Course Title and Number:
Criminal Justice Essentials 43.45100
Teacher: Emory Arnold Week(s): 1-36
Unit/Lesson
Title Duration (Weeks) Direct Explanation Standard(s)GPS CCGPS Standard(s) Unit:
LPSCS-CJE-1
Lesson Title/Focus: Employability Skills
3weeks Key Vocabulary: Application, Resume, Soft Skills, interview, portfolio
Students will be able to: Communicate
effectively through writing, speaking, listening, reading, and interpersonal abilities. Demonstrate creativity with multiple
approaches to ask challenging questions resulting in innovative procedures, methods, and products.
Exhibit critical thinking and problem-solving skills to locate, analyze, and apply information in career planning and employment situations. Model work readiness
Demonstrate employability skills required by business and
industry. Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
traits required for success in the workplace including integrity, honesty, accountability, punctuality, time management, and respect for diversity. Apply the appropriate skill sets to be
productive in a
changing, technological, and diverse workplace to be able to work independently, interpret data, and apply
teamwork skills. Present a professional image through
appearance, behavior, and language.
EOPA
Standards: www.gadoe.org http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-2
Lesson Title/Focus: Career Portfolio
2 weeks
Key Vocabulary: Career, P.O.S.T
Students will be able to:
Evaluate personal career preferences.
Explain the requirements for employment in law enforcement,
corrections, and security fields.
Compare employment requirements for local, state and federal agencies.
Describe the duties of the Georgia Peace Officer Standards and Training Council.
Design a personal education and career plan.
Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
EOPA
Standards: www.gadoe.org http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets: Students will be able to create a working career portfolio.
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-3
Lesson Title/Focus: Structure of the CRM System
3 weeks Key Vocabulary: Bobby’s, law
enforcement, juvenile, misdemeanor, felony, adjudication, summons
Students will be able to: Compare the historical development of law enforcement, courts, and corrections.
Describe the events leading to a civilian police force.
Demonstrate and discuss using historical context the staffing and
configuration of the modern sheriff’s office. Compare the emergence and present influence of common law and
Synthesize the various origins and historical influences that created the current
structure of the United States Criminal Justice System.
Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
statutory law.
Evaluate reasons why the juvenile system separated from the regular legal system. Debate capital punishment, “three strikes” laws, and similar modern issues.
Text Type: article, novel, blog, textbook, other
Lexile Range: _1100-1200___________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
Students will gain a clear understanding of the origin of the criminal justice system. Students will explore modern issues that effect the criminal justice system.
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-4
Lesson Title/Focus: Courts & Trials
3 weeks
Key Vocabulary: Venue, deposition, pretrial conference, arraignment, Judge, attorney, expunged, prosecutor, rebuttal, misdemeanor, felony, direct evidence,
circumstantial evidence, foreperson, Bailiff, leading question, polled,
Describe the court system and process of a criminal trial.
Writing:
discovery, motion, jurisdiction
Students will be able to: Explain the stages of a trial after jury selection. Appraise a case for prosecutorial and defense strategies. Design an opening and closing statement. Establish evidence through direct examination.
Challenge testimony through cross
examination.
Predict constitutional challenges to trial errors. Formulate proper objections.
By the completion of this unit students will have a greater
understanding of the court system and its process. This unit will also expose students to the various careers within the court system.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
Lexile Range: ___1100-1200_________
Standards: http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
Students will be able to:
Diagram a case from the initial investigation through appeals for both juvenile and adult defendants. Describe each of the participants in the trial process.
Explain the relative authority of the different positions in the justice system, including judge, jury, and prosecutor.
Diagram the organization of the dual court system. Discuss the philosophical rationales of punishment. Delineate between the civil and criminal process.
Unit/Lesson
Title Duration (Weeks) Direct Explanation Standard(s)GPS CCGPS Standard(s) Unit:
LPSCS-CJE-11
Lesson Title/Focus: Criminal Sentencing
3 weeks Key Vocabulary: determinate sentence, indeterminate sentence, mandatory sentence, maximum security, medium security, minimal security
Students will be able to: Identify and describe the general factors
influencing a judge’s sentencing decision. Describe how judges vary sentences to fit the
Explain the various purposes and different types
of sentences. Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
crime and offender. Explain the three basic types of sentences. Demonstrate an understanding of the rationales or
justifications for criminal punishment. Explain the purposes of pre-sentence
investigation reports. Summarize the
arguments in support of and in opposition to the Three Strikes Law.
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
Lexile Range: __1100-1200__________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
Students will explore and demonstrate a clear understanding of the various forms of punishment for criminal behaviors.
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-5
2 weeks Key Vocabulary: jurisdiction, crime, culpability, writ, warrant
Students will be able to:
Analyze scenarios related to law enforcement
Lesson Title/Focus: State/Federal Laws & it’s Application
Interpret jurisdictional protocols to determine which authority holds preeminence.
Identify and explain the “technical and ideal” elements of a crime. Apply terms used in defining types of crimes. Debate excuses and justifications alleviating culpability.
Correctly apply criminal laws from the Official Code of Georgia Annotated including laws involving alcohol, schools, and serious motor vehicle violations.
Describe how law enforcement officers carry out civil court actions such as
summons, orders, writs and similar.
relevant federal, state and local law.
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
Lexile Range: __1100-1200__________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD
Targets:
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-6
Lesson Title/Focus: U.S. Courts & The Constitution
3 weeks Key Vocabulary: Amendment,
precedence, probable cause
Students will be able to: Explain how the Bill of Rights governs police and prosecutors.
Gather relevant case law from the Supreme Court of the United States and other relevant sources to predict legal outcomes in law enforcement actions.
Synthesize information in a mock investigation combined with relevant common and statutory law to create a warrant application that
demonstrates probable cause.
Cite
constitutional standards as applied to the proper criminal procedure of criminal cases from initial response through trial.
Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Verify the
reasonableness of searches and seizures as interpreted by the 4th Amendment.
Differentiate between the standards of proof in the criminal justice process.
Compare the nuances of interrogations against the Miranda ruling and other interpretations of the 5th Amendment. Evaluate how the 6th Amendment impacts both criminal
investigations and the trial process.
Explain how the 14th Amendment enhanced citizen protection under due process.
Formulate applications of equal protection under law.
Evaluate the impact of the 8th amendment on our judicial system.
Lexile Range: __1100-1200__________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets: Students will be able to apply Constitutional laws to modern day policing, court and correctional issues.
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-7
Lesson Title/Focus: Ethics & The Police
2 weeks Key Vocabulary: grass eater, meat eater, gratuity, ethical, moral, kickback
Students will be able to: Evaluate scenarios for proper application of use of force.
Explain low and intermediate use of force techniques. Demonstrate utilizing proper technique and caution in the approach and arrest of a suspect. Write a thorough narrative and complete other required
documentation detailing a mock arrest.
Demonstrate conducting
Demonstrate proper and ethical
application of law enforcement skills.
Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
a building search safely. Discuss and analyze common signs of abuse. Describe how to
properly interact with crime victims.
Compare special populations in the community (i.e. disabled, mentally ill, and limited
communication).
Text Type: article, novel, blog, textbook, other
Lexile Range: ___1100-1200_________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
Students will demonstrate a clear understanding of the use of force continuum and the ethical dilemmas police officers face on a daily bases.
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-8
3 weeks Key Vocabulary: routine patrol, random patrol, split force patrol
Demonstrate techniques used in patrol
Lesson Title/Focus: Patrol Operations
Students will be able to: Investigate research on patrol such as the Kansas City Study. Compare how patrols are assigned and utilized.
Explain the risks associated with all traffic stops. Evaluate given
information in a mock call to apply relevant protocols to
communicate between dispatch and needed agencies and officers. Recognize traffic violations from the Official Code of Georgia Annotated (O.C.G.A.) Title 40. Analyze evidence to properly conduct an impaired driving investigation. Formulate plans for various types of approaches to suspect vehicles.
Assess a mock vehicle collision and investigate using correct techniques
Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
and completing necessary documentation.
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
Students will demonstrate their understanding of proper patrol operations (service calls, vehicle pullovers and suspect apprehension)
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-9
Lesson Title/Focus: Community Policing
2 weeks Key Vocabulary: shrink, risk factors,
communication
Students will be able to: Cite historical and philosophical reasons for community policing. Evaluate community needs and create a crime prevention plan.
Assess community business needs and create a loss prevention plan.
Formulate ways police can interact with the community to reduce crime and improve the community.
Writing:
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
Text Complexity:
Text Type: article, novel, blog, textbook, other
Lexile Range: ___1100-1200_________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
Students will be able to identify the key components to proper implementation and execution of a community policing program.
Unit/Lesson Title Duration (Weeks) Direct Explanation Standard(s)GPS CCGPS Standard(s) Unit:
LPSCS-CJE-10
Lesson Title/Focus: Homicide Investigations
3 weeks
Key Vocabulary: crime scene, contamination, measurement, evidence
Students will be able to: Demonstrate preparing for voir dire.
Analyze a case to plan a trial strategy.
Create an opening statement.
Analyze the complex nature of a homicide investigation.
Writing:
Formulate a direct examination.
Anticipate opposing trial strategies to prepare a cross examination. Demonstrate testifying in a mock examination. Demonstrate scrutinizing testimony in presenting closing arguments. Demonstrate formulating proper objections.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
Lexile Range: ___1100-1200_________
EOPA
Standards: www.gadoe.org http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets: Students will demonstrate the ability to process and prosecute a homicide case.
Unit/Lesson Title
Duration
(Weeks) Direct Explanation
GPS
Standard(s) CCGPS Standard(s)
Unit:
LPSCS-CJE-12
3 weeks Key Vocabulary: Correctional officer, warden, guard tower, security
Research the American corrections systems.
Lesson Title/Focus: American Corrections
Students will be able to: Describe correctional officer duties.
Explain how today’s inmate society differs from those of the past. Identify and explain prisoners’ rights. Explain methods of inmate release. Summarize what recidivism research reveals about the success of the prison in achieving deterrence and
rehabilitation. Identify the
circumstances for which capital punishment might be applied.
Debate issues related to capital punishment.
L11-12WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Literacy:
L11-12RST2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or
information presented in a text by paraphrasing them in simpler but still accurate terms.
Text Complexity:
Text Type: article, novel, blog, textbook, other
Lexile Range: ___1100-1200_________
EOPA Standards:
www.gadoe.org
http://www.workforcereadysystem.org/media/blueprints/CSI-CriminalJust_blueprint.pdf
http://www.workforcereadysystem.org/
SLO Standards: TBD Learning
Targets:
