What Is Street Law in High School
In this course, students teach a weekly class at a high school law school in the city. After training in law-related education, law students build a learner-centered legal education aimed at developing the intellectual and cognitive abilities of high school students. The Traffic Law program focuses on developing an understanding of the law, the legal process, our system of government, and effective citizenship. Together, law and high school students examine the role of law, justice, power and equality in our society. Do you have specific questions about starting a high school law course that this web resource did not answer? Use the information request form below to contact us and tell us how we can help you. It is important that you share your vision of the course with your consulting department. In some schools, counselors only refer children who have already had problems with the law to law classes so they can get to know the system on the other side. In other schools, teachers have created a culture where only the best and most advanced students take the course, eventually allowing them to enroll in a prestigious law school. Street Law (also known as StreetLaw) is a global law and civics program for high school students. Street Law is an approach to practical law teaching relevant to the grassroots using interactive teaching methods. Elements of practical law taught include awareness of human rights/civil rights, criminal violations and transgressions, democratic principles, conflict resolution, advocacy process, criminal and civil law, labor law, family law, and consumer rights. Since 1975, social studies teachers have taught street law classes to high school students in the United States and elsewhere. A street law course benefits young people in many ways! It provides them with practical and relevant content to use in their daily lives while developing skills important for civil and professional success.
Although Street Law dates back to Georgetown Law, it has spread to many law schools around the world. Neither Georgetown Law nor Street Law, Inc. exercise vertical or indirect control over local street law programs. In U.S. law schools, street law is typically operated as a legal clinic or experiential learning module, where law students receive academic recognition for their attendance. In other law schools, street law is conducted as a student organization or as an extracurricular activity, usually under the direct supervision of the faculty. Before attempting to start a street law class at your school, ask yourself the following questions: Volunteers work with the class teacher to determine which topics are most relevant to the students in their class. Together, they develop a curriculum that addresses these issues using methods that involve every student in the classroom. Street law volunteers are trained to teach using a variety of methods and receive a wide range of resources. MJF staff and volunteer lawyers from local legal service providers are available to help volunteers answer tough questions or help them develop curricula, create training materials, and find relevant speakers. You can also use these best practices to “justify” the new course to your school administration. Show them the research on “what works” and how you intend to track it.
When your course begins, you should often refer to these principles and practices to think about how to improve your strategies and course. The street law approach began in 1972 when Georgetown University Law Center developed a program that sent law students to high schools in Washington, D.C. to provide high school students with hands-on legal instruction. Street Law, Inc., an offshoot of the Georgetown program, develops and implements practical legal education programs around the world. [1] Street Law, Inc. is a 501(c)(3) non-profit organization. Its headquarters are located in Silver Spring, Maryland, USA. McGraw-Hill has also published a textbook co-authored by Street Law.
[3] Volunteer law students teach low-income youth basic rights, duties and resources at various locations in Minnesota. During the school year, many volunteers serve at local alternative learning centers, charter schools, or other educational or extracurricular programs. The school period lasts between four and twelve weeks. Some volunteers spend their spring break teaching in other Minnesota communities, such as Duluth or Winona. Law students spend at least ten hours per semester with the students they teach. Law students enrolled in the Street Law program receive at least 14 hours of intensive training during the winter break sessions. Local legal aid and private lawyers offer lectures and resources on substantive areas of law such as constitutional law, consumer law, criminal law, education, labour law, family law, housing law and juvenile law. Community educators and teachers from participating schools provide training on effective teaching methods and tips for working with youth.
Unschooling is when children learn by walking rather than going to traditional school buildings. Instead, they go to websites, play games, or indulge in normal hobbies and learn along the way. Children`s experience with “unstructured” lives is that they are in trouble. [5] Law students teach at local high schools on substantive legal issues, the relationship between law and justice, and how justice can be achieved or improved. Many public schools (American terminology) offer free education through the government. Parents can send their own children to a private school, but they have to pay for it. In some poorer areas, some children cannot go to school because their countries do not provide education, or because their families do not have enough money, or because children have to work for money, or because society is prejudiced against girls` education. In 1998, MJF staff, law professors, professionals from the legal services community, high schools, and alternative learning centers began developing Street Law, a program that trains law students in teaching methods and resources to introduce high school students to a variety of areas of law. These trained law students are then placed in classrooms where they help young people understand their legal rights and duties, as well as the fundamental rights and duties of citizenship in a democratic society.
Street Law volunteers work to set a positive example for the youth they teach and encourage their students to become active participants in their communities. Finally, when choosing topics, questions, and legal cases for your traffic law course, it`s important to consider the unique demographic and social needs of your students. Some issues could cause too much controversy. In some cases, students may have difficulty understanding the central issue of the case. Ultimately, you`ll be in the best position to know what`s best for your students, and the Highway Law program offers a huge choice of topics and flexibility. Education is about learning skills and knowledge. It also means helping people learn how to do things and helping them think about what they`re learning. It is also important for educators to find ways to find and use information. Education needs research to understand how it can be improved. [1] [2] Each school has a unique student body. The Street Law Handbook contains a wide range of law topics that you can choose from to better meet the needs of your students.
For example, if your student population includes a significant number of first- or second-generation U.S. students, you can include a unit of study in immigration law. If your school emphasizes the performing arts, an intellectual property rights study unit would be a great addition. To create a buzz around the class, you might consider putting up posters at school. Use of Listserv, Zeitung and Social Media Outlets; and announcements via the PA system or video announcements to inform students that there might be a new course at your school and who they should see for more information. Your marketing materials may include field trips you plan to offer, special activities such as simulated attempts you could include in the course, special content experts you may want to bring to your class, and opportunities students may have to accompany someone working in the field of law. Another form of public relations is to set up a table in the cafeteria or in a busy part of the school with a sign promoting the course and where you can sit to answer questions. In some schools, teachers offering electives spend a few minutes in their peers` mandatory classes in the weeks leading up to enrollment, informing students of the choices.
Non-formal education includes basic adult education, adult literacy or preparation for school equivalence. In non-formal education, a person (who is not in school) can learn literacy, other basic skills or vocational skills. Homeschooling, individualized instruction (e.g. programmed learning), distance learning, and computer-assisted instruction are other options. [3] Street Law works directly with state ministries of education, school districts, and schools to develop tailored teacher education on topics related to law, government, current controversial issues, and interactive teaching strategies. A core module of Street Law is an educational program that sends law students to community schools to provide age-appropriate legal education for high school students. In the United States, this means that second- and third-year law students are paired with high school classes where they regularly teach law courses and law subjects.
