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Wagstaff, Jeri L6u.2be,Religious Quest.Wright State Univ., Dayton. Ohio, Public IducatidnReiigiom Studies Center.National Endowment for the Humanities (NFAH),Washington, D.C.[76]18p.; For related documents,'see SO 011 012-024Public Iducation Religion Studies Center, brightState University&Dayton, Ohio 4.S4r.i1 (MCC, parercover) 4

ERRS PRICE 75F-$0.83 HC-$1.67 Plus Postage..DgSCRIPTORS ,? *Composition (Literary); Composition Skills

(Literary); Descriptive Writitg;.*English Progrlm§.;*Language Arts; Learning Activities; Literature;*Religious Educationr *Researcb Skills; SecondaryEducation; TeaCher Developed Materials; Units ofStudy

' ABSTRACTThis literatur.e-researob unit centered cn a study of

the religious quest provides a vehicle for dexploring severalskillsin.addition to involving students in an examination cf the nature of''religious experience and the roles religion can rlay'in the liveS of

"-people. The student will learn how to write extended defiritions,compare and' contrast cempositions, and 'dc a research paper. Thisnine- 'to twelve-week high school English unit is part of a series

, developed by the Public Education Religion Studies Center, at WrightState University. It is intended to serve five kurroses: (1) itcauses students to contemplate the role of religion in the lives'of

/ the young; (2) It.allowd students to gain some tackgrcund in several,religions;,(3) it provides interesting subjects for research; (4) It f'provides an interesting vehicle for learring scale-bf the skillsneeded in doing research; and (5) It provides goo4I subjects forcomposition Writing. Generalizations, concerts, stitject'matter, andvocabulary are briefly outlined. Sixteen,coggitive and affective*objectives are identified. Detailed initiat4fT, develormertal, andculminating activities are described. Evaluation suggestions aregiven followed by numerous references fcr both student and teacher:(Author/BC)

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THE RELIGIOUS QUEST

prepared forSecondary English

byJeri Lou Wagstaff,

Ypsilanti, High SchoolYpsilanti, Michigan

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and made possible by. a grant from the(/) National Ehdowment for the Humanities

U S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONALINSTITUTE OF

EDUCATION

THIS OQCUME.NT HAS BEEN REPRO.,OUCEO XAC TL Y AS MECEIVE0 FROMTHE PERSON OR ORGANi/ATION ORIGIN-ATING IT POINTS OF VIEW OR OPINIONSSTATE() 00 NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OF ,EOUCATION POSITION OR POLICY

PERMISSION TO REPRODUCE THISMATER/AL HAS BEER/ GRANTED BY

TO THE EDUCATIONAL RcSOURCWINFORMA ION CENTER ICRIC)MtierUSERS Q.C. THE ERIC SYSTEM

fo4 theTeacher Education Institute oft

the Religious .Dimension of World Cultures,'1976 7

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sponsored by thePublic Educatiorn Religion Studies Center,

Wright State University. Dayton, Ohio 45435

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The Religious Quest. 1

INTRODUCTION

A. This unit in the relisiO-Usilnest Serves multiple purposes:1.(It causes.,,stUaentsSo-contemplate the role of religion- in

the liveg-Of.the young.2. It allows students to gain some background in several reliqions.3. It provides interesting subjects for research.

provides an interesting vehicle for learning some of theskills needed in doing research.-

. ,

5. It provides good qubjects for composition writing.,

In a time when many English Departments are being urged to abandonthe thematic approach to "go back to basics," it it important thatEnglish teachers clearly define the way they are able to teach basicskills within thematic 1110.ts of study. This literature-research 'unitcentered on a study of the religions quest provides a vehicle for.developing several shills in addition to involving students in anexamination of the nature of religious experience and the rolesreligion can play in the lives of people., ;Within the unit thestudent, will learn how tlo write extendeddefinitions,, comparisonand contrast compositions, and the resea2ch"paper..

*B. This unit of study is probably best used with eleventh and twelfth

grade students because they will need to have developed basic writingskills that will allow them to go on to composing well-developed,two-to-three page compositions and to learning how to write a docu-mented research paper. However, the unit is appropriate for students4.of varying academic abilities because,of the choice of books availableand the flexibility in subject and length of research paper thatthese research projects can accommodate.

C.,At least nine to twelve weeks areneeded iE.a research project.inreligion is to be included in the unit. This unit could be used -

- as the central tjieme for 4 semester courte in a program where languageskills other than the ones suggested in this unit are to be taught.

CONTENT

A. Generalizations1. Religion piaxs an important role in the lives of many people.2. Religion sometimes prAents the maturing teenager/young adult

with serious problems.3.t Religion can help people deal with the conflicts of life.'4. Religious experience ,contributes to the formation of a world

mlew that affects the tehavior /life style of the individual.5. The maturing individual's religious views and practices may or

may not coincide with the religious heritage of his family.

B. Concepts1. Ritual

, 2. Worship3. Conversion4. Meditation

-A.

.t

,5. Divinity6. Religious Symbolism7. World View78. Life Style .

C: Subject Matter'OUtline1. Poetry - on the nature of religion

the role of religion.religious,experience

2. Novels and Biographies

Studer -,s will .chdose to read at letst one of the following.tf a semester is involved the student.will read, at least twobooks onthe religious quest. '

The Chosen, Chaim PotokGo Tell It o the Mountain, James Baldwin'Thb Cross'and the Switchblade, David WilkersonSiddhartha, Hermann HevSe.The Autobiography of Malcolm X, Alex HaleyPortrait of the Artist as a Young Man, James JoyceClap Your Hands, Larry TomczakThe Brothers Karamazov, FedorDostoevskyCrime and Punishment, Fedor DostoevskyThe Promise, Chaim PotokMy Name is Asher Lev, Chaim PotokPillar of Fire, Karl SternSeven Story Moiuntain, ThOmas Merton ',/./

1,1

3. In addition to reading the books the studqnts will read essayson the religious expetiende and on several' religions as well

as a' few selections from primary'sources. A number of sound film -strips,. movies, and possibly'some video taped will be used toenrich the students' undeFstanding of the religions involved inthe lives of the characters.of the'books they arereading.

D. Vocabulary /In this unit the vocabUlary study is centered in the books thestudents choose to r'aid." The following lists are examples:

J

The Chosek1) .samovar2) Hasidic3) orthodox4) conservative51 reformed6) earlocks7)yeshiva8) Talmud 19)9) synagogue ' 20)

10) rabbi , 21)11) apikorsith

12)

1.3)14)

1.5)

16)17)18)

Messiahpilpultzaddik-YiddishTorahZionism

SiddharthaBrahmin 12) fastUpanishads 139 transitoryascetic 14) karmaSamanasnirvanadharmaAtmanmokshasojournessencesalavation.

1)

'2)

3).

4)5.)

6)

dogmatic 7)

inductivk 8)

ReVisionists 9)

kosher 10)11)

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The Cross and the Switchblade

1) fleece2)*tithe3) prayer of petition4) prayer of praise5) Holy Spirit6) circuit rider

. 7) Pentecostal church

8) evangelizing9) ignominious

10) spiritualists11) converted12) empathetic13) "turf"

Go.Tell It on the Mountain

1) the Power 8),testimony2)* sanctified -, sanctification 9) "shout" song3) 'Sunday school4) revival meeting5) evangelist6) baptized7) saved

10) Holy Ghost11) redeele'd12) conversion''13) saints - as used by Baldwin

in the book14) the Son

OBJECTIVES

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A.tCognitive Objectives1. The student will analyze the problems that the major character/

characters in the novel or biography face in the first fewchapters of the book.

2. The student will identify rituals and/or pract&pes of the reli-gion that are central in the book read.

.4. The student will explain the role religion played in the maincharacter's life.

4. The student will share with others in discussion what he hasdiscovered about religious practice and.the role of religionin people's lives.

5. The stude t in discussion with other students will compare andcontrast ifferent r ions using the following points: Ritualsand Ceremonies, Sto s and Sacred Writings, Creeds, Laws, Prac-tices, Religious Le ers

6. The student will write a composition comparing and contrastingtwo religious experiences found in audio-visual presentationsand /or books.

. 7. The .dlident will write a composition in which he gives an ex-tended definition of one or several related religioug terms.

8..The Student will demonstrate his ability to take notes by allof the following methods: lists of facts, summaries, para-phrases, direct quotes.

9. The student will demonstrate his ability to find a variety ofsources on one subject by presenting a tentative bibliographyof at least five sources of material on the religious subject

. he'has bhosen to research.10. The student will demonstrate his ability to organize mate 1

Eby presenting an outline for the research paper.11. The student will demonstrate his ability to combine his research

efforts into a single study by handing in a research paper in-cluding cover page, outline, table of spntenes (if appropriate),footnotes, and bibliogrSphy, using the form required by thedepartment.

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B. Affective Objectives(Some of these affective objectives will be observable duringthe study of the unit; others will not be measurable because theyare long -range objectives.)

, 1, Students'will discuss the religious experiences of the charac-ters in their books objecti ly, that is, without making fun

. of themor criticizing the n tune of their experience.2. Students will share some of t e religious experiences they

have observed or been a part o without eMbariaSsment or fear. of.negative reaction'on the p t of the group.3. Students will express an interest in developing or taking a

course in world religions either in high school of at the-college level'.

4. Students wiLl. demonstrate their excitement about the study,ofreligion and religious experience by staying after class orafter school to discuss some of the material they have dis-covered.

0 J5. Students will be io4rant of and interested'in the different

religions of their dOmmunity.

POSSIBLE ACTIVITIES

A. Initiatory Activities - There,are several possible.activities that,tould make an effective. introduction into this unit. One .or moreof the following_ would be appropriate.1. Show 'the students a selection of slides representative of

several different religions. Iclude settings for religious .

experience, ritual experiences, distinctive dress, symbols,and any others that seem appropriate.Have the students white down descriptions of what.they see insome of,the slides.When you have finished'the series, go back and show some of the'slides again and have the students compare and contrast some ofthe

2.' Give the students a pre-test on religious terminology and majorreligious figures. The folldwing,are,examples of what can be'done - Write on your answe sheet,the letter of the religion,that each of the following' is a part of: a) Buddhism, b) Christian-ity, c) Judaism, d) Hind sen, e) Islam

1. Torah 6. Mahayana2. Koran 7. Sermon on the Mount3. New Testament 8. Yoga4. Reg Veda ' 9. Talmud5. Mecca , 10. Four Noble Truths

'. Identify the keligion, of each of the following:1. Krishna 7. the Prophet Mohamme42..Elijah MuhamMed 8. MalcOlm X3. Master W.D. Fard 9. Abraham,4. Ezekiel 19. Shiva5',' Jesus, of Nazareth 11. Siddhartha Gautama

... 6. Moses 12. yaul'of Tarsus3. Use a poem or several poems to,get into the question of what

religion is and the role that it plays in people lives. Havethe ,students read a poem and respond to it in writing. Havethe students consider together thy esseAde of a poem. Severalpoems that are appropriate .fp.r this assi4hment'are: "Journey-Nota Destinati:dh," page 56; "Dak.k Passage," page 77; or "The Test,"

page 42, f om Take Off Your Shoestby Mark Link, Argils Communi-cations.

B.; Developmental Activities'1. After introductory descriptions, the ftudents choose from the

list df novels and biographies the book they wish to read. Itis possible to allow each to choose his own or have the classselect three or four books to choose from. The teachek is ableto have more freqllent discussions on each book if the number islimited.

2. During the readirig of the .books, the teacher holds group ,dis-cussions of the books being read. At Beast three discussionsof each book are advisable. Following'is an example of questionsfor discussion of the beginning, of Go Tell It on theMountain: "Whatjearly impressions 4. you get of John? Happy?R liglous? Intelligent?" "What create' these impressions?"

at's important about John's family?" "What particular as-s. pects of their-religious practices are brought out?"3. A presentation is made on four methods of notetaking: list of

facts, summary, paraphrase, and direct quote. Examples arestudied and then students are given a.ltopyof an article onHinduism, Bt,Iddhism, or Islam and asked to make notecards fromthe seater read using all four methods. This activity isappropriately followed the next day b)Y, a class viewing of asound filmstrip on the same religion and a class discussion ofthat religion. $

Later this Lesson can be repeated using a different religion inorder to broaden the students' general knoWied4e of other reli-gions and give them experience in notetaking before they begintheir own research.

4. Because the teacher ,must-be occupied with Small groups for atleast nine days of, tile period when the books are being read,other small gToup or individual activities are important andshould be carefully structured.- The following is an example,of possible activities.

ActivitiesGo Tell It on the Mountain

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On days when I am busy discussing witch other grOups you are towork on the following-activities (that is, if you are caught up'on your reading assignments):1. Find information-on the author, James Baldwin, and take notes

as you have been.instructecFto do. Make Bibliography dardsfor each source you use. Follow the bibliography guide youwere given.a. First, check the encyclopedias; chkck more than one since' '

some ikIclude more'detailed information than Others.LA. Then check the source books on Negroes, Blacks, Afro -

Am etc. You will find, these in the ReferenceRoam of the Media Center.

c. Next you will want to look for books on Baldwin, or bookson American novelists, or books on Black Authors.

d. Eventually you will use this information in a paper on the'relationship of Go Tell It' bn theMountain to Baldwin'slife.

2. See thesound filmstrips on Black Religion. have these,and you may take them to the media qpnter toLview the"Messenger

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Seven." Consider the following: ..

a. In what way do 'ou obtain a different picture Of the Blackchurch from the filmstrip than you have redeiv0 from thenovel? ...,

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il b. Do you khoW what pictuies depict a pentedostal\religious

experience? -. ,

3. Do ,some research on the meaning of pentecostal religion orchurch; *What are the particular characteristics of pente-`costal religion and worship ?,

, It -would be a good, idea to take noles on this "also. Since youdon't know for sure what your research topic will be, you mayfind that this source material could be used once you qet toyour indiv4.dual project.-Make Bibliography Cards for .sources used in this investigationalso.

4. A variety of movies that will enrich the students' expetienCewith religion study'is available. These kilms Should be used

. for discussion of the religion they .are about orof,the reli-gious.experience that they convey! Sometimes they can be usedas motivationfor composition writing. The following is anexample ofa composition.assignment using 'film.

'Contrast Composition AssignmentPurpose of composition: Contrast the religion of the Holy GhostPeople in the film cif that name with the religion of the Buddhistsof the film Awareness. If you are unable to use the tuddhistreligion in your comparison and contrast, thqn use the religiousexperience of your bodk for this assignment.

Writing skills that will )e evaluated in the grading ofthis paper:Introduction: You should try to find an:interesting way

of getting into the contrast. We studiedthe following possible methods:1. relating an incident2. giving an example3. using an analogy.4: using a quotation5. asking a question or a series of questions6. making a startling statement7. defining a term'8. describing something

Topic Sentences for Paragraphs .1- ones that will indicateja'contrast is being made

Signals - use of words such as- butp.however, yet, although,, . on the other hand; adjectives

other words - like- more formal, more sub-whereas, different dupd, quietet, louder, livlifrom, in cbntrast to more internal, mote exciting, -

etc.5. Because there is so.much new terminology in this unit, it is an

ideal place to teach methods'of writing extended' definitions.Sometimes the composition can be one in which one Mbrd or con-

' dept -is defined; other times more than one term can be defined.The following is an assignment possible for the students readingSiddhartha.

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Siddhartha: Go to the library and look up the following termsin.order to write this composition. You may wish touse more than one source. Encyclopedias are useful,and there are sbme books on world religions as wellas on Hinduism that could be helpful: Use more thanone source. Also it will be helpful to discuss withthe rest of the group before composing your-paper.

brahman .karma mokshaatrian dharma

composition-assignment': Develop a paper using the 1*

following sentence as yourthesis.

"There are several terms that are important in-understan ing the religion4of-the Hindus."

6. Guest speakers cou10-be nvited'to share .information about aparticular religion with the class. However, if this experienceis to be a part of the unit, it is important to Prepare carefullyfdr it. The speaker should know what it is you want the classto .learn from the visit and what" he must not do ,in, _his presenta-tion. Anything that could be construed.as proselytising, is notlegal and must be avoided.

7. There-are a variety of .compositionshat can be assigned in thisunit beyond those 'that are to fulfill the specific objecttivesof learning to write extended definitions and comparison-con-trast papers. Several examples follow:

The Cross and the Switchblade -Use the following as your thesis statement: The Cross andthe Switchblade isan illustration of how some individualsbelieve that the power of their god leads them to accomplish .

his will.(In this paper you will explain to the reader of the paper,a student in this class who is not reading the same bookyou are, how this book serves as a testimony, etca Thismeans'you will need to refer to a number of instanceswhere Wilkerson believes he is led or supported or helped.You will also need to make clear to the reader the resultsof the help. What is accomplished? If you have completedreading the book, you can, of course, use the whole book,but if you have not, use what you have read, or

From your knowledge of the Bible choose a person who hadexperiences similar to those of Dave Wilkerson. Then writea paper showing. how Wilkerson's religious experience isreminiscent of events in the Bible.)In order to prepare for this writing, you will need tovriew the story from the Bible that you-are going touse so that you can be accurate.

The Autobiography of Malcolm X -Write a composition about the problems Mal colm. faced as a'child and teenager. Before you begin to write, ttitake a list.

' of the problems. Consider the following-categories: familyprobleips and economic problems; racial problems; problems ofindividual identity; religious issues, questions and problems.

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- Go Tell -It on the Mountain -Write a domPosition explaining thecpping with abound the time of hisBefore you begin writing the paper,Koblems. Consider familyproblrs,individual identity problems.

problems that John isfourteenth birthday.make,a list of thereligious, questions,

The ChosenWrite a composition explaining the nature of the feelinqs ofconflict David,experiences\in the early chapters of,the book.Before you begin writing, make a list of the conflicts. Con-sider his feelings aboue' the Hasidic community, his feelingsabout the game, his feelings about his injury and the cause.

8. Students should select a religious subject they wish to learnmore about for a research project. A topic related to thereligion of'the nov'el or biography read is preferable, but if ,

the student has another idea that he is excited about, he should'be allowed to pUrsue that study.The following is a list of possible topics for research papers. .

There are many additional pos6ibilities.

History of the PentecostalsReligious Practices and Ritualsof Christianit

Role of Prophecy in ChriStianity,Contrasts in Rit l and Worship

Practices,in ChristianityConcept, of thAluotgoly Spirit and.

Speaking in TonguesExpansion of the CharismatidMovement in America

Famous Black Religious Lead&sThe Bible and Its Message to

BlacksHistory-of the Black Church inAmericas a

Musical Contributions of BlackReligion

A History of the Writing andTranslating of the Bible

The Morman Religion, ,

The Faith and Religious Practicesof the Jehovah's Witnesses

Church ArchitectureReligiods PaintingThe Religious Art of RembrandtThe Religious Art of Marc ChagallMusic in ChristianityJudaMm: Orthodox, Conservative;Reform

The Culture of the JewsReligious Holidays of/the Jew sReligious Practices of the JewsThe Place of Spady in the Jewish

Re4.1gionPersecutions in Jewish History

8.OAir

The KoranMohammed and the Founding of'

IslamRelationship of Islam to theJudeo-Christian Tradition

The Differences'in.the 'BlackMuslims and the other sectsof Islam

Elijah MuhammadArt in the Muslim WorldThe various sects of IslamTheSpread of IslamFamily Rituals of the Hindus'.The gods of the HindusThe Religious Literature of

the- Hindus , A

The Art'of the HindusYogaIndian MythologyReincarnationModern BuddhismThe Ethics of BuddhismThe Faith and, Practices of the

Buddhists.Buddhist ArtBuddhism in JapanMahayana Buddhism

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Students are expected.td follow A schedule in doing. their ' .

illresearch.and putting together a research ,pape r. They shouldhave a., deadline for turning in their general topic and onefor a narrowed topic. The rest of the schedule should involvethe following: tentative bibliography, several notecard checks,

.a welLminary outline, a revised'outline, a rough. draft oftheir paper which should be carefully critiqued, and a finaldraft complete&according to an approved form.

C. Culminating Activities - There are several activities possible atthe end of the 'emit. One or both of the following can 1:5. used.1.. This program should be used with great care since it is written

from a Western evolutionary perspective which views Christianityas the natural culmination of "primitive" and "less ade'quate"religions experiences and practices. Also, it tends'to castnon-Western religious experiences and forms into Western cate-gories and thereby denies or overlooks some of the major 17

differences between Western and on-Western religions. How-ever, it is possible to help students discover these erroneouspresentations and interpretatibns and thereby help them become

/ more sophisticated students of *religion. Therefore, studentswill discover some, questionable statements in it if they listenclosely and consider what they have learned about.the religionsof the world. It is possible to have them identify those state-ments and explain to.the,class their disagreement, with them.It is also possible to use this to show how, because we come tothe subject of world religiohs from a Western viewpoint, we arelikely to center the final segment of the film around religion .as we.in th West experience it.

It is advisable to use these slides apart from the sound scriptto stimulate discussion on modes of worship, places of worshipor meditation, role of music and dance, etc. If students haveseen a variety of films and filmstrips, they should be ableto carry on a good discussion about the spat variety inreligious experience in our world.

2. Involve allof the students in a discussion on what they havelearned adbut religion during their study in this unit.Have the students prepare fc the discussion by givingthem these topics ahe of time. They should consider thebooks they have read s well as tha.,religion th researchedin making notes for the discussion.a. What are the ways of being religious that,yot( discoveted

in the books and films?b. What 'world views did you find in your study?c. What effect did these worldviews appear to have on

life style?d. In what .way did the religion /religions you studied

originate?

EVALUATION

A. Most of the unit's objectives will be measured during the course'of the unit study'throtgh evaluation of compositions and quizzes,individual or small group discussions on the books read and onthe various religions- studied, and step-by-step evaluation of theresearch process as well as of the completed research pant..

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B. Student evaluation is.accomplished by using a point system:.

Compesi<ions 50 Pt; possibleParagraphs 15 Pt. possible'Quizzes 10-15 Pt. possibleGrpup Discussions '25 pt. possibleResearch Paper'Tentative.Bibli-ography 25 Pt. poSsibleNotedard Check 25 Pt,. possibleNotecard Check . 25 Pt: possiblePreliminary

Outline 25 Pt. possibleRevised Outline, 15 Pt. possibleRough Draft ' '75 Pt. possibleFihal Paper 200 Pt. possible

Of course, students do not always get the total number of pointspossible for completion of a particular assignment. Both qualityand quantity of work are taken into consideration.

C. The following are possible components for a questionnaire on theeffectiveness of the unit:

Rate the following activities of the Religious Quest Unit.

.

- if extremely valuable- if somewhat valuable-.if of Limited value,- if of no value

1. Discussion of bookslist of specific books

2. Sound-fildstripslist of specific programs

3. Sound-slide Programs .

list of specific programs4. Movies'

List of specific programs5. Notetaking Instruction6. Composition Instruction

compariton-contrast .

definitionothers.research paper

7. Media Center Orientation

a. no, b. a little, c. yes, )d. a great deal

I expanded my knowledge and understanding of the role of religionin people's lives.

I expanded my knowledge of 4he nature of religious practices.

I would be interested in further study of world religipns inhigh school or in post-high school education.

\

INSTRUCTIONAL RESOURCES

Books for Teacher and' Student Reference

General:...

DicXiiptewar:t; Mennill,'Paul; and Santor, Donald. The Many.Faces of Reliciion:_An Inquiry Approach,/ Toronto: Ginn andCompany, Xerox,of Canada Limited, 197S. 0

Dixon, Dorothy Arnett. World Religions. for-..' West MyStic, Cti TwentyrThird Publication

-

Fay, Frederic, L,. A Student's` Bible Dictionary. ,Boston:Whittimore Associates, ?ic.,'1956.

..Gaer, Joseph: How the Great Religions Began. New'York:iew'Ampiican Library, Signet, rev.ed., 1958:

Link, Mark: In: the ,Stillness is the plicing. Niles,I1:Argus Communications, 1972.

assroorft.

. .

. Take Off Your Shoes. Niles,I1: Argus Communic ai1111tions, 1972.

.Mayer-,.F.E. The Religious Bodies of America. St.Louis,No:COncordia.Publishing ComPariy, 1961.

Mead, Frank S. Handbook ot Denominations in the United States.Nashville,Tn:'Abingdon-Press, New Sixth

Denominations_1975.

.

1pss, John B. Manes Religions. New York: MaCmillari PublishingCO., 1974. A.

O'Dea, Thomas, O'Dea, Janet,sand Adams, Charles. Judaism,Christianity, and Islam.' New York: Harper and Row, 1972.

.Parrinder, .Geoffrey;Ed. Religions of the World.; New .York:Grosset and Dunlap, 1971.

4

Piediscalzi, Nicholas and Ed. Teaching About'Religion ih Public Schools. Niles,I1: Angus Communications,1977.

Post.,` W.E.11wood. Saints, Signs and Symbols.' ,New York:McOehouse-Barlow Co., 1974.

. ,0

New York: Simon andSosten, Leo.' Religions qftAmericaSchuster, 1975-

,Se =ry, Merle,, Ed. Great Religions of the World. Washington:ational Geographic Society, 1971.. . .

4treng., Frede4ick J. Understanding Refiious Life. Encino,Ca.k;Dickenson, 1976. , .

0,

r.

en -Frederick J;; Lloyd,.dha5,11es Allen, Jay, T.Bein Reli ious. Englewood Cliffs, New Jeksey:e-Hall .Inc.,1913.

Kt,

1

er, Francis X. Handbook of,Christian Feastsjhd Customs.York: Harcourt', Brace and World, 1958.. ."dr

Buddhism:

Burtp, E.A.4 Ed. Teachings of the'Compassionate Buddha..NeW York: NeW.American_Library, 1955.

k

, Byron, Thomas. The,Phammapada, the Sayings of the Buddha.New York: Vintage Books,'1976.

,Ch'en, Kenneth K.S. Buddhism. Woodbury, N.Y.: Barron Edu-catiOnalSeries, 1968.

Dumoulin, Heinrich. Al History of 'Zen Buddhism. New York:,Pantheon, ,19.69.

The Cultural, Political, and ReligiousSignificance Of Buddhism in the Modern World. New York:Macmillan,. 1976.

Gard, Richard, Ed. Budrlhjsnl. London: Prentice Hall; 1961.

Jayatilleke, K.N:MacMillan, 1974.

Rahula, Walpole.Press, 1974.

.

The 'Message of the Buddha. New York:

4

What the Buddha Taught. New York: Grove

a

'Ross,.Nancy Wilson. The World of Zen. New York: Random Huse,

`Suzuki, D.T. An Introduction to Zen Buddhism.Grove Press, 1964.

Christianity:

New York:

Afro-American Encyclopedia, North Miami,Fl: Educational BookPublishers, '1974.

Burke, Carl T: God is Beautiful, Man. New York: Association.Press, 1969.

. Treat le Cool, Lord. New York: Association'pre'ss, 196a.

Cohen, Daniel. The New Believers - 'Young Religion ih America.New York: M.Evans and Company, 19754,

Cunard, Nancy, Ed. Negroan Anthology. New York: FrederickUnger Publishing Co., 1970.7-

14- 12 -

4

John P. The American Negro Reference Book. Engle-wood'Cliffs, NJ: Prentice Hall,. 1966.

Dickenson, Eleanor and Benziger, Barbara. Revival. .NewYork: Harper and Row, 1974.

Massyngbirde. Which -Way for Catholic Pntestants?New Yo'rk: Harper and Row,, 176: °

)

Frazier, E. Franklin. The Negro Church in America. NewYork: Schocken^Books, 197.4.

Griffin, John Howard. The.Church and the Black Man. Dayton,Pflaum Press, 1969.;

Hamilton, Michael'P., Ed. Chatismatic Movement. grand Rapids,Mi: William B. Erdman Publishing Co., 1975.

4014

Haverstoc4, John. Progress of the Protestant. New York:-Holt, Rinehart and Winston, 1968.

S. His. Many Mansions, A Comparison of ThirteenDenominations., New York: World Publishing,

Howells, RoulonMajor Christian1967.

Laurettin, Rene.Doubleday and Co

Catholic Pentecostalism. Garden City, NY:., 197i.

Lockyet, Herbert. All the Miracles of the Bible. GrandRapids, Mi: Zondervan Publishing House, 1961. '-

MacNutt, Francis. Healing. Notre Dame, In: Ave Maria Press,1974.

McKenzie, John The,A6iVan Catholic ChUrch. Garden''City, NY.Doubleday' and C .',

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1971. v-ter

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Nelsen, Hart IC, Yokley,`'Raytha L. and Nelsen, Anne E..,'Ed.The Black Church in America. New York:. Basic Books, Inc., 1971.

O'Connor, Edward., The Pentecostal Movement in the Catholic Church.Notre Dame, In: Ave Maria Press, 1971.

Pipes, William H. Say ,Amen, Broer! Old-Time Negro Preaching:A Study in American Frustration. Westport, Cts..Negro UniversityPress, 1951.

ff

Sherrill, John. They Speak in Other Tongues., New York: McGraw-Hill, 1964.

Varieties of Campus Ministries: SevenStudies. Cambridge, Ma: Chutch Society for College Wdrk, 1973.

Washington, Joseph R. Black Religion. Boston: Beacon Press, 1964.

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v , 0.Williaths;(3. Paul. What Americans' Believe and 'How They Worship.New York: .Ha per and Row, 1962.

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\Williams, elvin D. ComMlinity in a Black Pentecostal Church.

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Baird, Rober D, and Bloom, Alfred. Indian and Far EasternReligiOs Traditions. New York: Harper and Row, 1971.

Sancrofti, Anne. Rdlitions of the East ...New York: St. MartinsSt:Press, 1974.

Bashat, A.L. The Wender hat Was India. New York: GrovePress,. 1959:

IOns, Veronica. Indian Mythology. New York: Paul Hamlyn, 1967:-

,Morgan, Kenneth W. Ed. The Religion of the Hindus. New York:Ronald Press ,Company, 1953.

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Azzam, Abd -af Ranman. The Eternal Message of Muhammad. New*York: New American Library, 1965.

IBreitman, George, Ed". .Malcolm X Speaks. New York:, GrovePress, 1966.

Clarke, J.H.,, Ea. Malcolm X: The Man and His Times. NewYork: Macmillan, 1969.

Cragg, Kenneth. The House of Islam. ,Encino, Ca: DickinsonPublishing Company, 1969.

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Farah, Caesar. Islam: Beliefs and Observances. Woodbury,NY: Barron's Educational Series, 1970.

Geert2, Clifford. Islam.Observed. Chicago: University 04/N

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Lomax, Louis.. When the Word Is Given. 'New York: Signet, 1963.

a Pickthall,'MpgAmmed Marmaduke. The Meanings 'of the GloriousKoran. New York: New American Library, 1953.

Shah; Idrles. The Sufis. Garden City, NY: Doubleday, 1971.. .

Films'

Buddhism:

4

es

A

"Awaieness" 22 min. coloi. Univ. Of Mich.'

"Buddhism, Man. and Nature" (Alan Watts)13 min.c4Aartley ?rod-

/1Chridtianity: "A Matter of Consciyce" 30 min. color. L.C.A.

"The Bible: A Literary Heri age" 27min. color.L.C.A.

"'The-Holy Ghost People" 53 Mit McGraw-Hill.

"The Jesuits" 51 min.cOlor. Time -Life:

"People,'Power and Change" 29 Min. color.Univ.. of Minn.

"The Ultimate Trip" 32 min. colOr. NBC.

"The Vatican II" 54 min. color. McGraw-Hill.

"Mood of Zen" 13 min. Hartley Prod.. .

"Vejen" 22'-min. color. Carousel Films, Inc.

HiTiduism: "An Indian Pilgrimage: Ramdevra" 25 min. color.South Asian Area Center, Univ. of Wisc.'-

"Image India: The Hindu Way" (eleven films).color - Syracuse University.

Islam: "History and Culture I and II" 56 min. McGraw-Hill. f

. "Islamic Mystici ,511-.7" 28,min. color., Hartley.

. "Journey to Mecca" 15 min. Association Films.

Judaism: Israel" 30 min. color IFF.

"Israel: A Story of the Jewish People"-31 min.color ADLBB.

"Judaism: prthodox, Conservative, Reform"'30 min. AD"LBB.

"The .fe-Cycle of the Jew" 30 mip. ADLBB.

-151

Ow/

.1

SouneFilmstr

) I

"What is Judaism?" 40 min. ADLBp

"The,Wokld's great Religions," Time-Life Ed Program4

114

"Christ nity," "Judaism," "Hinddism," "Buddhism,u"Zslam,' "Confucianism," and "Taoism"filmstri s, life reprints, spirit masters, andteacher' guide

"Understanding Hinduism""Undeistanding Buddhism""UnderstakidingiShintoise,"UnderstandinglIslam"

t

. . .

"Jews .in America""The Story of Hanukka"The Story df PassoveThe Story 'of Purim"

Slides

"Hinduism""Buddhism in Southeast Asia and Ceyloq""Islam" Visual Education Service;

Yale Divinity SchoolEt*

"Islam - Hajj,a pilgrimage to Mecca"slide lectureSheikh Publications

.7*

4

4

- Chicago, Illinois

!.

Anti-odefamation League

Sound - Slides"Man and His Gods: An Inquiry into the tute'of Religion"

Cen er for the Humanities