Matthew 18; Luke 10

Provide time for students to ask questions and share insights and truths they discovered in their personal study of Matthew 18; Luke 10.

You could begin by explaining to students that in this account the Apostles were arguing among themselves about who would be the greatest (see Mark 9:33–34; Matthew 18:1).

• What do you think is the main problem with this discussion?

Invite students to read Matthew 18:1–5, or show the video “Jesus Teaches That We Must Become as Little Children” (from time code 0:00 to 1:00). Then invite students to discuss what the Savior taught His disciples. (Help students identify a truth like the following: The Savior desires His disciples to be converted and become as little children.)

3:13

You might display some of the following images of Jesus with children or watch “Little Children” (1:04). Discuss the qualities we must have to become as little children.

1:5

• What is the difference between being childish and childlike? (You could write Childish and Childlike on the board and then write students’ answers under the appropriate heading.)

• Why do you think we must become as little children to enter the kingdom of God?

You could invite students to read Mosiah 3:19 and discuss what King Benjamin taught about becoming “as a child.” As part of your discussion, you might share the following statement by President Henry B. Eyring:

King Benjamin describes [a] change in our natures [through Christ’s Atonement] with a beautiful metaphor that has always touched my heart. It was used by prophets for millennia and by the Lord Himself. It is this: we must become as a child—a little child.

For some, that will not be easy to accept. Most of us want to be strong. We may well see being like a child as being weak. Most parents look for the day when their children act less childish. But King Benjamin, who understood as well as any mortal what it meant to be a man of strength and courage, makes it clear that to be like a child is not to be childish. It is to be like the Savior, who prayed to His Father for strength to be able to do His Father’s will and atone for the sins of all of His Father’s children and then did it. Our natures must be changed to become as a child to gain the strength we must have to stand steady and at peace in times of peril. (“Steady in the Storms,” Liahona, May 2022, 28–29)

Encourage students to record a way they can be more like little children and to reflect on how the Savior can help them obtain this attribute.

You could begin by writing the following incomplete statement on the board: Forgiveness can be hard when … Invite students to come to the board and write different ways to complete this statement.

• Why is it important that we not judge ourselves or others harshly when we struggle to forgive others?

Invite students to read Matthew 18:21–22, looking for what Jesus Christ taught Peter about forgiveness.

• What do you think the Savior meant when He told Peter to forgive “until seventy times seven”? (see “Matthew 18:21–22. What does it mean to forgive others ‘until seventy times seven’?” in Scripture Helps: New Testament).

Invite students to read Matthew 18:23–35 or watch the video “Forgive 70 Times 7” (3:28) and to discuss the message of the parable. (To learn about the context for the parable, students could read “Matthew 18:23–35. What is the difference between 10,000 talents and 100 pence?” in Scripture Helps: New Testament.)

3:29

• What truths about forgiveness do you learn from this parable? (Students may identify principles like the following: We follow the Savior’s example when we forgive others as He forgives us. We must forgive others in our hearts to receive the Lord’s forgiveness.)

• How did the master demonstrate justice in his treatment of the unmerciful servant?

• Why is it important that we forgive others in our hearts? (Consider reading Doctrine and Covenants 64:8–9.)

You could share and discuss the following statements by President Jeffrey R. Holland and Elder Neil L. Andersen:

It is … important for some of you living in real anguish to note what [the Savior] did not say. He did not say, “You are not allowed to feel true pain or real sorrow from the shattering experiences you have had at the hand of another.” Nor did He say, “In order to forgive fully, you have to reenter a toxic relationship or return to an abusive, destructive circumstance.” But notwithstanding even the most terrible offenses that might come to us, we can rise above our pain only when we put our feet onto the path of true healing. That path is the forgiving one walked by Jesus of Nazareth, who calls out to each of us, “Come, follow me” [Luke 18:22]. (“The Ministry of Reconciliation,” Ensign or Liahona, Nov. 2018, 79)

We better understand the power of the Atonement of Jesus Christ when we forgive someone who, in our mind, does not deserve to be forgiven. (The Divine Gift of Forgiveness [2019], 234)

• How can these statements help someone who is struggling to forgive?

You could invite students to share how the Savior has helped them to forgive themselves or others. Students could also share how forgiveness has brought them peace, or you could watch “Principles of Peace: Forgiveness” (1:49).

1:50

Invite students to ponder whether there is someone they need to forgive. Encourage them to write down anything they feel the Lord wants them to know or do.

Share the following statement by the Prophet Joseph Smith:

I have a key by which I understand the scriptures. I enquire, what was the question which drew out the answer or caused Jesus to utter the parable? (in History, 1838–1856 [Manuscript History of the Church], volume D-1, 1459, josephsmithpapers.org; punctuation and capitalization modernized)

Read Luke 10:25–29 together as a class. Then write on the board the two questions that prompted the Savior to teach the parable of the good Samaritan.

Students could work with a partner or in small groups and read Luke 10:30–37 to learn how the parable answers the questions on the board. As part of their study, encourage students to learn the context of the parable by reading “Luke 10:31–36. What is the significance of the priest, Levite, and Samaritan in the parable of the good Samaritan?” in Scripture Helps: New Testament.

After allowing time for study, invite students to share how they would answer the questions on the board. (Students may identify truths like the following: To inherit eternal life, we must love God and our neighbor. To be like the Savior, we must love and serve our neighbor.) After students share their insights, consider whether any of the following questions could help deepen their understanding:

• How does loving God and others help us prepare for eternal life?

• How has loving and serving other people helped you draw closer to God?

Consider displaying the picture of the good Samaritan from the beginning of the lesson. Invite students to share the thoughts and feelings they have as they look at this picture.

• How does the good Samaritan represent the Savior and what He does for us?

• How has the Savior been like the good Samaritan for you?

• Why is it important to emulate the example of the good Samaritan and “go, and do … likewise”? (Luke 10:37).

Invite students to share examples they have seen of modern-day good Samaritans. Or you could watch “A Good Samaritan” (5:44).

5:44

Invite students to ask Heavenly Father for help to be more aware of who they can serve. Encourage them to look for opportunities to be like the good Samaritan today.

You could invite students to make a list of responsibilities and activities that fill their time in a week.

• With a limited amount of time and energy, how do you decide what is best to focus on each day?

Consider displaying an image of Mary and Martha with the Savior.

Remind students that Jesus stopped at a village and visited Martha’s home. Invite students to read Luke 10:38–42 and look for what Mary and Martha each focused on during His visit.

• How could each woman’s actions reflect her love for and devotion to Jesus Christ? (It might be helpful to review “Luke 10:38–42. What was expected of a hostess in New Testament times?” in Scripture Helps: New Testament.)

• What truths can we learn from the Savior’s response to Martha in verses 41–42? (Students may identify a truth like the following: We should prioritize choices that bring us closer to Jesus Christ.)

To help students consider how they can prioritize the Lord above all other good things, you might share the following statement by President Dallin H. Oaks:

Just because something is good is not a sufficient reason for doing it. The number of good things we can do far exceeds the time available to accomplish them. Some things are better than good, and these are the things that should command priority attention in our lives. …

It was praiseworthy for Martha to be “careful and troubled about many things” (v. 41), but learning the gospel from the Master Teacher was more “needful.” …

… We have to forego some good things in order to choose others that are better or best because they develop faith in the Lord Jesus Christ and strengthen our families. (“Good, Better, Best,” Ensign or Liahona, Nov. 2007, 104, 107)

• What are some examples of good things that may keep us from the better and best things?

• What helps you to stay focused on the better and best things when there are so many good things to choose from?

Invite students to think of a time when they prioritized the Savior and His gospel above other good things. They might share their experiences and what they learned from them. Give students time to review the list they made at the beginning of this learning activity. Invite them to make a plan to better prioritize the Savior and His gospel in the coming week.