| (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) Federal Law Enforcement and Protective Services
provides the knowledge and skills necessary to prepare for certification
in security services for federal law enforcement and protective services.
The course provides an overview of security elements and types of
organizations with a focus on security measures used to protect lives,
property, and proprietary information, to ensure computer security,
to provide information assurance, and to prevent cybercrime.
(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 demonstrates professional standards
as required by federal law enforcement and protective services. The
student is expected to:
(A) demonstrate positive work behaviors and attitudes
and professional standards in federal law enforcement and protective
services;
(B) support and apply ethical reasoning to a variety
of simulation situations in order to make ethical decisions;
(C) demonstrate teamwork skills through working cooperatively
with others to achieve tasks such as team building, consensus, continuous
improvement, respect of opinions of others, cooperation, adaptability,
and conflict resolution;
(D) demonstrate sensitivity to and value for diversity
and confidentiality; and
(E) demonstrate an understanding of content, technical
concepts, and vocabulary when analyzing information, following directions,
conveying information, and accessing information sources such as texts,
Internet websites, and technical materials.
(3) The student explores the history of federal law
enforcement and protective services in the United States. The student
is expected to:
(A) research the development of federal law enforcement
and protective services through the history of the United States;
and
(B) explain the importance of the interface between
federal law enforcement and protective services and other aspects
of law enforcement.
(4) The student identifies health, safety, and environmental
responsibilities of federal law enforcement and protective services
personnel in establishing and maintaining a safe work environment.
The student is expected to:
(A) identify workplace hazards to health, safety, and
the environment;
(B) inspect a workplace to identify potential health,
safety, and environmental problems;
(C) investigate and document findings in simulated
workplace incidents and accidents; and
(D) summarize issues and problems associated with hazardous
materials.
(5) The student analyzes the impact of ethical and
legal responsibilities relevant to federal law enforcement and protective
services. The student is expected to:
(A) differentiate between civil and criminal law;
(B) analyze the impact of legal issues relevant to
federal law enforcement and protective services;
(C) describe the importance of good public relations
techniques as they relate to federal law enforcement and protective
services and crisis situations;
(D) analyze the connections between constitutional
and federal laws, federal law enforcement, and private security operations
by referencing relevant constitutional amendments;
(E) analyze specific federal, state, and local laws
and regulations affecting government security operations;
(F) summarize specific juvenile laws affecting security
operations;
(G) compare alternative responses in simulated security
scenarios that require application of ethical and legal behavior;
(H) discuss the possible ramifications of unethical
behavior on the part of security professionals;
(I) analyze the importance of the Fourth Amendment
with respect to security officer powers of arrest, search, and seizure;
(J) summarize the due process rights granted to individuals
by the Fifth Amendment during an interrogation;
(K) analyze the impact of the Fourteenth Amendment
as it relates to due process and equal protection of the law; and
(L) analyze the importance of social media and be familiar
with its effects on federal law enforcement and protective services.
(6) The student explains risk management principles
as they apply to security functions for the protection of assets.
The student is expected to:
(A) describe the sources of natural, intentional, and
unintentional threats such as information assurance, computer security,
cybercrime, human trafficking, border security, and domestic and foreign
terrorism;
(B) present examples that depict potential physical,
electronic, procedural, and personnel vulnerabilities;
(C) summarize the concept of risk management from a
local, state, federal, and national security perspective, including
the importance of knowing what to protect and the consequences of
loss; and
(D) explain how security operations and the criminal
justice field interface and rely upon each other.
(7) The student analyzes the role of computer forensics
in security operations. The student is expected to:
(A) summarize the role of computer applications relating
to forensics investigations; and
(B) investigate criminal activity in areas such as
cybercrime, the Internet, and Internet trafficking.
(8) The student analyzes security systems and their
role in an overall security strategy. The student is expected to:
(A) summarize the purposes, types, and applications
of physical and electronic access control systems, surveillance systems,
and intrusion detection systems;
(B) analyze how physical and electronic systems work
together as an integrated system to support an overall protection
strategy; and
(C) analyze the roles of security surveys, inspections,
and exercises to test existing protection measures.
(9) The student investigates disaster response in emergency
situations as it relates to the duties of a security officer for the
protection of persons, property, and information. The student is expected
to:
(A) summarize the characteristics of terrorism as a
criminal act; and
(B) examine the elements and techniques of critical
infrastructure protection to reduce the risk to key terrorist targets
and the impact of natural disasters.
(10) The student recognizes the role of intelligence
analysis in crime prevention and homeland security. The student is
expected to:
(A) summarize the steps of the intelligence cycle such
as planning, collection, collation, evaluation, analysis, dissemination,
and feedback; and
(B) execute a crime pattern analysis identifying links
between a given crime and a set of potentially related incidents.
(11) The student applies crime prevention concepts.
The student is expected to:
(A) diagram the crime triangle of ability, opportunity,
and motive;
(B) describe the concepts of deter, detect, delay,
and deny; and
(C) evaluate the security of a business or residence
by using crime prevention through environmental design strategies.
(12) The student evaluates situations requiring the
use of force. The student is expected to:
(A) demonstrate the use of the force continuum in simulated
situations requiring varied degrees of force; and
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