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1. Law in the Classroom: Activities and Resources. Revised.

Author

Social Science Education Consortium, Inc., Boulder, CO., ERIC Clearinghouse for Social Studies/Social Science Education, Boulder, CO., Turner, Mary Jane, and Parisi, Lynn

Abstract

This K-12 handbook is designed for law and justice professionals who serve as resource persons and for classroom teachers working with resource persons. The book is arranged in four parts. The introduction provides an overview, explains the use of the handbook, presents background for the teacher on using community resources, and offers practical teaching tips for resource persons. Part 2 explains a variety of strategies designed to involve students actively in the learning process. Strategies include case studies, mock trials, moot courts, pro se courts, brainstorming, dilemmas, games, police activities, and field trips. Classroom procedures, instructions for implementation, and several law-related activities targeted for various grade levels are outlined for each strategy. Part 3 contains activities for specific law-related content areas. Activities focus on introducing students to law, individual rights, criminal law, civil law, and civil court procedure. The sections on individual law and civil law are subdivided into categories of freedom of speech, freedom of press, freedom of religion, search and seizure, family law, consumer law, property law, environmental law, and torts. The activities in parts 2 and 3 include 78 reproducible student handouts. Part 4 suggests additional resources, including state and national law-related education programs, multimedia resources, games and software, print materials, and ERIC resources. (LP)

Published
1984

2. Law-Related Education Evaluation Project, Final Report. Phase II, Year 1.

Author

Social Science Education Consortium, Inc., Boulder, CO., Center for Action Research, Inc., Boulder, CO., and Turner, Mary Jane

Abstract

The impact of six elementary and secondary law related education (LRE) projects on students' knowledge, attitudes, and behavior is examined. Other effects of LRE examined included possible effects on student skills, classroom attendance, discipline, relations with students, school-community interaction, and treatment of youthful offenders by juvenile justice system personnel. Teachers' use of LRE materials and strategies was also examined. Evaluated were the following six projects: (1) the American Bar Association's Special Committee on Youth Education for Citizenship; (2) the Children's Legal Rights Information and Training Program; (3) the Constitutional Rights Foundation; (4) Law in a Free Society; (5) the National Street Law Institute; and (6) the Phi Alpha Delta Law Fraternity International. Of the more than 75 sites at which at least one of the projects was conducting activities, 19 were chosen for intensive data collection. Research methodology included interviews, survey questionnaires, and direct classroom observation. Overall findings showed that when legal education is implemented in accordance with prescriptions for the development of sound LRE programming, the classroom learning experience favorably affects factors which are directly related to socially approved behavior: commitment, attachment, involvement, belief in the moral validity of social rules, equality of opportunity, and positive labeling. One limitation of the research was the small sample population. The appendix contains a brief description of each project's goals and major features. (RM)

Published
1981

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