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This book is in the form of a bibliographic essay, and addresses the needs of educators seeking access to legal research materials. The first item discussed is court decisions and examples are given which demonstrate the importance of legal precedent. An explanation is given of the complicated systems for reporting court decisions and how the educational researcher can find a case, read it, and apply its findings to the particular problem at hand. A section is devoted to finding information about legislation, codes and statutes, and understanding legislative intent. Included in this section are discussions on hearings and reports, researching bills that fail, determining the status of pending legislation, and state legislation. The next three sections discuss finding and using federal agency publications, list useful legal periodicals and reference works, and describe law library indexing systems. The final section discusses the revolution that has been brought to law libraries by the advent of computerized legal research and explains how an educator may make use of the complex resources available through computerized searches. (JD)

One of a series of units on business issues designed for secondary school students, this packet examines white collar crime. Teacher and student materials are provided in two separate sections. The teacher's guide contains four lesson plans as well as research project recommendations, student handouts, answer keys, and suggestions for using a business person as classroom resource. The student materials section presents readings on the insurance business, government regulatory agencies, and corporation management. Also included is a case study of insurance company fraud. Presented as a skit, this case illustrates the responsibilities of the Board of Directors and corporate management to stockholders and customers, the responsibilities of government watchdog agencies, and the responsibilities of accountants in their audits of a corporation's financial records. Follow-up discussion and a vocabulary review sheet complete the unit. (LP)

The guide is designed for a one-semester high school course focusing on American problems. Objectives are to help students develop a practical understanding of the law, acquire an appreciation of the principles of our laws, and participate in the legal system. The guide is arranged in three major units. Following a course outline and list of student materials, unit I contains 4 lessons dealing with the nature of law. Unit II includes lessons on the causes of crime, crimes against people, crimes against property, and controversial crimes. The four lessons in the final unit examine the following aspects of the criminal justice system: pre-arrest and pre-trial, trial, sentencing, and juvenile justice. Learning activities take a variety of forms, including role plays and simulations, news analyses, news reporting, field trips, and interviews. Each unit includes the following components: an overview, concepts, generalizations, learning objectives, vocabulary, activities, readings, worksheets, appendices, and student materials. (LP)

Intended to supplement secondary level world history courses, this booklet will help students understand the history of and need for rules and laws. There are five units. In the first unit, students examine evidence from anthropology and archaeology which show how rules developed in prehistoric cultures. The second unit deals with the Code of Hammurabi and helps students understand Mesopotamian ideas about justice and law. Justice and making rules work are the major topics of unit 3. Students learn how the Greeks kept their "an eye for an eye" concept of justice from becoming an excuse for endless killing. The fourth unit treats legal processes. Examined are the ways of enforcing and making judgments under the law in England during the Middle Ages. The need for authority is the focus of the concluding unit, which contains stories set in 14th century Renaissance in Italy. Students are involved in many different kinds of activities. For example, they analyze case studies, read and discuss fictional short stories, study time lines, give brief oral reports, write endings to stories, and participate in mock trials. Discussion questions and definitions of new vocabulary are included. (RM)

An introduction to criminal law, processes, and justice is provided in this high school level text. Content is divided into six chapters, each treating a particular aspect of criminal procedure and the social and political issues surrounding it. Chapter 1 considers the criminal, the effects of crime on its victims, and legislation to aid victims. Chapter 2 focuses on the police, the laws regulating them, and the public reaction to them. The entire process involved in a criminal court case is detailed in chapter 3, from arrest, bail, and initial hearing to trial procedure and verdict. Sentencing and correction facilities are discussed in chapter 4. Chapter 5 provides an overview of the juvenile justice system, examining the problems of delinquency and juvenile corrections. The final chapter examines the causes of crime as well as both government- and citizen-generated responses to the problem. In each chapter, a brief introductory example precedes a selection of readings, case studies, student simulations, discussion guides and exercises. The text concludes with a section of answer keys to chapter exercises. (LP)

Instructions are provided for using an accompanying student text. The materials are designed to supplement secondary world history textbooks. Content focuses on the development of law from the prehistoric period to the Renaissance in Italy. The teacher's guide begins by providing a general overview of the student booklet. For each unit, the guide presents an overview, outlines specific goals and objectives, discusses needed teacher preparation, and then presents the text of the student booklet. Interspersed through the text are teaching suggestions, including questions to ask, learning activities, facts students might be interested to know, topics to explore, and answers to student booklet questions. (RM)

The teacher's guide provides objectives, goals, learning activities, resources, teaching techniques, student bibliographies, and other sources helpful to teachers in developing, planning, and implementing juvenile justice education programs in the social studies classroom. The first section of the guide examines the nature of juvenile crime, goals for instruction, relevant videotape sections, and introduces a shoplifting simulation. The second section investigates police and arrest procedures through activities which involve students in simulated police action. The third section focuses on the juvenile system. Students observe proceedings of a juvenile court case, analyze the juvenile system, and compare it to the judicial process used for adult defendents. Activities in sections one through three include: videotape analysis, class visitations by policemen and merchants, readings, class discussions, role playing, class debate, the case study approach, and classroom polls. A directory of juvenile justice resource people in Carroll County, Maryland, is included. An accompanying videotape, entitled "Maryland v. Trouble," may be obtained from the Law-Related Education Program for the Schools of Maryland, Carroll County Public Schools, 55 North Court St., Westminster, Maryland, 21157. (Author/DB)

Eight units of study make up this senior high school Interdisciplinary Cooperative Education Program (ICEP) curriculum designed (1) to assist seniors in learning and developing the skills, knowledge, personal traits, health habits, work habits, safety habits, pride in achievement, and modes of conduct necessary for success; and (2) to assist them in making the transition from school to the World of work. Each unit contains a number of episodes (teacher-constructed plans for learning experiences). The Instructional Units are: (1) Orientation (5 episodes), (2) The World of Work (11 episodes), (3) Personal Growth and Effectiveness (8 episodes), (4) Career Information and Planning (18 episodes), (5) Consumer Education (28 episodes), (6) Community Services (3 episodes), (7) Law (19 episodes), and (8) Safety (5 episodes). The episode components are: Episode Name, Unit Number and Name, General Objectives, Related Concepts, Potential Centers, Proposed Evaluations, Proposed Strategies, Logistic Decisions, Related Content, and Episode Resources. The cooperative instructional units include Business and Office Education, Health Occupations Education, Home Economics Education, Industrial Arts Education, and Trade and Industrial Education. An example of the teacher's Summary Report, the employer's Evaluation of the Cooperative Trainees' On-the-Job Work, and A Student Survey are included. (HD)

The teacher's handbook provides goals, objectives, and teaching strategies helpful to secondary teachers in supplementing existing law-related curriculum materials in the social studies classroom. Intended as a means of actively involving students in a study of law, the first section presents 19 lesson plans and selected student resources for use in grades 6-8. Topics include crime rate, the misuse of authority, authority and police, freedom of the press, authority and the courts, accessory to a crime, fair trial, student rights, responsibilities, and citizenship. The second section provides 26 lesson plans for use in grades 9-12. Topics include police methods, amendments, slavery vs. freedom, shoplifting, foreign policy, law vs. conscience, urban crime, euthanasia, and the electoral college. For each topic in sections I and II, the following information is given: course into which the topic might be integrated, topical questions, time, required materials, resource people, rationale, content, objectives, procedures, assignments, and evaluation. Teaching strategies include newspaper article analysis, class discussion, assigned readings, mock trials, drafting of hypothetical laws, role playing, class visitations, map analysis, case studies, film and slide viewing, document analysis, group work, and educational games. (Author/DB)

The teacher's handbook provides goals, objectives, and teaching strategies helpful to elementary teachers in supplementing existing law-related curriculum materials in the social studies classroom. Intended as a means of actively involving students in a study of law, the first section presents 17 lesson plans for use in grades K-2. Topics include enforcement of laws, justice in the courts, laws as social controls, human variability, property rights, fairness, rules, and diversity. The second section provides 34 plans for use in grades 3-5. Topics include responsibility, fairness, bicycle safety, honesty versus stealing, the need for rules, settling disputes, and the juvenile justice system. The third section presents six lesson plans for use in grades 3-5 developed by secondary school students trained by the program. Topics are law and values, leadership, functions of rules and law, rule making, freedom of speech, and justice. For each topic in Sections I-III, the following information is given: time, materials required, rationale, content, objectives, procedures, evaluation, and assignments. The lesson plans focus on the following teaching strategies: class discussion, story reading, art work, case studies, slide shows, role playing, partner and group work, and class visitations. A materials evaluation inquiry is included. (Author/DB)

Community resources, learning activities, teaching tips, field trip suggestions, and other sources available in Carroll County, Maryland, for use by K-12 teachers in developing, planning, and implementing citizenship education programs in the social studies classroom are provided. The first chapter examines procedures to be followed by teachers when working with community resource people. A nine item checklist for use in preplanning classroom visitations is included. The second chapter outlines the school visitation and resource programs which have been developed by the Westminster City Police, the Maryland State Police, and the Federal Bureau of Investigation. Topics include bicycle safety, behavior toward strangers, bomb detection, riot control, drug abuse, criminal investigations, FBI jurisdiction, and national security. A list of federal and state law enforcement agencies is included. A description of information services and programs offered by the Carroll County Bar Association and a directory of Carroll County attorneys are presented in the third chapter. Auxiliary agencies in the Carroll County area which can serve as information sources are listed in chapter four, followed by suggestions for law-related field trips in chapter five. Tips for planning and conducting field trips are included. Suggested field trips include police ride alongs, courtroom visitations and tours of correctional facilities. (Author/DB)

This booklet presents a set of secondary level classroom strategies for examining American history in light of issues identified by the American Issues Forum. Emphasis is on "certain inalienable rights" of citizens. This topic is covered in four sections: freedom of speech, assembly, and religion; freedom of the press; freedom of search and seizure; and equal protection under the law. Each section in the booklet contains class activities involving reading, role playing, and debate; a selected bibliography of content area materials and films; and an annotated bibliography of general references. Section one presents 17 activities in which students analyze constitutional amendments and court cases dealing with public morality and free exercise of religion. With the nine activities in section two, students compare the meaning of "free press" to individuals and to American society. In one of seven activities in section three, a simulation teaches students about moot courts. Section four contains seven activities including consideration of hypothetical classroom situations reflecting discrimination and segregation. Instructional overviews included at the back of the booklet outline content, key concepts, and suggested themes for each of the four sections. All materials are in field-test condition. (AV)

The elective unit on Constitutional Law is intended for 11th and 12th grade students. The unit is designed around major course goals which are to develop those concepts whereby students recognize and understand the following three topic areas: 1) Role of the Federal Judicial Branch of Government, 2) Supreme Court Cases Involving the Three Branches of Government, and 3) Supreme Court Cases that Relate to Civil Liberties. Teaching strategies used are questioning techniques to stimulate classroom discussion. Under each topic are statements of which the student is to gain an understanding, suggested questions related to the understanding, and answers to the questions. To successfully use this unit, the students and teachers must have access to resource materials mentioned in the course. (Author/RM)

The rationale for a program intended to suggest ways in which respect for the rule of law may be developed, and a suggested series of modules to provide guidance and illustrative materials for developing legal concepts and understandings in an 11th grade American history course are presented. The format suggests several alternate uses, including the basis for a minicourse as well as a one-or two-semester course. An overview outlines the understandings designed to be developed in five modules, entitled The System: Who Needs It; Legal Techniques at Work; Law and Change; Keeping the Officials in Line; and The Limits of Law. A section on how to use the teaching program offers a purpose and description of the entire program and each of the modules. Background information about the legal system describes kinds of laws, official tasks, legal proceedings, and the court system. In a section on the collection of resource materials for classroom use the location and adaptation of cases and statutes, printed materials, and human resources is related. A bibliography and media listing conclude the rationale. Some of the background information is specifically related to the New York State legal system. (Author/KSM)

The primary focus of this legal education module, fourth of five to be integrated into an 11th grade American history course, is on the problems of maintaining a system of government in which officials who make, change, enforce, and apply laws do not unreasonably interfere with fundamental values and interests of the governed. Understandings, or objectives, consider how officials may interfere with basic interests of citizens in the processes of governing; look at the United States Constitution to identify principles that limit powers of officials for protection of the governed; and examine mechanisms by which offical conformity to principles of the Constitution may be monitored. The format of this module follows that described for Module I, SO 007 673. (Author/KSM)

The primary focus of this legal education module, third of five to be integrated into an 11th grade American history course, is on the relationship of social change and legal change. Students are asked to create a model for evaluating change processes, then to evaluate legal and extra-legal methods of influencing change. The module provides for the analysis of change methods from the use of the vote, the role of the lobby, and the place of protest to the function of revolution. Much of the material under the civil rights topic is used as a case study for examining the change process. The format of this module follows that described for Module I, SO 007 673. (Author/KSM)

The primary focus of this module, one of five to be integrated into an 11th grade American history course, is on the question: Is law necessary? Understandings, or objectives, deal with the use of the law as a necessary means of social control over antisocial behavior and dispute resolution; treat the social guidance function of law; examine the use of law to provide necessary social benefits through public and private means; and give students an opportunity to philosophize about the theoretical neccessity for law. In the module, an explanation for the teacher follows the statement of each understanding. Related objective and general questions are listed. Most of the double-columed pages detail descriptions of classroom strategies with notes to explain a strategy's validity and to indicate points to observe while using the strategies. Resources used with these strategies are grouped together and are cross-reference by case name, statute, and by page in a detailed description of the teaching procedure. A resource listing for each case includes a description or excerpt from the decision. A bibliography includes written source materials as well as films, filmstrips, and simulations. A teacher's guide is SO 007 674. (Author/KSM)

The primary focus of this legal education module, second of five to be integrated into an 11th grade American history course, is on the five legal tools needed to provided for the needs of our society. The functional analysis of government provided by this module allows students to investigate the various branches of government and administrative agencies within a single conceptual framework. In addition, a useful structure is provided for the investigation of the governmental processes of a local community. Four understandings, or objectives, survey the resources at the disposal of a legal system, examining five distinct legal techniques at work on the illustrative social problems of pollution and highway safety; explore each legal technique to discover the roles of various officials and private citizens in its operation; consider techniques of law that might be ill-designed or misused; and examine how effective treatment of a social problem by the legal system may depend on assignment of appropriate legal techniques to work on the problems. The format of this module follows that described for Module I, SO 007 673. (Author/KSM)

The primary focus of this legal education module, fifth of five to be integrated into an 11th grade American history course, is that the law is not an all powerful instrument of social control. Understandings, or objectives, consider the following: that the very nature of some social aims, such as brotherhood, places them beyond the limited capacity of law; how the capacity of law may be limited by lack of agreement that law should be used to further a particular social aim; that law is limited in furthering some legal aims because some of the aims of society conflict; how lack of knowledge about the cause or cure of a particular social problem may limit the capacity of law to alleviate the problem; how limits of technological capability may impose limits on the capacity of law; and ways in which the difficulty of accurately determining the facts serves to limit the capacity of law in the appropriate application of legal rules. The format of this module follows that described for the Module I, SO 007 673. (Author/KSM)

In 1973, Pennsylvania Secretary of Education John C. Pittenger declared legal education a curriculum priority of the Department of Education. A major component of this curriculum development was the formation of the goals of legal education. The goals were formulated in terms of student competencies. This publication lists these competencies, which give direction in the teaching of law-related education at the primary, intermediate, and secondary levels. The publication's four major sections include a list of concepts that students will have achieved at the end of the 12th grade and subcompetencies to be developed at the primary, intermediate, and secondary levels. Each of the four sections is organized into three categories: (1) Groups Establish Certain Acceptable Behavior, which focuses on the need for rules to protect both the individual and society: (2) Groups Differentiate Between Acceptable and Unacceptable Behavior, which relates to the varied types of unacceptable and illegal behavior, and legitimate authority; and (3) Groups React in Varied Ways to Acceptable and Unacceptable Behavior, which emphasizes enforcement and correction. (Author/RM)

Student and teacher materials are included in this book on Minnesota laws which directly affect the lives of high school students. The laws are grouped into six broad categories insofar as they are related to major areas of a student's life, i.e., civil law, home, school, marriage, the criminal justice system, and alcohol and drug laws. After introducing the topic to the student, each section presents a pretest, educational objectives for the topic, "mini" case problems, and at least one fairly complicated case story involving several legal questions. Information is also included to clarify the legal questions involved. Teacher's notes, following each topic unit, include responses to self-quizzes and an outline of case studies issues requiring discussion. A teacher's foreward describes the strategies and resources for using the handbook. Information on the availability of a slide show and suggestions for outside research assignments are given. Appendixes on the judicial systems, due process, and equal protection conclude the handbook. Although geared particularly to the law of Minnesota, this guide could be used in other states. (JH)