| (a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisites: Principles
of Government and Public Administration and Public Management and
Administration or Principles of Law, Public Safety, Corrections, and
Security or Junior Reserve Officer Training Corps (JROTC) coursework.
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 Government and Public Administration Career
Cluster focuses on planning and performing governmental functions
at the local, state, and federal levels, including governance, national
security, foreign service, planning, revenue and taxation, and regulations.
(3) National Security introduces the students to the
aspects of disaster management. The course includes engaging simulation
exercises related to natural disasters, man-made disasters, and terroristic
events using homeland security programs and National Incident Management
System (NIMS) programs.
(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:
(A) communicate effectively with others using oral
and written skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself
in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by
performing assigned tasks as directed;
(E) show integrity by choosing the ethical course of
action and complying with all applicable rules, laws, and regulations;
and
(F) demonstrate time-management skills by prioritizing
tasks, following schedules, and tending to goal-relevant activities
in a way that uses time wisely and optimizes efficiency and results.
(2) The student explores and examines the personnel
and organizational structure within a security agency. The student
is expected to:
(A) explore, develop, plan, and implement goals and
objectives of an organization within a project or classroom activity;
(B) create and make personnel assignments and align
them with job demands within a project or classroom activity;
(C) explore the processes used to implement evaluation
systems and standards of a security agency; and
(D) explore and review the usage of available counseling
and training resources using online or written materials.
(3) The student analyzes the leadership skills necessary
to ensure compliance with rules of engagement and other applicable
ethical standards. The student is expected to:
(A) identify rules of engagement for local, state,
federal, and international agencies;
(B) evaluate U.S. and international laws, treaties,
and conventions applicable to military or other security agency conduct;
(C) employ and evaluate the usage of effective training
materials;
(D) facilitate and participate in group discussions
of ethical issues raised by current events;
(E) investigate compliance with procedures and laws
such as U.S. military, international military, maritime, criminal,
and civil laws;
(F) apply current rulings and regulatory laws, rules,
or standards to appropriate situations; and
(G) recognize and evaluate actions in violation of
laws, rules, and standards.
(4) The student analyzes intelligence information from
within and outside the United States through simulated exercises.
The student is expected to:
(A) explore the scope and limits of an assigned mission
in a simulated exercise;
(B) evaluate physical, psychological, cultural, and
military threats of a simulated exercise;
(C) define the specific goals and intentions of foreign
entities relevant to a mission;
(D) analyze physical characteristics of areas that
could become battlegrounds in time of war;
(E) explore and review methods used to direct ground
and sea surveillance;
(F) explore and review methods used to intercept foreign
military communications; and
(G) explore and review methods used to coordinate information
with other national security agencies.
(5) The student practices methods that translate and
analyze signals to discover elements indicative of intent, plans,
and operations of potentially hostile governments, groups, or individuals.
The student is expected to:
(A) organize evidence to facilitate discovery of a
potentially hostile nature; and
(B) evaluate agency and national actions of a potentially
hostile nature.
(6) The student prepares and coordinates strategies
to defend against the effects of chemical, biological, nuclear, and
cyberterrorism or natural disasters. The student is expected to:
(A) create plans for response to both hostile and unintended
events;
(B) explore and evaluate what form of safety equipment
and supplies are needed for protection against chemical, biological,
or nuclear effects;
(C) explore and evaluate the available intelligence
information for determination of response plan implementation;
(D) create a device or project for monitoring local
and global intelligence such as using information about weather and
geophysical events;
(E) explore and discuss what methods are needed to
maintain communications with federal, state, and local agencies; and
(F) identify and review issues that exist within the
security and safety of network cyber-based systems.
(7) The student develops strategies to train persons
potentially performing national security tasks. The student is expected
to:
(A) explore methods and materials used to analyze missions
for which training is to be provided;
(B) plan and evaluate current and past training methods;
and
(C) explore and review how agencies devise means of
evaluating trainee progress.
|
