Policing - Intro
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Hook: Students will develop guiding questions and Mr. Fitton will design a unit around those questions. Each student will receive a piece of paper and will write down 3 things they want to learn about police and policing in this unit. I will build the unit around these.
We will start by watching the intro to the film "End of Watch" which is a clip that provides a philosophical take on the job of policing. Discussion: Is this the reality of policing? |
1. Recruitment and Training. Every jurisdiction, country, state and province has different conceptualizations of the roles and responsibilities of Police. We will start with a comparison of New Zealand and RCMP Recruitment Videos.
Class Questions to Consider:
1. Who is the target for recruitment (support with evidence from the videos)
2. Which police force would you want to join and why?
3. Which police force would you want protecting/serving you and why?
4. Why do you think "Welcome to Depot" was controversial. It made the front page of the National Newspaper in Canada where individuals called for it to be removed. What do you think it controversial about it? If you think it is?
Class Questions to Consider:
1. Who is the target for recruitment (support with evidence from the videos)
2. Which police force would you want to join and why?
3. Which police force would you want protecting/serving you and why?
4. Why do you think "Welcome to Depot" was controversial. It made the front page of the National Newspaper in Canada where individuals called for it to be removed. What do you think it controversial about it? If you think it is?
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2. Discussion: What does each video tell us about the police force.
3. New Zealand Cops read mean tweets: https://www.youtube.com/watch?v=JQPH5cwB9V8 What does this video tell us about the NZ police force.
4. Watch other clips and discuss. Why is the Saskatoon Police Force Lip Sync and amazing recruiting tool?
3. New Zealand Cops read mean tweets: https://www.youtube.com/watch?v=JQPH5cwB9V8 What does this video tell us about the NZ police force.
4. Watch other clips and discuss. Why is the Saskatoon Police Force Lip Sync and amazing recruiting tool?
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The RCMP and New Zealand Police follow a "Community Policing" Model based on Peels Principles of Policing. The USA has a bit more of a militarized approach to policing. They have adopted a version of the Kansas City Policing experiment model. (See Malcolm Gladwell)
Policing - Learn the Basics
1. A Look in Depot - RCMP Training. We will become police officers in class. So here's a look at depot training in Canada.
1. We will learn how to March. (Discussion - why learn to March)
2. Will get students to stand up at attention and teacher will act as a Drill Sergeant to explain the importance of posture, deportment and physical appearance. (Discussion - Why do police get yelled at in training?)
3. Activity: Do the Rubber Chicken Test. Get students to go outside and form up.
Ask students to reflect on why police do this activity.
2. Will get students to stand up at attention and teacher will act as a Drill Sergeant to explain the importance of posture, deportment and physical appearance. (Discussion - Why do police get yelled at in training?)
3. Activity: Do the Rubber Chicken Test. Get students to go outside and form up.
Ask students to reflect on why police do this activity.
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4. Observations Skills Activities: Do the binary line activity, or students leave class and come back and 5 things have changed. Have to determine what has changed.
5. Vehicle Searches: Prior to scenarios, students will be given an opportunity as a class to approach a suspect vehicle (a whole class scenario) and students will posit what the best way to safely deal with a suspect vehicle would be. Students will attempt to speak with occupants and search vehicle methodically and then as a class, explore how they could do it best. Search systematically.
5. Vehicle Searches: Prior to scenarios, students will be given an opportunity as a class to approach a suspect vehicle (a whole class scenario) and students will posit what the best way to safely deal with a suspect vehicle would be. Students will attempt to speak with occupants and search vehicle methodically and then as a class, explore how they could do it best. Search systematically.
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6. Book Work - students will learn basics of Criminal Law using Mr. Fitton's Hand Drawn Matrix / vocab sheet. Time to work.
criminal_law.pdf | |
File Size: | 347 kb |
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criminal_law_answer_key.pdf | |
File Size: | 704 kb |
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7. Do the Actus Reus and Mens Rea handout and have a class discussion
actus_reus_and_mens_rea_case_studies.pdf | |
File Size: | 188 kb |
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Powers of Arrest and Police Authority
1. View Slideshow on powers of arrest and on police authority. Students will learn how to use their police voice. Must learn to identify themselves as police to authorize use of force and powers of arrest.
arrest_and_detention_revised.ppt | |
File Size: | 540 kb |
File Type: | ppt |
2. Examine RCMP IMIM and learn about appropriate use of force.
3. Students will develop their assertive "Police Voice" and learn that during police situations, there are a few key things to remember as an officer.
A. Identify self as police to authorize use of force/authority in situation
B. Place people under arrest / detention
C. Search for Safety; Search Incidental to arrest (1 plus 1 rule)
D. Stay in contact dispatch to ensure safety (and to run the suspect)
E. Ensure suspect has been read charter rights
F. Remain Professional
G. Do not get stuck in your thinking
H. Be aware of safety, the IMIM (and know the law so you are confident and competent.)
I. Be aware of tactical positioning (and repositioning)
J. Write concise, yet detailed enough notes
A. Identify self as police to authorize use of force/authority in situation
B. Place people under arrest / detention
C. Search for Safety; Search Incidental to arrest (1 plus 1 rule)
D. Stay in contact dispatch to ensure safety (and to run the suspect)
E. Ensure suspect has been read charter rights
F. Remain Professional
G. Do not get stuck in your thinking
H. Be aware of safety, the IMIM (and know the law so you are confident and competent.)
I. Be aware of tactical positioning (and repositioning)
J. Write concise, yet detailed enough notes
Activity: 21 Foot Rule. How long does it take for an officer to draw their intervention tools if a person is armed with a knife. About 21 feet. We will test this in class. A student will have a prop tool and the "police officer" in class will walk in and have to see if they can intervene in time.
Police K-9 Unit Visit!
We were fortunate enough to have the K-9 Unit Visit our Class and do a demonstration - as well as format their presentation to what we need to know as a Law 12 Class.
COPS - Watch with a different eye - See what the police do and how they respond.
1. We will watch parts (not all) of an episode of COPS with the Law Enforcement Lens. Can you spot examples of Procedural Law, Charter Rights, Police Voice, Use of Force, Appropriate use of language? All of the items we learned about during our last lesson?
Students will have to respond as police in our upcoming scenarios lesson. Watch closely.
Students will have to respond as police in our upcoming scenarios lesson. Watch closely.
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Lesson: Levels of Police and Crime Scene Investigation
1. We will once again examine high risk vehicle take downs and searches in a hands on way.
-We will search a few vehicles for drugs and learn how to safely approach a vehicle with a suspect in it.
2. Tactical positioning. What do you look for, how do you stand?
3. Look at Levels of Police in Canada and Basics of Crime Scene Investigation
-We will search a few vehicles for drugs and learn how to safely approach a vehicle with a suspect in it.
2. Tactical positioning. What do you look for, how do you stand?
3. Look at Levels of Police in Canada and Basics of Crime Scene Investigation
levels_of_police.pptx | |
File Size: | 282 kb |
File Type: | pptx |
crime_scene_investigation.ppt | |
File Size: | 2908 kb |
File Type: | ppt |
4. Gallery Walk - Major Police / crime terminology posted around the room. Students gather notes.
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5. Students use the vocabulary to design a skit around some of the major terms. Below are some photos of Skits in Action.
vocab_skit.docx | |
File Size: | 7 kb |
File Type: | docx |
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6. Before we do our police scenarios, we will watch an episode of COPS or a portion there of to see how police act. We will critique what they did well and what they need to work on and point out things from the episode so that students are prepared for the upcoming scenarios. The First video demonstrates proper tactical positioning and arrest procedures for a non-compliant and erratic individual.
-Please note that some of these videos contain graphic and upsetting content. There will be a warning given to class, as well as guidance and discussion prior to, during and after showing these films. At times only small clips of the videos will be shown as well and not in their entirety.
-Please note that some of these videos contain graphic and upsetting content. There will be a warning given to class, as well as guidance and discussion prior to, during and after showing these films. At times only small clips of the videos will be shown as well and not in their entirety.
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7. We will do a mock scenario in class so that students can critique it and put their best foot forward next day when the police attend to run the actual scenarios.
MOCK SCENARIOS TO BE DONE PRIOR TO SCENARIO DAY:
A. Break in at the Classroom (wharehouse in OK Falls; 2-3 homeless ppl inside, intox, passed out, with break in tools)
B. Graffiti Spraypaint at the Building beside the tennis courts (two youth with spraypaint on fingers)
C. Jealous Lover - beating up Car of a person he thinks was with his wife (see "Training Day" video clip below for how it goes)
These will help students prepare for the actual full scenario day.
Students will offer feedback on what their peers did well. They will discuss what they would have done differently in the scenario.
MOCK SCENARIOS TO BE DONE PRIOR TO SCENARIO DAY:
A. Break in at the Classroom (wharehouse in OK Falls; 2-3 homeless ppl inside, intox, passed out, with break in tools)
B. Graffiti Spraypaint at the Building beside the tennis courts (two youth with spraypaint on fingers)
C. Jealous Lover - beating up Car of a person he thinks was with his wife (see "Training Day" video clip below for how it goes)
These will help students prepare for the actual full scenario day.
Students will offer feedback on what their peers did well. They will discuss what they would have done differently in the scenario.
8. Interested in joining? Students want to know what the physical, academic and psychological qualifications are. Below is the questionnaire that applicants must fill out. As well as the outline of the physical test.
reg_mem_lifestyle_questionaire.pdf | |
File Size: | 465 kb |
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Police Scenario Unit - Students put their learning together and respond to police scenarios.
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1. If needed, we can watch a small video on frontline policing created by the Alberta RCMP to demonstrate the different things that can occur during a single shift.
2. Students will be assigned a Police Scenario to respond to. They will be in pairs or up to groups of four. They will receive a radio call from Dispatch giving an outline of the call. Using their knowledge of policing, they need to respond to the call the best they can. We will have a special RCMP guest to assist with scenarios, provide feedback and to answer questions. |
3. Should students require looking at one more scenario - in this video, some reporters go to RCMP Training. There is a scenario in it during the last few minutes. See how this individual reacts.
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scenarios_2022_-_3_officer_scenarios_sign_up_sheet.docx | |
File Size: | 22 kb |
File Type: | docx |
scenarios_2022_-_3_members_writeups.docx | |
File Size: | 29 kb |
File Type: | docx |
Disclaimer: These photos below are of scenarios overseen by members of the RCMP. Under Canadian law, possession of Soft Body Armour by anyone other than a police or someone with a Provincial Government license to possess it, is subject to penalty. Same with police issue Hard Body armour.
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Video Slideshow of Scenario Day
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Examine the following picture for threat cues.
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5.We will play some observation games in order to sharpen our "Police Skills"
A. Binary Line Game (one student is placed at one end of class, one on the other. They are to have opposites - ie: white shoes and black shoes). Students are supposed to look at the students and guess without saying, where they should stand in the line. B. Leave the class game. Students leave class, and we change 3-5 major things, students re-enter and have to guess. C. We will view a photograph of a student and the class will have to observe and notice threat cues. Then we will watch a video from Bowling For Columbine to show the importance of observation skills. |
Potential Activities
1. Workout with a Police officer ???
2. Run the PARE
1. Workout with a Police officer ???
2. Run the PARE
Criminal Law Lessons
1. We will take the information we have learned and apply it to different situations.
2. Use your knowledge from vocabulary learned about criminal law from Mr. Fitton's hand-drawn matrix and apply it to a fairy tale.
3. Use the handout below in conjunction with a fairy tale from the list provided.
2. Use your knowledge from vocabulary learned about criminal law from Mr. Fitton's hand-drawn matrix and apply it to a fairy tale.
3. Use the handout below in conjunction with a fairy tale from the list provided.
fairy_tale_elements_activity_handout.pdf | |
File Size: | 79 kb |
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4. Select a fairy tale
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ANY TRAFFIC LAW RELATED QUESTIONS???
Please see the document below if you have any questions that relate to Province of BC Tickets or traffic / wildlife act questions
18-19_traffic_quick_reference.pdf | |
File Size: | 2212 kb |
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An Article Worth Reading:
jack_knox_article_on_policing_in_victoria.pdf | |
File Size: | 2311 kb |
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CBSA and Border Services
We will seek to have a CBSA officer discuss border services and border integrity and touch on the law and questions students have surrounding smuggling etc.
See the video below.
See the video below.