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Law-related education can be integrated through curriculum themes highlighting legal dimensions, legal procedures to support critical thinking, cross-integration with language arts, and modeling law-related principles through everyday school policies and 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\n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nSpecial Issue: Social Studies Research and Teaching in Elementary Schools  \nDon't Forget About Law: A Case For Law Related Education In Elementary Social Studies  \nWanda Cassidy  \nSimon Fraser University  \nReturn to Articles  \nAbstract  \nIn this article I argue that greater attention should be given to the law related education dimension of social studies education. I posit that a basic understanding of law and its role in society and in our lives is fundamental to the social studies citizenship mandate. Law related education may be  \nincorporated in elementary social studies in several different ways: highlighting the legal aspect of a topic or theme found in the social studies curriculum; using legal procedures as strategies for addressing social studies topics and promoting critical thinking objectives; using law as a way to integrate social studies with language arts; and modeling and practicing law related principles through the informal curriculum of school policies and practices.  \nWhen elementary teachers are asked if they teach law, they usually say something like:\"Pardon me? Law? Of course not! I'm a teacher not a lawyer.\" Yet everyday in classrooms and on school playgrounds, teachers and students encounter law related issues.  \n\"Hey, that 's notfair! \"  \n\"She hit me! \"  \n\"Stop peeking at my answers! \"  \n\"He called me a bad name! \"  \n\"She owes me $5.00! \"  \n\"Hey, do you want to hear the new CD I burned from the net? \"  \n\"Someone rifled through my desk! \"  \n\"You 're a bully! \"  \nThe law has much to say about getting along with others, respecting people's property, the  \nright to privacy, making fair decisions, keeping promises, and making sure that rules are applied fairly to all. Students learn about law through experiencing the policies and practices in place schools, and teachers regularly make decisions that either support or counter legal principles.  \nEven though the word \"law\" is not prominent in elementary social studies documents, much of the curriculum is related to law (Cassidy, 2004) . For example, rights and responsibilities of family and community members, government and the Charter of Rights and Freedoms, the founding of Canada, exploring the West, First Nations' issues, immigration and our multicultural mosaic, the environment, Canada and its place in the world. An understanding of law and its role in society is foundational to socials studies education and to cultivating informed and empowered citizens (Cassidy, 1998, 2000; Ferguson, 1997) . Although some social studies teachers acknowledge that law related issues warrant more attention, many feel bombarded with the many things they need to teach and are reluctant to take on new challenges (Bognar, Cassidy & Clarke, 1997) .  \nIn this paper, I argue that law related education is fundamental to social studies and not an optional \"add on,\" and that issues of law may be addressed in engaging ways that support and enhance the curriculum, rather than adding to an existing workload.  \nLaw and Social Studies Education  \nThe term \"law related education\" (LRE) is a term coined some thirty years ago (McKinney Browning, 1998; Starr, 1989) to describe the kind of education about law that is appropriate for students in school to study, and to distinguish it from the kind of legal education lawyers undertake. Lawyers need to know the facts and details about various areas oflaw, whereas students in school need to learn about law and its role in society and in our lives (Ferguson, 1997) . Although it may be appropriate to study particular laws from time to time (perhaps more so at the secondary school), the emphasis of LRE is on helping students gain a broad understanding of why we have laws, the sources of law, legal institutions and structures and other aspects of the foundations of law (Case, 1985; Cassidy, 1998, 2000, 2004; Yates, 1997) .  \nThe cont","cbCaid0swCOeuxRd","https://ap.wps.com/l/cbCaid0swCOeuxRd","pdf",365975,12,"English","# Abstract\n# Law and Social Studies Education\n## What is law related education (LRE)\n## Core purposes and educational aims\n## Citizenship and participatory democracy","[{\"question\":\"Why should law-related education receive more attention in elementary social studies?\",\"answer\":\"The article argues that a basic understanding of law and its role in society is fundamental to the social studies citizenship mandate and helps students learn how law functions in everyday life.\"},{\"question\":\"How can law-related education be incorporated into elementary social studies?\",\"answer\":\"It can be integrated by highlighting the legal aspects of curriculum topics, using legal procedures to address social studies issues and develop critical thinking, and connecting law with language arts, as well as modeling law-related principles through school policies and practices.\"},{\"question\":\"What does “law related education” (LRE) mean in this context?\",\"answer\":\"LRE is defined as education about law appropriate for students, distinct from legal education for lawyers, focusing on broad understanding of why laws exist, sources of law, legal institutions and structures, and related foundations.\"}]","Don't Forget About Law - A Case For Law Related Education In Elementary Social Studies | PDF"]