Street Law

The video tutorial explains the Street Law approach, focusing on student-led understanding and intellectual engagement. It introduces the 'Take a Stand' activity, where students discuss and analyze contested public issues. The video outlines preparation steps, execution, and facilitation of the activity, emphasizing student participation and reasoning. It concludes with debriefing and reflection on the activity's effectiveness in discussing public issues.

What are the two basic ideas that street law lessons are based on?

• Students should memorize facts and figures.

• Students talk themselves to understanding and do the heavy intellectual lifting.

• Teachers should do most of the talking.

• Students should work individually without discussion.

What is the first step in preparing for the 'take a stand' activity?

• Asking students to research the topic.

• Explaining the rules to the students.

• Generating one or more statements about a contested public issue.

• Setting up the classroom with signs.

What should the classroom setup include for the 'take a stand' activity?

• Signs signaling two opposite sides of the spectrum.

• A podium for the teacher.

• A projector and screen.

• Desks arranged in a circle.

During the 'take a stand' activity, what are students encouraged to do?

• Argue with each other.

• Stand silently without sharing opinions.

• Share their reasoning and listen to others.

• Write an essay on the topic.

What is a key role of the facilitator during the 'take a stand' activity?

• To grade students based on their position.

• To remain seated and observe.

• To circulate and listen to students' thoughts.

• To give a lecture on the topic.

What should happen after students share their reasoning with the entire group?

• Students should leave the classroom.

• The activity should end.

• Students should be graded immediately.

• The facilitator should write down the reasons.

What is an important step before ending the 'take a stand' activity?

• Assigning homework.

• Debriefing the activity.

• Collecting students' notes.

• Playing a video.

What should students reflect on during the debriefing session?

• The length of the activity.

• The number of students on each side.

• The most persuasive arguments for each side.

• The facilitator's performance.

How can the 'take a stand' activity be supplemented?

• By asking students to do some research on the topic before class.

• By providing snacks during the activity.

• By having a guest speaker.

• By showing a documentary.

Where can teachers find materials on how to use the 'take a stand' continuum activity?

• On the Street Law website.

• In the school library.

• In a newspaper.

• In a textbook.