Hello my name is Don Mahaney and I am one of the Criminal Justice Instructors here at Wilson Central High School. Let me give you a brief background of myself so that you will see that I am very qaulified to teach your children in this subject matter.
8 Aug 1978: Enlisted in the United States Army and while in the Army I became a Military Police officer.
After retiring from the Army I became a Police officer for the Lebanon Police Dpt.
I had many duties including Criminal investigations, drug trafficking interdiction and I was a K-9 officer.
My passion was to become a teacher and pour all of my knowledge into your children and hope that one day they will be are next US. Attourny General!
This is the course syllabus for Criminal Justice 1
Criminal Justice I Course Syllabus
Wilson Central High School
2010-2011
www.wcschools.com/wch/mahaneyd
The Criminal Justice I Course at Wilson Central High School explores the inner-workings of the various components of the Criminal Justice System in the United States including Law Enforcement, the Judicial System and Corrections. This course is designed to sensitize the student to the different career possibilities available in the Criminal Justice field. The course is composed of four major blocks of study that are divided into individual curriculum units. The class, as a whole, will participate in four field trips traveling to locations listed below. The primary textbook is Street Law: A Course in Practical Law, 7th Edition, by Arbetman and O’Brien, published by West Educational Publishing Company.
BLOCK I: The Criminal Justice System, Citizens’ Basic Rights and Police procedure, the
History and Origin of American law enforcement, and Law Enforcement agencies identified
UNIT A: Criminal Justice defined
UNIT B: Probable Cause and Police Searches, Miranda Warnings
UNIT C: History of law enforcement in the United States, description and
responsibilities of various law enforcement agencies
(Field Trip to CCA Medium Security Prison)
( TBD)
BLOCK II: American Law and the American Judicial System
UNIT A: Law defined, kinds of law, origins of law, law making - Constitution and
Bill of Rights
UNIT B: The Judicial System – Federal and State Trial and Appellate Courts, the
Adversary Court System v. the Inquisitional Court System, judges, juries and lawyers, U..S. Supreme Court
(Field Trip to Wilson County Sheriff’s Department and Jail)
BLOCK III: Forensic Science
UNIT A: Forensic Science Definition and History
UNIT B: Forensic Science Class Exercise
(Field Trip to Wilson County Juvenile Court)
BLOCK IV: Crime, Criminal Law re various Types of Crimes
UNIT A: Classifications of crimes, Crimes against the Person
UNIT B: Crimes against Property
UNIT C: Pre-Trial Proceedings
(Field Trip to Nashville Metropolitan Police Department Training Academy, Firing Range)
Guest Speakers
Throughout the year, guest speakers from the following agencies will give class presentations:
United States Marshals Tennessee Bureau of Investigation
Bureau of Alcohol, Tobacco and Firearms United States Customs Service
United States Postal Service Metro Nashville Police Department
Lebanon Police Department Wilson County Sheriff’s Department
United States Drug Enforcement Administration
Student Course Requirements
• The Criminal Justice I classes will make* one off-campus field trip during the year. Only those students who are receiving passing grades at the time of the trip and not have been given ISS or OSS will be able to participate.(* With Approval)
• Each student will be required to maintain a class notebook containing all of the student’s class notes, homework assignments, tests and video worksheets, etc.
• Throughout the course, the curriculum will be supplemented with videos which compliment the current topic of class discussion. The student will be required to complete a worksheet that corresponds to the content of the video.
• Periodically, the student will be required to read select Criminal Justice related newspaper articles and, utilizing their critical thinking skills, compose written responses to questions provided.
• All students will be provided the opportunity to “shadow” a police officer for an eight-hour shift with Franklin Police Department, Williamson County Sheriff’s Department or Brentwood Police Department. (This is extra-credit and is worth one-quarter of your quarter grade.)
• The student’s quarter grade will be divided into four equally weighted categories;
(1) Homework and class work,
(2) tests-quizzes,
(3) Class notebook checks,
(4) The extra credit police ride-along.
If the student does not participate in the police ride-along, the student’s quarter grade will be equally weighted between homework and class-work, tests-quizzes and class notebook checks.
• The student’s semester grade will be composed in accordance with school regulations and as explained in the CJ I Academic Regulations’ informational sheet.
•
Standardized Test(s):
1. EOC English 3 test—December 2011 (date TBA)
2. TCAP Writing Assessment—February 1, 2011
3. ACT—March 29, 2011
Expectations:
1. Homework: Homework will be used to re-enforce material covered in class. Students will be expected to work on projects and other assignments outside of class.
2. Make-up work: “Students who are absent for reasons not covered in the provisions as described under ‘Excused Absences’ are considered ‘Unexcused.’ Daily class work may be made up for a grade, and the student may make up tests or project assignments. A grade of no higher than 84 (C) shall be used for credit purposes on an unexcused make-up test, daily work, and assignments.” [Wilson County Board of Education policy]
3. Tests: If a student makes a D or an F on a test, the student will be allowed to retake the test before or after school that may improve the final grade on the test to an 84/C.
4. Participation: All students are expected to participate in class discussions, group work, and other classroom activities.
5. Tutoring: Students may make arrangements to meet with the teacher before or after school Tuesdays-Thursdays to receive help on their work in English 3. This opportunity will eliminate the need for extra-credit work.
6. Late work: Students may turn in work late at a reduced point value of 5 points deducted for each day the work is late.
Grade Reports:
1. Progress reports will be distributed each week through parent e-mail.
2. Report cards will be distributed at mid-semester and at the end of each semester.
Grading Scale:
A = 93-100
B = 85-92
C = 74-84
D = 70-73
F = 69 and below
A minimum of 10 grades will be recorded in each 4 ½-week grading period.
My contact info:
Don Mahaney
mahaneyd@wcschools.com
615-453-4600 ext 3093
Criminal Justice 1 State standards:
CRIMINAL JUSTICE I
COURSE DESCRIPTION
Criminal Justice I is the first level of study of criminal justice careers, prepares students for work-related knowledge and skills for advancement into the second level of criminal justice careers. Course content focuses on areas comprised of planning, managing, and providing judicial, legal, and protective services. The course is an overview of the legal justice system and builds a better understanding of the development of laws on state, federal, and international levels. New technology and career opportunities in criminal justice are an integral part of the course content. Based on the content of the course, the student will test for certification in CardioPulmonary Resuscitation (CPR).
It is strongly recommended that administration and guidance follow the scope and sequence
and course recommendations as listed.
Recommended Credits: 1
Recommended Grade Levels: 10th and 11th
Number of Competencies in Course: 57
CRIMINAL JUSTICE I
STANDARDS
1.0 Students will evaluate career opportunities and career paths within criminal justice careers.
2.0 Students will demonstrate knowledge of the three branches of government as they relate to criminal justice careers.
3.0 Students will examine the impact of current and emerging technology on criminal justice
careers.
4.0 Students will differentiate between juvenile and adult legal systems.
5.0 Students will compare the different levels of courts in the United States.
6.0 Students will demonstrate knowledge of the impact of human behavior on criminal justice careers.
7.0 Students will compare and contrast the differences in federal, state and local legal systems.
8.0 Students will demonstrate their knowledge of the correctional system in the United States.
9.0 Students will examine the basic principles and concerns of safety as they relate to law enforcement, the courts, and the correctional systems.
10.0 Students will examine the role of physical and mental health in criminal justice careers.
11.0 Students will analyze the inter workings of the judicial system.
12.0 Students will analyze landmark United States Supreme Court cases.
13.0 Students will demonstrate leadership, citizenship and teamwork skills required for
success in the school, community, and workplace.
14.0 Students will perform safety examinations and maintain safety records.
CRIMINAL JUSTICE I
STANDARD 1.0
Students will evaluate career opportunities and career paths within criminal justice careers.
LEARNING EXPECTATIONS
The student will:
1.1 Explain the titles, roles, and functions of individuals engaged in criminal justice careers.
1.2 Investigate employment and entrepreneurial opportunities.
1.3 Evaluate personal characteristics required for working in criminal justice careers.
1.4 Investigate post-secondary education, professional organizations, trade publications, and web sites appropriate for continuing education.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
1.1 Compares the roles and functions of criminal justice careers.
1.2 Compares government and private industry career plans for various career paths in criminal justice careers.
1.3 Profiles personal characteristics, which are beneficial to the success of a professional in criminal justice careers.
1.4 Sets up and maintains files outlining professional organizations, publications, web sites, current issues, future trends, and emerging technologies in criminal justice careers.
SAMPLE PERFORMANCE TASKS
• Develop a profile of career opportunities.
• Develop a personal career plan.
• Appraise professional criminal justice career organizations. Explain the purpose and how each organization benefits the criminal justice profession.
• Research and present information on key individuals in criminal justice careers.
• Design and apply a rubric that will assess student ability to perform in given areas of importance indigenous to criminal justice careers.
• Incorporate guest speakers to illustrate title roles and functions of various criminal justice professionals.
• Shadow a criminal justice professional and complete a questionnaire on the experience.
• Participate in the Bulletin Board Display competition in Tennessee SkillsUSA.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 2.0
Students will demonstrate knowledge of the three branches of government as they relate to criminal justice careers.
LEARNING EXPECTATIONS
The student will:
2.1 Link the development of common law as it applies to criminal justice careers.
2.2 Identify the various components of the criminal justice career field.
2.3 Summarize the historical development of criminal justice in the United States.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
2.1 Traces the development of common law in England to criminal justice in the United States.
2.2A Differentiates between the three branches of government and criminal justice careers.
2.2B Differentiates between federal and state functions in criminal justice.
2.3 Identifies the various major events, techniques, and organizations critical in the development of criminal justice careers.
SAMPLE PERFORMANCE TASK
• Identify the various federal and state courts.
• Describe the difference in law enforcement jurisdictions.
• Develop a comparison of the three branches of government.
• Identify various sources of authority.
• Construct a timeline of important developmental events shaping modern law.
• Name the historical techniques that have shaped modern policing.
• Participate in the Suitcase Display – Occupational competition in Tennessee SkillsUSA.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 3.0
The students will examine the impact of current and emerging technology on criminal justice careers.
LEARNING EXPECTATIONS
The student will:
3.1 Examine current technological processes used in criminal justice careers programs.
3.2 Examine future technological changes in criminal justice disciplines.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
3.1 Analyzes the purpose of major criminal justice computer data bank files.
3.2A Analyzes the purpose of technical investigative support techniques.
3.2B Assesses the legal limitations of technology as applied in the Fourth Amendment.
3.2C Predict future technological changes in criminal justice disciplines.
SAMPLE PERFORMANCE TASKS
• Apply general understanding of technological instruments available to criminal justice careers.
• Dramatize a mock trial illustrating the case Katz v. the United States.
• Dramatize a mock suppression hearing to demonstrate the legal restrictions on the use of technological instruments.
• Discuss the various depository computer systems related to criminal history and prison records.
• Analyze the effects of computer technology on the court system.
• Participates in Job Skill Demonstration A competition in Tennessee SkillsUSA.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 4.0
Students will differentiate between the juvenile and adult legal systems.
LEARNING EXPECTATIONS
The student will:
4.1 Evaluate the juvenile justice organization.
4.2 Evaluate the adult legal system.
4.3 Discuss the influence of parents and other important family associates on the juvenile offender.
4.4 Compare juvenile and adult offenses.
4.5 Explain juvenile justice terms.
4.6 Identify types of delinquent behavior in a case study.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
4.1A Identifies various members of the juvenile justice system and their responsibilities.
4.1B Explains the organizational structure of the juvenile justice system.
4.2A Identifies various members of the adult justice system and their responsibilities.
4.2B Explains the organizational structure of the adult justice system.
4.3 Outlines the legal responsibilities of parents and guardians in the juvenile justice system.
4.4 Analyzes status offenses.
4.5 Defines unique juvenile legal terminology.
4.6 Analyzes a current court case in class through the use of the media.
SAMPLE PERFORMANCE TASKS
• Take a field trip to juvenile court.
• Take a field trip to an adult court hearing.
• Listen to and question a juvenile court judge or court professional as a guest speaker.
• Present a current event with juvenile justice emphasis.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 5.0
Students will compare the different levels of courts in the United States.
LEARNING EXPECTATIONS
The student will:
5.1 Analyze the federal and state court systems.
5.2 Identify various state and local criminal courts in Tennessee.
5.3 Describe the types of cases the United States Supreme Court decides to hear.
5.4 Identify two main considerations of the United States Supreme Court in deciding to hear a case.
5.5 Examine options the United States Supreme Court has when rendering a decision.
5.6 Evaluates local or state criminal activity reported in the media which could lead to a review by the State Supreme Court.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
5.1 Diagrams the various federal and state court levels.
5.2 Charts the Tennessee Court system.
5.3 Defines the process of obtaining a writ of certiorari.
5.4 Analyses the decision of the United States Supreme Court to hear a particular case.
5.5 Defines the various types of United States Supreme Court decisions using examples.
5.6 Predict which cases a State Supreme Court might hear.
SAMPLE PERFORMANCE TASKS
• Listen to a guest speaker from local, state, or federal court.
• View the video Gideon v. Wainwright.
• Obtain and review a writ of certiorari.
• Discuss criminal activity reported in the local media.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 6.0
Students will demonstrate knowledge of the impact of human behavior on the criminal justice careers.
LEARNING EXPECTATIONS
The student will:
6.1 Examine law enforcement skills that facilitate successful citizen contact.
6.2 Analyze remedies for poor human relations in criminal justice careers.
6.3 Identify sources of work stress in criminal justice careers.
6.4 Identify stress management techniques.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
6.1 Outlines professional interpersonal relationship techniques.
6.2 Profiles a law enforcement officer with a poor attitude.
6.3 Analyzes the various situations that could cause stress in criminal justice careers.
6.4 Evaluates the various techniques that assist in stress management.
SAMPLE PERFORMANCE TASKS
• Role-play a traffic stop with a hostile civilian.
• Demonstrate stress relief techniques.
• Dramatize the inappropriate or harmful police officer actions through a mock arrest.
• Listen to and question a guest speaker from the Employee Assistance Program.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 7.0
Students will compare and contrast the differences in federal, state, and local legal systems.
LEARNING EXPECTATIONS
The student will:
7.1 Categorize tasks of law enforcement officers.
7.2 Summarize the historical development of law enforcement in the United States.
7.3 Evaluate federal, state, and local law enforcement agencies.
7.4 Examine the relationship between local, state and federal laws.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
7.1 Defines the daily duties or routines of a police officer.
7.2 Charts, using a timeline, the development of law enforcement in the United States.
7.3 Charts and analyzes the major law enforcement agencies.
7.4 Differentiates between local, state, and federal jurisdictions.
SAMPLE PERFORMANCE TASKS
• Use media to illustrate differences in jurisdiction.
• Participate in ride-along programs with local police officers.
• Listen to and question guest speakers.
• Visit the Tennessee Law Enforcement Academy.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 8.0
Students will demonstrate their knowledge of the correctional system in the United States.
LEARNING EXPECTATIONS
The student will:
8.1 Examine crime and punishment prior to the Middle Ages.
8.2 Examine crime and punishment through the 1800's.
8.3 Investigate the development of the penal system in the United States
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
8.1 Debates prison practices in the past against those in the present system.
8.2 Argues the purpose of the prison system through the 1800s in contrast to today's prisons.
8.3 Outline the development of the penal system in the United States.
SAMPLE PERFORMANCE TASKS
• Take a field trip to a local prison or jail.
• View and discuss a video on prisons.
• Listen to and question a guest speaker, who is a prison professional.
• Become familiar with the program, Scared Straight.
• Views and critiques a video on the development of the corrections system.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 9.0
Students will examine the basic principles and concerns of safety as they relate to law enforcement, the courts, and the correctional systems.
LEARNING EXPECTATIONS
The student will:
9.1 Distinguish between safety rules, policies, and procedures.
9.2 Examine reasons for compliance with safety rules.
9.3 Identify sources of safety guidelines.
9.4 Assess situations where proper safety techniques lessen injury risk.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
9.1A Identifies the various organizations responsible for ensuring workplace safety practices.
9.1B Evaluates safety rules, policies, and procedures for validity.
9.1C Analyzes legal and protective service career safety issues.
9.2 Reviews safety guidelines in school and compares them to safety guidelines one might find in a criminal justice organization.
9.3 Compiles a media and hard copy file of safety guidelines.
9.4 Reviews and critiques guest arrest procedure demonstration.
SAMPLE PERFORMANCE TASKS
• Review safety requirements through illustrations in conjunction with a guest speaker.
• Observe and comment on a guest demonstration of an arrest procedure.
• Locate and read a safety procedure flyer in the classroom and in the school’s main office.
• Take a field trip to a local agency for a demonstration of a felony arrest.
• Participates in Occupational Health and Safety competition in Tennessee SkillsUSA.
• Develop a program to share with pre-school, middle school, and junior high students concerning following rules. Why are rules important? What are the consequences when rules are broken?
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 10.0
Students will examine the role of physical and mental health in the criminal justice careers.
LEARNING EXPECTATIONS
The student will:
10.1 Assess the impact of personal health practices and behaviors of criminal justice professionals.
10.2 Examine physical fitness as a requirement for criminal justice career occupations.
10.3 Certify in American Red Cross standards for first aid and CardioPulmonary Resuscitation (CPR).
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
10.1 Debates various healthy living styles.
10.2 Obtains and discusses the local physical fitness requirements from one of the law enforcement training academies.
10.3 Performs CardioPulmonary Resuscitation (CPR) and first responder techniques.
SAMPLE PERFORMANCE TASKS
• Take a field trip to a local fitness agency.
• Earn CardioPulmonary Resuscitation (CPR) certification through the American Red Cross.
• Participate in the required physical fitness requirements of a criminal justice career.
• Integrate with health and physical education classes to develop a physical fitness program for middle school students.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 11.0
Students will analyze the interworkings of the judicial system.
LEARNING EXPECTATIONS
The student will:
11.1 Analyze the differences in criminal law and civil law.
11.2 Describe terms related to corrections.
11.3 Differentiate between felonies and misdemeanors.
11.4 Incorporate courtroom terminology into classroom activities.
11.5 Investigate rank and/or title of various professionals in criminal justice careers.
11.6 Incorporate major constitutional and procedural criminal law terms into the language of
the classroom.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
11.1 Compares the differences between criminal and civil law.
11.2 Uses legal terminology appropriate to a given situation in a correctional institution.
11.3 Diagrams and compares the flow of a court case in a felony and a misdemeanor conviction.
11.4 Uses legal terminology appropriate to a given situation in a courtroom.
11.5A Researches the rank and title of professionals found in local legal and protective service career organizations.
11.5B Develops a chart to indicate continuing education needed for each professional career.
11.6 Composes a list of major constitutional and procedural law terms in criminal law and applies those terms in a discussion about a current situation.
SAMPLE PERFORMANCE TASKS
• Complete a crossword puzzle using Black's Law Dictionary.
• Use media articles to discuss major constitutional and procedural law terms.
• Use Street Law booklet on Supreme Court decisions to identify various major legal terms.
• Utilizing the flow chart in Street Law textbook, discuss the difference between a felony and a misdemeanor.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 12.0
Students will analyze landmark United States Supreme Court cases.
LEARNING EXPECTATIONS
The student will:
12.1 Examine the importance of case law in setting standards for law enforcement officials.
12.2 Analyze the development of procedural law by examining six United States Supreme Court decisions.
12.3 Explain the use of the exclusionary rule as it pertains to the state courts in Mapp v. Ohio.
12.4 Analyze issues related to the allowance of evidence at trial.
12.5 Analyze the effect of Mirada v. Arizona on law enforcement officers.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
12.1 Illustrates case law by examining and discussing changes made by a selected United States Supreme Court decision.
12.2 Analyzes each court decision, charts the development of the Miranda warning by reviewing these United States Supreme Court case decisions: 1951 Rochin v. California, 1961 Mapp v. Ohio, 1963 Gideon v. Wainwright, 1964 Escobedo v. Illinois, 1966 Miranda v. Arizona, and 1967 Katz v. United States.
12.3 Restate the exclusionary rule using a scenario.
12.4 Predict whether evidence would be allowed at trial.
12.5 Debate the use of the Miranda warnings in today's police environment.
SAMPLE PERFORMANCE TASKS
• Watch specific court videos and evaluate the activity.
• Conduct mock trials.
• Listen to and question a guest speaker from local ACLU debate exclusionary rule.
• Using the United States Supreme Court Selected Cases booklet from the Street Law series, students will summarize and present court cases in class.
• Test various case scenarios in the presentation of evidence given the facts found in Mapp v. Ohio.
INTEGRATION LINKAGES
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
CRIMINAL JUSTICE I
STANDARD 13.0
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the school, community, and workplace.
LEARNING EXPECTATIONS
The student will:
13.1 Cultivate positive leadership skills.
13.2 Participate in SkillsUSA as an integral part of classroom instruction.
13.3 Assess situations and apply problem-solving and decision-making skills within the school,
community, and workplace.
13.4 Demonstrate the ability to work cooperatively with others.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
13.1 Demonstrates character and leadership using creative and critical-thinking skills.
13.2A Relates the creed, purposes, motto, and emblem of SkillsUSA to personal and professional development.
13.2B Plans and participates meetings and other business according to accepted rules of parliamentary procedure.
13.3A Makes decisions and assumes responsibilities.
13.3B Analyzes a situation and uses the Professional Development Program of SkillsUSA to resolve it.
13.4A Organizes and participates on committees.
13.4B Cooperates with peers to select and organize a community service project.
SAMPLE PERFORMANCE TASKS
• Create a leadership inventory and use it to conduct a personal assessment.
• Participate in various SkillsUSA programs and/or competitive events.
• Use a formal planning or decision-making process to select, implement, and evaluate an activity within the school, community, and/or workplace.
• Develop an annual program of work.
• Prepare a meeting agenda for a SkillsUSA monthly meeting.
• Attend a professional organization meeting relating to the legal and protective career field.
• Participate in the American Spirit Award competition with SkillsUSA.
• Complete the Professional Development Program-Starter Kit, SkillsUSA.
INTEGRATION LINKAGES
SkillsUSA, Professional Development Program, SkillsUSA, Communications and Writing Skills, Teambuilding Skills, Research, Language Arts, Sociology, Psychology, Math, Math for Technology, Applied Communications, Social Studies, Problem Solving, Interpersonal Skills, Employability Skills, Critical-Thinking Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), Chamber of Commerce, Colleges, Universities, Technology Centers, and Employment Agencies, Tennessee Sheriff Association, Tennessee Highway Patrol, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration
CRIMINAL JUSTICE I
STANDARD 14.0
Students will perform safety examinations and maintain safety records.
LEARNING EXPECTATIONS
The student:
14.1 Pass with 100% accuracy a written examination relating specifically to Criminal
Justice I safety issues.
14.2 Pass with 100% accuracy a performance examination relating specifically to Criminal
Justice I tools and equipment.
14.3 Maintain a portfolio record of written safety examinations and equipment examinations for which the student has passed an operational checkout by the instructor.
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student will:
14.1 Passes with 100% accuracy a written examination relating specifically to Criminal
Justice I safety issues.
14.2 Passes with 100% accuracy a performance examination relating specifically to Criminal
Justice I and equipment.
14.3 Maintains a portfolio record of written safety examinations and equipment examinations for which the student has passed an operational checkout by the instructor.
INTEGRATION LINKAGES
Science, Computer Skills, Research and Writing Skills, Language Arts, Communication Skills, Leadership Skills, Teamwork Skills, Communication Skills, Algebra, Geometry, Technical Geometry, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, SkillsUSA Professional Development Program (PDP), SkillsUSA Total Quality Program (TQP) |
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Hello my name is Don Mahaney and I am one of the Criminal Justice Instructors here at Wilson Central High School. Let me give you a brief background of myself so that you will see that I am very qaulified to teach your children in this subject matter.
8 Aug 1978: Enlisted in the United States Army and while in the Army I became a Military Police officer.
After retiring from the Army I became a Police officer for the Lebanon Police Dpt.
I had many duties including Criminal investigations, drug trafficking interdiction and I was a K-9 officer.
My passion was to become a teacher and pour all of my knowledge into your children and hope that one day they will be are next US. Attourny General!
This is the course syllabus for Criminal Justice II
Criminal Justice II Course Syllabus
Wilson Central High School
2010-2011
www.wcschools.com/wch/mahaneyd
The Criminal Justice II Course is a continuation of Criminal Justice I. Throughout the school year, knowledge acquired from Criminal Justice I will be re-emphasized. Criminal Justice II will focus in-depth on the Courts, the Criminal Trial and Criminal Procedural Law. All students will be responsible for completing a written and oral project and a book report. They will also be required to participate in a “shadowing” program of a Criminal Justice professional of their choice. The class, as a whole, will also participate in five mandatory field trips traveling to locations listed below. The course is divided into four major blocks of study that have been divided into individual units. The primary textbook is Criminal Justice Today: An Introductory Text for the 21st Century, Eighth Edition, by Frank Schmalleger, published by Prentice-Hall, 2003. This course has been designed to sensitize the student to as many different career possibilities available in the Criminal Justice System..
BLOCK I: Review, Fingerprinting
UNIT A: Review of Criminal Justice I Information
UNIT B: Introduction of Semester Special Project
UNIT C: Review of Miranda Warnings
UNIT D: Hands on application, fingerprinting, Elementary School Fingerprint
Identification Program
(Field Trip to Tennessee Law Enforcement Training Academy)
(TBD)
BLOCK II: The Criminal Court Systems and Courtroom Professionals
UNIT A: Textbook, American Court History, Federal & State Court Structure
UNIT B: Textbook, The courtroom work group: courtroom professionals
UNIT C: Oral Presentations of Special Project in classroom
Oral Presentations of Extra Credit Projects
(Field Trip to Davidson County Courthouse)
(Field Trips to Vanderbilt University Law School Jury Duty)
(TBD)
BLOCK III: Courtroom Nonprofessional Participants and Pretrial Activities
UNIT A: Textbook, Nonprofessional Courtroom Participants
UNIT B: Textbook, Pretrial activities-hearings
UNIT C: Criminal Justice Shadows and Shadow oral reports
(Field Trip to Riverbend Maximum Security Prison)
(TBD)
BLOCK IV: Criminal Trials
UNIT A: Textbook, Stages of the Criminal Trial
UNIT B: Book Report Presentations
Oral Presentations of Extra Credit Projects
UNIT C: Constitutional Amendments and Criminal Court Hearings
(Field Trip to Vanderbilt University Law School)
(Field Trips Vanderbilt University Law School Jury Duty, voluntary)
(TBD)
Guest Speakers
Throughout the year, guest speakers from the following agencies will give presentations:
United States Department of Probation, Probation Officer, Dawn Eastes
United States Department of Justice, Assistant United States Attorney, AUSA Mike Roden
United States Marshal’s Office, Chief Deputy and former INTERPOL US representative
21st Judicial District Attorney General (District Attorney), Ron Davis
Criminal Defense Attorney, Michael A. Colavecchio
Tennessee Board of Law Examiners (Bar Exam), Adele Anderson
Lebanon Police Department – Homicide, Terry McElroy
Mt. Juliet Police Department - Domestic Violence & Sex Crimes, Captain Rita Baker
Federal Bureau of Investigation, Profiler, Head of the Joint Terrorism Task Force, SA Dickey
Federal Bureau of Investigation, Polygraph, Interviewing and Interrogation, SA Steve Hooker
21st Judicial General Sessions and Juvenile Judge-Referee Robbie Beale
Public Defender, Davidson County Courts
Grumpy’s Bail/Bond Service, Leah Hulan
Student Course Requirements
• Each student will be required to maintain a class notebook containing all of the student’s class notes, homework assignments, tests and quizzes and video worksheets, etc.
• Each student will be required to “shadow” for an eight-hour shift any law enforcement officer or agent (police officers from Lebanon, Mt. Juliet Police or Wilson County Sheriff’s Departments), any professional criminal court personnel, corrections personnel or any Criminal Justice personnel of their choosing. This shadowing shall be completed during the second Semester and is subject to the approval of the instructor. The student will be required to prepare a letter requesting said shadow that will be sent to the agency of their choice. If needed, the instructor will assist the student in setting up said “shadow.” Those students who did not go on a police ride-along last year will be required to go on both a police ride-along and a shadow.
• Each student will be required to complete a special group project starting the first quarter. The group will consist of two students. The group will determine the Criminal Justice related subject with the instructor’s approval. The group will compose a 30-minute oral presentation summarizing the project. The presentation will be divided equally between the two students. At the time of their presentation the corresponding written report, which will consist of 10-15 typed pages, will be due.
• Second semester each student will read a non-fictional book concerning the Criminal Justice field. The book must be approved by the instructor. The student will make a 20 minute minimum presentation to the class regarding this book, as well as complete an eight page report whose format has been prepared by the instructor.
• Vanderbilt University Law School has invited Wilson Central High School Criminal Justice II students to participate as jurors in their law students’ Mock Trials. Each Student will be required to attend at least one trial the First Semester.
• Each student will be given a list of ideas for extra credit. These are extra credit and not mandatory. The purpose of these projects is to give the student a chance to earn extra credit and/or enhance their knowledge of Criminal Justice. Some extra credit projects include participation in the Wilson County Juvenile Teen Court,Wilson Central High School Mock Trial and the Police Explorer programs sponsored by Wilson County Sheriff’s Department and Lebanon Police Department, Mt. Juliet Police Department.
• Periodically, the student will be required to read select Criminal Justice related material and, utilizing their critical thinking skills, compose written responses to questions provided.
• The student’s quarter grade will be divided into three equally weighted categories;
(1) Homework, class work, field trip worksheets.
(2) Tests and chapter tests.
(3) Class notebook, special group project, book report.
If, during the quarter only categories 1 and 2 have been utilized, the student’s grade will be divided into two equally weighted categories.
• The student’s semester grade will be composed in accordance with school regulations and as explained in the CJ II Academic Regulations’ informational sheet.
Standardized Test(s):
1. EOC English 3 test—December 2011 (date TBA)
2. TCAP Writing Assessment—February 1, 2011
3. ACT—March 29, 2011
Expectations:
1. Homework: Homework will be used to re-enforce material covered in class. Students will be expected to work on projects and other assignments outside of class.
2. Make-up work: “Students who are absent for reasons not covered in the provisions as described under ‘Excused Absences’ are considered ‘Unexcused.’ Daily class work may be made up for a grade, and the student may make up tests or project assignments. A grade of no higher than 84 (C) shall be used for credit purposes on an unexcused make-up test, daily work, and assignments.” [Wilson County Board of Education policy]
3. Tests: If a student makes a D or an F on a test, the student will be allowed to retake the test before or after school that may improve the final grade on the test to an 84/C.
4. Participation: All students are expected to participate in class discussions, group work, and other classroom activities.
5. Tutoring: Students may make arrangements to meet with the teacher before or after school Tuesdays-Thursdays to receive help on their work in English 3. This opportunity will eliminate the need for extra-credit work.
6. Late work: Students may turn in work late at a reduced point value of 5 points deducted for each day the work is late.
Grade Reports:
1. Progress reports will be distributed each week through parent e-mail.
2. Report cards will be distributed at mid-semester and at the end of each semester.
Grading Scale:
A = 93-100
B = 85-92
C = 74-84
D = 70-73
F = 69 and below
A minimum of 10 grades will be recorded in each 4 ½-week grading period.
My contact info:
Don Mahaney
mahaneyd@wcschools.com
615-453-4600 ext. 3093
Criminal Justice II State Standards:
CRIMINAL JUSTICE II
COURSE DESCRIPTION
Criminal Justice II will offer an in-depth study of criminal justice careers in which current criminal justice careers issues will be discussed and debated. Local, state, federal, and international laws will be analyzed. Subject matter will include a comparison of the criminal justice careers in the United States with other countries. Students will have opportunities to participate in mock trials and field trips with criminal justice careers emphasis. Course content will introduce new technology, effects of forensic analysis, and career opportunities. The course content will include information for planning, managing, and providing judicial, criminal justices.
It is strongly recommended that administration and guidance follow the scope and sequence
and course recommendations as listed.
Recommended: Criminal Justice I
Recommended Credits: 1 - 2
Recommended Grade Level: 11th and 12th
Number of Competencies: 1 credit - 40
2 credit -52
Note (1): Learning expectations to be completed for one credit are identified with one
asterisk (*); those to be completed for two credits are identified with two asterisks (**).
CRIMINAL JUSTICE II
STANDARDS
1.0 Students will evaluate career opportunities and paths within criminal justice careers.
2.0 Students will analyze the impact of the United States Constitution on current legal issues.
3.0 Students will examine the effects of forensic science on criminal justice careers.
4.0 Students will develop a case study addressing a specific problem within criminal justice careers.
5.0 Students will analyze criminal court procedures and participants.
6.0 Students will analyze the changing philosophy of the correctional system and its impact on criminal justice careers.
7.0 Students will analyze pre-trial criminal court procedures and participants.
8.0 Students will examine standards of ethics and professionalism in criminal justice careers.
9.0 Students will analyze and evaluate law enforcement investigative techniques.
10.0 Students will demonstrate an understanding of advanced legal terminology.
11.0 Students will demonstrate leadership, citizenship, and teamwork skills required for success in the school, community, and workplace.
12.0 Students will perform safety examinations and maintain safety records.
CRIMINAL JUSTICE II
STANDARD 1.0
Students will evaluate career opportunities and paths within criminal justice careers.
LEARNING EXPECTATIONS
The student will:
1.1 Examine opportunities for advancement within criminal justice careers. *
1.2 Research and develop a plan for an entrepreneurial opportunity relating to technological advancements in the criminal justice field. **
1.3 Assess personal characteristics which predict success in different jobs in criminal justice careers. *
1.4 Investigate post-secondary education, professional organizations, web sites, and trade publications appropriate for continuing education. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
1.1 Chart education requirements and work experiences related to careers in criminal justice.
1.2 Compares career plans for various career paths in criminal justice.
1.3 Profiles personal characteristics, which are evident in individuals who are successful as a professional in criminal justice.
1.4 Maintains electronic files following the progress of professional organizations, trends, and emerging technologies in criminal justice careers.
SAMPLE PERFORMANCE TASKS
• Investigate emerging areas in the criminal justice field.
• Research and present information on career paths in the criminal justice field. Develop a program to inform middle school students on career paths in the criminal justice field.
• Incorporate professional terminology into conversations during training activities.
• Develop personal characteristics, which are evident in individuals in criminal justice careers.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 2.0
Students will analyze the impact of the United States Constitution on current legal issues.
LEARNING EXPECTATIONS
The student will:
2.1 Analyze constitutional amendments 4, 5, 6, 8, and 14 as they pertain to select United States Supreme Court cases. *
2.2 Examine recent United States Supreme Court decisions and their impact on an individual's rights. *
2.3 Examine United States Constitutional rights as they apply to high school students. *
2.4 Analyze the impact of the 14th amendment on state court decisions. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
2.1 Examines the U.S. Supreme Court cases Rochin v. California, Mapp v. Ohio, Gideon v. Wainwright, Miranda v. Arizona, and Katz v. U.S.
2.2 Using current media, researches four (4) recent Supreme Court cases and determines their impact on individual rights.
2.3 Analyzes New Jersey v. T.L.O.
2.4 Analyzes Gideon v. Wainwright.
SAMPLE PERFORMANCE TASKS
• Prepare a copy of the amendments to the United States Constitution.
• Listen to and question a guest speaker on a topic related to the impact of the United States Constitution on recent court cases.
• Role-play New Jersey v. T.L.O.
• Select a current United States Supreme Court case and review it.
• Debate Supreme Court decisions.
• Develop an integrated project with history and government classes to research a current Supreme Court case and organize debate teams to debate the issues.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 3.0
Students will examine the effects of forensic science on the criminal justice careers.
LEARNING EXPECTATIONS
The student will:
3.1 Evaluate the value of deoxyribonucleic acid (DNA) testing in criminal investigations. *
3.2 Trace the development of forensic science regarding criminal investigations. *
3.3 Evaluate current scientific technology and projects possible use of technology in future criminal investigations.*
3.4 Analyze recent deoxyribonucleic acid (DNA) findings and their impact on judgments in past criminal cases. *
3.5 Relate current fingerprinting techniques to their impact on criminal justice careers. *
3.6 Analyze the impact of medical forensic science on a criminal investigation. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
3.1 Appraises and interprets a case study as to the importance of deoxyribonucleic acid (DNA) evidence.
3.2 Sketches a diagram outlining the development of forensic science procedures in criminal investigations.
3.3 Predicts future applications of scientific technologies in criminal justice careers. **
3.4 Examines recent death row cases that have been reversed based on deoxyribonucleic acid (DNA) testing.
3.5 Demonstrates techniques for fingerprinting and lifting latent prints.
3.6 Using a video of a case study, evaluates an autopsy, and analyzes its effects on a criminal investigation.
SAMPLE PERFORMANCE TASKS
• Develop deoxyribonucleic acid (DNA) evidence with a chemistry class.
• Conduct a mock trial or an evidence hearing using an expert witness from the chemistry class.
• Participate in a fingerprinting demonstration using local police assistance.
• Critique a field trip to an area prison.
• Develop an integrated research study group with science, chemistry, and biology to analyze future effects of forensic science on criminal investigations.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Chemistry, General Science, Health, Biology, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 4.0
Students will develop a case study addressing a specific problem within criminal justice careers.
LEARNING EXPECTATIONS
The student will:
4.1 Compare and contrast various criminal justice career case studies. *
4.2 Describe various research techniques and the impact of statistics on research. *
4.3 Explain research and case study terms. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
4.1 Researches and develops a criminal justice case study on a chosen
topic.
4.2 Compares and contrasts criminal justice case studies.
4.3 Lists the major research and case study terms.
SAMPLE PERFORMANCE TASKS
• Discuss the various case study formats.
• A guest speaker or a student presents a review of a case study followed by a class discussion.
• Compose a poster of research terms.
• Participate in Tennessee SkillsUSA prepared speech competition.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 5.0
Students will analyze criminal court procedures and participants.
LEARNING EXPECTATIONS
The student will:
5.1 Interpret roles of various professionals and lay courtroom participants. *
5.2 Interpret responsibilities and functions of the courtroom professionals. *
5.3 Examine the role of the defendant in the court. *
5.4 Evaluate the role of the jury in a criminal trial. *
5.5 Analyze the role of the various types of witnesses. *
5.6 Interpret the criminal trial courtroom process. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
5.1 Performs the role of a courtroom participant in a mock trial.
5.2 Discusses roles and responsibilities of each of the courtroom professionals.
5.3 Analyzes the case Farretta v. California US Supreme Court case 1975, regarding representing oneself.
5.4 Critiques the video Twelve Angry Men using a worksheet.
5.5 Critiques a court case using a worksheet after a field trip to a local criminal court.
5.6 Analyzes criminal trial courtroom personnel and processes.
SAMPLE PERFORMANCE TASKS
• Discuss the 6th amendment.
• Take a field trip to a criminal court.
• Listen to and question a guest speaker, such as a prosecuting attorney, a defense attorney, or a court official.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, SCANS (Secretary’s Commission on Achieving Necessary Skills), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 6.0
Students will analyze the changing philosophy of the correctional system and its impact on criminal justice system.
LEARNING EXPECTATIONS
The student will:
6.1 Examine the different types of correctional institutions. *
6.2 Analyze the discretion in sentencing and oversight responsibilities exercised by judges. *
6.3 Examine the origin and development of the correctional systems in the United States. *
6.4 Evaluate various types of punishment. *
6.5 Evaluate the juvenile corrections system. *
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
6.1 Charts various types and levels of prisons.
6.2 Determines an appropriate sentence for criminal defendants.
6.3 Analyzes the change from penitentiary to reformatory.
6.4 Analyzes the use of chain gangs, boot camps, and other correctional techniques.
6.5 Compares juvenile and adult correctional systems.
SAMPLE PERFORMANCE TASKS
• Take a field trip to a juvenile detention center.
• Take a field trip to a prison and a jail.
• Invite guest speakers on programs designed to deter offenders.
• Use applicable videos on prisons.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 7.0
Students will analyze pre-trial criminal court procedures and participants.
LEARNING EXPECTATIONS
The student will:
7.1 Differentiate between the professional and lay courtroom participants. *
7.2 Examine the responsibilities and functions of courtroom professionals. *
7.3 Appraise the role of the attorney in the court. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
7.1 Performs a mock pre-trial.
7.2 Compares and contrasts the roles and responsibilities of each of the courtroom professionals.
7.3 Plays the role of the attorney in a pre-trial hearing.
SAMPLE PERFORMANCE TASKS
• Participate in a mock trial.
• Take a field trip to a local court.
• Listen to and question a guest speaker, such as a judge, a prosecutor, or a defense attorney.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 8.0
Students will examine standards of ethics and professionalism in criminal justice careers.
LEARNING EXPECTATIONS
The student will:
8.1 Examine personal anger management principles. *
8.2 Examine the influence of the various codes of ethics in criminal justice careers. *
8.3 Decide appropriate ethical actions for fictitious situations. **
8.4 Relate professionalism and ethics to the activities of prosecution and defense attorneys. **
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
8.1 Selects stress management procedures appropriate for given situations.
8.2 Analyzes the national and state bar association codes for prosecution and defense lawyers.
8.3 Critiques a video, such as Dirty Harry, as it pertains to ethical situations in the workplace.
8.4 Analyzes the role of prosecutorial discretion.
SAMPLE PERFORMANCE TASKS
• Discuss issues related to ethics and professionalism with a guest speaker from the prosecutor's office.
• View and critique the video Dirty Harry.
• Obtain and analyze the national and state bar association codes of ethics and professional responsibility and analyze them.
• Engage in a class discussion on ethics with someone from the Tennessee Bar Association (TBA) Board of Professional Responsibility.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 9.0
Students will analyze and evaluate law enforcement investigative techniques.
LEARNING EXPECTATIONS
The student will:
9.1 Examine duties in preserving and maintaining a crime scene. *
9.2 Analyze the general types of evidence. *
9.3 Determine appropriate police actions in investigating a crime scene. *
9.4 Analyze various methods used to obtain information from witnesses. **
9.5 Examine methods used to mark and identify evidence. *
9.6 Analyze the importance of maintaining the chain of custody. **
9.7 Investigate the scene of a hypothetical crime. *
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
9.1 Composes a checklist for maintaining a crime scene.
9.2 Inventories the major categories of evidence.
9.3 Determines the steps for conducting an investigation of a crime scene.
9.4 Conducts a mock interview.
9.5 Demonstrates proper evidence marking identifying techniques.
9.6 Constructs a scenario in which the need for proper evidence collection and control is clear.
9.7 Simulates the investigation of a crime scene.
SAMPLE PERFORMANCE TASKS
• Perform various activities and strategies to preserve a crime scene.
• Perform various activities for gathering evidence at a crime scene.
• Listen to and question guest speakers.
• Watch the video Forensics Detectives.
• Participate in the criminal justice competition in Tennessee SkillsUSA.
• Work with school officials to preserve crime scenes on campus until law enforcement officials arrive on the scene.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 10.0
The student will demonstrate an understanding of advanced legal terminology.
LEARNING EXPECTATIONS
The student will:
10.1 Explain research and case study terms. *
10.2 Examine procedural law terminology used in arrest, pre-trial, and trial events. **
10.3 Examine terms applicable to adult and juvenile corrections. *
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
10.1 Incorporates terms associated with criminal case studies into the language of the
classroom.
10.2 Constructs a scenario explaining terms used.
10.3 Compares and contrasts terms used in adult versus juvenile corrections.
SAMPLE PERFORMANCE TASKS
• Conduct a mock trial.
• Construct case study scenarios.
• Role-play situations in which the appropriate terms are used.
• Participate in a Jeopardy-like quiz show.
INTEGRATION LINKAGES
Co-operative Learning Experiences, Place-Based Learning, Contemporary Issues, Advanced Math, Drama, Library Science, Psychology, Sociology, Social Studies, Law, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy, Tennessee Highway Patrol, Tennessee Sheriffs' Association
CRIMINAL JUSTICE II
STANDARD 11.0
Students will demonstrate leadership, citizenship, and teamwork skills required for success in the school, community, and workplace.
LEARNING EXPECTATIONS
The student will:
11.1 Exhibit positive leadership skills. *
11.2 Participate in SkillsUSA as an integral part of classroom instruction. *
11.3 Assess situations and apply problem-solving and decision-making skills to relationships in the community, and workplace. *
11.4 Demonstrate the ability to work cooperatively with others in a professional setting. *
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student:
11.1 Demonstrates character, leadership, honesty, and integrity using creative and critical-thinking skills.
11.2A Applies the points of the creed to personal and professional situations.
11.2B Participates and conducts meetings and other business according to accepted rules of parliamentary procedure.
11.3 Analyzes situations in the workplace and uses problem-solving techniques to solve the
problem.
11.4A Participates in a community service project.
11.4B Assists with an officer campaign with Tennessee SkillsUSA.
SAMPLE PERFORMANCE TASKS
• Create a leadership inventory and use it to conduct a personal assessment.
• Participate in various SkillsUSA programs and/or competitive events.
• Evaluate an activity within the school, community, and/or workplace and project effects of the project.
• Implement an annual program of work.
• Prepare a meeting agenda for a SkillsUSA monthly meeting.
• Attend a professional organization meeting such as, Tennessee Sheriff’s Association.
• Participate in the American Spirit Award competition with SkillsUSA.
• Complete the Professional Development Program - Level I and II, SkillsUSA.
INTEGRATION LINKAGES
SkillsUSA, Professional Development Program, SkillsUSA, Communications and Writing Skills, Teambuilding Skills, Research, Language Arts, Sociology, Psychology, Math, Math for Technology, Applied Communications, Social Studies, Problem Solving, Interpersonal Skills, Employability Skills, Critical-Thinking Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), Chamber of Commerce, Colleges, Universities, Technology Centers, and Employment Agencies, Tennessee Highway Patrol, Tennessee Law Enforcement Academy. Tennessee Bureau of Investigation, Federal Bureau of Investigation, Federal Food and Drug Administration
CRIMINAL JUSTICE II
STANDARD 12.0
Students will perform safety examinations and maintain safety records.
LEARNING EXPECTATIONS
The student:
12.1 Pass with 100% accuracy a written examination relating specifically to Criminal Justice II safety issues. *
12.2 Pass with 100% accuracy a performance examination relating specifically to Criminal Justice II tools and equipment. *
12.3 Maintain a portfolio record of written safety examinations and equipment examinations for which the student has passed an operational checkout by the instructor. *
PERFORMANCE INDICATORS: EVIDENCE STANDARD IS MET
The student will:
12.1 Passes with 100% accuracy a written examination relating specifically to Criminal Justice II safety issues.
12.2 Passes with 100% accuracy a performance examination relating specifically to Criminal Justice II tools and equipment.
12.3 Maintains a portfolio record of written safety examinations and equipment examinations for which the student has passed an operational checkout by the instructor.
INTEGRATION LINKAGES
Science, Computer Skills, Research and Writing Skills, Language Arts, Communication Skills, Leadership Skills, Teamwork Skills, Communication Skills, Algebra, Geometry, Technical Geometry, Secretary’s Commission on Achieving Necessary Skills (SCANS), SkillsUSA, SkillsUSA Professional Development Program (PDP), SkillsUSA Total Quality Program (TQP) |
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