This unit will provide students with a thorough overview of 18th and 19th century law enforcement in the United States and England.
This unit will include a review of all of the various law enforcement roles and responsibilities. Students will have an opportunity to thoroughly discuss and understand the numerous steps in the application process.
This will include the disqualifying decisions some interested in a law enforcement career may make before becoming an applicant.
Amendments of the Constitution which direct how officers carry out their duties and the impact of case law, or court made law and current cases will be discussed utilizing actual cases. Recognizes and demonstrates knowledge of law enforcement professional standards necessary for success within police field.
Recognizes history from primitive law to modern law environment. Recognizes characteristics of federal, state and local law enforcement systems. Identifies industry practices demonstrate a commitment to sustainability.
Unit Assessment Students will research the 18th and 19th century policing in both England and United States using the internet and authoritative print and digital sources using advanced searches effectively.
Students will pair up and create google slides describing these periods of policing. Google slides will include the the following: They will provide significant and relevant facts, concrete details, and quotations from digital sources and text.
They write a page narrative to develop Unit 1 introduction to law enforcement events using effective, well -structured, event sequences, and provide resources following the paper.
Students will be able to understand the application process for various law enforcement agencies including federal, state, local, and private sector.
The various written and physical hiring tests will be discussed along with life-long health and fitness related to physical and mental health. The promotional process along with educational opportunities and requirements will be discussed.
The background investigation process will be discussed related to the variety of information that will be revealed during the background check process.
Recognizes and demonstrates an understanding of the polygraph background questions from the background packet. Understands the stress factors of the various careers factors. Unit Assessment Students will research the organizational charts of local, state and federal law enforcement agencies and determine the common ranks and their responsibilities within the departments.
Using presentation display Posted charts students will create organizational charts for each profession and discuss what is needed to qualify for that area. Students will create a short video which discusses the standards in police selection and the selection process.
Students will analyze the various organizational charts displayed and compare all of the different agencies' hiring standards, as well as their hiring process.
Students will create a mock video with all of the different steps in the hiring process. Students will research the current hiring labor markets and those for the next 5 years. After reading selected portions of chapters 1- 4 in the textbook, job description hand-outs, and researching all of the posted organizational charts, individual students will write an informational essay about why they chose the particular profession.
Each student will include in the essay: Students will also create and type sample interview questions, as well as participate in a mock interview for different Law Enforcement agencies. Students will be exposed to the ethical and legal responsibilities related to use of force incidents, pursuit policies, accepting of gratuities, evidence preservation responsibilities, responsibility related to deadly force, and professionalism in dealing with the public.
Describes concept and application of ethical and legal behavior consistent with workplace standards. Models personal integrity and ethical behavior. Understands how case law is related to search and seizure.
Unit Assessment Students will research and read a case law or an ethical issue of their choice.
Based on the subject chosen, students will create and act out a scenario related to the subject. The scenario will be acted out in front of the class for peers to understand the elements of the scenario. Actors will then explain to the group the elements of the scenario, crime, and or ethical issue related to the case law.
The class will then conduct a peer-reviewed evaluation and provide justification.
Students will be able to compare and contrast the spirit of the law and the letter of the law. After watching the video, students will create a poster board with examples. Students will read from 10 selected digital case laws and choose one from among them.
Students will then work in groups, using google docs, to write a short script related to the case law. The script will be written in a rough draft, revised, edited format, and final version process.Unit 1 (Law Enforcement) Unit Length (Hours): weeks / hours.
Unit Description: This unit will provide students with a thorough overview of 18th and 19th century law enforcement in . Introduction to Law Enforcement unit 1 IP Author Institution Introduction to Law Enforcement unit 1 IP Introduction Study of ethics in police training has emerged as an issue of concern because issues concerning police corruption and brutality have emerged all over the world.
|Unit 1: Introduction and the Crime Scene Labs||Study famous criminal cases refer to lesson plans for unit I Supplemental Information:|
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|F Unit 1: Introduction to Forensics and the Crime scene | Kenan Fellows||
|Unit 1: Introduction to Forensics and the Crime Scene||
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