DOCUMENT RESUME ED 388 539 SO 025 104 AUTHOR Armancas-Fisher, Margaret; And Others TITLE Linking Law and Social Studies, Grades 9-12: An Interdisciplinary Approach with Social Studies, Science and Language Arts. INSTITUTION University of Puget Sound, Tacoma, WA. Inst. for Citizen Education in the Law. SPONS AGENCY Department of Education, Washington, DC. PUB DATE 90 NOTE 606p.; For some related reports from this institute, see SO 025 101-105. AVAILABLE FROMUniversity of Puget Sound School of Law, Institute for Citizen Education in the Law, 950 Broadway Plaza, Tacoma, WA 98402-4470. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF03/PC25 ?lus Postage. DESCRIPTORS *Citizenship Education; Instructional Materials; Interdisciplinary Approach; *Language Arts; *Law Related Education; *ScienCe Education; Secondary Education; *Social Studies; Teaching Methods ABSTRACT This curriculum guide offers an interdisciplinary approach to law-related education (LRE) intended to assist teachers with introducing LRE into a variety of social studies courses. The guide begins with a definition of LRE, its objectives and methods, and its place in the general school curriculum. The introductory section includes a description of the University of Puget Sound School of Law's Institute for Citizen Education in the Law (UPSICEL) and a history of this curriculum project. The lessons cover a broad rang, of legal issues including the environment, juvenile justice, property rights-, rights of Native Americans, international relations, presidential impeachment, voting rights, immigration, crime, and even the future of law in outer space. The lessons encourage interactive and cooperative learning through the methods of brainstorming, hypotheticals and case studies, role playing and simulation, pr_itical cartoons, group activities, games, and opinion polls. Each lesson plan specifies the source of the materials, the number of class periods, the need for resource persons, the objectives, and "procedures. Most lessons provide student handouts. (JD) Reproductions supplied by EDRS are the best that can be made * from the original document. * **********. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." U S. DEPARTMENT OF EDUCATION OIficeof EducalionaI Research and Improvement EDUCATIONAL RESOURCES INFORMATION . CENTER !ERIC) )(Trnsdocument has been reproduCed as recanted born the person of orgenualmn ongtnating a (' Mmor changes nave been made to .mprove WRITTEN BY: MARGARET ARMANCAS-FISHER reproductmn ouahty JULIA ANN GOLD Potnts 01 vie* or opmions stmed.1'1ho doCu- ment do not necess.aroy representolficiai WILLIAM KRIEGER OERI Pos.hon or polmy UNIVERSITY OF PUGET SOUND SCHOOL OF LAW INSTITUTE FOR CITMEN EDUCATION IN THE LAW BEST COPY AVAILABLE LINKING LAW AND SOCIAL STUDIES, GRADES 9 - 12: AN INTERDISCIPLINARY APPROACH WITH SCIENCE AND LANGUAGE ARTS A PUBLICATION OF UPSICEL Written By: Margaret Armancas-Fisher Julia Ann Gold William Krieger With Contributions Fromf Kerstin Gleim Jerry Thorpe FUNDED BY THE UNITED STA"' ES DEPARTMENT OF EDUCATION $113,364 in federal funds expended for this project (59%); $78,963 financed by nongovernmental sources (41%) University of Puget Sound School of Law's Institute for Citizen Education in the Law 950 Broadway Plaza Tacoma WA 98402-4470 206-591-2215 c UPSICEL, 1990 I. ACKNOWLEDGEMENTS II. INTRODUCTION A. WHAT IS LAW-RELATED EDUCATION AND HOW DOESvi IT FIT IN A SCHOOL CURRICULUM? B. UNIVERSITY OF PUGET SOUND SCHOOL OF LAW'S ix INSTITUTE FOR CITIZEN EDUCATION IN THE LAW (UPSICEL) C. A HISTORY OF ME PROJECT D. HOW TO USE THIS CURRICULUM xi E. SCOPE AND SEQUENCE GUIDE FOR TEACHING xvi SOCIAL STUDIES WITH LAW-RELATED EDUCATION METHODS III. LESSONS 1 1. OUR OLD GROWTH FORESTS 2. THE NORTHERN SPOTTED OWL-A LEGAL TOOL? 12 3. OLD GROWTH FORESTS A CONGRESSIONAL 18 INQUIRY 4.PROTECTING THE ENVIRONMENT 39 5. JUVENILE JUSTICE JURISDICTION ON INDIAN 41 RESERVATIONS 6. THE GREAT AMERICAN PROPERTY QUIZ 48 7.FINDERS KEEPERS: WHO OWNS LOST, MISLAID AND 55 ABANDONED PROPERTY? 8.NATIVE AMERICAN RELIGIOUS PRACTICES: A LETTER 60 OF APOLOGY. PEYOTISM AND THE SUPREME COURT 9.SETTLING DISPUTES OUTSIDE OF COURT 77 10. INTERNATIONAL BOUNDARY DISPUTE-POINT 86 ROBERTS, WASHINGTON 11. CRAZY LAWS 91 12. LAW IN THE FUTURE: MOON 2010 95 13. IMMIGRANTS TO THE PACIFIC NORTHWEST AND 102 WASHINGTON'S ANTI-DISCRIMINATION LAW EMPLOYMENT 14. DEVELOPMENT OF CHILD LABOR LAWS 115 15. PRIVATE LAND, PUBLIC GOOD 127 16. SEARCH AND SEIZURE IN WASHINGTON 137 17. BILL OF RIGHTS FOR YOUTH 153 18. NO VEHICLES IN THE PARK 164 19. 2087: A TIME FOR SECOND-DEGREE CITIZENSHIP 170 20. MINORS AND CONTRACTS 178 21. HOW GOVERNMENT PROTECTS KIDS 186 WASHINGTON'S CHILD ABUSE LAWS 22. LIVING ON LESS THAN $200 A YEAR 191 23. CULTURAL PERSPECTIVES ON FAMILY AND 195 MARRIAGE INDIA AND THE UNITED STATES 24. CHINA AND MEDIATION 205 25. ANTARCTICA THE CASE OF THE PLANE CRASH 215 26. ANTARCTICA -- WHO CARES? 222 27. THE ANTARCTIC TREATY 228 28. UNDERSTANDING CONCEPTS OF POWER 236 29. THE CONSTITUTION: CONSENSUS AND 244 COMPROMISE 30. CLAIM YOUR POWERS GAME 256 31. A VISITOR FROM OUTER SPACE 264 32. PRELUDE TO THE TRAIL OF TEARS: WORCESTER V. 268 GEORGIA (1832) 33. SLAVERY AND THE LAW: FROM INDENTURED 279 SERVITUDE TO DRED SCOTT' 34. SEPARATE BUT EQUAL: FROM "JIM CROW' TO 289 PLESSY V. FERGUSON (1896) 35. THE GETTYSBURG ADDRESS 303 iii 36. CONSTITUTIONAL ISSUES THROUGH DOCUMENTS - 317 EX PARIE MILLIGAN 37. THE IMPEACHMENT TRIAL OF ANDREW JOHNSON 322 38. THE ELECTORAL COLLEGE SYSTEM 342 39. THE GENERAL ALLOTMENT ACT OF 1887 (DAWES 359 ACT): SENATE COMMrITEE HEARING SIMULATION 40. LABOR'S STRUGGLE FOR LEGAL RECOGNITION 378 41. SHOULD MEN HAVE THE VOTE 400 42. SCHENCK V. UNITED STATES (1919) 402 43. THE SUPREME COURT, ROOSEVELT, AND THE NEW 408 DEAL 44. THE SUPREME COURT AND FDR: INTERPRETING 415 POLITICAL CARTOONS 45. THE JAPANESE RELOCATION IN WORLD WAR II: FRED 428 KOREMATSU V. UNITED STATES 46. IMMIGRATION AND REFUGEES 437 47. THE CABINET GAME 452 48. WHAT IS INTERNATIONAL LAW? 460 49. FOREIGN POLICY AND THE CONSTITUTION 464 50. THE CONSTITUTION, TREATIES AND INTERNATIONAL473 LAW 51. CLAIM YOUR JURISDICTION GAME 481 52. A CURRENT POLITICAL ELECTION AND ITS 489 RELATIONSHIP TO THE TWO-PARTY SYSTEM 53. TRACKING DOWN THE CRIMINAL WITH PAINT CHIPS 491 54. WHOSE FOOTPRINT IS THIS? 505 ACKNOWLEDGEMENTS UPSICEL wishes to thank the U.S. Department of Education for its generous support of this effort. Their LRE Program Grant to UPSICEL for fiscal year 1989-90 has made the development of this resource a reality. Thanks also go to the Tacoma School District and especially to Wilson High School adininistration and teachers. Tacoma Superintendent Dr. Lillian Barna, Deputy Superintendent Dr. Mary Nebgen, arid Social Studies Coordinator Paul Ehnat were supportive of this effort. Under the leadership of Wilson High School's Social Studies Department Head, Roger Westman, a four-year program integrating LRE methods into Social Studies classes was envisioned and designed. Several social studies teachers worked closely with UPSICEL staff to identify the best LRE methods to incorporate. These teachers include Don Clegg, Bob Ehrenheim, Martin Kelly, Calvin Bagby, Barbara Berg, Roger Westman, Kirby Offut, and Jerry Thorpe. Principal Irwin Krigsman provided excellent support. Dr. William Krieger, under contract to UPSICEL, produced the Language Arts lessons, in conjunction with Wilson High School teacher, Jim Sole. Kerstin Gleim, an investigator at the Washington State Crime Lab, donated her time to develop the crime lab lessons, and we thank her. Thanks to Jerry Thorpe in the Social Studies Department at Wilson High School who also contributed a lesson on political parties. Actual production of this material was eased by the very competent and always cheerful efforts of U.P.S. Law School Secretary, Norma Slaughter, who also designed the cover sheet. Delilah Johnson reproduced the materials under tight deadlines in excellent form. Thank you! I. INTRODUCTION A. WHAT IS LAW-RELATED EDUCATION AND HOW DOES IT FIT IN A SCHOOL CURRICULUM? 1. A Definition Of Law-Related Education According to the Law-Related Education Act of 19781 "...the term law-related education means education to equip nonlawyers with knowledge and skills pertaining to th law, the legal process, and the legal system, and the fundamental principles and values on which these are based. Law-related education (LRE) helps students develop the knowledge, skills, understanding, and attitudes necessary to function effectively in a pluralistic, democratic society based on the rule of law. LRE teaches young people how the legal and political systems function and--most of allhow they fit in. How does the law affect them and how can they affect it? What relevance does the Constitution have in their lives? Why have certain legal procedures been established and how well have they worked in resolving disputes? LRE is about real issues as they affect real people: little people and big people. At its best, LRE teaches students to reason through hard questions and to grapple with realistic problems. Elementary school children might be asked to puzzle through questions of fairness in the water-fountain line or examine the need for rules in sports and games. Older students might look at the problems of assuring equality in a diverse society or the conflict between rights and responsibilities. The emphasis often may be on applied skills, such as how to read a contract and become a wiser consumer, or may be on such broad skills as analytical thinking, ability to persuade others, and ability to reach decisions after having identified issues and weighed evidence. Law-related education is active. It teaches because it involves kids. It works because it has them confront--in case studies, roleplays, mock trials, and other acti.instruction techniques -- the actual dilemmas that citizens must face if they are to make democracy work. In many programs, students meet with lawyers, Judges, police, and other community people to see the law in action.