SUNDAY,
9:30 A.M.--WHAT NOW?
Honors Thesis
(HONRS 499)
by
Laura I. Lewis
Ball State University
Muncie, Indiana
May 1992
-
Expected Date of Graduation
May 1992
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Purpose of Thesis
This thesis compares lessons
Christian education from
faults of
merits and
authority
and
activities,
and the
issues.
guideline for
-
of
In
discussed
addition,
on the
the version
and
of
The
basis of
the
there is
junior high Sunday school
a
of the lesson
proposal
the
Bible text
age-appropriateness of
aptness and relevance
suggested essentials
plan.
each are
interest level
the
and
several Protestant denominations.
readability
suggested,
and materials for junior high
of a
the
topics
lesson
teachers which includes
for lesson preparation and
a sample lesson
2
Introduction
In the
junior high students,
religious education of
necessary to capture
and hold each
the same time fostering understanding,
doctrine
to
qualified and prepared
materials
being used. For instance,
appropriate.
So,
of the
is fully
failings in
the materials may not be age
materials
available
to
decide
materials and teaching strategies will be most successful
class
The
the
it is important that a teacher examine closely
educational
different
a teacher
there may be
to teach,
at
It can be quite difficult
Even when
effectively.
while
and perhaps bE=lief,
or teaching being presented.
teach students
interE~st
student's
it is
which
with a
of junior high students before choosing what will be used.
materials to be considered should include the version of the
Bible
text,
activities.
available
lesson
the
topics and
not only
book
text,
Other considerations
class
activities.
lesson
time for
issues,
Teachers may
by comparing
suggested
should include
reading
and
and
the
the amount
Bible text,
participating in
of
discussing
other relevant
discover new strategies
materials within their
classtime
for teaching
denomination,
also by examining the materials available from churches
but
of other
denominations and from religious bookstores.
Using
the above
criteria,
I
have examined
compared several sets of junior high materials:
(UMC,
hereafter) materials,
Cokesbury's
older
UMC Trek,
divisions),
David
Nazarine,
Lutheran,
C. Cook's,
and critically
United Methodist
Bible Adventures,
Church of God (both younger and
and
Southern
Baptist(also
both
3
younger and older divisions).
Version of Bible Text
The
selection of a specific version of the Bible text is an
important aspect of any
are
religious instructional material.
a variety of choices,
James Version
text
ranging from the very traditional King
to the modern Good
for junior high
students,
News Bible.
one should
When selecting a
consider the clarity
and level of the language and whether the effort for
sacrificed
beauty,
There
impact,
or,
most important,
clarity has
authority
or
interpretation.
Of
the materials
in
texts
I reviewed,
modern language
versions
except the Southern Baptist (SBC,
not
specify a Bible text.
of God,
and
(NIV) .
The other lesson
all favor
for
junior high
Cook's UMC,
the Nazarine,
which is basically
reader.
sacrifices.
for the most
But,
the changes
For example,
part,
for
students,
New Revised Standard
the King James
Version with
The language of the NIV
easily understood
some
the Church
International Version
materials use the
some slight alterations in the language.
is clear and,
of Bible
hereafter) which does
Lutheran lessons use the New
Version (NRSV),
the use
words
by a
have caused
young
some
poetic passages from the Psalms and the
Song of Solomon have lost some of the aesthetic appeal which they
have in the
beauty but
memorable.
King James Version.
also
they seem
to
On the other hand,
loses no beauty
Not only
have less
have they lost poetic
impact and
are
less
the love passage in I Corinthians
but becomes exceptionally clearer
for the young
4
reader
when the
"love" in the NIV.
"And
King James
In the King James
the earth was without form,
of the
~·1aters".
becomes "\'I'as
the NRSV
(In
moving".)
In
seems
of God moved upon the face
the only
the N!V,
the
alteration is
less
the young
memorable than
"hovering" certainly
does
"Now
the surface
\01ith "surface",
"void" with "empty" and "face"
understood for
urlloved"
same passage reads,
darkness was over
simplifies the vocabulary of
easily
Genesis 1:2 reads,
of God was hovering over the waters".
of the deep and the Spirit
By replacing
the word
and void; and darkness was upon
and empty,
the earth was formless
NIV
Version,
of the deep. And the Spirit
the face
replaced by
"charity" is
the text,
thus
reader.
But the
the King
James
not have
making it more
NIV passage
Version.
the impact
the
The \'I'ord
which the
word
"moved" does.
Word
choices
variations in
the
King
mother,
sometimes
interpretations.
James Version
and
must respect
his father.
h
' S
•• ~
"respect," while
connotations
connotations
are
in
"Ye
~4hile
shall
today's
to today's
similar,
and
in Leviticus 19:3,
fear every
man his
"each of you
The \o10rds "fear" and
have different
language.
reader
ambiguities
the NIV states,
mother and father
they are
to
For example,
states,
"
open
"Fear"
that "respect"
meanings and
has
negative
does not
have.
While we are quick to say that one must respect one's parents,
we
do not wish to say that one should be afraid of one's parents,
in
the modern
sense of the
word. The NRSV
uses the word
"re\'ere"
which has somewhat different connotations from both "respect" and
,--
5
"fear".
A teacher must
attempt to decide which version
seems to
maintain the intent of the scripture and which is least likely to
be
misunderstood by
youths.
Thus,
these factors
all
must be
considered when deciding which versions of the Bible text to use.
A
the
teacher must also consider how
materials.
The
Nazarine,
the Bible text is used in
UMC,
Cook
and
Lutheran materials
large amount of reading directly from
plan for a
the May 17,
instance,
1992,
students read aloud John 20:
the Bible.
For
lesson of the Nazarine materials has
1-8,
The December 1,
24-29.
1QQ?
-----,
lesson of the Cook UMC materials requires students to look up and
read aloud John 8:
-
Exodus
Isa.
7: 14 ;
readings.
The
3: 16 ;
only the
Micah
Lutheran
1992,
verse I
9 : 6;
Micah 5 .•
-,
? •
and
53:5; Matthew 1:18-23;
and
lessons have
Church
only a
Isa.
text and Isa.
Others denominations'
September 1,
how
John
aloud,
providing
""eek.
Isaiah 7:14;
58;
3:14 in the lesson
activities.
read
56,
Luke
2:4-7
comparable
in
lists
the
of
lessons provide shorter texts to
of
memory verse
God's
for the
youth lessons
week.
For
usually
example,
the
lesson of the Church of God materials contains
John 3:1 which students are to memorize for the
Whichever materials are used,
well acquainted the students
the teacher must determine
are with the
Bible before the
teacher can properly decide what amount of class time to spend on
reading and/or memorizing the Bible text.
Lesson Book Text
A good teacher must also consider the lesson book text to be
used by the students.
Is
the text written in understandable and
6
and are
age-appropriate language,
easily understood and followed?
the directions
Moreover,
and questions
does the
text include
Bible stories and/or modern stories to apply Biblical truths?
All the lesson materials I reviewed are written clearly with
the
directions and
questions easily
also age-appropriate. But,
division
of
the
for
December
1992,
8,
Cook UMC lessons and
lessons
SBC
sentimental
the
junior
high
lesson of
understandable.
were
somewhat
age students.
the Cook
Most are
the younger
simplistic
and
example,
the
For
UMC materials
begins as
follows:
Angels? Don't they sit on clouds and play harps? And
they have wings
Bible,
and halos,
right? Not exactly.
angels were God's messengers.
In the
J4.ngels ,,,ere
present when God created the earth and made Adam and
Eve. Angels also knew about God's plan to send His only
Son,
Jesus,
to earth.
Today's story is told from the
view of the archangel Gabriel.
This passage insults
teacher will
he/she
find that by
will be
believes in the
offended
the intelligence of
the time
by the
of angels.
in general,
Bible texts which lack
events in the Bible.
For instance,
in junior
implication that
wings and halo version
divisions of the SBC lessons,
paraphrasing of
a child is
the students.
the
Acts 16:
23-34.
The lesson's
high
he/she still
The
are highly
younger
simplified
adequate descriptions of
October 13,
1991,
retells part of the story of Paul and Silas in prison.
text is
A
version gives
lesson
The Bible
only the
7
basic actions that were
do just
as well to
taken by the character.
save the church
A teacher would
money and read
rather than bother with a
straight from the Bible,
the account
lesson which
adds nothing towards understanding.
The Cook
UMC lessons,
division of the
Church of God
Bible stories and also
Bible
the SBC
The
truths.
paraphrase the
lessons,
younger
lessons generally paraphrase
include modern stories to help
Nazarine
and
Lutheran
Bible stories but rather move
the Bible stories to analogous modern stories.
lessons and the Older
and the
division of the
the
apply the
lessons
do
not
them directly from
The Cokesbury UMC
Church of God lessons
do
not employ Bible stories, but rather focus more heavily on modern
Again, the teacher
stories to illustrate Biblical truths.
consider whether
students need more
Bible story review
must
or need
more discussion of modern applications of the Biblical truths.
Suggested Classtime Activities
A
teacher should
readings which
also consider
are included
activities other
in lessons. These
activities could
include mental puzzles (such
as mazes, crosswords,
singing,
teacher must
and
activities
whether
crafts.
are
The
age-appropriate,
supplies, space,
or time
have
than the
consider
etc.), games,
whether the
sufficient
variety, and
are adequate to
complete the
activities in class.
The activities in the lessons I reviewed are age-appropriate,
neither
too easy
or too
difficult, with
the exception
of the
8
the SBC lessons,
younger division of
For example,
too simple.
like "Acts
questions
older division of the
but
the October 6,
is in
lesson,
difficult
about
person irritates
with
whether or
one is that they are.
student to
strengthen the
"list
n
student
must answer
a Christmas
importance
student,
of
your
aspects
that you can
November 24,
agree or
in several
disagree
contemporary
for every
The activity provides no poor examples for
with
the
personally
the
good
which
examples.
date provides
gift" or
contrasts,
ways that
In the
are asked to
an
"give a
would
greatly
The C'hurch
activity in
which he/she
elderly person's house" or "talk
providing
the October 6,
"list some ways
impact of the good
same
in
some posi'tive
with respect."
the
more difficult
good Christians.
contrast
for the
lesson
comparison,
to "list some
story characters
examples are behaving as
"Get
you,
the students
not
lessc·n has simple
In
T
your difficult person," and
SBC lesson,
1991,
For example,
are asked
students
1991,
activities were much
Church of God lessons asks
treat your difficult person
the
the N
more meaningful questions.
1991,
whose
of God
which
the
would rather
d""·
Christmas gift";
"clean an
to a friend on the phone."
Church
making individual
of God
choices
lesson
more
stresses
the
evident to
the
than the SBC lesson does.
All the lesson plans have a degree of variety in activities.
Usually
the
student
materials
selection of Bible-based mental
provide
only
reading
and
a
puzzles. The teacher's book then
provides suggestions for object lessons,
games,
and Grafts.
Only
.-
9
suggest singing and provide
the SSC materials
The
Cokesbury
UMC
interest-providing
provide the
lessons
activities for vivid
songs with music.
greatest
variety
object lessons,
and
such as
candle lightings to represent the "light of the world" and making
to be passed out
leaflets
the
Cook UMC lessons which
games,
but
few
give
The
else'.07here.
least interesting is
suggest leaving time
practical suggestions,
for crafts and
leaving
thus
it
entirely to the teacher to be creative or not creative.
The lessons
the availability
I reviewed
and expense of
teachers
the
scissors,
construction paper,
most difficult to obtain
UMC.
These include
supplies.
books,
lists in
The
all give adequate
candles,
other somewhat more expensive
such as
consideration to
Most
paper,
include supply
pencils,
other inexpensive craft
are those listed
balls
of string,
items.
glue,
supplies.
by the Cokesbury
index
The Cokesbury
cards,
and
UMC lessons
also require more planning ahead on the part of the teacher.
Some of
the activities
cause space problems.
UMC lessons
require rooms
the
from different lesson
For instance,
require availability of
where singing will
plans could
a few lessons from the Cook
a kitchen; the
not bother other
SSC lessons
classes; and
older Church of God lessons require floor space for physical
games.
The
time.
lessons
other
Cokesbury UMC
lessons give
the best
consideration of
A well-prepared teacher could complete most of the object
in fifteen
activities.
to twenty
minutes,
For example,
the
leaving class
December
1,
1991,
time for
lesson
.-
10
provides
a plan for a
five-minute object lesson
The teacher merely pours water from
effective.
bowl while students
watch and read
a pitcher into a
in
aloud Philippians 2:5-11
of pride.
which Christ "emptied himself"
which is quite
The idea
is expressed
orally and strongly reinforced visually.
The Cook UMC and the Lutheran
too short for the time provided,
provide
more than
lesson activities are often
while the Church of God lessons
can be completed
in class.
example,
For
class could read through and complete the activities provided
the December 1,
1991,
lesson of the Cook UMC materials
or more.
This leaves
in
in about
thirty minutes, while a typical class time at a local UMC
is around forty-five minutes,
a
church
the teacher
with fifteen minutes or longer to occupy the students'
interests.
In contrast,
the younger division of the Church of God lesson for
December
1,
1991,
exercise,
a short story of two pages to read aloud and discuss,
word-find
puzzle,
includes a
an
singing while walking
exercise
in which
behavior of six hypothetical characters,
self evaluation questions for
are to be
completed,
discussion or prayer,
be hard
the teacher
plan.
But,
students evaluate
a
the
and a series of personal
students to answer.
with any extra
.Fl.ll
activities,
of these
such
as
in one hour. A teacher of this lesson would
pressed to complete the
students were slow or
be,
along
in a circle
activities in an hour.
disorganized,
could not
If the
as junior high students
possibly complete
the entire
can
lesson
this is better than not having enough materials.
11
Time becomes a
consider not
must
portion
of an
required
major concern
only
lesson,
individual
teacher
for
time
much
ho~"
A
for a teacher.
exposition
is available
but
also
and
explanation
teacher
for
each
time
is
follo~"ed
by
interactive student activities to complete the learning process.
the plans
In
spent
I
the largest
revie~"ed,
by the students reading aloud;
by the teacher giving directions,
lesson to students;
student-input in
The
and the third
puzzle
best plans are
Church of God,
the other
plans.
the time that
fifty
to student
plans allow for
t1flenty to
to
n'
.
_l.SCUSSl.on.
the older division
of the
discussion than
of God plans allow
compared to
and explaining
and least portion of time,
allot more time to student
the other
minutes,
leading prayers,
activities and
The Church
time is
the second largest is spent
the Nazarine and
which
section of
close to twice
discussion-- forty
twenty-five for
to
an hour
lesson.
Another
consideration
effectiveness
of the
for
lessons.
a
teacher
is
the
Colorfulness and
visual
variety spark
interest better than drabness.
The lessons
both photographs
exception,
reviewed are
and
art~.,ork
generally having
photographs
Lutheran
I
overlaid with
full range of bright colors.
The
regular
dull
lessons are the most
lesson printed on different
.
mostly colorful and
blue
Nazarine
black and
or
red.
attractive to the
bright \¥ith
lessons
are
an
white text
and
Overall,
the
eye, ,,,i th each
colored paper and with artwork
in a
12
It
only one church provided me
too.
But,
thus I could
make
compare visual aids
would be interesting to
with visual aids,
no comparisons. Remember though that good visual aids are a great
plus
The more
in instruction.
learning,
senses
employed
in
the more memorable the lesson is.
Another consideration for
a teacher is
of continuity.
be taken home
All the lesson plans
for the week.
Nazarine plans
The
allow for part of
than in class.
called the Pix for
home activities.
The Cook
the
allow for the materials to
Church of God
plans and
the lesson to be
which
the
done at home
UMC lessons include
student to read,
a leaflet
contains a story
and
Most plans provide a memory verse to be learned
for the week.
The Cokesbury
Church of God
lessons provide
readings.
whether or not
and whether they have a sense
lessons are extended into the week
rather
that are
UMC and the younger division of the
lists of
daily devotional
Bible
Work throughout the week should help students remember
what they learned the week before.
Other ways may be used to establish continuity throughout
series
of
lessons.
example,
For
the
SSC
lessons for
establish continuity through the theme of witnessing.
plans
that
relied
more
continuity by chronology
heavily
on
Bible
or by order of the
a
1991
The lesson
stories
establish
books of the Bible.
Those that focused more heavily on modern stories do not maintain
continuity
from
classtime
to classtime.
expectation of surprise to hold the students'
Lesson Topics and Issues
They
rely more
interests.
on
13
Lastly,
the topics and
issues covered by the lessons
teacher's greatest concern.
main
divisions of
problems and
the
covered:
the first
such as loneliness,
social
other is
The lessons I reviewed fall into two
the topics
issues
concerns such
as
divorce,
abortion,
morality.
issues,
easily addressed with particular scriptures.
address
I
plans include
is personal
greed,and witnessing;
sexual
~.l
are a
discussion
of
and
personal
While these
the emotions,
they are not as emotionally charged as the
subjects of the second
division. Unfortunately such concerns are
becoming
more
students.
the
and more
the
problems
Of the lessons I reviewed,
Church of God lessons
and
of younger
and
younger
only the older divisions of
the SBC lessons directly address
these concerns and support statements with Bible texts.
The September 8,
immorality.
helping
It provides for personal
or
make
materials,
The
abortion.
and
discussion of the subject,
students to define their
ot,.m decisions.
texts
1991, Church of God lesson condemns sexual
Unfortunately,
particular
to make their
the
moral
lesson does not provide Bible
suggestions
Galatians
the
student
although these are suggested in the teacher's guide.
September
15,
The lesson
1991,
Church
abortion,
1:15-16,
Leviticus 24:17,
of
God lesson
provides statistics on
describes abortion procedures.
against
in
based
on
Genesis
fetal development
Then it takes a moral stance
Psalm 139:13-16,
9: 6 ,
and Matthew 1:18-20.
condemns
Exodus
Jeremiah
1:4-4,
Ex.
21:22,
20:13,
14
The older
It bases its
and condemns abortion also.
Genesis 1:28a,
13-15,
discussion and includes a
lesson discusses
decision on Psalm 139:
1:15-2:20, Matthew
Exodus
and Deuteronomy
14-19:14-15,
1991,
division SBC January 19,
18:10a.
18:10, Matthew
The lesson
provides
personal account and an address
for
where
students can get more information on the topic.
In addition,
death of a
personal
texts,
the December 15,
loved one,
illnesses.
discussion time,
and the
Each
lesson deals \.. ith
lesson
provides Bible
I believe the older division Church of God lessons
plans that I
controversial
1992,
and advice to help the students.
older division
effective
SBC lesson deals with the
and the March 22,
debilitating
Overall,
1991,
of the
SBC lessons
reviewed.
issues and
Their
are th·e best,
most
willingness to address
their reliance
on Biblical
authority
outweighs any drawbacks such as slightly more difficult language,
limited activities and the lack of illustrative Bible stories.
Finally,
positions
on
lessons should not
such
contemporary
understood by the youth,
encourage student
and
and
about
living
issues
in order
a
but
also
be
moral
easily
and incorporate as much variety
to keep
learning about God,
as
religious,
reliable and readable Bible texts,
participation,
color possible,
enthusiastic about
have
only provide
Christian
controversial issues requiring personal,
students
about
in
a
interested and
being a Christian,
world
with
moral decisions.
Proposal for the Rehoboth UMC Class
many
15
To
meet the needs of
that the teacher
of this
Sunday school take
design his/her own series
of lessons,
collected
UMC
from
the Cook
I am proposing
these young students,
the initiative
and topics
based on ideas
lessons,
other lesson
available at local Christian bookstores,
to
materials
and his/her own creative
planning.
Based on the
plan to
high
above research,
improve the religious
Sunday school
class
I now would like
education process for
at
my
Methodist Church in Parker City,
church,
time
every Sunday.
is spent in
school
approximately
45
Approximately 15
receives
and
uses
specific
budget,
for an
minutes
but
Cook
limited
it
United
that
adult and youth Sunday
class
UMC
meets from
minutes of
opening program,
for actual
the basic
Rehoboth
grades 5-8;
the sanctuary with all
classes assembled
the
the junior
Indiana.
This class averages 5-6 students,
9:30 to 10:30
to propose a
thus leaving
time.
The
lessons.
supplementary
class
There is
no
materials can
be
purchased upon request.
Some flaws in the Cook UMC lessons the class presently uses
include insufficient suggested activities
classtime,
few specific
object lessons,
ideas and
and failure
to fill the
instructions for
to address pertinent
which more and more junior high students are facing.
Some Essentials
available
crafts and
social issues
16
Plan to
Bible Text:
use the NIV for in class
reading and
the King James Version for daily devotions.
Lesson
In addition
Text:
to NIV
passages,
tell modern
stories which illustrate the NIV text used in the lesson.
Include activities such as pencil puzzles such
Activities:
as crosswords and mazes,
type
crafts,
and object lessons.
usually should be used each week,
A different
but some large activities
could be used during several class sessions.
Lesson
plans:
Provide
ideas
and
instructions
or
information for weekday activities and community activities.
Topics
including,
divorce,
but
issues:
not
envy,
Address
limited
and euthanasia.
loneliness,
addition,
and
to
social
abortion,
sexual
Also address personal
lack of
faith and
address basic Biblical topics,
fall of humanity,
topics and
sin and salvation,
lack
issues,
immorality,
problems such as
of commitment.
In
such as creation and the
and the teachings of Christ.
Sample Lesson Plan
Preparation:
Gather materials necessary to complete activities
for class. For this lesson's activity,
need scissors,
glue,
you will
letter-size envelopes,
and
green and yellow chenille wire.
Read through the lesson and make notes on points
you wish to emphasize most in discussion.
Pray for guidance in giving the lesson and pray for
the needs of individual students.
17
Remember to remain flexible to the needs of the
students.
Sunday,
9:45: Class meets after Sunday School opening general
assembly.
Begin with prayer.
Assign opening prayer to a different
student each week for the following week,
to
encourage thoughtful prayer and to develop
students' ability to speak in front of others.
Introduce the lesson topic. For example,
the topic
may be "The Role of Money in Our Lives.
Read aloud the Bible text, which could be
Matthew 6:28-30
(NIV).
Ask pertinent questions of the students in order to
start them thinking critically on the subject.
example,
ask "Why do we need money?";
our lives be like without money?";
For
"What would
"What things in
your life do you give more importance than money?"
10:00
Read the lesson.
Allow students to read aloud giving prompting where
needed.
Remember students will recall the lesson better if
they are forced into attention by reading it
-
.
themselves .
18
Be willing to pause where students feel a need to
discuss what they have read.
10:15
Begin the activity.
Give instructions while passing out the materials.
As the children work on the activity or craft,
continue discussion on the lesson topic.
Explain how the activity illustrates the points
made in the lesson.
For this lesson,
the activity could be making paper
lilies.
Give students an envelope,
a green chenille wire,
and a yellow one for each lily they are to make.
Instruct them to cut off each of the bottom corners
of the envelope to make two triangles as large as
can be cut from the envelope.
Then,
cut the very
tip off the triangles and open to make them like
funnels.
angle.
Place one inside the other at a right
Next fold the yellow chenille wire in half.
Make a small curl on each end.
Wrap one end of the
green chenille wire around the bend in the yellow
wire.
Then,
Place a small drop of glue on the bend.
draw other end of the green wire through the
small hole of the envelope funnel so that the
yellow wire sits in the cup of it.
Curl the
corners of the envelope around a pencil.
,,-
19
Bring out the points you wish to illustrate while
the activity is in progress.
For example,
you could discuss how inexpensive it
was to make the paper lilies,
point out how God
provides flowers at no expense to us,
ask students
if they can think of other things God provides
for us.
If no one mentions salvation,
be sure to
add that to their list.
10:25
Summarize the lesson.
Answer any last minute questions.
Give assignments for weekly readings,
projects,
and for next weeks prayer.
For example,
you could assign students to read
William E. Barret's The Lilies of the Field,
or the
teacher might rent the film of the novel for the
class to watch as a group.
Also,
the class might
plant flowers for the church or for a group in the
community such as the local nursing home.
Tell the topic of next week's lesson, which could
be Christ dying for our individual sins.
Encourage students to think about how he died,
he died,
and how his death can enable us to become
Christians.
Encourage them to bring their thoughts and
,-
questions to the next class meeting
10:30
Dismiss.
why
,-
20
Works Consulted
Dall, Jeanette, Nancy Hurst, Sharon K. Johnson, Lois Keffer,
Lorraine Triggs, and Carol Watkins. Bible Adventures, Junior
Creative Teaching Aids,
Elgin:
and Pix.
Lorraine Triggs,
ed.
David C. Cook Publishing Co., 1991.
Douglas, Jenni and Sally O. Langford. Trek Teacher Idea Book and
Trek Student Leaflets.
John O. Gooch and Janet E.
Lowdermilk, eds. Nashville:
Edwards, Rick,
ed.
Junior High.
Cokesbury, 1991.
Action/Reaction: Student Response Sheets-Kansas City:
WordAction Publishing Co., 1991.
Holy Bible Authorized King James Version. John D. Davis, G.
Earnest Wright,
Philadelphia:
and Floyd V. Wilson, eds.
Westminster Press, 1948.
Holy Bible New International Version. Grand Rapids:
Corporation,
Zondervan
1983.
Newell, Arlo F. Journey with the Word: Children III. Teacher book
and student leaflets. Anderson:
Warner Press,
Inc., 1991.
----- Journey with the Word: Youth I. Teacher book and
student leaflets.
Anderson: Warner Press,
Inc., 1991.
New Oxford Annotated Bible with Apocrypha Revised Standard
Version. Herbert G. May and Bruce M. Metzger, eds.
New York:
Oxford University Press,
1973.
O'Connor, Bryan, Roger Sonneberg, and Tom Nummela. Our Life
In Christ: Junior High Teachers Guide.
Concordia Publishing House, 1991.
Saint Louis:
21
Sunday School Board of the Souther Baptist Convention. Sunday
School Youth.
Nashville: Sunday School Board of the
Southern Baptist convention, 1991.
-----Children's Bible Study: Teacher.
Nashville: Sunday School
Board of the Southern Baptist Convention, 1991.
Whelply,
Hal Jr. Junior High Bible Study. Saint Louis: Concordia
Publishing House, 1991.