The Criminal Justice II classes will be studying Corrections and Restorative Justice in America's legal system. We will make a visit to the West Tennessee Department of Corrections to view this system first hand.
The Criminal Justice students will be traveling to Washington D.C. to visit the White House, Capital Hill, the U.S. Pentagon, University of Maryland (#1 Criminal Justice school in the U.S.) and Howard University from October 6-11, 2016. We will make a return trip to Cincinnati, Ohio for a tour of the U.S. Sixth Circuit Court of Appeal, Xavier University, and to the nations #3 Criminal Justice school - the University of Cincinnati in March 2017. These educational tours will provide academic opportunities and educate the students on the legal dynamics of the American Criminal Justice processes and tour the most prestigious secondary institutions in America.
The Criminal Justice students will be traveling to Washington D.C. to visit the White House, Capital Hill, the U.S. Pentagon, University of Maryland (#1 Criminal Justice school in the U.S.) and Howard University from October 6-11, 2016. We will make a return trip to Cincinnati, Ohio for a tour of the U.S. Sixth Circuit Court of Appeal, Xavier University, and to the nations #3 Criminal Justice school - the University of Cincinnati in March 2017. These educational tours will provide academic opportunities and educate the students on the legal dynamics of the American Criminal Justice processes and tour the most prestigious secondary institutions in America.
Criminal Justice II Course Syllabus below. Please review. Thank you.
Michael Collins
Germantown High School
Criminal Justice II Syllabus 2016-17
Course Description:
Criminal Justice II is the second level of study of criminal justice careers, prepares students for work-related knowledge and skills for advancement into the third level of criminal justice careers. Course content focuses on areas comprised of planning, managing, and providing judicial, legal, and protective services. The course is an overview of the legal justice system and builds a better understanding of the development of laws on state, federal, and international levels. New technology and career opportunities in criminal justice are an integral part of the course content. Based on the content of the course, the student will test for certification in Cardiopulmonary Resuscitation (CPR).
Instructional Resources:
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), Skills USA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
Grading Scale:
Class Participation/Teamwork – 20%
Class work – 20%
Homework – 10%
Assessments – 50%
9 Week Vocabulary:
Judicial Diversion, Legal Realism, Exonerate, Judicial Estoppels, Forensic Psychology, Judicial Power, Hearsay, Adjudication, Exhibit, Jurisdiction, Extradition, Governor’s Warrant, Waiver, Quid Pro Quo, Waiver of Subrogation, Writ of Mandamus, Sexual Harassment, Extraordinary Rendition, Breach of Trust, Moral Turpitude.
Teaching Strategies:
Students will demonstrate knowledge of the impact of human behavior on the criminal justice careers.
Modifications/Accommodations:
A. Extended Time – Extended time limits determined by IEP Team. “Flexible Setting” and “Flexible Scheduling” required. (Minutes of Extended Time)
B. Read Aloud Internal Test Instructions – May be used on all tests consistent with subject area accommodations. “Flexible Setting” (individual or small group) required. “Flexible Scheduling” and “Extended Time” considered. Instructions/items must be read verbatim.
C. Read Aloud Internal Test Items – May be used on all tests consistent with subject area accommodations. “Flexible Setting” (individual or small group) required. “Flexible Scheduling” and “Extended Time” considered. Instructions/items must be read verbatim.
Week 1
Standards/Objectives/CLE:
6.1 Examine law enforcement skills that facilitate successful citizen contact.
Outcomes:
6.1 Outlines professional interpersonal relationship techniques.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings
Test-Preparations
Week 2
Standards/Objectives/CLE:
6.2 Analyze remedies for poor human relations in criminal justice careers.
Outcomes:
6.2 Profiles a law enforcement officer with a poor attitude.
Interventions
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
Standards/Objectives/CLE:
6.3 Identify sources of work stress in criminal justice careers.
Outcomes:
6.3 Analyzes the various situations that could cause stress in criminal justice careers.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations
Standards/Objectives/CLE:
6.4 Identify stress management techniques.
Outcomes:
6.4 Evaluates the various techniques that assist in stress management.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
Standards/Objectives/CLE:
7.1 Categorize tasks of law enforcement officers.
Outcomes:
7.1 Defines the daily duties or routines of a police officer.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
Standards/Objectives/CLE:
7.2 Summarize the historical development of law enforcement in the United States.
Outcomes:
7.2 Charts, using a timeline, the development of law enforcement in the United States.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
Standards/Objectives/CLE:
7.3 Evaluate federal, state, and local law enforcement agencies.
Outcomes:
7.3 Charts and analyzes the major law enforcement agencies.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
Standards/Objectives/CLE:
7.4 Examine the relationship between local, state and federal laws.
Outcomes:
7.4 Differentiates between local, state, and federal jurisdictions.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
Standards/Objectives/CLE:
8.1 Examine crime and punishment prior to the Middle Ages.
Outcomes:
8.1 Debates prison practices in the past against those in the present system.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparation:
Student Signature: ______________________________
Parent’s Signature: I realize that it is important for my child to achieve. Therefore, I shall strive to monitor my child’s progress and provide the necessary assistance and support.
Parent Signature: ______________________________
Michael Collins
Germantown High School
Criminal Justice II Syllabus 2016-17
Course Description:
Criminal Justice II is the second level of study of criminal justice careers, prepares students for work-related knowledge and skills for advancement into the third level of criminal justice careers. Course content focuses on areas comprised of planning, managing, and providing judicial, legal, and protective services. The course is an overview of the legal justice system and builds a better understanding of the development of laws on state, federal, and international levels. New technology and career opportunities in criminal justice are an integral part of the course content. Based on the content of the course, the student will test for certification in Cardiopulmonary Resuscitation (CPR).
Instructional Resources:
Place-Based Learning, Chemistry, Psychology, Sociology, Social Studies, Law, American Government, History, Law Enforcement, Criminal Science, Legal Systems, Computer Technology, Internet Navigation, Language Arts, Research and Writing Skills, Communication Skills, Secretary’s Commission on Achieving Necessary Skills (SCANS), Skills USA, Tennessee Bureau of Investigation, Federal Bureau of Investigation, Food and Drug Administration, Tennessee Law Enforcement Academy
Grading Scale:
Class Participation/Teamwork – 20%
Class work – 20%
Homework – 10%
Assessments – 50%
9 Week Vocabulary:
Judicial Diversion, Legal Realism, Exonerate, Judicial Estoppels, Forensic Psychology, Judicial Power, Hearsay, Adjudication, Exhibit, Jurisdiction, Extradition, Governor’s Warrant, Waiver, Quid Pro Quo, Waiver of Subrogation, Writ of Mandamus, Sexual Harassment, Extraordinary Rendition, Breach of Trust, Moral Turpitude.
Teaching Strategies:
Students will demonstrate knowledge of the impact of human behavior on the criminal justice careers.
Modifications/Accommodations:
A. Extended Time – Extended time limits determined by IEP Team. “Flexible Setting” and “Flexible Scheduling” required. (Minutes of Extended Time)
B. Read Aloud Internal Test Instructions – May be used on all tests consistent with subject area accommodations. “Flexible Setting” (individual or small group) required. “Flexible Scheduling” and “Extended Time” considered. Instructions/items must be read verbatim.
C. Read Aloud Internal Test Items – May be used on all tests consistent with subject area accommodations. “Flexible Setting” (individual or small group) required. “Flexible Scheduling” and “Extended Time” considered. Instructions/items must be read verbatim.
Week 1
Standards/Objectives/CLE:
6.1 Examine law enforcement skills that facilitate successful citizen contact.
Outcomes:
6.1 Outlines professional interpersonal relationship techniques.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings
Test-Preparations
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Week 2
Standards/Objectives/CLE:
6.2 Analyze remedies for poor human relations in criminal justice careers.
Outcomes:
6.2 Profiles a law enforcement officer with a poor attitude.
Interventions
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
6.3 Identify sources of work stress in criminal justice careers.
Outcomes:
6.3 Analyzes the various situations that could cause stress in criminal justice careers.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
6.4 Identify stress management techniques.
Outcomes:
6.4 Evaluates the various techniques that assist in stress management.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
7.1 Categorize tasks of law enforcement officers.
Outcomes:
7.1 Defines the daily duties or routines of a police officer.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
7.2 Summarize the historical development of law enforcement in the United States.
Outcomes:
7.2 Charts, using a timeline, the development of law enforcement in the United States.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
7.3 Evaluate federal, state, and local law enforcement agencies.
Outcomes:
7.3 Charts and analyzes the major law enforcement agencies.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
7.4 Examine the relationship between local, state and federal laws.
Outcomes:
7.4 Differentiates between local, state, and federal jurisdictions.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparations:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Standards/Objectives/CLE:
8.1 Examine crime and punishment prior to the Middle Ages.
Outcomes:
8.1 Debates prison practices in the past against those in the present system.
Interventions:
The teacher will intervene by combining and using the direct instruction and strategy instruction.
Assessments: (Pre/Post)
Interpret an Informal Reading Inventory (IRI) or Running Record to identify student strengths, weaknesses, and reading level.
Analyze ways to organize and manage diagnostic information.
Implement a program of remediation based on assessment findings.
Test-Preparation:
- Will allow the students to rehearse test vocabulary words in their respective teams.
- The teacher will supply learning packets prior to the date of testing.
- Will encourage each student to utilize their home study time.
- The teacher will re-teach all material prior to testing.
Student Signature: ______________________________
Parent’s Signature: I realize that it is important for my child to achieve. Therefore, I shall strive to monitor my child’s progress and provide the necessary assistance and support.
Parent Signature: ______________________________