| (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) Criminal Investigation is a course that introduces
students to the profession of criminal investigations. Students will
understand basic functions of criminal investigations and procedures
and will learn how to investigate or follow up during investigations.
Students will learn terminology and investigative procedures related
to criminal investigation, crime scene processing, evidence collection,
fingerprinting, and courtroom presentation. Through case studies and
simulated crime scenes, students will collect and analyze evidence
such as fingerprint analysis, bodily fluids, hairs, fibers, shoe and
tire impressions, bite marks, drugs, tool marks, firearms and ammunition,
blood spatter, digital evidence, and other types of evidence.
(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 criminal investigative procedures,
investigations, and follow-up according to the profession and its
job functions. The student is expected to:
(A) analyze the field of criminal investigations;
(B) compare and contrast the characteristics of an
effective investigator;
(C) examine preliminary investigations such as initial
response, point of arrival, priorities, emergency situations, and
protection of the crime scene;
(D) research follow-up procedures for an investigation;
and
(E) evaluate the effectiveness of interrelationships
with individuals involved in investigations such as police officers,
dispatchers, prosecutors, defense counsel, physicians, coroners, medical
examiners and forensic crime laboratories, citizens, witnesses, victims,
complainants, and media.
(3) The student uses proper equipment in documenting
the crime scene during field investigations. The student is expected
to:
(A) explain the use of field notes;
(B) demonstrate an understanding of when, what, where,
and how to take notes;
(C) demonstrate how to effectively take notes during
an investigation;
(D) distinguish between the advantages and disadvantages
of photographs and video at a crime scene and an investigation;
(E) plan how to use digital investigative photography
during an investigation at a crime scene;
(F) collect and organize a photographic sequence of
photographs of a crime scene such as injuries, tool marks, fingerprints,
tire impressions, footprints, bite marks, and other related evidence;
(G) analyze, evaluate, make inferences, and predict
occurrences of events based on photographic evidence; and
(H) formulate ideas on admissibility of photographs
in a court of law.
(4) The student uses critical-thinking and problem-solving
skills to create sketches for indoor and outdoor crime scenes. The
student is expected to:
(A) create a plan and make observations before sketching
a crime scene, both as an individual and as a team;
(B) describe the elements of a crime scene sketch such
as measurements, compass directions, scale of proportion, legend/key,
and title;
(C) develop a crime scene sketch using coordinates
or measurements from fixed points;
(D) summarize the crime scene by taking notes and recording
details;
(E) analyze and evaluate to assess the crime scene
sketch; and
(F) research and describe the final sketch such as
finished scale drawing and computer assisted drawing.
(5) The student explores writing effective reports
for criminal investigations. The student is expected to:
(A) distinguish among organizing information, structuring
the narrative, and composing the content;
(B) identify the importance and uses of reports;
(C) analyze common problems with many investigative
reports;
(D) research ways to record and dictate for future
report writing; and
(E) demonstrate different ways to write a report such
as in writing and computerized.
(6) The student recognizes legal searches and the Fourth
Amendment as it applies to searches. The student is expected to:
(A) analyze the exclusionary rule, inevitable discovery
exception, and good faith exception;
(B) explain when an officer needs a search warrant
or consent to search during an investigation;
(C) research Terry v. Ohio and the legal ramifications
it has on pat downs and frisks;
(D) evaluate a search incident to an arrest;
(E) describe searching during emergency situations
and warrantless searches of vehicles; and
(F) demonstrate how to conduct an inventory of a vehicle.
(7) The student determines what search patterns should
be used in exterior and interior searches of crime scenes. The student
is expected to:
(A) analyze the precedents that were established by
the Carrol v. United States, Chambers v. Florida, Chimel v. California,
Mapp v. Ohio, Terry v. Ohio, and Weeks v. United States decisions;
(B) conduct a systematic search of a simulated crime
scene for physical evidence following crime scene search patterns
such as spiral, line, grid, and strip;
(C) demonstrate how to conduct building, vehicle, suspect,
and dead body searches; and
(D) explain how police canines are used to conduct
legal searches.
(8) The student recognizes the procedures of evidence
collection while maintaining the integrity of a crime scene. The student
is expected to:
(A) compare and contrast the roles of crime scene investigators,
detectives, and crime scene investigators;
(B) demonstrate the ability to work as a member of
a team;
(C) discover and recognize evidence at a simulated
crime scene;
(D) apply knowledge of the elements of criminal law
that guide search and seizure of persons, property, and evidence;
(E) outline the chain-of-custody procedure for evidence
discovered in a crime scene;
(F) demonstrate proper techniques for collecting, marking,
photographing, packaging, preserving, and transporting physical evidence
found at a crime scene;
(G) explain and demonstrate the use of video and still
photography to preserve a simulated crime scene; and
(H) analyze the use of evidence in a court of law.
(9) The student recognizes the methods to process and
analyze trace evidence commonly found in a crime scene. The student
is expected to:
(A) demonstrate how to process trace evidence such
as glass, blood, paint, fibers, and hair collected in a simulated
crime scene;
(B) identify shoe and tire impressions from sample
impressions;
(C) determine the direction of a projectile by examining
glass fractures;
(D) analyze bite marks from crime scenes and investigations;
(E) compare and contrast the microscopic characteristics
of the human hair and animal hair; and
(F) differentiate between natural and synthetic fibers.
(10) The student analyzes collected fingerprints or
impressions from a simulated crime scene. The student is expected
to:
(A) compare the three major fingerprint patterns of
arches, loops, and whorls and their respective subclasses;
Cont'd... |
