| (a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Law, Public Safety, Corrections, and Security. 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) Law Enforcement I is an overview of the history,
organization, and functions of local, state, and federal law enforcement.
Students will understand the role of constitutional law at local,
state, and federal levels; the U.S. legal system; criminal law; and
law enforcement terminology and the classification and elements of
crime.
(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 explores the legal authorities pertaining
to law enforcement officers' use of force. The student is expected
to:
(A) identify key terminology relating to the use of
force and explain the legal authorities and the justification for
use of force;
(B) analyze the deciding factors for use of force when
effecting an arrest;
(C) analyze circumstances that are high risks for officers;
(D) analyze various force options or alternatives to
increase the student's awareness of various force options or alternatives
available to peace officers;
(E) discuss force options available to peace officers;
and
(F) examine elements that an officer must recognize
and control in every encounter.
(3) The student uses verbal and nonverbal communication
skills necessary for law enforcement. The student is expected to:
(A) relate the meaning of technical concepts and vocabulary
associated with law enforcement;
(B) interpret facial expressions, voice quality and
delivery, gestures, and body positioning as related to nonverbal communication;
(C) interpret voice quality and delivery such as combination
of pitch, tone, and wording;
(D) recognize diversity in culture;
(E) employ active listening skills; and
(F) contribute to group discussions and meetings.
(4) The student demonstrates a working knowledge of
the laws, methods, and techniques relative to accident investigation:
(A) produce a crash report involving two or more vehicles
in an accident;
(B) apply laws associated with accident investigation;
(C) research procedures for responding to an accident
scene and how to maintain control of an accident scene; and
(D) demonstrate how to maintain traffic control at
an accident scene.
(5) The student understands ethical behavior standards
required for law enforcement personnel. The student is expected to:
(A) explain the role of the U.S. Constitution in relation
to the development and implementation of law enforcement;
(B) evaluate individual ethical behavior standards;
(C) analyze legal and ethical behavior standards protecting
citizens' constitutional rights;
(D) demonstrate strategies to enhance public trust;
and
(E) explain the mission of law enforcement in protecting
a democratic society.
(6) The student explores the U.S. legal system and
the requirements for law enforcement. The student is expected to:
(A) explain how citizens are protected by constitutional
laws of local, state, and federal courts;
(B) analyze the impact of Supreme Court decisions such
as Mapp v. Ohio, Terry v. Ohio, and Tennessee v. Garner;
(C) analyze the similarities, differences, and interactions
between local, state, and federal court systems;
(D) illustrate the progression of a case as it moves
through local, state, and federal jurisdictions; and
(E) compare the characteristics of civil and criminal
court systems.
(7) The student analyzes custody and interrogation
as they relate to the U.S. Supreme court decision in Miranda v. Arizona.
The student is expected to:
(A) demonstrate the application of the constitutional
rights, using the Miranda warning requirements for both adult and
juvenile suspects;
(B) explain the additional requirements above the Miranda
warnings for juvenile suspects, offenders, and witnesses; and
(C) demonstrate a non-custodial and custodial interview
and interrogation.
(8) The student analyzes procedural and substantive
criminal law. The student is expected to:
(A) define crime categories and respective punishments
according to the Texas Penal Code;
(B) analyze the elements of criminal acts according
to Texas laws, including Alcoholic Beverage Code, Family Code, Penal
Code, Health and Safety Code, and Criminal Code of Procedure;
(C) differentiate mala prohibita and mala in se; and
(D) analyze types of criminal defenses.
(9) The student analyzes law related to victims and
witnesses. The student is expected to:
(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 Rights
Clarification Act of 1997;
(B) analyze the psychological, social, and economic
impact of crime on the victim such as:
(i) identifying the elements of a crisis reaction,
the phases of a victim's reaction to a crime, the ripple effect of
crime victimization, and crisis intervention; and
(ii) identifying and discussing the potential for secondary
victimization by the criminal justice system and how to avoid it;
and
(C) identify statutory responsibilities relating to
victims' rights such as:
(i) identifying the legal basis of law enforcement's
responsibilities to victims' rights;
(ii) summarizing legal requirement for providing victims
written notice; and
(iii) explaining rights granted to victims of crime.
(10) The student executes protocols and procedures
protecting the rights of juvenile offenders and victims. The student
is expected to:
(A) discuss juvenile law as it relates to the steps
in processing status offenses of juveniles; and
(B) demonstrate the procedure for holding conferences
with juveniles and parents or guardians.
(11) The student analyzes the steps in handling family
violence calls involving Temporary Ex Parte Protective Orders, Protective
Orders, and Magistrate's Orders for Emergency Protection and the procedures
for responding to family violence. The student is expected to:
(A) understand the dynamics and legal issues of family
violence and child abuse such as:
(i) explaining common characteristics of family violence
offenders and describing the cycle of abuse phases;
(ii) discussing the types of abuse often occurring
in family violence incidences, explaining some barriers victims face
when attempting to leave an abusive relationship; and
(iii) defining terminology associated with family violence
related to Texas Family Code, Title 4, for Protective Orders and Family
Violence; and
(B) evaluate the recommended steps in handling family
violence calls involving Temporary Ex Parte Protective Orders, protective
orders, and Magistrate's Order for Emergency Protection such as:
(i) identifying the legal requirements for investigation
of domestic abuse and child abuse or neglect and medical treatment
and examinations for both;
Cont'd... |
