chapter 2 activity research street law

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Index to Lesson Topics

Introduction to law, juvenile justice, criminal law, consumer law/contracts, individual rights, employment/housing law, intellectual property, mock trial preparation, environmental law, street law at the uw school of law, model lesson plans.

The following lesson plans have been developed by University of Washington School of Law Students for the Street Law Course and are available for use at no charge. Most lesson plans are available in Microsoft Word , Adober PDF or Power Point document. Additional files are available as noted.

Users should note that the law changes, and varies from state to state. Please check for updates on the law, and variations in your state.

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Lesson	Material
- (2015)
- (2013)
- (2013)
- by Carew (2011)
- by Israel (2011)
- by Israel (2011)
- Small Claims trials (2010)
- Q & A game (2009)
(2008)
(2008)
(2008)
(2008)
- Game (2007)
(2007)
- Simulated confirmation hearing
- Roleplay (2003)
- (Case Study)
- Public hearing, lobbying (2002)
(2007)
- Roleplay (Smith) (2012)

Top of Page

Lesson	Material
- Triads (2014)
- small group negotiation (2010)
- triads (2010)
(2007)
- Case Study (2007)
- Please Bargaining (2000)
(2003)
(2005)

Lesson	Material
(2023)
- (2015)
- (2015)
- (2014)
- Opinion Poll (2014)
- Opinion Poll, Hypothetical (2014)
- Triad Discussion (2014)
- Hypotheticals (2014)
- (2014)
- Triad activity (Nieto) (2012)
- Opinion Poll (2013)
- Roleplay, Opinion Poll, Triad (Wilson) (2012)
- (2013)
- Opinion Poll/Hypotheticals (Hong) (2012)
- Video, Hypotheticals (Zanzig) (2012)
- (2013)
- by Hayden (2011)
- by Norwood (2011)
- by Rubenstein (2011)
- by DeVleming (2011)
- roleplay (2010)
- hypotheticals (2010)
- hypotheticals (2010)
- Stop action roleplay (2009)
- Game (2009)
- Trivia game, class discussion (2009)
(2008)
- Case Study (2006)
(2000)
(2007)
(2006)
(2000)
(2001)
(2006)
- Triad exercise (2014)
(2005)
(2005)
- Film clip, case study (2006)

Lesson	Material
- by Berchelman (2011)
- by Ward (2011)
- skits (2010)
- Hypotheticals (2009)
(2008)
(2006)
(2006)
(2006)
(2007)
(2003)
(2005)

Lesson	Material
-
- Drafting a Complaint (2014)
- Botz (2012)
- by McRobert (2011)
- lecture with worksheet, short case studies (2010)
(2010)
- letters to Attorney General (2010)
- Negotiate music contract (2009)
- Opinion Poll (2009)
- Lecture, discussion (2006)
(2006)
(2000)

Lesson	Material
- Hypotheticals (2014)
- case studies (2010)
- small groups (2010)
(2015)
- Skit (2004)
- Case studies (2005)
(2005)
(2015)
(2003)
- Roleplay, child support hearing
- Simulation (2007)

Lesson	Material
(2023)
(2015)
(2015)
- Triads (2013)
(2010)
- read bios and identify rights
(2009)
(2008)
- Hypotheticals (2008)
(2008)
- Mock interview (2008)
(2007)
- Hypothetical and roleplay (2006)
(2001)
(2005)
(2007)
(2007)
(2006)
(2005)
(2007)
(2007)

Lesson	Material
(2023)
- Video, Q&A (Pazhouh) (2012)
- by Talge (2011)

Lesson	Material
(2023)
- by McCabe (2011)
- by Lindo (2011)
- by Foster, Mariko (2011)
- Opinion poll (2009)
(2008)
(2008)

Lesson	Material
(2023)
(2023)
- (2015)
- (2014)
- (2014)
- (2014)
- Allen (2012)
- Lecture and quiz (2009)
- Shipwrecked Sailors (2009)
(2009)
(2008)
(2008)
(2008)
(2008)
(2007)
(2007)
(2007)
(2000)
(2003)
(2001)
(2005)

Lesson	Material
- Congressional Hearing (2014)
(2003)

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Street Law and the Supreme Court Historical Society partnered to create Landmark Cases of the U.S. Supreme Court. In-depth information about each case, related activities that involve interactive teaching strategies and external resources are provided. SCOTUS in the Classroom is a project in which Street Law selects the most classroom-relevant, student-friendly cases argued at the Supreme Court. Teachers receive support to conduct moot courts based on each case. A Resource Library has compiled hundreds of teaching activities, case summaries, mock trials and articles. Street Law also offers a Supreme Court Summer Institute for teachers.

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Street Law: A Course in Practical Law

Lee arbetman, edward l. mcmahon, lawmaking - all with video answers.

Chapter Questions

Decide whether each of the following is a federal, a state, and/or a local law. Then give one example, not listed here, of a federal, a state, and a local law. a. No parking on the east side of Main Street between 4:00 P.M. and 6:00 P.M. b. All persons between the ages of 6 and 16 must attend school. c. Whoever enters a bank for purposes of taking by force or violence the property or money in custody of such bank shall be fined not more than $$\$ 50,000$$ or imprisoned not more than 20 years or both. d. In order to sell any product on public streets, the seller must first apply for and receive a vendor's permit. e. No employer of more than 15 persons may discriminate on the basis of race, color, religion, sex, or national origin. f. All persons traveling on interstate airline carriers are subject to search before entering the airplane departure area.

The law seems clear, but some disputes have arisen over its interpretation. Interpret the law in the following cases, keeping in mind what the law says (the letter of the law) as well as the legislative intent. Examine each situation and decide whether or not the vehicle described should be allowed in the park. Write the reasons for your choices. When you finish analyzing all of the situations, rewrite the law to make it clearer. a. Tony lives on one side of the city and works on the other. He will save ten minutes if he drives through the park. b. To keep the park clean, trash barrels are located throughout the area. The sanitation department wants to drive a truck into the park to collect the trash from the barrels. c. Two police cars are chasing a suspected bank robber. If one police car cuts through the park, it can get in front of the suspect's car and trap it between the patrol cars. d. An ambulance is racing to the hospital with a dying patient. The shortest route is through the park. e. Elena wants to take her baby to the park in a stroller. f. A monument is being erected to the city's citizens who died in the Vietnam War. A tank, donated by the government, is to be placed beside the monument. g. Amul uses an electric wheelchair and wants to visit the park.

You are a member of the citizens advisory group to your town council. Your group has been asked to draft a new ordinance dealing with smoking in public places. a. List the details that should be included. b. Create a draft of the ordinance, using the guidelines for drafting laws. c. Who would support your ordinance? Who would oppose it?

Complete one of the following exercises as a research project. a. Find an article in your local paper about an administrative agency. What is the agency's name? What does it do? Is it part of the federal, state, or local government? What does the article say about the agency? b. Find evidence of an agency at work in your community. What agency is acting? What action is the agency taking? Is there any way for the public to have an impact on the agency? If so, how? Is the agency part of the federal, state, or local government?

The government of an African country has been very corrupt for many years and has violated the human rights of many of its citizens by jailing and executing opposition leaders who are all from one ethnic group. The United States and most other countries have been critical of this government for its actions. The opposition groups in the country want to overthrow the government. The government reacts by rounding up and executing hundreds of members of the ethnic group leading the opposition.

The United States and many other governments around the world speak out against this. The United Nations is considering a resolution authorizing sending UN troops into the country to stop what some are calling genocide, the systematic killing of an ethnic or cultural group. Some member countries believe the UN should not interfere militarily in the internal affairs of another country.

The UN Charter (Article 55) states: "With a view to the creation of conditions of stability and well-being which are necessary for peaceful and friendly relations among nations based on respect for the principle of equal rights and selfdetermination of peoples, the United Nations shall promote ... universal respect for, and observance of, human rights and fundamental freedoms for all without distinction as to race, sex, language, or religion." Article 56 states that all members pledge themselves to take joint and separate action in cooperation with the organization for the achievement of the purposes set forth in Article 55. a. If you were the president of the United States, would you instruct our UN delegate to support the resolution authorizing the UN to send troops into this African country? Explain. b. Assume the U.S. government does not think sending troops is the best way to solve this problem, but more than two-thirds of the countries in the UN vote in favor of the resolution. Should the United States contribute troops to the UN effort? Explain. c. After a presidential election and change of administrations in the United States, assume the U.S. government believes that forceful action must be taken against this African government, but most other governments come to believe that the UN should not take joint action in this case. Should the United States take action alone?

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