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In the Rene v. Reed case, Meghan Rene and other disabled students argued that their due process rights were violated in regard to the Indiana Statewide Testing for Educational Progress (ISTEP) graduation examination. This set of four lesson plans uses the case of Rene v. Reed, which was first argued before the Indiana Supreme Court, to study the constitutional requirement for due process of law. The lesson plans are entitled: (1) "What Is 'Due Process' Anyway?"; (2) "What Is the Difference between Procedural and Substantive Due Process?"; (3) "The Changing Meaning of 'Due Process'"; and (4) "Oral Arguments On-Line." Each lesson presents background information; states learning objectives; lists online resources; provides learning activities; suggests materials for further study; and addresses related Indiana social studies standards. The lesson plan contains a glossary; a case summary; the Appellant's Petition to Transfer; the Appellee's Opposition to Petition to Transfer; the "Order Denying Transfer"; and the Court of Appeals' Opinion. (BT)

This lesson plan about Indiana's court system is designed to work with any classroom resources a teacher may use when teaching a U.S. history, government, or Indiana history class. The lesson also provides online suggestions, general legal links at the end of the lesson to aid a teacher or student interested in exploring other legal topics, and a comprehensive glossary of legal terms. The lesson cites learning objectives; suggests five learning activities; and addresses related Indiana social studies standards. It discusses the difference between a civil case and a criminal case and provides an organizational chart of the Indiana judicial system. (BT)

In the case of Ritter v. Stanton, the attorneys for Ira Ritter and Kroger alleged that the amount of damages awarded by the jury were excessive and asked the Indiana Supreme Court to review the matter. This set of three lesson plans for secondary educators uses the Ritter v. Stanton case to examine the concept of the U.S. constitutional right to trial by jury. Lessons are entitled: (1) "Can I Have a Jury Trial?" (2) "What Does a Jury Do Anyway?"; and (3) "Oral Arguments On-Line." Each lesson presents background information; states learning objectives; provides learning activities; suggests materials for further study; and addresses related Indiana Social Studies Standards. The set also contains a related glossary; a case summary; the Appellant's Petition to Transfer; the Appellee's Brief in Opposition to Petition to Transfer; the Appellant's Reply to Appellee Brief Opposing Transfer; and the Order Denying Transfer. (BT)

The O. J. Simpson trials taught much of the United States a basic lesson in the difference between criminal law and civil law. Many students learn in their government classes that a person cannot be tried twice for the same crime. A person found innocent in a criminal trial, however, can be sued under civil law procedures for damages. It is possible, then, to have the two trials reach very different conclusions, as was seen with the Simpson cases. In part, this is because there is a greater burden of proof with criminal cases than with civil cases. In this lesson plan, students learn some of the fundamental distinctions between civil and criminal law through analyzing newspaper articles that deal with the two types of cases. Students attempt to correct a fictional news article about a criminal case. The lesson plan provides an overview, educational objectives, links to both civics and social studies standards, materials needed, handouts, and step-by-step classroom procedures. (BT)

The teacher's guide and a students' guide focus on basic constitutional issues dealing with the media and free press. Students examine case studies, tabloid headlines, and various policy issues relating to information dissemination in society. The guide provides recommended lesson sequences incorporating readings, directed discussions, and interactive activities supported by reproducible student handouts. Instructions for utilizing the Civil Conversation feature are included along with instructions for a final assessment activity involving the Internet. The lessons are divided into five chapters with 18 lessons. Chapters include: (1) "A Free Press"; (2) "A Responsible Press"; (3) "Free Press/Fair Trial"; (4) "The Myth Makers"; and (5) "New Frontiers." Fourteen student handouts accompany the lessons. (EH)

This series of independent lessons draws from examples of real legal issues and encourages students to refer to Constitutional interpretations and precedent cases to arrive at judgments. The lessons include: (1) "Affirmative Action: How Level is the Playing Field?"; (2) "We Are a Nation of Immigrants"; (3) "Should Elected Office Be a Lifetime Job?"; (4) "Is There Room for the Menorah, A Nativity Scene, and Other Religious Symbols in the Classroom?"; (5) "Indecency on the Net: Should It Be Regulated?"; (6) "Ethics, An Issue for Every American"; (7) "Cloning. . . Are We Next? How Far Should It Go?"; (8) "A Religion? Or a Cult? What's the Difference? And What Rights Do Religious Cults Have?"; and (9) "Teen Driver's License Regulations." Each lesson includes descriptions of cases and background information, objectives, key concepts and vocabulary, student activities, student handouts, supplemental activities, and can be adapted for use with elementary students. (MM)

The purpose of this guidebook is to give Minnesota legislators an overview of all laws affecting young people in order to have a reference aid on current state policies toward youth. State statutes and cases that provide rights, responsibilities, and protections for young people under age 18 are described. Part 1 of this guide, "The Laws," consists of substantive laws organized by the following subject categories: economic protection; educational rights and responsibilities; family relations; health and social services; unlawful acts by youths; unlawful acts against youths; and miscellaneous age provisions. Part 2, "The Courts," explains the courts and procedures that deal with youths in civil adult court, criminal adult court, and juvenile court. Citations to Minnesota Statutes and Rules are provided throughout the text. A glossary of legal terms is included at the beginning of the guidebook. (TS)

This guide is intended to advance high school students' understanding of the Iowa court system and the democratic principles on which it is based. The guide focuses on the Iowa district courts. Although 80% of law takes place in district courts, few national texts cover the district courts due to differences in district courts from state to state. The guide briefly overviews the proposed curriculum, potential teaching methods, format of the student guide, examples of possible educational outcomes, and ways to evaluate student achievement and the effectiveness of the project. The guide also focuses on the use of outside resource persons and service learning to enhance the curriculum. Separated into eight chapters, the guide covers lessons on the history and role of the courts, the structure of the courts, criminal and civil procedures, juries, the juvenile court, and concludes with a chapter on the future of the Iowa courts. The guide contains a concluding activity and a glossary. (TSV)

This document consists of 3 volumes (9 issues) of a serial devoted to law-related education (LRE) that offers background information on a wide range of legal issues as well as teaching strategies for LRE. Issues of the magazine focus on the law as it affects schools and young people. Seven of the nine issues are devoted entirely to a special theme. The seven themes are: (1) law in American history courses (v17 n2); (2) LRE and the global environment (v17 n3); (3) teachers' and students' civil rights (v18 n2); (4) the status of legal services to the poor (v18 n3); (5) legal issues and principles related to diversity in America (v19 n1); (6) violence associated with attending school (v19 n2);, and (7) federalism (v19 n3). The two remaining issues (v17 n1 and v18 n1) examine, in broad terms, the concept of justice. Many themes in constitutional law are featured. Some articles take a global perspective, evaluating law in various world cultures. Each issue proposes teaching methods that involve class discussions and collaborative learning, such as mock trials, simulated public and Congressional hearings, and other role playing exercises. Many of the lesson plans include student handouts. A cumulative index to the journal (v1-19 1977-1995) is contained v19 n3. (LH)

Dedicated to celebrating the importance of law in U.S. life, the 19 stories collected in this volume are about legislators who enact the law, judges who interpret it, and lawyers who practice it. The stories describe the contributions to the United States through the law of distinguished individuals, emphasizing the devotion of many lawyers to public service. The stories also explain landmark court cases that helped build, extend, and solidify the U.S. tradition of legal rights and responsibilities. The stories examine a wide variety of subjects, including: Pauli Murray's efforts to safeguard the civil rights of her fellow African Americans; Clarence Gideon's and Abe Fortas's struggle for the right to a free attorney for poor persons accused of a felony; the delayed acknowledgment of the constitutional rights of interned Japanese-Americans; Thomas Jefferson's brilliance as a young lawyer; the judicial and legislative efforts of Native Americans on behalf of their free exercise of religion; Thurgood Marshall's role the cessation of school segregation in Brown v. Board of Education; the Supreme Court's elaboration of the "exclusionary rule" as a measure to safeguard to Fourth Amendment's protection of citizens from unreasonable searches and seizures; and Ruth Bader Ginsburg's fight against sexual discrimination and her elevation to the Supreme Court. (LH)

Two articles in this instructional newsletter elucidate rulings by the United States Supreme Court, Circuit Court of Appeals, and District Courts affecting state sponsored school prayer: (1) "First Amendment Prayer Pendulum"; (2) "First Amendment. Rosenberger v University of Virginia." The newsletter provides the facts of the cases, legal precedents, arguments presented by both sides, significance of the decisions, as well as suggestions for appropriate teaching methods. Articles cover the First Amendment issues of school prayer and public funding for student religious magazines through student activities fees. Teaching strategies for examining both of these issues, including student handouts, are provided. (LH)

Providing legal perspectives on equal protection with a focus on access to public education, this curriculum guide assists lawyers making classroom presentations and teachers at all levels. The elementary school curriculum provides students with a working knowledge of the concept of discrimination. It also introduces the differences between permitted and illegal discrimination. In the secondary school curriculum, students analyze a case study on the rights of children of undocumented aliens. Students are asked to express opinions on the right to a free public education for children of illegal aliens. This issue is used to frame student consideration of the Equal Protection clause of the Fourteenth Amendment. In addition to lesson plans, the booklet contains activity guides and sheets, a chronology of California immigration policy history, and instructions for a student forum. (LH)

A series of nine lessons that can be used in any order, this booklet is intended to help teachers and students discuss and analyze the issue of terrorism in the United States. The lessons cover a range of important issues appropriate for social studies classes, and contain readings, discussion questions, and interactive activities. The first lesson presents an overview of the Oklahoma City (Oklahoma) bombing and corresponding issues. The next seven lessons are grouped into three issue areas: responses to terrorism, free speech issues, and the prevalence of conspiracy theories in U.S. society. The final lesson, appropriate for use by teachers in all curriculum areas, models a civic participation process that encourages students to take a hands-on approach to addressing community problems. The materials invite student participation in a variety of activities such as directed discussions, small groups, simulations, role playing, and interaction with outside resource persons. Student handouts are appended. (TSV)

This publication is intended to serve as a resource for K-12 social studies teachers charged with the major responsibility of making peace and law-relaed concepts meaningful to students. The purpose of this resource book is to empower teachers and students in Hawaii with the concepts of peace and law. It seeks to foster dialogue between and among teachers and students that promotes respect, tolerance, and an understanding of the need for global peace. Pertinent information about Hawaii's judicial history, the civil and criminal trial process, and the court system is included in the resource book. It also contains sample learning opportunities that focus on peace and law-related concepts. The resource book intends to enhance students' critical and creative thinking, and communication skills, as well as conflict management and resolution skills. These skills are essential for maintaining successful relationships in the home, school, workplace, and community at large. (LH)

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing one's own business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: complying with rules and regulations affecting business, developing policies for compliance with government regulations, identifying business contracts, selecting business contracts, and determining the use of legal assistance. (KC)

This instructor guide for a unit on financial analysis in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 3 of learning--starting and managing one's own business. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: responsibilities in managing finances, financial advisors, cashflow management, financial control procedures, cashflow patterns, trouble spots, owner's equity financial statement, analysis of financial statements, financial management ratios, break-even point, and computer applications for financial management. (KC)

This instructor guide for a unit on legal issues in the PACE (Program for Acquiring Competence in Entrepreneurship) curriculum includes the full text of the student module and lesson plans, instructional suggestions, and other teacher resources. The competencies that are incorporated into this module are at Level 2 of learning--planning for a business in one's future. Included in the instructor's guide are the following: unit objectives, guidelines for using PACE, lists of teaching suggestions for each unit objective/subobjective, model assessment responses, and overview of the three levels of the PACE program. The following materials are contained in the student's guide: activities to be completed in preparation for the unit, unit objectives, student reading materials, individual and group learning activities, case study, discussion questions, assessment questions, and references. Among the topics discussed in the unit are the following: classification of government regulations, five essential components of a contract, major types of contracts used by entrepreneurs, methods of protecting a business idea, and liability issues for a potential business. (KC)

This special theme issue of "Update on Law-Related Education""tells about the past, present, and future of equal legal representation for all in our society." It is dedicated to the history and heroes of legal aid for the poor and the need to further that cause if the United States hopes to achieve equal justice for all. In his foreword, Justice Earl Johnson, Jr. of the California Court of Appeal insists that poor and even middle-class citizens who cannot afford lawyers stand no chance of attaining justice in court and that justice for all must mean lawyers for all. R. James Steiner and Carol J. Holahan outline the history of legal aid for civil cases in the United States beginning with the foundation of the German Legal Aid Society in New York City in 1876 and tracing the spread of similar societies to other cities by the turn of the century. The article describes the creation of the American Bar Association's Standing Committee on Legal Aid in the 1920s and of the Legal Services Corporation in 1975. Judy Norris outlines the history of indigent defense in the United States, describing the 1963 Supreme Court decision in Gideon v. Wainwright which guarantees counsel to the poor. Other articles highlight the heroes of legal aid, interview leading figures in the movement today, and feature the history of the Legal Aid Society of New York. Lesson plans introduce the Bill of Rights, call on students to discuss plans for developing legal aid programs, and evoke discussion over the meaning of justice. Each of the lesson plans provide student handouts. (JD)

This law-related education teaching resource calls attention to civil rights in the school. Julius Menacker gives an overview of major national school legislation and the federal courts' roles in the constitutional areas of equal protection, freedom of expression, and due process. Aggie Alvez offers new perspectives on the constitutional, economic, social and political implications of dress codes using several instructional formats including a mock school board hearing. A lesson plan designed by Stephen A. Rose provides tools to help students formulate and apply reasoned views of the Establishment Clause and its Supreme Court applications. Ralph D. Mawksley looks at important legal principles and precedents that have framed sexual harassment law and outlines a school harassment policy that will give students insights into preventive law. A lesson plan follows that presents sexual harassment laws and procedures to follow when harassment occurs, as well as tools to help students deal with this perplexing problem. Other articles explore the fairness of testing practices and the restrictive regulations intended to curb school violence. (JD)

This curriculum unit presents lessons based on information and ideas gained from a 1994 Fulbright-Hays Summer Seminar Abroad Program in the People's Republic of China. This series of three lessons is created as an introduction to Model United Nations types of activities for high school students. Lesson 1, "What are Human Rights?" deals with concepts and definitions of human rights. Lesson 2, "Chinese and American Concepts of Human Rights," enables students to compare the human rights perspectives of China and the USA, with the lesson culminating in forums where students role-play advocates of differing positions on human rights issues. Lesson 3, "Multilateral Human Rights Forums," provides ideas for additional interactive situations for further consideration of human rights and other important political topics. An extensive section of appendices follows the lessons and provides teachers the necessary materials with which to conduct the lessons. (EH)

This document is intended to give students an overview of laws in Wyoming. Subjects covered include civil and criminal law; courts in Wyoming; juvenile law, juvenile court procedure; rights of children; family law; employment law; automobile-related law; laws affecting the schools; and citizenship rights and responsibilities. The laws and courts of Indian tribes within the state of Wyoming also are presented. A glossary of legal terms concludes the document. (RJC)

Designed to give lawyers 12 practical suggestions that will make their presentations to elementary and secondary students more effective, this document also can be used by teachers. An introduction gives information about working with students: how to get to know students; how to make a presentation to students; how to choose a suitable topic; and how to lead students in discussion. Nine sample lessons including dispute resolution, legal procedure, access to justice, fundamental freedoms, and power and liberty are provided. (RJC)

Developed specifically for use in juvenile corrections facilities, this law-related curriculum acquaints students with important aspects of the criminal and civil justice systems. The criminal justice lessons in the curriculum are designed to help students better understand how the system actually works; the effect of crime on its victims; the roles played by the police, attorneys, judges, and probation officers; and the differences between the adult and juvenile justice systems. These lessons use interactive strategies to show how the legal system combines values, rights, and responsibilities. The civil law section includes lessons about small claims court, landlord-tenant laws, employer-employee relations, and attorney-client relations. The goal of these lessons is to provide practical information about the law, to help make the legal system more understandable, and to help the students see through active participation how the legal system works in a variety of ways. The curriculum also includes a lesson about resolving personal conflict. It gives students an opportunity to learn skills for managing conflict in their own lives in a constructive way. Each of the 10 lessons begins with step-by-step instructor's procedures followed by reproducible student handouts. The lessons contain readings and interactive learning strategies for use in the classroom. (LH)

Many of the court decisions in the 1960s and 1970s regarding student civil rights were decided in favor of students. By the 1980s the courts began to give administrators more authority. This change of judicial thinking means that school authorities must be reschooled concerning the rights of students. This booklet should help administrators understand the limits of their authority in matters of freedom of speech, student publications, search and seizure, drug testing, student-initiated religious activities, special education student discipline, expulsions, and suspensions. (EJS)

This publication addresses issues concerning the application of the law to extended-day Catholic schools. The first chapter provides an overview of extended care. In the second chapter, sources of the law that are applied to extended care programs are described. Canon law affects Catholic schools. Catholic schools are also subject to four types of civil law: (1) constitutional law; (2) federal and state statutes and regulations dealing with issues such as sexual and handicapped discrimination; child abuse; and fingerprinting and criminal checks; (3) common law; and (4) contract law. In the third chapter, legal issues for extended care programs that involve tort law are considered. Tort suits in schools are generally of four classes: (1) negligence, which requires the presence of a duty; a breach of duty; a proximate cause; and an injury; (2) corporal punishment; (3) search and seizure; and (4) defamation of character. The fourth chapter notes that extended care parent handbooks should address issues such as the program philosophy, admission policies, the program schedule, daily release, the discipline code, field trips, health and safety, emergency procedures, considerations regarding noncustodial parents and other relatives, program and student evaluations, and parents' signed agreement to the provisions of the handbook. A bibliography of 14 items, and a list of unpublished extended care materials, are included. (BC)

This pamphlet is designed to aid law students as they participate in the "Street Law" seminar that pairs law students and educators in the high school classroom. The clinical program places future lawyers in the classroom to help instruct in areas such as how the law affects daily lives, the meaning of the Constitution, dispute resolution, mock trials, and the policies and values that underlie legal rules. This handbook provides clinical requirements and other information to help guide the year long program. Sections include: (1) "Introduction: A Word of Welcome"; (2) "Goals of the Street Law-High Schools Clinic for Law Students"; (3) "Course Requirements"; (4) "Field Supervision"; (5) "Administrative Responsibilities"; and (6) "Evaluation and Grading." (EH)

This publication looks at the effect of the law on preschool programs conducted by nonpublic agencies. In the first chapter, a distinction is drawn between day care and preschool. The second chapter deals with sources of the law that are applied to preschool. Canon law affects Catholic schools. Catholic schools, as well as public schools, are subject to four types of civil law: (1) constitutional law; (2) contract law; (3) federal and state statutes and regulations dealing with issues such as sexual, racial, and handicapped discrimination; child abuse; and police and criminal checks; and (4) common law. The third chapter concerns legal issues for the preschool involving tort law. Tort suits in schools are generally of four classes: (1) negligence, which requires that a duty exists; that a violation of duty occurred; that the violation was a proximate cause of injury; and that injury occurred; (2) corporal punishment; (3) search and seizure; and (4) defamation of character. The fourth chapter notes that preschool parent handbooks should address issues such as the preschool philosophy and objectives, admission and academic policies, the discipline code, field trips, health and safety, emergency procedures, considerations concerning noncustodial parents and other relatives, and parents' signed agreement to the provisions of the parent handbook. A bibliography of 14 items, and a list of unpublished preschool materials, are included. (BC)