Esther

Consider beginning by sharing the following statement by Elder Ronald A. Rasband. You could then have students discuss one or both of the accompanying questions with a partner.

Our lives are like a chessboard, and the Lord moves us from one place to another—if we are responsive to spiritual promptings. Looking back, we can see His hand in our lives. (“By Divine Design,” Ensign or Liahona, Nov. 2017, 55)

• What can help you know when God is guiding your life?

• What questions do you have about how to recognize if God is guiding your life?

Encourage students as they study this portion of the account of Esther to consider different situations in which God has placed them to accomplish His purposes.

To help students keep track of details about the key figures in the book of Esther, consider giving each student a piece of paper. Invite them to write the following names as headings on their paper: King Ahasuerus, Esther, Mordecai, Haman.

You could then share the following summary and have students begin filling out their paper based on what is shared. (This might also be a helpful place to introduce the skill “Understanding the Scriptures in Context” in Scripture Study Skills.)

After Babylon was conquered by King Cyrus of Persia in 539 BC, various groups of Jews returned to Jerusalem, where they rebuilt the temple and the city walls. Other Jews, including Esther and her guardian, Mordecai, remained in Persia (modern-day Iran). Ahasuerus, who was the king of Persia in Esther’s day, became dissatisfied with his wife, Vashti, and ended their relationship (see Esther 1:1–12). Seeking a new bride, Ahasuerus called beautiful young women of Persia to be brought before him (see Esther 2:1–4). (For more context, see “What is the book of Esther?” in Scripture Helps: Old Testament.)

Invite half the students to read Esther 2:5–11, 15–17, 20, and the other half to read 3:1–13, looking for additional details they could add to their paper. Then students could report on what they learned. Alternatively, you could watch the video “For Such a Time as This” from time code 0:00 to 5:11.

13:44

As needed, you could ask questions like the following to help them share what they learned:

• Why did the king not know that Esther was a Jew?

• What did Haman convince King Ahasuerus to approve? Why did Haman make this request?

Explain that when Esther learned of the dire situation facing the Jews, she and Mordecai communicated through a series of messages delivered by one of the king’s chamberlains.

Invite students to read Esther 4:6–14, looking for what Mordecai asked Esther to do. Invite students to report what they found. To help with this, you could ask:

• Why did Mordecai’s suggestion that Esther go to the king concern her?

• How did Mordecai help Esther see the influence Heavenly Father may have had on the circumstances of her life? (As part of this discussion, students could identify a truth like this one: The Lord places us in situations where we can help others and accomplish His will.)

Invite students to ponder experiences they or others have had in which the Lord guided them to specific situations where they could accomplish His will. They could also consider what those experiences helped them to learn or feel about the Lord. You could ask a few willing students to share the experiences they thought about.

Testify of the truths you have discussed. Invite students to make efforts to notice the Lord’s guiding hand in their lives over the next few days.

Note: The next learning activity (Esther 4–8) will provide ideas for how to teach about Esther’s courage to go before the king to save her people.

Return to “Learning Activity Options.”

You could share with students the following statement by President Thomas S. Monson:

Every day of our lives courage is needed—not just for the momentous events but more often as we make decisions or respond to circumstances around us. (“Be Strong and of a Good Courage,” Ensign or Liahona, May 2014, 67)

Invite students to discuss the following question with a partner or small group:

• What are situations you face that require you to demonstrate courage?

You could ask a few students to write some of their answers to this question on the board. Encourage students as they study the story of Queen Esther to reflect on circumstances they are currently facing that might require greater courage. Have them record any promptings and insights that could help them increase their reliance on and trust in God.

If you did not teach the previous learning activity (Esther 1–4), you could share the following explanation to help students understand the context related to the verses they will study today:

Esther, an exiled Jew living in Persia, became the queen to King Ahasuerus. Esther’s guardian, Mordecai, refused to bow to Haman, the king’s chief minister. Haman was angered and received permission from the king to destroy all of the Jews in the kingdom. Mordecai asked Esther to seek intervention from the king, telling her that perhaps God had placed her in this position “for such a time as this” (Esther 4:14). It would require great courage for Esther to approach the king because she could be executed for doing so without being summoned.

Invite students to read Esther 4:15–17, looking for how Esther demonstrated courage as she prepared to approach the king. You could also show the video “For Such a Time as This” from time codes 11:14 to 13:44.

13:44

Consider asking questions like the following to help students share their insights:

• What evidence did you see that Esther relied on the Lord?

• What would you need to believe about God to have the courage to do what Esther did? (As part of this discussion, students could identify a truth like the following: As we act in faith, God will give us courage.)

To help students discover the outcome of Esther’s courageous actions, you could invite students to read the following scripture passages:

• Esther 5:1–4: Esther approaches the king

• Esther 7:1–6, 9–10: The private banquet between Esther, the king, and Haman

• Esther 8:1–2: Mordecai’s reward

Consider inviting students to do one or both of the following to help them think more deeply about Christlike courage:

1. Find examples from the Savior’s life that illustrate His courage.

2. Find other examples from the scriptures in which individuals demonstrated Christlike courage.

Give students time to share the examples they found with a partner or small group.

Invite students to think about examples from their own lives when the Lord blessed them with courage as they acted with faith in Him. Consider asking a few willing students to share their examples with the class. As part of this discussion, you could show the video “Courage” (3:19).

3:19

Encourage students to reflect on an area of their life where showing greater courage could make a difference. Invite them to consider what they could do to draw upon the Lord’s power to be blessed with courage. Give them some time to record their thoughts, along with any other insights they found helpful from the learning activity.

Return to “Learning Activity Options.”