AUDIENCE: This unit is designed for sixth grade students who are being introduced to law-related education for the first time. It will focus on the following concepts:
UNIT: AUTHORITY
Purpose: To demonstrate that there are different kinds of authority for different situations and that authority carries a corresponding factor of responsibility.
Activities:
Brainstorm places where different people are in charge. Discuss why there is a need for some one to be in authority, what responsibilities these people have, and what would each place be like without authority. Examples of places are school, home, stores, restaurants, theaters.
Have each student interview someone they know who is in a position of authority. The student should write a report and give a short oral report. Each report should include the position of authority, the responsibilities of the position. the manner in which the person reaches a decision, and what is the most difficult and the easiest thing to do.
Evaluation: Participation and written report.
UNIT: DECISION MAKING
Purpose: To learn ways of making a consensus decision.
Discuss the problems encountered with reaching a common decision and how they resolved these conflicts.
Evaluation: Participation and response of students.
UNIT: RULES/LAWS
Purpose: To recognize that rules are made for the protection of the person; to have students develop rules which are appropriate to a given situation; to become familiar with government structure and the process of lawmaking.
Activities:
Have students list rules, which apply to them at home, at school, and in the community. Categorize them on a master list as rules to protect, rules to guide, and rules of safety or any other categories that seem applicable. Keep these posted on butcher paper in the classroom. Discuss similarities and differences and whether the rules serve to protect an individual as well as preserve society.
Present material to the students on the six points of workable rules.
Divide the students into groups and have them develop five workable rules for the classroom. List each group's rules on the chalkboard and guide the class to develop a list of no more than ten rules. Be sure to point out that class rules cannot be in conflict with school rules. Post the rules decided on and have each student sign his or her agreement. Appoint various students as members of a panel to make judgements on any violations.
Develop an assignment sheet on which each student will identify at least one member of every government level.
Collect news articles and discuss whether they are local, state, or national; executive, legislative or judicial and place them in the correct spot on a charted bulletin board.
Invite speakers such as councilmen, legislators, or congressmen to describe their positions, the authority they exercise and the responsibility, which goes with the position.
Perform the play "A Bill Becomes a Law" Lawmaking, Law in Action Series, by Reikes-Ackerly, West Publishing Co., St. Paul, MN, 1 980.
Evaluation: Written material, news articles, and test on government structure.
UNIT: CONFLICT RESOLUTION IN LAW
Purpose: To understand the difference in civil and criminal cases, to develop skills in analyzing disputes by using the case study method, and to explore trial methodology by developing a mock trial from the children's book In Summertime Its Tuffy by Judie Angeli, Bradbury Publishing, New York, 1977.
Activities:
Invite a judge or local attorney to speak to the class about the differences in civil and criminal law and to describe courtroom procedure during a trial.
Give students a list of questions to use for case study analysis. They are:
Read the book In Summertime Its Tuffy. Each student should have a copy of the book for reading outside of class. Discuss the conflicts in the book and the various outcomes it could have had. Make sure that students understand rules of evidence in courts, and the roles of the various participants in a trial. Then, using that information and the material in the book, develop a mock trial in which Sheila must stand trial for breaking the camp rules.
Evaluation: Written materials turned in, participation in mock trial, and knowledge of courtroom procedures.