Course Syllabus

Course Syllabus:  Law Enforcement I 

 

Ben Barber Career Tech Academy

Law/Public Safety Program

Fall / Spring 2014-2015

 

Instructor:       Jim Ferguson                                                                           Conference Period:  1:30 2:30                                                                                   

Phone:                        Office 817-299-1900                          

E-mail:                         jimferguson@misdmail.org                           Room: Ben Barber A202

                                    ernestvasquez@misdmail.org                     Room: Ben Barber A224

                                   martinsweaney@misdmail.org                        Room:  Ben Barber A202

Website:                      http://bbctacademy.weebly.com

Course Website:           canvas.instructure.com                 

 

 Course Objectives:

 Law Enforcement I is an overview of the history, organization, and functions of local, state, and federal law enforcement.  This course includes the role of constitutional law, the United States legal system, criminal law, law enforcement terminology, and the classification and elements of crime.

• PIEMS Number: 13029300
• General Requirements: This course is recommended for students in Grades 11-12.
• Prerequisite Principles of Law/Public Safety Corrections/Security

Required Text and Materials:

        iPad (fully charged)

        Free apps for iPad (to be announced) and online texts materials

        Headphones or ear buds for private individual listening

        White notebook paper; Black Ink Pen, Pencils # 2 lead

 

Uniform Requirement (worn daily)

       Vendor provided (hat, shirt, pant, belt $45 new or $15 rental) The uniform is worn in all classes

            and activities requiring a uniform.

       White crew neck tee shirt

       Black leather shoes (that can be polished) sandals, lip flops or tennis shoes may 

        not be worn with the uniform at any time.

       Black shocks

       Workout tie shirt, pants/shorts, and tennis shoes.

 

 Texas TEKS Objectives: Knowledge and skills  

The student is expected to:   demonstrate the principles of group participation and leadership related to citizenship and career preparation; identify employers' expectations and appropriate work habits; apply the competencies related to resources, information, systems, and technology in appropriate settings and situations; The student relates core academic skills to the requirements of protective services. The student is expected to: demonstrate effective oral and written communication skills with individuals from varied cultures, including fellow workers, management, and citizens; write grammatically correct, accurate, and concise reports, communications, and related documents and paperwork; utilize typewriters, computers, and related technologies as written communication tools; read and interpret appropriate laws, legal documents, rules, regulations, directives, manuals, and bulletins. The student knows the concepts and skills that form the core knowledge of protective services. The  student is expected to: demonstrate knowledge of purpose and need for laws, including statutory and procedural criminal law; demonstrate knowledge of the types, elements, and sources of the laws that define certain acts as crimes in the United States; demonstrate knowledge of the structure of the American court system; demonstrate knowledge of the rules of evidence; demonstrate knowledge of the effect of constitutional law on the operation of the components of the criminal justice system; demonstrate knowledge of the federal, state, and local communications rules and regulations that govern the operation of emergency communications systems; demonstrate knowledge of the basic legal terminology and concepts used in criminal justice; demonstrate knowledge of the criminal justice process from the time of arrest through release from custody;

Attendance:

• Class will begin promptly at the designated time for 2 hours and 30 every other day.  Late arrivals enter as quietly as possible and take the nearest available seat to minimize disruption to the class. Late students will be considered tardy after the first 5 minutes of the period unless their bus is officially late and the teacher is notified.  Students entering after twenty minutes will be considered absent. To remove a tardy or absences students will have to speak with their associate principle on your home campus. The instructor cannot make these changes.
• Students are personally responsible for all material presented in class, including announcements about changes in course assignments and procedures. Exams, quizzes, special projects, and homework/exercises often include questions on material presented only in class, so performance on these is directly reflected by your attendance.
• Each student that has been issued a school iPad is expected to have it fully charged (90% for the 7am class and 50% for the 11:30 class) each day.  Students are expected to attend all lectures, view all assigned webcasts, sign/scan in each day to record attendance.  In addition all students follow all classroom rules, lesson assignments and testing as required by the assigned due date.  Late work is due according to the MISD late work policy.
• Absences which result in not receiving in topic information or assignments may be made up by going to the class website (Canvas.com) and completing the material and assignment for the instructional period you missed.
• Unless, without prior approval of the instructor, late assignments or exercises and missed tests or quizzes which have not been completed within one week of your absence will receive no credit. Retesting for grades lower than 70% is automatic and must be completed and passed within the next two class periods.  The maximum grade on a retake is 70% if you failed the original test.
• You must be present to take tests unless other arrangements have been made with the teacher. Please make arrangements with the teacher as soon as you or aware you have missed or will miss and assignment or test.
• All students work in an investigative unit/team. You are expected to participate and work as a team, each handling different aspects of the class assignment. Therefore the class may be broken up to work as teams according to the needs of the unit of instruction and to vary your learning experience. Team Selection will be at direction of the course instructor. Team exercises will be conducted and graded (if applicable) as a team.

 Evaluation:

A students course evaluation will be based on the total possible points for assignments/exercises given and will be determined by class progression.  You may expect minimum of between 8 and twelve individual grades per six week grading period, as per the school districts grading policy. 

• Examinations:   There will be six major exams during the course. Each worth 100 possible points (100%). Exam dates may be changed as needs dictate. Exams will come from both lecture and resource assignments. Exams will be a mix of essay, fill in the blank, multiple choice and true or false.
• Class exercises:  Crime Scene examination, specific skill evaluations, and report writing both, note keeping, journal entries, individually and as a team. Quizzes are graded as individuals.
• Wearing a uniform is required and is not an option.  Proper attire and neatness is recorded as a daily grade.Students that fail to wear the uniform of the day will be sent to AC with an AC assignment in addition to the regular class assignments.
• Semester Research & Presentation Assignment:  100 points.   To Be Announced from various investigative topics to assigned by the course instructor.
• Course grades will be assigned as follows:

       A:  90%-100%         B:  80%-89.99%       C:  70%-79.99%      F:  Below 70%

Please Note:

• All student grades in the grade book will be recorded as a percentage of the possible points attempted. 
• Unless a student has requested and received written permission from the course instructor and is has been approved in writing by the Ben Barber/Frontier Principle, requests to extend assignments/grades to the next grading period will not permitted.
• Students, who compete under UIL regulations, must meet all deadlines, complete and pass all portions of the assessments assigned during that grading that grading period.
• UIL Students who have failing grades during a specific UIL grading period will have failing grades turned in on the district grade book as dictated by the Mansfield ISD grading policy.  Waivers must be in writing from the Ben Barber/Frontier Principle. There are no exceptions.

 

• Academic Misconduct - Is a serious violation of personal integrity and any act that violates the academic integrity of this institution is considered academic misconduct. The procedures used to resolve suspected acts of academic misconduct are available in the offices of the principle.

Specific examples include, but are not limited to:

 Cheating

1. Copying from another student’s test paper, laboratory report or other report, for computer files and listings;
2. Using, during any academic exercise, material and /or devices not authorized by the person in charge of the test;
3. Collaborating with or seeking aid from another student during a text or laboratory without permission;
4. Knowingly using, buying selling, staling, transporting, or soliciting in its entirety or in part, the contents of a test or other assignment unauthorized for release;
5. Substituting for another student or permitting another student or to make a presentation.

Plagiarism

The appropriation, theft, purchase or obtaining by any means another’s work, and the unacknowledged submission or incorporation of that work as one’s own offered for credit. Appropriation includes the quoting or paraphrasing of another’s work without giving credit therefore.

• Collusion

The unauthorized collaboration with another in preparing work offered for credit

Academic dishonest will result in a course grade of 0%.  For resolution and retesting or presentation of the questioned assignment will require a written letter from the student, the student’s parent and the Ben Barber/Frontier High School principle and follow all UIL regulations if applicable.

Use of Electronic Devices In Class - The only electronic devices that may be used in class are the school issued iPad/tablet, a personal iPad/tablet. Bringing your own device is subject to the MISD BYOD policy and daily inspection by the teacher.

Note-

Personal cell phones or smartphones may not be used in the classroom at anytime or in lieu of an ipad/tablet.

• Students not using an iPad/Tablet will work with pencil and paper.  All online work/assignments will have to be competed at home.
• Sending unauthorized text messages, emails, or making phone class is forbidden and will result in a referral/parent notification for each infraction from the first day of class.
• Parents that need to contact students during class time must call the school office and have a message sent up to the room in all cases.
• Emergency 911 calls are an exception to this policy.
• Playing games on any device is forbidden and each infraction will result in a referral/parent notification.
• Cell Phones/Smart phones that are not in a bag or pocket, at all times, will be considered in violation of the policy.

   Units of Study / Scope & Sequence

The nature of police academy training schedules are such that a rotation of units on a daily or weekly basis will consist of several subjects to allow the trainee to fully grasp the content as each relates to the other subjects. Therefore the training schedule will appear to show some repeated information, however, it is simply an extension of the knowledge and skills to date and will not necessarily follow any specific order.

Unit 1 History

A. The student is expected to:

• (c)(1)(A)       trace the history of law enforcement from pre-industrial Europe, nineteenth century England, and the United States through contemporary policing in the United States; and
• (c)(1)(B)       identify core issues in the development of law enforcement such as centralization and authority.

B. Activities

History of Law Enforcement

Unit 2 Code of Ethics

A. The student is expected to:

• (c)(4)(A)       explain the role of the United States Constitution in relation to the development and implementation of law enforcement;
• (c)(4)(B)       evaluate individual ethical behavior standards;
• (c)(4)(C)      analyze legal and ethical behavior standards protecting citizens' constitutional rights;
• (c)(4)(D)      demonstrate strategies to enhance public trust; and
• (c)(4)(E)       explain the mission of law enforcement in protecting a democratic society.

B. Activities

Code of Ethics

Unit 3 United States Legal Systems

A. The student is expected to:

• (c)(5)(A)       explain how citizens are protected by constitutional laws of local, state, and federal courts;
• (c)(5)(B)       analyze the impact of Supreme Court decisions such as Mapp v. Ohio, Terry v. Ohio, and Tennessee v. Garner;
• (c)(5)(C)      analyze the similarities, differences, and interactions between state and federal court systems;
• (c)(5)(D)      illustrate the progression of a case as it moves through local, state, and federal jurisdiction; and
• (c)(5)(E)       compare the characteristics of civil and criminal court systems.

B. Activities

The Bill of Rights and the Criminal Trial Process

The History, Structure, and Function of the American Legal System

The State and Federal Court Systems

Civil vs. Criminal Courts

Unit 4 Community-Oriented Policing

A. The student is expected to:

• (c)(12)(A)    define community-oriented policing; and
• (c)(12)(B)    evaluate the skills needed to be a successful community-oriented police officer.

B. Activities

Community-Oriented Policing

Unit 5 Arrest

A. The student is expected to:

• (c)(6)(A)       advise a person of their constitutional rights using the Miranda warning requirements;
• (c)(6)(B)       explain the additional requirements above the Miranda warnings for juvenile suspects, offenders, and witnesses;
• (c)(6)(C)      conduct a non-custodial and custodial interview.

B. Activities

Entry Into the System: Arrests

 

Unit 6 Crime and Punishment

A. The student is expected to:

• (c)(7)(A)       define crime categories and respective punishments;
• (c)(7)(B)       analyze the elements of criminal acts;
• (c)(7)(C)      differentiate mala prohibita and mala in se; and
• (c)(7)(D)      analyze types of criminal defenses.

B. Activities

Assault and Crimes Against the Person

Defenses to Criminal Prosecution

Kidnapping and Restraint

Miscellaneous Crimes

Murder

Property Crimes

Sex Crimes

Elements of Crime and Categories of Punishment

Unit 7 Victims’ Rights

A. The student is expected to:

• (c)(8)(A)       analyze the rights of victims of crimes and witnesses to crime laws such as the Victim and Witness Protection Act of 1982, the Victims of Crime Act of 1984, the Victim's Rights and Restitution Act, the Child Victims' Bill of Rights of 1990, and the Victim Right Clarification Act of 1997; and
• (c)(8)(B)       research the state and federal laws related to the witness protection program.

B. Activities

Victims' Rights

Unit 8 Interview and Interrogation

A. The student is expected to:

• (c)(2)(A)       relate the meaning of technical concepts and vocabulary associated with law enforcement;
• (c)(2)(B)       interpret facial expressions, gestures, and body positioning as related to nonverbal communication;
• (c)(2)(C)      interpret voice quality and delivery such as combination of pitch, tone, and wording;
• (c)(2)(D)      recognize diversity in culture;
• (c)(2)(E)       employ active listening skills; and
• (c)(2)(F)       contribute to group discussions and meetings.

B. Activities

Verbal Communication

Building Search

Cultural Diversity

Unit 9 Juvenile Law

A. The student is expected to:

• (c)(9)(A)       discuss juvenile law as it relates to the steps in processing status offenses of juveniles; and
• (c)(9)(B)       demonstrate the procedure for holding conferences with juveniles and parents or guardians.

B. Activities

Juvenile Law

Unit 10 Child/Elderly Abuse

A. The student is expected to:

• (c)(10)(A)    explain Battered Child Syndrome; and
• (c)(10)(B)    summarize characteristics found in victims of child and geriatric abuse and neglect.

B. Activities

Unit 11 Substance Abuse

A. The student is expected to:

• (c)(11)(A)    identify current commonly abused drugs in society;
• (c)(11)(B)    research the effects of substances such as ecstasy, gamma hydroxybutyrate, rohypnol, and ketamine; and
• (c)(11)(C)    summarize the procedures for handling dangerous and unpredictable drugs such as methamphetamine.

B. Activities

Drug Dangers

Unit 12 Traffic Stops

A. The student is expected to:

• (c)(14)(A)    apply techniques used to assess risk in vehicle stops;
• (c)(14)(B)    comply with local established policies and procedures;
• (c)(14)(C)    execute a simulated traffic stop using the seven-step violator contact method; and
• (c)(14)(D)    execute a simulated felony traffic stop.

B. Activities

Basic Traffic Stops

Felony Traffic Stops

 

Unit 13 Technical Report Writing

A. The student is expected to:

• (c)(13)(A)    describe the components of a police incident report;
• (c)(13)(B)    explain why a police incident report is a legal document;
• (c)(13)(C)    solicit the appropriate information for a police incident report; and
• (c)(13)(D)    prepare a police report using clear, concise, and legible entries.

B. Activities

Report Writing

Unit 14 Crime Scene Search

A. The student is expected to:

• (c)(15)(A)    lift and preserve developed latent prints from a simulated crime scene;
• (c)(15)(B)    document and protect the crime scene area for further investigation; and
• (c)(15)(C)    demonstrate crime scene investigation techniques used to collect, protect, and document deoxyribonucleic acid evidence collection in a simulated crime scene.

B. Activities

Development of Latent Prints

Crime Scene Search

Unit 15 Critical Issues

A. The student is expected to:

• (c)(3)(A)       analyze elements of a problem to develop creative solutions; and
• (c)(3)(B)       use problem-solving methods when developing proposals and solutions.

B. Activities

Patrol Techniques