Course Description: Homeland Security and Emergency Preparedness guidelines, concepts, and action plans are key concepts in this course. Emphasis will be placed on unique aspects of public safety and public health. Various methodologies for intelligence gathering and dissemination will be examined. Students will identify various local, state, and federal assets and prepare an action plan that includes initial notification, emergency response (on and off scene), and recovery.
Students will:
· Explain the definition, historical and contemporary perspectives and guidelines of Homeland Security.
· Compare and contrast cultural and sociological perspectives and how they impact Homeland Security and Emergency Preparedness.
· Analyze the various elements of Emergency Response and the interrelationship of the emergency response Agencies and supporting elements in accordance with the guidelines of the National Response Plan.
· Classify the roles, functions of, and interdependency between local, federal and international law enforcement, intelligence and military agencies.
· Explain the various methodologies used for Intelligence Gathering and Communication.
· Explain the difference between threats to Public Health and threats to Public Safety.
· Demonstrate their personal and community responsibilities in Homeland Security and Emergency Preparedness.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify)
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: Homeland Security Science (1)
Course Description: Students will be introduced to Homeland Security and Emergency Preparedness threats to public safety and health, decontamination, protection, detection and identification, and planning concepts. Emphasis will be placed on the utilization of science to protect the public against chemical and biological threats. Various methodologies and capabilities and limitations for individual and collective protection, handheld and fixed detection, and field sampling and laboratory identification will be implemented. Students will prepare a chemical and biological incident response plan as an end of course assessment.
Students will:
· Identify the differences between threats to Public Safety and Public Health and explain the consequence effects to the human body.
· Analyze the different types of decontamination concepts and determine when each should be employed.
· Describe the various types of protection methods and why each are needed.
· Collect and interpret critical empirical data.
· Compare the various detection and identification methods (field instrumentation and laboratory analysis).
· Explain the steps in planning for a chemical or biological incident and the associated response.
· Examine and interpret forensic evidence to assist in investigating and reconstructing terrorist incident crime scenes.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify)
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: Homeland Security Science Research Methods and Applications (1)
Course Description: Student’s scientific research, problem solving and writing skills will be developed. Emphasis will be placed on research and analysis, technical writing, team dynamics, and laboratory analysis and skills. Students will be actively engaged in market survey techniques, technical publication layout and design, team building skills and role play, and proper implementation of laboratory instrumentation and equipment.
Students will:
· Analyze key Homeland Security and Emergency Preparedness practices.
· Compose a historical timeline reflecting methods and outcomes used by national and international law enforcement and military agencies to combat terrorism.
· Discern real threats to the national security of the United States
· Safely and effectively respond to and initiate a preliminary investigation of a terrorist incident.
· Differentiate between ethical and unethical methods attitudes and practices in reference to the creation, implementation and execution of Counterterrorism and homeland Security law and operations.
· Survey leading research and literature on key legal issues in Homeland Security.
· Document a scientific paper through the utilization of technical writing skills.
· Demonstrate interpersonal communication skills and group dynamics.
· Clearly and coherently communicate in both verbal and written forms.
· Utilize current chemical and biological laboratory equipment to resolve incidents in Homeland Security and Emergency Preparedness.
· Practice the scientific method when conducting research and utilizing data to solve problems in Homeland Security and Emergency Preparedness
· Analyze data for research problem solving and formulating an appropriate response
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify)
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: Law Enforcement and Emergency Preparedness (1 credit)
Course Description: Students will be introduced to multiple aspects of criminal justice and law enforcement. Students will investigate the criminal process, various forces that impact law enforcement, and the rights of citizens. Students will understand the difference between juvenile and adult justice, and classifications of different crimes. This class will give students a general knowledge needed for students to enter various law enforcement careers at the federal, state, and local levels.
Students will:
· Explain the historical development of law enforcement and the judicial system in the United States.
· Analyze the constitutional basis of the American Justice system.
· Delineate the processes of the American Justice system to include trials, hearings, mediation, indictment and witness examination.
· Compare the various classifications of offenses such as crimes against persons, property, and public order and morality.
· Analyze the various political, social, economic, and cultural forces that impact law enforcement.
· Delineate the rights of citizens during arrest and the judicial process.
· Differentiate between the juvenile justice system and the adult justice system.
· Analyze the code of ethics involved in the administration of Justice.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-program assessment and project panel review
School system-designed end-of-program assessment
Partner-developed exam: (specify)
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: Administration of Justice (1 credit)
Course Description: Student’s knowledge of criminal justice and law enforcement will be enhanced. Students will be introduced to evidence collection, analysis, and forensic examination. The role of law enforcement officials as a first responder will also be discussed as well as the duties of police officers. Students will also identify various careers in law enforcement.
Students will:
· Delineate the processes of evidence collection, analysis, forensic examination and chain of custody regulations.
· Analyze the impact of organized crime and street gangs on today’s law enforcement professionals.
· Analyze the physical, social and emotional reasons for drug abuse and the societal and personal impact of their abuse as well as the types of drugs that are abused.
· Evaluate the role of law enforcement as first responders and the required training in first aid, cardiopulmonary resuscitation, and emergency preparedness.
· Identify the careers available in the American justice system.
· Analyze the role federal law enforcement agencies play in the administration of justice.
· Delineate the processes used in law enforcement activities such as traffic stops, arrests, search and seizure, and surveillance.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-program assessment
School system-designed end-of-program assessment
Partner-developed exam: (specify)
Licensing exam: (specify)
Certification or credentialing exam: (specify) CPR Certification by a certified examiner
Nationally recognized examination: (specify)
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Course Title: S.T.A.R.S. Course 1 – Introduction to Geographic Information Systems and Remote Sensing (.5)
Course Description: This class will introduce students to Geographic Information System (GIS) and Remote Sensing (RS) technology through academic study and applied instruction. This course is the foundation of the STARS Entry-Level GIS Technician Certification. Teachers and students will use a locally customized Geographic Information System (GIS) to learn about their local community. They will use the same data, imagery and software that NASA uses to study their state, county and school campus.
Students will:
· Manage a GIS project in response to a Homeland Security issue or threat; i.e. emergency evacuation, biochemical incident.
· Describe the history of mapping and the place GIS has in its future.
· Manipulate remote sensing data to identify features and analyze data.
· Explain the operation of the Global Positioning System.
· Create and present a GIS project based on local data.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify) Digital Quest will customize assessments and answer keys based on local data.
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: S.T.A.R.S. Course 2 – Skill-Based Training for Geographic Information Systems and Remote Sensing (,5)
Course Description: This course will help the student learn the skills required to work on and/or build a Geographic Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from introductory digital mapping to image analysis. In this second course on the path to STARS Entry-Level GIS Technician Certification, students are introduced to each skill with a real world application and led in the problem solving process. Follow-up applied practice application will direct the student to apply acquired skills to cases in the local community using the supplied data. This repetition will set the stage for further student driven projects.
Students will:
· Manage a data inventory.
· Manipulate and analyze census data using a GIS.
· Create a building site plan using a local data inventory.
· Collect data from a variety of sources to display in a GIS.
· Apply the concepts of Geo-coding and Hyperlinks within a GIS.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify) Digital Quest can customize assessments and answer keys based on local data.
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: S.T.A.R.S. Course 3 – Advanced Skill-Based Training for Geographic Information Systems and Remote Sensing (.5)
Course Description: This course will continue to help students learn the skills required to work on and/or build a Geographic Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from introductory digital mapping to image analysis. Through Course 1 and Course 2, students learned some of the basic skills necessary to GIS. In Course 3, students will learn to apply those skills. Students will learn and apply Spatial Analyst and 3D Analyst. The ArcGIS Spatial Analyst extension allows students to examine the spatial relationships within a specific area as well as study site suitability. The ArGIS 3D Analyst extension allows students to gain a different perspective on their environment by modeling surfaces three dimensionally. Students will also learn methods of integrating external hardware in order to incorporate real time data from GPS units in order to accurately survey their community. Combined with a trouble-shooting unit and general review of skills acquired in Course 2, Course 3 can become an invaluable tool.
Students will:
· Apply geospatial tools in solving GIS problems.
· Conduct spatial analysis to determine the relationships that exist within specified areas.
· Integrateexternal hardware, such asGPS,to incorporate real time data into a GIS.
· Analyze spatial data in three dimensions.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify) Digital Quest will customize assessments and answer keys based on local data.
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: S.T.A.R.S. Course 4 – Geospatial Application Project (.5)
Course Description: This is the fourth and final course in the STARS Certification series. In the beginning of this course, students will use the Project Management Model to discuss and build a campus-wide base map. Once finished with the base map, each student selects one of the campus-based projects to complete. Each of the “final” projects are designed to let the students put their Geospatial skills to use. Each student will need to complete one project and achieve a 70% or higher on the written STARS exam to become STARS certified.
Students will:
· Follow detailed project implementation steps to plan and create a GIS for the campus based project.
· Interview the stakeholders, identify and/or collect necessary data to be using the project.
· Use GIS software and any necessary tools to gather and manipulate the project data.
· Organize the findings into map layouts and report documents.
· Communicate project findings via oral presentation to school administrators and other relevant parties.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify)
Licensing exam: (specify) STARS Entry-Level GIS Technician Certification
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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Course Title: Internship/Capstone Experience/Dual Enrollment
Course Description: The Internship/Capstone Experience is the culminating course for the Homeland Security and Emergency Preparedness Program. This course is designed to provide students with the opportunity to extend and apply their classroom learning in one of the career areas of Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology. Students will have the option of completing an industry-mentored project, internship, or enrolling in a post-secondary course. They will play an integral part in determining which type of experience will be most beneficial and supportive of their individual goals. At the end of the course, students will compile a working portfolio which documents their academic and technical skill attainment and present it for critique.
Students will:
· Collaborate with a teacher/industry mentor to develop personal career goals related to an area of interest within the Homeland Security and Emergency Preparedness field.
· Utilize critical thinking and problem solving skills to explore an area of interest through an industry-mentored research project, internship experience, or post-secondary course.
· Utilize instructional technology to meet student and professional needs.
· Assemble and present for review a working portfolio which documents their academic and technical skill attainment.
End of Course Assessment
Check the assessment instruments that will be used to document student attainment of the course knowledge and skills.
Teacher-designed end-of-course assessment
School system-designed end-of-course assessment
Partner-developed exam: (specify)
Licensing exam: (specify) STARS Entry-Level GIS Technician Certification
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
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