law enforcement and public safety i enf and...law enforcement and public safety academy ... the...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

LAW ENFORCEMENT AND PUBLIC SAFETY ACADEMY

Law Enforcement and Public Safety I

COURSE DESCRIPTION

Grade Level: 9 Department: Law Enforcement and

Public Safety Academy

Course Title: Law Enforcement Credits: 5.0

and Public Safety I

Course Code: 240100

Board of Education adoption date: August 27, 2012

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee

Mr. Edward Wall

Supervisors

Ms. Michelle Lilley

LEPS I- Introduction

Introduction LEPS I Freshman

Course Philosophy

The philosophical basis of this course is three-fold. The first is to offer students opportunities for self-reflection, the setting of personal

goals and team building within the cohort. The second is to provide students with learning experiences that allow them to explore

the governmental branches and agencies that will hire them and the governmental documents that will guide their ability to do the job

of law enforcement and public safety. The third is to gain an understanding of why people act the way they do and how society dictates

the actions of individuals and groups.

As the first of four sequential courses in the Law Enforcement and Public Safety Academy, LEPS I is designed to introduce students to the

benefits of personal goals and responsibilities; the importance of civic participation; the structure and interaction amongst government

branches and agencies; the process and procedures of the criminal justice system, and the psychological and sociological causes and/or

explanations for crime. The information covered in this course will serve as the foundation for the LEPS II, LEPS Forensic Science and LEPS

III Honors courses.

Course Description

Students will engage in interactive class lectures, simulations and independent and group projects as they explore each unit. Each activity

and/or unit will be supported by visiting guest speakers and appropriate field trips. Students should be proficient in reading, writing,

public speaking and creative problem solving.

Course Map and Proficiencies/Pacing

Course Map

Relevant Standards Enduring Understandings Essential Questions Assessments

Diagnostic Formative Summative

9-12.4.12.L.(4).41

9.1.8.A.1

9.1.8.A.4

9.1.12.A.1

The actions of one person can set in motion a chain of events that can have positive or negative outcomes for themselves and others.

Why do most conflicts occur? Character analysis surveys Rough drafts of personal goals

Finalized drafts of personal goals

9.1.8.B.1

9.1.8.B.2

9.1.12.B.1

9.1.12.B.2

9-12.9.4.12.L(4).5

9-12.9.4.12.L.(4).6

Conflicts occur due to differences in beliefs, values and circumstances.

How can people with different backgrounds effect great change in society?

Problem solving activity by one

Problem solving activity by several Debriefing discussion

Debriefing discussion

9.1.12.B.3

9.1.8.C.1

9.1.8.C.2

9-12.4.12.L.(4).10

Decisions and actions result in both intended and unintended consequences.

Is it the responsibility of all to create a safe and productive environment/climate?

How would you respond to a certain situation?

Quizzes Journal entries

Essay

9.1.8.C.3

9.1.8.D.1

9.1.8.D.2

12-9.4.12.L.(5).1

Essential documents lay the foundation for government.

How do societies resolve conflicts? Pre-test Homework assignments Persuasive essay

9.1.12.A.3

9.1.12.C.2

9.1.12.C.3

9.3.12.C.4

12-9.4.12.L.(5).1

Different levels of government have

their own responsibilities to form a

unified government.

How does government play a role in

mandating political, social and

economic change?

What rights and

responsibilities do citizens

have?

Editorial cartoon

analysis

Debates

9.1.8.C.2

9.1.12.C.1

9.1.12.C.2

12-9.4.12.L.(4).17

12-9.4.12.L.(4).18

The Constitution is a living

document.

How is the Constitution changed? Discussion Document analysis Defense essay

9.3.12.C.4

9.3.12.C.5

9.3.12.C.7

12-9.4.12.L.(4).1

12-9.4.12.L.(4).17

Our current legal system has evolved

over years to reflect changing times,

needs and social values.

Is the Supreme Court the most

powerful of the three branches?

What is the role of the court system in

deterring justice?

Prediction essay Anecdotal records

Simulations

Test

9.3.12.C.8

9.3.12.C.9

9.3.12.C.18

9-12.4.12.L.(4).8

9-12.4.12.L.(4).9

9-12.4.12.L.(4).12

Law is created to reflect social

values.

How does government respond to

changing needs?

How does an act become a crime?

Can laws stop crimes?

Laws versus Values graphic

organizer

Personal stories

Connection to personal

stories,

Homework exercises

Analysis essay

Skits

9.3.12.C.19

9.3.12.C.20

9.3.12.C.21

9-12.4.12.L.(4).1

9-12.4.12.L.(4).10

9-12.4.12.L.(5).1

Our current justice system has

imperfections.

How is it that we can basically go about

our business without fear?

Current events Questions and answers

Simulations

Public Service Announcement

9.3.12.C.22

9.3.12.C.23

9-12.4.12.L.(5).9

9-12.4.12.L.(5).10

9-12.4.12.L.(5).11

9-12.4.12.L.(5).12

The rule of law influences the behavior of citizens, establishes procedures for making policies and limits the power of government.

Is justice ever served? Ask: Does the threat of a punishment stop people from committing crimes?

Debates Individual conferences

Create a new prison system

9.1.8.C.2

9.1.12.C.1

9.1.12.C.2

9.3.12.C.1

9.3.12.C.2

The causes of crime are grounded in multiple psychological, sociological, and biological theories.

Why does crime occur? Does one learn to commit crime or is it an innate trait? Is the presence of crimes necessary to maintain social order? What is more important to maintaining order--the existence of laws or strong cultural expectations?

Explain the factors contributing to your development

Questions and answers Case studies

Correlative factors exercises

9.3.12.C.3

9.3.12.C.4

9.3.12.C.5

9.3.12.C.7

9.3.12.C.8

Social needs determine how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed.

How do people encounter institutions on a daily basis?

Discuss the problems people encounter with institutions

Response papers Project: How would you solve the dilemma

9.3.12.C.9

9.3.12.C.18

9.3.12.C.19

9.3.12.C.20

9.3.12.C.21

9.3.12.C.22

9.3.12.C.23

Law is created to reflect social

values.

How do public agencies bring external

order to society?

Discussion on social values Response papers Classroom discussion

Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s) Recommended Duration

Unit 1: Unity and Cooperation Building

The actions of one person can set in motion a chain of events that can have positive or negative outcomes for themselves and others. Conflicts occur due to differences in beliefs, values and circumstances. Decisions and actions results in both intended and unintended consequences. The goal of this unit is primarily one of team building among the students in the program. Students will engage in activities that help them to understand how their behavior impacts others.

2-3 weeks

Unit 2: Government


Different levels of government have their own responsibilities to form a unified government.

In a democracy, citizens have rights and responsibilities. Over time, governments are shaped by principles and ideals for changing needs. The goal of this unit is to provide students with a basic understanding of the levels of the American

government (federal, state, county and municipal) and their interrelated responsibilities.

4-6 weeks

Unit 3: The Courts and the Law

The Constitution is a living document.


Our current legal system has evolved over years to reflect changing times, needs and social values. One of the goals of this unit is to examine the definitions of crimes against business, property, person and dignity and the defenses available to those accused. Another goal of this unit is to explore the process, policies and procedures of the varying elements of the criminal justice system. The final goal is to explore the purpose of punishment, the patterns in sentencing and the issues that arise due to those choices.

5-10 weeks

Unit 4: Crime

Law is created to reflect social values.

Our current justice system has unique challenges and imperfections.

The rule of law influences the behavior of citizens, establishes procedures for making policies and limits the power of government. The goals of this unit are to consider the social mores that exist to keep people relatively safe; determine how crime statistics are recorded and what they mean, and examine the far reaching consequences of criminal behaviors on victims and their families.

5-10 weeks

Unit 5: Sociological and Psychological Causes of Criminal Activity

The causes of crime are grounded in multiple psychological, sociological, and biological theories. The purpose of this unit is to examine the psychological, sociological and biological theories explaining deviant behaviors and to determine the role culture plays in maintaining order.

7 weeks

Unit 6: Public Services and Agencies & Current Issues (Enrichment to be placed throughout course)

Social needs determine how institutions are formed, what controls and influences them, how they control and influence individuals and culture, and how institutions can be maintained or changed.


The goal of this unit is to identify the general and specific needs of society and to recognize how public service agencies offer safety, security and order to towns, cities, states and country. To consider a variety of topics and dilemmas as per current events issues.

2-4 weeks

Unit 01: Unity and Cooperation

Unit Plan

Enduring Understandings:

The actions of one person can set in motion a chain of events that can have positive or negative outcomes for themselves and others.

Conflicts occur due to differences in beliefs, values and circumstances.

Decisions and actions results in both intended and unintended consequences.

Essential Questions:

Why do most conflicts occur?

How can people with different backgrounds effect great change in society?

Is it the responsibility of all to create a safe and productive environment/climate?

Unit Goals:

The goal of this unit is primarily one of team building among the students in the program. Students will engage in activities that help them to

understand how their behavior impacts others.

Recommended Duration: 2-3 weeks

Guiding/Topical

Questions Content/Themes/Skills

Resources and

Materials Suggested Strategies Suggested Assessments

Who are we as

individuals and

community members?

Definition of a team and

team building skills

Simulations from

the internet

Develop strategies to reinforce positive

attitudes and productive behaviors that impact

critical thinking and problem-solving skills.

Group activities

How do we become

who we are?

Social and psychological

development cooperation

vs. conflict

Multimedia

presentations

Implement problem-solving strategies to solve

a problem in school or the community.

Group activities and self-

reflection

How can we set goals

for ourselves? Conflict resolution Personal stories

Design and implement a personal management

plan using one or more problem-solving

strategies.

Model leadership skills during classroom and

extra-curricular activities.

Debates, essays

How do we work

together with team

partnership?

Effective communication-

Listening and Speaking

Resources on

communication

Apply critical thinking and problem-solving

strategies during structured learning

experiences.

Determine an individual's responsibility for

personal actions and contributions to group

activities.

Research papers

How do we resolve

conflict?

Creative thinking and

problem solving Simulations

Use multiple points of view to create

alternative solutions.

Create and respond to a feedback loop when

problem solving.

Demonstrate the use of compromise,

consensus, and community building strategies

for carrying out different tasks, assignments,

and projects.

Employ appropriate conflict resolution

strategies.

Projects, simulations

How do we work

towards

finding solutions to

problems before us?

Creativity

Moral dilemma

and mediation

issues

Assess data gathered to solve a problem for

which there are varying perspectives (e.g.

cross-cultured, gender-specific generational),

and determine how data can best be used to

design multiple solutions.

Present resources and data in a format that

effectively communicates the meaning of the

data and its implications for solving problems,

using multiple perspectives.

In class group

projects/simulations

Differentiation

Since the cohort is heterogeneously grouped, it is important for the teacher to provide a tiered series of learning experiences that cater to

intellectual, maturity and social differences. This can be accomplished by starting with easy examples and moving to harder examples; varying

the complexity of reading passages and the purpose for reading; using the write-reflect-revise method; employing a structured questioning

approach and offering gender neutral simulations, etc.

Technology

Technology can serve the teacher in finding examples of group and team building exercises, moral dilemma situations, current events that

support the enduring understandings, and video clips that pose issues for the individual and groups. Technology can serve the student as a

means of communicating his/her personal beliefs, catering to personal learning styles and researching personal goals and the actions necessary

for achieving those goals. Technology can serve as a means for self-assessment through attitudinal surveys and as group communication

through blogs that require students to respond to class activities.

College and Workplace Readiness

This unit requires both self-reflection and group participation that can and should set the stage for the development of a personal improvement

and goal setting plan that requires the identification of necessary steps for success and a periodic reflection of one's strengths and weaknesses.

This process will prepare students for positive lifelong decision making and the setting of personal goals. In addition, students will gain an

appreciation of team-work and problem-solving through creative solutions.

Unit 02: Government

Unit Plan





How do societies resolve conflicts?

In a democracy, do citizens have rights and responsibilities?

Over time, can governments be shaped by the principles and ideals of changing needs?

How does government play a role in mandating political, social and economic change?

Unit Goals:

The goal of this unit is to provide students with a basic understanding of the levels of the American government (federal, state, county and

municipal) and their interrelated responsibilities.


Guiding/Topical


Resources and


What are the roles and

responsibilities of

government?

Civics, government, citizenship

Constitution, Bill

of Rights, School

House Rock

Determine the credibility and value of

information, while also considering context,

point of view, and multiple perspectives.

Document analysis

Tests

Debates

How are structures and

functions of government

interrelated?

Functions and responsibilities of

government

Multimedia

presentations

Internet

resources

Analyze sources of prejudice and

discrimination and propose solutions to

eliminate them.

Classroom discussion

How does state

government support the

federal government?

The Constitution versus state

constitutions

Current events

Primary

documents

Collaboratively evaluate possible solutions

to problems and conflicts that arise in an

interconnected world. Employ effective

listening skills.

Debates

How are governments

created, structured,

maintained and changed

over time?

Legislative Amending the

Constitution

Classroom

discussions

Critically analyze information, make ethical

judgments, and responsibly address

controversial issue.

Research papers

Who should make laws? Interpreting the Constitution

Legislative and Judicial Branches

Supreme Court

cases

Communicate through rational and

persuasive written and oral arguments

to present solutions to controversial

issues.

Projects

Essays

What are the roles and

responsibilities of citizens

in a democratic or free

society?

Civics, Rule of Law Internet

Make informed and reasoned decisions and

accept responsibility for the consequences

of their actions and/or inactions.

Homework

What actions do good

citizens engage in? Civics, Obligation vs. Rights

Laws and

individual actions

Take actions that result in a more just and

equitable society. Classroom participation

How does government

balance the rights of

citizens with the common

good?

Bill of Rights, Freedoms and

Limitations, Checks and

Balances, Legislative, Judicial and

Executive Branches

Court cases How do the rights of citizen affect the

government’s ability to enforce the law? Classroom discussion

Differentiation

Instructional approaches can be varied by incorporating note-taking with or without graphic organizers, interspersing teacher lectures with

opportunities for student discussion, offering varying levels of documents and reading passages on the same topic and providing practical

examples that connect government to law enforcement responsibilities. Assessments can be differentiated by setting clear target behaviors and

using rubrics for measuring each target.

Technology

Multimedia presentations, video streaming and interactive tours can offer the teacher opportunities to enhance daily lectures. In addition, state

and national websites can offer access to important government documents, policies and procedures.


Through the examination of important government documents students can practice and refine their reading, evaluating and reasoning skills as

well as enhance their ability to distinguish between sound and unsound websites. The discussions on civic engagement may lead to personal

actions that address local political and social issues.

Unit 03: The Courts and the Law

Unit Plan


The Constitution is a living document.


Our current legal system has evolved over years to reflect changing times, needs and social values.


How has the Constitution changed?

How does the Bill of Rights offer protection to citizens?

Is the Supreme Court the most powerful of the three branches?

What is the role of the court system in determining justice?

Unit Goals:

One of the goals of this unit is to examine the definitions of crimes against business, property, person and dignity and the defenses available to

those accused. Another goal of this unit is to explore the process, policies and procedures of the varying elements of the criminal justice

system. The final goal is to explore the purpose of punishment, the patterns in sentencing and the issues that arise due to those choices.


Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies

Suggested

Assessments

How are

amendments

created and why?

Amendment process,

purpose of law

Internet resources

Books on government

Explain how the amendments were

established and how they affect the

lives of people in the past and today.

Test,

case analysis

How are the

courts structured?

Types of Law: criminal,

civil, administrative,

cases, procedural

Multimedia presentations

Streaming video

Guest speakers

Analyze the effectiveness of the New

Jersey Constitution of 1947, New

Jersey Supreme Court decisions

(i.e. Hedgepeth and Williams vs.

Trenton Board of Education), and New

Jersey's Law Against Discrimination

(i.e. P.L. 1945, c 169) in eliminating

segregation and discrimination.


What recourse

does a convicted

person have?

Classification of crimes,

defenses to crimes

Current events

Guest speakers

Analyze the effectiveness of national

legislation, policies, and Supreme

Court decisions (i.e. the Civil Rights

Act. the Voting Right s Act, the Equal

Rights Amendment, Title VII, Title IX,

Affirmative Action, Brown v. Board of

Education, and Roe v. Wade) in

promoting civil liberties and equal

opportunities.

Debates

What is law? Definitions of crimes,

double jeopardy


The Constitution

Explore how laws impact the decisions

people make each day. Research papers

Is it necessary to

treat all people

the same in order

to ensure justice

and equality?

Supreme Court:

purpose, goals,

structure, process,

cases


Private and public organizations

Analyze how people are treated

depending on each different types of

situation.(age, criminal background)

Projects

How has the US

Supreme Court

protected the

rights of citizens?

Equality

Current events

Supreme Court Docket

Police department policies

Analyze how the Supreme Court has

interpreted the Constitution to define

the rights of the individual, and

evaluate the impact on public policy.

Homework

Should criminals

have the same

rights as law

abiding citizens?

Rights of criminals Classroom discussion/debate

Examine the process of booking,

charging, convicting, sentencing

and releasing criminals.

Classroom

participation

In what ways has

the Supreme

Court changed its

views to adjust to

changing times?

Supreme Court

changes to the laws Classroom discussion

Explore social values and

The Warren Court. Homework

How has the

Supreme

Court used its

power of judicial

review to ensure

equality for all

citizens?

Supreme Court

works to ensure

equality for all citizens

Case findings Utilize case analysis and lecture. Current events

In what ways has

the Supreme

Court protected

unpopular

speech?

Supreme Court

addresses unpopular

speech

Supreme Court decisions on free

speech, current events Utilize case analysis and lecture. Research paper

Differentiation

Students struggling to read complex court decisions can be offered supplemental materials that are easier to understand and those students

who show advanced understandings of concepts can be asked to compare and contrast the American standards to countries with lower or

higher crime rates. Students can also be afforded opportunities to work in stations that are focused on providing independent or small

group inquiry based exploration of key concepts in the unit. In assessing student knowledge the teacher can utilize the 'five hardest' approach

in which students complete the five hardest problems to show their understanding and, if correct, move into enhancement activities while the

rest of the class completes the whole assignment. These students can also assist others with their work.

Technology

If available, remote responders can be used to assess student understanding and Internet-based poll websites can be used to assess student

attitudes or beliefs. Multimedia presentations and video streaming can be used to supplement notes and social networking options can be used

to share ideas among students.


Through the engagement of independent and group work, adjusting timelines or individual responsibilities, and offering varying degrees of

complex reading assignments, students are practicing time management skills, reading and writing skills and communication skills and social

interaction skills. The introduction of guest speakers from various levels of government will offer students the ability to identify and judge their

interests against those jobs explained by the guest speakers. This will provide students with opportunities to plan for their career choices.

Unit 04: Crime

Unit Plan



Our current justice system has imperfections.

The rule of law, influences the behavior of citizens, establishes procedures for making policies and limits the power of government.


How does an act become a crime?

Can laws stop crimes?

How is it that we can basically go about our business without fear?

Is justice ever served?

Unit Goals:

The goals of this unit are to consider the social mores that exist to keep people relatively safe; determine how crime statistics are recorded and

what they mean, and examine the far reaching consequences of criminal behaviors on victims and their families.


Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

Do you believe we have

freedom?

Public perceptions, socialization, cultural conformity

Personal assessment, music, poems,

speeches and court cases

Conduct analysis of our freedoms using

sample scenarios; analysis of speeches,

songs, poems.

Facilitate discussion of student rights

versus citizen rights.

Compare United States and other

countries.

Debriefing of simulations,

essays

What is deviance? Good versus bad, socially acceptable behaviors and cultural values

Multimedia presentations, Internet

sites, teachers of sociology

Examine changing cultural values.

Utilize interviews, guest speakers.


How are statistics on crime

gathered?

Reported versus unreported crimes, who reports crime, social ramifications for those differences

Uniform Crime Report, United

States Census Bureau, Bureau of

Justice Statistics

Facilitate note taking,

discussion, document analysis,

interviews.

Projects

How are criminal

investigations conducted?

Investigation policies and procedures, Constitutional rights and restrictions

Expert speakers, textbooks, case

studies

Utilize expert speakers, multimedia

presentations.

Analyze case studies on arrests and

investigations.

Analyze court cases in which prosecution

wins or loses.

Case analysis, step by step

written or oral response to a

crime

What support systems are in

place for victims and their

families?

Social organizations serving the public, Crime Victims Compensation Boards, Victims' Bill of Rights, police responsibilities

Bureau of Justice and Statistics, Crime

Victims Services, Office for Victim of

Crimes, National Center for Victims of

Crimes


presentations.

Write letters to public organizations.

Projects, letter writing, public

service announcement

Is the eye for an eye

approach the most effective

means for deterring criminal

behaviors and seeking

justice for victims?

Deterring criminal behavior, comparison of world penal systems

Multimedia presentations, expert

speakers, streaming video, interviews,

crime statistics


presentations.

Analyze deterrence statistics, create new

approaches.

Essay, public service

announcement, create new

penal system

What are the different

options for sentencing?

Degrees of crimes and penalties, statutes, state by state differences

New Jersey State Criminal Code and

Penalties, textbook

Utilize multimedia presentations, field

trips, expert speakers. Test

Differentiation

Students should be given time to reflect when posed with a values-based question, possibly writing their responses or defending them orally.

The analysis of crime statistics can be modeled by the teacher or guided through questions prior to independent student work. Statistics can be

chosen based upon student interests. Assessment can occur on a daily basis.

Technology

Technology can be used to provide interactive tours of state and federal prisons, to interact with victims and their families through social

network programs, and to show crime statistics throughout the world. Students can use word processing programs as they write their essays

and they can use multimedia programs as they create public service announcements.


The activities and assessments in this unit will build upon the students' reading, writing, communication and reasoning skills. Students can also

assess websites and statistical data sources for validity and bias. Students can empathize with victims and their families as they learn of their

stories and possibly move towards becoming involved in neighborhood watches or other programs that help victims.

Unit 05: Sociological and Psychological Causes

Unit Plan


The causes of crime are grounded in multiple psychological, sociological, and biological theories.


Why does crime occur?

Does one learn to commit crimes or is it an innate trait?

Is the presence of crime necessary to maintain social order?

What is more important to maintaining order--the existence of laws or cultural expectations?

Unit Goals:

The purpose of this unit is to examine the psychological, sociological and biological theories explaining deviant behaviors and to determine the

role culture plays in maintaining order.

Recommended Duration: 7 weeks

Guiding/Topical


Resources and


What is more

important to

maintaining order-the

existence of laws or

cultural expectations?

Social control, social norms,

values and mores, conformity,

formal and informal control,

technology, mob mentality,

social stratification

Textbooks, websites

on sociological theory

and social control,

attitudinal surveys,

case studies, current

events

Utilize class discussions,

simulations, note taking,

video streaming, case

studies, cross

cultural comparisons.

Informal and formal writing

assignments, tests, case study

analyses, setting up proactive

neighborhood groups in response

to crime

Why does crime

occur?

Deviance and social stigma,

sociological theories of criminal

behaviors: Differential

Association Theory, Routine

Activities Theory, Labeling

Theory, Anomie Theory,

Conflict Theory

Textbooks, websites

on sociological theory

and social control,

personal stories, case

studies, current

events

Utilize class discussion,

note taking, application of

theories to case examples,

cause and effect scenarios,

writing, cross cultural

explanations, expert

speakers.


assignments, prediction exercises,

case study analyses, tests, scored

debates, creation of police

responses in given scenarios

What causes a person

to commit crimes?

Social psychology, Attribution

Theory, attitudes and

behaviors, social influence,

group decision making,

psychological theories of

criminal behaviors, biological

theories of criminal behavior

Textbooks, outside

resources, current

events, court cases

and precedents, case

studies

Utilize class discussion,

multimedia presentations,

case analyses, sustained

silent reading, expert

speakers.


assignments, case study analyses,

scored debates

Is crime necessary? Emile Durkheim, anomie, peer

pressure

Textbook, Internet

resources

Facilitate exploration of

social research, scored

debate.

Assign writing exercises.

Scored debate and writing

exercises

Differentiation

Students with varying levels of reading comprehension can be given different resources to read with purpose. The video clips chosen should

represent the maturity levels and interests of the students. Writing exercise prompts can range in difficulty and students can be given an

opportunity to choose which they want to consider and write about. This can be further differentiated by having students choose one

from three levels of difficulty over the course of the unit. Simulations and debriefing questions can also be adjusted to student needs.

Technology

Multimedia presentations can assist the poorly organized student in his or her note-taking skills and streaming video clips can emphasize the

sociological and psychological traits found in crime heavy areas. Rap songs and lyrics can also support ideas covered in lectures and

discussions. Interactive websites may help students recognize correlations between social conditions and crime rates and social networking

programs may allow students to share and support their opinions.


This unit allows students to use self-reflection based upon their social experiences and observations. The reading and writing exercises will

enhance their reasoning skills and their articulation/communication skills. By examining case studies or identifying problematic areas in our

society and devising possible solutions students will refine their problem-solving skills.

Unit 06: Public Service and Agencies & Current Issues

Unit Plan


Societal needs determine how institutions are formed; what controls and influences them, and how they control and influence individuals and

culture.



How do people encounter institutions on a daily basis?

How do public agencies bring external order to society?

How do current events and issues impact societal order and the expectations for public agencies?

Unit Goals:

The goal of this unit is to identify the general and specific needs of society and to recognize how public service agencies offer safety, security and

order to towns, cities, states and country. To consider a variety of topics and dilemmas as per current events issues.


Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What are the needs of society?

Public and private needs and services, infrastructures

Multimedia presentations, town websites, county websites

Utilize simulations, webquests, discussions, map analysis, town planning projects.

Debriefing questions, essays, urban planning

What role do public agencies play in society?

Local, county, state and federal public agencies

Town, County, State and Federal Public Agency websites, expert speakers

Utilize simulations, discussions, webquests, guest speaker presentations.

Classroom discussion, essays, graphic organizers

Do we need police officers, fire fighters or other government workers?

Department philosophies, job descriptions, public images

Multimedia presentations, simulations, technology and equipment available to agencies

Conduct debates, lectures. Utilize streaming video.

Classroom discussion, case studies analysis, scored debates

How can the state's infrastructure help or hinder the job of a public servant?

Traditional political relationships, equality issues, funding, town constitutions

Town constitutions, current events, Facilitate document analysis, discussion, simulations.

Debates, presentations

How should services be prioritized and funded?

Funding practices and equality, social needs and population issues

Annual budgets and rationalizations

Analyze case studies, documents. Conduct research.

Persuasive essays, mock presentations to government officials

Should public servants be held to higher moral and ethical standards?

Morality, law and service Classroom discussion, expert speakers, moral dilemmas/cases, employment contracts

Utilize behavior analysis, simulations, interpretation of laws and job descriptions.

Projects, discussion, scored arguments

Should teenagers be tried a adults?

Psycho-sociological development of the young, right from wrong, juvenile/family law

Textbooks, newspapers, streaming video Utilize case studies, court cases, debates, silent reading.

Homework, discussion, writing assignments, scored debates

Should the death penalty be reinstituted?

Purpose of death penalty, effectiveness of death penalty,

State laws and rationale, public opinion surveys, case studies

Utilize document analysis, case studies, blogs, creation of alternatives.

Scored discussions, journal entries, debriefing questions

How have social media tools enhanced victimization?

Hate/Bias Crimes, technology, peer pressure, public versus private information, conformity

Newspapers, websites, current cases, state by state laws on bullying, intimidation and harassment, personal stories, data analysis

Facilitate discussion, media research, chart and data analysis, cause and effect analysis.

Research paper, creation of new laws, public service announcements

Should individual rights supersede all?

Individual rights, national security, conflict, conformity

Case studies, Constitution, outside readings (fiction and nonfiction)

Facilitate case study analysis, class discussion. Utilize silent reading.

Scored discussion, essays, presentations

Differentiation

Since this unit is closely tied to students' opinions, the teacher can group students according to those opinions or against those opinions. The

teacher should provide time for reflection during both discussions and debates. When analyzing cases or documents, students should be

provided with a series of guiding questions that will assist in extracting key information. To address different reading levels, students can be

provided with different readings on the same topic. Students should also be given a variety of choices to prove that they understand key

concepts.

Technology

Technology can serve the teacher in finding examples of group and team building exercises, moral dilemma situations, current events that

support the enduring understandings, and video clips that pose issues for the individual and groups. Technology can serve the student as a

means of communicating his/her personal beliefs, catering to personal learning styles and researching personal goals and the actions necessary

for achieving those goals. Technology can serve as a means for self-assessment through attitudinal surveys and as group communication

through blogs that require students to respond to class activities.


The expert speakers will offer students the opportunity to ask questions about specific fields and positions, therefore enhancing their career

planning. In addition, the examination of employment contracts will enlighten students as to the expectations of jobs while working and while

enjoying leisure time. The use of scored debates and presentations will improve communication skills by requiring students to be articulate and

concise.

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