Matthew 28; Mark 16; Luke 24; John 20–21

You could begin by displaying or sharing the following experience that Elder John M. Madsen related about hearing a talk by Elder Bruce R. McConkie.

Elder McConkie was giving a talk about the Fall and asked, “How do you prove that Jesus is the Christ?” No one responded. Then he stated, “It all centers in the Resurrection.” He next asked, “How do you prove the Resurrection?” Again there was silence, until Elder McConkie declared, “It all centers in … ” (see Marianne Holman, “Easter Is ‘the Lord’s Day,’” Church News, Apr. 1, 2013).

Ask students how they might complete the sentence. Then share that Elder McConkie’s answer was “witnesses.”

• What do you find significant about Elder McConkie’s answer? (If needed, review some of the references to the law of witnesses in “Witness” in Guide to the Scriptures [Gospel Library] or watch “Law of Witnesses” [0:26]).

  

  0:27

• Why is it important for each of us to trust in the Lord’s law of witnesses?

Explain that students will study the accounts of those who became firsthand witnesses of the resurrected Christ. Display the following accounts of the Savior’s Resurrection, and have students form groups of three people. Ask each group member to select a different account to study. As they quietly study their chosen account, invite them to look for (1) what experience each person or persons had with the resurrected Christ and (2) what they learned about Him and His Resurrection. Ask them to share in their groups what they learned or felt as they read their account.

• Mary Magdalene: John 20:11–18

• Two on the road to Emmaus: Luke 24:13–32

• Ten Apostles: Luke 24:33–48

After time for group discussion, invite some students to share how their faith in Jesus Christ has been influenced by reading and talking about the experiences of these witnesses.

Point out that some people may struggle to believe the words of these witnesses because, for them, seeing is believing. Invite students to read John 20:24–29, looking for what the Savior taught Thomas about belief.

• What important truth did the Savior teach Thomas? (Help students find a truth like the following: We are blessed for choosing to believe that Jesus Christ lives even when we have not seen Him.)

• What blessings have come (or could come) to you for choosing to believe in Jesus Christ without seeing Him? What has most helped you strengthen your testimony of and belief in the Savior?

Consider displaying the following statement by President Henry B. Eyring:

The Lord taught His Apostle Thomas, who wanted physical evidence of the Savior’s Resurrection by touching His wounds, that revelation is safer evidence: “Jesus saith unto him, Thomas, because thou hast seen me, thou hast believed: blessed are they that have not seen, and yet have believed” (John 20:29).

The truths that mark the way home to God are verified by the Holy Ghost. …

Confirmation of truth comes to a son or daughter of God who has claimed the right to receive the Holy Ghost. (“The Holy Ghost as Your Companion,” Ensign or Liahona, Nov. 2015, 105)

• What can we learn from President Eyring’s statement about the role of the Holy Ghost?

Invite students to write a short testimony of how they have come to know, or would like to come to know, that Jesus Christ was resurrected. They could also record how they feel about what that means for them and each person on the earth. Encourage them to share what they wrote with someone else in class, through social media, or in other ways.

Return to “Learning Activity Options.”

You could display the accompanying pictures and invite students to share what the disciples might have felt as they watched Jesus die and saw His lifeless body laid in a tomb. Point out that up to this point, they did not really understand what Jesus Christ meant when He said He would rise again (see Luke 18:34; John 12:16).

• Why is the death of a loved one such a difficult experience?

Consider reading the following statement by President Gordon B. Hinckley:

When the last of life’s breath is drawn, there is a finality comparable to no other finality. When a father and mother lay the remains of a beloved child in the cold of the grave, there is grief almost inconsolable. When a [spouse] buries the companion of [their] life, there is a loneliness that is poignant and unrelieved. … When children are bereft of parents who loved and nurtured them, there is an abject destitution comparable to none other. Life is sacred, and death is somber. Life is buoyant and hopeful. Death is solemn and dark. It is awesome in its silence and certainty. (“The Empty Tomb Bore Testimony,” Ensign, May 1988, 66)

Read together Luke 24:36–48 or watch “The Risen Lord Appears to the Apostles” (2:21), looking for what the Apostles learned about the Savior’s Resurrection. (Students may identify a truth similar to the following: Jesus Christ has a resurrected and tangible body of flesh and bones.)

2:22

To help students think deeply about how belief in the Savior’s Resurrection can change someone’s view of death, provide the handout “Finding Hope in the Resurrection of Jesus Christ”:

After students have had sufficient time to study and ponder, invite them to form small groups and to share what truths they would teach in their funeral talk. Encourage them to also share their feelings about the Savior’s Resurrection.

You could conclude by watching “Finding Hope through the Resurrection of Christ” (4:41) and inviting students to share what it might be like to meet deceased loved ones in the flesh again.

4:42

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Consider inviting students to record things that have occupied their time over the past few days. Explain they will use this list later in the learning activity.

Invite students to turn to John 21. Point out that the events of this account occurred after Jesus Christ had been resurrected and was no longer living with the Apostles. Summarize John 21:2–14, and then invite students to read John 21:15–17, looking for the Savior’s message to Peter. You could display the following picture and discuss what the boat, nets, and the fish may represent in Peter’s life.

• If Jesus asked you the same questions He asked Peter, what do you think He would refer to as “these” in your life? (Students could look at what they recorded at the start of this activity for possible answers.)

• What was Jesus Christ teaching Peter? (Students may identify a principle like the following: If we love Jesus Christ, we will feed His sheep and minister to the needs of others.)

• Why do you think it was important for Peter to see the connection between love for the Savior and ministering to others?

Consider sharing the following statement by Elder Patrick Kearon:

Why did the Savior ask [Peter] three times if he loved Him? … He needed Peter to understand what it meant to be a disciple and follower of the resurrected Christ. … What did the Lord want from Peter? He wanted Peter to feed His sheep, His lambs. This was the job that needed doing. …

Your question might be, in response to the call to minister, “Where do I start?” Begin with prayer. …

Ask your Father in Heaven what you might do, and for whom. Any small act of kindness causes us to look outward and brings its own blessings. Respond to any impression you receive, however insignificant it might seem. Act on it. …

As Sister Jean B. Bingham put it, “Sometimes we think we have to do something grand and heroic to ‘count’ as serving our neighbors. Yet simple acts of service can have profound effects on others—as well as on ourselves” [“Ministering as the Savior Does,” Ensign or Liahona, May 2018, 104]. (“A Hallmark of the Lord’s True and Living Church” [worldwide devotional for young adults, May 6, 2018], broadcasts.ChurchofJesusChrist.org)

You could have students share examples of simple acts of service they have recently received and how they have felt about them. Invite them to prayerfully consider a simple act of service they could provide today or tomorrow to show their love for the Savior.

Return to “Learning Activity Options.”