to priest-
◦ How can we know if we have truly for- hood leaders?
given someone?
• How can I know when I have been forgiven?
• Invite students to think about times when
forgiving someone else has brought healing to

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WEEK 13 TEACHER MATERIAL

The Role of the Savior, Priesthood Leaders, and the

Holy Ghost in Forgiveness
In this lesson students will have the opportunity to explain the roles of the Savior, priest-
hood leaders, and the Holy Ghost in the repentance process. They will review the purposes of
Church membership councils. Students will also describe the Holy Ghost’s role as sanctifier
and describe how to recognize when they have been forgiven or are in the process of being for-
given. They will have opportunities to share how they have come to know the Lord has forgiven
them and what has most helped them to enjoy the companionship of the Holy Ghost.

Ideas for Teaching ◦ Why do you think it is important to remember

that forgiveness comes from the Lord and not
from a priesthood leader or the Church?
CHAPTER 22
Forgiveness for our sins comes from our
The First Presidency and Quorum of the
Savior Jesus Christ, not from the Church.
Twelve Apostles delegate priesthood
• You might begin class by inviting students to keys to local Church leaders to maintain
share anything from chapter 22 that stood out a standard of worthiness for members as
to them and why or by inviting them to ask any they participate in saving ordinances.
questions they have.
• You might review the last paragraph of the
• Consider reviewing the first paragraph of the section “The Kingdom of God on Earth” (which
chapter as a class, looking for where forgiveness begins “The power of priesthood keys . . .”) and
comes from (and help students identify the truth help students identify a truth like the one stated
stated in the section heading above). You could just above.
then discuss the following question:
• Consider asking students what role priesthood
leaders have in helping people repent of serious
sins. (As needed, you might review portions of

38
 T he Ro le o f t he S avio r , Priest ho o d L ea ders , and t he Ho ly Ghost in F o rg iveness

the first three paragraphs in the section “The of the truths they identify as they report. These
Sacred Responsibility of Church Leaders”). You could include the truth stated in the heading for
might then ask: this section.

◦ How might a priesthood leader’s counsel and • You could use some of the following discussion
the temporary restriction of some privileges of and follow-up questions to help students deepen
Church membership be a blessing to some- their understanding and feelings about the truths
one seeking forgiveness? (As an example, you they identified:
could share the account told by Elder John H.
Groberg at the end of the section.) ◦ What does the Holy Ghost’s role as “sanctifier”
mean to you?
• You might ask students what they learned about
Church membership councils from their read- ◦ How can it help to remember that the Spirit’s
ing of chapter 22. (See also General Handbook, sanctifying influence and feelings of forgive-
chapter 32 to help with questions and additional ness often come gradually and gently rather
discussion on membership councils.) than quickly and dramatically? (See the third-
• Consider reviewing Elder Andersen’s account to-last paragraph of the chapter, which begins
in the last section of the chapter (“The Lord’s “Recognizing that we are . . .”)
Redeeming Love and Forgiveness”) of a broken
family that was miraculously healed. Ask students ◦ How have you worked to recognize the Holy
what they have learned and felt about the love, Ghost in your life? (See paragraphs 9–16 in
forgiveness, mercy, and grace of the Savior Jesus the section “The Sanctifier,” which begin “Paul
Christ toward those wounded by serious sin. teaches that . . . ,” for several important ways
we can recognize the Spirit in our lives.)

CHAPTER 23 ◦ In what ways is patience important in our

The companionship of the Holy Ghost is efforts to feel forgiven? (You could review
evidence that we are being forgiven. paragraph 18 of the section “Forgiving
Oneself,” which begins “Elder Gerrit W. Gong
• Consider displaying the following questions and
reminds . . . ,” as part of your discussion.)
asking students to consider which they would
most like to discuss: • To help students better understand the role of
the Holy Ghost in forgiveness, consider assigning
each class member one of the following scripture
How can I know my repentance is working? passages to study: 2 Nephi 31:17; Mosiah 4:3;
Mosiah 5:2; 3 Nephi 27:20. Invite students to
How can I know when I’ve been forgiven?
share what they find.
How can I forgive myself?
• Consider showing the video “How Do We Know
the Lord Has Forgiven Us?” (3:19), and discuss
what Elder Robert E. Wells’s experience can
You might divide students into three groups
teach us about forgiving ourselves and receiving
based on the question they chose. As part of
the Lord’s forgiveness.
the activity, you could invite students to find
and discuss statements in chapter 23 and in the Invite students to share how they have known
scriptures that help answer their group’s ques- that they have been forgiven in the past. Their ex-
tion. After sufficient time, invite a few students to periences may help others to understand and feel
report what they learned and discussed in their the validity of the truths taught in this chapter.
groups. You might record on the board some

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T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

• You might conclude class by reading para- For Next Time

graph 21 of the section “Forgiving Oneself”
(which begins “Once we have received . . .”) and Encourage students to study chapters 24 and 25
encouraging students to determine what they to prepare for the next week. For chapter 24, you
might need to do to invite the Spirit’s constant might invite them to consider how participating in
companionship in their lives. the sacrament and temple worship can support their
continual repentance. For chapter 25, you could
invite students to look for how the Savior and His
atoning sacrifice are central to overcoming the un-
righteousness of the world and being born again.

40
WEEK 14 TEACHER MATERIAL

Daily Repentance and the Divine Gift of

Forgiveness
In this lesson students will discuss and ponder how they can continue to come unto Jesus
Christ through partaking of the sacrament, worshipping in the temple, and repenting daily.
They will also explain what it means to overcome the world and be born again and will have the
opportunity to share meaningful thoughts and feelings that have come from participating in
this course.

Ideas for Teaching • You might provide students enough time to

complete the self-evaluation Elder Andersen
recommends in the first paragraph of the section
CHAPTER 24 “Daily Repentance.” You could invite students to
Daily repentance is liberating, ennobling, imagine it is the end of the day and they are on
and crucial to our individual progression. their knees in private prayer asking themselves
• Consider inviting students to share what they these questions. Afterward, you might ask how
enjoyed most about chapter 24 and why they they think a deliberate, daily exercise like this
enjoyed it. You could also invite them to ask any could affect their individual spiritual progression.
questions they might have.
Partaking of the sacrament sustains our
• Read the second and third paragraphs of the
efforts to continually repent.
chapter together and identify a truth like the one
stated in the section heading above. You might • Consider dividing students into small groups and
then ask: asking them to share what they learned in this
chapter about the sacrament as it relates to repen-
◦ How do you think daily repentance might tance. You might also provide one or more of the
be the same or different from repenting of a following questions for them to discuss:
single, more serious sin?

41
T he Divine Gift o f F o rg iveness T eacher M aterial ( R elig io n 29 0)

◦ When and how should we begin our prepara- CHAPTER 25

tion to partake of the sacrament? Overcoming the world and being born
again allow us to receive the Savior’s gift of
◦ What does it mean to “always remember eternal life.
Him”? (paragraph 3 in the section “The
• You might ask a student to be prepared to
Sacrament”). (You could review this paragraph
recount President David O. McKay’s dream
as part of your discussion. You might also
recorded at the beginning of chapter 25. Ask stu-
read and talk about Doctrine and Covenants
dents what President McKay learned about who
6:34–37 during the discussion.)
would join the Savior in the “City Eternal.” Help
students identify a truth like the one stated in the
◦ What have you done that has made the sacra-
section heading above. You might then discuss
ment a more meaningful experience for you?
one or both of the following questions:
(You could review paragraph 2 of the same
section, which begins “We approach the sacra-
◦ What do you think it means to overcome
ment . . . ,” for ideas.)
the world?

In the house of the Lord, we come to ◦ What does it mean to be born again?
better understand how to take His name
• You could divide the class into two groups. You
upon ourselves.
might invite one group to review what Elder
• Consider reading together the first paragraph of Andersen taught about overcoming the world in
the section “The Name of Jesus Christ and the paragraphs 11–15 of the chapter (which begin
House of the Lord” and asking students what with “How do we prepare . . .”). You could invite
stands out to them. They may identify several the other group to look for what it means to
truths, including the one stated in the section be born again as they study paragraphs 18–19
heading above. You might then discuss the fol- (which begin with “As we repent . . .”).
lowing questions:
After students have had sufficient time to review
◦ What does it mean to take Jesus Christ’s name the paragraphs, invite them to share what they
upon us? found. You could list responses on the board
under columns labeled “Overcome the world”
◦ How has temple worship deepened your desire and “Truly born again.” Consider giving students
to repent and become more holy? a minute to ponder what these truths might mean
to them now and to their future.
You might also invite students to ponder when
they have felt promptings related to their repen-
tance as a result of their temple worship. Course Review
• You could review the last paragraph of the chap- • It may be beneficial to discuss with the class
ter together and give students time to consider what they have learned from this course that
or write how they intend in the coming weeks to has meant the most to them. You could also
draw closer to the Savior through the sacrament, talk about any particular ways Elder Andersen’s
the temple, and continual repentance. book or the class discussions have blessed their
lives. Consider asking follow-up questions as
students share things that have been meaningful
for them, without getting too personal. Some
possible follow-up questions include:

◦ Why was that so meaningful to you?

42
 Daily R epentance and t he Divine Gift o f F o rg iveness

◦ How will understanding that help you to re- the video “Living a Life of Daily Repentance”
ceive forgiveness in the future? (3:05).

◦ How will your new understanding help you to • You might conclude by sharing your own tes-
act differently in the future? timony about the power of forgiveness and the
blessings it can bring.
• Leave enough time for students to bear testimony
of the Savior and what they have come to know
You could also encourage students to take advan-
as a result of this course. You might then read the
tage of further opportunities to learn the gospel by
final paragraph of chapter 25 together or watch
enrolling in additional institute courses.

43