NEWARK PUBLIC SCHOOLS
Curriculum Guide:
LAW ENFORCEMENT AND PUBLIC
SAFETY I
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD MEMBERS
2013-2014
Ms. Antoinette Baskerville-Richardson, Chairperson
Mr. Marques-Aquil Lewis, Vice Chairperson
Mr. Rashon K. Hasan
Mr. Alturrick Kenney
Ms. Eliana Pintor Marin
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Sabu Rashidi
Mr. Jordan Thomas, Student Representative
NEWARK PUBLIC SCHOOLS ADMINISTRATION
2013-2014
Cami Anderson, State District Superintendent
Chief of Staff & General Counsel: Charlotte Hitchcock
Assistant Superintendent: Mitchell Center
Assistant Superintendent: Brad Haggerty
Assistant Superintendent: Tiffany Hardrick
Assistant Superintendent: Roger Leon
Assistant Superintendent: Aqua Stovall
Assistant Superintendent: Peter Turnamian
Special Assistant, Office of Curriculum and Instruction: Caleb Perkins
School Business Administrator: Valerie Wilson
TABLE OF CONTENTS
Goals and Guiding Principles ................................................................................................................................................................. 2
Course Philosophy .................................................................................................................................................................................. 5
Course Description.................................................................................................................................................................................. 6
Course Proficiences ................................................................................................................................................................................ 7
Recommended Textbooks/Resources ..................................................................................................................................................... 8
Overview of Curriculum Units ............................................................................................................................................................. 10
Unit 1: Introduction to Law Enforcement and Public Safety ............................................................................................................... 11
Unit 2: The Evolution of Criminal Investigations and Criminalistics .................................................................................................. 14
Unit 3: Interviewing and Interrogation ................................................................................................................................................. 17
Unit 4: Field Notes and Investigative Reporting .................................................................................................................................. 20
Unit 5: The Crime Laboratory .............................................................................................................................................................. 24
Unit 6: Crimes and Children ................................................................................................................................................................. 26
Unit 7: Crime and its Consequences ..................................................................................................................................................... 30
Unit 8: Explaining the Statutes of Law ................................................................................................................................................. 33
Unit 9: History and Structure of American Law Enforcement ............................................................................................................. 35
Unit 10: Policing America: Issues and Ethics....................................................................................................................................... 38
Unit 11: The Administration of Justice................................................................................................................................................. 41
Unit 12: Institutional and Community Corrections .............................................................................................................................. 44
APPENDIX A: Common Core Mathematics and Language Arts/Literacy Standards ......................................................................... 50
THE NEWARK PUBLIC SCHOOLS DISTRICT
MISSION STATEMENT
The Newark Public Schools District’s mission is to develop a productive citizen who is distinguished in all aspects
of academic endeavors and willing to challenge the status quo in our society. We are committed to ensuring that
our policies and practices will prepare our students for a world that is increasingly diverse and knowledge driven.
We expect our schools and classroom environments to be emotionally safe and intellectually challenging. We
pledge to partner with parents, groups, and organizations that add support to the mission by changing hearts and
minds to value education.
LAW ENFORCEMENT AND PUBLIC SAFETY I
1
GOALS AND GUIDING PRINCIPLES
Reaching for the Brass Ring
GOALS:
Goal 1: IMPROVE STUDENT ACHIEVEMENT
Provide all students with equal access to opportunities that demonstrate high academic standards, high
expectations, instructional rigor and alignment with the NJCCCS, and which embody a philosophy of critical and
creative thinking.
Goal 2: DEVELOP STUDENT MORAL AND SOCIAL RESPONSIBILITY
Equip students to be productive citizens by addressing needs, enhancing intellect, developing character,
and instilling pride and hope.
Goal 3: STRUCTURE THE ORGANIZATION TO BE EFFICIENT, EFFECTIVE AND ALIGNED WITH THE DISTRICT
MISSION
Allocate and align resources on the basis of student needs with high achievement as the ultimate goal.

Schools and district offices will have effective and efficient programs, processes, operations and services to
assure that all students and other customers will have access to certificated, highly trained professionals.

Budget and fiscal systems will support the focus on student achievement through timely and accurate
processing of documents.
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Goal 4: ENFRANCHISE COMMUNITY I EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
GUIDING PRINCIPLES:
FOCUS ON STUDENTS:
Every Newark Public Schools employee must be committed to high achievement for all students and assume
responsibility for that success. Everyone clearly communicates the vision, focus, and goals of the district. All
district policies, procedures and activities are aligned in support of student achievement.
HIGH EXPECTATIONS I STANDARDS DRIVEN:
All district personnel are constantly analyzing data and feedback to ensure high standards and support to
enable all students to be successful.
All school communities are constantly monitoring data and feedback to ensure that each student has the
necessary personalized support and quality learning environment to meet high standards and expectations for
learning.
CARING AND SAFE ENVIRONMENT:
The district is committed to safe, clean, aesthetically pleasing educational work environments. Students' and
employees' diverse backgrounds, abilities, interests, and needs are respected. Structures and practices that
promote personalization and equity of access are provided
LAW ENFORCEMENT AND PUBLIC SAFETY I
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SHARED DECISION MAKING:
The district participates openly and honestly in productive, collaborative and reflective communication and
systemically solicits feedback from multiple stakeholders. Systemic feedback loops are established to ensure that
all stakeholders (including district offices, administrators, teachers, parents and students) are engaged in dialogue
for the purpose of shared decision-making.
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Newark Public Schools
Law Enforcement and Public Safety I
Course Philosophy
In the Law Enforcement and Public Safety I course, students will participate in high quality academic and technical
instruction in the field of law enforcement. Students will be exposed to all levels of the criminal justice process. The goal is
to give each student the opportunity to select the career of their choice based on data and information given to them
through our program. This course also will provide a general foundation that will allow the students the opportunity to
secure a position in the security and loss prevention services, protective services, corrections, law enforcement or private
investigation fields. This course, paired with Law Enforcement II, will prepare the student for college and/or a professional
career in the law enforcement and public safety pathways.
Students who continue to pursue a higher education will have an advantage to reaching their aspired academic goal,
possibly leading to degrees in law and public safety. Those students who enter the workplace directly after high school will
be prepared to take the federal, state, county, and city law-related civil service examinations following their senior year.
LAW ENFORCEMENT AND PUBLIC SAFETY I
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COURSE DESCRIPTION
5 Credits (one term or one year)
This is a one semester (5 credits) course. As a prerequisite all students must pass the Introduction to Law and the Legal
System course with at least a grade of C. In this course students will be exposed to all levels of the criminal justice
process – state, federal, and international. While continuing to learn and understand about the constitution and law, the
course will focus on the practical skills needed in the fields of law enforcement. Students will acquire the knowledge of
incident reporting, investigation and communication. Various methods of instruction will be used, including trips, videos,
guest speakers and practical application, so that our students will have a broad understanding of law enforcement
responsibilities and duties. Students will participate in mock trials in which cases will be presented before student juries.
This class is structured for anyone interested in having a career in the law enforcement and public safety field. It is
designed to teach skills that can be useful in various occupations while concentrating on the five major law enforcement
pathways – Correctional Services, Emergency and Fire Management Services Security & Protective Services, Law
Enforcement Services and Legal Services. The expectation is that upon completion of the coursework, each student will
make intelligent and sensible decisions that assist them in all aspects of their life and chosen profession.
For the Law Enforcement and Public Safety Course I, we recommend the following text books:
Criminal Investigation by Swanson, 11th Edition, Glencoe McGraw-Hill publisher, ISBN 0-07-248592-2
Introduction to Criminal Justice, 7th Edition by Bohm and Haley, 2012 by McGraw-Hill, ISBN 0077605691.
Please take note that only selected chapters will be used from each textbook. The numbers of the chapters are noted in
the pacing guide and the chapter spreadsheet.
Prerequisite: Introductions to Law and the Legal System
Footnote: Glencoe McGraw Hill has on-line test and research links for these books.
LAW ENFORCEMENT AND PUBLIC SAFETY I
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LAW ENFORCEMENT AND PUBLIC SAFETY I – COURSE PROFICIENCES
The students will be able to:
I. Research and describe the historical development of criminal investigation in the United States law enforcement community.
2. Describe the purpose and function of a crime scene investigation.
3. Evaluate what phrase “let the punishment fit the crime" really means.
4. Demonstrate crime scene management skills, and explain scientific principles used to manage the crime scene.
5. Describe the differences and similarities between the interview process and the interrogation process
7. Understand the importance of field notes and investigative reports and complete their own.
8. Compare and Contrast forensic science and criminalistics.
9. Understand the state and federal laws written to protect children.
10. Explain the causation and theories behind crime according to the criminologists.
11. Know and understand professional ethics and conduct.
12. Explain the differences between less-than-lethal force and deadly force.
13. Describe the English origins of the foundation of the American Law Enforcement agencies.
14. Evaluate the present day issues facing the new law enforcement personnel.
15. Diagram the various judicial systems in the United States, including different levels of courts and roles and responsibilities
within the court system
16. Demonstrate an understanding of appropriate courtroom procedures, testimony, and demeanor.
17. Understand the juvenile court system.
18. Compare and contrast recent trends in the use of incarceration in the United States.
19. Know and understand intake procedures for prisoners.
20. Describe the functions of a parole boards in the United States.
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Recommended Textbooks/Resources
Books:
Criminal Investigation by Swanson, 11th Edition, Glencoe McGraw-Hill publisher, ISBN 0-07-248592-2
Introduction to Criminal Justice, 7th Edition by Bohm and Haley, 2012 by McGraw-Hill, ISBN 0077605691.
On-Line Textbooks:
Street Law: A Course in Practical Law. Glencoe Online/Social Studies. Found online at http://glencoe.mcgraw-hill.com/sites/007879983x/
Videos
Inherit the Wind
The Scopes Monkey Trial
Crime Scene Investigation Response Guidelines
FBI Web-Site Federal Bureau of Investigation - Uniform Crime Reports
Rogers - Write of Way I Taking Care of Business I
HNS - Writing an Incident Handling and Recovery Plan
Crime Punishment and Protest Through Time
Websites:
Rutgers School of Law-Newark Law Library (http://law-library.rutgers.edu/)
The Federal Judicial Center (http://www.fjc.gov/)
Crime Punishment and Protest through Time (http://www.learnhistory.org.uk/cpp/)
LAW ENFORCEMENT AND PUBLIC SAFETY I
8
Learning Skills Program, - Bloom's Taxonomy (http://serc.carleton.edu/resources/22682.html)
Federal Bureau of Investigation - Laboratory – Home Page
NPD - Home Page (http://www.newarkpd.org/)
CBS. corn I CSI: COURTTV.COM
ONAIR
"Law & Order" (1990)
http://www.njpep.orgi
standards/revised standards/LAL newstandards/worddocs/4-8standardsListening.doc
.
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Overview of Curriculum Units
1. Introduction to Law Enforcement and Public Safety
2. The Evolution of Criminal Investigations and Criminalistics
3. Investigators, the Investigative Process and the Crime Scene and Physical Evidence
4. Interviewing and Interrogation
5. Field Notes and Investigative Reporting
6. The Crime Laboratory
7. Crimes and Children
8. Crime and its Consequences
9. Explaining the Statutes of Law
10. History and Structure of American Law Enforcement
11. Policing America: Issues and Ethics
12. The Administration of Justice
13. Institutional & Community Corrections
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Unit 1: Introduction to Law Enforcement and Public Safety
Essential Questions
What are the basic rules
for firearm safety?
What are the class rules
and regulations?
Why does the United
States have an adversary
system?
Instructional
Objectives/Skills and
Benchmarks
1. Understand basic
safety in law
enforcement
environments,
including fire arm
safety and universal
precautions.
Types of Activities and
Assessments that could
support Objectives
Listen to a guest speaker
regarding firearm safety
(e.g., police officer,
certified firearms
instructor).
3. Know arguments for
and against the
adversary system.
Read text explaining the
US adversary system
and state at least one
argument in favor of,
and at least one
argument against, the
adversary system using
valid reasoning and
relevant and sufficient
evidence.
What kinds of jobs are
available related to the
court system?
4. List in sequence the
steps in a trial.
Visit Federal and or
State Court.
When should a citizen
retain a lawyer, and how
should he or she choose
that lawyer?
5. Identify the different
U.S. Court Systems
and the NJ Court
System, including
related terminology.
Listen to a guest speaker
representing an officer
of the court.
What are the steps of a
trial?
What are the different
types of court systems in
the United States and in
New Jersey?
What are the different
classes of crime, and
how do their penalties
2. Understand the class
and pathway rules and
regulations and
consequences of
breaking any rules.
6. List the different job
opportunities there are
LAW ENFORCEMENT AND PUBLIC SAFETY I
Create a diagram
displaying the difference
between the types of
courts we have in our
11
Suggested Resources
Academic Alignments
to Unit Objectives
On-Line Text: Street
Law: A Course in
Practical Law, Glencoe
Online
CPI
SS:
6.1C-Democracy
Rutgers School of LawNewark Law Library
Video: Inherit the Wind
& The Scopes Monkey
Trial
Website: The Federal
Judicial Center
Key terms: trial courts,
parties, plaintiff,
prosecutor,
defendant, adversary
system, inquisitional
system
CCSS
ELA-Literacy:
L.6
RH.4
RH.8-9
RI.1
RI.4
RI.7
SL.3
W.3.a
WHST.2
Essential Questions
differ?
Instructional
Objectives/Skills and
Benchmarks
surrounding the court
system.
7. Illustrate when a
citizen would need a
lawyer and how does a
person choose a lawyer
that best fits their
needs.
8. Identify crime based
on their level of class.
9. List the penalties of
felonies and
misdemeanor.
Types of Activities and
Assessments that could
support Objectives
nation.
Write informative/
explanatory text that
details the jurisdiction of
each court system, the
differences between
them and how they
overlap.
Compare & contrast
different roles of the
court personal in a
graphic organizer.
Create a trial appeals
procedure chart using
federal cases that
reached the Supreme
Court.
Describe trial procedure
in writing. Engage and
orient the reader by
setting out a problem,
situation, or observation
and its significance,
creating a smooth
progression of events.
LAW ENFORCEMENT AND PUBLIC SAFETY I
12
Suggested Resources
Academic Alignments
to Unit Objectives
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
support Objectives
Creation of web
highlighting the factors
within an adversarial
justice system.
13
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 2: The Evolution of Criminal Investigations and Criminalistics
Essential Questions
How has the criminal
investigation procedure
evolved over time?
How has fingerprint
identification developed
over time?
What is DNA typing and
how is it practiced?
What is the difference
between a misdemeanor
and a felony?
What were the first
major investigative
agencies and what were
their responsibilities?
Instructional
Objectives/Skills and
Benchmarks
1. Analyze the evolution
of criminal
investigation
procedure.
2. Identify the
individuals and
agencies who were the
pioneers of criminal
investigation in the
United States.
3. Summarize the
historical development
of fingerprint
identification.
4. Explain the concept
and practice of DNA
typing.
How has firearm
identification changed
over time?
5. Explain the
When was the Pinkerton
National Detective
Agency founded and
what is their function?
6. Examine the first
differences between a
felony and a
misdemeanor.
major federal
investigative agencies
and their
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
support Objectives
Role-play 1850's
investigation techniques,
followed by 1925
investigation techniques.
The final role play will
show the present day
criminal operations.
Suggested Resources
Create a timeline
showing the key
evolution of criminal
investigation
developments.
Learning Skills
Program, Bloom's
Taxonomy
Write a newspaper
article that depicts the
importance of the Bow
Street Runners in the
area of law enforcement
then and now.
Textbook: Criminal
CCSS
Investigation (Swanson): ELA:
Chapter I
SL.4
WHST.2.b
Websites:
WHST.4
Crime Punishment and
Protest Through Time
Newark Police
Department (NPD)
Home Page
Key terms:
Anthropometry,
bobbies, Bow Runners,
DEA, DNA,
criminalistics,
Read informational text Enderby cases,
about the history and
Scotland Yard, West
function of the Pinkerton Case
National Detective
Agency, and explain the
original purpose of the
agency and how it
14
Academic Alignments
to Unit Objectives
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
responsibilities.
Types of Activities and
Assessments that could
support Objectives
developed over time.
7. Outline the
Clarify the impact of
Supreme Court's "due
process revolution" and
its impact on policing.
Read news articles about
violations of due process
procedures and write a
"blog" that shows the
impact these violations
now have in a court of
law.
milestones in the
development of
firearms identification.
8. Research criminal
investigation units at
law enforcement
agencies.
9. Understand the
development of law
enforcement computer
databases.
Describe Bertillion’s
method of
anthropometry. Create a
chart, and explain the
measurement procedures
that can be used in the
identification process.
Explain the contribution
of Sir Robert Peel’s
reform to early policing
in the United States.
Internet Activities:
Research your local
county or state law
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Suggested Resources
Academic Alignments
to Unit Objectives
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
support Objectives
enforcement agency.
Answer the following
question: Do they have a
criminal investigative
unit? Do they have
specialized units such as
(homicide, robbery,
narcotics, and SARA
unit)? What is the
number present in each
unit? Do the officers
have to meet certain
criteria to be assigned to
these units? Is there any
history of the creation of
these units?
16
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 3: Interviewing and Interrogation
Essential Questions
What are interview
techniques?
What are interrogation
techniques?
What types of
interrogation and
interview documents
need to be collected?
What are the challenges of
relying on eyewitness
identification?
Instructional
Objectives/Skills and
Benchmarks
1. Compare and contrast
interview techniques
and interrogation
techniques.
2. Document interviews
and interrogations.
3. Identify the steps in
preparing for an
interview and an
interrogation.
4. Understand the
challenges in relying
on eyewitness
identification.
Types of Activities and
Assessments that could
support Objectives
Identify the methods
law enforcement
officers use during the
interview process.
Compare interview
methods with methods
used in the interrogation
process.
Take a class trip to local
police station, including
the interrogation rooms.
Listen to guest speakers
(detective or other Law
Enforcement agent) who
model interrogation
methods.
Review interrogation
and interview
demonstrations shown
in videos.
Participate in role
playing exercises
involving interview and
interrogation
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Suggested Resources
Academic Alignments
to Unit Objectives
Interviewing Rights
Berkemer v. McCarty
CPI
21st Century:
9.4.12.L.(4).27
"Law & Order" (1990)
SS:
6.1 American
Democracy: American
values and principles
http://www.njpep.orgi
standards/revised
standards/LAL
newstandards/worddocs/48standardsListening.doc
CCSS
ELA:
Chapter 4 - Swanson
RST.3
SL.3
Key terms: ADA, chain of
WHST.2.b
custody, BOLO, crime
WHST.4
scene, release, deductive
reasoning, felony, follow up
investigation, field notes,
lifted prints log,
macroscopic scene,
microscopic scene,
secondary scene, tracing
evidence
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
support Objectives
procedures.
Define and discuss
Neuro-Linguistic
Programming (NLP).
Illustrate the impact of
Miranda v. Arizona and
other landmark Supreme
Court cases on police
interrogation.
Identify and label the
steps the law
enforcement agencies
use to interrogate
persons of interest.
Describe in writing the
difference between
interrogation and
interview methods.
Role-play scenarios
involving interrogation
vs. interview methods.
Interpret the methods
and importance of
documenting an
interview and
LAW ENFORCEMENT AND PUBLIC SAFETY I
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Suggested Resources
Academic Alignments
to Unit Objectives
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
support Objectives
interrogation.
19
Suggested Resources
Academic Alignments
to Unit Objectives
Unit 4: Field Notes and Investigative Reporting
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Why is it important to
1. Understand the
collect field notes during
importance of field
an investigation?
notes and investigative
reports in the criminal
How can field notes be
investigation.
used as a primary
information source?
2. List the six primary
investigative questions,
What are the
and distinguish
requirements for
between primary and
completing reports and
basic questions.
what skills do they
require?
3. Identify formats for
basic incident reports.
4. Understand why field
notes are more reliable
than an officer's
memory.
5. Describe how field
notes can be used as a
primary information
source for the incident
report.
6. Describe and use skills
involved in writing
effective reports.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
illustrate Objectives
Given various criminal
scenarios, have students
complete different types of
incident forms.
Review examples of good
quality field notes and field
notes that do not measure up.
Have students compare and
contrast the format and
information contained in
examples of high-quality and
inadequate field notes.
Students can then work in
teams to "set the policy" for
their investigative departments.
The teams’ job is to write a
cohesive directive that outlines
the procedures that need to be
followed and the information
that needs to be included in
field notes. These directives
must include student created
examples.
Watch video of crime scene
situations and have students
work in groups to complete an
investigative report based on
20
Suggested
Resources
Academic Alignments
FBI Web-Site
Federal Bureau of
Investigation Uniform Crime
Reports
CPI
21st Century:
Rogers - Write of
Way I Taking
Care
of Business I
9.4.12.L.(4).26,
9.4.12.L.(4).3
SS:
6.3. U.S. and NJ History
CCSS
ELA:
RH.5
HNS - Writing an RH.7
Incident Handling WHST.2
WHST.4
and Recovery
Plan
Science:
5.1.12.B.3
Chapter 5 •
Swanson
Key terms:
disposition, field
notes, incident
report,
mobile data
terminal
(MDT), narrative
style, National
Incident Based
Reporting System
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
their observations. Groups of
students should compare their
reports.
Complete Sterling Heights
Police Department Report from
page 177.
List the common elements of
all incident reports and field
notes.
Distinguish between basic and
primary investigative questions.
Describe the circumstances in
which each are used. After
reading about or viewing a
depiction of a crime, prepare
the basic and primary questions
law enforcement agencies
might use.
Label the different categories
that aid information gathering.
Create a chart and label key
elements common to incident
reports.
LAW ENFORCEMENT AND PUBLIC SAFETY I
21
Suggested
Resources
(NTBRS),
reconstruction (of
crime), suspect
description forms,
Uniform Crime
Reports (UCR's)
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Suggested
Assessments that could
Resources
illustrate Objectives
Describe cases when field notes
can be used to defend the
integrity of the incident report.
Have students read details
about a crime scene, or watch a
crime scene video. Their first
task is to produce field notes
and fill out an incident report
based on their notes. Then
have students exchange
incident reports and write
questions based on the report
they are reviewing. Students
can then role-play a situation
where the investigative report is
questioned and they need to use
their field notes to defend it.
Explain the reason why field
notes completed in detail may
reduce the need to re-contact
the parties involved.
LAW ENFORCEMENT AND PUBLIC SAFETY I
22
Academic Alignments
LAW ENFORCEMENT AND PUBLIC SAFETY I
23
Unit 5: The Crime Laboratory
Essential Questions
What are the functions
and responsibilities of a
crime lab?
What is the historical
significance of the crime
laboratory?
What are the latest
technologies used in the
crime lab to analyze
DNA evidence?
What techniques and
methods are used in
crime labs to examine
evidence?
What is the difference
between the process of
fingerprint identification
and fingerprint
comparison?
What are the measures
of effectiveness for crime
laboratories?
Instructional
Objectives/Skills and
Benchmarks
1.Identify the functions
and responsibilities of
a crime lab.
2.Understand the
historical significance
of the crime
laboratory.
3.List the latest
technologies used in
DNA evidence
investigation and data
banking.
4.Describe the
techniques and
methods used by both
the ATF and FBI
crime laboratories to
examine evidence.
5.Distinguish between
the process of
fingerprint
identification and
fingerprint
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
illustrate Objectives
Prepare interview
questions about how
crime labs operate and
why, and then visit the
state police crime
laboratory in West
Trenton to learn about
the functions,
responsibilities, and
operations of the lab.
Visit to the local
morgue, UMD. Report
on the procedures
followed to gather
evidence in the morgue.
Suggested Resources
Academic Alignments
Federal Bureau of
Investigation Laboratory - Home
Page
CPI
21st Century:
FBI Laboratory Services
FBI Laboratory: DNA
Analysis Units I and II
FBI Laboratory: Major
Cases (1999)
The Clutter Family
Killings
Chapter 7 – Swanson
Investigate four crime
scenes based on "In Cold Key terms:
Blood" the novel.
forensic science and
criminalistics,
Identify the crime that
deoxyribonucleic acid,
has been committed.
DNA, Frye v. U.S.,
Then categorize all the
mitochondrial DNA
physical evidence at the (mtDNA), morgue,
scene and develop an
negative match, positive
incident report from
match, rules of evidence
24
9.4.12.L.(4).25
CCSS
ELA:
L.6
SL.4
WHST.2.b
WHST.7-9
Essential Questions
What is the role of DNA
analysis in criminal
investigations?
Why is it important for
an investigator to
understand the crime
laboratory’s
capabilities?
What changes have
occurred in the
development of the FBI
crime lab?
Instructional
Objectives/Skills and
Benchmarks
comparison.
Types of Activities and
Assessments that could
illustrate Objectives
such evidence.
6.Describe the three
measures of
effectiveness of crime
laboratories.
Construct an incident
report which examines
the findings from above.
7.Explain the role of
DNA analysis in
criminal
investigations.
8.Know the importance
of an investigator
understanding a crime
laboratory’s
capabilities.
9.Research and
summarize the
historical
development the FBI
crime lab.
Discuss the effectiveness
which the crime lab has
provided.
Formulate and
demonstrate the
consequence of the
crime laboratory.
Describe the
performance of the A TF
forensic lab.
Compare the Frye test
from the Daubert test
regarding the
admissibility of
scientific evidence.
Define AFIS, NIBIN and
IAFIS.
LAW ENFORCEMENT AND PUBLIC SAFETY I
25
Suggested Resources
Academic Alignments
Unit 6: Crimes and Children
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
What are the patterns
and personalities of
those who prey on
children?
1.Recognize and
discuss the patterns
and personalities of
those who prey on
children.
What are the
characteristics of a
potential abuser?
What are the causes of
recent rises in crimes
against children?
What types of
investigative techniques
are used regarding
child abuse?
What are the
differences and
similarities between
types of child
pornography?
What types of
assessments and
investigative
procedures are used to
2.Identify the
characteristics of a
potential abuser.
3.Explain the recent
rise in crimes against
children and how the
law enforcement
agencies are trying to
combat their spread.
4.Evaluate types of
child molesters.
5. Describe
investigative
techniques regarding
child abuse.
6.Compare and
contrast the types of
child pornography.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that
could illustrate
Objectives
View court TV cases
dealing with the
subjects of child abuse,
pedophiles, and other
crimes against children.
Write a summary of the
important elements of
each of these cases.
These summaries
should include
information on
personality patterns and
characteristics of
abusers and potential
abusers.
Suggested Resources
Prepare interview
questions about child
abuse incidences and
listen to a guest speaker
from the local child
welfare (DYFS).
Art: Design a Poster
educating children on the
dangers of child abuse.
Create a ring diagram
comparing and
contrasting the profiles
of an adult abuser and
pedophile.
26
Academic Alignments
Division of Criminal Justice CPI
21st Century:
9.4.12.L.(4).30 ,
Megan’s Law – Wikipedia
9.4.12.L.(4).33
the free encyclopedia
Child Welfare Information
Gateway
(https://www.childwelfare.gov)
CNN.com-Draft survey:
4,450 priests accused of sex
abuse- Feb. 17, 2004
Child Abuse Prevention
Association
Chapter 11 – Swanson
Key terms:
Battered-child syndrome,
legal definition for CHILD,
child pornography,
contact burns, incest,
infant abduction,
SS:
6.1 American
Democracy, Values and
Principles
CCSS
ELA:
L.6
SL.1–4
WHST.2.b
Essential Questions
determine if a child ran
away or was abducted?
What types of burn
patterns are found on
children?
What are the different
forms of child abuse?
Instructional
Objectives/Skills and
Benchmarks
7.Identify the
assessments and
investigative
procedures used to
determine whether a
child has run away or
has been abducted.
8.Identify the burn
patterns which are
sometimes found on
abused children.
9.Integrate information
about diverse cases,
to describe the
different forms of
abuse of children
from minor assaults
to flagrant physical
torture.
10. Knows that a
common cause of
children's injuryrelated death is
physical abuse, often
by their own parents.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Suggested Resources
Assessments that
could illustrate
Objectives
Megan's Law,
Participate in a class
preferential child
role playing exercise:
molester, scald burns,
Interview a victim of
shaken-baby syndrome
abuse and the person of (SBS) situational child
interest, the possible
abuser, sudden infant
abuser.
death syndrome
(SIDS), threat
List the crimes against assessment
children and the date
that they occurred.
Label the different
forms of abuse against
children.
Have students read
documents about
Munchausen syndrome
by proxy, a behavior
pattern in which a
caregiver deliberately
exaggerates, fabricates,
and/or induces
physical,
psychological,
behavioral, and/or
mental health problems
in those who are in
27
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and Suggested Resources
Assessments that
could illustrate
Objectives
their care. Have
students answer this
question: How has
Munchausen syndrome
spawned controversy in
legal and social
services communities?
Define the term incest
and outline profiles of
incestuous fathers and
other male relatives.
Illustrate the profile of
infant kidnappers.
Debate the procedures
and policies followed
with sex offenders:
Research policies in
regard to sex offenders,
and prepare a debate as
to whether there too
many restrictions or too
few. (Our policies
assume that sex
offenders are likely to
reoffend, are dangerous
and specialize in sex
LAW ENFORCEMENT AND PUBLIC SAFETY I
28
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Suggested Resources
Assessments that
could illustrate
Objectives
offending. But the data
say otherwise.)
Preparation should
include a well-reasoned
stand on registration of
sex offenders and
community notification
laws. What are the pros
and cons of these
policies?
29
Academic Alignments
Unit 7: Crime and its Consequences
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
What does it mean to say 1.Explain this phase:
“don’t do the crime if
"Don't do the crime if
you cannot do the
you cannot do the
time”?
time."
Why do people commit
crimes?
What is the relationship
between the crime and
the consequence?
What is the difference
between the social and
legal definition of
crime?
What are the technical
and ideal elements of a
crime?
What are the legal
defenses and excuses for
criminal responsibility?
Why are crime and
delinquency statistics
unreliable?
2.Explain the reasons
and why people
commit crimes.
3.Explain the
relationship between
crime and the
consequence of crime.
4.Distinguish between a
social definition and a
legal definition of
crime and summarize
the problems with
each.
5.List the elements of a
crime that need to exist
in order for a crime to
be committed in the
technical and ideal
sense.
6.Examine the legal
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and
Assessments that could
illustrate Objectives
Participate in role
playing activities as
crime victims. Analyze
the feelings and
potential consequences
the victim will encounter
in the future.
Continue role playing to
explore the effects on
criminals’ later lives
(e.g., their future
endeavors and career
opportunities within our
law abiding society).
Role play the immediate
family of the criminal.
Demonstrate the effects
of these actions on the
family as a whole.
Prepare questions on
elements of crime,
different types of legal
defenses, and legal
excuses for criminal
responsibility. Visit the
municipal court and
30
Suggested Resources
Academic Alignments
Kentucky:
Department of
Corrections Sundance OI05
CPI
21st Century:
9.4.12.L.(1).1
Scared Straight!(1978):
CAST -PopMatters Film
Review
Bureau of Justice
Statistics Capital
Punishment Statistics
Bureau of Justice
Statistics Prison
Statistics
Chapter 2 – Bohm
Key terms:
Over-serialization,
Non-enforcement,
norm, undercriminalization,
harm, negligence,
duress,
insanity, entrapment,
crime index, crime rate,
status offense,
CCSS
ELA:
L.5.b
L.6
RH.8
SL.3–4
WHST.2.b
WHST.8
Essential Questions
What are the two major
sources of crime
statistics in the United
States?
How can the crime
statistics from UCR be
misleading?
What does it mean to
“doctor a report”?
What are the different
kinds of corrections,
prisons, and jails and
what are the costs and
inmate population of
each type?
Instructional
Objectives/Skills and
Benchmarks
defenses and legal
excuses for criminal
responsibility.
Types of Activities and
Assessments that could
illustrate Objectives
prosecutor’s offices to
get answers to these
questions.
7.Explain why crime and
delinquency statistics
are unreliable.
Listen to guest speakers
from former nonviolent
criminals, such
organizations of former
gang who speak to
youth. (SOS).
8.Identify the two major
sources of crime
statistics in the United
States.
9.Explain how the crime
statistics from Unified
Carrier Registration
(UCR's) can still be
misleading.
10. Explain the
concept of “doctoring
reports.”
11. Compare the
different kinds of
corrections, prisons,
and jails including the
cost of each and the
number of current
inmates.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Have students write a
reaction paper in which
they discuss the phases,
"Crime doesn't pay," and
"Don't do the crime if
you cannot do the time."
Have them respond to
this question: How do
these they relate to what
you have learned so far
in the Law Enforcement
class?
Describe the principle
finding of the National
Crime Victimization
Surveys.
List the importance of
31
Suggested Resources
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
the NCVS to Law
enforcement agencies.
Summarize the general
finding of self-report
crime surveys.
LAW ENFORCEMENT AND PUBLIC SAFETY I
32
Suggested Resources
Academic Alignments
Unit 8: Explaining the Statutes of Law
Essential Questions
What is criminological
theory?
Instructional
Objectives/Skills and
Benchmarks
1.Understand and discuss
criminological theory.
What are the differences
between criminal and
civil law?
2.Know the differences
between criminal and
civil law.
What are the types,
categories, and classes
of crimes?
3.Define types,
categories, and/or
classes of crimes.
What are the similarities 4.Compare and contrast
and differences between
the classical and
the classical and
neoclassical
neoclassical approaches
approaches to the study
to the study of crime?
of crime.
What are the causes of
crime and how can they
be categorized
according to classical
and neoclassical
criminologists?
What are the biological
theories of cause and
effect of crime in
relations?
5.Categorize the causes
of crime according to
according to the varied
classical and
neoclassical
criminologists.
6.Describe the biological
theories of cause and
effect of crime in
relations.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Assessments
that could illustrate Objectives
Suggested
Resources
Academic
Alignments
Listen to a guest speaker from Rutgers
Law school and Seton Hall Law
School and have students summarize
what they have learned about the legal
profession from the point of view of
law curriculum.
Megan’s Law
California Dept. of
Justice – Office of
the Attorney
General
CPI
21st Century:
9.4.12.L.(5).6
Visit and observe Rutgers and Seton
Hall Law school classes.
Grade 9-12: Data
Analysis and
Probability
Have students prepare questions about
the social, emotional and possible
biological causes of criminal
behavior. Have them listen to a guest
speaker who is a Doctor of Criminal
Psychology and investigate the
answers to their questions.
Criminological
Theory on the Web
Review a case study on Jeffrey
Dahmer. Have students write a
summary of the case study
highlighting the psychological
underpinnings of this case.
Jeff Dahmer: A
Notorious Serial
Killer and Cannibal
– Crime Library
When Parents KillWhy fathers do it.
Why mothers do it.
By Dahlin Lithwick.
Write an opinion for an editorial
newspaper article regarding the
theories behind the criminal mind.
Ted Bundy:
Notorious Serial
Killer – The Crime
Library
Debate the advantages of statute law.
John Wayne Gacy
33
SS:
6.3
Contemporary
America
(1968-Present)
CCSS
ELA:
SL.1
SL.4
L.6
WHST.2.b
Essential Questions
What is the socialists’
theory on why people
commit crimes?
What are the major
differences among
classical, positivist, and
critical theories of
crime?
Instructional
Objectives/Skills and
Benchmarks
7.Describe the different
psychological theories
of crime the reason
behind the action.
8.Explain the socialists’
theory about why
people commit crimes.
Types of Activities and Assessments
that could illustrate Objectives
Examine the contributions of the
Enlightenment movement and the
classical thinkers to the study of
criminology.
Identify Freudian theories in relation
to the criminal mind.
9.Identify the major
differences among
classical, positivist,
and critical theories of
crime.
LAW ENFORCEMENT AND PUBLIC SAFETY I
34
Suggested
Resources
Jr., famous Chicago
serial killer. The
Crime Library
Chapter 3 - Bohm
Key terms:
Criminological
Theory, Classical
theory, utility, social
contract, general
deterrence,
neoclassical
theory, biological
inferiority, atavist,
psychopaths,
sociopaths, learning
theory,
criminalization
process,
peacemaking
criminology,
postmodernism
Academic
Alignments
Unit 9: History and Structure of American Law Enforcement
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
What were the major
1.Explain the major
developments of policing
developments of
and structure of law
policing and structure
enforcement in
of Law Enforcement
America?
in America.
What are the key
constitutional
amendments related to
American Law
enforcement?
What are the branches
of the government?
What are the minimum
qualifications of
employment of a state,
federal, local, and
private law enforcement
officer?
What are the major
changes that have
occurred over the last
four years regarding our
law enforcement?
What are the major
Types of Activities and Assessments
that could illustrate Objectives
Read material about the operations of
local policing organizations. Listen to
a guest speaker from the local
community policing organization.
Write an essay comparing and
contrasting the policies and
2.Identify key
procedures of community policing
constitutional
organizations to the actual operations
amendments related to of the local organization.
American Law
enforcement, and
Prepare interview questions and
demonstrate an
interview a human resource person
understanding of the
from the FBI office in Newark to
impact the Fourth
discuss qualifications for potential
Amendment has on
recruits.
individuals providing
legal services and
Listen to a speaker from a police
their actions.
union. Have students find out the
minimal qualifications for police
3. Know the branches of employment, the purpose of police
government.
unions, and how they operate.
4.Compare the
minimum
qualifications of
employment of a
state, federal, local
and private law
enforcement officer.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Visit the NYC Police Museum in
Lower Manhattan. Have students
create a timeline that shows the major
changes that have taken place over
time in law enforcement.
Visit Essex County College Police
35
Suggested
Resources
Academic
Alignments
New Jersey State
Police - Recruiting
-Minimum
Qualifications
CPI
21st Century:
9.4.12.L.(4).1
9.4.12.L.(5).1
9.4.12.L.(5).9
9.4.12.L.(5).10
FBI SPECIAL
AGENT
SELECTION
PROCESS General
Information
Division of
Criminal Justice Law Enforcement
Standards
USA JOBS
Web-site USAJOBS
USAJOBS
Homeland
Readiness and
Security
Chapter 5 - Bohm
Key terms:
Constable-watch
SS:
6.3
CCSS
ELA:
SL.1
SL.4
WHST.2.b
Essential Questions
developments that have
occurred in policing
America?
Instructional
Objectives/Skills and
Benchmarks
5.Identify the major
changes that have
occurred over the last
four years regarding
our Law Enforcement.
i.e. Patriot Act, TSA,
and Homeland
Security.
6. Discuss major
developments that
have occurred in
policing in America.
Types of Activities and Assessments
that could illustrate Objectives
Suggested
Resources
Academy (located in Cedar Grove).
system, community
policing,
jurisdiction,
tithing system,
posses,
Peel's Principles of
Policing, state
police
model, highway
patrol
model, contract
security
Create a chart comparing the
minimum qualifications of
employment of a state, federal, local
and private law enforcement officer.
Have student work in "jigsaw" groups
to research different aspects of the
historical evolution of the structure of
American Law Enforcement. Each
group will teach students from the
other groups about the historical
period they studied.
List in sequential order the
development of Law enforcement in
America.
Present students with different
criminal profiles. Students work in
groups and demonstrate the
jurisdictional limitations of American
law enforcement by determining
under which jurisdiction each case
should be handled and why.
Outline the English origins of
American law enforcement.
LAW ENFORCEMENT AND PUBLIC SAFETY I
36
Academic
Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and Assessments
that could illustrate Objectives
Write, in sequence, the major
milestones in the early development
of American law enforcement.
LAW ENFORCEMENT AND PUBLIC SAFETY I
37
Suggested
Resources
Academic
Alignments
Unit 10: Policing America: Issues and Ethics
Essential Questions
What are the qualities
needed to be a law
enforcement officer?
What are civil liberties?
What are acceptable
levels of force and nonlethal weapons or
techniques?
What are the
professional ethics and
conduct for law
enforcement officers?
What are two general
ways that law
enforcement agencies
can reduce stress on the
job?
What types of measures
are used to control and
reduce police
corruption?
Instructional
Objectives/Skills and
Benchmarks
1. Identify the qualities
are needed to be a law
enforcement officer
and discuss their
duties.
2.Understand civil
liabilities.
3.Identify acceptable
levels of force and
non-lethal weapons
and/or techniques.
4.Research feelings of
citizens towards law
enforcement
personnel using
statistical concepts
(e.g., random samples,
inferences and
conclusions).
5.Know and apply
professional ethics
and conduct
6.Describe two general
ways that law
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Assessments
that could illustrate Objectives
Suggested
Resources
Academic
Alignments
Use the internet to acquire current
survey information on the feelings of
citizens toward the law enforcement
personnel. Have students analyze the
survey results and prepare a list of
personal qualities needed to be an
effective law enforcement officer, and
explain their reasoning, Students can
then debate the relative importance of
the different qualities to come to a
consensus on the three most important
characteristics.
Employment Employment
Questions
CPI
21st Century:
9.4.12.L.(4).10
9.4.12.L.(4).32
Listen to a speaker from a citizen
agency overseeing the police and a
member from internal affairs
department. Have students then create
a mock review board to review real
cases of citizen complaints.
Federal Bureau of
Investigation
Strategic Plan 20042009
Create an original survey to poll the
student body on their opinions on
state, local police department, and
federal law enforcement agencies.
Review the law enforcement recruits
process and identify the qualities
needed to be a police officer.
38
WCR V4n2 Glaser
Racial Profiling:
Prejudice or
Protocol?
New York City
Police Museum
Chapter 7 - Bohm
SS:
6.3 U.S. and
NJ History
CCSS
ELA:
SL.1
SL.4
WHST.2.b
WHST.7–9
MTH:
S-IC.1
S-IC.3
enforcement agencies
can reduce stress on
the job.
7.Categorize the
measures to control
and reduce police
corruption.
8. Define the differences
between less-thanlethal force and
deadly force.
Write an ad for an ideal job
description and requirement for the
different law enforcement
departments.
Interview law enforcement personal
and let them outline their duties and
what steps they have taken to achieve
their current position.
Have students describe their attitude
and feelings toward the Newark
Police Force and other law
enforcement agencies. Have them
answer the question: What can these
agencies do to better meet the needs
of the public? What can the public do
to help police officers do their jobs
effectively?
Sketch out the process for selecting an
effective police officer.
Name the security background checks
a potential cadet goes through before
they are accepted. Have students
explain the reason for each of these
checks.
Label the different law enforcement
departments within a large and small
police agency.
LAW ENFORCEMENT AND PUBLIC SAFETY I
39
LAW ENFORCEMENT AND PUBLIC SAFETY I
40
Unit 11: The Administration of Justice
Essential Questions
How is the court system
structured, and what is
its purpose?
What are the different
levels of the courts?
What are the
occupations, roles, and
responsibilities within
the court system?
What are the procedures
associated with a trial?
What terminology is
used in the court room?
What type of testimony
and demeanor is
considered to be
appropriate in the
courtroom?
Instructional
Objectives/Skills and
Benchmarks
1. Explain the
administration of
justice, purpose, and
structure of our court
system.
2. Identify the different
levels of courts.
3. Identify occupations,
roles, and
responsibilities
within the court
system.
4. Exhibit knowledge
of trial and court
procedures.
5. Define court room
terminology.
What are fundamentals
of the juvenile system?
6. Describe appropriate
professional
courtroom testimony
and demeanor.
What are the structure
and components of the
7. Exhibit knowledge
of the juvenile
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Assessments
that could illustrate Objectives
Suggested
Resources
Academic
Alignments
Participate in a mock trial.
 Prepare and practice for the
Law Day/Mock Trial.
 Research roles as a member or
the mock trial.
 Develop questions and
answers for the trial.
 Dress as a professional during
practice.
NJ: A Walk
Through the
Judicial Process
CPI
21st Century:
9.4.12.L.(4).20
Mock Trial
Preparation elp 9
SS:
6.3
Goverrunent
Branches: Judicial
Take a trip to the municipal, superior
and appellate courts. Identify the type
of trial and the facts surrounding the
trial. Have students write a trial
summary. What was the role and
responsibility of each person within
the court system in this trial? What
procedures were followed? Include
an opinion section. Was the trial fair
to both the victim and the defendant?
Why or why not?
http://www.firstgo
v.gov/Agencies/Fe
dera/Judicial.shtm
-I
CCSS
ELA:
L.6
SL.1
SL.4
WHST.2.b
Judicial Branch
http://www.govspo
t.com/judicial
Chapter 8 - Bohm
Key terms: original,
Have students prepare questions about appellate, general,
personal, special
the structure and components of the
jurisdiction, subject
American judicial system. Contact
matter jurisdiction,
the local Law school (e.g., Rutgers
due process of law,
Law School). This can happen
summary trials,
through their Urban Law Clinic at
incapacitation,
Rutgers University. Have students
41
American judicial
system?
Who and what makes up
the grand jury? What is
its function?
How do the procedures
for a grand jury and a
jury trial compare?
What are the
components of the
federal judicial court
system? What are the
functions of each
component?
justice system.
8. Identify the
American judicial
structure and
investigate the
various components
of the judicial
system components.
9. Explain who and
what makes up the
grand jury and
explain its function.
10. Compare the
mechanism of a
grand jury procedure
and a jury trial.
11. Identify the
components of the
federal judicial court
system and discuss
their specific
functions.
LAW ENFORCEMENT AND PUBLIC SAFETY I
investigate answers to their questions.
Review the principle of American
court system and the different types
and responsibilities of the courts.
Identify the most influential personnel
in the administration of justice and
clarify what makes them so
influential.
Identify the types of attorneys
available to a person charged with a
felony crime or a misdemeanor crime
and explain why a person should not
represent themselves in court.
Explain the role of an initial
appearance.
Define the term bail and describe the
different methods of pretrial release.
Have students create a series of flow
charts that depict trial and court
procedures for different types of cases
and write a paper comparing and
contrasting the different procedures.
42
general
deterrence, rules of
discovery, booking,
complaint,
information, grand
jury indictment,
arrest
warrant, bench
warrant
LAW ENFORCEMENT AND PUBLIC SAFETY I
43
Unit 12: Institutional and Community Corrections
Essential Questions
What were the major
historical developments
of the US Corrections
system?
What is the scope of
community corrections?
What types of
correctional institutions
exist?
What are corrections
concepts, methods, and
history?
What are the methods
and history of capital
punishment?
What are prison
security levels and
practices?
Instructional
Objectives/Skills and
Benchmarks
1. Summarize the
major historical
developments of
U.S. Corrections
system.
Types of Activities and Assessments
that could illustrate Objectives
Suggested
Resources
Academic
Alignments
Have students prepare questions about
the role and responsibilities of
recruitment officers. Then have students
interview a corrections recruitment
officer who comes to speak to the class.
BOP: Career
Opportunities Correctional
Officer
CPI
21st Century:
9.4.12.L.(1).1
0
2. Define the scope of
community
corrections.
Take a class trip to a holding facility and
then arrange another trip to Rahway
State
Prison.
Community
Corrections
BOP: Community
Corrections
SS:
6.1 American
Democracy
Values and
Principles
3. Identify the various
types of correctional
institutions.
Take a class trip to a federal corrections
facility.
4. Identify correction
concepts, methods,
terminology, and
history.
Take a class trip to Yardvile, youth
facility.
5. Understand methods
and history of
capital punishment.
Write their reactions on one of their
visits to any of the facilities.
What are the intake
procedures?
6. Identify prison
security levels and
practices.
How does the
corrections law
7. Explain intake
procedures for
LAW ENFORCEMENT AND PUBLIC SAFETY I
Visit a women's correctional facility.
Write a paper comparing the different
types of correctional facilities. What are
the basic similarities and differences
between holding facilities, state prisons,
federal correction facilities, and youth
facilities? How do women's facilities
differ from men's facilities?
44
International
Prison Center of
Prison Studies
http://www.kel.ae.uk
!
depstaJrellieps/world
brief/highest to low
est rates.php
NJ Department of
Corrections Career
www.state.ill html
Probation Welcome
to the National
Probations Service
Website
Federal Community
6.2 World
Events:
Historical
Understandin
g
CCSS
ELA:
L.6
RH.6
SL.1
SL.4
WHST.2
Essential Questions
enforcement bureau
operate?
What were the purposes
of confinement in
Europe before it
became a method of
punishing criminals?
How were offenders
punished before the use
of large-scale
confinement?
Why did confinement
become a method of
punishment in Europe?
What are the most
recent trends in the use
of incarceration in the
US?
What are the
characteristics of the
incarcerated population
in the US?
How are incarceration
facilities structured and
Instructional
Objectives/Skills and
Benchmarks
prisoners.
Types of Activities and Assessments
that could illustrate Objectives
8. Evaluate the
corrections law
enforcement bureau.
Study the European background of
American prisons, including forms of
punishment used instead of
incarceration.
Create a timeline of events that depict
the different forms of punishment that
were popular in Europe over time. Have
students explain why confinement
became the major method of punishing
criminals.
9. Summarize the
purposes of
confinement in
Europe before it
became a major
method of punishing
criminals.
10. Describe how
offenders were
punished before the
large-scale use of
confinement.
Policing About the
Consortium
List the services and programs that are
commonly available to inmates.
Careers:
Careers in Probation
Staffordshire
Probation Area:
Probation works
U.S. Probation and
Pretrial Services
ADULT SPECIAL
SERVICES
BUREAU
Based on what they have learned about
the conditions in prison, have students
NY State Parole
write "diary" or a series of "letters"
home depicting day-to-day life in prison. Chapter 10 - Bohm
11. Explain why
confinement began
Listen to a probation officer guest
to be used as a major speaker.
method of punishing
offenders in Europe. Visit a halfway- house, state, and federal
program.
12. Describe the recent
trends in the use of
Listen to a church group to speak about
incarceration in the
their rehabilitation program.
United States.
Have students read information on the
LAW ENFORCEMENT AND PUBLIC SAFETY I
Suggested
Resources
45
Key terms for
institutional
corrections:
Banishment,
transportation,
workhouse,
penology,
panopticon,
Pennsylvania
Academic
Alignments
Essential Questions
administered by the
government in the US?
What are some common
types of correctional
facilities in the US?
What are some of the
procedures used by
institution to maintain
security and order?
What are the tasks of a
parole board?
How are intermediate
sanctions different from
traditional community
corrections programs?
Was the community
corrections system able
to achieve its intended
goal?
What are the concerns
about intensive
supervision probation
and parole ISP?
Instructional
Objectives/Skills and
Benchmarks
13. List some of the
characteristics of the
incarcerated
population in the
United States.
14. Describe how
incarceration
facilities are
structured, and
administered by the
government in the
United States.
15. Identify some of the
common types of
correctional
facilities in the
United States.
16. Identify some of the
procedures that
institutions employ
to maintain security
and order.
17. Identify the tasks of
a parole board.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Assessments
that could illustrate Objectives
effectiveness of the probation system,
halfway houses, and rehabilitation
programs and write a paper comparing,
contrasting, and evaluating the
effectiveness of these entities.
Suggested
Resources
system medical
model,
privatization
shock incarceration,
incarceration rate,
classification facility:
Explain the procedures involved in pre- security level,
sentencing and post-sentencing hearings. custody
level, co-correctional
List the reasons for the revocation of
facilities, lockup,
probation and parole.
protective custody,
Have student participate in a mock
administrative
parole hearing.
segregation, conjugal
visits, snitch system,
Develop a chart and break down the risk crisis intervention
and reward of the Community
Corrections Programs, e.g., Megan’s
Key terms for
Law, repeat offender, cost of housing
community
everyone who has committed a crime
corrections:
and other factors. Submit their findings
community
of the chart by an oral presentation.
corrections,
probation, diversion,
Develop a community service program
pre-sentence
for the parole or the probationary
investigation,
person.
probation
Evaluate the concept of community
conditions,
corrections.
restitution,
recidivism, parole,
Illustrate the different ways that
parole guidelines,
Community
reintegration, net46
Academic
Alignments
Essential Questions
What is the purpose of
day reporting centers?
What is the judicial
process for home
confinement?
Who and what will the
judicial system monitor
for electronic
techniques?
What are the goals of
halfway houses and
how do they compare
with community
corrections programs?
What are the
similarities and
differences between
expenses associated
with community
corrections and
traditional confinement
corrections?
What are the goals and
responsibilities of
Instructional
Objectives/Skills and
Benchmarks
18. Explain how
intermediate
sanctions differ from
traditional
community
corrections
programs.
Types of Activities and Assessments
that could illustrate Objectives
Suggested
Resources
Corrections are defined and used among
the federal agencies.
Define the term community corrections.
widening,
day reporting
centers, home
confinement,
electronic
monitoring, halfway
houses, reintegration
Define the term probation.
Summarize findings on recidivism rates.
19. Evaluate the
community
corrections system
in achieving its
intended goal.
20. Explain the concerns
about intensive
supervision
probation and parole
ISP.
21. Explain the purpose
of day reporting
centers and define
the term “structured
fines.”
22. Describe the judicial
process of home
confinement.
LAW ENFORCEMENT AND PUBLIC SAFETY I
47
Academic
Alignments
Essential Questions
community correction
agencies?
What are the
similarities and
differences between the
role of parole and the
role of probation?
Instructional
Objectives/Skills and
Benchmarks
23. Illustrate who and
when the judicial
system will use
electronic
monitoring
techniques.
Types of Activities and Assessments
that could illustrate Objectives
24. Identify the goal of
halfway houses and
compare them with
Community
corrections
programs.
25. Compare and
contrast the expense
of community
corrections with the
traditional
confinement
corrections.
26. Identify the goals
and responsibilities
of community
corrections agencies.
27. Compare and
contrast the role of
parole and the role
LAW ENFORCEMENT AND PUBLIC SAFETY I
48
Suggested
Resources
Academic
Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
of probation.
LAW ENFORCEMENT AND PUBLIC SAFETY I
Types of Activities and Assessments
that could illustrate Objectives
49
Suggested
Resources
Academic
Alignments
APPENDIX A Common Core Mathematics and Language Arts/Literacy Standards Applicable to Law
Enforcement and Public Safety I
CCSS code
Math
MTH: S-IC.1
Common Core State Standard
Understand statistics as a process for making inferences about population parameters based on a random
sample from that population.
MTH: S-IC.3
Recognize the purposes of and differences among sample surveys, experiments, and observational studies;
explain how randomization relates to each.
English Language Arts and Literacy for Technical Subjects
ELA.RH.4
Grades 9–10: Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social studies.
Grades 11–12: Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
ELA.RH.5
Grades 9–10: Analyze how a text uses structure to emphasize key points or advance an explanation or
analysis.
Grades 11–12: Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole.
ELA.RH.6
Grades 9–10: Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
Grades 11–12: Evaluate authors’ differing points of view on the same historical event or issue by assessing
the authors’ claims, reasoning, and evidence.
ELA.RH.7
Grades 9–10: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative
analysis in print or digital text.
Grades 11–12: Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
ELA.RH.8
Grades 9–10: Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Grades 11–12: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them
with other information.
LAW ENFORCEMENT AND PUBLIC SAFETY I
50
CCSS code
ELA.RI.1
ELA.RI.4
ELA.RI.7
ELA.RST.3
ELA.SL.1
Common Core State Standard
Grades 9–10: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Grades 11–12: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text leaves matters
uncertain.
Grades 9–10: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Grades 11–12: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or
terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Grades 9–10: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in
both print and multimedia), determining which details are emphasized in each account.
Grades 11–12: Integrate and evaluate multiple sources of information presented in different media or
formats (e.g., visually, quantitatively*) as well as in words in order to address a question or solve a
problem.
Grades 9–10: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
Grades 11–12: Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Grades 9–10: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’
ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus,
taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual
roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to
broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or
LAW ENFORCEMENT AND PUBLIC SAFETY I
51
CCSS code
ELA.SL.2
Common Core State Standard
challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and,
when warranted, qualify or justify their own views and understanding and make new connections in
light of the evidence and reasoning presented.
Grades 11–12: Initiate and participate effectively in a range of collaborative discussions (one on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that
preparation by referring to evidence from texts and other research on the topic or issue to stimulate a
thoughtful, well-reasoned exchange of ideas.
b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines, and establish individual roles as needed.
c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure
a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions; and promote divergent and creative perspectives.
d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all
sides of an issue; resolve contradictions when possible; and determine what additional information or
research is required to deepen the investigation or complete the task.
Grades 9–10: Integrate multiple sources of information presented in diverse media or formats (e.g.,
visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Grades 11–12: Integrate multiple sources of information presented in diverse formats and media (e.g.,
visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the
credibility and accuracy of each source and noting any discrepancies among the data.
ELA.SL.3
Grades 9–10: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying
any fallacious reasoning or exaggerated or distorted evidence.
Grades 11–12: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing
the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
ELA.SL.4
Grades 9–10: Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
LAW ENFORCEMENT AND PUBLIC SAFETY I
52
CCSS code
ELA.L.5.b
ELA.L.6
ELA.W.3.a
ELA.WHST.2
Common Core State Standard
Grades 11–12: Present information, findings, and supporting evidence, conveying a clear and distinct
perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to purpose, audience,
and a range of formal and informal tasks
Grades 9–10: Analyze nuances in the meaning of words with similar denotations.
Grades 11–12: Analyze nuances in the meaning of words with similar denotations.
Grades 9–10: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Grades 11–12: Acquire and use accurately general academic and domain-specific words and
phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Grades 9–10: Engage and orient the reader by setting out a problem, situation, or observation, establishing
one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression
of experiences or events.
Grades 11–12: Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events.
Grades 9–10: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the
topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among ideas and concepts.
LAW ENFORCEMENT AND PUBLIC SAFETY I
53
CCSS code
ELA.WHST.4
ELA.WHST.7
Common Core State Standard
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and
convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Grades 11–12: Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
a. Introduce a topic and organize complex ideas, concepts, and information so that each new element
builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics
(e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion,
and clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and
analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds
to the discipline and context as well as to the expertise of likely readers.
Provide a concluding statement or section that follows from and supports the information or explanation
provided (e.g., articulating implications or the significance of the topic).
Grades 9–10: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Grades 11–12: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Grades 9–10: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation
Grades 11–12: Conduct short as well as more sustained research projects to answer a question (including a
self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAW ENFORCEMENT AND PUBLIC SAFETY I
54
CCSS code
ELA.WHST.8
ELA.WHST.9
Common Core State Standard
Grades 9–10: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
Grades 11–12: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the specific
task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Grades 9–10: Draw evidence from informational texts to support analysis, reflection, and research.
Grades 11–12: Draw evidence from informational texts to support analysis, reflection, and research.
LAW ENFORCEMENT AND PUBLIC SAFETY I
55