Why Is It Important to Learn About Family History?

Set up yourself spiritually

How have you learned about your own family unit history? What experiences have you had that have strengthened your testimony of family history work?

How can you encourage the youth to participate in family history piece of work? What resources are available in your area to help them acquire about their ancestors and perform ordinances for deceased family members?

Use the resource beneath to understand more about family unit history work. Your own experiences with family history piece of work, including experiencing the activities in this outline, volition assistance yous teach information technology finer. Consider how the activities in this outline can help you program ways to appoint the youth in family history work. What will assistance the youth understand the importance of learning their family history?

1 Corinthians 15:29 (Members in ancient times performed baptisms for the dead)

1 Peter 3:18–20; iv:half-dozen (The gospel is preached in the spirit world)

Malachi iv:5–vi; D&C 2:one–3 (The hearts of the children shall plough to their fathers)

D&C 110:13–sixteen (Elijah restores the sealing keys)

D&C 128:sixteen–18 (Ordinances for the dead create a welding link between generations)

Henry B. Eyring, "Gathering the Family unit of God," Ensign or Liahona, May 2017, 19–22

Richard Thousand. Scott, "The Joy of Redeeming the Dead," Ensign or Liahona, November. 2012, 93–95

David A. Bednar, "The Hearts of the Children Shall Plough," Ensign or Liahona, Nov. 2011, 24–27

"Family History Work and Genealogy," Truthful to the Organized religion (2004), 61–64

Website: "Youth and Family unit History"

Videos: "Elder Bednar Addresses Youth," "The Spirit of Elijah," "Family History: What I Institute," "#MeetMyGrandma," "Youth Rising to the Call"

Teaching in the Savior'southward style

The Savior trusted His disciples. He prepared them and and so gave them of import responsibilities to teach, bless, and serve others. How can y'all prepare the youth to fulfill their responsibilities to learn their family history and have the ordinance work done for their ancestors?

Brand connections

During the start few minutes of every class, assist the youth make connections betwixt things they are learning in various settings (such equally personal written report, seminary, other Church building classes, or experiences with their friends). How tin can you help them see the relevance of the gospel in daily living? The ideas below might help y'all:

• Invite several of the youth to share a gospel principle that they recently learned from a parent, sibling, or other family member.

• Invite the youth to share experiences they have had doing family unit history piece of work (such equally being baptized for an ancestor, participating in indexing, or preparing the name of an ancestor for temple ordinances). Y'all could besides show the videos "#MeetMyGrandma" or "Family History: What I Found." Hash out equally a class why Heavenly Male parent wants u.s. to practise family history piece of work.

Learn together

Each of the activities below volition assist the youth learn how to participate in family history work. Following the inspiration of the Spirit, select i or more that will piece of work best for your class:

• As a form, read together the final six paragraphs of President Henry B. Eyring's talk "Gathering the Family of God" (or sentinel the video of President Eyring proverb these paragraphs), looking for blessings that come up from participating in family history and temple work. Do you have whatsoever youth in your form who could bear their testimonies of these blessings? Consider setting a goal equally a class to become more involved in family history work. For example, class members could fix family names to take with them the side by side time they nourish the temple.

• Equally a class, read "An Invitation to the Rising Generation" from Elder David A. Bednar'south talk "The Hearts of the Children Shall Turn." Invite the youth to find things they tin exercise to participate in family history work. If possible, show the youth how to use FamilySearch.org to find ancestors who need ordinances. Encourage them to get to the temple and be baptized and confirmed for the ancestors they find. With the permission of the bishop, y'all may want to invite the ward family history consultant (or someone else who has experience doing family unit history piece of work) to help with this activeness.

• Ask the youth to read the three paragraphs of Elderberry Richard G. Scott's talk "The Joy of Redeeming the Dead," beginning with the phrase "Any work you do in the temple." Invite them to look for and share reasons information technology is important to do family unit history piece of work. Enquire them to read the concluding two paragraphs of the talk and discuss things they could "set bated" in club to research their ancestors. To help the youth act on what they have learned, assist them begin ways they can take Elder Neil L. Andersen'south temple challenge (run into templechallenge.lds.org for a clarification of the four parts of the challenge).

• Invite half of the youth to read the "Redeeming the Dead" department (pages 62-63) of the "Family unit History Piece of work and Genealogy" entry in True to the Faith, and inquire the other half to read the section called "Your Responsibilities in Family History Piece of work" (pages 63–64). Ask them to share with each other what they learned. Assistance the youth begin completing a pedigree chart. Encourage them to keep working on their pedigree charts at habitation. Invite them to ask their parents or other family members to assist.

• Several days before class, ask a class member to review the Youth and Family History website and come prepared to teach the class how to get started with family history. He or she may desire to show the video "Elderberry Bednar Addresses Youth."

• Invite the youth to read the scriptures suggested in this outline, pondering the question "Why practise we do family unit history work?" Inquire them to share their thoughts. They could as well await for answers in the video "Youth Rising to the Call." Invite them to listing ways they can participate in family history work. Some ideas may include interviewing family members, recording memories, learning about their ancestors, adding photos and stories to FamilySearch.org, teaching others how to use FamilySearch.org, or doing indexing. Invite them to choose something from the listing that they want to work on during the coming week. Encourage them to share their experiences in a future class.

Ask the youth to share what they learned today. Do they understand the importance of learning about their family history? What feelings or impressions do they have? Practice they have any additional questions? Would it be helpful to spend more time on this doctrine?

Teaching tip

"Do not be agape of silence. People often need fourth dimension to think well-nigh and reply to questions or to express what they are feeling. You might pause afterwards you have asked a question, after a spiritual experience has been shared, or when a person is having difficulty expressing himself or herself" (Education, No Greater Call [1999], 67).

Video: "Invite The states to Act"

Watch more than

Invite to human activity

Ask the youth what they feel inspired to practise because of what they learned today. Encourage them to human action on these feelings. Consider ways yous can follow upward.

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Source: https://www.churchofjesuschrist.org/study/youth/learn/ss/marriage-and-family/history?lang=eng

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