Working Together: Lessons in Justice. Law-Related Lessons for Teaching the U.S. Constitution.

Institution	Constitutional Rights Foundation, Chicago, IL.
Titel	Working Together: Lessons in Justice. Law-Related Lessons for Teaching the U.S. Constitution.
Quelle	(1994), (61 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Citizenship Education; Constitutional Law; Elementary Education; Instructional Materials; Law Related Education; Learning Activities; Social Studies; Teaching Methods; United States History + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsrecht; Elementarunterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This teaching guide provides methods for integrating the study of law and citizenship into chronologically based U.S. History courses for elementary students. Correlated with the Illinois State Goals for Learning and the Learning Outcomes of the Chicago Public Schools as well as with national standards projects, the lessons encourage critical thinking, interactive learning, and the use of resource persons. The lesson strategies cover the origins of law, the American Revolution, conflict resolution, protest, nonviolence, the three branches of government, the Civil War, geography, women's rights, civil rights, and tolerance. The teaching methods outlined in the guide include role playing, brainstorming, and research. For each unit, the guide provides suggestions for resource persons such as attorneys, city council members, landlords, mediators, native Americans, judges, principals, committee heads, lobbyists, consumers, real estate agents, librarians, and social activists. To make the most effective use of the resource persons, the authors advise teachers to assure that the resource person is well-informed of the character of the class, its level of knowledge, the lesson planned, and their expected role. Because several of the topics may ignite controversy, the guide offers strategies for handling conflict. Teachers, the guide argues, should devise classroom rules for handling controversy, clearly identify the grounds for disagreement and the underlying assumptions, assure that students argue ideas rather than personalities, and support their arguments with facts. (JD)
Anmerkungen	Constitutional Rights Foundation, 407 South Dearborn Street, Suite 1700, Chicago, IL 60605.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC