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E Pluribus Unum. Out of Many, One.American Bar Association, Chicago, Ill. SpecialCommittee on Youth Education for Citizenship.Department of Justice, Washington, D.C. Office ofJuvenile Justice and Delinquency Prevention.ISSN-1078-201X95

93-JS-CX-000417p.American Bar Association, 541 North Fairbanks Court,Chicago, IL 60611-3314.Guides Classroom Use Instructional Materials (For

Learner) (051) Collected Works Serials (022)

Update on Law-Related Education: Student Edition; n41995

MFO1 /PCO1 Plus Postage.Age Differences; *Age Discrimination; CitizenParticipation; Citizen Role; Citizenship Education;*Citizenship Responsibility; Cultural Pluralism;Juvenile Justice; *Law Related Education; SecondaryEducation; *Social Action; *Social Attitudes; SocialChange; Social Studies; *Student Attitudes; StudentParticipation; Student RightsAmerican Bar Association

Written by students for students, this edition of"Update on Law-Related Education" contains three articles on threequestions about unity and identity in the United States. In the first

section, "Are We In or Out?" students identify some of the signalsthey receive from institutions, adults, and their peers, and describe

ways they are treated differently than adults in their schools andcommunities. In the second section, "Being Part of the Solution,"students describe programs and activities that young people have

initiated and/or are participating in that connect them to theircommunity, school, and family. In the third section, "Patchwork Quilt

vs. Melting Pot," students offer their thoughts on the debate about

the degree to which U.S. institutions and laws promote pluralism, on

the one hand, and assimilation, on the other. (LH)

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U 8 DEPARTMENT OF EDUCATIONOffice of Educahonai Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

iThis document has been reproduced asreceived from the person or organizationoriginating it

0 Minor changes Irene been made to improvereproauction QUBlity

Points of vteo, or commons stated in this Oocu,,tent do not necessarily represent ofOERI Dosinon or coliCT

Dear Reader:

E Pluribus Unum, a Latin phrase meaning "Outof Many, One," has proven both controversialand difficult to achieve in our nation's history.In an attempt to form a more perfect union, theframers of the U.S. Constitution forged analliance of many states into one nation.Likewise, people of many origins have strug-gled to define, and become, American.

Throughout our history, the use of law todefine an American people has been viewed atdifferent times as necessary, beneficial,inappropriate, and/or impracticalbut alwayscontroversial. Often, laws have been used toresolve conflicts and bridge differences.Sometimes, laws have created injustices. Laws,and public debate about them, are ever chang-ing and enriched by our contributions.

The theme of this fourth Student Edition ofUpdate on Law-Related Education, and of LawDay 1995, is E Pluribus Unum. We invited mid-dle and high school students from across thecountry to share their thoughts with us on threequestions about unity and identity. In the firstsection, Are We In or Out? students identifysome of the signals they receive from institu-tions, adults, and their peers, and they describethe ways they are treated differently than adultsin their schools and communities. In the sec-ond section, Being Part of the Solution, stu-dents describe programs and activities thatyoung people have initiated and/or are partici-pating in that connect them to their communi-

ty, school, and family. These articles provide many examples of ways that young people make positive contribu-tions and learn from active participation. In the third section, Patchwork Quilt vs. Melting Pot, students offertheir thoughts on the national debate about the degree to which our institutions and laws promote pluralism, onthe one hand, and assimilation, on the other.

The Student Edition is written by students for students. Its articles reflect their writers' understanding of the lawand perspectives on the issue. The writers do not pretend to speak with authority. Rather, they intend their articles

to provoke thought and stimulate student discussion. We suggest using the articles to identify issues for reactionby students in social studies and language arts courses. The three section titles can be posed as questions for con-sideration through structured class discussions or debate, writing assignments, or both. Students can further usethe Student Edition to compare their reactions to those of other young people across the country.

The student/teacher editorial board deserves much of the credit for this publication. Photographs of the edi-torial board members accompany the sections they directed. I appreciate their work.

Do the students in your school agree with the opinions expressed here? We welcome students' and teachers' reac-tions to the articles or the topics, and we shall forward comments we receive to the writers. As always, students orteachers wishing to become involved in next year's Student Edition are encouraged to call or write to us for

information.

14-1-George S. Perry, Jr.

Editor

A

Vir

Front cover Illustration by David Lee CsicskoCover design by De Pinto GraphicsProduced by Creative Services Associates, Inc.

0 1995 American Bar Association; 541 N.Fairbanks Court, Chicago, LI. 60611-3314ISSN 1078-201X PC *497005104

Prepared under Grant .93-JS-CX-0004 fromthe Office of Juvenile.Justice.and Delinquency.Prevention, Office of Justice Programs.Department of Justice: we are grateful for itssupport.

E;,Pluribus Unumr Dm.: of Many; One-AStudent EdUion of UPDATE ON LAW - RELATEDEDUCATION is published by the American BarAssociation Special Committee on YouthEducation for Citizenship. Chain Al Ellis:.Director, Youth Education Program. ChristineWatkins; Editor. George Perry; Jr.; EditorialDirector, Youth Education Publications: SevaJohnson

_ . .

We thank these teachers for helping studentsprepare submissions for this edition: DonnAvallone, Steve Dubreuil, Joane Frieder, DavidGoldsmith, Douglas Jackson, James Lallas,Mary E. Smith, Eileen F. Wilkinson. We alsothank Cheryl Hughes, Director, Galley 37, forher assistance.

E Pluribus Unum: Out of Many, OneAStudent Edition of UPDATE ON LAW-RELATEDEDUCATION is written by students for stu-dents. The views expressed in this documentare those of the authors and have not beenapproved by the House of Delegates or theBoard of Governors of the American BarAssociation and, accordingly, should not beconstrued as representing the policy of theAmerican Bar Association, the U.S. Depart-ment of Justice, or the Special Committee onYouth Education-for Citizenship

For information on bulk orders or class sets ofthis publication, contact the. ABA SpecialCommittee on Youth Education for Citizenshipat the address above, or phone 312/988-5735.

FOR CUSTOMER SERVICE, call 312/988-5522.

All rights reserved. Printed in the United Statesof America,

The American Bar Association is a not-for-Profit 0TPoratiols t,'

E PLURIBUS UNUM

What's Inside?

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4 Are We In or Out? Young people speak out about the signalsthey receive from institutions. adults, and their peers

I'm Voting Myself In! by Candice Cordice, 4A new voter's call to her generation: Get in there and vote yourself'

Listen to Us! by Marie Baptiste, 5An appeal for adults to listen to young people

Age Discrimination? The List Is Long, by Robin Andrade, HeatherBrown. Chris Cubas. Caroline Kaplan. Kyriakos Michailarous, RichNisa, Tanya Parikh, 6Young people question practices that treat them differently than adults

Another Point of View, 6

7 Being Part of the Solution: Programs and activities that connectyoung people to their schools, communities, and one another

Teen Court: A Necessity, by Corinne Donlan, 7Bay County, Florida's, teen court is a resounding success

Teen Court: Making a Difference, by Aretha Harvey, 7A "law breaker" benefits from teen courts

Ways to Be Part of the Solution, by Jacob Paul Goldstein, 8Student programs begin a lifetime of civic involvement and good citizenship

Teens Tackle Tough Problems, by Lindsay Rogers, 9More ways youth are involved in their schools and communities

What Others Have to Say, 10

1 1 Patchwork Quilt vs. Melting Pot: Should America strive to be a"patchwork quilt" valuing cultural differences or a "meltingpot" in which we celebrate only our common experience?

Quilts and Pots: Both Are Wrong, by Paul W. Kaufman, 11Both the melting pot and the patchwork-quilt approaches have destructiveeffects

Quilts and Pots: Both Are Necessary, by Stephen Chemsak, 11Encouragement for both the melting-pot and the patchwork-quilt approaches

The Diverse States of America? Not! by Robert Pontbriand, 13A defense of the melting pot approach to unifying Americans

Pluralism in America: A Foreign Student's View, by Claudia Nagel, 14A European perspective on America's cultural diversity

What Others Have to Say, 14

4occrr rncov AllAil

Are We In or Out?Young people speak out about the signals they receivefrom institutions, adults, and their peers

Student Edition of Update on Law-Related Education, no. 4, 1995. pp.4-6 © 1995 American Bar Association

I'm Voting Myself In!A new voter's call to her genera-tion: Get in there and voteyourself?

Candice CordiceNashua High SchoolNashua, New Hampshire

Election Day, November 8, 1994I was assigned to watch and ana-

lyze a political advertisement ontelevision for one of my classes. I'dbeen pondering the idea of votingnow that I'm eighteen, since myteacher had suggested it. I wasafraid to watch the ads, though; Idid not want them to sway my vot-ing decision. It seems all politicalads criticize the opposing can-didates. I wanted to hear someonetell me what the candidates haddone; what they planned to do; or,better yet, what they really couldget done!

So, instead, I went to my pub-lic library and asked to see its

information on the candidates.Surprisingly, it had nothing. I wasshocked! It didn't have any Leagueof Women Voters election publica-tions. Because I couldn't get anyinformation, I considered not vot-ing at all. Besides, I mistakenlythought I would have to pay to reg-ister to vote.

I was home on election day butkept delaying going to the pollsfor many reasons. I was scared. Iworried that my vote wouldn'tcount. I was afraid that if my votedid count, and I made a badchoice, it would hurt someone. Iwas also frightened to vote alone. I

wanted somebody to come with meand show me the procedure.

Finally, around seven o'clock, Idecided to go to the polls. Fearagain overcame me when I reachedthe end of my street. Instead of thepolls, I went to the store. I regainedmy courage and drove to the pollsafter leaving the store. The schoolthat was my designated pollingplace was open when I passed. Iconvinced myself that it was worth

54 Update on Law-Related Education Student Edition No. 4

S

a try. Walking through the parkinglot, I saw hordes of sign-carryingpolitical supporters swarming nearthe door. I thought "It's a war outthere, kid. All you have to do nowis break through their front line andthen you're home free." I reallythought I was going to get attackedby all the campaigners or, at thevery least, they would try to in-fluence my vote. So I put my headdown and began to walk faster.

I had an overpowering feelingof relief once I entered the build-ing. I felt I had just cheated death. Iwas astonished to see that thesupporters didn't pay any attentionto me. I think. because of my age,maybe they thought I was going into find my parents or pick up myhomework.

Walking into the cafeteria, I

again felt intimidated. I thought:"Candy, you're not supposed to behere. Go home. You don't knowwhat you're doing." I finally mus-tered my courage by telling myselfit was my constitutional right. TheTwenty-sixth Amendment had low-ered the voting age to eighteen.Many people worked very hard,and some gave their lives so that Icould enjoy this freedom. "Don't letanyone hold you back," I thought."Voice your opinion like you do sowell. You tell 'em, girl."

I found myself standing in frontof the registration table. Thankgoodness, New Hampshire now hason-site election day registration andit's free! Someone asked me for mydate of birth, my name, driver'slicense, and a piece of mail. I gavehim my license and my SAT admis-sions ticket for proof of address.Someone else walked me to the vot-ing booth and showed me how tocast my vote. When I pulled thecurtain shut and was all alone, I wasmesmerized by the little buttons andswitches. Decision time. When Iwas finished and pulled the leverthat opened the curtain, I felt like anew person!

The five minutes I spent in thebooth changed me. I emergedwiser, more secure in my decisions,and confident that it's time for myvote to count. Just because I'myoung doesn't mean I can't makedecisions concerning importantissues.

Voting for the first time for mewas, as I am sure it is for manyteenagers, a rite of passage. It is oneof the many obstacles we need toovercome to take our place in soci-ety. I hope that from sharing myexperience, more young people will

follow my example and assumetheir political responsibilities in-stead of whining about how forgot-ten or discriminated against we are.So all you eighteen-year-olds, getup off your duffs and give yourgovernment a piece of your mind. Idid, and it feels great!

LISTEN TO US!An appeal for adults to listen toyoung people

Marie BaptisteOlney High SchoolPhiladelphia, Pennsylvania

America claims to be the placewhere everyone's opinion is valued.However, this does not apply whereyoung people are concerned. Manytimes, decisions that affect us and/orchange our lives are made withoutour knowledge.

One example is the recentattempts to stop violence in theschools. Many schools have decid-ed to ban baggy clothing. They saythat this kind of clothing promotesviolence. They claim that the deci-sion is justified. No one bothered toask for our input on the matter.Although some other actions, suchas using the metal detectors, maybe rightly taken, again no oneasked us for our opinion.

Everyone agrees that somethinghas to be done about the volume ofviolent crimes. Young people, asthe media so often point out, com-mit many of these crimes. I thinkthat we are in a better position tocontribute to solving crimes thanmost adults. We live under the pres-sure of violence every day; we seefirsthand what happens in the halls,and we sometimes hear things thatothers do not. Although we areallowed to speak, we hardly getany more than an approving nod,and our suggestions are too oftenforgotten.

A factor other than age that lim-its our rights and responsibilities isgender. Today, more attention isbeing given to women in the work

63EST COPY AVAILABLE

force, and young women have theright to attend the same classes asyoung men. But we are still strug-gling against very subtle prejudices.For example, in certain classes suchas math, girls are not expected todo as well as guys. Often, when agirl takes advanced classes such ascalculus, their male teachers eitheract surprised or do not challengethem as much as they challenge theboys. This is the opposite of what isbeing said in our communities. Weare being told that we can be just ascompetitive and as smart as boys.Yet in school, a place where ourminds ought to be challenged, weare not treated the same way.

Girls are future scientists andCEOs of big corporations. How cansociety expect us to be ready forthe job market, or the world, whenour preparation is dissimilar to thatof boys? Therefore, one can under-stand why teens, already at a con-fusing age, are becoming more andmore confused.

We hear older people say thatthey want to hear from us, but ourideas are not given enough atten-tion. Maybe they have forgottenwhat it was like to be young and todesperately want their opinions tobe heard. Maybe members of theirgeneration did not have the chanceto voice their points of view. Maybe

Update on Law-Related Education Student Edition No. 4 6

in their time there weren't as manyproblems as there are today. Butthey must remember that manythings have changed and thatyoung people should be involvedmore than ever in decision makingbecause not only will these deci-sions affect us, but they will alsohave an important impact on thevalues and morals that we will passon to future generations.

AGE DISCRIMINATION?THE LIST IS LONGYoung people question practicesthat treat them differently thanadults

Robin Andrade, Heather Brown,Chris Cubas, Caroline Kaplan,Kyriakos Michailarous,Rich Nisa, Tanya ParikhKingston High SchoolKingston, New York

Rules and regulations pertainingspecifically to young people arecommon in American society. Mostyoung people simply accept themand comply. Seldom do we stop toquestion their nature or the reasonsbehind them. It could be arguedthat many situations young peopleencounter, as well as many of therestrictions placed upon them. resultfrom stereotypes of young peopleand are, among other things, unfairand discriminatory.

It is assumed that all teens areimmature and, as a result, are notso responsible as adults. We are notlooked upon as individuals for ourpersonal efforts, ability, and meritbut, rather, for our place on a timeline. Because of this, credible teensare automatically denied the jobs.respect. and rights given to adults.

The job market is just one placewhere teens are excluded. Jobapplications often ask for experi-ence. If we have none, we willmost likely be denied the opportu-nity to work, from menial labor upto much higher levels of employ-ment. Higher quality jobs will be

given most likely to experiencedwhich means the olderapplicant.

Teen stereotyping extends intothe respect society gives us. Realrespect must be mutual, and in fewplaces is this more evident than inthe classroom. How young adultsare treated by administrators orteachers can drastically affect theway the students will act in certainsituations. For example, in anadvanced placement college-levelclass, teachers will generally treattheir students with respect so thatstudents exhibit the maturityexpected of them and reciprocatewith equal respect. On the otherhand, if the same students enter aClassroom with other peers not inthe advanced placement programs.the teacher might act toward themas if they were undisciplined andunable to complete simple duties.Students' maturity level will fall tothat which is expected of them. Inmany situations. no respect is givento the students, and the students'opinions are ignored. If our men-tors were to treat young adults withdignity and respect. they willreceive the same in return.

The level of respect furtherdeclines when cultural factors aretaken into consideration. Our lawsdictate that there are not supposedto be any school rules that discrim-inate on the basis of race or creed.Nonetheless, such discriminationstill exists. For example, school

holidays are granted only for-mainstream" religions. Students inthe religious minority may have torake an absence from school in

order to observe their holidays.Then they are required to make upthe work missed.

Also, in local Ulster County, stu-dents are prohibited from runningfor and holding public office.Candidates must be at least eigh-teen in order to run for a schoolboard. This directly impacts the stu-uent body. Having students on theboard who are directly in touchwith the problems and needs of oureducational system would benefitthe entire student population.

In order to serve as a juror, onemust he at least rwenty-one. Thisexcludes teens who are capable ofmaking judicious decisions whileparticipating in one of our demo-cratic processes. As jurors, teenscan be rational and impartial, andthey can contribute equally as wellas adults. However, because of ourage we are automatically excludedfrom participation.

Finally, in many areas, curfewsobligate teens to be inside at certaintimes. By setting curfews, govern-ment is assuming that, because ofour age, we are irresponsible andbound to create mischief duringlate hours. Curfews are an insult tothe responsible. conscientious peo-ple who happen to be under eigh-teen years of age.

ANOTHER POINT OF VIEW

A big issue in America's schools is uniforms. Why is it that the

government thinks it may tell us what to wear? Students .sh6.11d he.

allow 4.6.eXPreSs.the-iva. Y they think in their dress:as:41.4:is;inii.-...

their speech. Most kids hate wearing uniforms, which look dull and._make. everybody seem. the same. Choice in dress gives bii

and freedom to teens.;;,_,,I...Santa.Gertrudis Students, Kingerille,..1csas

_

76 Update on Law-Related Education Student Edition No. 4

Being Part ofthe SolutionPrograms and activities that connect young people totheir schools, communities,, and one anotherStudent Edition of Update on Law-Related Education, no. 4,1995. pp.7-10 ©1995 American Bar Association

I Kg', ',evil° A NECESSITY.

Bay County, Florida's teen court is a resounding success

Corinne DonlanMosley High SchoolLynn Haven, Florida

Nationally, juvenile crime is on the increase in rural aswell as metropolitan areas. Bay County, Florida, with apopulation that has grown to approximately 127,000, isno exception. Juvenile crime has increased, indicatinga fundamental problem in what, where, and how youngpeople are taught to become law-abiding citizens. Onesolution to this problem is teen court, a programdesigned to divert juvenile offenders from the tradition-al court system while teaching them the consequencesof breaking the law.

Teen court serves first-offender juveniles who havebeen charged with misdemeanors. The defendants arereferred by school resource officers, law enforcementofficers, social service case workers, juvenile judges,teachers, and school administrators. Parents may alsorefer their teenagers to teen court for "offenses" likeungovernable behavior or "criminal mischief." Thesejuveniles do not have to be officially charged with acrime, but they are treated exactly the same as offend-ers in the program who have been so charged.

To be eligible, juveniles must admit their guilt,understand their error, and appear sincere. To be a teencourt defendant is a privilege in that "graduates'"charges are dropped. Because participation is a privi-lege, defendants are expected to conduct themselvesrespectfully.

Teen court sessions are held once a week, and theylast for about two hours. Students hear a maximum ofsix cases during each session. The only adults involvedin the sessions are the presiding judge, the teen court

continued on page 8

MAKING A DIFFERENCE

A "law breaker" benefits from teen courts

Aretha HarveySCALES Project, Godby High SchoolTallahassee, Florida

I am a fourteen-year-old female high school freshmanwho broke the law.

At that time, I was referred to a program called teencourt, which is for first-time teenage misdemeanoroffenders who have already admitted their guilt. Teencourt defendants are defended and prosecuted by teenattorneys and sentenced by a jury of teenage peers. Infact, the only adult officer of the court is the judge. Iwas given community service and three jury duties todo. Teen court defendants don't have a record afterthey complete their sentences. It was very important tome not to have this cloud hanging over my head.

While serving on the teen court jury, I learned aboutdifferent situations in which teenagers break the law,and how they deal with the consequences. I feel thisprogram helps teenagers who have committed suchacts as stealing, drinking, fighting, and prowling to real-ize that what they have done is wrong, and it givesthem a second chance to do better without scarringtheir lives.

After serving my jury duty and completing my pub-lic service, I continued to go to teen court. I have beena clerk, a prosecuting attorney, and a defense attorney.As a clerk, I had to swear in witnesses and read thejury's decision. While doing this job, I tried to soundcaring and understanding because I know what it is

like to hear what the jury has to say.As an attorney, I have learned to listen and not to

judge someone's actions before knowing what the per-son was thinking or going through at the time he or she

continued on page 8

Update on Law-Related Education Student Edition No. 4 7

TEEN COURT: A NECESSITYcontinued from page 7director, and the defendant's parents. Student volun-teers serve as defense and prosecuting attorneys, courtclerks, bailiffs, and jurors. Student involvement in thecourtroom process helps teach juvenile defendantsthat, in addition to adults, their own peers do not con-done their behavior.

Teen court juries are authorized to impose a varietyof sentences lasting up to thirty days each. While someaspects of a sentence are mandatory, the remainder isat the jury's discretion. All defendants are sentenced toa minimum of one night as a juror, with a maximum offour nights, and at least ten hours of community ser-vice. Defendants complete their community service attheir own schools under the direction of the school jan-itors. Assigned tasks include cleaning bathrooms,scraping gum off desks, moving furniture, and cleaningthe parking lots. During this process, defendants notonly give something back to their school in terms ofwork hours, but they also learn humility from theirpeers.

Defendants may also be sentenced to group orindividual counseling, to drug and alcohol rehabilitationprograms, to writing essays and/or letters of apology,and to paying any restitution due as a result of theircrimes. Teen court juries also may suspend defendants'driver's licenses and impose curfews or house arrest.After completing the terms of their sentences, many teencourt defendants rejoin the program as volunteers andparticipate as student jurors and lawyers.

Teen court is certainly on the cutting edge of juve-nile justice, and it seems to be the missing link in thejuvenile justice system. Still in its first year of operation,Bay County, Florida's teen court is a resounding suc-cess. Of the more than 100 defendants who have hadtheir cases heard in teen court, only three percent havebecome repeat offenders. This compares to a 30 per-cent recidivism rate in the traditional juvenile court sys-tem. More important, juvenile offenders are joining theprogram as volunteers, thereby making a commitmentto remain law-abiding, responsible citizens. For theircommitment to the program and to their fellowteenagers, volunteers are garnering college scholar-ships and local recognition as those in law enforcementtake notice of what is happening in teen court.

TEEN COURT:MAKING A DIFFERENCEcontinued from page 7broke the law. I learned that I can talk to other teensand that they can understand me without thinking I'mjust trying to be a "goody-goody." I also learned tomake objections and cross-examine witnesses. Aftereach hearing, we get to talk to real attorneys, who helpus improve our next defenses or prosecutions.

I have learned so much. Teen court is a way to helpthe community, and I hope more teenagers willbecome involved (without having broken the law).

WAYS TO BE PARTOF THE SOLUTIONStudent programs begin a lifetime of civic involvementand good citizenship

Jacob Paul GoldsteinNewton North High SchoolNewtonville, Massachusetts

We should all be active participants in our communi-ties. As students, we must remember that we are thefuture. What we do now can help us later, and what wefail to do can hurt us. The Founders based our gov-ernment on the principles of popular sovereignty. Withour freedom to rule ourselves comes a great responsi-bility to improve this nation and the world.

There are many opportunities for involvement inyour community and school. Following are examples ofprograms in my school that I've found to be fun,rewarding, and worthwhile, while at the same timemaking a positive impact on the community.

A school club like Inter-Act is a great way tobecome involved because the logistics are done foryou, making participation much easier. Inter-Act pro-motes and facilitates community service opportunitiesfor its members. We have decorated spoons to be soldfor charity at department stores, and we participated inthe City-Year Serve-a-Thon, where we painted andcleaned a Boston community center. Hearing the resi-dents thank us after a long and tiring day of paintingmade this very satisfying experience seem even moreworthwhile. During the holiday season, we serve dinnersat homeless shelters.

Other clubs, such as Model United Nations,Amnesty International, and Junior Statesmen ofAmerica, deal with national and global political issues.In Model United Nations, we study contemporaryissues, such as domestic violence and the plight ofstreet children, and different countries' views on theissues. We also learn to understand the powers of theUnited Nations, the way countries develop a position,and the complexities of compromise among opposingnations. There are conferences sponsored by variouscolleges and even a conference at the United Nationsbuilding in New York City.

For Amnesty International, an organization that pro-motes human rights, we write letters to prisons and gov-ernments asking for the release of political prisoners,and we write encouraging letters to the prisoners them-selves. It is rewarding to know we are helping some-one in need. Participants in Junior Statesmen ofAmerica, a student-run national association, debatepolitical issues. No one political view is promoted, but

98 Update on Law-Related Education Student Edition No. 4

we discuss hot topics such as the rights of undocu-mented immigrants, abortion, and the death penalty. Thearguments are interesting, emotional, and exciting. It isa lot of fun trying to convince our peers that our viewsare correct. Debate is the start of political action. Theseclubs contribute to society in a positive way.

Two quotations come to mind when discussing com-munity involvement. "Whatever you do may seeminsignificant, but it is most important that you do it," saidMohan(' Karamchand Gandhi. Decorating spoons,painting, writing letters, and debating may all seem verysmall and useless tasks, but we must remember thatthey have an impact on society. The other quotation is"If the people lead, eventually, the leaders will follow."It's up to us to participate and involve ourselves in ourneighborhoods and world, and, once we do that, wewill be leaders. This is just the beginning of a lifetimeof citizenship and involvement.

TEENS TACKLETOUGH PROBLEMSMore ways youth are involved in their schools andcommunities

Lindsay RogersDriscoll Middle SchoolSan Antonio, Texas

Many teens are stepping up and becoming involved intheir communities. They realize the importance of theirparticipation. By being involved, they are not onlylearning about the real world, but also about them-selves. Programs can be found in schools, churches,and community centers. These programs focus on help-ing others whatever their ages.

Teachers are reaching out to involve students. In myschool, our teachers inform us about the importance of

avoiding member-ship in gangs. Welearn about manyalternatives, whichinclude doingthings with othersin our city. Someof us visit theelderly in nearbynursing homes,while others take atrip to the foodbank to learn howit helps those inneed. Many organ-izations within theschool, such as theStudent Counciland National Jun-ior Honor Society,promote giving tothe needy, such asholding food andclothing drives.

A new organi-zation in myschool known asPALS (Peer Assis-tance LeadershipStudents) reaches out to needy students. Members of"PALS" focus on assisting students with social, physical,or mental problems that tend to appear in many youngadults. PALS are trained by teachers and counselors andhave proven to be successful in helping young teens.Many school conflicts have been solved through PALS.

In another school program Junior Achievement,local working citizens teach teens about business, man-agement, and money. After completing this program,

students understand what it takes torun a business of their own, and theyare challenged to do so. They alsohave a sense of working with others asa team. This program further allowsadults to come into schools and seefirsthand what goes on as they workwith the teens and prepare them forthe world. This way, JuniorAchievement benefits both the teensand the adults who teach them.

Youth groups in churches, syna-gogues, and mosques are joiningtogether in order to help thecommunity and address basic needs.My church youth group visited thelocal jail. We brought prisoners bags offresh fruit, treats, and the daily scrip-

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BEST COPY AVAILABLE 10 Update on Law-Related Education Student Edition No. 4 9

tures to read. We tried to express that there are peoplethey don't know who care about them. We also learnedthe importance of keeping ourselves out of situationsthat lead to imprisonment.

Many youth groups spend their extra time visitinglocal nursing homes and the elderly. These visits teachteens about respect and love for the elderly. By simplyfixing an elder's front porch, teens do something forsomeone else and also go against the "teens of the1990s image" that suggests teens have no respect forauthority and others.

Community work is yet another way teens arebecoming involved, and it takes only a little time forteens to build a positive reputation that is recognizedthroughout the local community. Communities cometogether when teens volunteer just a little of their timeto help their neighbors. These simple tasks can bedone individually or in loosely or well-organizedgroups. For example, volunteering to clean highwaytrash and graffiti is an easy, yet noticeable, teen project.

Communities do not always know what is going onin their public schools. To promote positive feelingstoward our schools, we recently decorated the localgrocery store with bulletins about school events. This isone way that communities can become aware of theproblems and challenges facing teens and ways thatyoung people are addressing the challenges.

Teenagers are the future. In less than ten years, wewill be running for city, state, and county offices.Today's secondary students will be voting. Many areacting now, and they are becoming involved in ourever-changing world. By doing so, we are preparingourselves for the great tasks that lie ahead. The teensof America are interested in what goes on, and theirinvolvement and actions are proving they will be activeand informed citizens tomorrow.

WHAT OTHERS HAVE TO SAY

Students are most affected by school rules. Yet, inmost schools, students are excluded from therule-making process. Our school has somethingdifferent. There is a body known as the JeffersonCommittee that comprises teachers, administra-tors, board of education members, parents, andstudents (the largest representative group). TheJefferson Committee's duty is to create and main-tain our school's discipline code, and it has tack-led such topics as administrative prerogative andstudents' First Amendment rights.

The Jefferson Committee is a critical part ofour high school as it enables students to con-tribute directly to rule making and allows them todemonstrate that they can act responsibly in posi-tions of poweran important asset in life.

Chris Cubas, Kingston High ,ihOo4Kingston, New York

Local residents are often surprised when they dis-cover that young people comprise a significantportion of many fast -aid squads that respond tolocal medical emergencies. In my town, there isan active Cadet division of the local first-aidsquads for sixteen- and seventeen-year-olds. Thesecarefully trained members ride weekly and assistfull squad members during calls. In addition,some of these students have taken advancedclasses to become full-standing EMT's, or emer-gency medical technicians themselves. Theyassume all responsibilities, and they may becomedrivers when they turn eighteen.

Joining an emergency organization such as afirst-aid squad is quite a time-consuming endeav-or. Participating students, indeed, make them-selves part of the solution by choosing to sacri-fice their time in order to help others.

Heather Murray, Cranford HighScbooI Cranford, New jersey

1 0 Update on Law-Related Education Student Edition No. 4

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Patchwork Quiltvs. Melting PotShould America strive to be a "patchwork quilt" valuingcultural differences or a "melting pot" in which wecelebrate only our common experience?Student Edition of Update on Law-Related Education, no. 4,1995. pp.11-15 © 1995 American Bar Association

SWAVAMIWEV: 1 ' I

Both the melting-pot and the patchwork-quiltapproaches have destructive effects

Paul W. KaufmanSt. Mark's High SchoolWilmington, Delaware

There are two theories that address diversity in this coun-try: the melting pot and the patchwork quilt. In prac-tice, I think the patchwork quilt may destroy the fabricof our society, and the melting pot may destroy theindividuality of our society's members.

The melting pot combines different elements intoone alloy. It makes the differences so minute as to beindistinguishable. This approach to solving the problemsof diversity was examined by James Madison in TheFederalist No. 10:

It could never be more truly said, than of thefirst remedy (removing the causes of faction] thatit was worse than the disease. Liberty is to fac-tion, what air is to a fire, an aliment withoutwhich it instantly expires. But it could not be lessa folly to abolish liberty, which is essential to polit-ical life, because it nourishes faction, than it wouldbe to wish the annihilation of air, which is essen-tial to animal life, because it imparts to fire itsdestructive agency.

I agree with Madison. Being part of a number ofminorities has led me to value humanity's differences.I must confess to thinking that the most interestingpeople are those who are different and proud of it. Itwould be pure suicide for this culture to seek to abolishthe differences. Looking at our heroes, where would wehave gone if Albert Einstein, Galileo, and Johannes

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Encouragement for both the melting-pot and thepatchwork-quilt approaches

Stephen ChemsakJohnson High SchoolHuntsville, Alabama

Our American government is supposed to be neutralconcerning matters of personal belief and religion.However, the importance of minorities in the UnitedStates has been ignored, often at the cost of violence.Rather than be neutral, should we take the melting-potapproach and promote assimilation as the quickest routeto a single set of values? Or should we use the patch-work-quilt approach and strive for pluralism, acknowl-edging that, although more prone to engendering con-flict, diversity leads to advancements that uniformitycannot?

I think we must be a progressive nation. We mustguarantee rights and create opportunities for everyone.And, as difficult as it may prove to be, I think that thesolidarity, invention, and discovery necessary to keepus competitive depend on our embracing both assimi-lation and pluralism.

Our nation's attempt to assimilate everyone regard-less of their differences have not been successful.Slavery as a legal form of oppression raised issues ofracial equality that challenged America. Since the CivilWar in the mid-1800s, constitutional amendments pro-moting equal opportunities for all members of societyhave created factions. Examples are plentiful, such ashate groups that support violence as a way to promoteseparation.

Poverty and crime are rampant in many inner cityminority communities. The Los Angeles riots showed

continued on page 12

Update on Law-Related Education Student Edition No. 4 1 1

QUILTS AND POTS: BOTH ARE WRONGcontinued from page 11

Kepler had not taken us to the moon? What if MartinLuther King, Jr., and Malcolm X had not pushed forcivil rights? How about if Chuck Berry, Fats Domino,and Sam Cooke had not revolutionized music? Hadthose people "blended," tried to be more like thecrowd, where would we be today? If the fires of peerpressure had better heated the cauldron of conformity,how different would our world be! We cannot afford tosmelt down our greatest national resource of raw material.

The patchwork quilt idea is more utopian. Imaginethe sprawling quilt of our society, each patch linked bythe ties of humanity, running from California to NewYork, from the Dakotas to Louisiana. The vision is a pret-ty one, but so far our stitching has been poor. Look atus. What is the thread that binds our patches together?Certainly race is no tie in this, the most diverse ofnations. Language? No. Our ballots are printed in two,and even more, languages. Members of my local Hispaniccommunity want to retain Spanish as their primary lan-guage, yet I think English should be the first languageof the United States. Just as they do not bend towardmy views, I do not bend toward theirs. I have alreadyjoined the multitude of "this-is-the-way-it-is" sayers.Imagine that. Not two generations "off the boat" andI've already become the typical "American Way" fanatic:this is the way it is, was, and should be. We speakEnglish here.

That patchwork quilt frays at every edge. There is acultural battle for the control of each stitch on the quilt.So I think that we should strive, as only Americans can,to do the impossible. We must create a society that is uni-fied and diVerse. We visited the moon while othersstrove to orbit it. We conquered polio. We revolution-ized culture with the television and the personal com-puter. So I believe we can resolve the question of whomay march in a small-town parade in rural New Jersey.And we can finally bridge the language barrier too.

Given recent evidence, I believe we are moreinclined to fight over pieces of fabric than to allow our-selves to be stitched together in the fabric of America.Thus, while in theory I prefer the patchwork quilt tothe melting pot, in practice, I acknowledge that neitheris satisfactory. Madison's "latent cause of faction" hascaught up with us; if we are to be stitched together inthe fabric of a society, we can't cut ourselves on thethread. The fish that strains against the razored net willbleed itself dry from a thousand cuts. We cannot allowourselves to be smelted down or to accept a frame-work in which to live.

QUILTS AND POTS: BOTH ARE NECESSARYcontinued from page 11

the frustration of poor minorities, who lashed out atlaw and order to vent their anger at injustice. African,Native, Asian, and Hispanic Americans have all beendiscriminated against. Ejected from their traditionalhomelands, American Indian groups now occupy smallreservations. Denied liberty at home, Cubans andHaitians are being turned away from freedom inAmerica because of what many here call racial dis-crimination. Illegal immigrants in California face newlyproposed laws that would take away key social ser-vices. These situations all suggest that America mustbecome a patchwork quilt to eliminate the civil strifethat is causing unrest among many groups.

In addition to racial and ethnic differences, the peo-ple in our country practice numerous religions. Often,the United States considers only Christianity when itdebates prayer in school and the separation of churchand state. Buddhism, Hinduism, Judaism, Islam, deism,and many more religions are also found in our nation,as is atheism. Americans cling to their tradition of reli-gious freedom protected by the First Amendment to theUnited States Constitution, yet public schools fail toreconcile religious differences in the classroom. Again,the patchwork-quilt approach is needed in managingreligious differences in America. It's because of ourindividual beliefs that our nation is progressive.

At the same time, America must also be a meltingpot so that we do not split apart. Because our peoplehave been able to find enough in common to livetogether "as one," the United States has existed in rel-ative stability for over two hundred years. We have oneof the highest standards of living. We have won worldwars, and we have united nations. These past achieve-ments are a good measure of the melting pot's success.

One thing that separates America from other nationsis our recognition that imposing absolute uniformityleads to instability, human suffering, and war. Whatpushes us ahead of all other countries militarily, eco-nomically, and socially is our diversity, coupled withsimilarities in key areas of American life. So why mustthe United States be either a melting pot or a patch-work quilt alone?

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12 Update on Law-Related Education Student Edition No. 4

THE DIVERSE STATES OF AMERICA? NOT!A defense of the melting-pot approach to unifyingAmericans

Robert PontbriandFitchburg High SchoolFitchburg, Massachusetts

The United States should become a "melting pot." It isrenewed by peoples of many cultures, religions, and eth-nic backgrounds, but they share common goals: life,liberty, and freedom. The very name of our country,the United States of America, indicates. what Americashould he. and that is united. Our country is not the"Diverse States of America." We have been united. areunited. and should continue to be united.

In order to preserve the unity of the United States.we need to celebrate our common experiences such asour history. freedoms, national traditions, government,and goals. If the people of the United States strive fora diverse -patchwork quilt" in which we promote cul-tural differences, we will separate, segregate. and dis-solve our American society.

People's cultural, religious, and ethnic backgroundsare important to the United States. but they should notbecome issues for our government to decide. If gov-

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ernment beginsto play a key rolein supporting cul-tural differences.it will inadver-tently discrimi-nate against cul-tural groups.build languagebarriers, destroypatriotism, and,most of all,destroy respectamong fellowAmericans andbetween the citi-zenry and itself.Why should thegovernment pro-mote one Amer-ican culture andnot another? OurFounders hadenough foresightto separatechurch from stateto ensure thatpeople of differ-ent religiousbeliefs were notunder the juris-diction or control of a religion in which they did notbelieve. One may still practice religion, but the gov-ernment in no way promotes it or discriminates againstit. This should be our policy with cultural differencesa separation of cultural differences and state.

For our government institutions to promote plural-ism in the United States would be equivalent to burningthe Constitution. Pluralism would grow like a "socialparasite," killing our common American experiences.Instead, our government institutions should strive topromote assimilation in order to augment its peoples'common experiences in history, language, politics. andeducation.

The United States needs only to take a look at theworld around it to see that a 'patchwork quilt" does notsucceed. The Bosnians, unlike the Americans, were notfortunate enough to have common goals and experi-ences, and Bosnia has been in civil war for almost fouryears because of cultural and religious differences. TheBosnian situation is true for dozens of countries aroundthe world. If our government supports and promotescultural differences, we could also end up in civil war.

The United States is fortunate in that the majority ofAmericans still have common goals. ideals. beliefs. andheritage. Today, we are faced with increasing crime.

Section Advisors;%.

Matthew Potts

East Kentwood High School

Grand Rapids. Michigan -"'*Mt

Lindsay Rogers SitntriaDinatte-=Driscoll Middle School

San Antonio.-Tens-.4Wi,

Eugene Kimn Sara C. Wheeler

The Learning ,Dent MiMeSctiorg-S*.4--,%`. "!

Columbia, South Carolina

Update on Law-Related Education Student Edition No. 4 13

social deterioration, destruction of the family, AIDS, anational debt of almost $5 trillion, decreasing education-al standards, lack of values, lack of national respect,and, most of all, lack of respect for one another. Let usunite and work together into the twenty-first century inorder to ensure that the United States of Americaremains the land of the free and the home of the brave.

PLURALISM IN AMERICA:A FOREIGN STUDENT'S VIEWA European perspective on America'scultural diversity

Claudia NagelFitchburg High SchoolFitchburg, Massachusetts

The United States of America isknown as a nation of freedom wherepeople from different cultures meetand live together. America was found-ed by immigrants from countries withdifferent languages and traditions. Forme, the cultural pluralism of theUnited States makes it interesting anddifferent from other nations.

Still, it is very important to learnthe language that is spoken in thecountry in which you want to live. Ifpeople come to the United States butrefuse to learn English, it might causea lot of problems and misunderstand-ing. How would they find a well-paying job? Where would their chil-dren be educated? Poor educationcontributes to poverty. LearningEnglish is not such a big adjustment ifyou want to get along in America.Growing up bilingually does notdestroy one's culture. People may stillspeak their native languages at homeand live following their own culturalvalues.

At the same time, I think bilingualeducation, which means the teachingof non-English-speaking students intheir own language as well as inEnglish, is a good way to solve thelanguage problem. It would beimpossible to live in a country withhundreds of different languages,where people couldn't understandone another.

Some people say that Americashould be a "melting pot," which is

the idea that different groups in society assimilate intothe mainstream and unify into one American culture.Their point of view is that, if you want to live in a for-eign country you have to adjust to its culture or you willface major problems like unemployment, exclusion, oreven isolation from the rest of the society. I think themelting-pot point of view reflects intolerance and dis-

WHAT OTHERS HAVE TO SAY

To me, a patchwork quilt describes America perfectly. I like to thinkof each patch as a different culture. The thread that holds these togeth-er is freedom. The quilt is America, in all of its shining glory. Thisreminds me of when women used to have quilting bees in the 1800s.The quilting symbolized a chance to discuss what had happened andto come together for a common cause. Most important, it symbolizedfriendship and people sticking together, like a quilt, through thick andthin. I'm also reminded of how some families have a patchwork quilt,where each square represents a different person or time in the family'shistory. This quilt is made so that future generations can know wherethey came from. I think America should form a quilt to show that allcultures are equal and recognized. That way, our future generationswill know what theyand Americaare all about.

Cheryl Brinkley, The Learning Center,Dent Middle School, Columbia, South Carolina

Patchwork quilts are a combination of fabrics that have trouble fittingtogether. Each square is a different pattern, joined to another squareby an impermanent seam. A slight tug on the quilt can rip any one ofthese seams, instantly fracturing its delicate framework. This too is theproblem with America's diverse population. Each ethnic group longsto maintain its unique identity as well as to be uncomfortably joinedwith another group with which it can find no common ground. In thisstruggle to maintain identity, each group loses its usefulness in func-tioning as part of a unit. A three-inch square of fabric will hardly keepme warm in the winter. For warmth. I am satisfied with a ladle of soupfrom the melting pot. Just as the ingredients in soup compliment andenhance one another, facets of American society should be willing toblend with the others to build a better nation. Every person bringsunique experiences to the melting pot. As Americans, we have a dutyto celebrate those past experiences we share, not the experiences thathave proven divisive. Our greatest moments as a nation have beenthose when we were united in a common cause. We have a duty toone another as fellow Americans to ensure that we continue to allowethnic groups to become a part of the melting pot, so that no one feelson the outside of the circle of American society.

Lindsay Errickson, St. Mark's Higb SchoolWilmington, Delaware

14 Update on Law-Relateff Education Student Edition No. 4 15BEST COPY AVAILABLE

crimination as well as prejudice against minorities anddifferent cultures. Intolerance causes many of the prob-lems America faces.

As a German exchange student, I have found thatAmericans are very proud of their nation. culture. andthe high position in the world that they have achieved.But I also realize that people. especially in my hostfamilies, would like to see that I take some Americanvalues as my own and see American culture as desir-able. I think that American society tends to makeimmigrants become Americans because for them it is

the best way to live, the best lifestyle. But one cannotmake people give up their culture by establishing lawsthat promote assimilation. That would make the situa-tion even worse, and the cultural contract could becomecritical.

In Germany, we face such a problem. Since thereunification of the country, the East Germans havehad to adjust to the West German lifestyle and culture,which are said to be superior because they were estab-lished under a democratic system. A lot of EastGermans feel discriminated against because they thinkthat not all the things created under the East German

.system were so bad as they are reported to be today.That is why, in spite of the fact that the wall betweenEast and West Germany has been torn down, their dif-ferences are still obvious. Today we try to overcomethe misunderstandings.

Certainly one cannot compare Germany to theUnited States except that, as easily as not, the will tochange people's lives can lead to misunderstandingsand political contrasts in society. It would be easier tolive together and respect the different, sometimesstrange cultures. Europe has a lot of different peoplesand cultures, and although we try to work together eco-nomically and politically, we are not a "melting pot."Every country wants to keep its traditions, so it remainsmore interesting to travel, to meet people, and to com-municate. We have to learn to be tolerant, at least.

I think the United States should remain a countrywhere people from all over the world may live keep-ing their cultures and values, as long no damage iscaused to the society as a whole. This way, its peoplecan learn something about different cultures and tradi-tions, and about ways to live together while reducingworld conflicts through mutual understanding.

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airkeIrShiP*t

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ILLUSTRATIONSGallery 37

Page 4: Megan Iwamuro, Labyrinth, 8 1/2" x 11", mono-print, linocut representing the letter L in an Abecedarian, oralphabet book, created by Gallery 37 apprentice artists. The14-year-old artist, who attends St. Josaphat School in Chicago,was one of the 600 apprentice artists employed at the galleryin 1994. Gallery 37 is a summer jobs and art education pro-gram administrated by the City of Chicago, Department ofCultural Affairs.

In another program, 450 paintings were commissioned bythe Chicago Department of Planning and Development fordisplay on barricades surrounding Block 37, the RelianceBuilding, and the Selwyn and Harris theaters. Eighty Gallery37 artists painted their impressions of what makes Chicago alivable city. Two of the paintings are reproduced in this booklet:

Page 9: Christine Ruback, Ateka Ali, Allison Catuira, Palettein Palm, 36" x 48". Ruback is 17 years old from Notre DameHigh School; Ali is 16 years old from St. Scholastica HighSchool; and Catuira is 14 years old from St. Giles School.

Page 13: Sterling Price and Allison Catuira, untitled, 24" x30". Price is 16 years old from Kenwood Academy and Catuirais 14 years old from St. Giles School.

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