Course Unit
Careers Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Students will be able to:
1. Identify and explore a variety of
occupations related to the field of criminal
justice.
2. List the physical and educational
standards that are required for the above
occupations
3. Demonstrate in writing a basic
understanding of the need for ethical
behavior in the law enforcement and
criminal justice fields.
4. Describe the various law enforcement
opportunities in the military and their
requirements.
5. List law enforcement agencies at the
local, county, and Federal levels of
government, and describe the duties and
responsibilities of these agencies.
6. Critically assess the advantages and
disadvantages of police hiring and
promotion practices based on the time-inrank system.
7. Distinguish between city, county, state,
and federal governments and their
respective law enforcement agencies
8. State which levels of governments
operates jails and prisons
9. Participate in a police ridealong
experience for at least four hours
10. Give an oral report to the class on the
police ridealong experience
11. Describe the ridealong experience in a
submitted essay.
12. Demonstrate an ability to correctly
spell the words, terms, and phrases used in
this unit of instruction.
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
E. Examine law enforcement
agencies, their administrative
practices, and the behaviors of
those involved in the delivery
of police services from the
perspective of racial and ethnic
Reading
Main Ideas and Author's Approach
16–19 Identify a clear main idea or
purpose of straightforward
paragraphs in uncomplicated literary
narratives
Supporting Details
20–23 Locate important details in
uncomplicated passages
Make simple inferences about how
details are used in passages
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Sentence Structure and Formation
16–19 Determine the need for
punctuation and conjunctions to avoid
awkward-sounding sentence fragments
and fused sentences
Assignment/Lesson/
Assessment
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Law Enforcement
A. Municipal Police Officer
(City, Town, Village)
B. Civilian Employees
C. State and County Law
Enforcement
D. Federal Law Enforcement
E. Private Security
F. Getting Prepared for a
Career in Law Enforcement
II. Correctional Service Work
A. Probation Officer
B. Secure Correctional Work
C. Parole and Aftercare
III. Law and the Courts
A. Prosecutor
B. Defense Counsel
C. Judge
D. Staff Counsel
E. Court Administrator
IV. Research, Administration
and Teaching
A. Private Sector Research
B. Public Sector Research
C. College or Career and
Technical Teaching
V. Take Police Department
Entrance Exam
Class activity: Analyze and
discuss four oral board
scenarios involving judgment
and ethics
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
diversity (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
Crime and Criminal
Justice Unit
Students will be able to:
1. Define the concept of criminal justice
2. Be aware o he long history of crime in
America
3. Discuss the formation of the criminal
justice system
4. Name the three basic component
agencies of criminal justice
5. Comprehend the size and scope of the
contemporary justice system
6. Trace the formal criminal justice process
7. Know what is meant by the term
“criminal justice assembly line”
8. List the four basic stages of the criminal
justice “wedding cake.”
9. Discuss and critically think through the
issue of drug legalization
10. Describe the three branches of
government
11. Discuss the concept of checks and
balances
12. Describe how each branch of
government affects/interrelates with
criminal justice
13. State how each branch of government
deals with laws (enactment, enforcement,
interpretation)
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Assignment/Lesson/
Assessment
Careers CD-ROM
Assessments:
Class participation
Spelling quiz
Police Entrance Exam
Reading
Main Ideas and Author's Approach
16–19 Identify a clear main idea or
purpose of straightforward
paragraphs in uncomplicated literary
narratives
Supporting Details
20–23 Locate important details in
uncomplicated passages
Make simple inferences about how
details are used in passages
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Sentence Structure and Formation
16–19 Determine the need for
punctuation and conjunctions to avoid
awkward-sounding sentence fragments
and fused sentences
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Is Crime a Recent
Development?
A. Crime in the Old West
B. Crime in the Cities
C. Creating Criminal Justice
D. The modern era
II. The Criminal Justice System
Today
A. Government Structure of
Criminal Justice
B. Scope of the System
III. The Formal Criminal Justice
Process
A. Formal Procedures
1. Initial contact
2. Investigation
3. Arrest:
4. Custody
5. Charging
6. Grand
Jury/preliminary hearing
7. Arraignment
8. Bail/Detention
9. Plea Bargaining
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
14. Demonstrate an ability to correctly
spell the words, terms, and phrases used in
this unit of instruction.
The Police:
Organization, Role,
Function Unit
Students will be able to:
1. Understand the organization of police
departments
2. Recognize the problems associated with
the time-in-rank system
3. Distinguish between the patrol function
and the investigation function
4. Describe the purposes of patrol
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
Assignment/Lesson/
Assessment
10. Trial/Adjudication
11. Sentencing
12. Appeal
13. Correctional
treatment
14. Release
15. Postrelease
B. The Criminal Justice
Assembly Line
IV. The Informal Criminal Justice
Process
A. Courtroom Work Group
B. The “Wedding Cake”
model of justice (per Samuel
Walker)
V. Ethics in Criminal Justice
A. Law Enforcement
B. Court Process
C. Corrections
VI. Trial of the Century: The
People v. O. J. Simpson
Reading
Main Ideas and Author's Approach
16–19 Identify a clear main idea or
purpose of straightforward
paragraphs in uncomplicated literary
narratives
Supporting Details
20–23 Locate important details in
uncomplicated passages
Assessments:
Unit quiz
Definitions
Spelling Quiz
Critical thinking essay
Unit Examination
Class participation
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Police Organization
A. Most PDs are organized in a
military-like structure
B. The structure is based on a
militaristic, hierarchical
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
5. Discuss various efforts to improve patrol
6. Discuss key issues associated with the
investigative function
7. Understand the concept of community
policing
8. List several challenges associated with
community policing
9. Discuss the concept of problem-oriented
policing
10. Explain the various police support
functions
11. Identify the factors that may be used to
improve police productivity
12. Demonstrate an ability to correctly
spell the words, terms, and phrases used in
this unit of instruction.
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
E. Examine law enforcement
agencies, their administrative
practices, and the behaviors of
those involved in the delivery
of police services from the
perspective of racial and ethnic
diversity (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
Make simple inferences about how
details are used in passages
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Sentence Structure and Formation
16–19 Determine the need for
punctuation and conjunctions to avoid
awkward-sounding sentence fragments
and fused sentences
Assignment/Lesson/
Assessment
descending chain of command
C. Problems
D. Time-in-Rank System
II. The Police Role
A. Crime fighting is a small
percent of the work
B. Many other duties
C. UCR data –
III. The Patrol Function
A. Patrol officers – 2/3 of the
department's personnel
B. Patrol purposes (7)
C. Patrol Activities
D. Does Patrol Deter Crime?
E. Improving Patrol
IV. The Investigation Function
A. General
B. How Do Detectives
Detect?
C. Sting Operations
D. Undercover Work
E. Evaluating Investigations
F. Improving Investigations
G. Using Technology
V. Community Policing
A. For about 40 years police
have been trying to gain
cooperation and respect
B. Community Police in
Action
C. Implementing Community
Policing
D. Challenges of Community
Policing
E. Overcoming Obstacles
VI. Problem-Oriented Policing
A. Basics
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
B. Criminal Acts, Criminal
Places - “hot spots”
VII. Support Functions
A. Personnel
B. Internal Affairs
C. Budget and Finance
D. Records and
Communication
E. Training
F. Community Relations
G. Crime Prevention
H. Laboratory
I. Planning and Research
VII. Improving Productivity
A. General
B. Types
Issues in Policing Unit
Students will be able to:
1. Know the likely benefits of higher
education for police.
2. Discuss some of the issues associated
with minority police officers
3. Describe how the role of women in local
police agencies has evolved over time
4. Explain the concept of a police culture
5. Know the reasons why experts believe
police have a unique personality
6. Recognize the different types of police
officer styles
7. Understand how the police use
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
Reading
Main Ideas and Author's Approach
16–19 Identify a clear main idea or
purpose of straightforward
paragraphs in uncomplicated literary
narratives
Supporting Details
20–23 Locate important details in
uncomplicated passages
Make simple inferences about how
details are used in passages
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
Assessments:
Unit quiz
Definitions
Spelling Quiz
Critical thinking essay
Unit Examination
Class participation
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Who Are the Police?
A. Police Education
B. Minorities in Policing
C. African-American
Experience
D. Minority Representation
Today
E. Women in Policing
F. Minority Female Officers
G. But overall the future of
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
discretion
8. Know what is meant by police stress and
fatigue
9. Distinguish among police violence,
brutality and corruption
10. Know the difference between deadly
and nondeadly force
11. Recognize the patterns of police
shootings and the means for controlling
police use of force
12. Know the leading types of less-lethal
weapons
13. Participate in a police ridealong
experience
14. Write an essay concerning the
student’s experiences on the police
ridealong
15. Demonstrate an ability to correctly
spell the words, terms, and phrases used in
this unit of instruction.
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
E. Examine law enforcement
agencies, their administrative
practices, and the behaviors of
those involved in the delivery
of police services from the
perspective of racial and ethnic
diversity (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Sentence Structure and Formation
16–19 Determine the need for
punctuation and conjunctions to avoid
awkward-sounding sentence fragments
and fused sentences
Assignment/Lesson/
Assessment
women in policing grows
continually brighter
II. The Police Profession
A. Police Culture
B. Police Personality
C. Police Style
III. Police Discretion – what
determines who gets arrested
and who doesn’t?
A. Introduction
B. Factors in deciding to make
an arrest or not:
IV. Problems of Policing: Stress,
Fatigue, Violence, Brutality, and
Corruption
A. Job stress
B. Fatigue
C. Violence and Brutality
D. Police Corruption
V. Use of Force
A. Use of Force is not a
common event.
B. Race and Force
C. Deadly Force
1. Frequency of police
shootings
2. Factors related to
police shootings
3. Controlling Deadly
Force
a. "Tennessee v.
Garner"
b "Graham v. Connor"
c. FLETC Use of Force
Model
D. Nondeadly Force
VI. Law Enforcement Code of
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
Ethics
Assessments:
Unit quiz
Definitions
Spelling Quiz
Critical thinking essay
Unit Examination
Class participation
Police ride along
Written report on police ride
along experience
Police and the Rule of
Law Unit
Students will be able to:
1. Understand how the Fourth Amendment
controls law enforcement officials
2. Define search and arrest
3. Distinguish between search and arrest
warrants
4. Explain when warrants are required
5. Recognize that there are three
requirements that must be met before a
warrant can be served
6. Explain the rules for serving warrants
7. Discuss the nuances of seven types of
warrantless searches and arrests
8. Summarize electronic surveillance law as
it applies to law enforcement officials
9. Explain the Miranda v. Arizona decision
10. Understand the concept of the lineup
11. Know the exclusionary rule, including
its extensions and exceptions
12. Demonstrate an ability to correctly
spell the words, terms, and phrases used in
this unit of instruction.
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
Reading
Main Ideas and Author's Approach
16–19 Identify a clear main idea or
purpose of straightforward
paragraphs in uncomplicated literary
narratives
Supporting Details
20–23 Locate important details in
uncomplicated passages
Make simple inferences about how
details are used in passages
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Sentence Structure and Formation
16–19 Determine the need for
punctuation and conjunctions to avoid
awkward-sounding sentence fragments
and fused sentences
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Police and the Courts
A. Investigations
B. Concerns of the US
Supreme Court
C. Court decisions usually
favor the police in recent years
II. Search and Seizure
A. General
B. Defining a Search
C. Defining an Arrest
D. Search and Arrest
Warrants
1. Search warrant
III. Warrant Requirements
(probable cause, detached
magistrate, and particularity)
A. Probable Cause
B. Neutral and Detached
Magistrate
C. Particularity (specificity of
the search)
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
E. Examine law enforcement
agencies, their administrative
practices, and the behaviors of
those involved in the delivery
of police services from the
perspective of racial and ethnic
diversity (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
Assignment/Lesson/
Assessment
IV. Serving the Warrant
A. Knock and announce
B. Keep property damage to
a minimum
C. Use appropriate force
D. Pay attention to time
constraints with search
warrants
E. Limit the scope and
manner of searches
F. No reporters allowed
V. Warrantless Searches and
Arrests – Exceptions to the
search warrant requirement of
the
A. Exigent (or emergency)
Circumstances
B. Field Interrogation: Stop
and frisk (AKA: threshold
inquiry, AKA patdown)
C. Searches Incident to a
Lawful Arrest
D. Automobile Searches
E. Consent searches
F. Plain View
G. Crimes Committed in an
Officer’s Presence
H. Crime Scenes
I. School Searches
IV. Electronic surveillance
A. Types of surveillance
B. Katz v. United States
(1967)
C. Surveillance Law
D. Surveillance Cameras
E. GPS Tracking Devices
F. Recording phone calls
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
G. Internet use
1. Employers can
monitor employees’ internet
use
VI. Custodial Interrogation – See
Miranda Handout
A. Miranda v. Arizona (1966)
– prior to questioning suspects
must be told
B. Waiver
C. The Miranda Rule Today
VII. Pretrial Identification
A. Could be a lineup, a
showup, or a photo array ID
B. United States v. Wade
(1967)
C. ID may not be suggestive
in any way
VIII. The Exclusionary Rule
A. Weeks v. United States
(1914)
B. Mapp v. Ohio (1961)
applied exclusionary rule to the
states
C. The Fruit of the
Poisonous Tree Doctrine (NOTE:
click to make apple drop)
D. The Good Faith Exception
E. Inevitable Discovery
Doctrine
F. Future of exclusionary rule
Assessments:
Unit quiz
Definitions
Spelling Quiz
Critical thinking essay
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
Unit Examination
Class participation
Basic Police Procedures
Unit
Students will be able to:
1. Describe the importance of the patrol
function.
2. List the different types of patrol and
how they have evolved over the history of
the United States.
3. State the various patrol techniques
4. Describe the basic concepts of patrol
vehicle operation
5. Demonstrate a basic understanding of
the Vehicle and Traffic Law
6. Demonstrate the basic techniques of
traffic enforcement
7. Understand and demonstrate driving
while intoxicated enforcement procedures
8. Properly complete an accident
investigation form
9. Demonstrate an understanding of
justification and the appropriate use of
force
10. Demonstrate proper suspect control
techniques
11. Demonstrate an ability to correctly
spell the words, terms, and phrases used in
this unit of instruction.
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
E. Examine law enforcement
agencies, their administrative
practices, and the behaviors of
Reading
Main Ideas and Author's Approach
16–19 Identify a clear main idea or
purpose of straightforward
paragraphs in uncomplicated literary
narratives
Supporting Details
20–23 Locate important details in
uncomplicated passages
Make simple inferences about how
details are used in passages
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Sentence Structure and Formation
16–19 Determine the need for
punctuation and conjunctions to avoid
awkward-sounding sentence fragments
and fused sentences
Science
Interpretation of Data
16-19 Understand basic scientific
terminology
16-19 Determine how the value of one
variable changes as the value of
another variable changes in a simple
data presentation
Math
Basic Operations and Applications
24-27 Solve multistep arithmetic
problems that involve planning or
converting units of measure (e.g. feet
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Patrol Techniques
A. Objectives:
B. Importance of
observation
C. Preparation for patrol
D. Basic patrol procedures
E. Checking buildings
F. Checking vehicles
G. Checking persons
II. Patrol Vehicle Operation
A. Vehicle condition
B. Defensive driving
C. Basics of emergency
driving
D. Pursuit driving
E. Stopping motorists for
traffic offenses
F. Stopping motorists
wanted for serious offenses
III. Road Blocks
A. Introduction
B. Procedure
IV. Selective (or Special)
Enforcement
V. Speed Enforcement
A. Pace clocking
B. Laser
C. Radar (Radio Detecting
and Ranging)
D. Selecting a speed
enforcement site
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
those involved in the delivery
of police services from the
perspective of racial and ethnic
diversity (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
per second to miles per hour)
Assignment/Lesson/
Assessment
E. Basic radar operational
instructions
F. Radar trials
G. Radar detectors legal in
Colorado
VI. Scuba, Dogs, Aircraft
A. Scuba
B. Dogs
C. Aircraft – surveillance,
patrol, traffic, searches
VII. Driving Under the
Influence/Driving While
Intoxicated Enforcement
A. Proof required for the
stop
B. Establishing probable
cause
1. Standardized Field
Sobriety Testing
C. Arrest (with probable
cause)
D. Breathalyzer/Intoxilyzer
Exam
E. Booking
F. Alcohol and the
Breathalyzer/Intoxilyzer
G. Laws in Colorado
VIII. Traffic Accident
Investigation
A. Responding to scene
B. Arrival at Scene
C. Witness Statements
D. Photography and
Measurements - When?
E. Items of Evidentiary Value
F. Taking Measurements
G. Diagramming accident
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
scenes
H. Triangulation
Measurements (Note: one hour
approx. to MV104A)
I. Coordinate Measurements
J. Interviewing persons
involved
K. Supplemental
Responsibilities
L. Testing Operating
Condition of Vehicles
M. Completing NY Standard
Accident Report Form (MV104a)
IX. Traffic Direction
A. Preparation
B. Hand signals
X. Suspect Control Techniques
A. “Terry” Searches
B. After arrests, the
handcuffing comes before the
search
Assessments:
Unit quiz
Definitions
Spelling Quizzes
Unit Examination
Class participation
Criminal Investigation
Fundamentals Unit
Students will be able to:
1. State a definition of criminal
investigation.
2. Define and explain crime, elements of a
crime, and modus operandi.
3. State the major goals of a criminal
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
Reading
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
Lecture, Chapter Reading, and
Discussion on the following
topics:
Module 1: Overview of the
Criminal Investigation
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
investigation.
4. Describe the elements of a successful
investigation.
5. List the basic functions of an
investigator.
6. Discuss whether investigation is an art
or a science.
7. Explain the characteristics that are
important in investigators.
8. State the differences among a fact, an
inference, and an opinion.
9. Define who is responsible for
investigating criminal offenses and why.
10. Describe the relationships that exist
among investigators, patrol officers, the
prosecutor's staff, the defense counsel, the
medical examiner, and citizens.
11. State the primary responsibilities
during the preliminary investigation.
12. Discuss the responsibilities of the first
responder.
13. Identify the proper setting of priorities.
14. Describe a proper preliminary
investigation.
15. List the advantages and disadvantages
of photographs.
16. Describe the basic photographic
equipment needed for crime scene
photography.
17. Identify the common errors to avoid
when doing crime scene photography.
18. Describe "markers" and state when
they should be used.
19. Describe the admissibility of
photography in court as per the rules of
evidence.
20. Discuss the state of the art
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
E. Examine law enforcement
agencies, their administrative
practices, and the behaviors of
those involved in the delivery
of police services from the
perspective of racial and ethnic
diversity (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Science
Interpretation of Data
16-19 Understand basic scientific
terminology
16-19 Determine how the value of one
variable changes as the value of
another variable changes in a simple
data presentation
Assignment/Lesson/
Assessment
I. Criminal Investigation
Definitions
A. Investigate is derived
from vestigare
B. Investigation means
C. A chargeable offense,
D. Elements of the Crime
E. Investigator must prove
who
II. Goals of Criminal
Investigations
A. The goals are not just
"whodunit".
B. Primary Objective:
discover the truth
C. A successful investigation
III. Basic Functions
A. Functions:
B. Investigation is both a
science and an art.
IV. Characteristics of an
Effective Investigator
A. Intellectual Characteristics
B. Psychological
Characteristics
C. Physical Characteristics
V. The Preliminary Investigation:
Basic Considerations
A. The Initial Response
B. The Point of Arrival
C. Setting Priorities
D. Handling Emergency
Situations
E. Protecting the Crime
Scene
F. Conducting the
Preliminary Investigation
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
technological advances in crime scene
photography.
21. Explain the importance of field notes.
22. Describe where, when, and how to take
field notes.
23. Describe in detail the proper mechanics
for writing a good police report.
24. Demonstrate an understanding of
proper police report writing skills by
writing an investigative report, using
proper English, spelling, grammar, clarity,
and punctuation.
25. Explain the importance of police
reports.
26. Describe the importance and roles of
sketches and photographs.
27. Explain the six steps in sketching the
crime scene.
28. Describe the purpose of the finished
scale drawing.
29. Summarize the legal admissibility issues
of sketches and drawings.
30. State the technological advances
concerning crime scene sketches.
31. Outline the basic principles of search
and seizure
32. State the difference between an
interview and an interrogation.
33. State the goals of interview and the
goals of interrogation.
34. Define what is meant by a "statement."
35. Describe the tactics commonly used in
interrogations.
36. Distinguish between an interrogation
and an interview.
37. Distinguish between an admission and
a confession.
(evaluation level/academicgeneral-specific skill)
Assignment/Lesson/
Assessment
VI. Crime Scene Investigators
A. CSI effect
B. Duties
VII. The Follow-Up Investigation
A. Required in almost all
cases.
B. Specific procedures
VIII. Computer-Aided
Investigation
A. CODIS – Combined DNA
Index System
B. AFIS – Automated
Fingerprint Identification
System
C. CILC – Case Investigative
Life Cycle
D. Crime Analysis, Mapping,
and Geographical Information
Systems
E. Data Mining
IX. Problem-Oriented Policing
X. Investigative Productivity
XI. The Investigative Function:
The Responsibility of All Police
Personnel
XII. Interrelationships with
Others
A. Uniformed Patrol
B. Dispatchers
C. Prosecutor's Staff
D. Defense attorney
E. Physicians, Coroners, and
Medical Examiners
F. Forensic Crime
Laboratories
XIII. Major Case Task Forces
A. Multidisciplinary
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
38. State the purposes and uses of a
polygraph examination in criminal
investigations.
39. State when a lawful arrest can be
made.
40. Describe the significance of probable
cause.
41. Describe what constitutes an arrest
42. Outline when force is justified in
making an arrest.
43. Describe what a field interrogation is
and when it is used.
44. Define the rights of a suspect during a
field interrogation and what case
established these rights.
45. Enumerate the steps in developing a
suspect.
46. State when mug shots are used.
47. Describe what NCIC and CCIC are and
how they assist in criminal investigation.
48. Identify the four basic means of
identifying a suspect.
49. Describe what a photographic lineup
requires and when it is used.
50. Outline the rights suspects have
regarding participation in a lineup and
what cases have established these rights.
51. Describe when surveillance should be
used.
52. List the objectives of surveillance.
53. Discuss when wiretapping is legal and
the precedent case.
54. State the objectives of undercover
assignments.
55. State the precautions that should be
taken in an undercover assignment.
56. Describe how to testify in court most
Assignment/Lesson/
Assessment
approach
B. Multijurisdictional
C. Often used for serial
killers, etc.
D. VICAP
XIV. Federal Law Enforcement
Resources
B. FBI
A. ATF and Secret Service
XV. Avoiding Civil Liability
A. Section 1983 of Civil
Rights Act
B. Anybody can be sued
anytime for anything.
C. Withholding exculpatory
evidence
XVI. Application
Module 2: Documenting the
Scene
I. Field Notes: The Basics
A. Uses of Notes
B. When to Take Notes:
C. What to Record
D. Where to Record Notes
E. How to Take Notes:
II. Characteristics of Effective
Notes
A. Basic purpose: record the
facts
B. Complete, accurate,
specific, etc.
III. Filing Notes
A. File them in a secure area
B. Do not destroy your notes
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
effectively
57. Outline the defense tactics to be
anticipated when testifying in court
58. Outline the four categories of death
59. Define homicide, murder, and
manslaughter
60. Differentiate between criminal and
noncriminal homicide
61. Differentiate between excusable and
justifiable homicide
62. State what the first priority in a
homicide investigation is
63. Outline how to establish that a death
has occurred
64. List the factors that help in estimating
the time of death
65. Describe what cadaveric spasm is and
why it is important
66. Explain the effect water has on a dead
body
67. Identify the most frequent causes of
unnatural death and the indicators of
whether a death is a suicide or a homicide
68. Explain why determining a motive is
important in homicide investigations
69. Describe what physical evidence is
usually found in homicides
70. Demonstrate an ability to correctly
spell the words used in this unit of
instruction.
Assignment/Lesson/
Assessment
C. Admissibility of Notes in
Court
IV. Investigative Photography:
An Overview
A. Intro
B. Advantages and
Disadvantages
V. Basic Photographic
Equipment
A. Minimum
B. Film - color is preferred
generally
C. Immersive imaging – 360
degree tour of crime scene
VI. Training/Using Investigative
Photography
A. What to Photograph or
Videotape
B. Errors to Avoid
C. Try to avoid distortion
VII. Types of Investigative
Photography
A. Surveillance
B. Aerial
C. Night
D. Laboratory
E. Mug shots
F. Lineup
VIII. Identifying, Filing and
Maintaining Security of
Evidence
A. Identifying
B. Filing
IX. Admissibility of Photographs
in Court: Rules of Evidence
A. Photographs must be:
B. Authenticating Digital
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
Images
X. Sketches: An Overview
A. A picture is worth a 1000
words.
B. The crime scene sketch
uses:
C. Sketches: selective,
detailed picture
D. Photographs
E. Two kinds of sketches:
XI. The Rough Sketch
A. Sketching Materials
XII. Steps in Sketching the Crime
Scene
A. To sketch a crime scene:
B. Step One: Observe and
Plan
C. Step Two: Measure and
Outline the Area
D. Step Three: Plot Objects
and Evidence
F. Step Five: Identify the
Scene
E. Step Four: Take Notes
G. Step Six: Reassess the
Sketch
XIII. The Finished Scale Drawing
A. Done in ink, to scale
B. Done later at the P.D. or
Crime Lab.
XIV. Computer-Assisted Drawing
XV. Legal Admissibility of
Sketches and Drawings
XVI. Sketch Assignment
Module 3: Writing Effective
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
Reports
I. Basics of Report Writing
A. Steps in report writing:
Physical Description Witness
Exercise
II. Uses of Reports
A. Reports are used to
III. The Audience
IV. Common Problems
V. The Well-Written Report
A. Organizing the
information
B. Characteristics of Effective
Reports
VI. New York State Incident
Report Forms
A. Scenarios for report
writing
Module 4: Searches
I. Introduction:
A. The Fourth Amendment
II. Legal Searches
A. A search can be justified
(and considered reasonable) if:
B. Search With a Warrant
C. Search with Consent
D. Suspect Searches
E. Search Incident to a
Lawful Arrest
F. Search in an Emergency
Situation
G. Plain View Evidence
H. Trash Searches
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
I. Vehicle Searches
J. Crime Scene Searches
K. Basic limitations on all
searches:
III. The Exclusionary Rule
A. Illegally obtained not
admissible.
B. Weeks v. U.S., 1914
C. Mapp v. Ohio, 1961
D. Fruit of the Poisonous
Tree Doctrine
E. Inevitable Discovery
Doctrine
F. The Good Faith Exception
IV. The Crime Scene Search
A. Organizing the crime
scene search
B. "Elephant in a matchbox"
doctrine
V. Search Patterns
A. General
B. Exterior Searches
C. Interior Searches
VI. Canine Searches
Module 5: Obtaining
Information
I. Sources of Information
A. Reports, records, etc.
B. Internet
C. Complainants, witnesses,
etc.
D. Suspects or persons of
interest
II. Interviewing and
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
Interrogating
A. Interview
B. Interrogation
C Generally the police
D. We search for the truth
E. Proving the corpus delicti
F. Characteristics of the
Effective
III. Enhancing Communication
A. Suggestions:
B. Emotional Barriers
C. Interviewing Techniques
IV. The Interview
A. Basic Rules of Sequence
B Advance Planning
C Select the Time and Place
D Beginning the Interview
E. Establishing Rapport
F. Avoiding Contaminating
G. Statements sample
V. The Interrogation
A. Three primary objectives
B. The Miranda Warning
C. Selecting the Time and
Place
D. Starting the Interrogation
E. Establishing Rapport
F. Approaches to
Interrogation
G. Using Persuasion
H. Ethics and the Use of
Deception
I. Third-Degree Tactics
J. Admissions and
Confessions
VI. Questioning Juveniles (<18 in
Co.)
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
VII. Questioning Young Children
VIII. Scientific Aids to Obtaining
Information
A. Polygraph
B. CVSA (Computer Voice
Stress Analyzer)
C. Brain “Fingerprinting”
D. Hypnosis
E. Truth Serums
IX. Use of Psychics and Profilers
Module 6: Identifying and
Arresting Suspects
I. Introduction
A. Solvability factors
II. Identifying Suspects at the
Scene
A. Field Identification
B. Developing a Suspect
C. Victims and Witnesses
D. Mug Shots
E. Composite Drawings and
Sketches
F. Developing a Suspect
through Modus Operandi
G. Psychological or Criminal
Profiling
H. Racial Profiling
I. Tracking
J. Information in Police Files
K. Informants
III. Locating Suspects
IV. Identifying Suspects
A. Must use many sources
A. Photographic
Identification
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
B. Lineup Identification
C. Biometric Identification
V. Surveillances - Terms
A. Surveillant
B. Subject
C. Tail
D. Rough or open tail
E. Loose tail
F. Close (tight) tail
G. Stationary surveillance
H. Moving surveillance
VI. Legal Arrests:
A. Controlled by 4th
Amendment
B. Arrest takes place when
C. Bringing someone in for
questioning
D. Off-Duty Arrests
E. Citizen's Arrests in
Colorado
VII. Avoiding Civil Liability When
Making Arrests
A. False Arrest
B. Use of Force
C. Less-Lethal Weapons
D. Use of Deadly Force
E. Use of Force and the
Mentally Ill
F. Suicide by Police
Module 7: Death Investigations
I. Classifications
A. Natural Causes
B. Accidental Deaths
C. Suicide
D. Homicide
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
II. Criminal Homicide
A. Murder
B. Manslaughter
III. Noncriminal Homicide
A. Not all homicides are
crimes
B. Excusable Homicide
IV. Elements of the Crimes
A. Causing the death of
another human
B. Premeditation
C. Intent to Effect the Death
of Another Person
D. Felony-murder
V. Challenges in Investigation
A. Homicide:
B. Suicide:
C. "Suicide by Police"
VI. The Preliminary Investigation
A. Basically the same as for
any other crime.
B. Primary Goals
C. First priority - give
emergency aid
D. If the victim is dead
E. Determining that Death
Has Occurred
F. The Focus of the Homicide
Investigation
VII. Identifying the Victim
VIII. Estimating the Time of
Death
A. General
B. Factors:
C. Recent Death
D. Death that Occurred 1/2
Hour to 4 Days Prior
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
E. Many Days After Death
F. Effects of Water
IX. Unnatural Causes of Death
and Method Used
A. Gunshot Wounds
B. Stabbing and Cutting
Wounds
C. Blows from Blunt Objects
D. Asphyxia
E. Poisoning
F. Burning
G. Explosions, Electrocution,
and Lightning
X. The Victim
A. The victim's background
B. Women
C. Domestic Violence
Homicide
D. Law Enforcement Officers
Killed
XI. Suspects
A. Mass Murderers
B. Serial Killers:
C. Spree Killing
D. Lust Murderers
E. Lethal Predators
XII. The Medical Examination
A. Major purpose of M. E.’s
office
B. Certain types of death
must be investigated:
C. Steps:
D. Exhumation
E. M.E. and investigator RE
time of death.
XIII. Death Notification
A. One of the most difficult
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
tasks in police work.
B. Should be made in person
C. Some considerations:
Assessments:
Definitions
Spelling Quizzes
Seven module quizzes
Class participation
Report Writing exercise
Crime scene measurement and
sketching exercises
Unit Examination
Criminalistics/Forensics
Unit
Students will be able to:
1. Describe the physical evidence basic
principles
2. Discuss evidence contamination
3. Describe the chain of custody
4. Explain the steps in processing a crime
scene
5. Thoroughly describe two methods of
crime scene measurement
6. Demonstrate an ability to correctly
measure a crime scene
7. Describe how evidence is correctly
preserved and identified
8. Describe basic crime scene evidence
collections
9. Describe the fingerprint classification
system
10. Classify fingerprints based on their
patterns and minutiae
11. Roll inked fingerprints according to FBI
specifications
12. Lift latent fingerprints using a variety of
Through assigned readings,
class participation, writing
assignments, projects,
dramatization, debates and
examination, the student will
be given the opportunity to:
A. Examine the role of law
enforcement in the criminal
justice system and the
evolution of law enforcement
in America. (analysis
level/academicgeneral/specific skill)
B. Compare and contrast the
function of the various state
and Federal law enforcement
agencies. (analysis
level/academic-generalspecific skill)
C. Survey the various functions
that law enforcement agencies
perform. (analysis
Reading
Sequential, Comparative, and
Cause-Effect Relationships
20–23 Identify clear cause-effect
relationships in uncomplicated
passages
English
Topic Development in Terms of
Purpose and Focus
16–19 Identify the basic purpose or role
of a specified phrase or sentence
Science
Interpretation of Data
16-19 Understand basic scientific
terminology
16-19 Determine how the value of one
variable changes as the value of
another variable changes in a simple
data presentation
Lecture, Chapter Reading, and
Discussion on the following
topics:
I. Introduction
A. Primary purpose of an
investigation
II. Definitions
A. Physical evidence
B. Testimonial evidence
C. Direct Evidence
D. Circumstantial Evidence
E. Trace evidence
F. Prima facie evidence
G. Corpus delicti evidence
H. Exculpatory Evidence
III. Investigative Equipment
IV. Discovering, Recognizing,
and Examining Evidence
A. To determine what is
evidence
B. Probabilities
C. An object's individuality
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
lifting methods
13. Distinguish between television and
real-life evidence collection and analysis
methods
14. Complete a crime laboratory report
concerning analyzed evidence
15. Demonstrate an ability to correctly
spell the words used in this unit of
instruction.
level/academic-generalspecific skill)
D. Determine a response to an
ethical dilemma based on the
Law Enforcement Code of
Ethics and the use of
discretion. (evaluation
level/academic-generalspecific skill)
F. Assess current and future
relationships between law
enforcement and community.
(evaluation level/academicgeneral-specific skill)
Assignment/Lesson/
Assessment
D. Locard’s Exchange
Principle
E. Integrity of evidence
F. Forensic Light Sources
V. Collecting, Marking and
Identifying Evidence
A. Photograph and sketch
before collecting
B. Collect something if in
doubt
C. Avoid crosscontamination
D. Common errors in
collecting evidence
E. One officer usually
collects.
F. Marking
VI. Packaging and Preserving
Evidence
A. Maintain the evidence in
its original state
B. Each item is packaged
separately.
C. Plastic vs. paper bags
VII. Transporting Evidence
A. Deliver personally if
possible.
VIII. Frequently Examined
Evidence
A. Class characteristics
B. Individual characteristics
IX. Voiceprints
X. DNA Profiling
A. May be the most
powerful tool
B. DNA is deoxyribonucleic
acid
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
C. DNA is the blueprint for
organisms
D. DNA profiling
E. Two methods:
F. CODIS
G. Admissibility
H. Time for analysis
XI. Blood and Other Body Fluids
A. Reagents: Luminol, etc.
B. Blood spatter patterns
C. Clothing found with moist
blood
D. Blood tests: animal or
human.
XII. Hairs and Fibers
A. Can place a suspect
B. Obtain 25 to 50 full hairs
C. Examining Hair
D. Examining Fibers:
XIII. Shoe and Tire Impressions
A. Photograph
B. Make a plaster cast
C. Compare with unique
patterns.
XIV. Bite Marks
A. Found in food and on
victims.
B. Swab first to get saliva
sample.
C. Make cast with dental
material
D. Value - rare but valuable
XV. Tools and Tool Marks
A. Tool mark
B. Striation marks
C. Don't try to fit the tool
into a mark
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
D. Photograph
E. Comparison standard tool
mark.
XVI. Weapons and Ammunition
A. Lands and grooves
B. Ejector marks
C. Extractor marks
E. NIBIN
D. Firing pin marks
F. Picking up a weapon
XVII. Glass
A. Order in which shots were
fired
B. Direction and angles of
the bullets
XVIII. Soils and Minerals
XIX. Safe Insulation
XX. Ropes, Strings, and Tapes
XXI. Documents
A. Typing, handwriting, and
printing
B. Standards of comparison
C. Best Evidence Rule
XXII. Other Types of Evidence
A. Paint
B. Skeletal Remains
XXIII. Evidence
Handling/Infectious Disease
A. Concerns re: hepatitis B
and C and HIV
B. Tuberculosis
C. Use latex gloves
XXIV. Protecting and Storing
Evidence
A. Chain of evidence
XXVI. Final Disposition of
Evidence
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
A. Returned, auctioned or
destroyed.
XXVII. Fingerprints
A. Important characteristics
B. Serve two purposes
C. In many cases, none
D. Types of prints
E. Surfaces
F. Where to look
G. Dusting Latent
Fingerprints
H. Lifting Prints
I. Chemical Development
J. Elimination prints
K. Inked Prints
L. Electronic Fingerprinting
M. Classifying Fingerprints
N. Usefulness
O. Admissibility
P. Other types of prints
Hands-on Activities:
A. Fingerprint minutiae
B. Quiz on Minutiae
C. Quiz on fingerprint
patterns
D. Fingerprint taking
handout, Lecture and Chapter
Reading, and video
E. Fingerprint taking (rolling
practice)
F. Fingerprint Powders and
Dusting handout and Lecture
and Chapter Reading
G. Crime Laboratory Analysis
and Reports (Not done in 2006
due to time)
Course Unit
CTE Curriculum Mapping – Crime Science
Standards /
Technical Alignment
ACT Readiness
Unit Objectives
with CRJ 125
Standards/Score Range
Assignment/Lesson/
Assessment
F. Divide into teams of two –
latent fingerprint comparisons
exercise
G. Lifting Prints
Assessments:
Unit examination
Quiz on minutiae
Quiz on patterns
Print classification exercise
Print rolling exercise
Print lifting exercise