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

Finding a Mentor: The Lord Places Role Models in Our Path

“Finding a Mentor: The Lord Places Role Models in Our Path,” Old Testament Seminary Teacher Manual (2026)

“Finding a Mentor: The Lord Places Role Models in Our Path,” Old Testament Seminary Teacher Manual

Preparing for Future Education and Employment: Lesson 191

Finding a Mentor

The Lord Places Role Models in Our Path

A series of images showing mentors talking to individuals, groups of people talking together, training on the computer, working on a forklift in the warehouse, working in D.I., working on a computer and answering phones and graduating from college.

When you reflect on your life, how have trusted mentors helped you? From Moses and Joshua to Eli and Samuel, stories from the scriptures illustrate the value of mentoring relationships. These stories point us to our perfect mentors, Heavenly Father and Jesus Christ. This lesson can help students make a plan to identify and connect with potential education and career mentors.

Student preparation: Invite students to think of current and future education and career goals. Ask students to make a list of a few trusted adults who could serve as role models or mentors to help them accomplish these goals and bring their list to class.

Possible Learning Activities

Whom would you want to follow?

A young man walking with a walking stick on a trail.

Consider beginning the lesson by inviting students to imagine they were part of a group of friends who were about to begin a journey through a thick jungle. The group was told that the journey would be difficult, but the destination would be amazing and well worth the effort. The group was invited to select someone to guide them.

What are some of the qualifications you would want in your guide? Why?
How would you respond if a member of the group suggested you wouldn’t need a guide?

Invite students to think about how this scenario could apply to their education and career plans. You could mention that this lesson will focus on identifying and contacting mentors.

Note: You may have students who do not see the need for a mentor. You could look for opportunities to help them understand the value of mentors and areas where they could receive help today. Help students recognize that, like a guide, a mentor can bring experience and insight that can help us navigate education and career decisions.

Study these statements looking for how the Lord can guide you through the counsel of mentors.

Brother Milton Camargo, then First Counselor in the Sunday School General Presidency, said:

At some point during your journey [in] education … you might feel overwhelmed with so many things to do. Please remember that you are not alone during your challenges. The Lord has given you many people who can support you—family members; Church leaders; friends; as well as your instructors, mentors, or tutors. And, of course, the Lord Himself always stands ready to comfort and strengthen you. (“Persevere with the Lord’s Help” [BYU–Pathway Worldwide devotional, Mar. 1, 2022], 2, byupathway.edu)

Elder Ronald A. Rasband of the Quorum of the Twelve Apostles taught:

[Mentors] have gone before us, and they know the way. … A more experienced, trusted individual serves as an effective guide and adviser to a less-experienced person, helping to shape that person’s understanding and teaching principles that will make him or her more effective, stronger, wiser, and more valuable as a servant of God” (“Thy Friends Do Stand by Thee” [Brigham Young University devotional, Mar. 7, 2010], 3, speeches.byu.edu).

What stands out to you from this counsel?

After students respond, write the following truth on the board: The Lord can guide us through trusted mentors.

Invite students to reflect on the following:
When have you or someone you know received help from a mentor?
What are some areas of your education or career planning that could benefit from the Lord guiding you through a mentor’s counsel?

You could share an example of someone who has served as a mentor to you. Consider sharing your experience working with that person and how they have helped you see the Savior’s guidance in your life.

As you study today, invite the Holy Ghost to help you identify trusted mentors in your life who can help you seek the Lord’s guidance as you make decisions about education and career plans.

Scripture examples of mentoring

It might be helpful to share that one of the titles given to Heavenly Father is “Man of Counsel,” (see Moses 7:35). You could invite students to read John 5:19–20 and John 8:26–28, looking for how Heavenly Father mentored His Son, Jesus Christ. You might ask a question like:

What can this help us understand about the Savior’s need for a mentor?

Students might mention that Jesus learned from His Father’s example and sought His Father’s counsel and direction.

After students share, you could provide the following scripture examples of the Lord guiding His people through inspired mentors. Students could work with a partner and select one account to study and answer the questions that follow.

Moses and Joshua: Deuteronomy 3:21–22 (Moses guiding Joshua), 28 (the Lord’s instructions to Moses)

Deborah the prophetess and Barak, her military commander: Judges 4:4–10, 14; Judges 5:1–3 (celebrating Israel’s victory)

The high priest Eli and the young prophet, Samuel: 1 Samuel 3:1–10

How did the Lord provide His guidance through this mentor?
How could this account help someone who is hesitant to seek help from a mentor?

2026 Old Testament Seminary Teacher Materials

The Lord will guide us through trusted mentors

After adequate time, invite several students to share what they discussed in the group. You could invite willing students to share their plan with the class.

It might be helpful to explain that parents, teachers, school counselors, and others could help students identify an appropriate mentor. Some branches, wards, and stakes may even have educational and career specialists. Consider reassuring students that the Lord places many trusted people in our path who could serve as mentors. Some people are short–term mentors and meet specific needs we have. Other mentors can work with us over a longer period.

Invite students to seek Heavenly Father’s help to find and connect with mentors who can help them. Testify that He will provide them with the help they need.

Additional Resources

What qualities should I look for in a mentor?

In reflecting on a man who served as his mentor, President Henry B. Eyring remarked:

I’d boil down what to look for in identifying a great potential mentor …

First, and surely most important, he had understanding about the world I was trying to navigate. … He didn’t just know facts about it; he had a map, and a good one. And I know now what kind of a map matters most—it’s one that will show you where value will lie in the future. He didn’t just know decision theory and organizational theory; he had a sense of where the combination was going and what would be of most worth to the people working on that combination as we went. He had the capacity to say, “This contribution or that contribution will make the most difference.” (“To Choose and Keep a Mentor,” [BYU University Conference, Aug. 26, 1993], 3, speeches.byu.edu).

Elder Robert D. Hales (1932–2017) of the Quorum of the Twelve Apostles said:

In my young adult years, I sought counsel from my parents and from faithful, trusted advisers. One was a priesthood leader; another was a teacher who believed in me. … Prayerfully select mentors who have your spiritual well-being at heart. (“Meeting the Challenges of Today’s World,” Ensign or Liahona, Nov. 2015, 46)

How can I benefit from finding a mentor?

Sister Susan L. Gong taught:

5:29

President Nelson teaches, “Education is the difference between wishing you could help other people and being able to help them.”

The good and useful things you learn now will shape and bless your whole life.

This is a season to seek out wise and righteous mentors—parents or grandparents, teachers, friends, Church leaders, and, most importantly, Jesus Christ—to help us build meaningful lives. Create meaningful relationships with those who can help you learn and grow. (“Reasons to Hope,” [S&I worldwide devotional for young adults, Jan. 10, 2021], Gospel Library)

Supplemental Learning Activities

Seek the counsel of those who are wise and experienced

As students look at examples of mentoring in the scriptures, they may benefit from seeing the consequences of not following the counsel of those with more experience. To do this, you could share the story of King Rehoboam, who followed his father, King Solomon, as leader of Israel.

Invite students to read 1 Kings 12:1–4, looking for the problem Jeroboam, from the house of Ephraim, expressed for the Israelites.

Then students could read 1 Kings 12:6–11. Organize students into partnerships. One partner could look for the counsel that the “old men” who had served King Solomon gave King Rehoboam. The other partner could look for what Rehoboam’s young friends told him to do. You might ask students a discussion question like:

Why would it be tempting to follow the counsel of inexperienced peers?

Students could read 1 Kings 12:12–16, looking for the consequences of Rehoboam following the advice of his friends (ten tribes revolted against Rehoboam and became the Northern Kingdom of Israel).

Help students understand the importance of recognizing the Lord’s guidance through the wisdom of good mentors. Their experience can help us make better decisions and follow the Lord.

Finding and meeting with a mentor

After the handout activity, you could organize students into partnerships. Have them practice a conversation between themselves and their partner, who will play the role of the potential mentor. Students could practice how they will invite this person to be their mentor, using the three or more questions they wrote down. The student playing the role of the mentor could give feedback (what went well, what would they change, any suggestions). Then students could switch roles and have the other partner practice.

After each partner has an opportunity to practice and receive feedback, you might ask what students experienced that could make identifying and connecting with a mentor difficult or awkward and offer each other suggestions on how to overcome these challenges.

If students would benefit from additional guidance to help them plan to meet with a mentor, you could provide the following resource: “Meet with Your Mentor.” Students could complete the digital worksheet and then share ideas with their classmates.

Students may benefit from seeing how students at BYU benefit from mentor relationships in their education. You could show the video “BYU First Year Mentoring | Experiences of Growth” (2:48).