(a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Law Enforcement
I or Principles of Government or Public Administration. Students shall
be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Law, Public Safety, Corrections, and Security
Career Cluster focuses on planning, managing, and providing legal
services, public safety, protective services, and homeland security,
including professional and technical support services.
(3) Court Systems and Practices is an overview of the
federal and state court systems. The course identifies the roles of
judicial officers and the trial processes from pretrial to sentencing
and examines the types and rules of evidence. Emphasis is placed on
constitutional laws for criminal procedures such as search and seizure,
stop and frisk, and interrogation.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to achieve business and industry employability skills standards such
as attendance, on-time arrival, meeting deadlines, working toward
personal/team goals every day, and ethical use of technology.
(2) The student examines the structure of the legal
system in the United States. The student is expected to:
(A) trace the history, structure, and function of state
and federal court systems and criminal procedure;
(B) compare and contrast the state court system and
the federal court system;
(C) explain and illustrate how jurisdiction impacts
criminal charges and trial proceedings;
(D) explain and interpret the purposes of law regarding
criminal acts and behaviors;
(E) distinguish between constitutional law, case law,
statutory law, and administrative law;
(F) identify the differences in processing a misdemeanor
and felony case;
(G) describe and interpret the impact of the grand
jury process on court proceedings regarding criminal scenarios;
(H) examine relationship of the U.S. Constitution and
the Bill of Rights upon the court system; and
(I) describe the impact of public opinion and the legislature
on the U.S. court system.
(3) The student explores the roles and responsibilities
of members of courtroom work groups. The student is expected to:
(A) explain the roles of professionals such as the
police, prosecutor, judge, victim advocates, and criminal defense
attorney in the criminal process;
(B) examine the roles and importance of members of
the courtroom such as the jury, bailiff, and court reporter;
(C) analyze the impact of the victim and the defendant
upon the courtroom process; and
(D) discuss the dynamics of assembly line justice and
discretion found in court proceedings.
(4) The student recognizes communication skills needed
for courtroom policies and procedures. The student is expected to:
(A) use communication skills to evaluate body language
such as gestures, verbal tone, and inflection during testimony;
(B) demonstrate interpersonal communication skills;
and
(C) apply writing skills to formulate effective field
note taking and report writing.
(5) The student examines the steps by which a criminal
charge is processed through pretrial, trial, adjudication, and the
appellate stages. The student is expected to:
(A) examine the interaction between police and prosecutor
in filing complaints and making a decision to charge such as Defenses
to Prosecution and application of various definitions of intent;
(B) explain pretrial court proceedings such as rules
of discovery, challenges to evidence, and the bail process;
(C) distinguish between direct and circumstantial evidence
and burden of proof for federal and state courts;
(D) explore the impact of pleas and plea bargaining
on the trial proceedings;
(E) identify the trial process from pretrial to sentencing;
(F) evaluate a simulated criminal case; and
(G) conduct a mock trial demonstrating understanding
of the criminal trial procedure.
(6) The student explains the structure and provisions
of the U.S. Constitution and the Bill of Rights and how they impact
the criminal trial process. The student is expected to:
(A) apply the police responsibilities under the Fourth
Amendment regarding search and seizure in a simulated arrest scenario;
(B) determine if a search initiated in a scenario is
proper under the provisions of the Fourth Amendment;
(C) analyze the exclusionary rule and the fruit of
the poisonous tree doctrine to determine if evidence obtained in an
illegal search scenario is admissible in court;
(D) explain the impact of the Eighth, Ninth, and Tenth
amendments on the criminal justice system;
(E) analyze the effect of landmark cases such as Miranda
v. Arizona, Weeks v. United States, Mapp v. Ohio, Douglas v. California,
and Escobedo v. Illinois on individuals entering the criminal justice
system;
(F) describe the due process rights of a criminal suspect
in the trial and sentencing process; and
(G) explain the impact of the Fifth and Sixth amendments
on the criminal trial process.
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