Old Testament Seminary Teacher Manual

Contents
Title Page
Introduction to the Teacher Manual
Lessons 1–2
Welcome to the Old Testament
- 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

Education for the Whole Soul: Prioritizing Education of the Mind and Spirit

“Education for the Whole Soul: Prioritizing Education of the Mind and Spirit,” Old Testament Seminary Teacher Manual (2026)

“Education for the Whole Soul: Prioritizing Education of the Mind and Spirit,” Old Testament Seminary Teacher Manual

Preparing for Future Education and Employment: Lesson 189

Education for the Whole Soul

Prioritizing Education of the Mind and Spirit

The Lord encourages us to make both secular and religious education a priority in our lives (see Doctrine and Covenants 88:77–80). Secular and religious education can enhance our ability to serve God and others and be self-reliant. This lesson can help students create a plan to continue their post-secondary secular and religious education.

Student preparation: Consider inviting students to come to class ready to share at least two possible options they are considering for what they will do after high school.

Possible Learning Activities

Prioritizing education

Reggie wants to get on with life after high school by not continuing his education. He wants to work more hours at his current job. Before finalizing his decision, he decides to consider the advantages and disadvantages of continuing his education.

What might be some of the advantages that Reggie could list for continuing his education?
What might be some of the disadvantages?

Students could begin making a list with a partner or small group. You might write Advantages and Disadvantages on the board and invite students to write the answers they came up with on the board. If you recently taught Lesson 188, “The Importance of Education,” you could remind students of what they discussed with the funnel object lesson. Students could continue adding to this list throughout the lesson.

Secular and religious education

Church leaders have emphasized the importance of education for all of God’s children. The education that Church leaders emphasize includes both secular and religious education.

Write the following incomplete sentence on the board under Advantages and invite students to write it in their journals.

Pursuing both secular and religious education helps us …

Read the following statement looking for different ways you might complete the sentence.

Elder Clark G. Gilbert of the Seventy taught:

Do you know why the Church invests so many resources in education? It’s because of the Lord’s love for you. He wants you to grow closer to Him and find emotional, intellectual, and spiritual strength. Church leaders want the same thing! We pray for you and for your success. We are invested in you and in helping you reach your divine potential. (“Church Education: There Is a Place for Everyone,” For the Strength of Youth, October 2023, 18)

Invite students to share what they found and list their responses on the board. Students’ responses might include:

… grow closer to the Lord.

… receive strength from God.

… reach my divine potential.

Why might both secular and religious education be necessary to invite these blessings from the Lord?

Secular education

Consider drawing two books on the board like the following. Label the first “Secular” and the second “Religious.” Invite students to draw similar books in their study journals.

Under the book labeled “Secular,” invite students to list their answers to the following question. You might invite them to work in pairs or small groups.

What are options available to you for secular education following high school?

You could share additional options that students didn’t mention such as online schooling, community college, trade schools, apprenticeship opportunities, on-the-job-training, and so on.
What options are available through the Church Educational System (CES)?

Doctrine and Covenants Seminary Teacher Manual (2025)

Religious education

What religious education option is available for each secular education option listed?

For each item listed under secular education, have students list a religious education option that could accompany it. Ensure that students understand that each of the CES schools have religious education as part of their required curriculum. Students could write religion classes next to the line of any of the CES schools.

If students didn’t mention it, invite them to write institute alongside any other secular education option listed. If needed, explain that for those who do not attend a CES school, institute is a place where any young adults (18–35 years old), anywhere in the world, can take religious education classes at no cost.

Think of ways you could help seminary students see how attending institute can help them in the future. Discussing this scenario and some of the following questions is one way you could do this.

Suppose that Reggie decided to get additional education after high school at a trade school and was considering whether he should attend institute as well.

What reasons might Reggie give for not attending institute?
How has seminary been helpful to you while you have been going to school?
How could continuing to learn about Heavenly Father and Jesus Christ be helpful to Reggie while going to a trade school?

Show the video “Personal Invitation to Attend Institute” (2:44), available at ChurchofJesusChrist.org. Invite students to look for the blessings promised for attending institute. You might also invite students to read about institute on the handout.

2:45

You could add more ideas to the list on the board under Advantages that students share as part of this discussion.
What blessings stood out to you the most from those that President Nelson promised for attending institute?
From what you have discussed, what do you think could motivate Reggie to attend institute?

Help students understand how to find an institute wherever they might live after high school by going to myinstitute.ChurchofJesusChrist.org/findInstitute. Consider selecting a couple of the education options mentioned earlier under the first book. Identify the location of those options and enter the city into the website to demonstrate how to locate and register for institute. You could also demonstrate how to find an online institute at the same link.

Make a plan

Share with students that whether they are graduating from high school this year or not, they can benefit from making a plan for their secular and religious education. To help students make a plan, display the following instructions and questions. Invite them to answer the questions in their study journals.

Using the questions below to guide you, make a plan for your future secular and religious education. Seek guidance from Heavenly Father through the Holy Ghost as you reflect on and write your answers.

What future goals do you have?
What educational choices will help you accomplish those goals?
What plans can you make for your religious education next year? in later years?

It is often helpful for students to hear ideas from other students. Consider inviting a few volunteers to share their plans.

Consider sharing your testimony of the importance of prioritizing secular and religious learning throughout life.

Additional Resources

How can prioritizing religious education bless me?

President M. Russell Ballard (1928–2023) of the Quorum of the Twelve Apostles taught:

15:45

Those of you in high school preparing for missions, I encourage you to participate in and graduate from seminary. You young adults should enroll in an institute of religion. If you are attending a Church school, consistently include a class each semester in religious education. During this important season of preparation for a mission, eternal marriage, and life as an adult, you must continue to find ways to learn and grow and receive inspiration and guidance through the Holy Ghost. A careful, prayerful study of the gospel through seminary, institute, or religious education classes can assist you in that goal.

Whether you attend a Church school or not, whether you attend college or not, do not think that you are too busy to study the gospel. Seminary, institute, or religion classes will provide balance to your life and add to your secular education by giving you another opportunity to spend time studying the scriptures and the teachings of the prophets and apostles. (“The Greatest Generation of Young Adults,” Ensign or Liahona, May 2015, 69)

President Henry B. Eyring of the First Presidency taught:

Our first priority should go to spiritual learning. …

It is clear that putting spiritual learning first does not relieve us from learning secular things. On the contrary, it gives our secular learning purpose and motivates us to work harder at it.

If we will keep spiritual learning in its proper place, we will have to make some hard choices of how we use our time. But there should never be a conscious choice to let the spiritual become secondary as a pattern in our lives. (“Education for Real Life,” Ensign, Oct. 2002, 17, 18)

President Gordon B. Hinckley (1910–2008) shared:

With all of your learning, learn of him. With all of your study, seek knowledge of the Master. That knowledge will complement in a wonderful way the secular training you receive and give a fulness to your life and character that can come in no other way. (in Conference Report, Oct. 1964, 118)

What if decisions for my future feel overwhelming?

President Dallin H. Oaks of the First Presidency and Kristen M. Oaks taught:

We know that nothing is more perplexing than not knowing what to do with your future, but nothing is more personally rewarding than discovering your own abilities. Read your patriarchal blessing, consider your natural aptitudes and talents, and go forward. Take the first step, and doors will open. (“Learning and Latter-day Saints,” Ensign, Apr. 2009, 25)

Elder Neal A. Maxwell (1926–2004) of the Quorum of the Twelve Apostles shared:

Many youth wonder whether they should go to a university, a college, or to a vocational school. The choice is yours. The choice to be made is usually a matter of preference, however, not of principle. Therefore, before choosing, wisely inventory your own interests, your skills, and your circumstances. Work through your own feelings and preferences. Then proceed and persist in obtaining the type of education and training which best reflects your interests and abilities. Remember, any work that is honorable is honorable. (“Seek Learning, Even by Study and Also by Faith,” 1994 videocassette).

Supplemental Learning Activities

What are the deadlines for applying to Church schools?

To help students know when they might apply to Church schools, use the following links to get updated information.

BYU Pathway: https://www.byupathway.edu/academic-calendar

BYU: https://enrollment.byu.edu/admissions/when-should-i-apply

BYU–Hawaii: https://ai1.ivy-cdn.com/storage/assets/Ve6D4xkngR0YrMOv2zPW8wdbZEKB2QOo.png

BYU–Idaho: https://www.byui.edu/admissions/application-deadlines

Ensign College: https://www.ensign.edu/admissions-dates-deadlines

Institute is for everybody

If students could benefit from more information about institute, you might consider showing one or more of the videos from the “I Love Institute” media page. In these videos, young adults from around the world testify of the importance of institute.

An alternate way to begin class

You could begin class by sharing the following information: According to the World Health Organization, the average life expectancy worldwide is roughly 73 years. (World Health Organization website).

You could share with students that if someone were 16 years old and lived to the age of 73, they would have about 78 percent of their life remaining.

Why do you think it is important in high school to recognize that such a large portion of life still remains?

Help students understand that their investments in post-secondary education can affect many years of their lives to come. If you have already taught Lesson 188, “The Importance of Education,” invite students to share what they remember about why education is important.