NEWARK PUBLIC SCHOOLS
Curriculum Guide:
LAW ENFORCEMENT AND PUBLIC
SAFETY II
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
NEWARK PUBLIC SCHOOLS
SCHOOL ADVISORY BOARD
Program and Instruction Committee
Ms. DeNiqua Matias
Dr. Rashied McCreary
Ms. Ariagna Perello
Mr. Khalil Rashidi
Dr. Caleb Perkins, NPS Special Assistant of Curriculum
Valerie Merritt, NPS Director of Board Relations
NEWARK PUBLIC SCHOOLS
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.
TABLE OF CONTENTS
Goals and Guiding Principles ..................................................................................................................................................................... 7
Course Philosophy ...................................................................................................................................................................................... 9
Course Description.................................................................................................................................................................................... 10
Course Proficiencies ................................................................................................................................................................................. 11
Curriculum Units ...................................................................................................................................................................................... 12
Unit 1: Overview of Class Requirements and Crime in the United States – Offenders and Victims ....................................................... 13
Unit 2: Contemporary Policing and Patrol: The Backbone of Policing.................................................................................................... 16
Unit 3: Specialized Roles of the Police..................................................................................................................................................... 20
Unit 4: Policing Within the Law ............................................................................................................................................................... 22
Unit 5: Gangs and Drugs: Threats to our National Security ..................................................................................................................... 25
Unit 6: Terrorism: The Newest Threat to our National Security .............................................................................................................. 27
Unit 7: Issues Concerning Police Conduct ............................................................................................................................................... 30
Unit 8: Career Preparation (TSA, FBI, and local departments) ................................................................................................................ 32
Appendix A: Common Core Mathematics and Language Arts/Literacy Standards ................................................................................. 34
Appendix B: Student Observation Criteria ............................................................................................................................................... 40
Appendix C: Sample of Police Manual Table of Contents ....................................................................................................................... 41
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 NICCCS, 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.
Goal 4: ENFRANCHISE COMMUNITY / EMPOWER PARENTS
Engage community and family in meaningful decision-making and planning for Newark children.
LAW ENFORCEMENT AND PUBLIC SAFETY II
7
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, aestheticalIy 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.
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 II
8
Course Philosophy
In the Law Enforcement and Public Safety II course, students will participate in high quality academic and technical instruction in the
field of law enforcement and public safety. In this course, the academy students will learn the different issues that the law
enforcement officers encounter. Our aspiration is to give each academy student the opportunity to select the career of his/her choice
based on data and information given to them through our program. This course will provide eligible students internships with law
firms, the TSA and other law enforcement agencies. Law Enforcement and Public Safety II will provide the opportunity for the
academy students to prepare for careers in correction, security and loss prevention services, protective services, law enforcement or
private investigation fields. Upon the completion of all three academy signature courses our students will be prepared to take the next
step in law enforcement and public safety careers and/or in higher education.
We believe the once our students complete all three signature courses they will prepared to excel on the NOCTI, Civil Service
Exams, and College Preparation Exams. Students who continue to pursue higher education will have an advantage in reaching their
academic goals, possibly leading to degrees in law and public safety and eventually law school.
LAW ENFORCEMENT AND PUBLIC SAFETY II
9
Course Description
The Law Enforcement and Public Safety II Course will cover material dealing with the function and duties of a police officer and the
police department. It will cover the information dealing with the special situations and unique guidelines the police are expected to
follow. Students will gain an appreciation of the daily duties and responsibilities of the law enforcement officer. This course will
explain the different roles and special jobs within the law enforcement departments. It will also research the current challenges and
threats law enforcement agencies have to deal with. The final component of the course will alert the students to the new agencies
and positions in the federal and state agencies that have been created since 9/11/01 and their effects on the local law enforcement
agencies.
This course looks at many aspects of crime and the law enforcement officer. It will probe into the causation of crime and
chronological development of law enforcement. The students will gain an understanding of the technology used today and the skills
the officer needs to use it. For this unit the students will acquire greater understanding of the roles of the patrol officer, the special
task forces and plus the purpose and use of community policing. All of these different roles within the law enforcement agencies
create the modem police force and work with and within their community.
The course also examines the students will examine the challenges of the modem police officer. The police departments are now
dealing with new types of criminals, the gang member from age nine to senior citizen, and the threat of terrorism in their community.
The conduct of police department officials is under more scrutiny than ever before. This section will debate the controversial and
current issues of use of deadly force within the profession, racial profiling, gender bias and others. Departmental concerns like
recruitment of qualified people, police unions, civil and citizens groups will also be covered in this unit.
LAW ENFORCEMENT AND PUBLIC SAFETY II
10
Law Enforcement and Public Safety II – Course Proficiencies
Students will be able to:
1. Identify the reason that youths and adults commit crime and then categorize the eight parts of Index I Crimes
2. Identify and understand types of criminal organizations.
3. List the goals of the police agencies and spell out how those goals serve their community.
4. Categorize and explain the patrol officer duties and responsibilities.
5. Outline the different local law enforcement task forces and their functions.
6. Clarify the term "policing within the law."
7. Describe the major provisions of the 4th Amendment.
8. Characterize the causes of the rise in gang activity and list the steps police are taking to correct this problem.
9. Analyze the threat of terrorism in the U.S. and how the federal agencies are combating these threats.
10. Classify proper police conduct vs. improper police conduct.
11. Acquire skills in order to prepare them for jobs in law enforcement.
LAW ENFORCEMENT AND PUBLIC SAFETY II
11
Curriculum Units
1. Overview of Class Requirements and Crime in the United States – Offenders and Victims
2. Contemporary Policing and Patrol: The Backbone of Policing
3. Specialized Roles of the Police
4. Policing within the Law
5. Gangs and Drugs: Threats to Our National Security
6. Terrorism: The Newest Threat to Our National Security
7. Issues Concerning Police Conduct
8. Career Preparation (TSA, FBI, and local departments)
LAW ENFORCEMENT AND PUBLIC SAFETY II
12
Unit 1: Overview of Class Requirements and Crime in the United States – Offenders
and Victims
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
Academic Alignments to
Unit Objectives
What are significant things
that were learned in Law
Enforcement and Public
Safety I?
1. Review the key
components of law
enforcement course one.
Compare and contrast
components of the criminal
justice system studied
during the first course
(e.g., the interview process
and the interrogation
process, types of
corrections and judicial
systems, forensic science
and criminalistics).
Chapter 3
CPI
21st Century:
Review uniform crime
reports from the F.B.I. and
the NJ State Police
showing various crimes
State-wide and nationally.
Federal Bureau of
Investigation - Uniform
Crime Reports
What are the type of crime
categories used to
characterize offenders and
their victims?
What types of individuals
commit different types of
crimes?
What are the
characteristics of
computer-related crime?
What are the types of bias
involved in hate crimes?
What is a ritualistic crime
and natural source for this
crime?
What are the effects of
criminal behavior on
society?
2. Review and define
various types of crime.
3. Determine reasons for
the increase of identity
theft worldwide, and
evaluate the extent to
which victims of identity
theft are successful in
fully restoring their
personal identities.
4. Analyze a list of
offenders and victims
and relate their offenses
to a list of crime
categories.
5. Identify the 3 major
sources of information
regarding individuals who
commit crimes.
6. Investigate the effects
of criminal behavior on
society as a whole.
7. Categorize the different
groups of people who are
LAW ENFORCEMENT AND PUBLIC SAFETY II
Describe in a research
project 3 major sources of
information regarding
individuals who commit
crimes, then characterize
the key components of
"organized crime" versus
"white-collar crime."
After reviewing various
crimes, students will bring
up the category that
interests that student the
most. Identify one topic in
the chapter and research
the topic using web-site
13
Bureau of Justice
Statistics Corrections
Statistics
General Guidelines for
conducting Interviews
The Federal Judiciary
The Criminal Mind –
Criminal Psychology from
Crimelibrary.com
Victim's Rights by
State - New Jersey
Office for Victims of Crime
– Help for Victims Topics
http://sunshine.scouts.ca/b
pp/forms/incident.pdf
Key Terms: Arson,
battery, bias crime,
carjacking, chronic
9.4.12.L.(4).6, 9.2.12.E.9,
9.4.12.L.(4).40
SS:
6.3 US and NJ History
CCSS
ELA:
L.6
SL.4
WHST.2.b
WHST.7-9
Essential Questions
What types of criminal
organizations most likely
to commit particular
crimes?
What are the effects of
crime against victims?
What are victim’s rights
within the criminal justice
system?
Instructional
Objectives/Skills and
Benchmarks
most likely to become
victims of specific crimes.
8. Explain the effects of
crime on its victims.
9. Understand victim's and
witnesses’ rights within
the criminal justice
system, as well as
procedures for protecting
them.
Types of Activities and
Assessments that could
support Objectives
Suggested Resources
listed resources.
criminal, cybercops,
cybercrime, determinism
direct victim, 8% problem,
fence hate crime, identity
theft, index crime, indirect
victim, malice, petty
larceny, justifiable
homicide, negligent
homicide, simple assault.
Identify the characteristics
of computer-related crime.
Develop a ranking of the
types of bias involved in
hate crimes.
Classify a ritualistic crime
and develop a strategy for
the investigative aspects
of the natural source.
Define crime in the U.S. as
it pertains to the offenders
and the victims.
Write an investigative
report based on material
presented in class.
Explain the causation and
theories behind crime
according to the experts.
Listen to a corrections
officer who explains his/her
idea of the way they
categorize criminals
Identify the 3 major
sources of information
regarding individuals who
commit crimes. Create a
compare and contrast
LAW ENFORCEMENT AND PUBLIC SAFETY II
14
Academic Alignments to
Unit Objectives
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
support Objectives
report that will explain the
three sources and who and
how they are used.
Research a current
criminal event and give an
oral report on the crime
and the effect on society of
this crime.
Estimate the cost to the
city and state, as a result
of illegal gambling.
LAW ENFORCEMENT AND PUBLIC SAFETY II
15
Suggested Resources
Academic Alignments to
Unit Objectives
Unit 2: Contemporary Policing and Patrol: The Backbone of Policing
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
Suggested Resources
Academic Alignments
What are the components of
contemporary law
enforcement?
1. Identify and analyze the
components of
contemporary law
enforcement as
described in oral and
written presentations.
Listen to a guest speaker
from the traffic division or
detective bureau.
Contemporary issues
facing women in policing
[Conference
Paper]
CPI
21st Century:
What are the goals of
policing?
What are the risks and
challenges of daily patrol
operations?
What is the direct patrol’s
role?
What are the three major
spheres of activity that
must be coordinated by
the patrol division?
2. Discuss the goals of
policing.
3. Explain the risks and
challenges of daily patrol
operations, "the eyes of
the department."
4. Describe and identify the
direct patrol’s role.
5. Examine the three major
spheres of activity that
must be coordinated by
the patrol division.
What are the five
traditional goals set by law 6. Recognize five
traditional goals set by
enforcement agencies?
law enforcement
agencies.
What are the various
7. Differentiate and explain
responsibilities of field
the responsibilities of the
services including policing?
various field services
included in policing.
What is the typical law
enforcement code of ethics 8. Explain the typical law
for professionals?
enforcement code of
LAW ENFORCEMENT AND PUBLIC SAFETY II
Participate in role-play
scenarios to give hands on
practical experience of
typical traffic stop.
Critique a speaker's
presentation in an oral
report using cooperative
learning.
Police Review
Commission Statistical
Report City of Berkeley,
CA.
FBI Goals Federal Bureau
of Investigation What We Investigate
Assume the role of a police
officer, and a traffic
violator, demonstrate
interview techniques in
regard to the traffic stop.
New York City Police
Museum
Research the state and
federal web-sites and write
a report explain the
different functions of the
Field services within these
department.
The Los Angeles School
Police Department,
Duties of a Patrol
Officer
Assess police image today
as compared to 1900
Develop a chart outlining
the chain of command to
show the typical
16
EssexSherriff.com
Flowchart
Field Force Team
Direct Patrol Unit
Institute for Integrity,
Leadership, and
Professionalism in
Policing Racial
Profiling
9.4.12.I.(4).12
4.12.L.(4).24
SS:
6.2: World Understanding.
A. Historical
Understanding
6.3
CCSS
ELA:
L.6
RST.3
SL.1
SL.3-4
WHST.2.b
Essential Questions
What is the role of
community policing in the
21st Century?
What are the
responsibilities of a patrol
officer?
How are patrol operations
managed?
Instructional
Objectives/Skills and
Benchmarks
ethics that all
professionals abide by.
9. Identify the role of
community policing in the
21st century.
10. Assess the patrol
officer's responsibilities.
11. Analyze the
management of patrol
operations.
What are different types of
12. Describe the varied
patrol and methods and
types of patrol including
how effective are they?
What is the traffic
division’s responsibility
and methods of enforcing
traffic laws?
What is racial profiling?
What is an ideal traffic
program and the value of
directing and controlling
traffic?
What are the benefits to
using strict procedures for
various circumstances?
their activities and
methods of patrol
13. Define the traffic
division's responsibilities
and methods of enforcing
our traffic laws.
Types of Activities and
Assessments that could
illustrate Objectives
Suggested Resources
organizational
Chapter 4
Discuss why the existence
of a police force is
essential.
Chapter 6
Examine what a daily
routine is like for a police
officer.
Clarify the traditional roles
of policing.
Classify methods of patrol
that are most effective.
Investigate how officers
preserve the peace in their
community.
Describe an ideal traffic
program and summarize
the value of directing and
controlling traffic.
14. Explain racial profiling.
15. Display knowledge of
radio usage and
procedures.
16. Describe scene safety
techniques for officer
response (e.g., domestic
abuse, assault, motor
vehicle crash sites).
LAW ENFORCEMENT AND PUBLIC SAFETY II
Key terms for
contemporary policing:
Administrative
services, community
policing, discretion,
E911, field services,
image, interoperability,
police authority,
reverse 911, roll call
State personal opinion on
the police department's
attitude in providing
services in your
community.
Summarize a police
organizational flowchart
Visit a local police
department to observe roll-
17
Key terms for patrol
operations: aggressive
patrol, cold crimes,
differential response
strategies, diffusion of
benefits, directed patrol,
hot spots, implied consent,
pretext stop, racial
profiling, random patrol,
road rage.
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
How do police identify
vehicles or individuals to
stop and question?
17. Demonstrate
knowledge of CPR, first
aid, and emergency
medical care.
call
18. Identify hazardous
materials, proper
response, and scene
management.
19. Describe proper
procedures for traffic
stops and handcuffing.
20. Describe
characteristics of
individuals operating a
vehicle while impaired.
21. Display knowledge of
interpersonal
communication
techniques (e.g., nonverbal, verbal)
Visit a police garage to sit
in and discover the
communications and
technical devices that the
patrol officer uses.
Listen to a patrol officer
speak about their typical
day.
Develop a paper based on
their experience during the
visit to the police garage.
Cooperatively learn
through discussion about
strategies used by the
mounted police squad,
motorcycle and bicycle
units.
Shadow a school security
officer throughout the
course of a school day and
write an essay on his/her
impressions.
Research the different
duties of police patrol
officers and other units.
Create a chart showing the
differences and similarities
in their jobs.
LAW ENFORCEMENT AND PUBLIC SAFETY II
18
Suggested Resources
Academic Alignments
LAW ENFORCEMENT AND PUBLIC SAFETY II
19
Unit 3: Specialized Roles of the Police
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
Suggested Resources
Academic Alignments
Why are specialized roles
within the police
department important?
1. Assess the importance of
profilers and other
specialized roles within the
police department.
Analyze a C.S.1. and other
crime scene videos.
Forensic
Psychology
Evaluate a mock crime
scene using investigative
techniques.
Ideas for
Enhancing Oral Reports
CPI
21st Century:
9.4.12.L.(3).25
9.4.12.L.(3).26
9.4.12.L.(4).25
9.4.12.L.(4).26
What are the
characteristics of an
effective investigator?
What are the roles of
various types of officers
and specialists, including
juvenile officers?
What are basic
investigative techniques?
What are three basic
types of evidence
identification?
2. List and define the
specialized roles of the
police department.
3. Explain the
characteristics of an
effective investigator.
4. Compare the roles of the
vice squad officers and the
intelligence officers.
5. Describe a basic
investigative technique and
primary investigation.
6. Summarize the
investigators initial
techniques.
7. Categorize three basic
types of identification of
evidence.
8. Critique the use of
profilers and psychics in law
enforcement.
9. Sum up the duties of the
juvenile officer.
LAW ENFORCEMENT AND PUBLIC SAFETY II
SWAT Team Report
Arrange for a visitation by
a local psychic to discuss
and demonstrate their
talent.
Write a report highlighting
the key components of one
specialized role in policing.
Summarize through oral
reports individual notes
from C.S.I. video.
Examine “swat” team
officers and what they
seek to accomplish.
Visually record a crime
scene.
Inventory investigators
responsibilities when
planning and securing a
crime scene.
Formulate a plan for
recording relevant
information.
20
Investigative Techniques
Biography Writing
with Patricia and
Fredrick McKissack
Chapter 7
Key Terms: ballistics,
chain of evidence,
complainant,
contamination,
criminalistics,
cyanoacrylate, discovery
crimes, profiling, evidence,
forensic science,
informant, solvability
factors, suppressible
crimes, undercover,
witness.
Science:
5.1.12.B.1
CCSS
ELA:
RST.3
SL.2-4
L.6
WHST.2.b
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
10. Describe knowledge of
fingerprint processing (e.g.,
live scan, inked
impressions, patterns).
Tabulate the goals of
community policing.
Fingerprint a peer using
proper procedure.
Assess the different local,
state, and federal law
enforcement web sites and
present an oral report on
the findings about the roles
each of these agencies
fulfill.
LAW ENFORCEMENT AND PUBLIC SAFETY II
21
Suggested Resources
Academic Alignments
Unit 4: Policing Within the Law
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
Suggested Resources
Academic Alignments
How do officers determine
actions that fall outside
the law?
1. Examine situations
that require police
discretion, including
procedures for
searching persons,
structures, and
vehicles.
Listen to a detective give a
classroom lecture
explaining the proper
procedure for issuing a
search warrant.
The Bill of Rights
- The First Ten
Amendments to
the U.S. Constitution
CPI
21st Century:
9.4.12.L.(1).21
9.4.12.L.(4).11
9.4.12.L.(4).18
9.4.12.L.(4).14
9.4.12.L.(4).16
Under what circumstances
can police conduct
searches, with and without
a warrant?
When can officers seize
property?
What is the purpose of the
Miranda warning and
when must it be given?
What distinguishes a
lawful arrest from an
unlawful arrest?
2. Research the principle
justifications set forth
by the courts for
reasonable searches,
and the limitations that
are placed on them.
3. Define a general
search and determine
when they are
constitutional.
4. Distinguish between
situations that require
a warrant to those that
don’t.
5. Describe types of
warrants and their
applications.
6. Identify the procedures
for obtaining a search
warrant and its
limitations.
7. Understand laws
LAW ENFORCEMENT AND PUBLIC SAFETY II
Participate in a mock
situation to formulate a
classroom search warrant
or seizure of private
property.
Take a class trip to the
ACLU office to clarify the
4th and 6th amendments
and the Miranda Warning.
Compare and contrast the
rules separating searches
with a warrant and those
considered warrant-less
searches.
List conditions that are
placed on warrant-less
searches.
Assess what special
conditions apply to vehicle
searches.
Compare types of warrants
in a graphic organizer.
Explain why open fields,
22
Miranda's Miranda
v. Arizona, Ernesto
Miranda, Miranda Rights
and Related Cases Page
American Civil
Liberties Union
Criminal Justices
Search and Seizure
Laws and primary
documents
Chapter 8
Key terms: Administrative
warrant, affidavit, consent,
contraband, custody, defacto arrest, entrapment,
exigent circumstances,
field detention, forced
entry, frisk, magistrate,
nightcap warrant, no-knock
search warrant, seizure,
threshold inquiry, and
waiver.
Sci:
5.1.12.D.2
CCSS
ELA:
L.6
RH.9
RST.3
SL.4
WHST.2.b
WHST.7-9
MATH:
HSS-ID.A.3
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
surrounding the
seizure of property.
8. Analyze when the
Miranda warning must
be given in conjunction
with a lawful arrest.
9. Knows the Miranda
warning and how it
affects a lawful and
proper arrest (court
satisfied).
10. Analyze statistics
regarding failed cases
due to improper police
procedures (e.g.,
Miranda rights,
improper warrants)
11. Describe the major
provisions of the 4th
Amendment and their
effects on the public.
12. Summarize the
circumstances for a
lawful arrest.
13. Assess the suspect's
rights within the law
enforcement
community.
Types of Activities and
Assessments that could
illustrate Objectives
abandoned property, or
trash can be searched
without a warrant.
Research the use of the
Constitution’s protections
regarding search and
seizure.
Compare and contrast
arrest procedures before
and after the institution of
the Miranda warning.
Create graphs to display
research (e.g.,
percentages of failed
cases due to Miranda,
types of warrants issued).
Demonstrate, on the job
police discretion in a
teacher given scenario.
List the sources that
probable cause can be
based on information and
belief.
Examine the significance
of the Terry Case as it
relates to the 4th
Amendment.
List and explain the four
types of lawful arrests.
LAW ENFORCEMENT AND PUBLIC SAFETY II
23
Suggested Resources
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
Define what is a DeFacto
arrest.
Review the Supreme Court
Case Dickerson V. The
United States and prepare
a written summary noting
the arguments of both
sides and be prepared to
present your findings to the
class.
LAW ENFORCEMENT AND PUBLIC SAFETY II
24
Suggested Resources
Academic Alignments
Unit 5: Gangs and Drugs: Threats to our National Security
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
Suggested Resources
Academic Alignments
What are the trends for
gang crime and
membership within the
U.S.?
1. Evaluate the threat of
gangs and drugs as they
relate to our national
security.
Visit a drug rehabilitation
center to discuss varied
related incidents with
patients.
Chapter 9
What are the trends for
illegal drug use within the
U.S.?
2. Define gangs and
describe how their threat
affects communities,
youth, and society at large.
Show the film Colors.
Gangs OR Us-Robert
Walker Gang identification
expert
CPI
21st Century:
9.4.12.L.(3).16
9.4.12.L.(4).34
9.4.12.L.21
What are the
distinguishing
characteristics of specific
gangs and types of gangs?
Why and how do youths
become involved with
gangs and/or drugs?
What are the effects of
drugs on individuals and
society?
What are the effects of
gangs on communities,
gang members, and
society at large?
How do police law
enforcement tactics
control gang violence and
criminal activity?
How do gangs function
within correctional
institutions?
4. Analyze the different
types of gangs within a
community or city and their
association with other
groups.
5. Distinguish between
racial and ethnic gangs
and how they relate to
each other.
6. Compare the different
methods gangs use to
identify themselves.
7. Cite the criteria for
identifying gang members
and its significance to the
gangs.
8. Discuss gang
subculture.
9. Explain the motivation
for becoming involved with
LAW ENFORCEMENT AND PUBLIC SAFETY II
Visit county centers
regarding gang activities
(i.e. county jail).
Watch a demonstration of
a K-9 unit showing the
effectiveness in searching
personal items, such as
school bags and lockers.
Interview other students
within the school about
drugs and gangs.
National Gang Crime
Research Center
Drug Enforcement
Administration Home
NJ Office of the
Attorney General Department of
Law & Public
Safety - News
Release
http://www.gangsorus.com/
Write a paper on gangs
(e.g., their use of drugs,
their effect on society, their
association with other
groups).
http://www.fbi.gov/aboutus/investigate/vc_majorthe
fts/gangs/gangs
Measure the ethnic
and racial make-up of
gang members.
Key terms:
Amphetamines,
barbiturates, Bloods,
broken-window theory, civil
injunction, corporate
gangs, crack, Crips,
drug-defined offenses,
graffiti, hallucinogens,
Examine the domain
identification of a
typical gang (i.e.,
geographic location).
25
www.knowgangs.com
CCSS
ELA:
L.6
RH.8
SL.1-4
WHST.1-2
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
a gang and identify risk
factors that go hand-hand
with gang membership.
11. Analyze gang control
strategies and their
effect on our social
structure.
12. Define a police gang
unit and its effectiveness
on the community.
13. Understand gangs and
community policing as a
resolve to our society.
14. Discuss gangs and the
criminal justice system
in detail.
15. Examine the threat of
drugs as it pertains to
our nation as a whole.
16. Research the question
of drug use in our society
to form an opinion.
Types of Activities and
Assessments that could
illustrate Objectives
Research gangs and
prepare a chart outlining
the similarities and
differences among gangs.
Create a new gang
vocabulary list based on
common lingo.
Develop posters and
other visual projects
depicting gang signs
Identify gangs of
different groupings by
the use of recognized
signs used by gang
members.
Compare and contrast
East coast and West coast
gangs of the same sect.
Grade narcotics and other
dangerous drugs.
Describe illicit drug abuse
and the crime caused by
its use.
Research a paper on the
effects of an illegal drug on
the body.
LAW ENFORCEMENT AND PUBLIC SAFETY II
26
Suggested Resources
Monikers, interdiction,
mules, narcotics, party
gangs, predatory gangs,
sinsemilla, turf, wannabes.
Academic Alignments
Unit 6: Terrorism: The Newest Threat to our National Security
Essential Questions
What are some terrorist
groups, their motivations,
and methods?
What is the purpose of the
Homeland Security
Advisory System and how
does it work?
What are the types of
terrorist acts?
How do law enforcement
officers and other agencies
combat terrorism?
What is the history of
terrorist attacks in the U.S.
and how have they affected
legislation and law
enforcement procedures?
Instructional
Objectives/Skills and
Benchmarks
1. Identify the purpose
and functions of the
Homeland Security
Advisory System.
2. Classify and explain
the three types of
terrorist acts and the
threat they present our
national security.
3. Research domestic and
international terrorism,
4. Understand the
concepts and
procedures of
successfully combating
domestic and
international terrorism.
Types of Activities and
Assessments that could
illustrate Objectives
Research a terrorist group.
Take a trip to the Newark
Liberty Airport and meet
with members of the
T.S.A.
Listen to a speaker from
the Port Authority
counter-terrorism task
force.
Identify methods the U.S.
uses to combat terrorism.
Classify the term terrorist
act as it applies
domestically and
internationally.
Compare methods used by
various terrorist groups in
a graphic organizer.
What is the U.S. Patriot
Act and how has it affected
citizens?
5. Describe and compare
the different methods
used by terrorist
groups.
What is the appropriate
role of media in the war on
terror?
6. Evaluate details of the
attacks of 9-11- and
research the effects.
Assess the major act of
legislation which resulted
from the 9-11 attack and
how it enhances counter
terrorism.
7. Decide what four
obstacles to effective
Take a trip to New York
City to meet with the
LAW ENFORCEMENT AND PUBLIC SAFETY II
27
Suggested Resources
Academic Alignments
The Institute for
Intelligence and Special
Operations--Mossad
CPI
21st Century:
9.4.12.L.(2).20
9.4.12.L.(3).13
9.4.12.L.(3).34
9.4.12.L.(4).38
9.4.12.L.(4).39
DHS I Department
of Homeland
Security I
Homeland
Security Advisory
System
Federal Bureau of
Investigation Press Room Headline
Archives
FBI Terrorism
Task Force
NJ Homeland
Security
The Port Authority
of New York and
New Jersey Police
Academy
Chapter 10
Key terms: Asymmetrical
warfare, bioterrorism,
CCSS
ELA:
L.6
RH.9
SL.4
WHST.2.b
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
intelligence are most
significant.
8. Assess the motivation
for terrorism.
9. Summarize a brief
chronology of recent
terrorist acts past and
present.
10. Summarize the U.S.
detection, prevention,
response, and recovery
from an attack by
terrorists.
11. Examine the U.S.
Patriot Act.
12. Explain the critical
role of law
enforcement on
Homeland Security.
13. Define an
asymmetrical war. (A
new kind of war.)
14. Assess the role of the
media on our war on
terrorism.
LAW ENFORCEMENT AND PUBLIC SAFETY II
Types of Activities and
Assessments that could
illustrate Objectives
director of Homeland
Security to ascertain
procedural responsibilities
in time of Crisis.
Openly discuss homeland
security with peers.
Develop their, own
theories methods to
counteract terrorism.
Describe the effects on the
ordinary citizen in relation
to the Patriot Act.
Sketch out the different
types of physical features
of a suspected terrorist.
Take part in a role play
exercise depicting an
extreme right wing group.
Label and explain the key
components of the
Patriotic Act.
Prepare a paper that
compares and contrasts
two agencies on where
their emphasis lies in
regard to terrorism. Find
28
Suggested Resources
contagion effect, cyber
terrorism, eco-terrorism,
internal operability, Jihad,
sleeper cell, terrorism.
Academic Alignments
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
15. Analyze our major
concerns related to our
war on terrorism.
Types of Activities and
Assessments that could
illustrate Objectives
the web sites for the DEA
www.dea.gov, the FBI at
www.fbi.gov, the
Department of Justice at
www.usdog.gov and the
Department of the treasury
at www.ustreas.gov.
Re-write another
Homeland Security
initiative for full
protection and defense
LAW ENFORCEMENT AND PUBLIC SAFETY II
29
Suggested Resources
Academic Alignments
Unit 7: Issues Concerning Police Conduct
Essential Questions
Have the police
historically acted in a
positive or negative
manner during difficult
situations?
When should force be used
relative to police work?
Instructional
Objectives/Skills and
Benchmarks
1. Research major issues
concerning police
conduct and its effect
on our society.
2. Identify police
discretion in a positive
or negative manner in
a given situation.
Do police treat minorities
differently than the general
population?
3. Display understanding
of cultural diversity.
When does a high speed
chase become too
ineffective or unsafe?
4. Exhibit appropriate
methods of interacting
with persons with
mental health
disabilities.
What are the issues
related to corruption,
ethics, and integrity in
police work?
How are issues of police
misconduct reviewed and
corrected?
5. Exhibit knowledge of
effective public
relations
6. Summarize the
different times when
force should or should
not be used relative to
police work.
7. Research and evaluate
police corruption and
historical examples of
LAW ENFORCEMENT AND PUBLIC SAFETY II
Types of Activities and
Assessments that could
illustrate Objectives
Take a trip to the Internal
Affairs Division of the
local police department.
Listen to a speaker from
the State Police Academy
discuss with the class
proper police conduct and
how to avoid improper
conduct.
Use note-taking skills
during a speaker's
presentation, utilizing the
notes to prepare a paper on
proper police conduct.
Participate in class
scenarios showing proper
and improper police
conduct in given
situations.
Research police corruption
and develop a timeline
starting in 1900 through
the present. Each incident
of police corruption should
be noted on the timeline.
Students must be prepared
to defend their findings
and orally state the results
30
Suggested Resources
Academic Alignments
Chapter II
CPI
21st Century:
9.4.12.L.(1).20
9.4.12.L.(3).8
Internal Affairs
Today-Article
NJ State Internal
Affairs Regulations
National Criminal Justice
Reference Service
Driving while Black:
Study Shows minorities
are more likely to question
police.
Key terms: Balancing,
corruption, deadly force,
discrimination, disparity,
ethics, excessive force,
exculpatory evidence,
ghosting, gratuities,
homophobia, integrity,
litigaphobia, pursuit,
racial profiling.
CCSS
ELA:
RH.3
RH.8
SL.3
SL.6
WHST.7-9
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
misconduct.
8. Assess minority
encounters with police
and its disparity
regarding the general
population.
9. Ascertain where to
draw the line in
relation to corruption,
ethics and integrity.
10. Analyze police
discretion as it relates
to a positive or
negative issue.
Types of Activities and
Assessments that could
illustrate Objectives
of the corruption issue
presented.
Critic one major area in
police discrimination
(gender, homophobia, race
etc.).
Analyze the effectiveness
or safety of a high speed
chase.
Define the term racial
profiling and how it affects
the public.
Define police pursuits and
justify their use.
11. Evaluate ethics in law
enforcement and how it Determine what role the
is reviewed.
internal affairs division
plays in the police
department.
Delineate the civilian
review board from an
internal review board.
LAW ENFORCEMENT AND PUBLIC SAFETY II
31
Suggested Resources
Academic Alignments
Unit 8: Career Preparation (TSA, FBI, and local departments)
Essential Questions
What are the qualities of a
good police officer
candidate?
What are the advantages
for agencies that hire and
retain more women or
minorities on the force?
What are the advantages
of requiring the officers to
live in the same community
that they police?
What are the similarities
and differences between
public and private law
enforcement officers?
Instructional
Objectives/Skills and
Benchmarks
1. Develop career
awareness and planning.
2. Analyze the qualities
essential for a good police
officer candidate.
3. Identify the different
law enforcement agencies
and careers within those
agencies.
4. Sum up the Bill of
Rights with special
emphasis on the 4th and 6th
amendments.
5. Review the recruiting
process used by various
police agencies in respect
to hiring minorities and
women.
6. Analyze the selection
process now in place used
by various police agencies
throughout the state.
7. Compare federal
qualifications and
regulations to those used
by state and local agencies.
LAW ENFORCEMENT AND PUBLIC SAFETY II
Types of Activities and
Assessments that could
illustrate Objectives
Construct sample
applications for potential
police recruits.
Visit State Police
Academy during the first
week of new recruit
training.
Visit the Newark F.B.I.
office and go through the
initial interview phase of
employment.
Visit TSA in Newark and
the airport to observe their
techniques and technology.
Role play initial interview
of selected F.B.I. agent.
Demonstrate the TSA
methods of searching a
passenger.
Come in dressed for a
career interview.
Grade the advantages
for agencies that hire and
retain more women on the
force.
32
Suggested Resources
Academic Alignments
Law Enforcement
Jobs
CPI
21st Century:
9.4.12.L.60
9.4.12.L.61
9.4.12.L.69
9.4.12.L.(4).11
9.4.12.L.(4).12
Federal Bureau of
Investigation Employment
BOP: Career
Opportunities Correctional
Officer
CIA Careers:
Student
Opportunities
TSAI
Transportation
Security
Administration
Key terms: 4th and 6th
Amendments, affirmative
action, bonafide
occupational
qualifications, burnout,
civilian review,
credentialing,
moonlighting, posttraumatic stress disorder,
privatization, reverse
discrimination, sexual
CCSS
ELA:
RH.1
RH.9
SL.4
WHST.2.b
WHST.7-9
Essential Questions
Instructional
Objectives/Skills and
Benchmarks
Types of Activities and
Assessments that could
illustrate Objectives
8. Explain how the unions
work to protect the law
enforcement personnel.
List the qualifications for
FBI, TSI, CIA, and other
federal law enforcement
positions.
9. Describe lifestyles for
personal health and
physical fitness for
criminal justice
professionals.
Compare different law
enforcement job web-sites.
Explain the advantages of
requiring the officers to
live in the same
community that they
police.
Assess how public and
private law enforcement
officers differ.
Outline the benefits and
opportunities in the federal
and state law enforcement
unions.
LAW ENFORCEMENT AND PUBLIC SAFETY II
33
Suggested Resources
harassment, union, stress,
TSA, FBI, NYPD, NPD,
Essex County Police
Academy.
Academic Alignments
APPENDIX A: Common Core Mathematics and Language Arts/Literacy Standards Applicable to Law
Enforcement and Public Safety II
CCSS code
Math
MTH.S-ID.A.3
Common Core State Standard
Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible
effects of extreme data points (outliers).
English Language Arts and Literacy for Technical Subjects
ELA.L.6
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.
ELA.RST.3
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.
ELA.RH.1
Grades 9–10: Cite specific textual evidence to support analysis of primary and secondary sources,
attending to such features as the date and origin of the information.
Grades 11–12: Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a whole.
ELA.RH.3
Grades 9–10: Analyze in detail a series of events described in a text; determine whether earlier events
caused later ones or simply preceded them.
Grades 11–12: Evaluate various explanations for actions or events and determine which explanation best
accords with textual evidence, acknowledging where the text leaves matters uncertain.
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 II
34
CCSS code
ELA.RH.9
ELA.RST.3
ELA.SL.1
Common Core State Standard
Grades 9–10: Compare and contrast treatments of the same topic in several primary and secondary sources.
Grades 11–12: Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
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
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
LAW ENFORCEMENT AND PUBLIC SAFETY II
35
CCSS code
ELA.SL.2
Common Core State Standard
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
ELA.SL.6
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.
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: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English
when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)
Grades 11–12: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal
English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific
expectations.)
LAW ENFORCEMENT AND PUBLIC SAFETY II
36
CCSS code
ELA.WHST.1
ELA.WHST.2
Common Core State Standard
Grades 9–10: Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among the claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the
strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a
manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
Grades 11–12: Write arguments focused on discipline-specific content.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the
claim(s) from alternate or opposing claims, and create an organization that logically sequences the
claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant data and
evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in
a discipline-appropriate form that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create
cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence,
and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions
of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from or supports the argument presented.
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.
LAW ENFORCEMENT AND PUBLIC SAFETY II
37
CCSS code
ELA.WHST.7
Common Core State Standard
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.
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.
e. 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: 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
LAW ENFORCEMENT AND PUBLIC SAFETY II
38
CCSS code
ELA.WHST.8
ELA.WHST.9
Common Core State Standard
multiple sources on the subject, demonstrating understanding of the subject under investigation.
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 II
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Appendix B: Student Observation Criteria
Your group’s effort, cooperation, teamwork, and collaboration will be observed by your teacher on a daily basis. These informal
observations will be the basis of your Student Observation grade. There are a variety of criteria which must be met to maximize your
credit in this portion of your project. The criteria are:
Measurements
Use of Class Time
Team Work
Collaboration
Communication/Leadership
Project Sustainment
LAW ENFORCEMENT AND PUBLIC SAFETY II
Consistently make careful measurements taking time to see the measurements made sense.
Came to class prepared and equipped; made effective use of time; were always on task and
actively involved in the project.
Consistently worked together as a well-coordinated team; divided large task into a number
of smaller tasks; smaller task were assigned to team members; team members pulled their
own share.
Made successful efforts to collaborate with other students (in different classes or schools)
and with scientists who are experts on the topic of study.
Project leader was assigned; effectiveness of his/her role was clearly evident by the level of
communication and coordination with each other and with the teacher.
Sustained the project with virtually no intervention from teacher, utilized problem-solving
skills to implement the technology.
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Appendix C: Sample of Police Manual Table of Contents
Subject
Law Enforcement Code of Ethics
Disciplinary Process
Reason of Disciplinary Process
Code of Conduct and Appearance
Creating a Disciplinary System
Role of a Supervisor
Emergency Disciplinary Procedures
Notice of Dismissal
Conclusion of Fact
Written Record of Disciplinary Hearing
Rules and Regulations
Police Department Authority
Rules and Regulations Instituted
Past Rules, Policies, and Procedures
Application
Responsibility and Maintenance of Police Manual
Learning and Memorization the Manual
Rules of Conduct
Identifying the Laws and Regulations
Working with colleagues
Standard of Behavior
Performance of Duty
Neglect of Responsibility
Off-Duty Action
Duty Activities
Obeying the Laws and Regulations
Reporting Violations of Laws or Rules
Persons and Places of Bad Character
Insubordination
Conduct toward Superior and Subordinate Officer
Compromising Criminal Cases
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