Asserting that the Supreme Court's 1963 Schempp decision does not prohibit biblical instruction in the public schools, but only mandates that it be objective, the author suggests several techniques for incorporating Biblical allusions and stories into literature instruction. (SJL)

Discusses the Authorized Version of the Bible as a supreme novel, on a level with Homer and Shakespeare. Reflects on the Bible's future as literature, historical chronicle, and epic. (HTH)

The Bible contains a variety of literary genres including drama, tragedy, and epic poetry, and it is an excellent basis for character study. It also contains a certain amount of humor, which should not be overlooked by students of biblical literature. Examples of intentional humor include the second version of the creation, found in the second…

Sectarian interpretation of presumption is a major problem facing the teacher of the Bible as literature. Students should be made aware of the pitfalls of interpreting the text from a theological point of view, including "over interpretation" or adding details to scripture, a reliance on poetic license, and an unfamiliaritY with basic Biblical…

Points out the problems and potential of teaching the Bible as literature. (JL)

Describes a miniunit on folklore, mythology, and the Bible designed to give education students a familiarity with literary knowledge that is basic to deeper, more enriching experiences with literature. Suggests that such a unit is essential to English teachers in graduate courses in literature study. (AEA)

Discusses a college course on "the Bible as Literature." Describes how, by focusing on the biography of Jesus as portrayed in the Gospels, and comparing it to other cultural narratives about him (in the Apocrypha, films, biographies, and novels), students learn to see how various ages and cultures have reshaped Jesus's life and mission.…

Argues that the Bible is a classic in a class by itself, and discusses why secondary students need to study it. Notes legal interpretations that guide Bible teachers and students. Describes how secondary English teachers are successfully teaching the Bible in several schools across the country, and discusses literary allusions, bible versions,…

This article explores an application of combinations, geometric series, and elementary probability that arises in a Biblical setting. Describes examples of the applications such as the use of "urim and thummin." (YP)

Describes a method used in a Biblical literature course to help students discover and assimilate Biblical information through video tapes. (FL)

The author presents four teaching activities that link language arts and history: historical dialogs, the Bible as literature and history, student-made history books, and historical graffiti. Each includes a rationale, activities, and evaluation methods. (SJL)

Presents a plan for studying the First Book of Samuel as a way to teach history using original text. Outlines a unit dealing with the establishment of the Jewish monarchy. Contends that the Old Testament is either neglected or presented inadequately for understanding history or building faith. (KO)

This art education resource, designed for use in the Snite Museum of Art, may also be used with slides or reproductions. Black and white reproductions are included for each of the art works represented, along with title, artist, date, and media information. This three part gallery guide presents a brief synopsis of the stories narrated in the…

Summarizes the constitutional basis for separation of church and state as it relates to litigation concerning religion and public schools. Discusses prayer and Bible reading, the minute of silence, posting and distribution of religious materials, and evolution and creationism. Provides a summary and general guidelines for using religious…

Decalogue in Greek means ten words. Some scholars think that the Decalogue began as a list of very short moral sayings that existed long before the Bible time of Moses. This lesson presents two understandings of the Decalogue. A biblical view is followed by a scholarly view. Students read through Decalogue versions that are found in Exodus…