UW School of Law > Clinical Law Program > Street Law > Washington Supplement

Street Law at the UW School of Law

Washington Law for Law Student Teachers

Supplement to Street Law: A Course in Practical Law, 5th Edition, 1994. Revised January 2002.

The following Supplement has been developed by Julia Gold of the University of Washington School of Law. Each file is in Adobe PDF format. Download Acrobat Reader.  The supplement may be downloaded in its entirety, or by chapter/section.

These materials are designed to assist law student teachers as they teach the Street Law course in Seattle area high schools. The goal is to provide:

  1. Information on Washington law to questions posed in the national Street Law textbook, when it is different from the answer provided in the national Teacher's Manual.
  2. Additional problems, case studies and other teaching strategies that law students may use in their teaching.
  3. Information about local and state resources for students.
  4. Information about current controversial or important issues that would be of interest to high school students.

Guide to using this resource

Whenever the answer to a question posed in the national Street Law text is different under Washington law, the answer will be noted. Otherwise the reader can assume that the answer supplied in the national Teacher's Manual is correct.


Thanks go to Joyce Welsch, who served as research assistant for the writing of this supplement and made substantial contributions to chapters one, two and four. Thanks also go to Margaret Fisher, who co-authored the Washington Supplement to Street Law with Julia Gold, published in 1989 and 1991 for the Street Law class at Seattle University School of Law. Some portions of that text have been revised, adapted and incorporated into this volume.


Mock Trial

I learned about organizational choices, about time management, about navigating expectations and agreements with others, about working with clients who may not be of the same background or culture as me, about working in larger bureaucracies, about the value of collaboration and about working in a team.  Flexibility is crucial in teaching and also in lawyering. 

The students have taught me also that affirmation is fundamental -- they don't hear enough how great they are (that they are capable and competent, and that when engaged and challenged, they are able to rise to the occasion and that if given the chance, would work hard), that they are up to the challenge; when asked how it was for them after the mock trial on Friday, a couple of the students said they would do it again in a second if they had the chance -- what better?

Chloe Anderson
Class of 2005
Street Law Student Teacher

Last updated 12/15/2010