MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY. Law Enforcement

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1 MONROE TOWNSHIP PUBLIC SCHOOLS WILLIAMSTOWN, NEW JERSEY Williamstown High School Law Enforcement September 2013 Written by: Timothy Rue Stanley Krzyminski, Director of Curriculum Christine Stanton, Supervisor of Social Studies/T.A.G.

2 Monroe Township Public Schools Williamstown, New Jersey Philosophy of Education The administration, faculty, and staff of Monroe Township Public Schools, in cooperation with parent and the community, and with active participation of the students, are committed to viewing each other as individuals, respecting each person s uniqueness, and setting high expectations for all students. The school system will assist each student to become a contributing member of our society by providing a learning environment that is responsive to the needs of the individual student, community, and changing society by providing a learning environment that nurtures values and morals. This environment will be conducive to acquisition of knowledge, as well as to the development of problem solving, critical thinking, and organizational skills. We will provide a learning environment that is responsive to the needs of the individual student, community, and changing society. We will aid our students in developing responsible behavior, a positive attitude toward themselves and others, the necessary life skills to become productive citizens and lifetime learners. We accept the challenge and responsibility of accomplishing these goals. Revised: August, 1996

3 Williamstown High School Williamstown, New Jersey Mission Statement Williamstown High School provides an atmosphere where our students become responsible, productive citizens, and life-long learners. BELIEFS Students are responsible for their education and are accountable for their actions and decisions. Students and staff respect all people regardless of race, color, creed, religion, gender, and sexual orientation. Students, regardless of learning styles and abilities, need to be challenged and inspired in order to achieve their full potential. Students and staff are provided a safe and supportive environment in which they can pursue their educational goals. High expectations are communicated to the students from all members of the school s community. Effective education is a student, staff, and community partnership, which prepares students for the future in a technologically changing society. High school personnel serve as catalysts for academic and personal success for all students. Revised: 2004

4 Williamstown High School Williamstown, New Jersey Social Studies Department Philosophy The Social Studies Department is committed to the development of the broad range of Social Studies skills, attitudes, and knowledge in all students in alignment with the New Jersey Core s. We will seek to develop in our students the desire and the ability to a lifetime learner in the field of Social Studies. IT IS OUR GOAL: To foster the positive values of good citizenship, love of country, patriotism, and social participation; To enable each student to fulfill their role as a responsible citizen of the nation and the world; To enable each student to be responsible to fulfill their own personal goals as related to the field of Social Studies; To give our students the opportunity to explore learning in as many aspects of the Social Studies as possible; To enable our students to analyze the past in order to make proper decisions for the present and the future. We will seek to achieve these goals through the use of both traditional and non-traditional (especially computer based/internet capabilities) learning activities.

5 Course Proficiency Requirements Course: Law Enforcement Teacher: Staff Credits: 5 Weighted for Class Rank: No Pursuant to the High School Graduation s Act (NJSA 18A:7, et. Seq.) successful completion of this course will require: A. Regular attendance as mandated by Board Policy B. Mastery of the below content/objectives and achievement of the proficiencies required. PURPOSE STATEMENT Law Enforcement is offered to give students the opportunity to study police work and see the inter workings of the profession. Students will study the history and evolution of law enforcement, the functions of law enforcement, and the important challenges that face law enforcement officers today and in the future. They will also learn what it takes to become a police officer, the different lines of work in the field of law enforcement, and the responsibilities of individuals within the justice system. This course is meant to give students a practical and realistic view of law enforcement and the criminal justice system through the eyes of those who are a part of this important profession. This course is a requirement for those in the Law and Justice Academy and an elective course for anyone else who desires to take it in their sophomore, junior, or senior years. Successful completion of this full year course will earn the student 5 credits. There are no prerequisites for this course, but those in the Law and Justice Academy should check with their counselor for the appropriate time to take this course.

6 Williamstown High School Williamstown, New Jersey OVERVIEW This is a year long course that is designed for students in grades that are participating in the Law and Justice Academy. Law Enforcement is offered in order to give students the opportunity to study police work and see the inner workings of the profession. Students will study the history and evolution of law enforcement, the functions of law enforcement, and the important challenges that face law enforcements officers today and in the future. They will also learn what it takes to be a police officer, different lines of work in the field of law enforcement, and the responsibilities of individuals within the justice system. This course is meant to give students a practical and realistic view of law enforcement and the criminal justice system through the eyes of those who are part of this important profession. The course is a requirement for those in the Law and Justice Academy, and an elective course for anyone else who desires to take it in their sophomore, junior, an or senior years. Successful completion of this course will earn the student 5 credits. There are no prerequisites for this course, but those in the Law and Justice Academy should check with their counselor for scheduling purposes. PROFICIENCIES Upon completion of this course the: #1: Students will analyze the evolution of law enforcement and the role of the criminal justice system in American society. 1.1 Students will examine the significance of the different justice systems of the past and how they impacted our current justice system. 1.2 Students will describe early law enforcement techniques that were used throughout history to fight crime. 1.3 Students will list and define the roles of federal, state and local agencies. 1.4 Students will compare and contrast the three different eras in policing and list the pros and cons of each. 1.5 Students will evaluate the effectiveness of the four major phases in the development of the Juvenile Justice system. #2: Students will demonstrate knowledge of the different laws, how we got them, and analyze if they are feasible to enforce. 2.1 Students will explain different types of laws and describe there differences. 2.2 Students will interpret the amendments in the Bill of Rights and write out their conclusions 2.3 Students will define civil law and give the distinctions between crimes and tort. 2.4 Students will assemble a chart describing what powers the police have and their role in society. 2.5 Students will compare and contrast the conflict theory and the consensus theory.

7 # 3: Students will demonstrate knowledge of the different statistical surveys and how they function. 3.1 Students will list the different sources of information that are available about crime. 3.2 Students will recognize the differences between the UCR and the NCVS and list them. 3.3 Students will define the differences in the classification of crime and then illustrate examples of each. 3.4 Students will asses the expert s opinions on what leads people to commit crime and then support their opinions. 3.5 Students will define victimization and examine the victim s rights. # 4: Students will examine the different fields of work within the police. 4.1 Students will define the role of the police and describe what they do. 4.2 Students will list the traditional goals of policing and how they fulfill them. 4.3 Students will create a chart showing the management structure and organizational services of the police. 4.4 Students will describe the different roles of each of the different fields with in the agency. 4.5 Students will examine the police subculture and its effects. 4.6 Students will analyze the different styles of policing and formulate their opinions on which they think is most effective. 4.7 Students will identify the different views that the public has toward police and how those factors affect the image of police officers. # 5: Students will demonstrate the understanding of what community policing is, how it works, and formulate opinions on its effectiveness. 5.1 Students will define what community policing is and the history behind it. 5.2 Students will assess the importance of community policing by supporting their argument in a written statement. 5.3 Students will create a chart showing the importance of community policing and what is needed for success. 5.4 Students will compare and contrast community policing and traditional policing tactics. 5.5 Students will describe what the crime triangle is and how the focus has shifted from people to places. 5.6 Students will examine different ways of effectively implementing community policing. 5.7 Students will list the different youth police programs. 5.8 Students will assemble a plan which they think will work remembering the challenges presented by different sub-groups. # 6: Students will analyze the importance of patrol officers and list the duties that they have on a daily basis. 6.1 Students will explain the patrol officer s responsibilities. 6.2 Students will describe the different types of patrol and what the duties are for each. 6.3 Students will demonstrate what crime mapping is and how it works. 6.4 Students will list the activities that a patrol officer must be ready for. 6.5 Students will compare and contrast the advantages and disadvantages to different types of patrol. 6.6 Students will assess the value of different traffic laws and the results in breaking the laws. 6.7 Students will analyze what goes into the investigation of traffic accidents and list the responsibilities of the officer at the scene of the accident.

8 # 7: Student will categorize the aspects of the investigation and list the techniques used to catch criminals. 7.1 Students will describe what goes on behind the investigation. 7.2 Students will list what measures are taken during the investigation of a crime scene. 7.3 Students will examine how the physical evidence is collected and how it is protected and stored. 7.4 Students will distinguish what are valid ways of identifying suspects. 7.5 Students will compare and contrast different techniques that are used to catch criminals. 7.6 Students will identify the different types of officers and their duties. #8: Student will demonstrate knowledge of the police guide lines within the fourth amendment. 8.1 Students will interpret the fourth amendment and determine what is needed for probable cause. 8.2 Students will understand the basic principles of stop and frisk and what differences distinguish them. 8.3 Students will determine when road blocks are constitutional. 8.4 Students will analyze what deems a lawful search and when a warrant is needed. 8.5 Students will explain when general searches are constitutional. 8.6 Students will identify when your Miranda Rights need to be given. 8.7 Students will define entrapment. 8.8 Students will create a list of important landmark cases. #9: Student will analyze the affects gangs have on American society. 9.1 Students will examine the threats that gangs present and list the different types of gangs. 9.2 Students will compare and contrast the different ethic, racial, and exclusive gangs. 9.3 Students will uncover the different characteristics of gangs and their members. 9.4 Students will describe ways to identify gangs and their members. 9.5 Students will develop a list of reasons why people would join a gang. 9.6 Students will identify ways the police gather information on gangs. 9.7 Students will explain the difficulties found in prosecuting gang related crimes #10: Student will define what terrorism is and how it affects our national security Students will define terrorism and the three elements which it commonly includes Students will explain the classifications of terrorist acts and the motivations behind terrorism Students will list extreme groups that have committed terrorist acts within our history Students will identify methods used in terrorism Students will give a brief chronology of terrorism in our country Students will describe how the government has and is responding to prevent terrorism Students will analyze the Patriot Act and determine if they agree with its principles Students will define what an Asymmetric war is and how it works Students will identify concerns with civil liberties and ethnic discrimination that correspond with terrorism.

9 #11: Student will describe the challenges in the profession and the importance of proper police conduct Students will give opinions on whether police discretion is positive or negative Students will define racial profiling and ghosting Students will explain use of force by the police and list the different ways force is used Students will analyze when a police pursuit should occur, what the risks are, and the liability that police incur during such pursuits Students will examine the civil liability the police face Students will determine what constitutes police corruption and whether it is common Students will describe how police are trained in ethics and the importance of maintaining core virtues and integrity. #12: Student will demonstrate knowledge of how police officers are recruited, the process of becoming an officer, and the pros and cons of being an officer Students will list what qualities are essential for a good police officer Students will assess the importance of recruiting minorities and women to the police force Students will explain what goes into the selection process of finding a good officer Students will describe the probation and training process that a recruit must go through Students will compare and contrast the pros and cons of being a police officer Students will define what a civilian review board is and their purpose Students will investigate the issue of sexual harassment in a male dominated field Students will define and explain privatization and moonlighting Students will explain the accreditation processes and what CALEA s role is in the process. #13: Student will analyze how law enforcement partners with the criminal justice system Students will describe how the police aid the criminal justice process Students will list the hierarchy within the court system from state to federal Students will determine the difference between different types of courts and what they are used for Students will explain the roles within the adversary system Students will create a chart of the critical stages in the criminal justice process Students will identify the purpose of corrections and probation Students will compare and contrast the two philosophies in US prisons Students will describe how community policing and community justice are alike Students will predict what the future of policing in America looks like.

10 Monroe Township Public Schools Curriculum Guide Overview Essential Questions Corresponding Essential Question(s) How do other countries systems of justice differ from the United States and what are the pros and cons of each? How have the Bill of Rights impacted the way our country functions today, and if you could change any amendments how and what would you change? What impact do statistics have in our society and especially within the area of crime? How much should we rely on statistical evidence and why? How do the roles of the police work together for the common good of the public? What attributes are necessary to become an effective police officer? How can community policing best serve your community? What things can you implement in your community to help the police? What types of patrol would be most effective in you your town? Why wouldn t some ways work in your community? What techniques would work best in catching a suspect that is a minor? And how would you best interrogate a minor when brought in for questioning? How do you think your fourth amendment rights protect you from corruption? What aspects of gangs could be attractive to an individual and would might some individuals select to join a gang? How do gangs differ from other formal organizations? What cultures support gang membership, and why? How do you think our society can best combat stereotypes and discrimination that occurs within our borders? What current political issues in our society spur discrimination and stereotypes? What core beliefs, values, virtues and ethics do you hold that you would never compromise? Where do they come from and why do you find them important? How are issues within the police department different and/or similar to the issues facing other professions work environments? How could the United States better utilize its prison/correctional system to eliminate crime most effectively? What factors contribute to establishing a criminal element in our present society?

11 Focus Topic # 1: Student will demonstrate knowledge of: History of the Criminal Justice System Students will analyze the evolution of law enforcement and the role of the criminal justice system in American society. Essential Question: How do other countries systems of justice differ from the United States and what are the pros and cons of each? Objectives Students will examine the significance of the different justice systems of the past and how they impacted our current justice system. Students will describe early law enforcement techniques that were used throughout history to fight crime. Students will list and define the roles of federal, state and local agencies. Students will compare and contrast the three different eras in policing and list the pros and cons of each. Students will evaluate the effectiveness of the four major phases in the development of the Juvenile Justice system.

12 Focus Topic # 2: Student will demonstrate knowledge of: Impact of the Bill of Rights on the Justice System Students will demonstrate knowledge of the different laws, how we got them, and analyze if they are feasible to enforce. Essential Question: How have the Bill of Rights impacted the way our country functions today, and if you could change any amendments how and what would you change? Objectives Students will examine the significance of the different justice systems of the past and how they impacted our current justice system. Students will describe early law enforcement techniques that were used throughout history to fight crime. Students will list and define the roles of federal, state and local agencies. Students will compare and contrast the three different eras in policing and list the pros and cons of each. Students will evaluate the effectiveness of the four major phases in the development of the Juvenile Justice system.

13 Focus Topic # 3: Student will demonstrate knowledge of: The Importance of Criminal Statistics Students will demonstrate knowledge of the different statistical surveys and how they function. Essential Question: What impact do statistics have in our society, especially within the area of crime? How much should we rely on statistical evidence and why? L.(4) L.(4) L.(4) L.(4).6 Objectives Students will list the different sources of information that are available about crime. Students will recognize the differences between the UCR and the NCVS and list them. Students will define the differences in the classification of crime and then illustrate examples of each. Students will assess the expert s opinions on what leads people to commit crime and then support their opinions. Students will define victimization and examine the victim s rights.

14 Focus Topic # 4: Student will demonstrate knowledge of: Police work and its role toward the common good. Students will examine the different fields of work within the police. Essential Question: How do the roles of the police work together for the common good of the public? What attributes are necessary to become an effective police officer? L.(4).8 Objectives Students will define the role of the police and describe what they do. Students will list the traditional goals of policing and how they fulfill them. Students will create a chart showing the management structure and organizational services of the police. Students will describe the different roles of each of the different fields with in the agency. Students will examine the police subculture and its effects. Students will analyze the different styles of policing and formulate their opinions on which they think is most effective. Students will identify the different views that the public has toward police and how those factors affect the image of police officers.

15 Focus Topic # 5: Student will demonstrate knowledge of: Community Policing and Police Service Students will demonstrate the understanding of what community policing is, how it works, and formulate opinions on its effectiveness. Essential Question: How can community policing best serve your community? What things can you implement in your community to help the police? L.(4) L.(4) L.(4) L.(4) L.(4) L.(4).8 Objectives Students will define what community policing is and the history behind it. Students will assess the importance of community policing by supporting their argument in a written statement. Students will create a chart showing the importance of community policing and what is needed for success. Students will compare and contrast community policing and traditional policing tactics. Students will describe what the crime triangle is and how the focus has shifted from people to places. Students will examine different ways of effectively implementing community policing. Students will list the different youth police programs. Students will assemble a plan which they think will work remembering the challenges presented by different sub-groups.

16 Focus Topic #6: Student will demonstrate knowledge of: The Importance of Patrol in Policing Students will analyze the importance of patrol officers and list the duties that they have on a daily basis. Essential Question: What types of patrol would be most effective in you your town? Why wouldn t some ways work in your community? L.(4).7 Objectives Students will explain the patrol officer s responsibilities. Students will describe the different types of patrol and what the duties are for each. Students will demonstrate what crime mapping is and how it works. Students will list the activities that a patrol officer must be ready for. Students will compare and contrast the advantages and disadvantages to different types of patrol. Students will assess the value of 5 different traffic laws and the results in breaking the laws. Students will analyze what goes 5 into the investigation of traffic accidents and list the responsibilities of the officer at the scene of the accident.

17 Focus Topic #7: Student will demonstrate knowledge of: The Specialized Roles of Police Student will categorize the aspects of the investigation and list the techniques used to catch criminals. Essential Question: What techniques would work best in catching a suspect that is a minor? And how would you best interrogate a minor when brought in for questioning? Objectives Students will describe what goes on behind the investigation. Students will list what measures are taken during the investigation of a crime scene. Students will examine how the physical evidence is collected and how it is protected and stored. Students will distinguish what are valid ways of identifying suspects. Students will compare and contrast different techniques that are used to catch criminals. Students will identify the different types of officers and their duties.

18 Focus Topic #8: Student will demonstrate knowledge of: Policing within the law Student will demonstrate knowledge of the police guide lines within the fourth amendment. Essential Question: How do you think your fourth amendment rights protect you from corruption? Objectives Students will interpret the fourth amendment and determine what is needed for probable cause. Students will understand the basic principles of stop and frisk and what differences distinguish them. Students will determine when road blocks are constitutional. Students will analyze what deems a lawful search and when a warrant is needed. Students will explain when general searches are constitutional. Students will identify when your Miranda Rights need to be given. 7 Students will define entrapment. Students will create a list of important landmark cases.

19 Focus Topic #9: Student will demonstrate knowledge of: How Gangs Affect our Country Student will analyze the affects gangs have on American society. Essential Question: What aspects of gangs would be attractive to you and would you ever join a gang? a 3, d 3, e 4, e 9, e Objectives Students will examine the threats that gangs present and list the different types of gangs. Students will compare and contrast the different ethic, racial, and exclusive gangs. Students will uncover the different characteristics of gangs and their members. Students will describe ways to identify gangs and their members. Students will develop a list of reasons why people would join a gang. Students will identify ways the police gather information on gangs. Students will explain the difficulties found in prosecuting gang related crimes.

20 Focus Topic #10: Student will demonstrate knowledge of: Terrorism and its threat to national security Student will define what terrorism is and how it affects our national security. Essential Question: How do you think the country can best combat stereotypes and discrimination that occurs within terrorism in our country? Objectives L.(4).3 Students will define terrorism and 9 the three elements which it commonly includes L.(4).3 Students will explain the 9 classifications of terrorist acts and the motivations behind terrorism L.(4).3 Students will list extreme groups 9 that have committed terrorist acts within our history L.(4).3 Students will identify methods 9 used in terrorism L.(4).3 Students will give a brief 9 chronology of terrorism in our country L.(4).3 Students will describe how the 9 government has and is responding to prevent terrorism L.(4).3 Students will analyze the Patriot 9 Act and determine if they agree with its principles L.(4).3 Students will define what an 9 Asymmetric war is and how it works L.(4).3 Students will identify concerns 9 with civil liberties and ethnic discrimination that correspond with terrorism.

21 Focus Topic #11: Student will demonstrate knowledge of: Issues Concerning Police Conduct Student will describe the challenges in the profession and the importance of proper police conduct. Essential Question: What core virtues and ethics do you have that you would never compromise? Where do they come from and are they really important? Objectives Students will give opinions on 0 whether police discretion is positive or negative L.(4).6 Students will define racial profiling and ghosting. Students will explain use of force 1 by the police and list the different ways force is used. 9 8 Students will analyze when a police pursuit should occur, what the risks are, and the liability that police incur during such pursuits. Students will examine the civil 8 liability the police face. Students will determine what 0 constitutes police corruption and whether it is common. Students will describe how police 0 are trained in ethics and the importance of maintaining core virtues and integrity.

22 Focus Topic #12: Student will demonstrate knowledge of: Departmental Issues Student will demonstrate knowledge of how police officers are recruited, the process of becoming officers, and the pros and cons of being an officer. Essential Question: How are issues within the police department different and/or similar to the issues facing other professions work environments? Objectives Students will list what qualities are essential for a good police officer. Students will assess the importance of recruiting minorities and women to the police force. Students will explain what goes into the selection process of finding a good officer. Students will describe the probation and training process that a recruit must go through. Students will compare and contrast the pros and cons of being a police officer. Students will define what a civilian review board is and their purpose. Students will investigate the issue of sexual harassment in a male dominated field. Students will define and explain privatization and moonlighting. Students will explain the accreditation processes and what CALEA s role is in the process.

23 Focus Topic #13: Student will demonstrate knowledge of: Courts and Corrections Student will analyze how law enforcement partners with the criminal justice system. Essential Question: How could the United States better utilize its prison/correctional system to eliminate crime most effectively? L.(4) L.(4).8 Objectives Students will describe how the police aid the criminal justice process. Students will list the hierarchy within the court system from state to federal. Students will determine the difference between different types of courts and what they are used for. Students will explain the roles within the adversary system. Students will create a chart of the critical stages in the criminal justice process. Students will identify the purpose of corrections and probation. Students will compare and contrast the two philosophies in US prisons. Students will describe how community policing and community justice are alike. Students will predict what the future of policing in America looks like.

24 APPENDIX

25 Appendix Textbook: Wrobleski, Henry M. Introduction to Law Enforcement and Criminal Justice. 8 th edition. Belmont, CA: Thomson Wadsworth, 2006 PBL Projects/Webquest: Websites: Primary sources: Bill of Rights UCR and NCVS statistics Guest Speakers

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