PATHWAY: Law and Justice

COURSE: Law, Community Response and Policing

UNIT 10: Advanced Police Skills and Tactics


Annotation:

This unit includes lessons that encourage the student to demonstrate the advanced skills of policing. The student will recognize the importance of police use of force when detaining and apprehending a suspect. The student will also learn the value and legal uses of weapons/tools available to police officers.

Grade(s):

X / 9th
X / 10th
X / 11th
X / 12th

Time:

20- 50 minute periods

Author:

John Reagan

Students with Disabilities:

For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Instructors should also familiarize themselves with the provisions of Behavior Intervention Plans that may be part of a student's IEP. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.


GPS Focus Standards:

PS-LCRP-25Students will demonstrate proficiency in advanced police skills and tactics.

a.Demonstrate basic control holds used by law enforcement officers.

b.Utilize handcuffs to properly secure a subject.

c.Assess appropriate levels of force required from given situations.

d.Explain proper use of batons and other less-than-lethal options.

e.Utilize techniques employed by officers in patrol operations.

f.Assess vehicle approach situations.

g. Select proper techniques in traffic stops in given vehicle approach situations.

h.Formulate a plan for proper tactical entry into a building.

i. Demonstrate clearing a building including navigating unique architectural features.

j. Explain techniques for handling non-compliant detainees.

k. Distinguish between a variety of strikes and pressure points used in law enforcement.

GPS Academic Standards:

SAP1Students will analyze anatomical structures in relationship to their physiological functions.

SAP2Students will analyze the interdependence of the integumentary, skeletal, and muscular systems as these relate to the protection, support, and movement of the human body.

SAP3Students will assess the integration and coordination of body functions and theirdependence on the endocrine and nervous systems to regulate physiological activities.

SC5Students will understand that the rate at which a chemical reaction occurs can be affected by changing concentration, temperature, or pressure and the addition of a catalyst.

SSG3 Students will demonstrate knowledge of the United States Constitution.

National / Local Standards / Industry / ISTE:

SkillsUSA CJ10.0Demonstrate procedures to arrest and search a subject in a simulated situation.

Enduring Understandings:

  • The detaining and arresting of a suspect must be done with the arresting officer’s safety as the controlling factor in the situation.
  • The officer must act in regards to the suspect in a way that protects the suspect’s Constitutional rights but promotes the safety of the situation.

Essential Questions:

  • Why is it important that the Police Officer learns the skills of searching for, detaining, and arresting a suspect?
  • How can a Police Officer arrest a suspect in a safe manner?
  • Why should a Police Officer practice searching a building?
  • What is the safest way for a Police Officer to perform a traffic stop?

Knowledge from this Unit:

Students will be able to:

  • Identify a safe way to conduct a traffic stop.
  • Identify a safe way to conduct a building search.
  • Identify a safe way to arrest and handcuff a suspect.
  • Identify the proper and Constitutional use of force when controlling a suspect.

Skills from this Unit:

Students will be able to:

  • Select the proper technique when force is required to control a suspect.
  • Recognize safe Police techniques when conducting a traffic stop.
  • Recognize safe Police techniques when conducting a building search.
  • Recognize safe Police techniques when handcuffing a suspect.


Assessment Method Type:

Pre-test
Objective assessment - multiple-choice, true- false, etc.
__ Quizzes/Tests
__ Unit test
Group project
Individual project
x / Self-assessment - May include practice quizzes, games, simulations, checklists, etc.
__Self-check rubrics
__ Self-check during writing/planning process
__ Journal reflections on concepts, personal experiences and impact on one’s life
__ Reflect on evaluations of work from teachers, business partners, and competition judges
__ Academic prompts
__ Practice quizzes/tests
Subjective assessment/Informal observations
_x_ Essay tests
_x_ Observe students working with partners
_x_ Observe students role playing
Peer-assessment
__ Peer editing & commentary of products/projects/presentations using rubrics
_x_ Peer editing and/or critiquing
Dialogue and Discussion
__ Student/teacher conferences
__ Partner and small group discussions
__ Whole group discussions
__ Interaction with/feedback from community members/speakers and business partners
Constructed Responses
__ Chart good reading/writing/listening/speaking habits
__ Application of skills to real-life situations/scenarios
Post-test

Assessment Attachments and / or Directions:


•LESSON 1: Assess appropriate levels of force required from given situations.

1.Identify the standards. Standards should be posted in the classroom.

PS-LCRP-25Students will demonstrate proficiency in advanced police skills and tactics.

a.Demonstrate basic control holds used by law enforcement officers.

b.Utilize handcuffs to properly secure a subject.

c.Assess appropriate levels of force required from given situations.

d.Explain proper use of batons and other less-than-lethal options.

e.Utilize techniques employed by officers in patrol operations.

f.Assess vehicle approach situations.

g. Select proper techniques in traffic stops in given vehicle approach situations.

h.Formulate a plan for proper tactical entry into a building.

i. Demonstrate clearing a building including navigating unique architectural features.

j. Explain techniques for handling non-compliant detainees.

k. Distinguish between a variety of strikes and pressure points used in law enforcement.

2.Review Essential Question(s). Post Essential Questions in the classroom.

  • EQ: Why is it important that the Police Officer learns the skills of searching for, detaining, and arresting a suspect?

3.Identify and review the unit vocabulary. Terms may be posted on word wall.

Legal search / Use of Force Continuum / Fatal Funnel
Incident to Arrest / Officer safety / Cover

4.Interest approach – Mental set

Ask the students how the police officer can always win. Be sure to emphasize the need for the officer to remain safe when dealing with suspects. Lead the students to discuss the tools available to the police officer including pepper spray, baton, taser, and a shotgun bean bag round. Continue the discussion by talking about the officer’s police radio and the ability of the officer to call in additional resources as needed, to include S.W.A.T. and K9 units.

Ask the students how the officer should know when and how to use these tools provided to him/her. Emphasize that it is through training and the understanding of the law and rights of the suspects.

5.Lead a discussion on the Use of Force Continuum, focus on when it is appropriate and legal for a police officerto use force when controlling dangerous situations. The Continuum can be taught as follows:

  • Police officer presence
  • Verbal commands
  • Soft hand techniques
  • Strong hand techniques
  • Intermediate weapons/tools to include: taser, pepper spray, bean bag shotgun round, and the baton.
  • Deadly force, firearms
  • Deadly force, multiple firearms, S.W.A.T.

6. Discuss how the officer should only use that level of force necessary to complete the arrest. The amount of force used by the officer will depend on the decisions and actions of the suspect. The officer will always use the force one step above the suspect. Example: If the suspect raises his closed fist to fight, the officer can legally use an intermediate tool.

7.Provide an Essay quiz to the student requiring them to apply the Use of Force Continuum to different situations. Provide a multiple choice quiz for students who have difficulty writing. Sample scenario questions can include:

  • A police officer receives a call to a shoplifting, upon arrival the suspect is turned away from the officer with hands in his pockets. What should the officer do?
  • A police officer is dispatched to an armed robbery in progress, upon arrival the suspect is turned away from the officer with his hands in his pockets. What should the officer do?
  • A police officer is dispatched to a shoplifting call, upon arrival the suspect does not follow verbal commands and raises his fists in a fighting stance. What should the officer do?
  • A police officer is dispatched to a suspicious person call, upon arrival the suspect is found to be holding a knife approximately 30 feet from the officer. What should the officer do?
  • A police officer is dispatched to a shoplifting call, upon arrival the suspect does not follow verbal commands, looks directly at the officer, and then begins to run away. What should the officer do?

•LESSON2: Utilize handcuffs to properly secure a subject.

1.Review Essential Questions. Post Essential Questions in the classroom.

  • EQ: How can a Police Officer arrest a suspect in a safe manner?

2.Lead a general discussion on when a person is to be arrested that they are to be handcuffed in a safe manner. Explain that the suspect can be legally searched after being placed in handcuffs on the legal standard of Incident to Arrest.

  • Introduce the students to the handcuffs, show the mechanism of locking, unlocking, and double locking. Demonstrate how to hold the handcuff when approaching a suspect.
  • Emphasize that the handcuffs are a temporary restraining device which help to control the suspect’s hands. A visual on the suspect should be maintained.
  1. The teacher should demonstrate proper handcuffing procedures. The students can them be allowed to practice this skill as a role playing exercise. The teacher should supervise the use of handcuffs very closely to ensure student safety.
  1. The following procedure can be made into a checklist when assessing the skill of handcuffing. The checklist will vary depending on the background of the instructor. The student will role play the part of the officer giving the commands:
  2. Hands up
  3. Turn around, (officer visually searches suspect for weapons)
  4. Have the suspect turn away, back towards officer
  5. Bring hands behind back, thumbs towards the sky
  6. Student officer places handcuffs on the student role playing suspect
  7. Student officer double locks the handcuffs
  8. Student officer searches (mock search) suspect for weapons
  9. Student officer secures the handcuffed suspect
  10. Student officer un-handcuffs in a mock jail environment

•LESSON 3: Select proper techniques in traffic stops in given vehicle approach situations.

  1. Review Essential Questions. Post Essential Questions in the classroom.
  • What is the safest way for a Police Officer to perform a traffic stop?
  1. Begin a class discussion on all the dangers a police officer encounters on a routine traffic stop. Be sure to include a discussion of other vehicles, unknown suspects, rural settings, and suspect’s security within their vehicles.
  1. The teacher should model a safe traffic stop for the students. The students will then role play the police officer and the motorist who has been pulled over.
  1. The following Traffic Stop checklist can be used to assess the students:
  • Basic radio communication (location, tag, description)
  • Probable cause reason for traffic stop
  • Officer approaches car, looks back, check for traffic
  • Officer pushes down trunk, officer puts fingerprint on vehicle
  • Officer stand behind driver’s window
  • Officer introduces self, gives reason for stop, asks for drivers license
  • Officer returns to patrol car, looking back at suspect every other step
  • Officer checks status of driver license and warrants check
  • Officer returns to driver, returns license, issues citation or warning
  • Officer returns to patrol car, notifies dispatch traffic stop completed

5. The teacher should discuss with the students the safer locations to conduct the stop, such as a side street, and the officer should place patrol car to partially block traffic, to increase safety of officer.

•LESSON 4: Formulate a plan for proper tactical entry into a building.

1.Review Essential Questions. Post Essential Questions in the classroom.

  • EQ: Why should a Police Officer practice searching a building?

2.Explain to the students the importance of building approach to the safety of the police officers. Begin the class discussion to develop ideas to keep the police officers safe as they approach the building.

  1. The teacher will model a safe building approach, and explain those skills that increase the safety of the officer. The students will then draw a building approach diagram, incorporating safe building approach techniques. The following checklist can be used to assess student understanding:
  • Locate the problem that prompted the call
  • Park 3 or 4 doors down from the location in question, don’t pull patrol car into the danger zone
  • The approach should be quiet, no radio, lights, or siren
  • The officer should observe all vehicles and people including checking under cars
  • The officers should be aware of available cover as they approach
  • The officers should use care when passing by windows
  • The officers should use the quick peek technique and stay low
  • The officers should use all their senses, hearing, vision, and smell to locate the problem
  • The officers should stand to the side of the doors, never directly in front of the door
  • The suspect should be called out to the officers if possible through verbal commands
  1. The teacher can set up a mock scenario in which the students will have to formulate a plan to approach the building.

•LESSON 5: Demonstrate clearing a building including navigating unique architectural features.

1.Review Essential Questions. Post Essential Questions in the classroom.

  • EQ: Why should a Police Officer practice searching a building?

2.Explain to the students the importance of clearing a building (1) room at a time to the safety of the police officers. Begin the class discussion to develop ideas to keep the police officers safe as they clear a room. Clearing a building is one of the most dangerous tasks a police can perform.

  1. The teacher will model a safe room clearing technique, and explain those skills that increase the safety of the officers. The students will then role play clearing a room incorporating safe building approach techniques. The classroom can be used to simulate the building to be cleared. The following checklist can be used to assess student understanding:
  • Wait for backup
  • If certain suspect is inside, use verbal commands to get suspect to come to you
  • Leave (2) officers outside (opposite corners) to watch for fleeing suspect
  • Gun should be out during search, vision of officer same direction as gun
  • Quiet movement during search
  • Don not bypass any door, to include closets, bathrooms, and utilities.
  • Use care at the fatal funnel
  • During search, stay low along the wall
  • To enter room, open door hard, bang it back in case suspect is hiding behind the door
  • Officers should “pie” the room, each looking at their vision, opposite corners of the room
  • Use quick peek method or mirror to look inside the room
  • Use verbal “bluff” to clear hiding places
  • Move into room low and fast
  • One officer searches, the other covers that officer
  • Never use elevators during a building search
  • Never point weapon at fellow officers

4. The students can take turns “hiding” and as the searching officers.

•NOTES & REFLECTION:

The role playing scenarios can take place in the classroom environment. Desks can be used to simulate automobiles for traffic stops. The classroom can become the building to be searched, and desks/chairs arranged to simulate rooms. It can be very effective to use police cars, police radios, flashlights, and buildings for the lesson if available.

Police officer guest speakers can be effective in reinforcing the lesson of officer safety.


Culminating Unit Performance Task Title:

Students will complete a traffic stop, the handcuffing of a suspect, and a building search as part of the lesson.

Culminating Unit Performance Task Description/Directions/Differentiated Instruction:

The student should be given the checklist of the skills to be assessed prior to role playing the scenario. The student should be able to perform the task with attention to those skills that maximize the safety of the officer.


Materials & Equipment:

  • Paper and writing instrument
  • Classroom, desks, chairs

21st Century Technology Used:

Slide Show Software / Graphing Software / Audio File(s)
Interactive Whiteboard / Calculator / Graphic Organizer
Student Response System / Desktop Publishing / Image File(s)
Web Design Software / Blog / Video
Animation Software / Wiki / Electronic Game or Puzzle Maker
Email / Website

ESSON # will be able to:

CTAE Resource Network / Law, Community Response & Policing • Grades 9-12 • Unit 11 / Page 1 of 8