Introduction to Criminal JusticeWVEIS 1031
This area of study is designed to provide students with the knowledge and skills needed in the Criminal Justice field. Students will utilize problem-solving techniques and participate in hands-on activities to develop an understanding of course concepts. The student will explore the challenges of crime and justice in American Society. Development of a significant understanding of the roles of the criminal justice actors (from law enforcement to corrections) is emphasized. The student will analyze interdependent relationships, controls placed on the criminal justice actors, and the societal influences upon the distribution of justice.Teachers should provide each student with real world learning opportunities and instruction related to criminal justice occupations. Students are encouraged to become active members of the student organization, Skills USA. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Grade 9-12
/Introduction to Criminal Justice
Standard: 1 / History and Current IssuesHS.S.ICJ.1 / Students will:
- discover the historical background of criminal justice.
- explorecurrent criminal justice issues.
Objectives / Students will
HS.O.ICJ.1.1 / discover the history of the criminal justice system.
HS.O.ICJ.1.2 / show the difference between a crime and a tort.
HS.O.ICJ.1.3 / assess the importance of due process.
HS.O.ICJ.1.4 / interpret the right to representation.
HS.O.ICJ.1.5 / articulate the changing roles of victims.
HS.O.ICJ.1.6 / determine the main crime categories.
HS.O.ICJ.1.7 / examine ordinary and career crime.
HS.O.ICJ.1.8 / assess the strengths and weaknesses of crime statistics.
Performance Descriptors (HS.PD.ICJ.1)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in exploring the history of and current issues related to criminal justice. The student researches the history of the criminal justice system. The student debates the difference between a crime and a tort. The student can analyze the importance of due process. The student debates the right to representation. The student can compare the changing roles of victims. The student breaks down the main crime categories. The student can differentiate ordinary and career crime. The student analyzes the strengths and weaknesses of crime statistics. The student can evaluate the strengths and weaknesses of crime statistics. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in exploring the history of and current issues related to criminal justice. The student outlines in detail the history of the criminal justice system. The student can discover the history of the criminal justice system. The student shows the difference between a crime and a tort. The student can assess the importance of due process. The student interprets the right to representation.
The student can articulate the changing roles of victims. The student can determine the main crime categories. The student examines ordinary and career crime. The student can assess the strengths and weaknesses of crime statistics. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in exploring the history of and current issues related to criminal justice. The student outlines in detail the history of the criminal justice system. The student generalizes regarding the history of the criminal justice system. The student describes the difference between a crime and a tort. The student can explain the importance of due process. The student discusses the right to representation. The student can express the changing roles of victims. The student gives examples of the main crime categories. The student can recognize ordinary and career crime. The student can state the strengths and weaknesses of crime statistics. Performance needs further development and supervision.
Grade 9-12
/Introduction to Criminal Justice
Standard: 2 / Concepts and Applications of Federal LawHS.S.ICJ.2 / Students will examinethe major principles of federal laws related to criminal justice.
Objectives / Students will
HS.O.ICJ.2.1 / examine major themes of constitutional law and criminal law.
HS.O.ICJ.2.2 / apply federal laws related to search and seizure.
HS.O.ICJ.2.3 / interpret principles of juvenile law.
HS.O.ICJ.2.4 / apply applicable laws of arrest.
HS.O.ICJ.2.5 / interpret rules of evidence.
HS.O.ICJ.2.6 / explore surcharges and civil and criminal liabilities.
Performance Descriptors (HS.PD.ICJ.2)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in exploring concepts and applications of federal law. The student classifies major themes of constitutional law and criminal law. The student researches federal laws related to search and seizure. The student can deconstruct principles of juvenile law. The student testsapplicable laws of arrest. The student interprets rules of evidence. The student can explore concepts of surcharges and civil and criminal liabilities. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in exploring concepts and applications of federal law. The student examinesmajor themes of constitutional law and criminal law. The student applies federal laws related to search and seizure. The student interprets principles of juvenile law. The student can apply applicable laws of arrest. The student interpretsrules of evidence. The student exploresconcepts of surcharges and civil and criminal liabilities. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in exploring concepts and applications of federal law. The student summarizes major themes of constitutional law and criminal law. The student describes federal laws related to search and seizure. The student can generalize principles of juvenile law. The student explains applicable laws of arrest. The student states rules of evidence. The student can discuss concepts of surcharges and civil and criminal liabilities. Performance needs further development and supervision.
Grade 9-12
/Introduction to Criminal Justice
Standard: 3 / Criminal Justice as a SystemHS.S.ICJ.3 / Students willassessimportant elements of the criminal justice system.
Objectives / Students will
HS.O.ICJ.3.1 / determine the common elements of the criminal justice process.
HS.O.ICJ.3.2 / establishthe influence of criminal behavior on criminal justice policy.
HS.O.ICJ.3.3 / articulate differences in state and federal court systems.
HS.O.ICJ.3.4 / determine various points of entry into the criminal justice system.
HS.O.ICJ.3.5 / examine felony and misdemeanor violations.
HS.O.ICJ.3.6 / assess the importance of prosecutorial discretion.
HS.O.ICJ.3.7 / interpret the importance of judicial discretion.
HS.O.ICJ.3.8 / chart the factors which effect a prosecutor’s decision to charge an offender.
HS.O.ICJ.3.9 / show how judicial officials are appointed or elected.
Performance Descriptors (HS.PD.ICJ.3)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in knowledge ofcriminal justice as a system. The student deconstructs the common elements of the criminal justice process. The student researches the influence of criminal behavior on criminal justice policy. The student differentiates the roles of state and federal court systems. The student distinguishes various points of entry into the criminal justice system. The student contrasts felony and misdemeanor violations. The student analyzes the importance of prosecutorial discretion. The student tests the importance of judicial discretion. The student breaks down the factors which affect a prosecutor’s decision to charge an offender. The student can diagram how judicial officials are appointed or elected. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in knowledge of criminal justice as a system. The student determines the common elements of the criminal justice process. The student establishes the influence of criminal behavior on criminal justice policy. The student can articulate differences in state and federal court systems. The student determines various points of entry into the criminal justice system. The student examines felony and misdemeanor violations. The student can assess the importance of prosecutorial discretion. The student interprets the importance of judicial discretion. The student can chart the factors which affect a prosecutor’s decision to charge an offender. The student can show how judicial officials are appointed or elected. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in knowledge of criminal justice as a system. The student describes the common elements of the criminal justice process. The student discusses the influence of criminal behavior on criminal justice policy. The student summarizes differences in state and federal court systems. The student can cite various points of entry into the criminal justice system. The student gives examples of felony and misdemeanor violations. The student explains the importance of prosecutorial discretion. The student can generalize the importance of judicial discretion. The student can state the factors which affect a prosecutor’s decision to charge an offender. The student can summarize how judicial officials are appointed or elected. Performance needs further development and supervision.
Grade 9-12
/Introduction to Criminal Justice
Standard: 4 / Trials, Hearings, and ProceduresHS.S.ICJ.4 / Students will:
- demonstrate trial and hearing procedures.
- prepare testimony for a given situation as a law enforcement officer.
- provide testimony for a given situation as a law enforcement officer.
Objectives / Students will
HS.O.ICJ.4.1 / determine typical trial and hearing procedures.
HS.O.ICJ.4.2 / examine the roles of those involved in trials and hearings.
HS.O.ICJ.4.3 / prepare as a law enforcement officer to provide testimony at trial as a witness.
HS.O.ICJ.4.4 / provideeffective testimony as a law enforcement officer.
HS.O.ICJ.4.5 / assess the role that listening plays in being an effective witness.
HS.O.ICJ.4.6 / obtain clarification regarding questions that aren’t clearly understood as a law enforcement officer providing testimony.
HS.O.ICJ.4.7 / explore why it is imperative that a witness answer questions truthfully.
HS.O.ICJ.4.8 / examine the process of jury selection.
HS.O.ICJ.4.9 / apply the exclusionary rule.
HS.O.ICJ.4.10 / assess the use of the adversarial system in our courts.
Performance Descriptors (HS.PD.ICJ.4)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in knowledge of trials, hearings, and procedures. The student can break down typical trial and hearing procedures. The student analyzes the roles of those involved in trials and hearings. The student appraises preparation as a law enforcement officer to provide testimony at trial as a witness. The student characterizes the experience of providing effective testimony as a law enforcement officer. The student tests the role that listening plays in being an effective witness. The student can experiment with various methods to obtain clarification regarding questions that aren’t clearly understood as a law enforcement officer providing testimony. The studentanalyzes why it is imperative that a witness answer questions truthfully. The student deconstructs the process of jury selection. The student can debate the exclusionary rule. The student can research the use of the adversarial system in our courts. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in knowledge of trials, hearings, and procedures. The student determines typical trial and hearing procedures. The student examines the roles of those involved in trials and hearings. The student can prepare as a law enforcement officer to provide testimony at trial as a witness. The student provides effective testimony as a law enforcement officer. The student can assess the role that listening plays in being an effective witness. The student obtains clarification regarding questions that aren’t clearly understood as a law enforcement officer providing testimony. The student can explore why it is imperative that a witness answer questions truthfully. The student examines the process of jury selection. The student can apply the exclusionary rule. The student can assess the use of the adversarial system in our courts.
Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in knowledge of trials, hearings, and procedures. The student gives examples of typical trial and hearing procedures. The student discusses the roles of those involved in trials and hearings. The student describes how to prepare as a law enforcement officer to provide testimony at trial as a witness. The student describes how to provide effective testimony as a law enforcement officer. The student can explain the role that listening plays in being an effective witness. The student can generalize regarding how to obtain clarification regarding questions that aren’t clearly understood as a law enforcement officer providing testimony. The student states why it is imperative that a witness answer questions truthfully. The student summarizes the process of jury selection. The student can cite the exclusionary rule. The student can review the use of the adversarial system in our courts.
Performance needs further development and supervision.
Grade 9-12
/Introduction to Criminal Justice
Standard: 5 / Police Procedure and DiscretionHS.S.ICJ.5 / Students will:
- explore basic policing concepts.
- apply basic police procedure.
- interpret the concept of police discretion.
Objectives / Students will
HS.O.ICJ.5.1 / assess the significance of the Fourth Amendment to the criminal justice system.
HS.O.ICJ.5.2 / determine the basis for unreasonable search and seizure.
HS.O.ICJ.5.3 / establish the purpose of the Miranda warning requirements.
HS.O.ICJ.5.4 / execute a Miranda warning to a subject that is being placed under arrest.
HS.O.ICJ.5.5 / apply the determinants of arrest.
HS.O.ICJ.5.6 / discover the concept of community policing.
HS.O.ICJ.5.7 / interpret the importance of police discretion.
HS.O.ICJ.5.8 / assess the role of private security in the criminal justice system.
Performance Descriptors (HS.PD.ICJ.5)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in police procedure and discretion. The student can research the significance of the Fourth Amendment to the criminal justice system. The student can deconstruct the basis for unreasonable search and seizure. The student analyzes the purpose of the Miranda warning requirements. The student appraisesthe delivery of a Miranda warning to a subject that is being placed under arrest. The student can break down the determinants of arrest. The student can question the concept of community policing. The student interprets the importance of police discretion. The student analyzes the role of private security in the criminal justice system. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in police procedure and discretion. The student assesses the significance of the Fourth Amendment to the criminal justice system. The student determines the basis for unreasonable search and seizure. The student can establish the purpose of the Miranda warning requirements. The student executes a Miranda warning to a subject that is being placed under arrest. The student can apply the determinants of arrest. The student discovers the concept of community policing. The student can interpret the importance of police discretion. The student assesses the role of private security in the criminal justice system. Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in police procedure and discretion. The student discusses the significance of the Fourth Amendment to the criminal justice system. The student can generalize the basis for unreasonable search and seizure. The student summarizes the purpose of the Miranda warning requirements. The student can explain how to give a Miranda warning to a subject that is being placed under arrest. The student can state the determinants of arrest. The student identifies the concept of community policing. The student can generalize the importance of police discretion. The student can express the role of private security in the criminal justice system. Performance needs further development and supervision.
Grade 9-12
/Introduction to Criminal Justice
Standard: 6 / Firearm and Chemical Agent UseHS.S.ICJ.6 / Students will:
- explore rules and regulations governing the use of firearms and chemical agents
- simulate the proper use of firearms.
- simulate the use chemical agents used in law enforcement situations.
Objectives / Students will
HS.O.ICJ.6.1 / apply standard protocols that govern the use of firearms and chemical agents.
HS.O.ICJ.6.2 / determine the components of common firearms.
HS.O.ICJ.6.3 / determine the components of common chemical agents.
HS.O.ICJ.6.4 / simulate the effects of common firearms.
HS.O.ICJ.6.5 / simulate the effects of common chemical agents.
HS.O.ICJ.6.6 / demonstrate the use of a mock firearm in a simulated situation.
HS.O.ICJ.6.7 / demonstrate the use of a mock chemical agent in a simulated situation.
Performance Descriptors (HS.PD.ICJ.6)
Above Mastery / Mastery / Partial Mastery
The student demonstrates exceptional and exemplary performance with distinctive and sophisticated application of knowledge and skills that exceed the standard in firearm and chemical agent use. The student deconstructsstandard protocols that govern the use of firearms and chemical agents. The student diagrams the components of common firearms. The student can predict the components of common chemical agents. The student can test the effects of common firearms. The student tests the effects of common chemical agents. The student can appraise the use of a mock firearm in a simulated situation. The student appraises the use of a mock chemical agent in a simulated situation. The student can independently solve problems and is self-directed. / The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that meet the standard in firearm and chemical agent use. The student can apply standard protocols that govern the use of firearms and chemical agents. The student determines the components of common firearms. The student determines the components of common chemical agents. The student can simulate the effects of common firearms. The student can simulate the effects of common chemical agents. The student demonstrates the use of a mock firearm in a simulated situation. The student can demonstrate the use of a mock chemical agent in a simulated situation.Application of knowledge and skills is thorough and effective, and the student can work independently. / The student demonstrates basic but inconsistent performance of fundamental knowledge and skills characterized by errors and/or omissions in firearm and chemical agent use. The student can explain standard protocols that govern the use of firearms and chemical agents. The student generalizes the components of common firearms. The student generalizes the components of common chemical agents.The student discusses the effects of common firearms. The student discusses the effects of common chemical agents. The student can explain how to use a mock firearm in a simulated situation. The student can explain how to use a mock chemical agent in a simulated situation. Performance needs further development and supervision.
Grade 9-12
/Introduction to Criminal Justice