ERIC Number: ED388540
Record Type: RIE
Publication Date: 1994
Court Access: A Law-Related Education Curriculum for Limited-English Speakers.
Fisher, Margaret E.; Gold, Julia Ann
This curriculum guide offers an interdisciplinary approach to law-related education (LRE) intended to assist teachers with introducing LRE into courses for students with limited ability to speak English. The guide opens with a definition of LRE, its objectives and methods, and its place in the general school curriculum. The introductory section also includes a description of the Institute for Citizen Education in the Law (ICEL) and a history of this curriculum project. The 20 units of the curriculum cover: the roles of judges, lawyers, and juries; the significance of the Constitution and Bill of Rights; the processes of the trial and appeals; courts and justice; courtroom protocols; fair police procedures and working with the police; suppression hearing; searches; child protective services; parents and children; legal issues of domestic violence; landlord-tenant relations; and consumer law. The lessons encourage interactive and cooperative learning through the methods of brainstorming, hypotheticals and case studies, role playing and simulation, group activities, and opinion polls. Each lesson plan specifies the number of class periods required, the objectives, procedures and vocabulary. Many of the lesson plans provide student handouts such as legal documents and worksheets. (JD)
Descriptors: Citizenship Education, Courts, Instructional Materials, Interdisciplinary Approach, Law Related Education, Limited English Speaking, Secondary Education, Social Studies, Teaching Methods
Seattle University School of Law, Institute for Citizen Education in the Law, 950 Broadway Plaza, Tacoma, WA 98402-4470.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Washington State Office of the Administrator for the Courts, Olympia.; Seattle Univ., Tacoma, WA. Inst. for Citizen Education in the Law.
Note: For some related reports from this institute, see SO 025 101-104. Funded by a grant from the State Justice Institute.