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Law-Related Education in Elementary and Secondary Schools.
Pereira, Carolyn
Law-related education (LRE) in elementary and secondary schools has grown remarkably since the 1970s. A nation-wide curriculum survey (Hahn 1985) reveals that, since 1975, LRE has been added to the curriculum in more than half of the forty-six states involved in the study. Respondents in Hahns study (state-level curriculum specialists and supervisors) mentioned LRE more frequently than any other curriculum theme as new to the social studies program since 1975. They also ranked LRE fourth as a priority in social studies education; it ranked eleventh in 1975.
It seems that teaching and learning about law in elementary and secondary schools is an important trend in social studies education. This ERIC Digest treats (1) the meaning of law-related education, (2) reasons for including LRE in the curriculum, (3) ways to include LRE in the curriculum, and (4) characteristics of effective LRE programs in elementary and secondary schools.
WHAT IS LAW-RELATED EDUCATION?
Education for citizenship in a constitutional democracy, not specialized legal education, is the main point of LRE in elementary and secondary schools. Given the fundamental place of law in our American society, every citizen needs to know how the legal and political systems function, how the law affects them, and how they can affect it.
In 1978, major leaders in LRE described their field for a federal government report. They defined LRE as 'those organized learning experiences that provide students and educators with opportunities to develop the knowledge and understanding, skills, attitudes and appreciations necessary to respond effectively to the law and legal issues in our complex and changing society' (Study Group on Law-Related Education). In line with this definition, central ideas of LRE programs pertain to why certain legal procedures have been established and how they work in resolving disputes.
WHY SHOULD LRE BE INCLUDED IN THE SOCIAL STUDIES CURRICULUM?
Four reasons for including LRE in the curriculum are (1) development of knowledge, skills, and attitudes needed for citizenship, (2) prevention of delinquency, (3) growth of student interest in the social studies, and (4) provision of breadth and depth to education in the social studies.
1. Development of Citizenship. Law-related education provides young people with knowledge, skills, and attitudes necessary for informed, responsible participation in our American constitutional democracy. LRE clearly and indisputably increases students knowledge of the justice system, government, and the rights and responsibilities of citizenship in a constitutional democracy. There also is evidence that LRE contributes to development of skills in civic participation, decision making, and critical thinking. Finally, positive attitudes about the law, the justice system, and responsible citizenship may be enhanced through LRE programs (Hunter 1987).
2. Prevention of Delinquency. A study conducted by the Social Science Education Consortium and the Center for Action Research indicates that LRE programs, when properly conducted, can reduce tendencies toward delinquent behavior and improve a range of attitudes related to responsible citizenship (Little and Haley 1982). For example, successful students of LRE programs are less likely to associate with delinquent peers, use violence as a means of resolving conflict, and refrain from reporting criminal behavior to authorities.
3. Growth of Student Interest in the Social Studies. Content of LRE programs is directly related to the lives of students. The variety of interactive methods of instruction (e.g., small group work, mock trials, simulations, case studies) seem to involve students positively in the learning process. Thus, law-related educators tend to report that students seem to 'value LRE classes as relevant, useful, and interesting; that the classroom interaction is rewarding--offering students who had difficulties mastering the subject matter of other courses opportunities to participate successfully' (Hunter 1987, 55). Heightened interest and positive attitudes of students in LRE programs may transfer to other courses in the social studies.
4. Provision of Breadth and Depth to Education in the Social Studies. Law-related concepts and facts are necessary to the understanding of history, government, and economics--subjects that are integral to education in the social studies in elementary and secondary schools. Sources of law, functions of law, legal processes, legal roles, and legal principles (e.g., justice, equality, authority, freedom, order, etc.) are essential elements of the social studies curriculum. Thus, LRE is a necessary component of a sound social studies curriculum.
HOW DOES LRE FIT INTO THE CURRICULUM?
There are three obvious approaches to inclusion of LRE in the curriculum (Naylor 1984):
-- Use of special events about the law.
-- The special unit or course on LRE.
-- Infusion of LRE into various standard courses.
Special events, such as Law Day, annually provide opportunities to draw attention to LRE and to provide special programs. Teachers might invite lawyers to participate in classroom or school-wide activities. Other special events include mock trial competitions, field trips to courtrooms, and essay contests.
A separate unit or course on LRE is often included in the secondary school curriculum. Separate units typically appear in government and civics courses. Law and citizenship courses are also offered as electives in many schools. In some schools, there is a required LRE course. Separate units on law are often found at various levels in the social studies curriculum of elementary schools.
The infusion of LRE into
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