DOCUMENT RESUME SO 030 540 ED 429 020 Chilcoat, Kendra Hillman; Farwick, Diane; Eslinger, Mary AUTHOR Vann; Banaszak, Ronald, Sr. VOICE: Violence-Prevention Outcomes in Civic Education. A TITLE Program for Elementary Social Studies. Constitutional Rights Foundation, Chicago, IL. INSTITUTION Department of Justice, Washington, DC. Office of Juvenile SPONS AGENCY Justice and Delinquency Prevention. PUB DATE 1997-00-00 237p.; "Developed by Carolyn Pereira." NOTE 95-JS-FX-0015 CONTRACT Classroom Guides PUB TYPE Teacher (052) PC Not Available from EDRS. EDRS PRICE EDRS Price MF01 Plus Postage. *Citizenship Education; *Civics; Classroom Techniques; DESCRIPTORS *Conflict Resolution; Curriculum Enrichment; Grade 5; Intermediate Grades; Law Related Education; *Prevention; Service Learning; *Social Studies; Student Behavior; Student Needs; Units of Study; *Violence; Youth Problems Preventive Education; United States Constitution IDENTIFIERS ABSTRACT Violence-Prevention Outcomes in Civic Education (VOICE) is a curriculum program for elementary social studies that incorporates conflict resolution, law-related education, and service learning. These three elements are among those considered to have promise in addressing youth violence. The VOICE curriculum is designed to complement the traditional elementary grade social studies curriculum by helping students develop a deeper understanding of the United States Constitution and the three branches of government. Components of the curriculum include participatory teaching strategies, involvement of outside resource people, conflict resolution skill building, and a service project. The curriculum consists of 50 lessons in seven units of study that have a logical flow; each lesson has teacher directions and "Working Together: student materials for duplication. The units are: (1) "Working It Out Together: Mediating Building a Good Foundation in Class"; (2) "Working Together To Build a Government: Balancing Rights Our Conflicts"; (3) "Working Together To Make Laws: The Legislative Branch"; and Safety"; (5) (4) "Interpreting the Laws: The "Making the Laws Work: The Executive Branch"; (6) "Taking Action Together: Service and Learning." The Judicial Branch"; and (7) curriculum fulfills the government goals of fifth-grade social studies and supplements a typical fifth-grade U.S. history textbook. An appendix contains 6 different sample assessment tools. (BT) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** c.) e Constitutional Rights Foundation Chicago C:21 4.1 IUYC: Education Violence-Prevention Outcomes in Civic A program for elementary social studies U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL IN MICROFICHE, EDUCATIONAL RESOURCES INFORMATION AND IN ELECTRONIC MEDIA FOR ERIC CENTER (ERIC) CI) COLLECTION SUBSCRIBERS ONLY, leThis document has been reproduced as HAS BEEN GRANTED BY received from the person or organization originating it. 47r C 'T 0 Minor changes have been made to re. i_ro_ kr) improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES C.) official OERI position or policy. 2A INFORMATION CENTER (ERIC) rn Program development funded by U.S. Department of Justice Office of Juvenile Justice and Delinquency Prevention Grant #95-JS-FX-0015 ci) OJIDP Office of Juvenile Justice and Delinquency Prevention Carolyn Pereira Developed by: Kendra Hillman Chilcoat Principal authors: Diane Farwick Mary Vann Es linger Ronald Banaszak, Sr. Chicago ©1997 Constitutional Rights Foundation Student handouts may be reproduced for classroom use. For further information contact: Constitutional Rights Foundation Chicago 407 South Dearborn, Suite 1700 Chicago, IL 60605 Phone: (312)663-9057 (312)663-4321 Fax: Email: [email protected] http://www.crfc.org World Wide Web: 3 VOICE Violence-Prevention Outcomes in Civic Education Table of Contents Introduction viii Acknowledgments ix Introduction xi Suggestions for Effective Use of VOICE xiii Framework and Outcomes Working Together: Building a Good Foundation in Class Unit 1 1-1 Students think about the characteristics of a good classroom, develop and evaluate rules to create that classroom, and establish consequences for not following the rules. The activities prepare students for reflection on the goals of the United States set forth in the Preamble to the Constitution and on how our government was designed to achieve these goals. Introduction 1-3 What Is a Good Classroom? Lesson One: 1-5 Rules to Help Make a Good Classroom Lesson Two: 1-6 Lesson Three: No Vehicles in the Park 1-8 What Should Happen if Someone Breaks the Rules? Lesson Four 1-10 Class Elections Lesson Five: 1-12 Polling the Electorate Lesson Six: 1-14 Lesson Seven: Polling Results 1-15 The Voter Lesson Eight: 1-17 0 Working It Out Together: Mediating Our Conflicts 11-1 Unit H practice using examples Students use a five-step process to learn the skill of conflict mediation and resolve conflict from the classroom, school, and community. The unit is designed to help students without violence or the need for more formal court proceedings. 11-3 Introduction What Is Mediation? 11-5 Lesson One: Learning the Steps 11-6 Lesson Two: Lesson Three: Worth a Hill of Beans? A Practice Mediation 11-8 Mediation Simulations 11-1 1 Lesson Four: 11-23 Historical Scenario: Lesson Five: Mediating the American Revolution 11-24 To Mediate or Not to Mediate? Lesson Six: Working Together to Build a Government: Unit III Balancing Rights and Safety 111-1 the U.S. Constitution, Students further explore formal (institutional) structures such as class rules and creating order in society. and informal (personal) skills such as mediation for maintaining tights and 111-3 Introduction Preamble to the Constitution 111-5 Lesson One: 111-8 Coming to America Lesson Two: 111-9 Lesson Three: A Visitor from Outer Space Interview with an Immigrant 111-1 3 Lesson Four 111-1 4 Salem Witch Trial Lesson Five: 111-1 8 Sacred Blade at Heart of School Dispute Lesson Six: 111-20 Lesson Seven: Review iv Working Together to Make Laws: Unit IV The Legislative Branch IV-1 Students look at lawmaking at both the national and local levels. Using weapon control as an example, they examine how law-making bodies function; the effects of citizen involvement in promoting the general welfare; and ways to analyze a public policy issue. Students also engage in poll-taking, mediating, and a legislative simulation. IV-3 Introduction IV-5 What Is the Legislative Branch? Lesson One: IV-7 No Weapons Allowed Lesson Two: IV-9 Lesson Three: What Do People Think? IV-13 Arguments For and Against Gun Control Laws Lesson Four IV-15 Senator Smith Has to Decide Lesson Five: Basketball in the Park IV-18 Lesson Six: Making the Laws Work: The Executive Branch V-1 Unit V Students learn about the Executive branch of government through examples from local government (police and mayors) and national government (the Attorney General and the President). Students examine the role of the police, explore their relationships with police officers, and interact directly with local law enforcement officials either at a law enforcement facility or in class. V-3 Introduction V-5 What Is the Executive Branch? Lesson One: V-6 The Mayor Local Executive Power Lesson Two: V-8 Police Experience Preparation Lesson Three: V-9 Lesson Four Meeting the Police V-13 Police Experience Follow-Up Lesson Five: V-14 School Safety in Central Heights Lesson Six: V-16 Lesson Seven: Costs and Benefits V-19 School Safety Proposals Lesson Eight: V-21 The President National Executive Power Lesson Nine: V-24 Presidential Advisors Lesson Ten: Interpreting the Laws: The Judicial Branch Unit VI VI-1 Students study the courts as agencies that resolve disputes and apply and interpret the law. Beginning with conflict mediation, students progress from Pro Se (small claims) Court activities, to a criminal mock trial, to a modified moot court simulation. VI-3 Introduction VI-5 What is the Judicial Branch? Lesson One: VI-8 Introduction to Pro Se Court Lesson Two: VI-10 Lesson Three: Rose's Sporting Goods The Birthday Bash! VI-11 Lesson Four. VI-12 Introduction to Criminal Court Lesson Five: VI-13 Preparing for Trial Lesson Six: VI-15 Lesson Seven: The State v. Bean: A Mock Trial VI-17 Introduction to the U.S. Supreme Court Lesson Eight: VI-18 Tinker v. Des Moines: A Moot Court Lesson Nine: VI-20 Judicial Review Lesson Ten: Unit VII Taking Action Together: Serving and Learning VII-1 This unit introduces service learning projects as another way to address problems and resolve conflicts. Students develop, conduct, and evaluate a public safety service project for their school community. VII-3 Introduction MI-5 Service Learning Project Lesson One: Reflection and Evaluation VI I-8 Lesson Two: VII-9 Lesson Three: The Final Act A Showcase vi Sample Assessment Tools Appendix Cooperative Learning Individual Assessment Form A-1: How Did We Do as a Group? A-2: How Did I Do in My Group? A-3: Class Discussion Self-Assessment A-4: How Was Our Mediation? A-5: Special Event Form A-6: vii 8 Acknowledgments VOICE draws on the strengths of many who have participated in its development. Each played a special role and contributed from their own expertise. Appreciation is expressed to all who helped. VOICE draws on the curriculum development efforts of three national law-related education programs. Appreciation for cooperation with this project is extended to: Constitutional Rights Foundation Center for Civic Education Street Law, Inc. For assistance in the development, writing, and editing of the curriculum thanks are _ extended to: CRFC StaffNisan Chavkin, Kendra Hillman Chi !coat American Bar Association staffRonald Banaszak, George Perry The Illinois Center for Dispute ResolutionDonna Crawford, Topper Steinman Consultants: Mary Vann Es linger, Diane Farwick, Pamela Riley, Christine Watkins For evaluation of the curriculum thanks are extended to: Dr. Nancy Guerra, University of Illinois at Chicago, responsible for the original evaluation design . James Giese and Susan Hyatt of the Social Science Education Consortium who completed the final evaluation. For reviewing and suggesting improvements thanks are extended to: Mac Moore, Linda Start, David Trevaskis For piloting and suggesting many revisions and refinements thanks are extended to these teachers in the Chicago Public Schools and the Illinois District U-46 Public Schools: Chicago Public Schools Addams SchoolJohn Ireland Haugan SchoolJacqueline Brewer Murray Community AcademyNancy Nelson Parker Community AcademyMildred Blount Sawyer SchoolMadeleine Lekas Illinois District U-46 Public SchoolsSteven Klein, Social Studies Coordinator ClintonCarol Bums, Laura Smith ChanningPaul Raymond GlenbrookMargie Glow, Laurie Summers Hil !crestJon Tuin, Debi We lu Laurel HillBarbara Petersen 9 Introduction VOICE is You are about to use a most remarkable and carefully developed curriculum. curriculum that incorporates conflict an innovative elementary grade social studies resolution, law-related education, and service learning. These three elements are addressing youth violence. VOICE among those considered to have promise in helping complements the traditional elementary grade social studies curriculum by the three students develop a deeper understanding of the U.S. Constitution and outside branches of government. Participatory teaching strategies, involvement of building and a service project are all conflict resolution skill resource people, components. dispositions VOICE was created to assist youth to develop the knowledge, skills, and reduce and that will enable them to become fully prepared adults. VOICE strives to that addresses prevent violence among youth. It employs a youth development model youth problems of youth by helping promote their growth and development. Effective development programs ask and encourage youth to set goals, help build competencies, Effective youth and push youth to contribute to their own growth and to that of others. interaction development programs grow out of an environment that includes sustained for young with caring adults, relevant learning activities, and legitimate opportunities development model people to contribute directly to the welfare of others. The youth law- relates clearly to what is already known about the positive effects of exemplary related education. reducing Each of the components of law-related education that link to research on VOICE. These well-represented in are development youth through violence components include: outside The positive relationships which develop as a result of the involvement of 1. role-models with whom young people can resource people. They can provide positive identify and an affirmation/recognition of the contributions young people make. (LRE) The development of good problem solving skills. Law-Related Education 2. and forces presents a series of problems, to which there are not easy answers, that all students to generate and evaluate a variety of solutions. There are expectations students can increase their problem solving skills. students The active participation of all students. The participatory activities provide 3. to work with a sense of purpose and power, hope in the future, and opportunities collaboratively to develop a sense of belonging to socially acceptable groups. civic/law-related 4. A clear and consistent message that violence is not the norm. The