1. Oo Outhird Grade James Test Papers
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1. Learning Objectives: To find out who was James I and what he was like as a King. Word of the lesson: Perspective (We are going to look at James I from two different perspectives) The starter task is to use written sources to draw James I, showing his personality in the sources.
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• Lesson 50: James

50

“Lesson 50: James,” New Testament Teacher Manual (2018)

The Epistle of James emphasizes practical gospel living, counseling readers to demonstrate their faith through the works of righteous day-to-day actions. For example, James warned that an uncontrolled tongue is destructive (see James 1:26; 3:2–10). He declared that caring for the poor and needy, especially the fatherless and the widows, is the essence of “pure religion” (James 1:27). James also taught that being “a friend of the world” makes a person “the enemy of God” (James 4:4).

The Epistle of James holds a prominent place in the minds of Latter-day Saints for its role in prompting young Joseph Smith to seek for greater wisdom from God (see James 1:5; Joseph Smith—History 1:11–13).

Suggestions for Teaching

On the board, write this question: What do you know about the author of James?

After a few students have responded to the question on the board, have a student read aloud the section titled “Who wrote James?” under “Introduction to the General Epistle of James” in chapter 50 of the student manual. Then ask:

• How might knowing that many people consider James to have been Jesus Christ’s half-brother influence the way you study this epistle?

Have a student read aloud James 1:1, and then ask the class to look for the intended recipients of James’s letter. Windows phone sync app. Then have someone read the student manual section titled “To whom was James written and why?” under “Introduction to the General Epistle of James.” To help establish relevancy in the minds of the students, ask:

Oo Outhird Grade James Test Papers

• In what ways might the phrase “the twelve tribes which are scattered abroad” apply to Latter-day Saints?

• How can considering yourself as part of James’s audience increase the value of his message for you?

Display a picture of young Joseph Smith reading the Bible. You could use the one shown here (also found in the appendix) or Joseph Smith Seeks Wisdom in the Bible (Gospel Art Book [2009], no. 89; see also LDS.org). Then ask:

• From your memory, can you describe what was going on in Joseph Smith’s life before he was visited by Heavenly Father and Jesus Christ?

Ask a student to read aloud James 1:5 while the class follows along. Then ask:

• What is meant by the terms “liberally” and “upbraideth not”? (“Liberally” means that something is given freely and generously. “Upbraideth” means to rebuke, criticize, or find fault.)

• How is asking for wisdom different from what we often request in prayer? (We often just request blessings. When we ask for wisdom, we request the knowledge and understanding we need to solve our problems.)

• What principle can we learn from this verse in the Epistle of James? (As students respond, help them understand the following principle: We can receive wisdom from Heavenly Father when we ask Him in faith.)

Give students a moment to study James 1:6–8, looking for what James taught about how we should approach Heavenly Father when we are asking for wisdom. To deepen students’ understanding of the bold principle above, consider asking:

• What counsel did James give about the attitude we should have as we pray?

• What does the phrase “nothing wavering” mean to you?

Have the students read Elder David A. Bednar’s statement found in the student manual commentary for James 1:5–7. Then have each person turn to another member of the class and explain what it means to “ask in faith.” You might help students consider personal application of these verses by asking them to ponder the following:

• In your personal prayers, do you ever ask Heavenly Father for wisdom, or do you simply make requests for blessings?

• When you finish praying, do your actions during the day show that you prayed “in faith, nothing wavering”?

• What might you do to more closely follow the counsel recorded in James 1:5–8?

Before moving on, ask students if any of them would like to share any thoughts or insights they have had about approaching Heavenly Father in faith. What experiences have they had?

Explain that in James’s day, “a glass” (James 1:23) was a mirror made of a polished piece of bronze. It was available only to wealthy people. Many people in that day would have had only occasional opportunities to view their own reflection. Consider showing students the decorative face of an ancient Celtic mirror dating to the Roman period. The reverse side was polished metal. (The picture is found in the appendix.) Ask students to imagine what it might be like for people to view their own reflections only occasionally.

• How long might it take for people to forget what they looked like if they did not have frequent access to a mirror?

Invite a student to read aloud James 1:21–25, and ask the class to follow along looking for how James used the idea of a person’s reflection in a mirror to teach a gospel principle.

• In verses 23–24, what did James say about the man who forgets what he looks like immediately after looking in a mirror? Microsoft office professional download free.

• In what way is being a “hearer of the word, and not a doer” (James 1:23) like the person who quickly forgets the details of his or her appearance? (Possible answer: Just as a person who does not remember what he looks like moments after looking in a mirror is forgetful, so one who hears the word of God but does not obey it is forgetful in a spiritual sense.)

• How would you state in your own words the truth recorded in verse 22?

After several students have responded, summarize their answers by writing this truth on the board: When we learn of gospel principles, we are to act upon what we learn and become “doers of the word.”

Before moving on, you may need to define “the perfect law of liberty” (verse 25) as the gospel of Jesus Christ. President Joseph Fielding Smith (1876–1972) stated:

“The gospel of Jesus Christ is the perfect law of liberty [see James 1:25]; it will lead man to the highest state of glory and exalt him in the presence of our Heavenly Father if he is willing to listen to the counsels of those whom the Lord has appointed to guide them” (in Conference Report, Oct. 1968, 125).

• What do you think it means for a person to look into the “perfect law of liberty” and continue in that law? Why would this person “be blessed”?

Explain to your students that unlike the Apostle Paul, James did not expound in much detail upon doctrines of the gospel. Rather, his teachings provided Christian wisdom and examples of how disciples should live as an expression of their faith in Jesus Christ—they are to be “doers of the word, and not hearers only” (James 1:22). Many of the teachings found in the Epistle of James are like short sermons (similar to the Old Testament book of Proverbs) that emphasize righteous actions. After reminding us that James was Jesus’s half-brother, Elder Bruce R. McConkie taught that in this epistle, we find James using “language reminiscent of that used by [the Savior], setting forth the practical operation of the doctrines taught by his Elder Brother” (Doctrinal New Testament Commentary, 3 vols. [1965–73], 3:243).

To illustrate the principle written on the board, have students read James 1:26–27. Then ask:

• How is what you read in James 1:26–27 an illustration of the principle written on the board?

• In your opinion, why is serving those in need an essential part of “pure religion”?

• What is required of a person to become “unspotted from the world”? (Reliance on the Atonement of Jesus Christ.)

Divide the following scripture passages among members of the class and have them study their assigned passage individually or in pairs: James 2:1–13; James 3:1–14; James 4:1–11, 17; James 5:7–20. Ask students to look for things that they can do to become “doers of the word.”

Give students a few minutes to read, and then ask them to do the following. (You might write these instructions on the board while students are reading their assigned passages.)

As students respond to the three items written on the board, encourage class members to mark or write down the passages that impressed them. These passages can serve as important reminders of what students should be doing in their own lives.

Point out to students the phrases “though a man say” and “a man may say” in James 2:14, 18. James had apparently heard that some of his intended audience had incorrect beliefs about faith. Ask students if they have ever noticed that a report of what someone said can get distorted as it is passed from person to person. That may have happened with the Apostle Paul’s teachings on faith as Church members talked about the teachings among themselves. Paul’s teachings about salvation through faith in Jesus Christ—not through the performances of the law of Moses—were being presented in an oversimplified way that Paul never intended. James wrote to clarify that true “faith” always leads to righteous “works,” which are our actions and efforts (see the student manual commentary for James 2:14–26).

Have several students take turns reading aloud James 2:14–20, 26, and then consider asking the class the following questions:

• What idea is repeated in verses 17, 20, and 26?

• What do you think James meant by the phrase “faith without works is dead”?

• How are good “works” (actions and efforts) the natural result of having faith in Jesus Christ?

Have students look again at verse 14, and ask:

• How would you state a principle taught in this verse? (Possible answers may include this principle: In order to be saved, we must have faith in Jesus Christ that leads us to do righteous works.)

Oo Outhird Grade James Test Questions

To help students explain this principle, you might ask something like:

• In verses 15–16, James gave the example of someone who hears about an individual who lacks proper food and clothing and then merely expresses words of hope on behalf of the person in need. What other examples can you think of that illustrate that “faith without works is dead”?

Have a few students take turns reading aloud James 2:21–25, and ask:

• How did the choices of Abraham and Rahab demonstrate that faith in Jesus Christ results in righteous works? (If needed, see the student manual commentary for James 2:21–25 for additional information on Abraham and Rahab.)

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• When have you seen the blessings that come from the combination of faith and works?

If time permits, have students take a minute to complete the following sentence with a written response in a journal or on a piece of paper (students do not need to share their responses with others): “To better demonstrate my faith in Jesus Christ, I will seek to do the following: ___________.”

Express your testimony that it is not sufficient to just believe in Jesus Christ and His gospel. We must choose to act in obedience to God’s commandments, and great blessings await those who do. Consider sharing a blessing that has come to you because you acted in faith.

James 5:13–16. Anointing the Sick with Oil

To emphasize the teachings in James 5:13–16, consider holding up a small container of consecrated oil and asking:

• How many of you have ever received or provided a priesthood blessing with consecrated oil?

Have students read James 5:14–16 looking for what should be done by the person who is seeking a blessing and by the person who is administering to the sick. (Call for elders of the Church; pray over the sick person; anoint with oil; offer prayers of faith; confess faults.)

Ask students to state a principle found in these verses. Responses will vary but may include this principle: The sick can be healed through faith and administration by priesthood authority. To deepen student understanding of this principle, have students read Doctrine and Covenants 42:43–48 and the student manual commentary for James 5:13–16.

Invite students who have received a blessing from priesthood holders to share their experience with the class. After students have shared, you might follow up by asking:

• How did this experience strengthen your testimony?