Old Testament Seminary Teacher Manual

Contents
Old Testament Lessons
Title Page
Lessons 1–2
Introduction to the Teacher Manual
- Lessons 1–2
  Welcome to the Old Testament
- Lessons 3–6
  Moses 1; Abraham 3
- Lessons 7–9
  Genesis 1–2; Moses 2–3; Abraham 4–5
- Lessons 10–12
  Genesis 3–4; Moses 4–5
- Lessons 13–15
  Genesis 5; Moses 6
- Lessons 16–18
  Moses 7
- Lessons 19–21
  Genesis 6–11; Moses 8
- Lessons 22–24
  Genesis 12–17; Abraham 1–2
- Lessons 25–28
  Genesis 18–23
- Lessons 29–32
  Genesis 24–33
- Lessons 33–34
  Genesis 37–41
- Lessons 35–37
  Genesis 42–50
- Lessons 38–40
  Exodus 1–6
- Easter
- Lessons 41–44
  Exodus 7–13
- Lessons 45–47
  Exodus 14–18
- Lessons 48–51
  Exodus 19–20; 24; 31–34
- Lessons 52–55
  Exodus 35–40; Leviticus 1; 4; 16; 19
- Lessons 56–57
  Numbers 11–14; 20–24; 27
- Lessons 58–60
  Deuteronomy 6–8; 15; 18; 29–30; 34
- Lessons 61–64
  Joshua 1–8; 23–24
- Lessons 65–67
  Judges 2–4; 6–8; 13–16
- Lessons 68–70
  Ruth; 1 Samuel 1–7
- Lessons 71–73
  1 Samuel 8–10; 13; 15–16
- Lessons 74–76
  1 Samuel 17–18; 24–26; 2 Samuel 5–7
- Lessons 77–80
  2 Samuel 11–12; 1 Kings 3; 6–9; 11
- Lessons 81–82
  1 Kings 12–13; 17–22
- Lessons 83–85
  2 Kings 2–7
- Lessons 86–89
  2 Kings 16–25
- Lessons 90–91
  2 Chronicles 14–20; 26; 30
- Lessons 92–93
  Ezra 1, 3–7; Nehemiah 2; 4–6; 8
- Lessons 94–96
  Esther
- Lessons 97–99
  Job 1–3; 12–14; 19; 21–24; 38–40; 42
- Lessons 100–103
  Psalms 1–2; 8; 19–33; 40; 46
- Lessons 104–106
  Psalms 49–51; 61–66; 69–72; 77–78; 85–86
- Lessons 107–108
  Psalms 102–103; 110; 116–119; 127–128; 135–139; 146–150
- Lessons 109–112
  Proverbs 1–4; 15–16; 22; 31; Ecclesiastes 1–3; 11–12
- Lessons 113–116
  Isaiah 1–12
- Lessons 117–118
  Isaiah 13–14; 22; 24–30; 35
- Lessons 119–122
  Isaiah 40–49
- Lessons 123–125
  Isaiah 50–57
- Lessons 126–129
  Isaiah 58–66
- Lessons 130–133
  Jeremiah 1–3; 7; 16–18; 20
- Lessons 134–137
  Jeremiah 31–33; 36–38; Lamentations 1; 3
- Lessons 138–141
  Ezekiel 1–3; 33–34; 36–37; 47
- Lessons 142–145
  Daniel 1–7
- Lessons 146–148
  Hosea; Joel
- Lessons 149–151
  Amos; Obadiah; Jonah
- Lessons 152–154
  Micah; Nahum; Habakkuk; Zephaniah
- Lessons 155–157
  Haggai 1–2; Zechariah 1–4; 7–14
- Lessons 158–160
  Malachi
Lessons 166–170
Life Preparation Lessons
- Doctrinal Mastery: Finding Answers to My Questions
- Lessons 166–170
  Scripture Study Skills
- Lessons 171–176
  For the Strength of Youth Guide
- Lessons 177–180
  Building Self–Reliance
- Lessons 181–187
  Physical and Emotional Health
- Lessons 188–191
  Preparing for Future Education and Employment
- Lessons 192–195
  Succeed in School
- Lessons 196–200
  Missionary Preparation
- Lessons 201–204
  Temple Preparation
- Lessons 205–208
  Teachings of Church Leaders
Appendix

Malachi 4: Sealing Power

“Malachi 4: Sealing Power,” Old Testament Seminary Teacher Manual (2026)

“Malachi 4: Sealing Power,” Old Testament Seminary Teacher Manual

Malachi: Lesson 159

Malachi 4

Sealing Power

In sacred temples, the Savior unites families for eternity through sealing keys. Malachi prophesied that the Savior would restore these keys to “turn the heart of the fathers to the children, and the heart of the children to their fathers” (Malachi 4:6). This lesson can help students turn their hearts to their parents, ancestors, and future posterity.

Student preparation: Invite students to spend a few minutes exploring FamilySearch.org or the FamilySearch Tree app. For example, they could click on relatives in their family tree to learn more about them. Or they could complete some of the family history activities found on the website or in the “More” menu on the app. If students don’t have access to these resources, they could talk to a parent or family member to learn something new about an ancestor.

Possible Learning Activities

Roots and branches

Consider inviting students to draw a tree with roots and branches in their study journals. You could also draw one on the board.

Set of line art depicting a growing tree from a seedling to a full grown tree with roots, sunlight.

Why are both roots and branches essential for the health of a tree?

Invite students to write their name on the trunk of the tree they have drawn.
If the trunk of a tree represents you, whom could the roots and branches represent?

If needed, explain that in the scriptures, the Lord often uses the metaphor of a tree with roots and branches to teach about family. You could also watch “By the Hand of Elijah the Prophet” (3:32) from time code 0:00 to 0:35, available at ChurchofJesusChrist.org.

3:32

Invite students to label the roots ancestors and the branches posterity. Provide the following instructions:
Next to the roots in your drawing, write a brief description of how you feel about your ancestors (parents, grandparents, and so on).
Next to the branches in your drawing, write what you hope for your potential posterity or what you envision as you think about them (children, grandchildren, and so on).

As you study Malachi 4, consider what the Savior has done to strengthen and preserve the roots and branches of your family tree. You might offer a silent prayer, asking Heavenly Father to help you understand what you can do to strengthen your eternal family.

Because students come from various home situations, it is important to talk about the doctrine of eternal families with sensitivity and understanding. Remind students that the Savior is fully aware of their circumstances and can provide needed hope and healing for their past, present, and future families through His Atonement.

Malachi’s prophecies

Read Malachi 4:1, looking for what the Lord taught about roots and branches in this prophecy of His Second Coming.

Based on what you have learned about roots and branches, what do you think the Savior is teaching?

Elder D. Todd Christofferson of the Quorum of the Twelve Apostles explained the following:

Without the sealings that create eternal families and link generations here and hereafter, we would be left in eternity with neither roots nor branches—that is, neither ancestry nor posterity. (“The Sealing Power,” Liahona, Nov. 2023, 21)

Ponder how you would feel if you could not be sealed, or united forever, with a family that you love.

Malachi 4:5–6 is a doctrinal mastery passage. Consider inviting students to mark doctrinal mastery passages in a distinctive way so they can locate them easily.

Read Malachi 4:5–6, looking for what the Savior promised to do so that families could be sealed together. Footnotes might help as you read.

What do you understand about this prophecy? What questions do you have?

If students need help understanding this prophecy, consider inviting them to link or cross-reference Malachi 4:5–6 to Doctrine and Covenants 110:13–16; 138:47–48. Students could read these passages, looking for additional insights about Malachi’s prophecy.

Help students identify that the Savior sent Elijah to restore the sealing keys and turn families’ hearts to each other. This promise was fulfilled on April 3, 1836, when Elijah appeared to Joseph Smith and Oliver Cowdery in the Kirtland Temple. The sealing keys he restored make sacred ordinances valid on earth and in heaven. This includes ordinances performed in holy temples.

Consider displaying a picture of a temple and the following statement.

Oakland California Temple Exterior image. This image features the temple and temple grounds. You see trees, the fountain, and the entrance of the temple.

Read the following statement from Elder Christofferson, looking for how the Savior blesses us with His sealing power in holy temples:

[In the Lord’s temple] we see the majesty and sacredness of the sealing power—it makes individual salvation and family exaltation universally available to the children of God wherever and whenever they may have lived on the earth. No other theology or philosophy or authority can match such an all-inclusive opportunity. This sealing power is a perfect manifestation of the justice, mercy, and love of God. …

The highest and holiest manifestation of the sealing power is in the eternal union of a man and a woman in marriage and the linking of humankind through all their generations. (“The Sealing Power,” Liahona, Nov. 2023, 20, 21)

What impresses you from this statement?
How has temple work helped you feel a connection with or turned your heart to past, present, or future family members?

Turning our hearts

The following activities can help students strengthen their relationships with their ancestors and make decisions that will bless their posterity. Depending on time available, you could invite students to complete one or both of these activities. Consider adjusting the instructions to meet the needs of your students. For example, you could remove or modify instructions that require the use of technology if it is unavailable to your students.

Activity A: Turn your heart to your ancestors.

Complete one or more of the following tasks. As you study, reflect on how the Savior and His sealing power strengthen your ancestors and your relationship with them. Record what you learn next to the “roots” of the drawing in your study journal.

Write a positive memory you have about a parent or grandparent or read about an ancestor in the “Memories” section on FamilySearch.org or the FamilySearch Tree app. Think about why the Savior might want you to connect with this ancestor.
Study Doctrine and Covenants 128:16–18, looking for why doing baptisms for the dead and other temple work for your ancestors is an important part of God’s plan.
Search for “family history” under Topics in the General Conference section of Gospel Library. Choose one of the talks, and study some or all of it.
Search your family tree for ancestors who need the baptism ordinance. If possible, go to temples.ChurchofJesusChrist.org and make an appointment to complete the baptisms.

Activity B: Turn your hearts to your posterity.

Complete one or more of the following tasks. As you study, reflect on how the Savior and His sealing power help you strengthen your posterity. Record what you learn next to the “branches” of the drawing in your study journal.

Review the questions asked in a temple recommend interview and reflect on how your answers can bless your family now and your future family. These questions can be found in the appendix of For the Strength of Youth: A Guide for Making Choices.
Search the Young Women Theme or Aaronic Priesthood Quorum Theme, looking for phrases that can prepare you to bless your future spouse and children.
Study Doctrine and Covenants 49:15–17; 68:25–28, looking for what the Lord teaches about marriage and raising children. Think about how the choices you make now can influence your future marriage and how you will raise your children.
Write a letter to your future spouse or children explaining what you are doing now to be worthy of the temple and to prepare for an eternal family.

When they have finished, consider inviting willing students to share what they learned or felt from this activity. This could include things they wrote next to the roots or branches in their study journals. Students could also share their feelings about the Savior and His role in helping us receive the blessings of an eternal family.

Memorize

You might want to help students memorize the doctrinal mastery reference and key scripture phrase during this lesson and review them in future lessons. The key scripture phrase for Malachi 4:5–6 is “Elijah ‘shall turn … the heart of the children to their fathers.’” Ideas for memorization activities are in the appendix materials under “Doctrinal Mastery Review Activities.”

Additional Resources

What if someone in my family is making choices that might prevent us from being together forever?

Elder David A. Bednar of the Quorum of the Twelve Apostles taught:

To you who have experienced the heartache of a divorce in your family or felt the agony of violated trust, please remember [that God’s pattern for families] begins again with you! One link in the chain of your generations may have been broken, but the other righteous links and what remains of the chain are nonetheless eternally important. You can add strength to your chain and perhaps even help to restore the broken links. That work will be accomplished one by one. (“A Welding Link” [worldwide devotional for young adults, Sept. 10, 2017], Gospel Library)

How does the Lord feel about people who do temple and family history work?

President Henry B. Eyring of the First Presidency explained:

Think of the gratitude [the Savior] has for those who pay the price in work and faith to find the names of their ancestors and who love them and Him enough to offer them eternal life in families, the greatest of all the gifts of God. He offered them an infinite sacrifice. He will love and appreciate those who paid whatever price they could to allow their ancestors to choose His offer of eternal life. (“Hearts Bound Together,” Ensign or Liahona, May 2005, 79)

How can my choices now influence my posterity?

Elder Carlos A. Godoy of the Seventy expressed:

You know there is a plan for us in this life. You know that families can be eternal. Why put yours at risk? Don’t be the weak link in this beautiful chain of faith you started, or you received, as a legacy. Be the strong one. It is your turn to do it, and the Lord can help you.

From the bottom of my heart, I invite you to think about it, to look ahead and evaluate “where this will lead,” and, if necessary, to be valiant enough to reshape your path for the sake of your posterity. (“For the Sake of Your Posterity,” Liahona, Nov. 2023, 18)

Supplemental Learning Activities

Experiencing the Lord’s protection

After reading Malachi 4:1, students might benefit from reading the following verses, which contain the Lord’s promises to the righteous at His Second Coming.

Read Malachi 4:2–3, looking for what the Lord promised to people who fear (or reverence) Him.

What can we learn about the Savior from the symbolism of these verses?

As needed, explain that the phrase “calves of the stall” (verse 2) refers to calves that are safe, well fed, and cared for. The Lord promises that He will similarly protect and care for people who “fear [His] name” (verse 2). The phrase “healing in his wings” (verse 2) refers to the healing and protective power of the Lord, including His Atonement. The phrase “ye shall tread down the wicked” (verse 3) means that the Lord will help the righteous overcome evil by destroying the wicked at His Second Coming.

Temple mirrors

Before students complete the activities under the section “Turning our hearts,” you might display an image of the mirrors in a sealing room of a temple. You can find an example at the beginning of this lesson. Invite students to share what they know about the symbolism of the mirrors in sealing rooms.

Alternatively, you could bring two mirrors to class. Invite two students to each hold a mirror and face each other. You could invite a third student to stand in the middle and look into one of the mirrors. Ask them to share how many reflections they see. Explain that temple mirrors symbolize past and future generations sealed together as an eternal family.

Priesthood keys restored

You might help students visualize the sealing keys being restored to Joseph Smith by watching “Priesthood Keys Restored in Kirtland Temple” (2:12). Invite students to look for how the sealing keys influenced the early Latter-day Saints.

2:12

Blessings of temple and family history work

Instead of doing the activities in the “Turning our hearts” section of the lesson, you could watch “The Promised Blessings of Temple and Family History Work 2” (4:04). Invite students to list the blessings mentioned in the video. Ask a few students to share which blessings they have received or which blessings they would like to receive.

Give students time to do some family history work and prepare names for the temple. You could show students how to use FamilySearch.org or the FamilySearch Tree app, or you could invite students who are familiar with these technologies to teach the class how to use them.

4:5