Identifies five "motives" behind law-related education. They are citizenship education, delinquency prevention, survival skills, critical thinking, and ethics education. Presents a brief survey designed to collect information about law-related education in the Michigan public schools. (JDH)

From personal experiences teaching in a prison, suggests how the topic of prisons can be included in social studies instruction. Ideas include learning about prison terminology, recidivism, and student attitudes concerning prisons. Lists resources to aid in teaching a unit on prisons. (CH)

Profiles a law-related education (LRE) specialization as part of Michigan State University's Master's degree in social studies instruction. Develops a course of study using upper division and Master's of Arts level law-focused courses. Outlines course objectives of two LRE graduate seminars. Considers future implications for LRE training given…

Defines Law-Related Education and describes its goals: citizenship and ethics education, delinquency prevention, teaching survival, and critical thinking skills. Justifies Law-Related Education's place in the social studies curriculum. (CH)

Explores the court structure in the United States and Canada. Explains the consequences of a dual or integrated system and why Canadians are adopting the U.S. system. (DB)

Reports findings of a survey exploring the status of law-related education in public and private middle and high schools in Oakland County, Michigan. Examines relationship between wealthier school districts and frequency of law-related classes. Identifies primary textbooks. Concludes a high percentage of schools offer law-related classes. (CH)

Premised on E.D. Hirsch's call for cultural literacy, argues that school curricula should include law-related courses to promote legal literacy. Contends law-related courses incorporate reading and critical thinking skills and teach citizenship responsibilities. Defines objectives and rationale of law-related courses. Includes list of law-related…

Recommends bringing community legal resource persons into the classroom for effective teaching of law-related courses. Discusses the value of using their expertise. Includes a list of those available to assist. Describes appropriate teaching methods, stressing student participation in role playing and simulations. (CH)