Visit a Great museum site with Babylonian artifacts!!

Egyptian Papyrus

Boy making and explaining how to make actual papyrus

Egyptian papyrus demonstration, how you can tell if its authentic

Informative, simple cartoon describing how papyrus was made (younger students may prefer)

MAKE YOUR OWN PAPER FOR FUN:

Very Easy paper making

Making Recylced paper

For those students who want to, I sent home an Egyptian alphabet.  If your child makes some paper, have them write their name or a message on their paper, and bring it to class to put in their binders.

Here is a more accurate papyrus making activity:

“To make your own papyrus, gather reed-like materials such as corn husks, paper, napkings, paper towels, etc.  Cut the material into 1 inch stips side by side on a table (do not overlap) to make the size of paper you want.  Anchor the strips with tape or have another child hold them.  Weave another set of strips into the first as if you were weaving fabric.  (If you use paper, soak the woven mat in water and let it dry.) Pound the mat with a  rock or anything hard and flat.  Turn it over and pound the other side.  Hang the mat to let it dry.  (Corn husks should dry brown.( You may sew the dry mats together to make bigger pieces if you wish.)”  (American Heritage Homeschool Curriculum pg 147)

ANCIENT WRITING: Older Class

OBJECTIVE:

Students will understand why we discussed pornography last week by making a t-chart that records that secret combinations destroyed the Jaredite nation.

Students will write their ideas on the true nature of the progression of writing and language.  They will enjoy making cuneiform writing into fake clay, replicating one of the world’s first novels.  They will write their name in Egyptian onto paper.   They will color a book mark that reminds them of the importance of keeping accurate, inspired records of their daily lives.

Review a schedule of the class:

Finish up learning from last week:

T-chart w/ City of Enoch/ Zion people vs Nimrod and the Jaredite descendants

1-      Secret Combination scriptures in Alma (Ether 8:18, 19, 21, 22) [Background is this is the part Eli was telling you about how the Jaredites built the barges that they took to the promised land and Eli told us that these people started to have kings which Brother of Jared did not like, and that most of these kings were wicked.  With wicked Kings, people began sinning and keeping sins and sinful promises secret (write sins done in secret) (If you feel something should be kept secret, that is the first sign that you must pray for courage to talk to a loving parent or teacher about it.)

WRITE:  Evil Secret verses (People at the time of Nimrod) verses Confessing Sins and Repenting as the city of  Enoch

Ether 8: 19 For the Lord worketh not in secret combinations, neither doth he will that man should shed blood, but in all things hath forbidden it, from the beginning of man.

20 And now I, Moroni, do not write the manner of their oaths and combinations, for it hath been made known unto me that they are had ^aamong all people, and they are had among the Lamanites.

21 And they have caused the ^adestruction of this people of whom I am now speaking, and also the destruction of the people of Nephi.

22 And whatsoever ^anation shall uphold such secret combinations, to get power and gain, until they shall spread over the nation, behold, they shall be destroyed; for the Lord will not suffer that the ^bblood of his saints, which shall be shed by them, shall always cry unto him from the ground for ^cvengeance upon them and yet he avenge them not.

2-      Priests began to be paid for their work. (Background:  We talked about how each of t(Modern idolatry is anything you put above God) (In Mosiah there began to be great persecution by the younger children who didn’t believe or understand King Benjamin’s speaking, so Mosiah gives some instructions and reminds them that the priests should not get paid for their work. Mosiah 27:5  Does anyone remember what was happening with the Sumerian society right after the ark landed and the people began developing their societies?)  Write Being Paid for your calling (Nimrod) verses  Serving without thought of reward

3-      Kingship Mosiah 29:10, warning of kings, explanation is verses 21-23

King verses rule by judges and the voice of the people

21 And behold, now I say unto you, ye cannot dethrone an iniquitous ^aking save it be through much contention, and the shedding of much blood.

22 For behold, he has his ^afriends in iniquity, and he keepeth his guards about him; and he teareth up the laws of those who have reigned in righteousness before him; and he trampleth under his feet the commandments of God;

23 And he enacteth laws, and sendeth them forth among his people, yea, laws after the manner of his own wickedness; and whosoever doth not obey his laws he ^acauseth to be destroyed; and whosoever doth rebel against him he will send his armies against them to war, and if he can he will destroy them; and thus an unrighteous ^bking doth pervert the ways of all righteousness.

10 And now let us be wise and look forward to these things, and do that which will make for the peace of this people.

4-      Idolatry (Did the priests during the days of Nimrod worship only one God at the temples?   Does this man remind you of anyone?  Mosiah 27:8  Idolatry verses worshiping the one true God

5-      Priestcraft, magic which is copying the priesthood (five different records that say that Noah’s fourth son was the one that shared knowledge about the priesthood maybe the temple to a wicked man.)

Background Research for Priestcraft:

Alma 1: 12, 16

12 But Alma said unto him: Behold, this is the first time that ^apriestcraft has been introduced among this people. And behold, thou art not only guilty of priestcraft, but hast endeavored to enforce it by the sword; and were ^bpriestcraft to be enforced among this people it would prove their entire destruction.

Who introduced Nimrod to priestcraft, three different records:

Wikipedia, looking up Nimrod: An early Arabic work known as Kitab al-Magall or the Book of Rolls (part of Clementine literature) states that Nimrod built the towns of Hadâniûn, Ellasar, Seleucia, Ctesiphon, Rûhîn, Atrapatene, Telalôn, and others, that he began his reign as king over earth when Reu was 163, and that he reigned for 69 years, building Nisibis, Raha (Edessa) and Harran when Peleg was 50. It further adds that Nimrod "saw in the sky a piece of black cloth and a crown." He called upon Sasan the weaver and commanded him to make him a crown like it, which he set jewels on and wore. He was allegedly the first king to wear a crown. "For this reason people who knew nothing about it, said that a crown came down to him from heaven." Later, the book describes how Nimrod established fire worship and idolatry, then received instruction in divination for three years from Bouniter, the fourth son of Noah^[2].

The Syriac Cave of Treasures (ca. 350) contains an account of Nimrod very similar to that in the Kitab al-Magall, except that Nisibis, Edessa and Harran are said to be built by Nimrod when Reu was 50, and that he began his reign as the first king when Reu was 130. In this version, the weaver is called Sisan, and the fourth son of Noah is called Yonton.

The Ge’ez Conflict of Adam and Eve with Satan (ca. 5th century) also contains a version similar to that in the Cave of Treasures, but the crown maker is called Santal, and the name of Noah’s fourth son who instructs Nimrod is Barvin.

Re-state the scripture from last time

“…Therefore, we are led to seek personal inspiration in life’s important decisions… As each impression came, I carefully wrote it down.” Richard G. Scott, October 2009

Leading Scripture:  “…when Alma had heard [God’s instructions] he wrote them down that he might have them.” Mosiah 26:33

LANGUAGES:

Show picture of Sumerian simple trading tokens and state: History teaches us that the most simple writings are the ones that must have been the first.  This makes a lot of sense.  But lets question this, and take a closer look.

Record/Write: Who would like to record our class notes, someone who can write fast and we will copy these notes later for the class.  Those of you who do not write the notes can copy this important sentence “I will study my scriptures, pray, and carefully write down the thoughts in my heart”.

Think/Reason: Socratic Questioning/Discussion

1-      Who do you think Adam and Eve learned how to write from?  An angel, or God.

2-      What language do you think that Noah spoke?

3-      What language do you think his three children spoke?

4-      When do you think that people would have needed to use pictures to write?

5-      The simplest forms of writing belong to which type of people?

Scriptures teach us that languages become more and more simple, or perverted, by sin.

Omni 1: 17 And at the time that Mosiah discovered them, they had become exceedingly numerous. Nevertheless, they had had many wars and serious contentions, and had fallen by the sword from time to time; and their ^alanguage had become corrupted; and they had brought no ^brecords with them; and they denied the being of their Creator; and Mosiah, nor the people of Mosiah, could understand them.

Ps. 97: 7	Confounded be all they that serve graven images.
Jer. 10: 14	every founder is confounded by the graven image.
1 Pet. 2: 6	he that believeth on him shall not be confounded.
D&C 84: 116	trust in me and he shall not be confounded.

6-      Show the languages that are supposed to be most ancient and ask: Which one do you think is the most ancient, or do you think they are dated accurately? Which looks closest to a perfect beautiful God-like language?

Evidences of Hebrew Antiquity:

In the History of the Prophets and Kings by the 9th century Muslim historian al-Tabari, Nimrod has the tower built in Babil, Allah destroys it, and the language of mankind, formerly Syriac, is then confused into 72 languages. Another Muslim historian of the 13th century, Abu al-Fida, relates the same story, adding that the patriarch Eber (an ancestor of Abraham) was allowed to keep the original tongue, Hebrew in this case, because he would not partake in the building.

Old Testament Manual: (4-24) Genesis 11:10–26

Many scholars believe that Eber’s name was used to designate his descendants, called the Hebrews, just as Shem’s descendants were called Shemites (Semite peoples), and Canaan’s descendants were called the Canaanites.

BIBLE DICTIONARY
Hebrew

The name is first found in Gen. 14: 13, where it may mean “one who had come from beyond (the Euphrates),” from ‘Eber, to cross; or it may be derived from the Eber mentioned in Gen. 10: 25. The Hebrew language is one of a family called the Semitic languages (spoken by the descendants of Shem, the son of Noah). It was probably learned by Abraham after his settlement in Canaan and adopted by him in place of the Aramaic of his earlier years. It was spoken by all Israelites until after the return from captivity. About the 4th century B.C. it began to be replaced by what is called Western Aramaic. Hebrew remained the language of the learned, of the law, and of religious literature; but in the time of our Lord Aramaic was the language of ordinary intercourse.

Bible Dictionary:

In 1887 a very important discovery was made at Tell el-Amarna in Egypt, between Thebes and Memphis, of some clay tablets with cuneiform inscriptions on them. They proved to be the official correspondence between King Amenophis IV (about 1380 B.C.) and Egyptian governors stationed in Palestine and elsewhere. Jerusalem and Lachish are mentioned by name. This discovery shows that Babylonian writings was used in Palestine 14 centuries before Christ, and was the usual medium for official intercourse among the nations of the East. (See Tell el-Amarna Letters.)

7-      What are some possible mistakes in the dating of ancient history writing?

Bible Dictionary shows that Hebrew has been proved to be at least 400 years older then previously surmised: (Compare with Time line http://www.ancientscripts.com/ws_timeline.html)

In 1887 a very important discovery was made at Tell el-Amarna in Egypt, between Thebes and Memphis, of some clay tablets with cuneiform inscriptions on them. They proved to be the official correspondence between King Amenophis IV (about 1380 B.C.) and Egyptian governors stationed in Palestine and elsewhere. Jerusalem and Lachish are mentioned by name. This discovery shows that Babylonian writings was used in Palestine 14 centuries before Christ, and was the usual medium for official intercourse among the nations of the East. (See Tell el-Amarna Letters.)

8-      Do we have evidence on this earth of the golden plates?  Is it possible that God removed from the earth the most ancient records in pure handwriting before the tower of Babel?  If he did do this what might his purpose be in doing so?

Introduce Cuneiform:

Cuneiform: Comes from a latin word meaning ‘wedge’.  Several different ancient writing systems such as Sumerian, Akkadian and Hittite, that were pressed into clay. (see Ancientscripts.com)

The Epic of Gilgamesh is a story of a man who claimed to be 2/3 god, and 1/3 man.  His tale was told over and over again, and in different languages.  His tale was written on clay tablets, and the longest version is 12 tablets.  None of the epics are completely intact.

Activity: Lets make our own clay tablets.

Extension: Egyptian:  Egyptian was thought to be formed slightly later after Sumerian, Akkadian, Elamite etc cuneiform.  A stone was found a stone near the Nile River called the Rosetta.  This stone had old Egyptian hyrogliphics, newer hieroglyphics, and greek.  Experts used the Greek to translate bits of the Egyptian, but not until Champolian discovered that the writing in little circles were names, and that each picture was actually like a letter, could they finally crack the case and decipher the language.

I am sending home a fun assignment that you can do if you want.  I will email your parents websites on how ancient papyrus was made, and then two websites on how to make paper.  If you want to write your names, or a message in Egyptian on homemade paper, then bring it back next week, and we will put it in your folders.

Summarize the following: Of the 1/3 of our Earth’s history, we have a relatively small amount of information.  Why is it so important that we keep our own righteous records?

LDS Old Testament Student Manual:

(4-26) In these eleven chapters of Genesis, which cover the lives of the ancient patriarchs, almost one-third of the total history of mankind is summarized in a brief manner. Obviously, such a limited treatment must omit many details that would be of great benefit to us. When Moses wrote this history, however, he shared with us one of the most remarkable contrasts in the history of the world. From the time of the Fall the people of the world began moving in two opposite directions. One group followed the teachings of Adam and Eve and continually strived for increasing righteousness and perfection. The other group yielded to the deceitful enticings of Satan and his servants and moved deeper and deeper into depravity and wickedness. Both these divergent paths were followed to their ultimate ends. Under Enoch’s direction, a whole society became so perfect that God took it to Himself, and for the next seven hundred years those who qualified themselves were likewise translated into that remarkable city of Enoch (see Reading 4-14 ). The other group moved downward as surely as Enoch’s city moved upward. Finally they reached such depths of wickedness that it was a blessing for them to be destroyed (see Reading 4-16 ).

Apply/Relate: Give students book marks that challenge children to live worthy of the Holy Ghost and to  to record their guidance down.

(Pray before you write, and write what you feel HF would want you to “remember” about the day—His influence and direction.

? How  has Heavenly Father blessed you this day?

? How might Heavenly Father see [name an experience the child had]?

? What did He want you to learn from that experience?

? Have  you felt His Spirit today, When?

? What have you learned today that could help you be a better person?)

Younger Class:

Objective: Students will manipulate little plastic men on a globe, and refer to a visual family history chart, in order to remember who Shem, Ham and Japeth are, and to be able to place Nimrod in context.

They will listen to a summary of the tower of Babel and look at the war-like giant that Sean painted.  Students will manipulate laminated continents in the pattern of pangia and will divide them manually as they listen to the scripture.

Through a series of questions, students will determine how writing developed/declined in ancient history.

Leading Scripture:  “…when Alma had heard [God’s instructions] he wrote them down that he might have them.” Mosiah 26:33

Song: Family History, CSB pg. 94

1-Review:  Geography/Heritage Lets take a look at this time line and remember the stories we’ve talked about.  One week, we played Noah’s ark, and some of you were either Noah, or his sons Shem, Ham and Japeth, or their wives.  You made paper people to show that each of these men and their wives had large families and they settled different parts of the world.

Read “A Child’s History of the World” bottom of page 24-26 and manipulate each plastic man accordingly, on the globe.

2-Nimrod: Now one of Ham’s grandsons was Nimrod, Nimrod was described as a mighty hunter, and one record describes him as a war-like giant.  He became a very wicked king who taught people that they didn’t need God’s help.  They could get to heaven without keeping the commandments.  They would be safe in their tower from any floods that God wanted to send.

God was very sad that his children felt they didn’t need Him.  He sent a trial to help them hopefully repent.  He confounded their language.  Babel means ‘to confound or confuse’.  You can see the people in this picture look confused.

3-Dividing the Continents: We have another clue of how God could have helped confound the people’s language, he divided the Earth into continents.  The earth was once one great land mass.  Historians calls this Pangia.  Historians believe that pangia took a very long time to separate.  The Bible teaches us that the continents were divided in the days of Peleg.  Peleg may have lived at the time of Nimrod.  It is possible that when God divided the lands, that it helped to separate the people and give them a fresh start with a better life.

Background Research: (4-22) Genesis 10:25 .

25 And unto Eber were born two sons: the name of one was ^aPeleg; for in his days was the earth ^bdivided; and his brother’s name was Joktan.

Was the Earth Divided in the Days of Peleg?

“The dividing of the earth was not an act of division by the inhabitants of the earth by tribes and peoples, but a breaking asunder of the continents, thus dividing the land surface and creating the Eastern Hemisphere and Western Hemisphere. By looking at a wall map of the world, you will discover how the land surface along the northern and southern coast of the American Hemisphere and Europe and Africa has the appearance of having been together at one time. Of course, there have been many changes on the earth’s surface since the beginning. We are informed by revelation that the time will come when this condition will be changed and that the land surface of the earth will come back again as it was in the beginning and all be in one place. This is definitely stated in the Doctrine and Covenants. [ D&C 133:18–20 is then cited.]” (Smith, Answers to Gospel Questions, 5:73–74.)

4- First Writing:

Show picture of Sumerian simple trading tokens and state: History teaches us that the most simple writings are the ones that must have been the first.  This makes a lot of sense.  But lets question this, and take a closer look.

Who do you think Adam and Eve learned how to write from?  An angel, or God.

What language do you think that Noah spoke?

Writing becomes more simple when people forget about God.  That means that the simplest writings that historians have found, may not really be the very oldest.

Introduce Cuneiform:

Cuneiform: Comes from a latin word meaning ‘wedge’.  Several different ancient writing systems such as Sumerian, Akkadian and Hittite, that were pressed into clay. (see Ancientscripts.com)

The Epic of Gilgamesh is a story of a man who claimed to be 2/3 god, and 1/3 man.  His tale was told over and over again, and in different languages.  His tale was written on clay tablets, and the longest version is 12 tablets.  None of the epics are completely intact.

Activity: Lets make our own clay tablets.

Extension: Egyptian:  Egyptian was thought to be formed slightly later after Sumerian, Akkadian, Elamite etc cuneiform.  A stone was found a stone near the Nile River called the Rosetta.  This stone had old Egyptian hieroglyphics, newer hieroglyphics, and Greek.  Experts used the Greek to translate bits of the Egyptian, but not until Champollion discovered that the writing in little circles were names, and that each picture was actually like a letter, could they finally crack the case and decipher the language.

I am sending home a fun assignment that you can do if you want.  I will email your parents websites on how ancient papyrus was made, and then two websites on how to make paper.  If you want to write your names, or a message in Egyptian on homemade paper, then bring it back next week, and we will put it in your folders.

Apply/Relate:

It is very important that we write down the righteous thoughts, ideas and memories we have so that we can remember what God wants us to do, and so that our children will know the right way to live.

Give students book marks that challenge children to live worthy of the Holy Ghost and to  to record their guidance down.

(Pray before you write, and write what you feel HF would want you to “remember” about the day—His influence and direction.

? How  has Heavenly Father blessed you this day?

? How might Heavenly Father see [name an experience the child had]?

? What did He want you to learn from that experience?

? Have  you felt His Spirit today, When?

? What have you learned today that could help you be a better person?)

Historical Purpose:

1-Teach children the societal background that existed at the time of the Tower of Babel, and for further understanding of historical occurrences, teach them that the world was divided in the days of Peleg, which may have been a similar time period as Nimrod and the tower of Babel to further or vehicle confounding of languages.

2-Teach children about the Tower of Babel and Nimrod, so that children can describe the characteristics of this society and write a comparison in how they differed from the City of Enoch in spiritual attributes.

Leading Scripture: “…Therefore, we are led to seek personal inspiration in life’s important decisions… As each impression came, I carefully wrote it down.

The inspiring influence of the Holy Spirit can be overcome or masked by strong emotions, such as anger, hate, passion, fear, or pride.

If you are ensnarled in pornography, make a total commitment to overcome it now. Find a quiet place; pray urgently for help and support. Be patient and obedient. Don’t give up.

I bear solemn witness that as you pray with all the fervor of your soul with humility and gratitude, you can learn to be consistently guided by the Holy Spirit in all aspects of your life.” Richard G. Scott Oct 2009

(The Closure for this lesson is at the beginning of the next lesson, focusing on how the people of Nimrod, and the Jaredites, were destroyed for practicing among idolatry, wicked monarchy, paid priesthood—Secret Combinations)

Relate/Apply: (Discussion:) What I told the children about pornography, was in life as you are not looking for it, a bad picture will show up in the mail as an underwear add that they might see accidentally, or on your computer screen, or on a bill board, or in words.  I told them twice, 1-LOOK AWAY,  2 TURN IT OFF, 3 TELL A PARENT.  (Steps I learned directly from an expert on the subject, JoAnn Hibert Hamilton)  I said, don’t look again to turn it off, just turn away, and without looking turn it off *which they may need to be taught how to do* …I told them Satan would want them to feel guilty and that talking to a parent is the best way for this accident to not bother them, and to not trap them to an addiction, so they can return to peace and joy again, and to feeling the spirit to guide their lives.

Recall: Who can remember where the fertile crescent is?  Show pictures.  This is the civilization we are studying.  Refer to the map showing where Shem’s descendants are.

Background: Between two rivers so there was lots of fresh fish, yogurt, milk, mutton, date palms along the banks of the river which could be dried or eaten fresh, compressed to make syrup which was used like sugar, or freshly eaten as figs; barley used to make ale.  Present a taste sample and show case of the different foods eaten then.

Research: Read about the ways of life, the temples, the priests.

Research:  These scriptures show how the Mesopotamian society was probably set up with godly priests who did labor with out being paid.  Record this contrast later on in the “record” section below.

Mosiah  18: 18-26

And it came to pass that Alma, having ^aauthority from God, ^bordained priests; even one priest to every fifty of their number did he ordain to preach unto them, and to ^cteach them concerning the things pertaining to the kingdom of God.

19 And he commanded them that ^athey should ^bteach nothing save it were the things which he had taught, and which had been spoken by the mouth of the holy prophets.

20 Yea, even he commanded them that they should ^apreach nothing save it were repentance and faith on the Lord, who had redeemed his people.

21 And he commanded them that there should be no ^acontention one with another, but that they should look forward with ^bone eye, having one faith and one baptism, having their hearts ^cknit together in unity and in love one towards another.

22 And thus he commanded them to preach. And thus they became the ^achildren of God.

23 And he commanded them that they should observe the ^asabbath day, and keep it holy, and also every day they should give thanks to the Lord their God.

24 And he also commanded them that the priests whom he had ordained ^ashould ^blabor with their own hands for their support.

25 And there was ^aone day in every week that was set apart that they should ^bgather themselves together to teach the people, and to worship the Lord their God, and also, as often as it was in their power, to ^cassemble themselves together.

26 And the priests were not to depend upon the people for their support; but for their labor they were to receive the ^agrace of God, that they might wax strong in the Spirit, having the ^bknowledge of God, that they might teach with power and authority from God.

1-Nimrod and the Tower of Babel

ACTIVITY/RESEARCH: While discussing the type of man Nimrod was, how the world was divided, and about the Jaredites, have children trace a student and create as described below, a war-like giant.

Research: (4-21) Genesis 10:8–9 . What Sort of Man Was the Founder of Babylon?

The Joseph Smith Translation indicates, not that Nimrod was “a mighty hunter before the Lord” ( Genesis 10:9 ), but that he was “a mighty hunter in the land” (JST, Genesis 10:5).

One scholar said the following of Nimrod:

“Though the words are not definite, it is very likely he was a very bad man. His name Nimrod comes from . . . marad, he rebelled; and the Targum [ancient Jewish translations or paraphrases of the s10criptures], on 1 Chron. i. 10 , says: Nimrod began to be a mighty man in sin, a murderer of innocent men, and a rebel before the Lord. The Jerusalem Targum says: ‘He was mighty in hunting (or in prey) and in sin before God, for he was a hunter of the children of men in their languages; and he said unto them, Depart from the religion of Shem, and cleave to the institutes of Nimrod.’ The Targum of Jonathan ben Uzziel says: ‘From the foundation of the world none was ever found like Nimrod, powerful in hunting, and in rebellions against the Lord.’ The Syriac calls him a warlike giant. The word . . . tsayid, which we render hunter, signifies prey; and is applied in the Scriptures to the hunting of men by persecution, oppression, and tyranny. Hence it is likely that Nimrod, having acquired power, used it in tyranny and oppression; and by rapine and violence founded that domination which was the first distinguished by the name of a kingdom on the face of the earth.” (Clarke, Bible Commentary, 1:86.)

Thus, in the same patriarchal age, Melchizedek (see Reading 5-9 ) established a Zion after the pattern of Enoch, the prototype of the true city of God, the freest of all societies, and Nimrod established a Babylon that gave its name to the prototype of the kingdom of Satan, the antithesis of Zion (see Nibley, Lehi in the Desert, pp. 154–64).

Josephus wrote:

Now it was Nimrod who excited them to such an affront and contempt of God. He was the grandson of Ham, the son of Noah, a bold man, and of great strength of hand. He persuaded them not to ascribe it to God, as if it were through his means they were happy, but to believe that it was their own courage which procured that happiness. He also gradually changed the government into tyranny, seeing no other way of turning men from the fear of God, but to bring them into a constant dependence on his power… Now the multitude were very ready to follow the determination of Nimrod, and to esteem it a piece of cowardice to submit to God; and they built a tower, neither sparing any pains, nor being in any degree negligent about the work: and, by reason of the multitude of hands employed in it, it grew very high, sooner than any one could expect; but the thickness of it was so great, and it was so strongly built, that thereby its great height seemed, upon the view, to be less than it really was. It was built of burnt brick, cemented together with mortar, made of bitumen, that it might not be liable to admit water. When God saw that they acted so madly, he did not resolve to destroy them utterly, since they were not grown wiser by the destruction of the former sinners; but he caused a tumult among them, by producing in them diverse languages, and causing that, through the multitude of those languages, they should not be able to understand one another. The place wherein they built the tower is now called Babylon, because of the confusion of that language which they readily understood before; for the Hebrews mean by the word Babel, confusion…

Coloring page of Tower of Babel

2- World was divided in the days of Peleg

Research: (4-22) Genesis 10:25 .

25 And unto Eber were born two sons: the name of one was ^aPeleg; for in his days was the earth ^bdivided; and his brother’s name was Joktan.

Was the Earth Divided in the Days of Peleg?

“The dividing of the earth was not an act of division by the inhabitants of the earth by tribes and peoples, but a breaking asunder of the continents, thus dividing the land surface and creating the Eastern Hemisphere and Western Hemisphere. By looking at a wall map of the world, you will discover how the land surface along the northern and southern coast of the American Hemisphere and Europe and Africa has the appearance of having been together at one time. Of course, there have been many changes on the earth’s surface since the beginning. We are informed by revelation that the time will come when this condition will be changed and that the land surface of the earth will come back again as it was in the beginning and all be in one place. This is definitely stated in the Doctrine and Covenants. [ D&C 133:18–20 is then cited.]” (Smith, Answers to Gospel Questions, 5:73–74.)

3-Brother of Jared (Ether 1:35)

In our class, we thank Elijah for summarizing the following information for us:

The story of the Brother of Jared Scripture Chain: Ether 1:33-36; Ether 2: Chapter heading,

What happens with the Jaredite’s government when Jared and his brother die?  Is this a good or bad idea?  Why?  Ether 6: Chapter heading and verses 11-24

Ether 7: Chapter Heading, Ether 8: Chapter Heading, Ether 11: Chapter Heading, Ether 14: Chapter Heading and Ether Chapter 15 Chapter Heading.  Who was the last Jaredite?

Later, Coriantumr was discovered by the people of Zarahemla. And  King Mosiah was given a large stone that told Coriantumr’s  story, Omni 1:20-22

Mosiah 7: 1-3 King Mosiah sends Ammon to see what happened to the people who went back to the land of Nephi-Lehi.  There they found the people of King Limhi.  King Limhi’s people had discovered the Jaredite’s remains.  Mosiah 8:6-11, 13, or Mosiah 21:25-28 (summary of the previously stated scriptures)

Why were the Jaredites destroyed?  The records of the Jaredites were interpreted by Mosiah.  He found that they were full of wickedness.  Before Mosiah died, he gave the records to Alma the younger.  Mosiah 28:20; The record of the Jaredite’s wickedness is stated here, where Alma the younger hands the records to his son Helaman in Alma 37:21,22,25-29. ( You can tell that these verses refer to the Jaredite record by the footnote 21a, because Mosiah 8:9 is about the discovered Jaredite record.)

Record/Write: What are the differences between Enoch and Nimrod?  How did their cities differ?  Use highlighted portions of the information below.  Record these differences on a T chart labeled City of Enoch verses Followers of Nimrod.

Contrasting Research, a Zion People:

“When we conclude to make a Zion we will make it, and this work commences in the heart of each person. When the father of a family wishes to make a Zion in his own house, he must take the lead in this good work, which it is impossible for him to do unless he himself possesses the spirit of Zion. Before he can produce the work of sanctification in his family, he must sanctify himself, and by this means God can help him to sanctify his family. . . .

“My spiritual enjoyment must be obtained by my own life, but it would add much to the comfort of the community, and to my happiness, as one with them, if every man and woman would live their religion, and enjoy the light and glory of the Gospel for themselves, be passive, humble and faithful; rejoice continually before the Lord, attend to the business they are called to do, and be sure never to do anything wrong.

“All would then be peace, joy, and tranquility, in our streets and in our houses. Litigation would cease, there would be no difficulties before the High Council and Bishops’ Courts, and courts, turmoil, and strife would not be known.

“Then we would have Zion, for all would be pure in heart.” (Young, Discourses of Brigham Young, pp. 118–19.)

“We’re living in the latter days. We’re living in the days the prophets have told about from the time of Enoch to the present day. We are living in the era just preceding the second advent of the Lord Jesus Christ. We are told to so prepare and live that we can be . . . independent of every other creature beneath the celestial kingdom. That is what we are to do. . . .

“. . . the final thing that we are to do is to be able and willing to consecrate all that we have to the building up of the kingdom of God, to care for our fellow men. When we do this we’ll be ready for the coming of the Messiah.” (Marion G. Romney, in Conference Report, Apr. 1975, pp. 165–66.)

“In the meantime, while we await the redemption of Zion and the earth and the establishment of the United Order, we as bearers of the priesthood should live strictly by the principles of the United Order insofar as they are embodied in present church practices, such as the fast offering, tithing, and the welfare activities. Through these practices we could as individuals, if we were of a mind to do so, implement in our own lives all the basic principles of the United Order. . . .

“It is thus apparent that when the principles of tithing and the fast are properly observed and the Welfare Plan gets fully developed and wholly into operation, ‘we shall not be so very far from carrying out the great fundamentals of the United Order.’ ( Conference Report, October 1942, pp. 57–58.)

“The only limitation on you and me is within ourselves.” (Marion G. Romney, in Conference Report, Apr. 1966, pp. 100–101.)

Shem, Ham and Japeth populate the Earth

Scripture: 2 Nephi 4:34 “O Lord, I have ^atrusted in thee, and I will ^btrust in thee forever.  I will not put my ^ctrust in the arm of flesh;

Song: Hymn book and Truth Reflects upon our Senses, pg 273

Review: We talked last week about how the Lord gives us trials and that these trials are actually blessings, or tender mercies.  It was a tender mercy that the Lord let the people of Noah die before they could hurt themselves or others more.  Our parents also give us consequences that hurt briefly, to teach us and keep us from more pain.

Think/Reason: As Noah’s children got off of the ark, they began to settle the earth.  Most or much of previous historical evidences of life on the Earth were likely ruined in the mighty deluge, so the bulk of historical evidence we study, comes from Noah and his posterity.

Research/Reason:  Maps:

1)     Map 1: Locate Adam Ondi Ahmen and Mt. Ararat on a map with children.

Have them draw a line in blue that goes from one location to the other.  Title the map, “Noah’s journey”

2)    Map 2: Have children color the little ship where Noah landed on Mt. Ararat.

3)    Map 3: Point out the rivers where Noah’s sons would have begun their new lives and color them blue.  The Fertile Crescent is shaped like a crescent moon, and was bounteous in water.  Hence its name.

Write/Record: Have children write out “Fertile Crescent” across the crescent shape on the second map. (Younger children can color this area bright blue and green to give them that idea of how luscious the water and land was)

4)    Map 4: Map of where the descendants settled.  Probably close to Mt. Ararat, you have the biggest mix of all three families, Ham Japeth and Shem.  But their descendants generally traveled in three different areas.

(According to Josephus, Wikipedia:  (and from Modern Revelation we know from Bible Dictionary that Japeth’s descendants did go North into Europe, and that Egyptus, Ham’s wife founded Egypt)  Make a map key and code on your map, coloring each descendant’s area the appropriate color.

Optional Activity: Have children make a paper chain of people, then as you have each child go in twos to different parts of the room, then they can hold up their paper chain of people in the following activity, to demonstrate the population of the earth.  (How to make a paper chain of people )

Optional:  Orient the room and point out Egypt/Africa, Europe, and the middle East (Iraq,Iran, Afghanastan, Pakastan, and maybe India)  Have 2 students represent most of Ham’s descendants, and have them go Africa and Egypt.  Then have 2 more students represent Shem’s descendants and have them go to the countries above the Persian gulf of Iraq, Iran, Afghanistan and Pakastan.  Then have 2 students go North to Europe (Greece and Turkey)

Visual lesson: Stack two piles one with various history books, and the other with scriptures.

Think/Reason: ? Why do you think there are differences in dates and stories in history you get in history books, verses the history as recorded in the scriptures?  Are the dates different, why?  What do you think is the most accurate source we have to study history?  Why?

Think Reason:What are the second most accurate sources? (Original sources)

Object Lessons: Draw a simple picture on a balloon (such as a star or smiley face) that is not all the way full of air.  Have child squeeze balloon.  Discuss how discrepancies occur in history, even in original sources, as perspectives and outlooks vary with each person.  Prophets are the most accurate men to record history because they don’t have agendas to make themselves or others look better, but just in bearing truthful messages.

Optional Object Lesson to further clarify the point: Play the game telephone with a message, and explain how stories are passed down verbally, or re-written with a new author’s slant.

Challenge the children to trust God and his historical sources, first in life.  As convincing professors, philosophers, internet sources, and books come into their lives, challenge them to always measure their teachings with the scriptures.

Research/Read:

2 Nephi 4:34-35

34 O Lord, I have ^atrusted in thee, and I will ^btrust in thee forever. I will not put my ^ctrust in the arm of flesh; for I know that cursed is he that putteth his ^dtrust in the arm of flesh. Yea, cursed is he that putteth his trust in man or maketh flesh his arm.

35 Yea, I know that God will give ^aliberally to him that asketh. Yea, my God will give me, if I ^bask ^cnot amiss; therefore I will lift up my voice unto thee; yea, I will cry unto thee, my God, the ^drock of my ^erighteousness. Behold, my voice shall forever ascend up unto thee, my rock and mine everlasting God. Amen.

Optional: If they are diligent in studying their scriptures and following the commandments, God promises that they will find special hidden treasures and mysteries that they can treasure for themselves.

Doctrine and Covenenants 76: 5-7

5 For thus saith the Lord—I, the Lord, am ^amerciful and gracious unto those who ^bfear me, and delight to honor those who ^cserve me in righteousness and in truth unto the end.

6 Great shall be their reward and eternal shall be their ^aglory.

7 And to them will I ^areveal all ^bmysteries, yea, all the hidden mysteries of my kingdom from days of old, and for ages to come, will I make known unto them the good pleasure of my will concerning all things pertaining to my kingdom.

Record/Write: Make a T-chart.  Compare using studying history on one side from the scriptures and the other side from other sources.  Relate back to all the activities in understanding how history becomes distorted from sources other than scripture.  (Slant from individual perspective/ evil agenda, motives/wanting to look more powerful so having history recorded exaggerated) Example:  The Egyptian King Lists as recorded by Manetho was lost, and later historians made summaries of it, but Egyptologists consider his lists inaccurate because of the political hay in making some kings reign much longer, and others less. The Sumerian King list is also considered only partly accurate.

Testify: Encourage children to always seek out the best books as they study history.  Some books are helpful for their wonderful illustrations, but usually one should always take their findings with a grain of salt and measure it against the scriptures for complete accuracy, and know they will understand all mysteries when we get taught again directly by our master.  Encourage them to study history accurately so that they might be powerful missionaries and wonderful friends and parents one day.  (See Jacob 4:8-10

8 Behold, great and marvelous are the ^aworks of the Lord. How ^bunsearchable are the depths of the ^cmysteries of him; and it is impossible that man should find out all his ways. And no man ^dknoweth of his ^eways save it be revealed unto him; wherefore, brethren, despise not the ^frevelations of God.

9 For behold, by the power of his ^aword ^bman came upon the face of the earth, which earth was ^ccreated by the power of his word. Wherefore, if God being able to speak and the world was, and to speak and man was created, O then, why not able to command the ^dearth, or the workmanship of his hands upon the face of it, according to his will and pleasure?

10 Wherefore, brethren, seek not to ^acounsel the Lord, but to take counsel from his hand. For behold, ye yourselves know that he counseleth in ^bwisdom, and in justice, and in great mercy, over all his works.

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Younger Children:

Shem, Ham and Japeth populate the Earth:

Scripture: Gen. 9: 1 And God blessed Noah and his sons, and said unto them, ^aBe fruitful, and ^bmultiply, and ^creplenish the earth.

Song: Song:  Families can be Together Forever pg 300

Review: We talked last week about how the Lord gives us trials and that these trials are actually blessings, or tender mercies.  It was a tender mercy that the Lord let the people of Noah die before they could hurt themselves or others more.  Our parents also give us consequences that hurt briefly, to teach us and keep us from more pain.

INTRO: As Noah’s children got off of the ark, they began to settle the earth.

Research/Reason: MAPS:

1)    Map 1: Locate Adam Ondi Ahmen and Mt. Ararat on a map with children.

Write/Record: Have them draw a line in blue that goes from one location to the other.    Draw a little boat somewhere on this line.

1)    Map 2: Have children color the little ship where Noah landed on Mt. Ararat.

2)    Map 3: Point out the rivers where Noah’s sons would have begun their new lives and color them blue.  The Fertile Crescent is shaped like a crescent moon, and was bounteous in water.  Hence its name.

Write/Record: Have children write out “Fertile Crescent” across the crescent shape on the second map. (Younger children can color this area bright blue and green to give them that idea of how luscious the water and land was)

Activity: Have children make a paper chain of people using scissors and paper.

Use a cookie cutter, or use a a pattern. (Click on boy die cuts, girl die cuts and family chain pattern)

Globe Orientation: (Need Globe and Three figures representing Ham, Shem and Japeth, Noah’s sons) Show them Mt. Ararat located in Modern Turkey on the globe and look for the Black Sea, the Mediterranean Sea, The Persian Gulf, and the Caspeian Sea.  With the little figures, show that Ham’s descendants went into Africa and Egypt, Japeth’s descendants went up into Europe, and Shem’s descendants went into Iraq and Iran area.

Activity:

1)    Make a life size map in the room.  First surround the kids with a large tarps, and have them kick it back to show the water receding.  Ham’s wife Egyptus was able to discover Egypt.  (Abraham 1: 24-27  23 The land of ^aEgypt being first discovered by a woman, who was the daughter of Ham, and the daughter of Egyptus, which in the Chaldean signifies Egypt, which signifies that which is forbidden;

24 When this woman discovered the land it was under water, who afterward settled her sons in it; and thus, from Ham, sprang that race which preserved the curse in the land. )

2)    Try to Point out Orient the room making a Black Sea, a Mediterranean Sea, a Persian Gulf, and a Caspian Sea using blankets and tarps.  Point out Egypt/Africa, Europe, and the middle East (Iraq, Iran, Afghanistan, Pakistan, and maybe India)

3)    Give each student their paper chain people to hold, then have 2 students represent most of Ham’s descendants, and have them go Africa and Egypt.  Then have 2 more students represent Shem’s descendants and have them go to the countries above the Persian gulf of Iraq, Iran, Afghanistan and Pakastan.  Then have 2 students go North, above the Meditarranian sea to Europe (Greece and Turkey)

4)    Discuss how the families of the Earth grew and grew, and filled the Earth.

Write/Record: Solidify this activity by completing Map 4: Have the students color each area on the map a different color, such as Japeth’s descendants red, Shem’s descendants blue and Ham’s descendants yellow .   (Have them put all maps in their folders in sheet protectors or just in their pocket’s folder.)

Extra Activity: If there is time, the children can color their family paper chains like their own family.

Testify of how important it was for Shem, Ham and Japeth and their wives to teach the scriptures and have quality family teaching and time together because their families would fill the Earth.  Tell the children that is what their families are doing for them.

Younger class:

Supplemental Reading:  If you would like your child to further understand  the principle of how merciful our Lord is, read to them this story by Brother’s Grimm The Tailor in Heaven.

Review:  Show picture of Enoch and ask, what did Enoch have a hard time doing?  How did Heavenly Father help him?  When should we remember Enoch? (Show picture from last time)  What should we do when we are in need of courage to chose the right?

Scripture:   Moses 6:55 “…they taste the ^cbitter, that they may know to prize the good….”

Song: Follow the Prophet, verse 3, (pictures here)

Reason/Think:  How do you know that your Mom and Dads love you?

Did you know that when you get a punishment, that your parents are showing you lots of love?

Lets pretend to touch a hot stove.  What if Heavenly Father didn’t want us to get hurt, so your hand couldn’t feel pain.  What would happen if you touched something hot?  Heavenly Father gives us a sharp pain so we can keep away from danger.

When our Moms and Dads punish us, they give us a small amount of pain to help keep us away from danger, and from hurting our spirits and bodies very badly from more wrong choices.

This is the same for Heavenly Father.

Write/Record:  At the top of a paper, have the following sentence written.  Have student then draw a picture for a hard time, and a happy time they were blessed with.

I know that Heavenly Father shows me love me when my life is hard, and when my life is happy.

He is always teaching me to help me be my happiest.

Research/Study (Role play): (Use all the materials you can to make this fun, animals costumes, etc)

Today we are going to learn about Noah.  Heavenly Father knew the best way to love these people was to give them a fresh start.

Lets guess how many years God warned Noah’s people to repent.  20 years, 50 years, 90 years, 100 years. 120 YEARS~!

They were sinning so much, that God knew they would hurt eachother so badly that in love, he washed away these people and hopefully these spirits will learn in heaven and the earth could start over fresh and clean.

Play:

Noah:  Repent ye, Repent  ye.  The Lord must send a flood to wash the sins away from the earth if you do not repent.

People:  “No, I am having too much fun!”  “I’ll repent later!”  “I never listen to men who say they are a prophet.  You are not my boss!”  “Water to cover the earth!  You are crazy!!!!”

Noah:  “God must send a flood!”   Those who will repent may enter the ark with me!”

People:  “I am not getting on that boat, look, there’s not been any storm clouds for years!”  “How stupid Noah will feel when it never rains!”  “Lets go have some more fun sinning!”

Noah:  God has now commanded that all the animals which are clean to come in groups of seven to the boat.  God has commanded the unclean animals to come in two’s on the boat.

ENTER ANIMALS

Noah: Now, Japeth, Shem, and Ham, take your wives, and I will take mine, and we shall enter the boat with all the food and water we’ve prepared for ourselves and the animals. (Pillow cases with pretend food)

Make a rainstorm on the boat.  Forty days and forty nights.  After FIVE WHOLE MONTHS, they scraped some land on the bottom of their boat.  They waited three months until the could see the top of the mountain.  Noah sent a dove out and waited 7 days, the dove came back, and he waited 7 more days and this time she came back with an olive leaf.  He waited another seven days and this time sent the dove again, and the dove didn’t come back, so the waters were dried up.

Finally after 11 months, Noah took the cover off the ark, and they could see that the waters were dried up.

Now 12 MONTHS later, and and 10 days, they were ready to get off the boat!!!!!

Noah:  Its time to get off the boat!

Everyone: Yeah! Yeah! Yeah!  Even the animals cheered!

Noah: What shall we do when we get off the boat!

Japeth: We know Dad, we will give thanks!    Build an alter, and say thanks!

PAINT a Rainbow and read:

Genesis 9:12-15

12 And God said, This is the token of the covenant which I make between me and you and every living creature that is with you, for perpetual generations:

13 I do set my bow in the cloud, and it shall be for a token of a covenant between me and the earth.

14 And it shall come to pass, when I bring a cloud over the earth, that the bow shall be seen in the cloud:

15 And I will remember my ^acovenant, which ^bis between me and you and every living creature of all flesh; and the waters shall no more become a ^cflood to destroy all flesh.

Older Class

Supplemental Reading:  If you would like your child to further explore the principle of how merciful our Lord is, have them read this story by Brother’s Grimm The Tailor in Heaven.

Review:  Can you remember the scripture we memorized last week?  Who can remind us of the story of Enoch?

Scripture:   Moses 6:55 “…they taste the ^cbitter, that they may know to prize the good….”

Song: Follow the Prophet, verse 3, (pictures here)

Research/Study words “Tender” and “Mercy” in the Webster’s 1828 Dictionary

Tender Mercy

Tenderly:

With tenderness; mildly; gently; softly; in a manner not to injure or give pain.

1- Kindly; with pity or affection.

Tender-hearted:

Very susceptible of the softer passions of love, pity or kindness.

Kind attention; anxiety for the good of another, or to save him from pain.

Mercy:

That benevolence, mildness or tenderness of heart which disposes a person to overlook injuries, or to treat an offender better than he deserves;

The Lord is long-suffering and of great mercy, forgiving iniquity and transgression, and by no means clearing the guilty.

An act or exercise of mercy or favor. It is a mercy that they escaped.

5. Charity, or the duties of charity and benevolence.

6. Grace; favor.

8. Pardon.

Write/Record:  Have children write words they feel are key down on paper.

Research/ Reason: Today, we are learning about Noah, and how God destroyed the people of the world.  Did he love these people?  Is it possible that when he allowed all these people to die, that he was giving a tender mercy of love?  How?

Genesis 6:3 And the Lord said, My ^aspirit shall not always ^bstrive with man, for that he also is ^cflesh: yet his days shall be an hundred and twenty years.

Moses 8: 17 And the Lord said unto Noah: My Spirit shall not always ^astrive with man, for he shall know that all ^bflesh shall die; yet his days shall be an ^chundred and twenty years; and if men do not repent, I will send in the ^dfloods upon them.

Moses 7:28

28 And it came to pass that the God of heaven looked upon the ^aresidue of the people, and he wept; and Enoch bore record of it, saying: How is it that the heavens weep, and shed forth their tears as the rain upon the mountains?

32 The Lord said unto Enoch: Behold these thy brethren; they are the workmanship of mine own ^ahands, and I gave unto them their ^bknowledge, in the day I created them; and in the Garden of Eden, gave I unto man his ^cagency;

33 And unto thy brethren have I said, and also given commandment, that they should ^alove one another, and that they should choose me, their Father; but behold, they are without affection, and they ^bhate their own blood;

Restate the previous question and discuss how his children dying was a tender mercy.

Reason/Think ? What is something someone who cares about you very much does that helped you feel very loved?

Reason/Think?  Have any of you experienced a punishment or a consequence from your parent that helped you improve in a certain area?

Write/Record:  Our Heavenly Father Lord offers us tender mercies in both joy and pain.  Write about a joyful time and a painful time that demonstrated his loving care to teach you.

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(We did not get to this portion in class:)

Relate/Apply:

Ephesians 4:32 And be ye kind one to another, tenderhearted, forgiving one another, even as God for Christ’s sake hath forgiven you.

How can you show others tender mercies in pain and in joy?

(Discuss some examples of when you might have to say something someone may not want to hear, because you love them.  For example, you could tell that a certain video game is hard for you to feel the spirit, or if a friend is gossiping to tell them that you like that person when they would rather hear another piece of gossip about them.)

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In class we did:

Fun:  Do a rainstorm with snapping fingers, swiping hands, etc.

Research/Reason: Noah Story= With a partner, or in a group, choose scriptures to study, write a little about what you learned, and then draw a picture.

(We had to hurry very quickly through this in class, and I just told the children answers, many of them only got a few drawings made.  If you would like to have them do this activity, then please highlight this chart with your mouse and push Control P, then print the selected chart.  If they complete the chart, have them bring to class to put in their binders.)

Question/Scripture	What I learned:	Draw a Picture
What was Noah called to do? Moses 8:17, 20
Why did God send a flood? Moses 8:22, Geneses 6:13
What was Noah commanded to build, and describe what it looked like. Genesis 4:13-17
Who entered the ark? Genesis 7:11
How many of each clean beasts entered the ark? How many unclean beasts entered the ark? Genesis 7:3 Scripture/Question:	What I learned:	Picture:
How long did it rain? Genesis 7:4
BONUS:  How long was Noah’s family on the boat? Genesis 8:2-13
Where did the ark land? Genesis 8:3-4
What did they do when they got off the boat? Genesis 8:18-20
What did the Lord promise the earth and its people? Genesis 9:12-15

I love the Christian world, the sweetness, and gentleness of those striving to cast off the old man and become new in Him.

Many of you out there have the wonderful light of the Bible, and many even aknowledge the light of the Kings James Version as the most inspired translation.  There are many, many different sects of Christians, and a personal belief I have about the differences of each sect, is that the sect one embraces has all the light that one is ready to recieve, and one might find more truth in a different sect at a different point in life when they have progressed to all the light their sect offers, and the Holy Ghost will guide them to that church embracing more truth and light, when they are ready for it. 

In my own Latter Day Saint faith, I would say that we vary immensely, just within the same faith, as Saints being capable of living the knowledge that we espouce.  But I would like to explain here, why I am grateful for the knowledge that I have to “grow into” as it were, and to explain some of those differences that any of you Christian readers, may hold about the Latter Day Saint’s teachings.  Understanding differences is key to becoming true Christians, because the Lord needs all Christians to unite and hold hands so to speak,  in these important Last Days when we are to become One in fighting Evil.

As I study the scriptures, I become so thankful for all that I know about His plan because it opens up my eyes in both understanding of God’s nature, and perspective in what sufferings and pain are meant to do for me in my life, and I gain this through the wholeness of connecting ancient and modern scripture, or in other words studying God’s relationship and communication with His children through the ages.  To many sects, “modern scripture” seems a heresy, it seems Satanic, it seems like false prophets lying in wait to deceive the elect.  If ‘modern revelation’ were inspired by men, it would certainly be heart wrenching deceit, in its most awful and treacherous form, touching upon light to seep in darkness…if this were the case.  But prophets in the past never forecasted that God would stop speaking to his people, although Satan would twist certain scriptures so that people would interpret this in that matter to Satan’s utter delight.  Latter Day Saints know that He, our Prince, is the Same Yesterday, Today and Forever.

We lovingly invite our fellow Christian friends, to yes, vigilantly gaurd against false prophets, false proffessors, and wolves in sheep clothing,  that fill the earth.  But for a minute, I invite you also to shut your ears to the cry of creeds everywhere, in that “there is no more revelation” or “scripture and prophets were fulfilled in Christ”….etc. to see if the Holy Ghost, not the arm of flesh, tells you that God speaks to his people today to magnify His Son, and steer his people Directly by Him. (Revelations: 22:18, explained by an Apostle)

We believe that though Christ is the End and our All, Because He is, He bids us to study His voice, Now and in the Past and Forever more!

(2 Nephi 29:8-10) Wherefore murmur ye, because that ye shall receive more of my word? Know ye not that the ^atestimony of ^btwo nations is a ^cwitness unto you that I am God, that I remember one ^dnation like unto another? Wherefore, I speak the same words unto one nation like unto another. And when the two ^enations shall run together the testimony of the two nations shall run together also.

As a friend, I invite you to experiment throught the guidance of the holy ghost, in using the Bible together with the Book of Mormon, (Ezekiel 737:15-22, the stick of Judah and Ephraim) because ONLY together will you be able to teach the Fullness of His gospel.  (Preach My Gospel, pg 106) (D&C 42: 12 And again, the ^aelders, priests and teachers of this church shall ^bteach the principles of my gospel, which are in the Bible and the ^cBook of Mormon, in the which is the ^dfulness of the ^egospel)

Especially for those with Latter Day Saint children, I invite you to show your children the limited view they will have if they only study one canon of scripture; what holes and gaps result; for they may not know to treasure the peace and wholeness they have, until it is pointed out what parts they wouldn’t know if they didn’t have the fullness of the gospel.  Take for example the last lesson of my blog.  Show them what the Bible teaches about Enoch, and then let them rejoice in all we know of his whole story….The man slow of speech whom didn’t feel capable to answer God’s call,  but that in coming to Him and embracing His grace, he was able to become a powerful, complete Tool for His Master, even Christ the Lord!  Also teach them of your favorite Bible scriptures, and what emptiness we would experience, and how true doctrine could be twisted, if we didn’t have the the Bible!  The Bible is crucial to the Latter Day Saints and it has preserved Christianity throughout the world since the martyrdom of our Savior and his chosen apostles!

Many would not consider reading and praying to know if the Book of Mormon is true, because they do not want to be deceived by false prophets.  Actually both the Bible and Book of Mormon teach of not being deceived by false prophets. ( See Scriptures, KJV Old and New Testament and Book of Mormon, Matthew 7:15, Titus 1:16, John 4:1, Micah 3:5, 11, 2 Peter 2:1, Book of Mormon: 2 Nephi 25:18, Helaman 13:26, 3 Nephi 14:15, 4 Nephi 1:34) How do we discern?  We are taught in scriptures to determine professors, whether they be of man or be of God, by measuring the fruit of their lives, because wicked teachers cannot bear righteous fruit.  I bid the non-Latter Day Saint to notice the fruits of the Latter Day Saint church in world-wide service and rescue offered freely and promptly, and then, even more specifically, find a sincere Latter Day Saint friend and note the fruits of their life.  Does their life, despite their faults, emanate the Holy Spirit, Charity, and Kindness?  These are the fruits of the gospel they live.  (John 7:17) To take that leap, in searching the doctrine they study, when all one’s life they are taught to not be deceived by false prophets, must be a huge leap.  But the Holy Ghost will be there to teach you so that you can know for yourself if this be of God, (Moroni 10:3-5 and Gal 5:22) or if this be of man, and Satan, as Satan would hope you to believe and never study.

What the Latter Day Saints believes is not as different as Satan would lead Non-Latter Day Saint Christians to assume.  But the differences are important.  The priesthood, (Preach my gospel pg 32) or sealing and healing power, has been restored so that families can live together forever and righteous fathers can inspiredly direct their families, and help heal and direct their prosperity in special priesthood blessings that help those blessed hear their Heavenly Father’s words for them, communicated by the righteous priesthood bearer.  (These blessings are not like fortune cookies that tell the future, but instead messages of truth, that still give the hearer opportunities exercise faith and experience hope).  Christ has One baptism, (Ephesians 4:5) and requires an ordained witness to initiate this ordinance. (Acts 1:22 ) Thus the baptized will receive a very special gift, the gift of the Holy Ghost given as a permanent Revelator and Companion through out one’s life as soon as they repent, to give frequent direction from God. (See Preach my Gospel pg 89)   I believe each baptism of every faith if it is sincere, is a powerful witness to Christ for your obedience, but until that baptism is authorized by his power, it can not give one the constant companionship of the Holy Ghost.  And lastly, His temples are and always have been,sacred houses free from worldly distractions where families can go to “stand in holy places.” and re-direct their lives righteously, and find their bearings.  There families can make covenants with God to help them keep unspotted from the world.  They are strengthened as they are reminded there of the blessings that come from living righteously.  Under the authorization of God’s priesthood binding power, marriage is bound by Him for all eternity in His Holy Houses, the Temples.

Here are links to sermons given by  Apostles of the Lord teaching us in the first sermon: why the Bible in and of itself is a holy miracle and a saving light for the children of men!!!

Second and third Sermons: Why the Lord’s word continues to talk to his Children through prophets!

Fourth Sermon:  Latter Day Saints feel affectionately tender and thankful for their exemplar Non-Latter Day Saint friends!

Fifth Sermon: What are the facts clearing common misunderstandings of the Restored Gospel!

Enoch

Supplemental Literature: “Friendly Language”, a child tells of the help Jesus gave them to have courage. The Friend: Trying to be like Jesus, March 2008; Carl’s Messy Room, Friend Sep 2003, Luke’s Best Birthday, Friend June 2007

Grimm’s Fairy Tale: The Water of Life (Discuss how the brothers differ in their motives)

Song: Adam was a prophet, verse 1 and 2 (Enoch was a prophet, he taught what was good….) (Check out pictures here)

Scripture 2 choices: I am going to challenge you to memorize this week:

Philippians 4:13 “I can do all things through Christ which strengtheneth me!”

Or Doctrine and Covenants 97:21 “…for this is Zion—The Pure in Heart;…”

Research/Study: Moses 6: 2-7 (Reminder/Review of the Book of Remembrance and the Priesthood being passed down from father to son)

Research/Study: Scan through to review the genealogy (use picture they colored from last week to recall the geneology from Adam down to Noah.) in Moses 6: 3, 18-23

Research/Study:  the Story of Enoch being called by God in Moses 6: 26,27,28, 31, 32,33,

Research/Study: Enoch triumphing over his enemies and seeing God: Moses 6:37, 7:, 4, 10, 11, 13-16, 18, 69

Research/Study in order to relate Enoch’s story to our day for overcoming weaknesses, read the following:

The Quest for Excellence, Gordon B. Hinkley, Ensign September 1999

“I want to invite us all to walk a higher road of excellence…I speak of the need for a little more effort, a little more self-discipline, a little more consecrated effort in the direction of excellence in our lives.

This is the great day of decision for each of us. For many it is the time of beginning something that will go on for as long as you live. I plead with you: don’t be a scrub! Rise to the high ground of spiritual, mental, and physical excellence. You can do it. You may not be a genius. You may be lacking in some skills. But so many of us can do better than we are now doing. We are members of this great Church whose influence is now felt over the world. We are people with a present and with a future. Don’t muff your opportunities. Be excellent…Let us all try to stand a little taller, rise a little higher, be a little better. Make the extra effort. You will be happier. You will know a new satisfaction, a new gladness in your heart….Jesus said, “Be ye therefore perfect, even as your Father which is in heaven is perfect” (Matt. 5:48). That is the great crowning example of excellence. May each of us have a rich and wonderful life moving in that direction. We will not become perfect in a day or a month or a year. We will not accomplish it in a lifetime, but we can keep trying, starting with our more obvious weaknesses and gradually converting them to strengths as we go forward with our lives.”

Relate/Apply: Go outside and do a long jump after reading President Hinkley’s quote on stretching a little further and either repeat a few times and record new jump, or do some stretches and notice how you can slowly stretch a little further.

Write/Record: How did Enoch overcome his fears and weaknesses?  How can you?  What will you do with your weaknesses each day, to become “pure in heart” as were the people in Enoch’s city of Zion?

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YOUNGER CLASS

Sing: Dearest Children God is Near You, verse 3

Challenge (Relate/Apply):  Memorize one of the two scriptures:

Philippians 4:13 “I can do all things through Christ which strengtheneth me!”

Or Doctrine and Covenants 97:21 “…for this is Zion—The Pure in Heart;…”

Tell us how it helped you this week.

Lesson for Younger Students

Song: Adam was a prophet, verse 1 and 2 (Enoch was a prophet, he taught what was good….) (Check out pictures here)

(Put a picture of Enoch and his city on a rope, and rise it up to the top to demonstrate their city being translated)

Review:  Bring out their picture from last week to help them recall that each prophet passed down the priesthood and the scriptures.

Research/Study: Read a Bible story about Enoch in a circle.  (This will review some of the concepts from last week) “The man God took” from Uncle Arther’s Bible Book, and read the back of Gospel Art Picture 120-Enoch and His People are Taken up to God)

Reason/Think:  Let students build their own houses as part of a city.  Discuss that we must be very careful with eachother’s houses.  Also, say that when I say talking time, they may talk, but first I will read them a little more about Enoch…….Have the children raise the city of Enoch together up to the heavens.

Sing: Dearest Children God is Near You, verse 3

Relate/Apply:  Ask if any of the students ever feel shy like Enoch felt, and that they could not share the gospel.  Tell them about Billy and how he was able to share a very important message because he didn’t talk the same as others might, and how my husband said, that there is perfection in weakness.

?What can you do to overcome your weaknesses?

Write/Record:  On a sheet of paper, inscript at the top: “Enoch felt weak, and sometimes I do too.  I can pray to feel his help, and he will always strengthen me.”  Then have children color a picture of a child praying.  Have them copy the following scripture:

“I can do all things through Christ, which strengtheneth me.” Phillipians 4:13

Brotherly Love: Cain and Able

Memorize Scripture: “Thou shalt love thy neighbor as thy self” Mathew 19:19

Song:  A poor Wayfaring Man of Grief, hymn#29

Teacher: See Old Testament Student Manual Guide pg 52 (4-4) Satan led Cain step by step to darkest evil.  Extension study:  Talks by President Thomas S. Monson, “My Brother’s Keeper” and “Our Brother’s Keeper”

Extension Study relating to the principle taught: Snow White and Rose Red (lovely story about sisters) The Queen Bee, (Lovely story about brothers) Brother and Sister, The Seven Ravens or The Six Swans (ALL by BROTHER’S GRIMM)

Research/Study: Moses 5 (For younger children, read a Bible story of Cain and Able of your choice)

4 And Adam and Eve, his wife, ^acalled upon the name of the Lord, and they heard the voice of the Lord from the way toward the Garden of ^bEden, speaking unto them, and they saw him not; for they were shut out from his ^cpresence.

5 And he gave unto them commandments, that they should ^aworship the Lord their God, and should offer the ^bfirstlings of their ^cflocks, for an offering unto the Lord. And Adam was ^dobedient unto the commandments of the Lord.

6 And after many days an ^aangel of the Lord appeared unto Adam, saying: Why dost thou offer ^bsacrifices unto the Lord? And Adam said unto him: I know not, save the Lord commanded me.

7 And then the angel spake, saying: This thing is a ^asimilitude of the ^bsacrifice of the Only Begotten of the Father, which is full of ^cgrace and ^dtruth.

8 Wherefore, thou shalt do all that thou doest in the ^aname of the Son, and thou shalt ^brepent and ^ccall upon God in the name of the Son forevermore.

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16 And Adam and Eve, his wife, ceased not to call upon God. And Adam knew Eve his wife, and she conceived and bare ^aCain, and said: I have gotten a man from the Lord; wherefore he may not reject his words. But behold, Cain ^bhearkened not, saying: Who is the Lord that I should ^cknow him?

17 And she again conceived and bare his brother Abel. And Abel ^ahearkened unto the voice of the Lord. And ^bAbel was a keeper of sheep, but Cain was a tiller of the ground.

18 And Cain ^aloved Satan more than God. And Satan commanded him, saying: ^bMake an offering unto the Lord.

19 And in process of time it came to pass that Cain brought of the ^afruit of the ground an offering unto the Lord.

20 And Abel, he also brought of the ^afirstlings of his flock, and of the fat thereof. And the Lord had ^brespect unto Abel, and to his ^coffering;

21 But unto Cain, and to his ^aoffering, he had not respect. Now Satan knew this, and it ^bpleased him. And Cain was very wroth, and his countenance fell.

22 And the Lord said unto Cain: Why art thou wroth? Why is thy countenance fallen?

23 If thou doest well, thou shalt be ^aaccepted. And if thou doest not well, sin lieth at the door, and Satan ^bdesireth to have thee; and except thou shalt hearken unto my commandments, I will ^cdeliver thee up, and it shall be unto thee according to his desire. And thou shalt ^drule over him;

24 For from this time forth thou shalt be the father of his ^alies; thou shalt be called ^bPerdition; for thou wast also ^cbefore the world.

25 And it shall be said in time to come—That these abominations were had from ^aCain; for he rejected the greater counsel which was had from God; and this is a ^bcursing which I will put upon thee, except thou repent.

26 And Cain was wroth, and listened not any more to the voice of the Lord, neither to Abel, his brother, who walked in holiness before the Lord.

27 And Adam and his wife ^amourned before the Lord, because of Cain and his brethren.

28 And it came to pass that Cain took one of his brothers’ daughters to ^awife, and they ^bloved Satan more than God.

29 And Satan said unto Cain: ^aSwear unto me by thy throat, and if thou tell it thou shalt die; and swear thy brethren by their heads, and by the living God, that they tell it not; for if they tell it, they shall surely die; and this that thy father may not know it; and this day I will deliver thy brother Abel into thine hands.

30 And Satan sware unto Cain that he would do according to his ^acommands. And all these things were done in secret.

31 And Cain said: Truly I am Mahan, the master of this great ^asecret, that I may ^bmurder and get ^cgain. Wherefore Cain was called Master ^dMahan, and he gloried in his wickedness.

32 And Cain went into the field, and Cain talked with Abel, his brother. And it came to pass that while they were in the field, Cain rose up against Abel, his brother, and slew him.

33 And Cain ^agloried in that which he had done, saying: I am free; surely the ^bflocks of my brother falleth into my hands.

34 And the Lord said unto Cain: Where is Abel, thy brother? And he said: I know not. Am I my brother’s ^akeeper?

35 And the Lord said: What hast thou done? The voice of thy brother’s ^ablood cries unto me from the ground.

36 And now thou shalt be ^acursed from the earth which hath opened her mouth to receive thy brother’s blood from thy hand.

37 When thou tillest the ground it shall not henceforth yield unto thee her ^astrength. A ^bfugitive and a vagabond shalt thou be in the earth. 38 And Cain said unto the Lord: Satan ^atempted me because of my brother’s flocks. And I was wroth also; for his offering thou didst accept and not mine; my ^bpunishment is greater than I can bear.

Color a picture of man who looks like Cain and Able

1-    Why wasn’t Cain’s offering acceptable to the Lord?

2-     What did Satan do to capture Cains heart?

3-     How can you be your “Brother’s Keeper”?

(For younger children, focus on just the last question)

Relate/Apply: Challenge Students to work on either obedience of being their “brother’s keeper” this week.

Week 1 Part 2 Why study history?  Scriptures vs Other sources

Memorization: My brothers and sisters, I beg you to study history—The history of the world!  Spencer W. Kimball Ensign January 1975 pg. 3

Think/Reason: ? Why do we study history?

Doctrine and Covenants 93:53 And, verily I say unto you, that it is my will that you should ^ahasten to ^btranslate my scriptures, and to ^cobtain a ^dknowledge of history, and of countries, and of kingdoms, of ^elaws of God and man, and all this for the salvation of Zion. Amen.

Doctrine and Covenants 88:76-79 Also, I give unto you a commandment that ye shall continue in ^aprayer and fasting from this time forth.

77 And I give unto you a commandment that you shall ^ateach one another the ^bdoctrine of the kingdom.

78 Teach ye diligently and my ^agrace shall attend you, that you may be ^binstructed more perfectly in theory, in principle, in doctrine, in the law of the gospel, in all things that pertain unto the kingdom of God, that are expedient for you to understand;

79 Of things both in ^aheaven and in the earth, and under the earth; things which have been, things which are, things which must ^bshortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the ^cnations, and the judgments which are on the land; and a ^dknowledge also of countries and of kingdoms—

Record/ Write:

Have children write a list of why they study history

Think/Reason: ? What do you think the difference is between the history we get in the history books and the history we get from the scriptures?

Research:

2 Nephi 4:34-35

34 O Lord, I have ^atrusted in thee, and I will ^btrust in thee forever. I will not put my ^ctrust in the arm of flesh; for I know that cursed is he that putteth his ^dtrust in the arm of flesh. Yea, cursed is he that putteth his trust in man or maketh flesh his arm.

35 Yea, I know that God will give ^aliberally to him that asketh. Yea, my God will give me, if I ^bask ^cnot amiss; therefore I will lift up my voice unto thee; yea, I will cry unto thee, my God, the ^drock of my ^erighteousness. Behold, my voice shall forever ascend up unto thee, my rock and mine everlasting God. Amen.

Doctrine and Covenenants 76: 5-7

5 For thus saith the Lord—I, the Lord, am ^amerciful and gracious unto those who ^bfear me, and delight to honor those who ^cserve me in righteousness and in truth unto the end.

6 Great shall be their reward and eternal shall be their ^aglory.

7 And to them will I ^areveal all ^bmysteries, yea, all the hidden mysteries of my kingdom from days of old, and for ages to come, will I make known unto them the good pleasure of my will concerning all things pertaining to my kingdom.

Research/Activity 1:  Have students either look at one small piece of a puzzle, or look through a paper rolled into a telescope, and note the very small perspective that they have.  This is like living in the here and now, without studying the history of God, his scriptures

Activity 2:  Look in a mirror that is obviously distorted, where parts of your body are larger and smaller.  Or draw a simple picture on a balloon (such as a star or smiley face) that is not all the way full of air.  Have child squeeze balloon.  Relate back to the puzzle pieces, and say, what if the puzzle pieces you are fitting together are distorted, and some parts or there are extra bumps or missing bumps on each puzzle piece.  How does this relate to studying history that is not truth.

Activity 3:  Play the game “telephone” and whisper a message to the group.  Whisper a message that is true, and see if parts become lost or changed.

Record/Write:  Make a T-chart.  Compare using studying history on one side from the scriptures and the other side from other sources.  Relate back to all the activities in understanding how history becomes distorted from sources other than scripture.  (Slant from individual perspective/ evil agenda, motives/wanting to look more powerful so having history recorded exaggerated) For example:  The Egyptian King Lists as recorded by Manetho was lost, and later historians made summaries of it, but Egyptologists consider his lists inaccurate because of the political hay in making some kings reign much longer, and others less.  This happens through out secular history! (See here) You can also discuss what “other sources” may be better than others.  You can discuss advantages on this side too, such as nice illustrations, etc.

I sent home my little class with a sweet poem and a story about a man whom finds joy in this life though he wasn’t able to pursue his dreams, but instead chose a family.

With the theme to “Adam fell that men might be, and men are that they might have joy, we thoroughly enjoyed this clip someone put together from the Sound of Music (We are now going to write favorite thing poems):

Song: “Favorite Things” on U-tube  with neat pictures for each stanza of the song

Supplemental ideas:

~Read Bible stories on the Creation of your choice! (I am reading and supplementing Uncle Arther’s Bible Books, Ch. 1 and 2 are about the creation)

~Read different tales of the creation and discuss the similarities.   Discuss why there are similarities to the scripture’s creation and discuss how the different variations came about.  Relate this to the child’s life and ‘religions’ around and ‘beliefs’ around him/her and discerning truth from error.

~Challenge your children to remember that finding joy is a choice, especially through challenges.

~Write a poem on your favorite things, those things that make you happy.  I wrote one too, it was quite delightful and fun!

~See all the literature poems corresponding with creation days at the bottom of my previous post, many can be found on-line!