This project paper for the 1994-95 Klingenstein Fellows Program at Teachers College, Columbia University (New York), examines the philosophical and pedagogical underpinnings of an interdisciplinary law-related curriculum for secondary students. The proposed interdisciplinary law-related curriculum focuses on issues of human rights, civil liberties and environmental justice to advance multicultural and global perspectives necessary for citizens of the 21st century. Its goals are for students to be comfortable with cultural diversity, work to achieve social justice internationally, and advance social inclusion of diverse groups within our pluralistic democracy. The curriculum is based on constructivist principles and is intended to provide students opportunities to examine real-life problems in anchored instructional situations; to develop reflective skills, attitudes, and values; and to use their intellectual knowledge in moral, ethical, or political contexts. Part 1 of this paper presents the philosophical and pedagogical rationale for the proposed curriculum. Part 2 offers curricular suggestions organized around essential questions and suggested readings for a proposed Human Rights and Civil Liberties course outline and a proposed Environmental Justice course. It also describes specific techniques to encourage constructivist inquiry and implementation of many of the proposed curriculum s components at the Fieldston School, an independent school in New York City. Sample case studies are appended. (Contains 60 references.) (JLS)