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DOCUMENT RESUME CE 068 636 ED 380 665 Howard, Elizabeth; And Others AUTHOR JPA Classroom. TITLE National Association of Veteran Police Officers, INSTITUTION Austin, TX. 94 PUB DATE 10p. NOTE 2520 National Association of Veteran Police Officers, AVAILABLE FROM (guide Longview Street, Suite 405, Austin, TX 78705 and videotape: (810). Teaching Guides (For Classroom Use Guides PUB TYPE Teacher) (052) MF01/PC01 Plus Postage. EDRS PRICE Crime; Behavioral Objectives; Conflict Resolution; DESCRIPTORS Grades; Crime Prevention; Criminal Law; Intermediate Related Junior High Schools; *Law Enforcement; *Law Middle Education; Learning Activities; Lesson Plans; Action; Schools; Parole Officers; *Police; Police Police Community Relationship; *Police School Relationship; Teaching Methods; Units of Study *Junior Police Academy IDENTIFIERS ABSTRACT lesson This instructional guide offers classroom officers with a plans that can be used by teachers or police (JPA) program for videotape to present a "Junior Police Academy" lesson plans and middle school students. The guide also contains of the videotape. student activities to be used independently the guide Following a description of the goals of the program, topics: (1) an contains six units that cover the following (2) job descriptions and introduction to the Junior Police Academy; (4) conflict resolution; police technology; (3) high speed chases; mentally ill persons. (5) parole officers; and (6) police.handling of scenario of a car theft. Each An optional lesson plan presents a the lesson, a lesson plan includes an instructor's summary of and learning step-by-step sequence for conducting the lesson, ideas for using the activities. The instructional guide also contains schools, a sample press release, and program with examples from other (KC) further information about the JPA program. *********************************************************************** be made Reproductions supplied by EDRS are the best that can from the original document ***********************************************,.*********************** JPA Classroom National Association of Veteran Police Officers op EDUCATION U.S. OEPARTIMEWt dumber* INnisrat and ONc "PERMISSION TO REPRODUCE THIS of INCORMATION MATERIAL HAS BEEN GRANTED BY TIONAL RESOURCES EOU tEPN CENTER 0501 MIK00101141 /1111 This 4Kumar1 Ms or 51400551800 totesved from the 0101100 anomie's,* to ImProwe O Mind eMnon hove bolo "AIN WANT rProducliOA paws°, view et oforwansOols0 m agent ephom mom do not meWhInly fp/ TO THE EDUCATIONAL RESOURCES ocoNh00 of POW, OEM INFORMATION CENTER (ERIC)." BEST COPY AVAILABLE 2 1. JPA CLASSROOM JPA VIDEO JPA Video is the At one hour and 11 minutes, the the tape, centerpiece of JPA CLASSROOM. To use Welcome: VHS Tape Deck. A remote you will need a standard to present our in handy. The 'Jr. Police Academy" Is pleased with .a PAUSE & MUTE button may also come JPA CLASSROOM.. new youth instructional program -- The video has two separate parts: expanded version of JPA CLASSROOM contains an clips from the JPA Video, featuring new Part Ono: including'Real Stories participating television series, to the program Scientific 1) The original 20 minute introduction of the Highway Patrol," AMERICAN police work, COURT TV's 'The Frontiers' hosted by Alan Aida, features Officer Craig Miller discussing This first part is an from the academy to the streets. System" and. FOX TV's *COPS". people to the excellent way to introduce young not only to promote follow. The objective of the program is video clips and instructional units to also to foster a law enforcement as a career, but The "Jr Police commitment to community service. Part Two: together two Academy" does just that, by bringing the local five clips called powerful sources -- Hollywood and you, The second part is a collection of different teacher, police officer -- role model. "Instructional Units". Each clip profiles a Emergency Services to aspect of police work, from this program. Your corresponding YOU are the most important part of Parole Officer. Each clips has a the best hope these guidance and example may be JPA CLASSROOM instructional lesson, outlined in the in debt to the kids have going for them. We are Instructional Guide. officers who have hundreds of teachers and police California to New York. pioneered this program from Review First before showing them to Be sure to review all the clips of students alike will knew this one aireadyl) Some We're convinced instructors and a classroom. (You lesson in citizenship for your kids or the material may not be suitable find JPA Ciaesroorn an exciting and your MUTE want to keep this program in your and that community. So use your own discretion library for years to come. & PAUSE buttonsi 2. Sincerely, Robert LeConte JPA CLASSROOM Instructional Guido 22 Year Police Veteran NAVPO President classroom lessons plans The Instructional Guide offers clips. The Guide gives you that supplement the video unit or a multi-day Wore you boain.... the option of a 1-day instructional program. find your way The following reminders will help you included in our for middle school through the instructional materials The materials have been written imagination the lessons can children, but with a little program. be adapted for older kids. Read onl 3. for... POUCE NEWS J PA Classroom Is Intended publication of the National schoo: counselors, The guide is written for middle POLICE NEWS is the official the video in a Officers, and it's our teachers, and police officers who use Association of Veteran Police however, can be ideas for teaching JPA to all classroom situation. (The lessons, way delivering fresh new levels.) adapted to different grade our participants. Guide, each issue A supplement to the Instructional The Proararn Consists of... and police of POLICE NEWS will profile teachers exciting new JPA CLASSROOM: There are four basic elements to officers who have developed applications for their JPA group. 1) JPA Video; Guide; 2) JPA CLASSROOM Instructional POLICE NEWS every You'll want to be sure to receive 3) POLICE NEWS; in the JPA CLASSROOM quarter and keep back issues 4) and finally, YOU! subscription, see the box. (To receive a free all four. LET's take a moment to consider enclosed QUESTIONNAIRE.) 3 Got any Smart Idea: of Your Own? Objectives: This is your chance to share your insights & innovations Specifically, the activities in this Guide have been with police officers and teachers across the country! designed to accomplish the following instructional What teaching methods have been most effective in objectives. presenting JPA? At the end of all six units, students will: Share your ideas with POLICE NEWS and we'li share them with your peers. CIVIC DUTIES * Have the general knowledge necessary for civic competence. 4. * Learn a citizens' obligations to the law. YOU, THE INSTRUCTOR * Understand the need for citizens to participate in The most Important part is you -- the police officer or the legal system knowledgeably and honestly. school teacher. The program requires you to lead the * Be aware of responsibilities required to make the class through discussions and exercises that will teach legal system work. vital lessons in civic responsibility. For assistance in developing this program, you may LAW ENFORCEMENT CAREERS consult POLICE NEWS where you'll find profiles of *Able to assess their own qualifications needed for a other instructors and their teaching techniques. career in law enforcement; *Able to distinguish between myth and reality of their You may also contact a JPA Representative in your own impressions of law enforcement; area. JPA Reps might be able to suggest ways for * Be able to trace the steps to earning a badge in a making the materials more relevant to the children in typical law enforcement agency; your community. (For a list of Reps, call us at 1 -800- *Be able to identify commitment to community 227- 1042.) service as the first requirement in screening applicants; *Be able to identify the kinds of training required of police recruits (physical and defensive training, JPA CLASSROOM tactical driving, proficiency testing) *Have an opportunity to ask a police officer INSTRUCTIONAL GUIDE questions about the job. UNIT #A "I often wonder whether we do not rest our hopes too much upon constitutions, upon laws and courts. An introduction to the These are false hopes; believe me, these are false hopes. Liberty lies in the hearts of men; when it dies "Jr. Police Academy" there, no constitution, no law, no court can save it." Before showing the initial 20 minute segment of the Judge Learned Hand (1941) video, ask students to list adjectives that characteri'e law enforcement officers. Write the adjectives on Introduction the board. Then ask them to discuss whether the job The JPA CLASSROOM Instructional Guide offers school is easy or hard and why they think as they do. teachers and police officers lesson plans to be used in conjunction with the JPA Video. SHOW THE VIDEO. There are also lesson plans and student activities to Only show the 1st segment. Screen will darken after be used independently of the video. the final photo montage and statement: In the spirit of those who have served... Goals: Be a part of the solution." The general goals of JPA Classroom are threefold: Hit STOP, Turn up the lights. 1 Inspire in young people a sense of community Ask students whether they have changed their ideas service and remind them of their civic duties. about law enforcement officials. 2. Ask them to add to their adjectives (write the Portray police officers as three dimensional people additions In a different color chalk, if possible.). with human concerns, thereby Instilling a sense of respect for the low and the system of justice. Let the class discuss what they think the educational skills and requirements of a police officer should be. 3. What qualities would each student have to develop Present law enforcement as a potential public- before wearing a badge? service career; Can - you,.. Civic Responsibilities: From a seated position in a patrol vehicle, lap belt fastened, and within thirty seconds, be able to A career in law enforcement is a life long unfasten your seat belt, exit the vehicle, and: commitment to community service. Against the a) Jump a 30-inch barrier? backdrop of law enforcement, discuss with students b) Vault a 40-inch waN using your hands? their duty to their country and why every citizen's c) Climb a 72-inch wall, using hands and feet? participation is important. Can you... Evaluate with students, the irnportance of Within 90 seconds, commonly held civic responsibilities, such as a) Duck walk through a drain pipe, not using your hands? obeying the law b) Walk the entire length of a log without falling off? paying taxes Just the Facts: Present the Three Jurisdictions of U.S. Law respecting the rights of others Enforcement on the BLACK BOARD. Ask students to identify the following as local, state, or federal : being informed and attentive to public issues Street patrol (local) deciding whether and how to vote Collecting evidence of espionage activities (federal) Highway patrol (state) participating in civic groups Issuing motor vehicle registration (state) Investigating white-collar crime (federal) performing public service Radio patrol of the streets (local) serving as a juror Additional Activities: serving in the armed forces 1. Ask students whether they have ever considered Explain the meaning of civic responsibilities o_ becoming law enforcement officers. Find out distinguished from personal responsibilities. whether the video makes this career field more attractive to them. Evaluate when their responsibilities as Americans require that their personal rights and interests be 2. subordinated to the public good. Ask students to watch COPS or "Secrets of the Highway Patrol', noting the situations that officers Evaluate the importance for the individual and have to deal with. Assign extra credit work for a society of fulfilling civic responsibilities. small group to prepare a presentation on conflict resolution, using available library resources. Identify and evaluate contemporary issues that Universities generally have a selection of titles listed involve civic responsibilities. in the "subject' catalog under conflict management or conflict resolution. Identify and evaluate contemporary issues that involve civic responsibilities, e.g., low voter 3. participation, avoidance of jury duty, failure to be Invite active or retired police officers to your informed about public issues. classroom to discuss all aspects of law enforcement as a career. OPRONAL 4. You may want to quickly review what it takes before Get students to prepare a law enforcement careers you can wear a badge.... reading list that Includes nonfiction as well as fiction. Throughout the year ask students to add titles to the Present the General Qualifications for becoming a list, along with a short notation about the book. police officer on the BLACK BOARD. Be prepared to discuss any of the general qualifications. 5. Encourage students who have a genuine interest in Local Qualifications: law enforcement to seek out organizations and Present any of your local police department's activities in your community, such as the Explorers specific requirements and allow students to assess Groups. Ride-along Program or the Police Athletic whether they meet them. League. Agility Test Then describe some other requirements, and ask students why they are required: 5 UNIT #2 UNIT #1 "In the Heat of the Night" Tree Fingerprints Instructor's Summary Instructor's Summary. Unit #5 is centered around the video clip 'In the Unit #2 is centered around the video clip 'Tree Heat of the Night* from the series 'Real Stories of the Fingerprints" from the PBS series 'American Scientific Highway Patrol's. In the clip, the highway patrol utilizes FRONTIERS*. In the clip, a murder suspect is tied to the technology to apprehend a car thief. scene of the crime through the introduction of tree DNA into evidence. Before showing the clip, quickly discuss the a citizen's duty not to endanger the safety of others -- as driving Before showing the clip, explain to the class the through the streets at high speeds. various job descriptions in the law enforcement profession. Today, that includes everything from street cop to a laboratory technician. SHOW THE CLIP. Quick Questions: SHOW THE CLIP. Quick Questions: 1. Why is a helicopter so valuable in the high speed pursuit? 1. If you were on the jury in this case, would you 2. Why are high speed pursuits so dangerous? At convict the accused based on the DNA evidence? what point do police put the public safety first? 2. What other matter can be subjected to DNA testing? (fingerprints,. saliva from a licked envelope) Vocabulary Vocabulary High Speed Pursuit DNA Writing: Perjury Writing: Interview a police officer who has been involved in a high speed pursuit. What were his concerns in 1. After consulting the library, write a description of apprehending the suspect? DNA and why it Is so valuable in police investigations. Cooperative Learning: 2. At the library, find newspaper articles about police work where other aspects of math or science were 1. Personal responsibilities. Students should important. Write an explanation of how math or understand the importance of personal science was used to solve the case. responsibilities to society. Therefore, evaluate with students the importance to Cooperative Learning: the criminal justice system of these commonly held personal responsibilities. 1. Discuss why it is so important in a murder case to investigate every possible lead. a. Accepting responsibility for the consequences of one's actions. 2. Write the following words on the board and discuss their importance to achieving justice in this case. b. Adhering to moral principles. Courage -- the strength to stand up for one's c. Behaving in a civil manner. convictions when conscience demands 2. Discuss our responsibility to put the safety of Persistence -- being willing to attempt again and others first. How did the car thief violate that civic again to accomplish worthwhile goals duty? which are thought to be unwise or unjust UNIT #3 Sweeping the Streets Open Mindedness -- considering others' points of view Negotiation and Compromise -- making an effort to Instructor's Summary come to agreement with those with whom one may "Sweeping Unit #3 is centered around the video clip clip, differ, when it Is reasonable and morally justifiable the Streets' from COURT TV's The System'. In the interpersonal conflict to do so. a police officer must deal with when a citizen discovers strangers have moved into her home. UNIT #4 Before showing the clip, explain to the class that one "Parole Officer" of the most important duties of a police officer is conflict resolution. Ask the class to pay close attention to how the officer handles a frantic citizen. Instfuctor's Summary Unit #4 is centered around the video clip 'Parole SHOW THE CLIP. Officer" from the series COURT TV's "The System." in the clip, New York parole officers pay two visits on Quick Questions: individuals on parole. Before showing the clip, quickly explain the system's E What is a contract.? parole program. 2. How is the woman in this scene going to make money off of this situation? SHOW THE CLIP. Vocabulan/ Quick Questions: Estate plain clothes? Conflict Resolution 1. Why do you think the officers were in Broker 2. The parolees describe their parole officers as people they can trust and talk to. Why is that Writing: important? I. Draw up a five item contract with the student next to you to perform a service. 3. What is the purpose of our parole system? 2. The police officer in this situation remained very calm and helped work out a compromise. Write an big issue? 4. Should the beeper have been a explanation of why it is important for officers to remain calm in situations like this. Vocabulary Cooperative Learning: Parole Rehabilitation officers 1. Present some typical situations that police have to deal with and ask students to resolve the Writing: conflict. You might find situations in feature film videos and show the conflict. (Fight about to erupt.) to Write an essay on what it takes for a parolee Stop the video and discuss strategies to defuse the successfully complete his parole service. situation, then show what happened in the film. Stress that officers must think fast to prevent situations from getting out of hand. Cooperative Learning: 2. How can compromise be used in conflict convicts to 1. Should our correctional system allow resolution? Are there arguments that you have had parole. What are the serve a portion of sentence on solved with friends or family that could have been benefits? The dangers? better with compromise? Explain. and 2. Write the following phrases on the board discuss 3. Write the following words on the board and functioning of discuss their importance to the health their importance to the healthy functioning of the system. the parole program and the criminal justice criminal justice system. fulfilling the moral and a. Individual responsibility - Respect for Law -- willingness to abide by laws, legal obligations of membership in society in complete even though one may not be agreement with every law; willingness to work adhering b. self - discipline /self- governance- through peaceful, legal means to change laws 7 voluntarily to self-imposed standards of behavior Illogical argument. rather than requiring the imposition of external controls Compassion -- having concern for the well-being of others, especially for the less fortunate UNIT #5 Optional Learning "Cop Psychiatrists" Exercise Instructor's Summary Unit #6 is centered around the video clip 'Cop Psychiatrists' from the series 'American Scientific The following exercise is to be used Independently of FRONTIERS". In the clip, police officers learn various the video. The exercise should last approx. one 50- techniques for dealing with mentally ill citizens. minute class period. Before showing the clip, quickly discuss the various The Case of Ms. North's Stolen Car kinds of mental illness we all occasionally come in contact with on the street. OBJECTIVES SHOW THE CLIP. This activity will demonstrate to the students the importance of telling the truth and participating in the Quick Questions: criminal justice system in good faith. THE SET-UP 1. Have you ever seen someone who you thought might be mentally ill on the street? Your class is going to role play citizens at a local crime scene 2. The officers are taught to talk to the suspects -- to treat them with courtesy and respect. Why is that You will need two volunteers from the class. They will better than using force when dealing with someone take on the roles of: who is mentally ill? Crime Victim - Ms. North 3. Why are mentally ill citizens often times more Thief - Eddie "Fast Lane" Smith dangerous? Witnesses: Explain that the rest of the class will portray Vocabulary eye witnesses. Schizophrenia GETTING STARTED: Psychotic Ask Ms. North & Eddie to stand at the front of the classroom. Writing: POLICE OFFICER (TEACHER): (Stand behind Ms. North) "Class, I would like you to meet Ms. North.. Today, she 1. Why should a special program specifically address is doing her weekly shopping at the mall. (Stand the mentally ill? Do we have a responsibility to deal behind Eddie.) This is Eddie 'Fast Lane" Smith, a good with them differently? kid, who has never-the-less fallen in with the wrong crowd. Cooperative Learning: "Ms. North has just come out of the mall to find Eddie 1. What are some the things to remember in dealing driving off In the dista 'ce with her car." (Motion for with the mentally ill in crisis situations? Eddie to scoot through the class to the opposite end of the room.) 2. The officers in this video are sent to special classes to learn to deal with the mentally Ill. What other (Turn to Ms. North) "Ms. North, what do you do? (Walt types of classes could be beneficial for the police? for 'Call the police.") 'So, Ms. North runs to the nearest phone and calls the policer (Student will 3. Write the following word on the board and discuss probably shrug -- there not being a phone. The its importance to the healthy functioning of the Instructor should hold up an eraser -- "What's this look criminal justice system. like?' Mr. North should then play out a frantic call to police.) Civility -- treating other persons respectfully, regardless of whether or not one agrees with their "OK, I'll play the police officer. I arrive at the scene. I viewpoints; being willing to listen to other points of ask Ms. North 'what happened?' (Look hard at Ms. view; avoiding hostile, abusive, emotional and North. Prompt her to tell her story. Question her as you but you have to come downtown - -'Eddie, I'm sorry would a crime victim.) with me.' "Were there.my witnesses Ms. North? (Whisper in her justice (To the entire class.) 'Remember our system of Gosh, ear to point out the rest of the class.) Oh, my needs YOUI " look at all these witnesses' Alt of you were in the parking lot at the timel Great' (To Ms. North) Don't GREAT IDEAS worry, we'll get your car back.' For Your School "OK, all witnesses stay put. No shopping yet. I want to ask Ms. North a few more questions, then I'll question Newburgh Free Academy you." student So Me schools hold special events to build [Step outside the room with Ms. North. Ask her to play understanding of the American legal system. along. Later, after you have questioned the Newburgh Free Academy reports, 'The importance witnesses, tell her you will read her statement back to for our of a fair and impartial trial is brought to life she should agree and perhaps ad-lib a bit.] her students through the use of a mock trial conducted curriculum." by the Constitution class as part of the [Step back in the class while Ms. North waits in the school This activity involves the entire school. The Eddie hall. Instruct the class not to testify about what student computer is used to select source guides, should did. They don't want to get involved. They lawyers select a Jury, and the Constitution class think of phony reasons for why they didn't see The trial proceeds, prepares and presents the case. anything, so they can respond untruthfully to the and culminates with the Jury rendering a verdict. of police officer. Ask Ms. North to return to the head School officials report, 'This exercise enhances the class.] in a Youth student interest and increases participation Court conducted in cooperation with the city's here POLICE OFFICER: "OK, (turning to the class) who drove off with juvenile authorities.' got a good look at the individual who witnessed Ms. North's vehicle? (Silence) None of you Los Altos intermediate School Ms. North, the crime? (Pick a student.) According to didn't you see the you were in the parking lot, why students While many schools utilize law studies to help offer up thief?' (Ask a number of students so they can understand the criminal justice system, Los Altos their bogus excuses for not stepping forward.) Intermediate School takes students to visit both a A county courthouse and a federal district court. the 'Let's stop for a moment. (Moving to the front of judge visits with the students, as do a public classroom.) How many of you here have witnessed a watch defender and a prosecutor.Later the students Let's crime? Did you come forward? Why? Why not? about their an actual trial and write papers forward. list some reasons why people don't come experiences. [Review a number of reason: Stephens County High School criminal. 3. 1. Don't want to get involved. 2. Afraid of Figure the victim has insurance anyway. END event The observation of Law Day is also a frequent DISCUSSION.] at Stephens at many schools. Typical is the program County High School each May, when prominent POLICE OFFICER: Ms. North, how do you feel now figures in local, state, or national government are that no one will step forward? (Discuss.) body. invited to talk to the assembled student (Reading from statement.) Isn't it true Ms. North that Skowhegan Area High School to cover the loss you don't have enough insurance didn't you of your car? (As prearranged: 'Yes.') And Skowhegan has set aside money for a speakers' have all your kids Christmas presents in the trunk? of individuals to its program that brings a wide variety ("Yes.")" constable from Scotland campus, including the chief that Yard and a Drug Enforcement Agency official. (To the class.) "What you don't always realize is victim -- for every crime, their is a real flesh and blood the South WInnishlok Senior High School. and they need your help. Have any of you been Did victim of a crime? How did that make you feel? faculty choose Each month the Student Council and anyone come to your aid? Those selected two students as Citizens of the Month. citizens and for are recognized for being good `Think about how you depend on the criminal justice in personal accomplishments. They are recognized system when you've been the victim of a crime. and local newspapers and given special pins certificates. Now, are you sure no one wants to step forward? (Hopefully, some of the students will identify the student playing Eddie.) JPA PRESS RELEASE: Keep your community informed about this new program' Provide the press release below to the local media. Other JPA instructors have arranged for photos to be used Additional Copies of the Taw along with the release. You or your colleagues can order a copy of the video tape by sending the request on your school or For immediate Release: department stationary. Mail to: JPA, 2520 Longview Street, Suite 405, Austin, TX 78705 [Your local school or department) has introduced a new teaching program to area youngsters. called the NAVPO Memborship 'Jr. Police Academy." Under the leadership of For-information about becoming a member of the veteran police officers, the "Jr. Police Academy" National Association of Veteran Police Officers, JPA's encourages young people to make a commitment sponsoring organization, call 1.-800-227-1042 and leave your request along with your mailing address. to community service and promotes law enforcement as a possible career. Currently the T-SHIRTS program is used by schools in 45 states. Free JPA T-shirts are available, just fill out the questionnaire and we'll ship them to you as they are available. JPA regrettably will probably not be able The centerpiece of the program is the JPA Video, to ouffit all your kids, so consider using the shirts as featuring clips from participating television series, prizes for those students who excel in the instruction including"Real Stories of the Highway Patrol," units. AMERICAN Scientific Frontiers" hosted by Alan Aldo, J PA Repro:onto liv COURT TV's "The System" and FOX TV's "COPS". The In each state, JPA will establish representatives. A JPA video program favorably depicts law enforcement Representative's duties require a minimal time officers and takes young viewers from the academy commitment, while the benefits provide much to the streets. needed support to your on-going community efforts. If you're interested, review the JPA Rep section of the 'We have committed ourselves to supporting the enclosed QUESTIONNAIRE. We'll send additional information. next generation of law enforcers,' says Robert Le Conte, President of the National Association of Veteran Police Officers, a non-profit organization that sponsors the program. "It is our hope to attract JPA Is sponsored In part by the National young people with solid values into the law Association of Veteran Police Officers, a enforcement profession." nonprofit organization with police members In 45 states. ADD YOUR OWN QUOTE. This instructional guide was written and prepared by Dr. Elizabeth Howard, who holds a The materials are available to schools and police Ph.D. In Curriculum Studies from the UnNersity of departments at no charge. Requests for the JPA Texas; Phil Le Conte, publisher of POLICE NEWS; should be made on institution stations and sent to: Scott Repass, Editor of POLICE NEWS; June JPA, 2520 Longview, Suite 405, Austin, TX 78705 Me Non, NAVPO Executive-Director, and David Dierks. 10