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TEXAS CTE LESSON PLAN Lesson Identification and TEKS AddressedCareer ClusterLaw, Public Safety, Corrections, & SecurityCourse NamePrinciples of LPSCSLesson/Unit TitlePublic Safety Professionals’ Roles and ResponsibilitiesTEKS Student Expectations130.332. (c) Knowledge and Skills(9) The student identifies the roles of the public safety professional. (A) The student is expected to identify career opportunities in federal, state, county, and municipal law enforcement agencies.(B) The student is expected to identify the education and training required for various levels of law enforcement.(C) The student is expected to discuss the history of policing in the United States.(D) The student is expected to identify the roles and responsibilities of law enforcement professionals.(F) The student is expected to examine the role of emergency medical services in public safety.(G) The student is expected to identify how public safety professionals manage the stress related to these jobs.Basic Direct Teach Lesson(Includes Special Education Modifications/Accommodations and one English Language Proficiency Standards (ELPS) Strategy)Instructional ObjectivesThe students will be able to:Identify career opportunities in federal, state, county, and municipal law enforcement agencies.Identify the education and training required for various levels of law enforcement.Discuss the history of policing in the United States.Identify the roles and responsibilities of law enforcement professionals.Analyze the impact of constitutional law on police as it relates to arrest, use of forces, and searches and seizures.Examine the role of emergency medical services in public safety.Identify how public safety professionals manage the stress related to these jobs.RationaleThere are many opportunities in the field of public safety. Students should be informed before making a career decision. They need to know the available public safety career options, as well as job requirements, duties, and stressors.Duration of Lesson4 HoursWord Wall/Key Vocabulary(ELPS c1a,c,f; c2b; c3a,b,d; c4c; c5b) PDAS II(5)NoneMaterials/Specialized Equipment NeededStress Reduction Suggestions WorksheetTime Management WorksheetComputers with Internet accessPoster board or butcher paperAnticipatory Set(May include pre-assessment for prior knowledge)Who is Law Enforcement? Divide the students into groups of five. Assign the groups the following titles: Local, County, State, Federal, and Military. Have each group brainstorm at least five agencies or persons within their category that have law enforcement powers. Review the groups’ lists and discuss who is actually considered law enforcement and who is not (see the Code of Criminal Procedure Article 2.12, 2.121, 2.122, & 2.123). Use the Discussion Rubric for assessment.Direct Instruction *Career OpportunitiesMunicipalPolice DepartmentCity MarshallFire DepartmentEmergency Medical Services (EMS)Jailer9-1-1 OperatorCrime Scene InvestigatorCode EnforcementAnimal ControlCountySheriff’s DeputyDetention OfficerConstableProbation OfficerJuvenile Probation/DetentionMedical Examiner’s InvestigatorDistrict Attorney’s InvestigatorStateState TrooperTexas RangerGame WardenPark RangerBorder PatrolCorrectional OfficerParole OfficerTexas Alcoholic Beverage Commission (TABC)Texas Office of Inspector GeneralFederalFederal Bureau of Investigations (FBI)Secret ServiceDrug Enforcement Agency (DEA)Alcohol Tobacco and Firearms (ATF)Immigration and Neutralization (INS)Internal Revenue Service (IRS)U.S. CustomsTransportation Security Administration (TSA)U.S. MarshalsMilitaryAir MarshallFederal Bureau of PrisonsFederal Population/Pre-TrialII. Education and Training RequirementsMunicipal, Country, and StateHigh School Diploma or GED30+ college hours or Bachelor’s degreeTexas Commission on Law Enforcement Officer Education (TCLEOSE) license (peace officer license)Military trainingGood work historyStrong character qualitiesPhysical agility testU.S. CitizenWritten ExamBackground Investigation (no criminal history) 21 years of ageValid driver’s licenseFederalU.S. CitizenAt least 23, but no more than 37 years old4-year college degree- GPA of 2.5 or higher3 years professional work experienceValid driver’s licensePhysical examMedical review20/20 corrected visionHearing screeningExtensive background check (no criminal history)Roles of Law Enforcement ProfessionalsJurisdiction – the geographical region of responsibility or official duties covered by an agencyPolice DutiesSocial WorkerBabysitterAttorneyRole ModelLaw EnforcerFirst ResponderFirefighterCrime PreventerCourt SecurityInvestigatorAnimal ControlTraffic EnforcementCase WorkerCrime Scene Investigator Sheriff DutiesOfficers of the court – serve as bailiffs in the courtroom and security in courthousesJail operations – staff and maintain the county jailLaw Enforcement – same duties as their police counterparts, but outside city limitsIV. History of Policing in America – a system of authority is required for a society to operate effectively. The history of policing reveals the evolution of that authorityPolice definedThe arrangements made to ensure that the inhabitants keep the peace and obey the lawsThe force of peace officers is employed for this purposeRoots of American policingThe Code of HammurabiThe first example of civil and criminal codes282 codes that governed civil and criminal behavior in medieval times (eye-for-an-eye philosophy)Tithing SystemA system based in kinship and civilian responsibility, used to maintain social order. Families grouped by “tens” (only the men counted) and formed communitiesSheriff established to collect taxes and maintain order in the tithingsThe Power of Posse Comitatus – power to summon citizen assistanceSeparation of military from civilian law enforcementV. Eras of American policingPrior to 1776Slave patrols were utilized in the southern colonies – civilian groups in the southern states to protect against rioting and revolts by slavesBlack Codes – laws passed by the southern states after the Civil War to disenfranchise freed slaves1776 – 1850The first three police departments were established in AmericaPhiladelphia 1830 – night-watch and day-watch forces were createdNew York City 1844 – the night and day watches formed one single police forceBoston 1855 – a single police force was established1850 – 1900UrbanizationConflicts from different groups including minorities and immigrantsControlled by the municipal governmentTrained civil war veterans entered policingAdvances in firearm manufacturingCarried revolvers for protectionPlessy v. Ferguson – this landmark U.S. Supreme Court case established the “separate but equal” doctrine that allowed racial segregationWild West DaysSparsely inhabitedViolence toward Native AmericansIntolerance of those who were differentWidespread lawlessnessPersonal defense (vigilantism)Town marshals, U.S. marshals, and the U.S. ArmyJustice was quick and brutalFirearms and lynch mobsNo official law enforcement agencyPrivate PolicingPrivate companies began filling the void left by law enforcementBrinks, Pinkerton, and Wells Fargo were establishedCorruption in local police departmentsGeographic jurisdiction limitationsLack of state/federal police1900 – 1930Increased populationWidespread violence (gangs, gambling, drinking, and prostitution)ElectricityNew inventions that assisted in policingAutomobilesAirplanes and telephonesAdvances in weaponsPolice officers in the 1900’sWorking class$1,400 a year after 6 yearsDay shift – 75 hrs./weekNight shift – 87 hrs./week1 day off every 15 daysObedient to authority, physical strength, and size6-foot minimum heightNo trainingAugust VollmerThe Father of Modern PolicingChief of police in Berkley, CA“A dedicated body of educated persons comprising a distinctive corporate entity with a prescribed code of behavior”Emphasis on education, professionalism, and administrative reformPhilosophyUse of automobiles and radiosEmergency telegraph boxesTypewriters for reportsCollege educatedEntrance testing3-year training courseUse of polygraph, fingerprints, and scientific evidenceSocial workersG. Current trendsCommunity Policy ApproachA focus on decentralized strategies that promote crime prevention rather than rapid response, crime investigation, and apprehension of the criminalA focus on promoting quality of life of the community, and public order rather than law enforcementUse of alternatives other than arrest and force to solve the cause of the problem rather than responding to the symptoms of the problemBroken Window – the belief that ignoring public order violations and disruptive behavior leads to community neglect, which fosters further disorder and crimeZero Tolerance – strict enforcement of the laws, even for minor violations (example: the “Click it or Ticket” seatbelt campaign)Problem-orientedIncreased effectiveness by attacking underlying problems that give rise to incidents that consume patrol and detective timeReliance on the expertise and creativity of line officers to study problems carefully and develop innovative solutionsCloser involvement with the public to make sure that the police are addressing the needs of citizensSARA ModelScanning – gather data to define the problem Analysis – determine the nature of the problems, causes, and possible solutionsResponse – work with people, groups, and agencies to implement solutionsAssessment – follow up on the initiatives takenVI. StressStress – a physical, chemical, or emotional factor that causes bodily or mental tension and may be a factor in diseaseAttitude – the most important element in keeping your work stress at manageable, healthful levelsPerception – the consciousness, the awareness of objects or other data through the senses, insight, and intuitionConfidence – a belief in one’s own abilitiesLack of confidence equals uncertainty and lost credibilityEliminates worrySymptoms of stressEmotionalDivorceAlcoholismSuicideAbrupt behavior changesOverly suspicious or hostileFearfulDepressedAnti-socialPhysicalDigestive disordersHeadachesExcessive illnessHigh blood pressureSleep disordersBack, neck, or shoulder painIncreased or decreased weightStressorsIndividualFears regarding job competence or successNecessity to conformNecessity to take a second jobAltered social statusPolice WorkFrequent exposure to life’s miseriesRigors of police workBoredomFears and dangersResponsibilitiesWork overloadFragmented nature of the jobF. Coping with StressExerciseRecreationHobbiesA healthy lifestyleCommunication with othersRelaxation techniquesTime management techniquesEat BreakfastDetermine your top prioritiesGet organizedConquer procrastinationLearn to say noProtect your prime timeKeep weekends for yourselfStress ReductionHealthful levels of attitudeLaugh a littleConsciously relax your musclesUse positive self-talkSeek solitudeAvoid excess coffeeExercise regularlyTalk about itListen to your conscienceIndividualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:NoneGuided Practice *Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:NoneIndependent Practice/Laboratory Experience/ Differentiated Activities *Career ExplorationHave students use computers with Internet access. You may assign them into groups if necessary. Have students select an agency—local, county, state or federal—and research their qualifications. They should include the vision, values and goals, current salaries, hiring qualifications, and job opportunities within the agency. Have students create a poster presentation with the information they obtain from their agency’s website. Use the Career Exploration Project Rubric and/or the Presentation Rubric for assessment.WorksheetsHave students complete the Stress Reduction Suggestions and the Time Management worksheets. Use the Stress Reduction Suggestions Worksheet Key and the Time Management Worksheet Key for assessment.Relaxation Exercise Have students move their desks to one area of the room, clearing the floor. Have the students take their shoes off and lie down on the floor. Turn off all the lights and start some classical or nature music to help create a relaxing atmosphere. Lead students in deep breathing and relaxation exercises. Exercises should not exceed 15-20 minutes. Use the Individual Work Rubric for assessment.Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:NoneLesson ClosureNoneSummative/End of Lesson Assessment *Public Safety Professionals Roles and Responsibilities Exam and KeyStress Reduction Suggestions Worksheet KeyTime Management Worksheet KeyCareer Exploration Project RubricDiscussion RubricIndividual Work RubricPresentation RubricIndividualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:Students may use a newspaper or the Internet to locate articles about Law Enforcement actions in their community. Have the students identify which level of agency the article relates to. Use the Individual Work Rubric for assessment.References/Resources/Teacher PreparationTexas Commission on Law Enforcement Officer Standards and Education (TCLEOSE) Code of Criminal Procedure , James A. Criminal Justice. Pearson Education, 2004.Men’s Fitness Magazine issue October 1994Additional Required ComponentsEnglish Language Proficiency Standards (ELPS) StrategiesCollege and Career Readiness ConnectionRecommended StrategiesReading StrategiesQuotesMultimedia/Visual StrategyPresentation Slides + One Additional Technology ConnectionGraphic Organizers/HandoutWriting StrategiesJournal Entries + 1 Additional Writing StrategyCommunication90 Second Speech TopicsOther Essential Lesson ComponentsEnrichment Activity(e.g., homework assignment)For enrichment, students can also examine the articles to determine what roles law enforcement play in keeping their community safe. They should be able to detail the skills needed by the officers to perform their duties. Use the Individual Work Rubric for assessment.Family/Community ConnectionCTSO connection(s)SkillsUSAService Learning ProjectsLesson Notes ................
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