2

JUNIOR POLICE ACADEMY INSTRUCTOR WORKBOOK 10.0

Supplemental to the
Junior Police Academy Program Kit
5th Edition

COPYRIGHT AGREEMENT FOR

JUNIOR POLICE ACADEMY WORKBOOK
IMPORTANT-READ CAREFULLY

Junior Police Academy Workbook, including the educational materials accompany-

ing the Workbook, is protected by copyright laws and international copyright trea-
ties, as well as other intellectual property laws and treaties. The Workbook, publi-
cations and videos may not be duplicated or copied without the express written
consent of the Junior Police Academy national office.

You must treat the Workbook and accompanying educational materials like any
other copyrighted material, except that you may make one copy of the Workbook
solely for backup or archival purposes Junior Police Academy grants to you the
limited right to use one (1) copy of the enclosed Program Kit at a single school.
Additional Program Kits must be purchased for each school in which the program is
implemented. Additional Program Kits are available at a 30% discount.

Reproduction, in any manner of JPA trademarks, such as JPA logos, symbols, art
work and images is prohibited without written permission.

Junior Police Academy accepts no liability for damages arising from the use of this
product.

This Agreement shall be construed in accordance with and governed by the laws of
the State of Texas. Copyright and other proprietary matters will be governed by
United States laws and international treaties.

Should you have any questions, or if you desire to

contact Junior Police Academy, please write or call:

Junior Police Academy

1114 West 7th, Suite 2
Austin, Texas 78703
512-476-0336
www.JuniorPoliceAcademy.org

3
 TABLE OF CONTENTS

4
 Lesson 28 Common Mistakes in Police Report Writing B-23
JUNIOR POLICE ACADEMY
Lesson 29 Evidence B-27
INSTRUCTOR WORKBOOK
__________________ Lesson 30 Crime Scene Photography B-31

Introduction 3 Lesson 31 Traffic Accident Investigation B-35

Table of Contents 4
How Workbook is Organized 6 Lesson 32 Interviewing Witnesses B-39

How Lessons Are Organized 8 Lesson 33 Law Enforcement Technology B-43

“Why?” - The Essence of Each Lesson 10
Acknowledgements 12 Lesson 34 The Computer Age B-47

Lesson 35 Forensic Science B-51

DIVISION A Page
Lesson 36 Firearms Forensics B-55
Law Enforcers: Who They are and What They Do A-1

Lesson 1 Introduction to the Junior Police Academy A-3 DIVISION C

Lesson 2 History of Policing A-7 And Justice for All C-1

Lesson 3 A Quick Guide to Being a Police Officer A-11 Lesson 37 The Bill of Rights & the Police C-3

Lesson 4 Patrolling the Streets A-15 Lesson 38 You’re Under Arrest C-7

Lesson 5 Hazards on Patrol A-19 Lesson 39 Booking Procedures C-11

Lesson 6 Traffic Enforcement 101 A-23 Lesson 40 Police Interrogation: A Search for the Truth C-15

Lesson 7 Skills Unique to Crime Fighting A-27 Lesson 41 Order in the Court C-19

Lesson 8 Conflict Resolution A-31 Lesson 42 Juvenile/Drug Court C-23

Lesson 9 The Secret Language of Police A-35 Lesson 43 Your Day In Court C-27

Lesson 10 Identifying Your Skills & Your Place In Law Lesson 44 Inside the Courtroom: Answers to Frequently
Enforcement A-39 Asked Questions C-31

Lesson 11 School Resource Officer A-43 Lesson 45 And Nothing But the Truth C-35

Lesson 12 Bomb Squad A-47 Lesson 46 Doing Time C-39

Lesson 13 Police Sketch Artist A-51 Lesson 47 The History of Crime and Punishment C-43

Lesson 14 K-9 Unit A-55 Lesson 48 The Penal Code’s Prescription for Punishment C-47

Lesson 15 Swat A-59 Lesson 49 A Quick Peek at Parole & Probation C-51

Lesson 16 Law Enforcement’s Many Hats A-63

DIVISION D
Lesson 17 Sheriff’s Department A-67
Safe Harbor: Securing Our Homes and Homeland D-1
Lesson 18 State Police A-71
Lesson 50 Introduction to Crime Prevention D-3
Lesson 19 Federal Bureau of Investigation A-75
Lesson 51 Crime Prevention in the Home D-7
Lesson 20 Drug Enforcement Agency A-79
Lesson 52 Crimes Against Young People D-11
Lesson 21 U. S. Marshals Service A-83
Lesson 53 Preventing School Violence D-15
Lesson 22 Secret Service A-87
Lesson 54 Gangs D-19

DIVISION B Lesson 55 Root Causes of Juvenile Crimes D-23

The Crime: How We Catch the Bad Guy B-1 Lesson 56 Teens and Drug Use D-27

Lesson 23 Little Crimes and Big Crimes B-3 Lesson 57 What is Terrorism? D-31

Lesson 24 Can That Be Legal B-7 Lesson 58 Counter Terrorism: America Fights Back D-35

Lesson 25 Scene of the Crime B-11 Lesson 59 What Can You Do in the War on Terrorism D-39

Lesson 26 Search and Seizure B-15 Lesson 60 Do I Have What it Takes? D-43

Lesson 27 Police Report Writing B-19

5
 HOW THE WORKBOOK IS ORGANIZED

6
 DIVISIONS & LESSONS
The JPA Instructor Workbook is comprised of four divisions

Each division is comprised of lessons and activities.

Division A: Law Enforcers: Who They Are and What They Do

Introduces the cadets to criminal justice in America and to the various

professions found in law enforcement -- providing a solid foundation for
the remainder of the course.

Division B: The Crime: How We Catch the Bad Guy

Introduces the cadets to how law enforcements professionals do their

jobs. Focuses on different techniques of discovering a crime and the
criminal responsible.

Division C: And Justice for All

Examines the end result of crime fighting -- the arrest, prosecution and
incarceration of criminals. The lessons emphasize the due process of law
and rights of the individual weighed against the interests of society.

Division D: Safe Harbor: Securing Our Homes and Homeland

Gives cadets a better understanding of crime prevention and how to be

proactive in preventing crime in their own community. Also, discusses
terrorism and how it effects the world we live in.

7
 HOW THE LESSONS ARE ORGANIZED

Each lesson is four pages —

• Page One: Introduction

• Page Two & Three: Lesson Content and Instructor Notes. Cadet Hand-
book Pages are the same
• Page Four: Cadet Activity

For a detailed overview of each page, refer to the following Lesson Key.

8
 PAGE ONE

Opening Statement
Just like the first day of
Overview a trial, this is your
Brief description of the opening statement. It’s
lesson. chance to introduce the
subject matter to your cadets. The
Objective text is just a guideline — to really
The instructor’s educa- engage your cadets, be sure to
tional objective in pro- included information relevant to the
viding the material. subject from your own experience.

PAGES TWO & THREE

Cadet Handout with Instructor

Notes

A reproduction of the Cadet

Handouts. In some lessons there
will appear text in blue ink, these are notes
for the instructor and are not printed in the
Cadet’s copy — which are provided in a sepa-
rate binder for easy reproduction. (Complete
pre-printed sets of the Handouts are available
by purchasing our Cadet Kit.)

PAGE FOUR

Cadet Activity

Each lesson ends with an activity for the ca-

dets to demonstrate the skills taught in the
lesson.

Quick Quiz

Test your cadets knowledge. The Quizzes can

be combined to form quarterly Tests.

9
 WHY? - THE ESSENCE OF EACH LESSON

10
NOT HOW , BUT WHY

Upon completing the program, Junior Police Academy Cadets are presented with a
“Certificate of Achievement”. But just what does a Junior Police Academy education
mean? What is the value of these materials? What distinguishes a JPA Cadet from other
students?

Every instructor should answer these questions for themselves before conducting a class.
The answers are essential to successfully presenting the material in this Workbook.

Consider for a moment our definition of a graduating cadet:

A graduating Cadet is not ready to patrol the street…

but they do appreciate the commitment and dedication a law enforcer needs to face the
streets each day.

Proficiency with firearms is not part of a Cadet’s training…

but they do understand the absolute necessity of a police officer wearing a weapon.

Cadets cannot cite case law with the skill of a lawyer…

but they do recognize the value of a precise penal code, applied
justly and fairly to all.

Cadets have not known stress and uncertainty of stopping a speed-

ing motorist on a lonely highway at two o’clock in the morning…
but they do understand why no-nonsense, by-the-book traffic stops
are not mere theatrics, but a lawman’s protocol for staying alive.

The Junior Police Academy Cadet – not licensed law enforcement

officers, but lifelong defenders of a noble profession.

These distinctions are at the core of this educational program -- not

to simply teach young people law enforcement law and procedure --
but to reveal the reasoning behind each law and procedure.
Focusing on the “WHY”, rather than the “HOW” can move young
people to a rich understanding of a law enforcer’s role in society;
to broaden their definition of a law enforcer to include peacemaker and lifeline to those
in peril.

JPA Advisory Council member Officer Mitchell Garcia of the Houston Police Department
said it best: "Young people do not understand what police officers do and why they do
it. They don't understand the role of law enforcement in a community. But when we
take the mystery out of law enforcement procedures and policies – young people's
attitudes toward police and their role in society is transformed"

11
 ACKNOWLEDGEMENTS

12
 ACKNOWLEDGEMENTS
This Junior Police Academy is made possible through
the dedicated efforts of the following individuals.
JPA ADVISORY COUNCIL
The Junior Police Academy enjoys the participation
and guidance of a talented National Advisory Council
- each with years of law enforcement experience and
a commitment to education for young people.
SPECIAL THANKS
Sgt. Pauleen Hatch
Austin Independent School District
Police Department, Austin, Texas
Sheila Anderson
Austin Independent School District
Police Department, Austin, Texas

Officer Suzanne D’Ambrose The Austin ISD Police Department

County of Monmouth, New Jersey JPA Instructors
Freehold, New Jersey
bikecop698@hotmail.com Edward J. Cain, Jr., Associate
Professor, Texas A&M University, College Station,
Officer James Adams Texas
Hanford Police Department
Hanford, California Officer Gary Richards, Temple,
srocop@hotmail.com Texas Police Department

Chief Patrick Fuller Charles A. Miller, Jr., Criminal Justice Teacher, West-
AISD Police Department wood High School, Austin, Texas,
Austin, Texas Lt. Colonel
WPFuller@austin.isd.tenet.edu United States National Guard.

Chief Thomas Clemons Ms. Rhonda Haynes, Project Director Public Service,
Seward Police Department Law- Related Education, State Bar of Texas
Seward. Alaska
spdchief@cityofseward.net Ms. Jan L. Miller, Coordinator,
Hatton W. Sumners Foundation Institutes on the
Officer John Clapp Founding
White Settlement Police Department Documents, State Bar of Texas
White Settlement, TX,
whitesettlementpd@charter.net STAFF
Officer James Taylor Phil LeConte
Goshen Township Police Department Executive Officer
Goshen, Ohio
Taylor_j@hccanet.org David Dierks
Financial Officer
Officer Mark Dillon
Hanford Police Department Kelly LeConte
Hanford, CA Director
dare@sayno.com
June Mellon
Captain Tom Long Administrative Officer
Herkimer Police Department
Herkimer, New York Paul Kutac
serpico12@juno.com Accounting

Officer Mitchell Garcia Oscar Davila

Houston Police Department Project Coordinator
Houston, TX
Trevor Davila
mgrunner@houston.rr.com Project Coordinator

Deputy Cory Hughston Rachel Hector

Crime Prevention Specialist Editor
Victoria County Sheriff's Office
Victoria, TX
coryhughston@vctx.org

13
 DIVISION A

Introduces the cadets to criminal justice in America and to the various

professions found in law enforcement -- providing a solid foundation
for the remainder of the course.

A-1
A-2
 INTRODUCTION TO THE JUNIOR POLICE ACADEMY L1

Why do police officers do

what they do? If you’ve
ever been in a car that’s
been pulled over at night,
you might notice that the officer
pulls her squad car behind yours You might notice that she
turns on a floodlight pointing
at an angle. You might notice that directly at your car. You
she leaves her flashing lights on. might notice that she appears
to just sit in her squad car for
a few minutes. Why does she
do these things? Is it just to freak you out? Does anyone
OVERVIEW: have any theories?
DISCUSS THE NEED FOR
UNDERSTANDING POLICE PROCEDURE. Sometimes, police officers can seem
DISTRIBUTE THE CADET HANDOUT AND intimidating. If you’re in a car that’s
PROVIDE AN OVERVIEW OF THE JUNIOR been pulled over, it can almost seem
POLICE ACADEMY . like the officer is making you wait,
CONCLUDE BY VIEWING THE VIDEO just to make you nervous. But there
“JUSTICE ON PATROL.” are specific reasons for every police
procedure, and the more you know
OBJECTIVE:
about the why and how of these
C ADE T S WI LL D E VE LO P AN
procedures, the less intimidating
UNDERSTANDING OF THE JUNIOR
POLICE ACADEMY’S MISSION. CADETS
police officers will seem. After
WILL RECOGNIZE THE IMPORTANCE OF learning about why police officers do
UNDERSTANDING POLICE PROCEDURES. what they do, the next time you’re
in a car that gets pulled over, you
can be the one staying cool and calm
while everyone else gets nervous.

THE HOW AND WHY OF

POLICE WORK
In the Junior Police Academy you will learn the
procedures used by law enforcement officers and the
reasons behind those procedures.

Few citizens truly understand what police officers do and

why they do it. Even less understand the vital role that
law enforcement plays in a community. By taking the
mystery out of law enforcement procedures and policies,
we hope to change young people's attitudes toward police
and their role in
society.
Now, have your cadets take
out their Cadet Handout for
this unit.

A-3
L1 INTRODUCTION TO THE JUNIOR POLICE ACADEMY

[TEXT IN BLUE APPEARS ONLY IN INSTRUCTOR’S GUIDE TO HANDOUT.]

First, tell the cadets what it is like to be a police officer.

FOR INSTANCE: This is a unique profession. Yes, there is a lot of action and
drama, but there’s also a lot of drudgery and monotony. If all you're looking for is
glamour and excitement, you'll soon become bored. But a police career doesn't
have to be that way. It won't be if you approach your job
with a proper perspective and for the right reasons.

Yes, there is satisfaction in solving a mystery or catching

a criminal. But the basic reason for being a cop is that
you can make your community a better place in which to
live. You can't change the world, but you can make a
difference in your little part of it.

SO WHAT IS JPA?
Discuss with the cadets the mission of the program. Ask
the cadets why it is important that citizens understand
the role of law enforcers.

On the first day of class, be sure to refer to the students

as cadets. Make the class seem like an academy, in every
way possible.

WHAT IS JPA?
Junior Police Academy motivates young people to be out-
standing citizens through law enforcement education.

An extension of community policing, JPA transforms the traditional role of the police
officer into one of mentor and friend. At the same time, it encourages our young
citizens to be partners, not adversaries, in building safer schools and communities.

"Young people do not understand what police officers do and why they do it. They
don't understand the role of law enforcement in a community," observes Officer
Mitchell Garcia of the Houston Police Department. "But when we take the mystery
out of law enforcement procedures and policies -- young people's attitudes toward
police and their role in society are transformed"

The Junior Police Academy provides a forum where America’s law enforcement vet-
erans can act as mentors to our young people!

* Cadet Handbooks
Next you’re going to explain how the Handbooks will serve as a resource for the
cadets to review before a quiz or test. You also reserve the option of collecting
the Handbooks on a regular basis for one of the course grades.

CADET HANDBOOKS
Precision and attention to detail is essential to be a good police officer. Cadets will

A-4
 practice these attributes by keeping their own Handbook. This will be a
general use notebook where cadets will:
L1
• Take notes on lessons
• Takes notes on videos and visiting speakers
• File articles from the Current Events Beat
• Record the vocabulary words and definitions

WWW.JUNIORPOLICEACADEMY.ORG
Cadets are encouraged to log on to the Junior Police Academy’s website for the latest
news on the program’s activities and an extensive inventory of educational materials.

Our “Cadet Central” section is written specifically for young people enrolled in the pro-
gram. There you will find a wealth of information regarding law enforce- ment.

MISSION OF THE JPA

During the following weeks you will actually experience what it is like to
go through a police academy. Although this academy is not nearly as
comprehensive or demanding as a real academy, you will learn many of
the same skills a police officer must learn. And while you will not
graduate as police officers, you will graduate, with full honors, as Jun-
ior Police Cadets -- instilled with an appreciation
and respect for law enforcers and their role in soci-
ety.

WHAT IT MEANS TO BE A GRADUATE

OF THE JUNIOR POLICE ACADEMY:

Upon completing the program, Junior Police

Academy Cadets are presented with a “Certificate of Achieve-
ment.”

But just what does a Junior Police Academy education mean?

What distinguishes a JPA Cadet from other students?

• A graduating Cadet is not ready to patrol the streets…but they do appreciate the commitment and dedi-
cation a law enforcer needs to walk the streets each day.

• Proficiency with firearms is not part of a Cadet’s training…but they do understand why it is necessary for
police officers to wear weapons.

• Cadets have not known the stress and uncertainty of stopping a speeding motorist on a lonely highway at
two o’clock in the morning…but they do understand why no-nonsense, by-the-book traffic stops are not
mere theatrics, but a lawman’s protocol for staying alive.

• Cadets cannot cite case law with the skill of a lawyer…but they do recognize the value of a precise penal
code, applied justly and fairly to all.

• Though cadets have not consoled a child at the site of a horrific traffic accident…they have refined their
definition of a law enforcer to include peacemaker and lifeline to those in peril.

• JPA Cadets have not experienced the agony of losing a fellow officer in the line-of-duty….but they do
respect and honor the sacrifice law enforcement demands of every officer.

While the program does not produce a single licensed law enforcement officer….the Junior Police
Academy does graduate tomorrow’s citizens, supplying each with a rich understanding of a law
enforcer’s role in society.

A-5
L1 INTRODUCTION TO THE JUNIOR POLICE ACADEMY

DISCUSSION & VIDEO

Conclude the first day by asking the cadets to list words or phrases that
they think characterize law enforcement officers.

Write the cadets’ suggestions on the board. Discuss whether the job of
law enforcement is easy or hard, and how the cadets formed their opin-
ions.

Show your cadets the video: Junior Police Academy Unit A

(Introduction). Stop the video after the screen darkens following the
final photomontage and statement “In the spirit of those who have
served...Be a part of the solution.”

• Ask cadets whether they have changed their ideas about law
enforcement officials. JPA Advisory Council member, Officer
John Clapp and his White Settlement,
• Ask them to add to their list of police descriptions, any new words or Texas JPA Cadets.

phrases inspired by the video (write the additions in a different color

chalk, if possible.)

• Let the class discuss what they think the educational skills and re-
quirements of a police officer should be.

• Discuss what qualities each cadet would have to develop before wear-
ing a badge.

1. What is JPA?
2. What is the JPA website?
3. What distinguishes a JPA cadet from other students?
4. What is the mission of the JPA?
5. List two attributes essential to be a good police officer.

A-6
 HISTORY OF POLICING L2

There have always been

"police.” A group of cave
men likely stationed a
guard at the cave entrance.
Can anyone guess when history
recorded the first appearance of Law enforcement has a long
history and goes all the way
police officers? back to the earliest human
civilizations. The first
recorded police organization operated in Egypt during the
reign of Pharoah Hur Moheb, around 1340 BC. That’s over
3000 years ago! They patrolled the Nile River with
boats. It’s a long way from boats on the Nile to
OVERVIEW: squad cars on the freeway — how did we get to
EXPLAIN THE ORIGINS OF POLICING. where we are now?
DISTRIBUTE CADET HANDOUTS AND
DISCUSS THE EVOLUTION OF POLICING -- The first organized and proactive police force came into
FROM SCOTLAND YARD TO PRESENT
being on September 29, 1829.
DAY LAW ENFORCEMENT IN AMERICA—
CONCLUDE WITH AN HISTORICAL
EXAMINATION OF "THE CALLBOX.”
Sir Robert Peel restructured the various magistrate
forces, including horse and day and night patrols
OBJECTIVE: into a unified Metropolitan Police in London,
C AD E T S WI LL D E VE LO P AN England. Their headquarters were established at 4
UNDERSTANDING OF THE ORIGINS OF Whitehall Place. There was a rear door the officers
THE UNI TED ST ATES’ SYSTEM OF commonly used and it opened onto Scotland Yard;
CRIMINAL JUSTICE AND FORMULATE AN hence, the force came to be called Scotland Yard.
APPRECIATION FOR OUR NATION’S
PROFESSIONAL APPROACH TO LAW By the way, COP is not an acronym for "constable on
ENFORCEMENT. Patrol." The term actually stems from the slang word
"cop," meaning "to grab or catch." It first appeared
around 1700. It's still used today, as in "cop a plea" or
"cop out." The word "police" comes from the Greek
"polis" meaning city.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-7
L2 HISTORY OF POLICING

HISTORY OF POLICE
Origins of American policing are traced to early English society. Before the
Norman Conquest of England, protection of life and property was a self-
performed function. A pledge system was used wherein each person in a
village pledged to protect the village against thieves and marauders. Indi-
viduals were expected to warn others of trouble and to pursue suspected
criminals.

CONSTABLES & SHIRE REEVES

Families banded together for self-protection. A group of ten families was
called a tithing. Each group of ten tithings was supervised by a Constable.
The constable can be considered the first real police officer. Constables
dealt with serious breaches of law.

The Shire Reeve (later translated into Sheriff) supervised shires, similar to
modern counties. The Shire Reeve was appointed by the King, Queen, or
local land-owner to supervise and maintain order in the territory.

WATCH SYSTEM
The watch system, created in the 13th century, was more formal than the
pledge system. It employed watchmen to protect property against fire and
robbery. The local constables supervised these watchmen. The watch system
was in place for about 500 years in England.

18TH CENTURY DEVELOPMENTS

Two major developments in the 18th century changed the way the police
were organized.

1) Cities Grew: The Industrial revolution lured the masses to the cities for
employment.

2) Invention of Gin: Before the 17th century most people in England drank
only beer and wine because the only hard liquor available to them, brandy,
was much too expensive. With the invention of gin, cheap hard liquor was
available to the English masses. The English government encouraged the
manufacture of gin as a way to deal with grain surpluses. Consumption of
alcohol doubled in England between 1727 and 1743 and with this increase
came widespread public drunkenness and violence.

METROPOLITAN POLICE OF LONDON 1829

Recognized as the world's first organized police force, the Metropolitan Po-
lice of London was organized by Sir Robert Peel, England's Home Secretary.
Composed of over 1,000 officers, or “Bobbies”, it was the first force to be
under a military command structure, as well as the first to have special uni-
forms.

COLONIAL POLICING IN AMERICA

Law enforcement in colonial America was similar to that in England. The
county Sheriff was the primary law enforcement agent. He was paid by the
fee system -- a fixed amount for every arrest made. He investigated citizen
complaints, ran the jail and collected taxes. The town Marshall policed ur-
ban areas.

A-8
 L2
EARLY AMERICA POLICING
Modern American police departments were first created in the
19th century.

• 1838 first police force created in Boston

• 1844 New York Police Department created
• 1856 Philadelphia Police Department created

Local politics and politicians often controlled these early urban

police departments by determining who was hired and who was
promoted. Getting hired and getting promoted was more a ques-
tion of who you knew rather than what you knew. Early American
police work was primitive in nature. Most officers patrolled on
foot. Because there was little formal training or supervision, cor-
ruption and brutality were common.

20TH CENTURY POLICE REFORMS

Policing became more technologically sophisticated around the
turn of the century. Police uniforms were first introduced in 1853 -
- finally police could be identified as police.

1. The first telegraph police boxes were installed in 1867 -- fi-

nally police administrators could have some supervision over
officers.
2. In 1910, the first police car was introduced in Akron, Ohio --
finally police were mobile and could respond quickly.
3. Police officers’ salaries were also increased a great deal in
this time period, drawing better applicants to the job and
diminishing the attraction of bribes.

LAW ENFORCEMENT TODAY

Today there are about 17,000 law enforcement agencies.

1. 3,100 Sheriffs departments

2. 12,500 municipal police agencies
3. 1,700 special police forces (parks, transit, airport, university)
4. 49 state police forces (all but Hawaii)
5. 50 federal law enforcement agencies

More than 800,000 people are employed in policing. More than

600,000 sworn officers and about 250,000 civilians

A-9
L2 HISTORY OF POLICING

HISTORY OF FIRE Police call boxes, on the other hand,

AND POLICE CALL were sealed boxes that a patrol officer
BOXES would use a key to enter and flip a
switch to notify a central command cen-
ter that his patrol was proceeding as
Elaborate fire call boxes
normal and that no assistance was neces-
were first installed in the
sary. It also featured a telephone that
Washington D.C. area in
officers could use to communicate prob-
the 1860s. Red glass with etched white
lems to the central command.
lettering was illuminated from behind
with a constantly burning gas light.
In most cities, walkie-talkies and car
two-way radios caused the downfall of
This type of box required the sender to
the police and fire boxes.
break the glass, turn the key and open
The call boxes in Washing-
the door, then pull down a hook inside to
ton were maintained by the
transmit the alarm to a central alarm
Department of Public
office where the box number tapped out
Works with many remaining
on a bell, flashed on a red signal light,
in use until 1976, when the
and punched out its number on a paper
911 system of emergency
tape register much like a stock ticker.
contact was established in
the city.
There was also a telegraph key and
sounder inside each box, which the
Most of the Fire call boxes were aban-
chief, or chief's driver could use to order
doned after the 1968 riots, when civil
a greater alarm or fire all-out signal to
unrest destroyed many of those in the
the central alarm office.
affected areas, and others were continu-
ally used for false alarms.
In 1923 the decision to convert the gas-
lights to electric was gradually enforced
What has replaced call boxes in modern
over the following decade, and the last
cities? (Discuss how 911 has been
three gaslights were turned off on June
adopted to handle emergency calls.)
23, 1934.
___________________________________
___________________________________
Each fire alarm box had a spring wound
movement like an alarm clock which
How has technology changed the way we
when the hook was pulled sent in four
report and respond to an emergency:
rounds of its location code number to the
___________________________________
alarm office.
___________________________________
Starting in the late 1880's the color
scheme changed when Police boxes were
introduced. Police boxes were painted
blue, and the Fire call boxes painted red.

1. How was order kept before a police system was created?

2. Why was a police organization created?
3. What could be considered the first real police officer and what were
his duties?
4. What two major developments changed the way police were organ-
ized?
5. How does politics affect the way policing is executed?

A-10
 A QUICK GUIDE TO BEING A POLICE OFFICER L3

The way police officers are

often portrayed in movies
and television can make it
look like a pretty exciting
job.

OVERVIEW:
DISCUSS THE RANGE OF RESPONSIBILITIES
A POLICE OFFICER FACES.
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE ASPECTS OF A POLICE
OFFICER'S JOB.
OBJECTIVE:
C AD E TS WI LL G AI N A D E E PE R
APPRECIATION FOR THE DUTIES A
POLICE OFFICER PERFORMS AND BE
ABLE TO IDENTIFY THE QUALITIES
REQUIRED FOR A SUCCESSFUL
PROFESSIONAL CAREER.
By focusing on
car chases, investigations, shoot-outs and
other visually interesting responsibilities,
filmmakers give us exciting action movies
but not necessarily a very realistic idea of
what officers do on a day to day basis.
In reality, the duties of a police officer are
focused on patrolling, and ensuring the day
to day safety of the city, town, or highway
for which they are responsible. Sure,
there’s the potential for arrests and
investigation, but a police officer has many
duties — not all of which are glamorous.
Sometimes, it’s just filing report
paperwork or cleaning and inspecting
weapons. Other times it can be
diagramming crime scenes or seizing
contraband materials. Regardless, a day in
the life of a police officer revolves around
one thing: the public’s safety.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-11
L3 A QUICK GUIDE TO BEING A POLICE OFFICER

NEW RECRUITS: WHAT YOU CAN EXPECT • Identify and apprehend offenders
Most new police recruits begin on patrol duty, riding • Handcuff suspects or prisoners
in a police vehicle or walking on foot patrol. They
• Conduct frisk and pat down
work alone or with experienced officers in such
varied areas as congested business districts or • Advise persons of constitutional rights
outlying residential neighborhoods. Officers • Seize contraband
attempt to become thoroughly familiar with • Use deadly force when necessary
conditions throughout their area and, while on • Execute arrest warrants
patrol, remain alert for anything unusual. They • Fire weapons on duty
note suspicious circumstances, such as open
• Pursue suspect on foot
windows or lights in vacant buildings, as well as
hazards to public safety, such as burned-out • Execute search
streetlights or fallen trees. Officers enforce traffic warrants
regulations and also watch for stolen vehicles. At • Pursue suspect in
regular intervals, officers report to police vehicle
headquarters from call boxes, radios, or • Obtain and serve
telephones. protection orders and
committals
Officers may work alone, but in large agencies they
often patrol with a partner. While on patrol, INVESTIGATION
officers attempt to become thoroughly familiar with • Secure and maintain
their patrol area and remain alert for anything accident, crime, or
unusual. Suspicious circumstances and hazards to disaster area
public safety are investigated or noted, and officers • Investigate crimes
are dispatched to individual calls for assistance against persons and
within their district. property
• Investigate suspicious
RUNNING, ARRESTING, AND LISTENING
and criminal activity
During their shift, they may identify, pursue, and
arrest suspected criminals, resolve problems within • Interview witnesses
the community, and enforce traffic laws. Some • Investigate suspicious
police officers specialize in such diverse fields as persons or vehicles
chemical and microscopic analysis, training and • Collect and preserve evidence
firearms instruction, or handwriting and fingerprint • Make judgments about probable cause for
identification. warrant-less searches
• Search crime scene for physical evidence
Others work with special units such as horseback,
• Investigate complaints of drug law violations
bicycle, motorcycle or harbor patrol, canine corps,
special weapons and tactics (SWAT). or emergency • Locate witnesses to crime
response teams. About 1 in 10 local and special law • Interrogate suspects
enforcement officers perform jail-related duties, • Process crime scene, fingerprints, accident
and about 4 percent work in courts. Regardless of scene, etc.
job duties or location, police officers and detectives • Search premises or property
at all levels must write reports and maintain • Transport property or evidence
meticulous records that will be needed if they
testify in court.
• Diagram crime/accident scenes

PATROL
ESSENTIAL JOB TASKS PERFORMED BY
• Enforce criminal laws
POLICE OFFICERS
• Respond to calls
ARREST AND APPREHENSION • Drive motor vehicle under non-emergency
• Use appropriate level of force conditions
• Make judgments about arresting or releasing • Search persons, vehicles, and places
suspects or offenders • Drive motor vehicle under emergency
conditions

A-12
• Patrol assigned area in a vehicle
• Issue citations for non-traffic offenses
• Make checks of various types of
premises
• Check schools, playgrounds, parks, and
recreational centers
TRAFFIC ENFORCEMENT
• Enforce traffic and parking laws and
ordinances
• Investigate traffic accidents
• Check vehicles for proper registration
• Request emergency assistance for
accidents
• Administer roadside sobriety tests
COMMUNICATION
• Communicate with dispatcher, other
police vehicles, and commanding
officers by radio
• Exchange necessary information with
other police officers at a scene
• Provide accurate oral descriptions
• Interact, communicate, and work with
citizens
PAPERWORK
• Write reports
• Write citations and summonses
• Write memos
• Review and sign reports to ensure
completeness and accuracy
PHYSICAL TASKS
• Subdue and arrest a resisting/attacking
individual
• Encounter an armed suspect
• Encounter resistance during an arrest or
in an emergency situation
• Sit or stand for long periods of time
• Recover weapon from suspect who gives
it up voluntarily
• Perform an evasive maneuver (dodge,
duck, block, push, shove, pull, etc.) in
order to disarm a suspect
• Subdue and physically restrain an
intoxicated individual
TO BECOME A POLICE OFFICER...
• You must be a citizen of the U.S.A
• You must be 20 or older
• You must have a GED or high school
diploma
• You must pass several written and
physical exams
• You must NOT be a convicted felon L3
You need a college degree to work in
state and federal law enforcement
agencies
WHAT TRAINING WILL YOU NEED?
• 12 to 14 weeks of training in a police
academy including classroom instruction
(constitutional law and civil rights, state
laws and local ordinances, and accident
investigation) and hands-on experience
(patrol, traffic control, firearms usage,
self-defense, first aid, and emergency
response)
• Completion of a 2-year associate’s
program or 4-year bachelor’s
program in a criminal
justice-related area is
encouraged
• Knowledge of a foreign
language and physical fitness
are both plusses
What career opportunities and
advancements will I have as a
police officer?
• Potential for promotion to a
specialty area or higher rank
• Potential to retire with a
pension after only 20-25
years of service. Potential
to earn a salary from the
mid-$30s and upwards
HOW DO I GET STARTED?
• Find schools with programs
that interest you.
• Request info from specific police
departments to get started on your new
career.
STILL INTERESTED? ASK YOURSELF:
• Why become a police officer?
• Who do police officers serve?
• What are the dangers as well as the
benefits to fighting crime and ensuring
public safety?
A-13
L3 A QUICK GUIDE TO BEING A POLICE OFFICER

VIDEO: SWEEPING THE STREETS POLICE OFFICER’S ETHICS OATH

In the clip “Sweeping the Streets” (Unit 3
from the JPA Video) from COURT TV’s
“The System”, a police officer must deal
with interpersonal conflict when a citizen
discovers strangers have moved into her
home.
Before showing the clip, explain to the
class that one of the most important du-
ties of a police officer is conflict resolu-
tion. Ask the class to pay close attention
to how the officer handles a frantic citi-
zen.
Show the clip and discuss the following
questions.
• What is a contract?
• How is the woman in this scene going
to make money off of this situation?
The police officer in this situation re-
mained very calm and helped work out a
compromise. Have the cadets write an
explanation of why it is important for
officers to remain calm in situations like
this.
As a law enforcement officer, my
fundamental duty is to serve mankind;
to safeguard lives and property; to
protect the innocent against deception,
the weak against oppression or
intimidation, and the peaceful against
violence or disorder; and to respect the
constitutional rights of all men to
liberty, equality, and justice.
I will never engage in acts of corruption
or bribery, nor will I condone such acts
by other police officers. I will cooperate
with all legally authorized agencies and
their representatives in the pursuit of
justice. I know that I alone am
responsible for my own standard of
professional performance
and will take every
reasonable opportunity to
enhance and improve my
level of knowledge and
competence.
I recognize the badge of
my office as a symbol of
public faith, and I accept it
as a public trust to be held
so long as I am true to the
ethics of the police JPA cadets are held to high
service. I will constantly strive to ethical standards throughout the
program, just as police are in
achieve these objectives and ideals, their professional duties.
dedicating myself before God to my
chosen profession - Law Enforcement.

Review each part of the Police Officer’s

Ethical Oath.

Decide which part you think would be

the most difficult to uphold over the
course of a career in law enforcement.

Why do you think this ethical virtue is

important to a police officer?

1. Where do most new recruits begin working?

2. Are there essential tasks performed by an officer?
3. Name three things an officer looks for while on patrol?
4. Discuss the difference between police officers on television
and those on the streets.
5. Name 2 requirements to become an officer?
A-14
 PATROLING THE STREETS L4

Whether it's walking a beat,

riding a bicycle or driving a
car, the basic function of
Patrol is the first line of
police is to patrol. This day- defense against crime. Why?
to-day patrol work makes a police Because it puts you where the
department effective. people are. It promotes
contact with citizens so they
get to know their police
officer. Patrols allow for officers to be near by when a
cry for help comes in to the dispatcher. Patrol officers
may even stumble over a crime or hazardous situation
that requires immediate attention, such as a street sign
twisted so it mis-identifies the cross street, the traffic
OVERVIEW: DISCUSS THE REASON FOR signal that isn't working, the pothole left by last night's
PATROLLING AND WHY IT IS A VITAL rain, the broken tree limb that brought down a live
PART OF LAW ENFORCEMENT electric line, or a gas leak that could explode when
someone lights a cigarette.
OBJECTIVE: CADETS SHOULD HAVE A
BE T TE R U NDE RST AND I NG OF Historically, patrol work has been the
PATROLLING AND THE DIFFERENT
basic function of police in protecting life
METHODS AND TECHINIQUES.
and property and serving the public. The
earliest police forces were called "patrols."
London had its Day Patrol, Night Patrol and
Horse Patrol before Sir Robert Peel devised
the first proactive police force called the
Metropolitan Police.

As important as it is, patrol isn't

necessarily pleasant work. In fact, the word patrol is
derived from the French "patrouiller" meaning "to go
through puddles." That's what you’ll do -- walk through
littered alleys, climbing rickety back stairs, slosh through
slush in winter and confront mud puddles in summer.

The first assignment you will get as a new officer will

probably be patrol. Your job will be to poke your nose
into places the public would pass by with little notice. It
may sound like it’s not very fun, but when approached
with the right attitude, patrol is one of the more
interesting aspects of police work.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-15
L4 PATROLING THE STREETS

DID YOU SEE THAT??!!!

Most citizens walk down the sidewalk oblivious to their surroundings, unless approached
by a beggar or purse-snatcher which comes as a complete surprise due to their lack of
awareness. As an officer, it is important for you to always be aware of the things that
are going on around you and to try to remember all of the details of your surroundings.

Learn to observe people, to note their differences and distinguishing features. Practice
glancing at people quickly, then describing them. From your description could a fellow
officer pick out the individual from a crowd? You'll find that with practice you'll see
more than you ever thought possible

**Try this with the cadets. Have one cadet describe another cadet without looking at
them, then see if the others can guess who they are describing.

The Sixth Sense…

Some officers seem to have a sixth sense that tells them "that person is wrong." They
have simply learned to observe details of dress, actions, mannerisms, and appearance.
These details may be so minor they're meaningless until they are viewed in context of the
total picture.

Every time you make a good arrest, ask yourself, "What tipped me off that something
was wrong? What attracted my attention?" By analyzing each situation, you'll discover the
seemingly insignificant action or thing that didn't fit. If you have a partner, talk it over
together. You'll find that the vague feeling you get when something is wrong has a sound
basis in your observation.

Two approaches to patrol

There are two distinct philosophies of patrol. In one, you wear a
distinctive uniform, drive a marked car with a light bar on top. The
light bar has small bulbs, "cruise lights", that increase your visibility
at night. On foot, you walk at the curb side of the sidewalk and
generally make yourself as conspicuous as possible. This lets your
citizens know you are on the job and it forestalls contemplated
actions by criminals. This is the technique for prevention.

The other approach is more effective when your purpose is apprehension. You are in
uniform but in an unmarked car with concealed emergency lights. On foot, you walk up
close to the buildings, duck into doorways, and observe without being seen. When your
purpose is apprehension, you are unobtrusive and avoid influencing a situation you are
observing.

When on patrol, use the approach that is most appropriate. If you are in an area you
can't reach while sitting in a squad car, park your car and continue on foot.

Avoid obvious routines

You've analyzed your patrol area and determined a patrol routine that covers it effec-
tively and efficiently. This routine is working, so why change it?

Whether on foot or in a car, a criminal will quickly learn your routine and plan his ac-
tions accordingly. If he learns that you always start your evening patrol in the less popu-
lated areas then work your way toward the high crime areas later in the evening, he's
going to hit the high crime area early in your shift or the residential area later.

A-16
 “Be systematically unsystematic”
You want people to know you're on the
job, but you never want them to know
where you'll be next. Backtracking is one
technique to break a patrol routine, and
it works on foot or on wheels. After
you've walked a particularly vulnerable
area, turn around and walk it back the
other way. On your walk back, duck into
a doorway and wait for a while. Observe
without being observed. If you are in a
car you can drive around the block and
cover it again, this time cutting up the
alley.
Patrolling at night
Use light and shadow to your advan-
tage. When you enter a dark alley from
a lighted street, wait for a few minutes
to let your eyes adjust. This gives you a
chance to watch for movement of some-
one who saw you enter the alley. You
might pass the alley entrance, then dou-
ble back. Stand where you are shielded
from the street so you aren't silhouetted
against the street lights. Work your way
through the alley by hugging the sides
and ducking behind the dumpster. Use
your light only if it's necessary.
When walking a beat at night, you don't learn their personal habits. If you know a
want to stroll down the street, trying
every door and flashing your light around a.m., someone moving around inside at
at random. Even an inexperienced crook 8:00 a.m. would be suspicious. If you
can keep track of your movements. It
may seem obvious but it happens.
Know your neighborhood
There is a lot for you to learn about
your patrol area. You need to know
more than just every street name and
how buildings are numbered. Learn the
peculiarities of every street, road, and
alley. Knowing where a high-crowned
cross street creates a dip could be criti- hood during your patrol. With this
cal in a high-speed chase.
Become familiar with the buildings on
your patrols, and learn where their en-
trances and exits are as well as the loca-
tions of important things such as their
electrical control units or their security
alarm. You’ll want to know what types
of businesses operate from each building,
and where each business stores its valu-
ables. All of this knowledge should influ-
ence the way that you patrol.
Every patrol area has locations where
trouble is likely to develop. Identify
those areas that have had the most calls
for service.
Know your neighbors
You can't do a good job patrolling unless
L4
you know the people in the area that you
patrol, know what they know, and have
their confidence and respect. The law-
abiding citizens of your community will
likely never meet you, or you them,
unless they become a victim of a crime.
It is up to you to reach out to the com-
munity and meet the people that live
there.
There are many people whose jobs put
them in good positions to help you. It's
worth cultivating their friendship. Deliv-
ery persons, hotel clerks, bellhops, cab
drivers, gas station attendants and secu-
rity guards could be sources of good in-
formation, and can be a second set of
eyes for you. Even
the people who sit in
the park most of the
day become skilled
observers.
Get to know the
neighborhood busi-
ness owners and em-
ployees by sight, if
not by name, and
store manager never opens before 9:00
know the clerks restock the shelves after
closing time, activity inside then might
not be suspicious. But if it is someone
you don't recognize, it could be a burglar
trying to look like an employee.
While you are getting to know the peo-
ple, get to know their cars as well.
Learn who owns which cars, and which
cars are usually parked in the neighbor-
knowledge, you will have a better chance
of recognizing any suspicious activity.
A-17
L4 PATROLING THE STREETS

The Police Car

Improvements in the quality and performance of police vehicles, as well as

their rising necessity in the twentieth century, were the result of technological
advances. As technology improved the performance of cars, criminals made
use of their higher speeds to elude capture. Police departments, at first unable
or unwilling to incur the expense of outfitting their force with patrol cars, had
no choice but to keep up with the criminals. The modern day police car is a
high performance, high speed, law enforcement tool. Today the police car is
as familiar as the police officer. But police officers have a long tradition of
“walking the beat,” or as mounted officers. Why did police departments imple-
ment the use of modern police cars in law enforcement?

Automobiles came into police work shortly after Henry Ford made the first
Model T, but they didn't come into prominence until the 1920s. At first, they
were kept at the stationhouse so officers could respond faster when a call
came in. During World War II, a manpower shortage and the advent of two-way
radio required an increased emphasis on the patrol car. The car lets you cover
a larger territory and travel faster from point to point, but it also encases you
in a metal box that separates you from the community. Many departments
started "walk and talk" programs where you had to spend part of each hour
with the car parked as you got out and talked with people in your patrol area.
This became possible and more useful with the development of suitable port-
able two-way radios. Where closer community contact has been established,
crime has been reduced and the citizens have a better relationship with their
police departments.

Extended Activities
• Design a police car for the future. What types of options and equipment do
you think will be necessary.

• Have a debate or discussion in your class about the pros and cons of police
officers using police cars. Are there any alternatives to police cars?

• How can the police officers in your community develop a better relation-
ship with community members?

JPA cadets learn about patrol units

from the inside — out..

1. How was order kept before a police system was created?

2. Why was a police organization created?
3. What could be considered the first real police officer and what were his
duties?
4. What two major developments changed the way police were organized?
5. How does politics affect the way policing is executed?

A-18
 HAZARDS ON PATROL L5

Police work can be very

dangerous and stressful. In
addition to the obvious
dangers of confrontations
with criminals, officers need to be
constantly alert and ready to deal
appropriately with a number of
other threatening situations.
Many law enforcement officers
witness death and suffering
resulting from accidents and
criminal behavior.
A career in law enforcement
may take a toll on officers'
private lives.

Police officers and detectives are required to work at any

OVERVIEW:
DISCUSS THE RANGE OF RESPONSIBILITIES
A POLICE OFFICER FACES--
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE ASPECTS OF A POLICE
OFFICER'S JOB.
CONCLUDE BY VIEWING THE VIDEO
"SWEEPING THE STREETS."
OBJECTIVE:
C AD E T S WI LL G AI N A D E E P E R
APPRECIATION FOR THE DUTIES A
POLICE OFFICER PERFORMS AND BE
ABLE TO IDENTIFY THE QUALITIES
REQUI RED FOR A SUCCESSFUL
PROFESSIONAL CAREER.
time their services are needed and may work long hours
during investigations. In most jurisdictions, whether on or
off duty, officers are expected to be
armed and to exercise their arrest
authority whenever necessary.
But when you are dispatched on an
emergency call, remember that your
first responsibility is to reach your
destination safely. It's little
consolation to the accident victim
who's bleeding to death that you
would have arrived sixty seconds sooner if that drunken
driver hadn't pulled out in front of you and caused a
crash.

Treat every emergency call like an emergency. "Routine"

is a threat to the police officer. The seventh response to
a particular alarm that's always false just might be real.
You can't assume anything. Every emergency call is an
emergency until you determine the facts.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-19
L5 HAZARDS ON PATROL

I
BE CLEVER

If you can, avoid approaching where you'll be seen from some distance away.
In the city, use a parallel street and cut over at the last possible intersec-
tion. If it's a holdup, burglary, or prowler call, cut your siren several blocks
away and extinguish your lights before you' are spotted from the destination.
Note the registration numbers of vehicles or persons departing as you near
the scene.

When you arrive, stop a little way down the street. Wait a sec-
ond, size up what you can see. Is someone waiting in a car with the
engine running? Is someone running off in the opposite direction? If
nothing attracts your attention, identify the best approach route.

Have a plan. If you're working with a partner, it's critical that

each of you knows what the other is going to do. Talk about it. A
poor plan is better than no plan at all.

USE CAUTION
Staying in shape is critical
Let's say you spot a car that doesn't fit the area where it's parked. You radio to law enforcement
officer.
the dispatcher for a motor vehicle registration check and it comes back
"stolen." Do you rush right over and start rummaging through it for evidence?
Of course not. Better to drive on by and position yourself where you can
watch it unobtrusively. Particularly if it was stolen very recently, the thief
may be using it to hold up the store. He may have stopped to pick up some-
one. Advise the dispatcher what you've got. Perhaps a plainclothes officer
will want to stake it out. Once you're reasonably sure the car has been aban-
doned, let the investigators do the rummaging. They're trained to find evi-
dence not obvious to you, since you don't recover stolen cars every day.

What if, responding to an armed robbery call, you find the perpetrator still
in the store with salesclerks and customers? Rushing in could be dangerous
to someone inside, or even create a hostage situation. Better to wait a dis-
creet distance away for the robbers to come outside before you confront
them.

Narcotics cases can be touchy. If you have a narcotics squad, they may
work a case for months without making an arrest. Many people are involved
in this business, with one level shielding the next higher group. If you rush in
and bust the pusher, you could blow the case of an officer who was using the
pusher to identify his distributor. If you come across a drug transaction and
can discreetly check by radio, do it; get the expert's advice. If you arrest a
group and recognize an officer working undercover, don't recognize him.
Treat him the same as everyone else. You can sort it out later.

There are conditions that can make a person appear to be intoxicated when
they've had nothing to drink at all. A blow to the head could have this ef-
fect. Carbon dioxide poisoning could, too. A diabetic could be suffering from
insulin shock or even go into a diabetic coma. If you find any evidence or
injury or a Medic Alert tag, get medical attention for the subject.

A-20
What is the largest single source of liability suits? No, it's not firearms or use of
force. It's automobiles. Your car is a very powerful tool, and you use it constantly.
L5
Operating your patrol car calls for exemplary skills whenever you are behind the
wheel. After all, your marked car is easily identified and citizens are looking at
you.

When you go into the defensive driving course during training, you need to prac-
tice control, steering, fast but safe lane changes, U-turns, controlling skids,
proper braking.

Your driving instructors know what has caused officer-involved accidents in the
past. They've given a lot of thought to how to avoid them and they've developed
techniques to teach you. They will also try to teach you judgment. Their experi-
ence will tell you what you might expect from other drivers' reacting to you. And
that is the essence of defensive driving -- anticipating the other drivers' actions.

TO CHASE OR NOT TO CHASE

Many departments require logging and reporting each pursuit. If the operator's
identity has been established, discontinue pursuit and apprehend later. Courts
have held, where pursuits resulted in injuries or death, it is the Officer’s fault for
causing the fleeing driver to do things under stress he would not ordinarily do

Just because a motorist runs doesn't mean he's a felon who can't afford to be
caught. A driver may run for any number of real or imagined reasons. Of course,
you want to catch him. But if continuing hot pursuit puts others at risk, you have
no choice but to break off. If you noted the plate number, you can always catch
him another day. If it's a suspected felon who's running, your ra-
dio can alert other units that may be ahead of him. If the only
reason to chase is that the driver was speeding, it's not worth
breaking your neck. The exception is one who is likely to endan-
ger others if he continues.

You need to consider the kind of road, weather and wind condi-
tions, amount of traffic, and what's up ahead before deciding to
chase an offender in hot pursuit. Good judgment is the critical
factor.

But let's say that all things (and the policies of your department)
considered, you decide to chase. First, consider how you're going to startle other Motor vehicle chases are a
motorists when you switch on the lights and siren. Give them a chance to get out major source of lawsuits
against police
of your way. Then remember that high-speed operation of a motor vehicle is quite departments.
different from a Sunday drive in the country.

While draping one arm out the window and resting the right hand at the bottom
of the wheel may seem comfortable, it affords little steering control. Where does
the racing driver put his hands? The left at nine or ten o'clock, the right at three
or two o'clock. That hand position provides optimum control.

A-21
L5 HAZARDS ON PATROL

CELL PHONES: POTENTIAL PROBLEMS & SOLUTIONS-- Cur-

It has happened to anyone who has used a
cell phone. You’re making a call and noth-
ing happens, you just can’t get through,
maybe you only hear static. So, you call
later and get through. But what if you
couldn’t wait a few minutes? What if those
minutes meant life or death? These days,
for many public safety providers, they do.
CLOSE CALLS--On September 18, 1996, two
detectives ran after a drug dealer in Kansas
City, MO. When they called for backup on
their new handheld radios, they got dead air
and their situation got dangerous. As they
cornered the suspect, he shot them both.
These shooting victims were also victims of
progress. The once- dependable police radio
is literally being drowned out by a torrent of
information-age services, such as wireless
phones and instant messaging that have
made mobile communications available to
millions of Americans. Even as police, fire
and emergency medical services upgrade to
pricey new radio systems, dozens of agen-
cies face increasing interference from more
powerful commercial wireless services.
rently, officers must travel farther to get a
signal, carry cell phones and bring backup
when entering static-prone areas. The solu-
tion is to build a bigger network. Packed
with new features and buttons, officers of-
ten have trouble using them. Though time
and training should ease many of these con-
cerns, the new radio systems are also more
glitch-prone. There’s a lot more that can
and will go wrong.
Discuss:
Identify an alternative solution to this air-
wave issue.
Consider the number of cellular or wireless
devices in your home and how often your
family uses them.
Discuss the long term effects of over-
populating the airwaves.

What other common emergency situations

could be hindered by a lack of immediate
radio contact?

ROLE OF REGULATORS-- As metro popula-

tions swell, police, fire and medical agen-
cies lack enough channels to handle the
growth in their own ranks. The Federal Com-
munications Commission is in charge of
regulating our nation’s airwaves but they
are under tremendous pressure to bring as
many billions of dollars as possible from
auctioning airwaves to the commercial car-
riers that provide our cellular services.

1. How was order kept before a police system was created?

2. Why was a police organization created?
3. What could be considered the first real police officer and what were
his duties?
4. What two major developments changed the way police were organ-
ized?
5. How does politics affect the way policing is executed?

A-22
 TRAFFIC ENFORCEMENT 101 L6

Why do officers conduct

traffic stops? No one likes
to get a ticket, but if a
ticket deters drivers from
things that put the community’s In addition to reducing injuries
safety at risk, we all benefit. and deaths on our roadways,
by giving tickets, officers save
us money.

For example, an uninsured

OVERVIEW:
INSTRUCTOR WILL REVIEW THE VARIOUS
TYPES OF TRAFFIC COLLISION AND WILL
CONDUCT AN EXERCISE IN WHICH THE
CADETS COMPLETE A COLLISION
REPORT.
OBJECTIVES:
CADETS WILL UNDERSTAND THE SAFETY
MEASURES THAT ARE NECESSARY WHEN
WORKING AT VARIOUS ACCIDENT SITES.
THEY WILL LEARN THE IMPORTANCE OF
AC C U R AT E L Y C O M P L E T I N G A
COLLISION REPORT.
driver not wearing a seat belt speeds down the road,
loses control and hits a guardrail. Who pays for rescue
and emergency services? Who pays for his hospital stay
and physical therapy? Who pays for the guardrail repair?
It is not the careless driver, but your local government,
which is generously funded by you, the taxpayer.
Of course, there are much more
important reasons why traffic
enforcement is vital. Like making
motorists wear their seat belts,
encouraging the use of child safety
seats, and providing a deterrent to
driving under the influence, are all
valid important safety concerns.
In this lesson, we will be reviewing the many issues
surrounding traffic enforcement — from the rights of
motorists to the safety of our officers in uniform.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-23
L6 TRAFFIC ENFORCEMENT 1 01

TRAFFIC STOPS ARE DANGEROUS

Many officers are killed each year and thousands more are injured in traffic,
related incidences. For example, in 1998, about half of all officer, line of duty
deaths were related to traffic incidences. This is because even the most rou-
tine stop for a traffic violation has the potential for danger.

Routine traffic stops often turn out to be not so routine. Officers find unin-
sured drivers, suspended licenses, impaired drivers, illegal firearms drugs and
fugitives. Discoveries like these are all in a day’s work for many officers. This
is why officers are trained to place a great deal of emphasis on their safety
and take a defensive posture during the stop until the risk of confrontation or
injury is diminished.

WHAT CAN CITIZENS DO TO MAKE TRAFFIC

STOPS A LITTLE EASIER?
Whether you are stopped by a state highway patrol trooper, a county sheriff’s
deputy, or a local police officer, you are expected to cooperate. Along with
the officer, drivers and other occupants can do their part in helping to create
a more professional atmosphere during the stop.

• Drivers should pull over to the far right side, safely and quickly, upon
seeing or hearing a police vehicle.
• Once stopped, drivers should not engage in suspicious activity, such as
hiding things or making sudden moves; these behaviors will give the offi-
cer reason to search the driver and/or the vehicle.
• Drivers should show courtesy to the officer by rolling down their
window all the way, keeping their hands to themselves until
asked for something, and turning on their interior light if it is
nighttime.
• Drivers should remain in the car unless asked to exit; any sudden
moves or eagerness to exit the car may result in a search of the
driver.
• A cooperative driver allows the officer to speak first and responds
without sarcasm or defense; if the driver does not agree with the
officer it is better that he or she remain silent than respond
harshly.

WHY DID YOU STOP ME ?

The most common reasons are:

• Moving violations, such as speeding, weaving, lane straddling,
running a red light or stop sign, reckless operation, failure to
yield the right-of-way, etc.
• Registration or Equipment Violations are other reasons a vehicle may be
stopped. It is not uncommon for a driver to be in violation of a law and
not know it. It's your responsibility to maintain a safe vehicle and know
the laws governing driving privileges.
• Criminal Investigations often involve searching for a "getaway" car in-
volved in a crash, robbery, vandalism, assault, etc. Your vehicle may
match the description of a suspect's vehicle.
• Safety concerns are another reason an officer may stop your vehicle. For
instance, your trunk may be open, something may be hanging from under
your vehicle, or you may have left items on your roof.

A-24
FREQUENTLY ASKED QUESTIONS ABOUT TRAFFIC STOPS L6
Are the police allowed to search a car that they have pulled over?

Yes, if they have reason to suspect criminal activity or fear for their safety then they
may search the car. If they think that the suspect poses a danger to their safety,
they are allowed to search the suspect and the immediate area around them (this
may include the passenger compartment of the car and its contents -- such as bags
or a briefcase and the glove compartment).

Is it legal for the police to pull over cars and question their drivers
at a roadblock?

Yes, as long as the police use a neutral policy when stopping cars
(such as stopping all cars or stopping every third car) and minimize
any inconvenience to the drivers involved.

Is a driver’s license from one state valid in all the other states?

A valid license from one state, is valid in other states given the driver is just visiting.
But if a driver makes a permanent move to another state, he or she will have to ap-
ply for a new license, and possibly retake some driving exams, in that state. Usually,
you must do this within 30 days after moving to the new state.

When can the police suspend or revoke a driver's license?

Driving a car is considered a privilege and a state won't hesitate to take it away if a
driver behaves irresponsibly on the road. A state may temporarily suspend a driver’s
privileges for a number of reasons, including:
• driving under the influence of alcohol or drugs
• refusing to take a blood-alcohol test
• driving without liability insurance
• speeding
• reckless driving

Why do troopers approach a car on the driver’s side, exposing themselves to

traffic? Why don't they approach the vehicle from the passenger side?

It's necessary for the cop to bend down to look at the driver and scope out the vehi-
cle to see if there's something suspicious in sight, such as a weapon. The officer also
has to receive the driver's license, registration and proof of insurance.
If he or she did this from the passenger side, he or she would have to lean farther
into the vehicle, which exposes the cop to action by the driver or a passenger.

Can police order passengers, not just the driver, out of a vehicle during a traffic
Stop?

The Supreme Court has ruled that police can order all the passengers, not just the
driver, to get out of the vehicle during a traffic stop, even when they have no reason
to suspect danger or wrong doing. The justices said the need to protect an officer's
safety outweighs the privacy rights of innocent passengers. "Regrettably, traffic
stops may be dangerous encounters for police”, wrote Chief Justice William
Rehnquist.

The decision in a Maryland case said ordering passengers not suspected of wrongdo-
ing out of a car is only a "minimal" intrusion on their rights. "Danger to an officer
from a traffic stop is likely to be greater when there are passengers in addition to
the driver in the stopped car," Rehnquist said. He noted that 11 police officers were
killed and more than 5,700 were assaulted during traffic stops in 1994.

A-25
L6 TRAFFIC ENFORCEMENT 101

TRAFFIC STOP PROCEDURE G. Leave

A. Greeting and Identification
The peace officer must either introduce
himself or make a courtesy greeting to the
individual stopped. The peace officer must
ID himself and the agency he is with.
B. Statement of Violation Committed
The officer must tell the person why they
are stopped and emphasize the serious-
ness of the violation. The officer must ask
the reason for the violation and give the
person an opportunity to justify himself.
C. ID of Driver and Check of Conditions of
Violator and Vehicle
Every violator stopped must present their-
driver’s license. If there is no driver’s
license available, the peace officer must
write down a brief description of the per-
son.
The Officer must never be sorry for giving
a ticket. In a business like tone they tell
the violator goodbye (“Good Afternoon”)
the immediately return to the patrol car.
TRAFFIC STOP EXERCISE
Review traffic stop procedures. Test the
cadet’s ability to follow safety guidelines
by supervising a mock traffic stop.
(Before class, position two
vehicles, one behind the
other, in the parking lot. If
possible, you should posi-
tion a squad car behind a
civilian vehicle.)
TIPS: Brief each driver
regarding the scenario, but
the “police officer” should not
know what to expect.

D. Statement of Action to be Taken Optional: As well as following

The Officer must firmly state what action
will be taken and what will happen. The
statement must be clear enough for the
individual to understand.
E. Take That Action
The Officer must write a citation, take the
person into custody or give a warning -
whatever the peace officer decides.
F. Explain What the Violator Must Do
The Officer must explain to the individual
what actions they must take: Appear in
court; get into patrol car, etc. (Give loca-
tions of courts)
the proper procedure, you may
want the cadets to fill out a
Traffic Ticket (Traffic Sum-
mons).
JPA Cadets practice traffic
Have the cadets write and issue a sum- stop procedures.
mons for speeding. Make copies of the
driver’s license, insurance card, and vehi-
cle registration to pass around. In the
exercise discuss the importance of the
"officer's comments" section that is on the
officer's copy of the traffic summons.
Since driver's can plead "not guilty" and
the police officer could go to court, im-
portant facts should be noted on the offi-
cer's copy of the summons.

1. Why does a officer approach the driver’s side at a vehicle during a stop?
2. How do traffic stops save money?
3. Name 3 things that the driver can do to make the officer’s job easier?
4. Can passengers be searched as well? Why or why not?
5. Have you ever been in a stopped car? Why? What happened?

A-26
 SKILLS UNIQUE TO CRIME FIGHTING L7

To become an officer you

must be a citizen, age 20 or
older with at least a high
school education and the
ability to pass an intense written
examination. But that’s only part Police officers must possess
distinctive qualities, both
of the picture. There are other physical and mental, to
skills to acquire that you may successfully perform their
have never considered. duties.

As a police officer, you're on

OVERVIEW:
INSTRUCTOR WILL REVIEW AND DISCUSS
THE POLICE OFFICER’S ROLE IN SOCIETY
AND THE PROFESSIONAL CHALLENGES
EVERY OFFICER MUST FACE.
the go for at least eight hours a day. You may need to
calm the mother of an injured child one minute and
chase down a violent offender the next.
You will have to switch from a state of peace and
calm to an adrenaline-filled struggle for survival
the next.

OBJECTIVES: Both physically and mentally demanding, a

C AD E T S WI LL G AI N A D E E P E R
APPRECIATION FOR THE DUTIES A
POLICE OFFICER PERFORMS AND BE
ABLE TO IDENTIFY THE QUALITIES
REQUI RED FOR A SUCCESSFUL
PROFESSIONAL CAREER.
police officer must possess skills that few
other professions demand.
In this lesson, we will more about the
demands of protecting the public and the
skills needed from all officers who wear
a badge.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-27
L7 SKILLS UNIQUE TO CRIME FIGHTING

A recent jobs posting for a position as a police office read as follows:

“Strong, verbal communication skills are necessary.

Commensurate mental and physical skills necessary to walk/stand for long
periods of time, respond to emergencies, and maintain order among indi-
viduals and groups are necessary.”

The following is list of the skills that are unique to being a police officer.
Review them and see if you’re up to the job!

As the representative of "government" in the eyes of your citizens, your

physical appearance and mental attitude reflect on police officers every-
where, your town, state and nation. You ARE the image of government in
your jurisdiction. People may see the mayor on television, but the one they
deal with every day is YOU. Obviously, you must be neat, wearing the proper
uniform, cleaned and pressed, and be cool, calm, and collected. While other
people may have a "bad day," you can't. When you deal with the public, it's
not their fault that you feel "out of sorts." You are still the personification of
authority. People often wave as you walk by in uniform or drive by in a po-
lice car. They don't know you and you probably don't know them. They are
saluting what you represent, not you personally. People really do care about
"their" police.

Keeping physically fit is very important, and more involved for an officer
than a regular citizen. Consider the demands of the job. You may ride in a
car all day, then jump out to run a foot race with a fleeing felon. When you
catch him, he turns to fight. He may be the high school weightlifting
champion but your job is to subdue him and take him into custody.
Then you have to safeguard his well being while you take him back
to the police station. Your physical attitude has quickly shifted from
inertia to exertion, and your mental attitude has quickly shifted
from overcoming an adversary to protecting your prisoner.

All that is said about diet and exercise is critical to a successful

police career but because of the unique demands on police, you
need to pay attention to four specific targets. Can your body handle
the rapid changes and survive? The first target is your cardiovascular
and respiratory systems. A properly designed exercise program can
improve the circulation of your blood and increase your lung capac-
ity. Muscle strength and stamina can give you an edge over the
weightlifter. Punching power is NOT developed by doing biceps curls
with a dumbbell. It's developed by punching properly. In training,
you will learn a variety of defensive techniques that enable you to
control a person stronger than you. But you have to be able to do
those techniques. If your joints are stiff, your performance will suffer. Body
fat, not the blubber that hangs over your belt, fat inside your body can liter-
ally get in the way of movement of your body parts. A lithe and well-trained
police officer could probably walk all over a Sumo wrestler.

Being mentally prepared means that once you've decided to take an action,
you can do it decisively, as aggressively as necessary, and right NOW! Speed
of thought and speed of action can resolve a situation before it has a chance
to escalate into something more serious. It gives you the element of sur-
prise. If you react before the aggressor expects it, and you get him under
control, you have the upper hand. Remain cool and calm during all this. If
you lose control of your temper, you lose control of yourself, and you have
thus lost control of the situation.

A-28
DEALING WITH PEOPLE
L7
Remember the TV ad showing the Marine Drill Instructor right up in the
recruit's face, head up, chin forward, shoulders back, hands on hips? He
was expressing dominance.

Yes, there may be times you want to express dominance, but more
likely you want to appear interested and cooperative until a subject
gives you cause to appear otherwise. And that serves your safety better.

When you enter an elevator with another person, ever

notice how the two of you will share the confined space
equally? Make it three people in the elevator and they di-
vide the space into thirds. When you enter a crowded ele-
vator and face the people already there, notice how they
feel uncomfortable. That's because one's "personal space"
extends farther to the front than it does to the sides or
rear. Knowing this helps you to avoid letting someone get
so close you have no time to react to an unexpected
threat, and to avoid your precipitating a aggressive reac-
tion by another when you approach him.

Everyone is circled by three zones. The outermost for a

police officer is the alert zone. Next is the defense zone
where you are on the defensive. The innermost, about one
arm's length plus one hand, is the attack zone. It is in this
zone where an intrusion is likely to cause a reaction. A
civilian might name these zones social, personal and inti-
mate. It's important when you are talking with a subject; you don't let
him get into the inner zone where he could easily attack you. By the
same token, if you just want to talk with a citizen you don't approach
into HIS inner zone where you make him feel uncomfortable and possible
cause him to react. Besides, if you were that close, he could attack you
and you wouldn't have time to react in defense.

Physical fitness is
essential to a crime
fighter — just as it’s an
important part of every
JPA training.

A-29
L7 SKILLS UNIQUE TO CRIME FIGHTING
THE FINE ART OF DIRECTING
TRAFFIC
Directing traffic sounds mundane, but it is
fundamental to being a police officer.
Even if you're assigned to patrol and you
respond to an automobile accident, you
have to direct traffic around the accident
scene. Traffic is usually the first problem
your citizens complain about. Roads and
highways are better than they used to be,
but there are some four million miles of
public roads in America. Accidents are so
common, fatalities don't always make the
evening news. The automobile has killed
more Americans than all of the wars in
which the United States has participated.
Despite many improvements, the only
force operating in this motor mayhem is
the police. Effective traffic enforcement
can potentially save more lives than
anything else you do.
Directing traffic is not an efficient use of
police personnel. A traffic signal works 24-
hours a day and never needs to go to the
bathroom, but there are special events;
the signal being replaced, the high school
football game dumping 500 cars in one
bunch onto city streets, road construction,
an accident, a parade. When traffic
exceeds the design capability of the area,
it's the police officer to helps it to flow
smoothly.
Giving good signals should be emphasized
more than it is. I've seen police officers
directing traffic at dusk wearing black
gloves, then wiggle their fingers at a car
to tell him to come through the
intersection. Who could even see his
fingers? Drivers can't obey your signals if
they can't see or don't understand them. In
daylight, wear white gloves. At dusk, wear
1. Why is the appearance of an officer important?
2. Why is it important for police officers to stay in good physical condition?
3. How can one’s posture express dominance? Interest?
4. What are the three zones around a officer?
5. What are the three zones around you?
A-30
florescent orange gloves. Always face the
traffic that's stopped with your side
toward the traffic that's moving. Your
whole body becomes a signpost. Point to
the driver you want to react to your
signal. I don't know why that's effective,
but it is. Then sweep your entire arm to
indicate what you want him to do. You
want him to cross the intersection in front
of you? Point, then sweep your hand and
arm across in front of you. You want him
to lake a left turn around you? Sweep your
arm around. You want him to turn behind
you? Sweep your arm but
bring your hand past your
head on the side you want
him to turn.
Directing traffic is an
opportunity to have a lot
of fun. I'll bet most
departments have a
traffic officer who can
make a ballet of directing
traffic. I've seen many on
television news shows.
A reflective vest and gloves are a must
after dark, but you still need a source of
light for drivers to see them. And you don't
want to be standing in front of their
headlights. You might park your car with
the headlights shining on you. You can use
your flashlight to extend your signals.
People interpret a flashlight moving side
to side as a stop signal. When you want
them to go, point the light at them and
move it just as if you were giving a
daytime signal. When there are long
approaches to where you're directing
traffic, you may need to put out flares or
lighted barriers give advanced warning and
to protect yourself.
 CONFLICT RESOLUTION L8

Conflict occurs whenever

people don’t agree on a
subject. This can happen
anywhere, anytime, and
to anyone. We have all had
moments when we thought
differently than someone.
Sometimes these disagreements
are with strangers, but often we
disagree with the people that are
closest to us, our family and our
friends.

When conflict happens between people that care for each

OVERVIEW: THIS LESSON WILL DISCUSS
THE DIFFERENT WAYS THAT OFFICERS
DEAL WITH CONFLICTS AND METHODS
TO RESOLVE THEM.
OBJECTIVE: TO HELP CADETS BETTER
UNDERSTAND HOW DEALING WITH
CONFLICTS IS A VERY IMPORTANT PART
OF AN OFFICERS JOB. THEY WILL ALSO
HAVE A BETTER UNDERSTANDING OF
HOW TO DEAL WITH CONFLICT IN THEIR
OWN LIVES.
other it is called a domestic conflict. Usually, people are
able to settle these minor conflicts on their own. At
times, though, these situations can get out of control.
The disagreement can explode,
resulting in an argument, shouting
match, or at its worst, a physical
altercation. When a conflict reaches
this level, law enforcement officers
are usually called to defuse the
situation.
It is the officer’s duty to help the
people involved resolve their
differences. This is known as
Conflict Resolution. It is one of the
most important skills that an officer can develop,
because almost every call that an officer responds to
includes some element of conflict.

Sometimes the officer’s presence is the cause of the

conflict. Having good conflict resolution skills enables
the officer to stay calm, and to take control of a high
conflict situation ensuring the safety of everyone
involved.

In this lesson, we will examine domestic conflicts and

learn skills that can help us resolve these situations.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-31
L8 CONFLICT RESOLUTION

This section deals with the causes of domestic conflict and the officer’s
role in resolving the situation.

What is a domestic conflict?

A domestic conflict is a disagreement that occurs between people that
care for one another. This can be between a husband and wife, parents
and their child, or close friends that live with one another.

What causes domestic conflict?

There are countless causes for conflict situations to arise. In a domestic
setting, these reasons seem to multiply. Sometimes disagreements hap-
pen because of the strong emotions that come with a close relationship.
Other times, having many things that are shared and spending a lot time
together can create more reasons for people to disagree. It is im-
portant to remember that whatever the cause of conflict, the peo-
ple involved do care for each other.

Reasons that domestic conflicts get out of control

One of the most common elements in these situations is alcohol
use. Being intoxicated affects a person’s judgment and impairs his
or her ability to reason. It is harder for an intoxicated person to
understand why there is a disagreement, and how to fix the prob-
lem. Because his or her judgment has been affected, that person
might make decisions that he or she wouldn’t normally make. In a
situation where emotions are really high, these factors can cause
the conflict to reach a state of crisis.

The officer’s role in domestic conflict situations

When handling a domestic conflict, the officer has many responsi-
bilities. His first priority is to restore order to the scene, and en-
sure the safety of everyone there. He must then help the people
that are having the disagreement to resolve the conflict. The offi-
cer should do everything that he can to make sure that the situation
will not repeat itself.

Handling a domestic situation is a special challenge

Domestic conflict situations are very complex, because the dispute
happens between people who care for each other. This often
makes it difficult because there is a chance that the officer will be
seen as an intruder, rather than a person who is there to help. If
this happens, the officer can become a target, and his attempts to
defuse the situation will be more difficult.

*Outlined below is a recommended procedure for conflict resolution.

Have the cadets discuss each step completely.

RESPONDING TO A DOMESTIC CONFLICT CALL

Approaching the Situation

Before arriving at the scene, try to get a good idea of what is happen-
ing. It is important to know how many people are involved, if there is a
potential threat and if this situation has happened before. Knowing
this, you can think about how your will approach the scene, and how
you can prepare for any threats to your safety. If possible, try to con-
tact the officer that handled the situation before. She or he may have
additional information that can help you.

A-32
Safety
L8
Take steps to ensure your safety. Never enter a conflict situation alone. Always
call for backup, and wait until they arrive. Make sure that you let the dispatcher
and any nearby units know exactly what is happening at all times. When entering
a scene, pay special attention to everything that is lying around to make sure that
there are no weapons, traps or other threats to your safety.

Assessing the Scene

When you arrive at the scene, your first step should be to figure out what the
problem is. Find out who is involved in the conflict, and what caused the prob-
lem. You will probably have to separate the people that were involved. If there is
anyone else at the scene, they should be asked to wait somewhere where they
will not witness what is going on.

Calm Everyone Down

The first step in reaching a resolution is to calm everyone down. Once you have
separated the people involved, let each of them tell you their side of the story.
Show them that you care about what they are telling you by listening to every-
thing they have to say.

Listen, Listen, Listen…

It is very important to pay full attention to everything you are told. Make sure
to listen to each side of the story impartially. You will not be able to reach any
decisions or resolve the conflict until you have a full picture of what initially
caused the conflict, and how the situation got out of hand.

Reaching a Resolution
After everyone has calmed down, bring them back together to reach a resolu-
tion. Let each of them tell his or her story in front of the other, and make sure
another argument doesn’t break out. With your help, they should discuss what
caused the problem, and what they can do to keep it from happening again.

Leaving the Scene

Before you leave the scene, you should be confident that the problem has been
solved, and that you will not have to return. If you have arrested anyone, make
sure that the remaining people have been calmed down completely, and will not
attack you. Domestic situations present this special safety challenge because
people often do not like to see their loved ones arrested.

A-33
L8 CONFLICT RESOLUTION

RESOLUTION STRATEGIES
There are a number of different ways to reach resolution in a conflict
situation:

Competition
By identifying and separating the emotional arguments from the intellec-
tual ones, an officer can help resolve miscommunications.

Collaboration
Collaboration occurs when everyone involved works together to find the
best solution, and everyone gets his or her individual needs met.

Compromise
In a compromise, everyone may not get everything that they want, but
each person wants there to be resolution even if they have to give a few
things up.

Separation
Sometimes the only way to resolve a conflict situation in by separating
everyone involved.

Arrest
Arresting one or more of the people involved in a conflict is usually the
last resort, unless it is required by law. Often, people will try to reach a
resolution using the other strategies first, to avoid arrest.

VOCABULARY
judgment
reason
impair
domestic
conflict

RESOLVING A CONFLICT The ability to resolve conflicts to

Have cadets role-play a conflict situation and it’s resolution. Identify one of the first skills cadets will
learn.
strategies from this lesson as they are used in the exercise.

1. Name one type of conflict situation.

2. How can an officer ensure his or her safety during a conflict situation?
3. The best way to resole a conflict is by arresting someone. True or False?
4. Name 2 strategies that can be used to resolve a conflict.
5. Besides law enforcement, what other areas involve conflict resolution
skills?

A-34
 THE SECRET LANGUAGE OF POLICE L9

If any of you have used

shorthand acronyms when
talking to friends on
Internet instant messenger
programs, you know how useful
shorthand can be when you want Imagine typing, “laughing out
to communicate information loud” verses “LOL.” It’s so
much quicker to type just the
quickly. few letters.

Police have their own language of codes to communicate

OVERVIEW:
DICUSS THE NEED FOR A CODE OF
C O MMU NI C ATI O N FO R L AW
ENFORCERS.
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE "SECRET LANGUAGE OF
POLICE."
CONCLUDE BY TESTING THE CADETS'
COMMAND OF THE POLICE CODE.
OBJECTIVE:
C ADE T S WI LL D E VE LO P AN
APPRECIATION FOR A POLICE OFFICER’S
NEED TO COMMUNICATE CONCISELY,
CLEARLY AND WITH STEALTH.
situations with each other and their dispatch center.
These codes are used because they’re efficient and
confidential. Some of the codes are familiar, such “10-4.”
But many of the codes are secret. Why do you think it
would be important for police to keep some of the codes
confidential?
Discuss:
• Ask the cadets if they ever use
codes when communicating with
their friends. Why do they use
codes in these situations?
• Discuss the need to keep police communication
confidential.

• Ask the cadets reasons why there is a need for a

uniform code when communicating with police
headquarters and other police officers.

• Ask them what might happen if there was confusion

when delivering a message in an emergency
situation.

In this unit, you’ll get an introduction to some of the

codes. You never know — you may find yourself asking
your friends online to go on a “10-12,” or, when you’re
done chatting, typing “10-84.”

Now, have your cadets take

out their Cadet Handout for
this unit.

A-35
L9 THE SECRET LANGUAGE OF POLICE

POLICE COMMUNICATIONS: NO EASY TASK

Talking on a police radio isn't the same as talking on the phone. The telephone is duplex, that is,
both persons can talk at the same time. That's true with cellular phones, too. But few radios are
set up for duplex operation. Radio is simplex.

When a police officer speaks into their radio only they are heard by others listening, and they
can't hear if someone else tries to transmit at the same time. Communication does not happen
unless one person transmits something and another person receives it -- AND UNDERSTANDS IT. It
isn't enough to just hear what the other person said. If you don't understand what he said, that's
NOT communication.

Also consider that a police car can be a noisy environment. It's important that
you speak distinctly and enunciate words precisely.

THE BEGINNING

During the 1920’s, police departments across the country began experimenting
with radio as a crime-fighting tool. As criminals were making greater use of
automobiles, the police were looking at technology to help keep pace.
Investigation into the use of the radio to more quickly dispatch officers to
where they were needed was done. Several years of testing followed.

USING AM RADIO STATIONS

The earliest police radio “systems” were simple arrangements with local AM radio broadcasters; Notorious for being
when the police received a call of sufficient importance, they would phone it to the radio station unreliable and difficult to
keep on the correct
where the announcer or engineer would interrupt the regular program to announce the call…the frequency, these early
police cruisers kept their AM car radios turned to this radio station. Chicago Police, for example, wireless radios were state
of the art in the 50’s.
used WGN’s (720-AM0 facilities for about a year starting in 1929. After about a year they decided
this new invention was workable, so they applied to the Federal Radio Commission and got
licenses for three transmitters around Chicago.

Ask the cadets: What communication system was developed? (The police radio)
Ask the cadets: On what frequency was the first police radio transmission? (AM)

THE DEPRESSION YEARS

It should be remembered that the early 1930’s were the deepest of the depression years, and
people didn’t go out much. While radios had become very popular, good radio programs had not
yet been developed. Since police broadcasts were just above the AM broadcast band – most home
radios could tune them in. At night, the signal of the LAPD could be heard all across the country,
even as far as the east coast and Hawaii.

Ask the cadets: Why was the AM frequency generally not a good idea?
(Because if the public was listening to the radio, the police calls could be heard as they were
being transmitted)

Discussion: During the Depression years, many people listened to the radio? Why? (People
didn’t go out much because of lack of money, so the radio was their source of entertainment)

A-36
THE LA POLICE DEPARTMENT L9
In the beginning, using the LAPD as an example, calls were all received by the main
City Hall switchboard operators. Those requiring police service were routed by a
conveyor belt on top of the switchboard to a dispatcher (a policeman) in the
remote-control room, who would broadcast it to the proper car. Officers could
receive calls, but could not “talk back” to the dispatcher.

Before long, it was recognized that the value of police radio could be better
realized by a more streamlined method of call-taking. A new system that was
instituted increased speed in answering and dispatching calls. Police Officers
worked a “complaint board” receiving incoming calls directly from a new telephone
number instead of having them relayed by the city hall switchboard. Routine calls
were sent by a conveyor belt to the radio room which had dispatcher positions and a
“link” operator.

When an emergency call such as a robbery or homicide was received at the

complaint board, the officer could press a button and his telephone conversation
would be carried over loudspeakers installed in the Business Office Division and in
Robbery and Homicide Bureaus. This served both to alert detectives to a possible
call for them, as well as to reduce the chance of human error by the board officer.

RADIO FREQUENCIES

The next development was the police radio band which operated on its own
frequency. The problem here was that communities developed around metropolitan
areas and it wasn’t possible to direct communication between police, fire and
emergency units.

2003

At the present time, city, county and state law enforcement and emergency
services have the ability to communicate with one another on the same frequency in
a given area. Another development has been communications between aircraft,
ground units and water craft.

A-37
L8
L9 THE SECRET LANGUAGE OF POLICE

THE TEN CODE R Robert

Have the cadets divide up into groups. Conduct S Sam
one of the following exercises to test the cadets’ T Tom
command of the police code: U Union
V Victor
Radio Dispatch X Xray
Distribute hand held radios (if available), although Y Young
for this lesson other objects may stand in for the Z Zebra
real thing.
10-CODE
Next, dispatch a group to the parking lost and ask
them to find a particular car. They should then 10-1 Transmission Weak
call in the license number using the phonetic plate 10-2 Transmission Strong
numbers on the chalkboard and ask one group rep- 10-4 Affirmative/OK
resentative at a time to spell out the plate. 10-9 Repeat
10-10 Negative
Charades 10-12 Standby
Have one cadet from each group come to the front 10-18 Urgent
of the room. The instructor should write one of 10-20 Location
the codes on a piece of paper. Show what you 10-23 Arrived At Scene
have written to the group. Without speaking, have 10-27 Driver License Info
your group of cadets act out the meaning of the 10-28 Vehicle Registration
code for their group. The first group to success- 10-29 Wanted/Warrant Check
fully guess the code wins! 10-30 Use Caution
10-33 Emergency
PHONETIC ALPHABET CHART 10-34 Time
10-39 Abandoned Vehicle
A Adam 10-50 Accident
B Boy 10-60 Suspicious Person/Vehicle
C Charles 10-61 Vehicle Stop
D David 10-70 Improperly Parked Car
E Edward 10-71 Improper Use of Radio
F Frank 10-78 Officer Needs Assistance
G George 10-81 Return To Station/Dept.
H Henry 10-84 Permission To Leave
I Ida 10-85 Assist Motorist
J John
K King Discuss with the class the need for using a consis-
L Lincoln tent set of codes. Discuss why emergency situa-
M Mary tions should be communicated in code over the
N Nora radio.
O Ocean
P Paul
Q Queen

1. Why was it necessary to develop a system of communications between the police and
incoming calls to the department as a crime fighting tool?
2. What communication system was developed?
3. On what frequency was the first police radio transmission?
4. Why was the AM frequency generally not a good idea?
5. During the Depression years, many people listened to the radio. Why?

A-38
 IDENTIFYING YOUR SKILLS &
YOUR PLACE IN LAW ENFORCEMENT L10

From computer wiz to

youth counselor to
communications technician
— crime fighters come in
many sizes and skills. There are a If you have a specialized skill, chances are there
is a special unit of the law enforcement
variety of law enforcement jobs community that is right for you.
available to those who pass the
police exam and make it through Some police officers specialize in such diverse
fields as chemical and microscopic analysis,
police academy training. training and firearms instruction, or handwriting
and fingerprint identification.

About 10 percent of local and special law

enforcement officers perform jail-related duties, and around 4
OVERVIEW: percent work in courts.
DISCUSS THE CHAIN OF COMMAND OF
THE POLICE DEPARTMENT. Others work with special units such as horseback, bicycle,
DISTRIBUTE THE CADET HANDOUT AND motorcycle or harbor patrol, canine corps, or special weapons and
EXPLAIN THE DIVISIONS WITHIN A POLICE
tactics (SWAT) or emergency response teams.
DEPARTMENT.
CONCLUDE BY CONSTRUCTING A
CHART DETAILING THE SUBDIVISIONS
Some law enforcement jobs are more difficult to
WITHIN A POLICE DEPARTMENT. obtain and more dangerous than others, but all
are rewarding in their own way.
OBJECTIVE:
C AD E T S WI LL D E VE LO P AN
AP P R E CI ATI ON FO R TH E I N N E R
WORKINGS OF THE POLICE DEPARTMENT
AND THE SOPHISTICATION WITH WHICH
M OD E RN D E P AR TM E NT S AR E
STRUCTURED TO BETTER SERVE THE
PUBLIC AND THE CAUSE OF JUSTICE.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-39
L10 IDENTIFYING YOUR SKILLS &
YOUR PLACE IN LAW ENFORCEMENT

DIVISIONS, UNITS & SQUADS: A TEAMWORK APPROACH TO POLICING

A Police organization is branched according to operational tasks. The

following is a list of divisions within a police department.

Each police department is divided differently. Some will have far fewer
divisions, while others may have many more than are listed here.

Patrol
At the center of police law enforcement is patrol. This involves move-
ment of uniformed police personnel, on foot or in vehicles, through
designated areas. In most departments, at least half of all police per-
sonnel are assigned to patrol. Officers on patrol have a variety of du-
ties that include interviewing and interrogating suspects, arresting
lawbreakers; controlling crowds at public gatherings; enforcing laws
regulating public conduct; intervening in personal, family, and public
disputes; issuing warnings and citations; and providing miscellaneous
services to members of the public.

Staff Functions
Staff functions are activities performed by police officers to help ad-
ministrators organize and manage the police agency. Personnel re-
cruitment, selection, and training; planning; finance; employee ser-
vices; public relations; and use of civilian personnel are examples of
staff work.

Crime Laboratory
Because solutions to many crimes are found through the application of
physical and biological sciences, the crime laboratory is of great value
to law enforcement officers.

Transportation
Police mobility is crucial to crime prevention. Police officers must
have the capability of moving safely and swiftly to meet their responsi-
bilities.

Communications
Communications in a police agency are the lifeline of the organization.
Most police department communication systems have three parts: the
telephone system, command and control operations, and radio commu-
nications.

Intelligence
Information is gathered to keep police officials attuned to happenings
in their areas of jurisdiction by providing insight into community condi-
tions, potential problem areas, and criminal activities.

Internal Affairs
Another auxiliary staff service is internal discipline. Discipline and
accountability are vital to any police agency in maintaining its integ-
rity. Internal discipline, also known as internal affairs, involves inves-
tigation of complaints related to police department services and per-
sonnel.

A-40
 L10
Coroner's Liaison Unit
Unit works with the Coroner’s Office and assists in identification of deceased
victims.

Financial Crime Unit

Investigates all crime dealing with:
ATM fraud
credit card fraud
forgery
scams
counterfeit
welfare fraud
cell phone fraud
internet fraud
computer forensics
computer crime
pyramid schemes

Gaming Unit
The Unit responsible for the monitoring, tracking and enforcement of all ille-
gal gambling activities.

Homicide Squad
Investigates murder cases.

Youth Services Unit

Youth Services Unit is responsible for:
The prevention and investigation of youth violence in and around schools.
The investigation of property crime involving youth.
Dealing with street entrenched youth
Assisting School Liaison Officers

GUESS ITS FUNCTION:

Can you determine the function of the Division or Squad just by its name?
Give it a try with the list below.

1. Internal Investigations
2. K-9 Units Dog Squad
3. Media Liaison
4. Mounted Squad
5. Polygraph Unit
6. Reserve Police Force (Auxiliary Police) JPA Cadets stay active. Running a real
7. Robbery Squad obstacle course, visiting a Police Academy
and just hanging out with other cadets.
8. School Liaison Team
9. Vice and Drugs Section
10. Victim Services Unit

A-41
L10 IDENTIFYING YOUR SKILLS &
YOUR PLACE IN LAW ENFORCEMENT
QUALITIES OF A LEADER
As police officers move up in the chain of
command, they must lead others and develop
strong leadership skills.
Review the following attributes of a strong
leader. Write each quality on the board and
discuss it with your cadets.
EXPLAIN TO CADETS: As a police commander or
a leader in any organization — from the school
yearbook staff to captain of the football team,
— you need the loyalty of the people around
you. To help you, here are a few tips on
developing loyalty.
Be Pleasant and Approachable
Loyalty starts out by having a mutually good
feeling about the other person. A smile and a
warm “good morning” are a good starting place.
Over time, your pleasant attitude and
approachability will help foster an atmosphere
of mutual understanding and commitment.
Help Your People to Do Their Jobs
As their commander, you are in a position to
eliminate stumbling blocks to the successful
completion of your subordinates’ tasks. You
may have to cut some “red tape” for them,
make sure they have the right equipment, or
assign more resources to help them. But most
importantly, be sure that you give them the
encouragement they need to perform their most
difficult tasks.
Be Honest
Far and away this is the single most important
attribute that police commanders must possess.
Keep your promises or don’t make them. Deal
with every person you come in contact with as
an honest and forthright person. Your
reputation will both follow and precede you.
1. Name 3 other police related careers?
2. Name 3 staff functions?
3. What would be a good law enforcement job for a student who
likes science?
4. What about a student who enjoys art?
5. How would your talents fit into a law enforcement career?
A-42
Be Fair
A true commander is fair to all; to his superiors,
his peers and the people under his command.
He is fair to all, regardless of their race, color,
ethnicity, sex, age or disability. It’s not the
laws that ensure this, it’s the attitude of the
commander.
Be Willing to Help
True police commanders are always willing to
help their personnel and their constituents.
Whether it’s clearing red tape for their
subordinates, or solving problems
for their constituents, they are
always willing to help in any way
they can.
Leadership Summary
A leader must be a person of
impeccable character. Honesty
begets honesty. To the contrary, a
person who will manipulate or lie
to a subordinate invites disloyalty
and reciprocal lies. Courage, both
moral and physical, is a character
trait, and it is infectious. Humility
before one's subordinates invites
both loyalty and respect.
And finally, a true leader must
possess a sense of vision, and an
ability to communicate to his
people what they are doing, why and how it fits
into the large scheme of things.
Review Questions:
Why is loyalty so important to success as a
police commander?
How is loyalty developed by a commander?
List three traits that subordinates want in their
commander.
Define “common sense” as it relates to a police
leader.
 SCHOOL RESOURCE OFFICER L11

The Columbine High School

massacre that happened a
few years ago made people
across the United States
very aware that schools aren’t al-
ways the safe place they were A lot of changes were made in
school security after
once assumed to be. Columbine — can you think of
any examples?

One of the changes is that more and more schools have

OVERVIEW:
DISCUSS THE DEFINITION OF A SCHOOL
RESOURCE OFFICER.
DISTRIBUTE THE CADET HANDOUT AND
EXPLAIN THE EVOLUTION AND DUTIES OF
THE SRO.
OBJECTIVE:
CADETS WILL RECOGNIZE THE NEED FOR
A PROFESSIONAL LAW ENFORCEMENT
PRESENCE ON SCHOOL GROUNDS AND
GAIN A DEEPER APPRECIATION FOR THE
MANY CHALLENGES AN SRO MUST
FACE.
an in-school resource officer. These officers work in
schools to provide a more safe, secure, and orderly
environment.
These in-school resource officers have three services:
law enforcement, law-related counselor, and
advisor/educator. How much time is
spent on each of the three services
depends on the school and the
students. What kinds of schools would
you imagine would need more law
enforcement? What kinds of schools
might need more law-related
education?
Chief Patrick Fuller and Austin JPA Cadets.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-43
L11 SCHOOL RESOURCE OFFICER

An SRO is a certified law enforcement officer who is permanently assigned to a school or

a set of schools. The SRO is specifically trained to perform three roles:

1. law enforcement officer

2. law-related counselor
3. law-related education teacher

TEACHER AND MENTOR

The SRO serves as teacher, counselor and role model. The SRO is not the school
disciplinarian. Rather, they bring full service, personalized policing to a school
setting. With a full-time presence in the schools, the SRO is an easily recognized
and approachable resource for students.

The ultimate goal of an SRO program is to maintain and improve the safety of the
learning environment in our schools through the reduction and prevention of
school violence and drug abuse.

While his primary focus is prevention and deterrence, the SRO conducts all crimi-
nal investigations on campus, coordinating his activities with the building admin-
istrator. Although under the direct supervision of the Police Department, he is
considered a member of the school faculty and as such, works closely with the
principal and vice-principal to determine the best course of action.

Many SRO’s find themselves at the front of the class, providing instruction on
topics such as the history of law enforcement, search and seizure, constitutional
rights, criminal law, and drug abuse.

The School Resource Officer's duties extend far beyond the classroom and normal
work day. The officer participates in PTO and faculty meetings, club projects,
student social functions and sporting events.

DUTIES OF AN SRO

• To foster educational programs and activities that will increase student's

knowledge of and respect for the law and the function of law enforcement
agencies.

• To act swiftly and cooperatively when responding to major disruptions and

flagrant criminal offenses at school, such as: disorderly conduct by trespass-
ers, the possession and use of weapons on campus, the illegal sale and/or
distribution of controlled substances, and riots.

• To report serious crimes that occur on campus and to cooperate with the law
enforcement officials in their investigation of crimes that occur at school. Officer John Clapp and
JPA Cadets from White
Settlement, Texas.
• To cooperate with law enforcement officials in their investigations of criminal of-
fenses which occur off campus.

• To provide traffic control and crossing guards at schools when deemed necessary for
the safety and protection of students and the general public when the regular traffic
control officer or crossing guard is absent.

A-44
 L11
THE HISTORICAL DEVELOPMENT OF THE SCHOOL
RESOURCE OFFICERS

SROs emerged from a combination of police officer involvement in schools and

a community-oriented policing philosophy that emphasizes a proactive and pre-
vention-oriented approach to policing.

The term "School Resource Officer" was first used by a police chief in Miami,
Florida, who coined the term sometime in the early to mid 1960s. Law enforce-
ment agencies and school districts in Florida are believed to be some of the
first to launch SRO programs in the 1960s and 1970s. Other programs through-
out the country, although not many, also trace their establishment to the
1970s.

The 1980s and early 1990s were not marked by continuous growth in the num-
ber of SRO programs, but as the 1990s progressed, the SRO approach regained
momentum as community policing began to be pursued by communities
throughout the country.

COMMUNITY POLICING
This resurgence of the SRO approach was stimulated by a linkage in
many communities of the community-oriented policing philosophy
with concerns about the safety, security, and order of schools. Since
the mid 1990s, the number of officers identified as SROs who are
working in schools has increased.

JUST THE FACTS

• More SROs are assigned to high schools than to middle schools

or elementary schools.

• A slight majority of SROs are assigned to provide coverage to

only one school that is considered by the officer to be his or
her "beat".

• The vast majority of officers assigned to schools are not

"rookie" police officers but those who have put in "street
time," have experience with young people in environments
outside the schools, and are volunteers for their SRO assign-
ments.

• Most of the individuals who are described with the title

"School Resource Officer" are certified or sworn law enforcement officers
JPA Advisory Council member, Officer
who technically work for either police or sheriffs’ departments. John Clapp, White Settlement, Texas

• Most SROs wear their law enforcement uniforms at least sometimes while
performing their roles as SROs, and almost all carry a gun while working in
their schools.

A-45
L11 SCHOOL RESOURCE OFFICER
AN SRO’S GUIDE TO CRISIS
PREVENTION
EARLY WARNING SIGNS
It’s not always possible to predict behavior
that will lead to violence. However, certain
early warning signs may be predictors of
aggressive rage or violent behavior toward
one’s self or others. Early warning signs
include:
1) Social withdrawal: In some situations,
gradual and eventually complete with-
drawal from social contacts can be an im-
portant indicator of a troubled child.
2) Excessive feelings of rejection: In the
process of growing up, and in the course of
adolescent development, many young peo-
ple experience emotionally painful rejec-
tion.
3) Being a victim of violence: Children
who are victims of violence - including
physical or sexual abuse, are sometimes at
risk themselves of becoming violent toward
themselves or others.
4) Low school interest and poor academic
performance: Poor school achievement can
be the result of many factors. It is impor-
tant to consider whether there is a drastic
change in performance and/or becomes
a chronic condition that limits the child's
capacity to learn.
5) Uncontrolled anger: Everyone gets an-
gry; anger is a natural emotion. However,
anger that is expressed frequently and in-
tensely in response to minor irritants may
signal potentially violent behavior toward
one’s self or others.
6) History of discipline problems: Chronic
behavior and disciplinary problems in school
1. Why did SRO’s develop?
2. What does an SRO do?
3. What kinds of issues does an SRO deal with?
4. Why would a patrol officer enjoy being an SRO?
5. Besides JPA, where else do you see your SRO? What is he or
she doing and why?
A-46
and at home may suggest that underlying
emotional needs are not being met. These
unmet needs may be manifested in acting
out and aggressive behaviors.
ACTION STEPS FOR STUDENTS
There is much students can do to help cre-
ate safe schools. Here are some ideas that
students in other schools have tried:
1) Listen to your friends if they seem trou-
bled or confused.
2) Create, join, or support
student organizations that
combat violence, such as
"Students Against Destructive
Decisions" and "Young Heroes
Program."
3) Get involved in planning,
implementing, and evaluating
your school's violence preven-
tion and response plan.
4) Participate in violence
prevention programs such as
peer mediation and conflict resolution.
Employ your new skills in other settings,
such as the home, neighborhood, and com-
munity.
5) Ask for permission to invite a law en-
forcement officer to your school to conduct
a safety audit and share safety tips, such as
traveling in groups and avoiding areas
known to be unsafe. Share your ideas with
the officer.
6) Help to develop and participate in ac-
tivities that promote student understanding
of differences and that respect the rights
of all.
QUESTIONS:
Which of these steps have you personally
performed?
Did it prevent a problem?
 BOMB SQUAD L12

The Bomb Squad is called

out in all situations
involving the possible
presence of an explosive
device. The Squad is
responsible for protecting visiting Basically, if it blows up, the
Bomb Squad is watching out
dignitaries, conducting explosive for it, and knows how to
sweeps, doing suspicious package dismantle it.
checks, and conducting security
It’s the Bomb Squad’s job to
checks at airports. make sure that American
citizens are safe from
explosives, and sometimes
OVERVIEW: that can mean extra tight security at airports.
D I S C U S S T H E T R AI N I N G AN D
RESPONSIBILITIES OF THE BOMB SQUAD. And, as some of you who’ve traveled
DISTRIBUTE THE CADET HANDOUT AND by airplane since the terrorist
REVIEW LAPD BOMB SQUAD ADVICE attacks on 9/11, sometimes that can
FOR HANDLING “EXPLOSIVE SITUATIONS” mean that even your shoes are
CONCLUDE WITH A HISTORY OF THE suspect.
LAPD BOMB SQUAD.
Most Bomb Squad technicians have
OBJECTIVE:
received training from the FBI, US
C AD E T S WI LL D E VE LO P AN
APPRECIATION FOR THE SKILLS AND Army Explosive Ordinance Disposal
COURAGE REQUIRED TO SERVE ON THE personnel and the Bureau of
POLICE BOMB SQUAD. CADETS WILL Alcohol, Tobacco and Firearms.
LEARN TO EVALUATE AND SKILLFULLY
HANDLE CRISIS SCENARIOS INVOLVING In this lesson, we will learn more
THE THREAT OF EXPLOSIVE DEVICES. about the men and woman whose
job it is move in, after everyone else
has run away!

Now, have your cadets take

out their Cadet Handout for
this unit.

A-47
L12 BOMB SQUAD

Here is some sound advice from the LAPD Bomb Squad for handling po-
tentially explosive situations.

WHAT SHOULD YOU DO AFTER RECEIVING A BOMB

THREAT?
The resident should call 911 and request the police. Patrol officers will
respond and give advice regarding bomb threat procedures and options
for immediate response.

WHAT SHOULD YOU DO IF YOU FINDS A SUSPICIOUS ITEM

THAT MIGHT BE A "BOMB"?
Do not handle or disturb the suspected item. Immediately call 911 and
report it to the police. Immediately evacuate the location and notify the
police from a neighbor’s house or a business. Only conventional tele-
phones should be used as cellular telephone transmissions
have the potential to detonate a bomb.

WHEN DOES THE BOMB SQUAD RESPOND TO A

CALL?
The Bomb Squad is notified and responds whenever a sus-
pected explosive device is found.

WHAT SHOULD YOU DO IF YOU RECEIVE A

SUSPICIOUS PACKAGE IN THE MAIL?
Explosive devices can be contained in almost anything.
Bombs can be constructed to look like almost any item and Bomb Squad members do not
dress for comfort.
can be delivered in any number of ways.

Most bombs are homemade and are limited in their design

only by the imagination of their maker. Letter and pack-
age bombs are not new. While the latest incidents have involved political
terrorism, such bombs are made for a wide variety of motives. The par-
ticular form of these bombs varies in size, shape, and components. They
have electric, non-electric or other sophisticated firing systems.

There are different signs that you can look for which might indicate a
possible explosive device:
• Foreign mail, airmail and special delivery
• Restrictive markings such as confidential, personal, etc.
• Excessive postage
• Hand written or poorly typed addresses
• Titles but no names
• Misspellings of common words
• Oily stains or discoloration
• No return address
• Excessive weight

A-48
BOMB SQUADS ALSO HANDLE...
L12
Home-made Fireworks
Home-made fireworks and explosives are very unstable. There is
no set formula for the explosive that is used in illegal fireworks.
Some of the fireworks that are made in Mexico are so unstable and
dangerous that they are shipped wet to prevent them from explod-
ing prematurely.

The explosive filler can be set off by friction, heat, impact, sparks
or flame. If you have a bag full of illegal fireworks and one of
them goes off accidentally, you can assume that all of the fire-
works in the bag will go off at the same time. A small amount of
fireworks going off at the same time in a vehicle can kill everyone
who is in that vehicle and scatter parts of the car in all directions.

Military devices
Military devices are designed to kill. Some of them have compli-
cated fuses that are designed to detonate the explosive by a slight
movement or impact. Some of them contain poisonous gas. It is
usually not the actual explosion of a military device that kills peo-
ple. It is usually the shrapnel (small pieces of metal) from the ex-
plosion that kills people. Shrapnel can travel at 3000 feet per sec-
ond in all directions from the explosion. The metal pieces are ra-
zor sharp and will cut through the human body causing fatal
wounds. Military devices are often altered by civilians and become
even more dangerous.

Pipe Bombs
Pipe bombs are one of the most dangerous explosive devices that you
may encounter. The explosive filler may get into the threads of the
pipe and a small amount of movement may be enough friction to
cause the pipe bomb to explode. Static electricity may jump from
your hand to the pipe causing the pipe bomb to explode. A pipe The task of a bomb disposal
bomb can easily kill someone who is 300 feet away from the explo- expert is one that takes
place from a safe distance.
sion because it will throw many pieces of shrapnel in all directions.

Commercial Explosives
Even commercial explosives can be unpredictable. Crystallized dyna-
mite can detonate with a sudden temperature change of 3 degrees or
more.

YEARLY DEATH TOLL

There are over 50 people killed each year by explosives (not includ-
ing major events like Oklahoma City) and approximately 500 people
injured each year by explosives. According to the FBI’s Bomb Data
Center, most of these "incidents" occur in residential areas. The most
common explosives used are black powder, smokeless powder and
fireworks powders. The most common explosive device encountered
in the USA is the pipe bomb.

A-49
L12 BOMB SQUAD
WHAT IF?
What should I say to a caller when he
warns of a bomb at my location?
If you receive a bomb threat over the
phone, attempt to keep the caller on the
line as long as possible. Ask him to re-
peat the message and be sure to record
every word spoken. If the caller does not
indicate the location of the bomb or the
time of possible detonation, you should
ask him for this information. It is a good
idea to inform the caller that the build-
ing is occupied and the detonation of a
bomb could result in death or serious
injury to innocent people.
Keep the Caller on the Line
As you attempt to keep the caller on the
line, listen for any particular background
noises such as motors running, back-
ground music or other noise that may
give a clue as to the location of the
caller. As you are gathering information
about the caller write down as much
information as possible. When the police
arrive at your location, be prepared to
give an accurate description of the
caller's voice including any regional ac-
cents or speech impediments.
Are fireworks considered explosive de-
vices?
Fireworks are considered explosive de-
vices, and they are extremely dangerous.
Every year numerous children and adults
are injured or burned as a result of play-
ing with fireworks. Fireworks are danger-
ous and illegal within the city limits of
most cities.
BOMB SQUADS: A BRIEF HISTORY
1. List three responsibilities of the Bomb Squad?
2. What should you do if you receive a bomb threat?
3. Name one of the most dangerous types of bombs?
4. What are the signs that a person can look for when trying to
identify an explosive device?
5. What traits might you look for in a person wanting to be on
the bomb squad?
A-50
LAPD BOMB SQUAD
To learn more about this vital part of every
major police department, we will focus on
one of the best and busiest units in America
-- the Los Angeles Police
HISTORY: A ONE MAN SHOW
In 1950, Police Officer DeWayne Wolfer,
assigned to Scientific Investigation Division
(SID) was probably the first officer on the
Department recognized as an explosives
expert. He responded to calls from officers
in the field when a possible explosive de-
vice was found.
TODAY
A formal Bomb Squad has been serv-
ing the residents of Los Angeles
since 1950. The Bomb Squad unit is
comprised of 14 highly trained offi-
cers and two explosive detection
canines. The section responds to
over 900 calls for service yearly and
is responsible for the handling,
transportation and rendering safe of
all explosive items located within
the City. But it wasn’t always this
way.
SCHOOL FOR BOMBS
In 1973, officers began receiving formal
explosives training at the newly established
FBI Hazardous Devices School at Redstone
Army Arsenal in Huntsville, Alabama.
The school has been in operation for over
25 years and is considered one of the best
in the world. The school trains over 400
students per year in both the basic and re-
fresher Hazardous Devices courses. Gradu-
ates of HDS can be found in nearly every
Bomb Squad in the country and many for-
eign countries.
 POLICE SKETCH ARTIST L13

How would you describe

your face to someone? How
would you describe your
nose, or your chin or your
eyes? What defining features How would you
would you tell them about — explain the shape of
freckles? Scars? Piercings? your jaw to someone?
How would you
explain the distance
between your eyes?

It can be hard to know how to describe your own

face, let alone a face you had only seen once.
OVERVIEW: And imagine what a tough job it would be to take
DISCUSS HOW A FORENSIC ARTIST TURNS that description, and turn it into a drawing.
A WITNESS’S DESCRIPTION INTO A
DRAWING. The primary role of Forensic Artists (often
DISTRIBUTE THE CADET HANDOUT AND known as Composite Sketch Artists) is to listen
DISCUSS THE SKILLS REQUIRED BY A very carefully to victims or witnesses of crimes,
SKETCH ARTIST.
and to create drawings of their descriptions.
CONCLUDE BY TESTING THE CADETS'
MEMORY OF DETAILS.
The sketch artist relies heavily on the memory of
OBJECTIVE: victims and witnesses, spending up to five hours
C AD E T S WI L L R E C O G N I Z E T H E working on a sketch.
CONTRIBUTIONS OF A POLICE SKETCH
ARTIST AND THE EXPERT SKILLS WITH
WHICH THEY PURSUE JUSTICE. CADETS
WILL DEVELOP THEIR OWN SKILLS OF
OBSERVATION THROUGH MEMORY
EXERCISES.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-51
L13 POLICE SKETCH ARTIST

Forensic art (as it is usually called) plays an important role in the criminal justice system.
Without that infamous and widely distributed sketch of the Unabomber, the FBI might never
have caught Ted Kaczynski.

In order to become a forensic artist, a candidate obviously must be able to draw accurate ren-
ditions of suspects from verbal descriptions, but they must also be board-certified, trustwor-
thy, and of sound moral character.

In the United States, forensic artists are also trained in the fields of human anatomy, odontol-
ogy (study of teeth), age progression, psychology, and, in some cases, 3D imagery. Their tal-
ents are called upon for courtroom sketches, "wanted" posters, drafting crime scenes, medical
drawings for autopsies, and facial reconstruction sketches from skulls.
Sketch of the
Unabomber
Forensic artists have played an important role in the identification of bodies, and also helped
police capture elusive criminals, such as serial killer Ted Bundy and Richard Allen Davis, who
killed Polly Klaas.

PEOPLE SKILLS
The Forensic Artist must not only be an accomplished artist, but they must be very compas-
sionate and work well with victims. It is, after all, the victim of a crime who will most likely
be constructing the image from memory. To assist, a Forensic Artist will often show the victim
or witness a binder full of pictures of people of different races, ages and characteristics.

In the words of one prominent Forensic Artist: "Many times they can't remember all the pieces
of the face, so I ask them to flip through until something makes them feel warm."

TAKING SHAPE
The sketches start out as a hazy gray circle roughly in the outline of the face. It generally
takes between two and five hours to complete a sketch, which the Forensic Artist shows to
the witness along the way and changes to fit their memories.
EXERCISE ONE: IT ALL HAPPENED SO QUICKLY!
Hold up Image # on the facing page so that all the cadets clearly see the details of the photo-
graph. After one minute, quickly turn the image face down on the desk.

Explain that crimes happen very quickly and most witnesses only get a glance at the suspects.
Now instruct the cadets to answer the following questions. (They may work in groups.)

1. Was the male passenger getting in/out of the front seat or back seat?
2. Did the cab driver have on a uniform?
3. What was the cab driver wearing?
4. Did the female have on jewelry? If so, what was she wearing
5. What was the name of the cab company?
6. Was the cab driver wearing glasses? If so, were they sunglasses?
7. What was the male passenger wearing?
8. Was the female talking on a phone or fixing her hair?
9. Was there a car behind the cab? If so, what color was it.
10. Did the cab appear to be in a crosswalk?
11. Was there anyone walking across the street? If so, was it a male or female?
12. What was in the street behind the cab?
13. What was the nationality of the female?
14. What was the nationality of the passenger?
15. What was the nationality of the cab driver?
16. Was the male passenger clean shaven or did he had a mustache or beard?
17. Was there something sitting directly behind the cab? What was it.
18. Did the cab driver have a mustache?
19. Could you tell if the male passenger was reaching for something?

A-52
 L13

Image #1

HOUSTON POLICE SKETCH ARTIST LOIS GIBSON HAS

SET A NEW WORLD RECORD.
Gibson received a certificate from the Guinness World Records,
Ltd. on February 6, 2003 for her composite sketches that have led
to the arrests of dozens of suspects.
The certificate states: "Since 1982, more than 135 criminals have
been positively identified and brought to justice in Texas, due to
the detailed composites drawn by forensic artist Lois Gibson.
Police officials claim these criminal cases dealing with murder,
rape and robbery would have gone unsolved without Lois'
drawings."
"To get a world record is terrific," said Gibson, "but to set a world
record through my work that has helped bring to justice so many
suspects makes it incredibly rewarding."
"Lois has been an exemplary employee with the Houston Police
Department," said Houston Police Chief C.O. Bradford. "Her skill as
a sketch artist has proven to be a valuable tool to the HPD. Her
sketches have helped raise an awareness in the community about
suspects which has led to several successful arrests and
convictions."

A-53
L13 POLICE SKETCH ARTIST
THE FACE OF CRIME
Permit the cadets a full 10
minutes to memorize every-
thing they can about the fugi-
tives below. At the end of ten
minutes, Handouts should be
turned over. Instruct the ca-
dets to answer the Question
Sheet.
Again, discuss the difficulty of
remembering facial features.
WANTED FOR DRUG SALES
Name: Beverly Rhodes
Age: 35-40
Race: Black Height: 5'4"
Weight: 120 lbs.
Hair: Brown
Eyes: Brown
Complexion: Medium
Scars/Marks: Beauty mark
(mole) on left cheek. Usually
wears thick glasses.
WANTED FOR MULTIPLE ROB-
BERIES. THREATENS VICTIMS
WITH AN UZI MACHINE GUN.
OFTEN ACCOMPANIED BY A
YOUNG HISPANIC WHO GOES
BY THE NICKNAME "MONEY".
1. What is the primary role of the Sketch Artist?
2. Why is having a good sketch artist so critical to a police department?
3. What are the tools of a Sketch Artist?
4. What is another name for a Sketch Artist?
5. Other than being an accomplished artist, what else must a sketch
artist be?
A-54
• The person is blind in his
left eye.
• The person drives a Mer-
cedes-Benz convertible.
2. With regard to the person
wanted for auto theft, which
one of the following choices is
correct? (Circle the correct
statements.)
WANTED FOR AUTO THEFT • The person is missing a
Juana Lopez ring finger on their left
Age: 21 hand.
Race: Hispanic • The person drives a white
Height: 5'11" BMW.
Weight: 190 lbs. • The person goes by the
Hair: Brown
nickname of "Snow."
Eyes: Brown
Complexion: Medium • The person walks with a
Scars/Marks: Missing ring fin- limp.
ger on left hand.
WANTED FOR RUNNING A
"CHOP SHOP" AND MULTIPLE
THEFTS OF LUXURY AUTOS,
PARTICULARLY LATE MODEL
MERCEDES-BENZ CONVERTI-
BLES.
QUESTION SHEET
Circle the correct answer
questions 1 through 4 on the
basis of your memory. YOU
MAY NOT LOOK BACK AT THE
FACT SHEET!
1. With regard to the person
who is wanted for drug sales,
which one of the following
choices is correct? (Circle the
correct statements.)
• The person poses as a
doctor.
• The person wears glasses.
 K-9 UNIT L14

We’ve spent a lot of time

talking about all the people
who make up the different
arms of law enforcement in
the United States, but what about
the four-legged law enforcement? Dogs play a crucial role in
many law enforcement
activities, most of which
revolve around their most
valuable tool: their noses.

Dogs can track all sorts of things in all sorts of places.

OVERVIEW:
DISCUSS WHY CANINES CAN BE USEFUL
IN LAW ENFORCEMENT.
DISTRIBUTE THE CADET HANDOUT AND
EXPLAIN THE HISTORY, ADVANTAGES
AND DRAWBACKS OF A K-9 UNIT.
CONCLUDE BY DISCUSSING THE TRAITS
OF AN EFFECTIVE K-9 PARTNER.
OBJECTIVE:
CADETS WILL GAIN AN APPRECIATION
FOR K-9’S AND THEIR POLICE HANDLERS.
They can find survivors in the rubble of an earthquake.
They can find drugs hidden in a suitcase at the airport.
They can find bombs in cars, bodies in forests, and guns
in closets. Don’t think that just because a dog's sense of
smell is up to a million times more sensitive than yours
that it’s not hard work. All police
dogs go through rigorous training.
Working with police dogs can be very
sad. One man who worked with
rescue dogs after an avalanche
explained that, “after spending about
8 hours going through an avalanche
area, we were all exhausted, but a
couple of the dogs were still trying to
find anybody they could. Once we had
accounted for everybody, a couple
trainers asked some of us to partly
bury ourselves so that the dogs could
end their day finding a live body. The
dog that found me was ecstatic that it
had finally found somebody to save.”

Now, have your cadets take

out their Cadet Handout for
this unit.

A-55
L14 K-9 UNIT

K-9 Units are a valuable part of many police depart-

ments. Dogs perform law enforcement duties that are
beyond the physical capabilities of human beings.

Dogs are primarily used for their extraordinary sense of

smell. This heightened sense can assist officers in deal-
ing with narcotics, explosive and weapons detection,
tracking and search and rescue.

THE CANINE HISTORY

The training of dogs for police work was originally devel-
oped in Ghent, Belgium, around 1900 and was soon being
used elsewhere.

Breeds with especially keen senses are used for special

purposes, such as detecting caches of illegal drugs or for
tracking fugitives and missing persons. The most widely
trained dogs for patrol work are the German Shepherd,
Boxers, Doberman Pinschers, Airedale Terriers,
Rottweilers, Schnauzers, and Bloodhounds.

WHY K-9 UNITS ARE NECESSARY?

K-9 Units can be very effective in any community, but
the choice to create one is based upon the departments
workload, crime statistics and size.

DETERRENCE
Patrolling in a well-marked K-9 vehicle is extremely ef-
fective tool for deterring crime. The psychological ad-
vantage of having a K-9 team patrolling an area is
deemed to be tremendous.

A number of years ago, the Yarmouth Massachusetts Po-

lice Department started their unit with three K-9 teams.
During the first year, the unit worked hard in reducing
the number of break-ins in their business sectors. At the
end of the first year of having a highly visible K-9 unit,
the rate of break-ins decreased 80% while surrounding
communities experienced a sudden rise in this crime.

ALL IN THE NOSE

Tracking is a prime function of the police work dog.
Tracking suspects from burglaries, stolen cars, and rob-
beries, tracking lost children or adults is a function that
under the majority of conditions, the human cannot du-
plicate.

Again, it comes down to the fact that the K-9's sense of

smell is many times greater than the human. A dog is
capable of smelling the odor of a human being from hun-
dreds of yards away when the odor is carried by the
slightest amount of wind or breeze. At least 97% of the
work that the K-9 does is with its nose.

A-56
DRAW BACKS
L14
A small department does not want an officer seeing his/
her position as a K-9 handler as an excuse to ignore ordi-
nary duties. All to often this has been found to be one of
the main reasons for disbanding a K-9 Unit. The handler
should be ready to accept all duties of the regular patrol
force, in addition to the extra work and risk of being a K-
9 handler.

THINGS TO CONSIDER BEFORE FORMING A

K-9 UNIT
• Can the dog be donated or will it have to be pur-
chased?
• Will the dog live indoors or outside? If outside, con-
sider the cost of the kennel fencing, cement pad,
dog house, etc.
• Training is paramount and quality does not always
come cheap. Who will pay for the dog’s training?
• Who will pay for food and vet bills?

K-9 UNITS IMPROVE COMMUNITY RELATIONS

One of the goals of the canine unit is to increase commu-

nity relations through demonstrations at schools, public
events etc. The canine demonstrations primarily focus on
children programs, but we have found that the adults are
just as intrigued as to the training and abilities of a Sher-
iff’s canine. Members of the unit have discovered that
quite often the public is misinformed as to the uses of
the canine and how they are employed. Through demon-
strations, handlers educate the public on the fact that
canines are not vicious, but actually well trained ani-
mals, under complete control, capable of completing a
wide variety of tasks. As a part of the demonstration
there is direct interaction with the canine and the public
which demonstrates the social side of the canines. These
demonstrations are usually provided to schools, church
groups, college career days, community groups, and
other public functions.

Assignment to the canine unit is voluntary, however, it

requires a tremendous commitment of personal time and
effort to properly maintain a patrol canine, and the real
compensation for that effort will be a well trained canine Some of the greatest heroes of 9-11 were on
four feet.
that may save a life one

A-57
L14 K-9 UNIT

K-9 UNIT DEMONSTRATION:

If possible, have your K-9 Unit or Team give a demonstration in class Have the K-9
officer talk about what it is like to work with a dog. The cadets will love to hear
first hand accounts of how the team worked together to solve a case or catch a
criminal.

SO YOU WANT TO START A K-9 UNIT?

Starting a K-9 Unit is no simple task. There are specific things a police department
should consider before your K-9 partner goes on patrol. K-9 Handlers have often
learned the answers to these questions unexpectedly with embarrassing or even
tragic results.

1. Can I fire my weapon next to him?

2. Can my back up fire his weapon near the K-9 team?
3. Can I recall my dog during a stressful event?
4. Can he defend himself alone for more than (5) minutes of fight?
5. Will he search anywhere in a building, dark rooms, stairs, crawl
spaces, and basements?
6. How will he react to gunfire in a building?
7. Will he exit the cruiser to come aid me during a fight?
8. What happens if I go to the ground first during a fight?
9. Will he alert or apprehend a passive subject?
10. Can I trust my dog at demonstrations?
11. Do I have to hold him, while doing tactical maneuvers, and will this
affect my ability to shoot during a hot situation?
12. What happens when the suspects goes passive after a fight, will my
dog stay with the suspect or leave?
13. Can I move with a bunch of officers tactically and safely?
14. What if my dog finds food along the track or in a building?
15. Will he stay down and quiet for more than twenty minutes?
16. Will he jump a chain link fence after a suspect, or allow me to
carry him over obstacles and up stairs?
JPA Cadets are given a K-9
17. Is there someone else that can handle my partner if need be? Unit demonstration.

Questions:

Consider your own dog or a friends -- how would they react in the situations listed
above?

What temperament would be required for a dog to work well in law enforcement?

1. Define “working dog”.

2. Where was the training of dogs for police departments first
developed?
3. List the special purposes for which working dogs are used?
4. What is “tracking” and what are its uses?
5. What do you need to consider before starting a K-9 unit?

A-58
 SWAT L15

Where as some officers ap-

pear on bikes or horses,
uniformed in shorts or sim-
ple slacks, you know a
SWAT team officer when you see
one. They wear body armor, cam- They have semi-automatic
Beretta pistols, submachine
ouflage outfits, facemasks, and guns, and flash grenades.
helmets.
But these are not military
commandos -- they are the
members of a Special Weapons and Tactics SWAT Unit,
more commonly known as SWAT. The team’s mission is
OVERVIEW: to assist patrol operations with high-risk potential.
Instructor will introduce cadets to the
functions of a SWAT Unit and the Any critical incident - such as armed or barricaded
tactical strategies these highly subjects, hostage situations or assistance with the
trained officers use when fighting service of search and arrest warrants where there
crime. is a potential for violence - are all situations
where a SWAT team might be employed.
These are the officers that come in when
OBJECTIVES: there’s a critical situation to be handled.
Cadets will gain a better
understanding of the SWAT Unit’s SWAT teams are often called in for dealing with
special mission in fighting crime. armed or barricaded subjects, hostage situations,
or search and arrest warrants with a potential for
violence, but they also appear at large political
protests. Why do you think a protest might be a
good reason to bring in the SWAT team? How
do you think the officers on the SWAT
team treat a protest situation differently
than a hostage situation?

Now, have your cadets take

out their Cadet Handout for
this unit.

A-59
L15 SWAT

IT’S ALL IN THE NAME

What we now take for granted did not exist until around 1968. Daryl
Gates, then the future LAPD chief, is generally credited with creating
the first SWAT team. Gates originally wanted to call the unit, ‘Special
Weapons Attack Team’, but changed the name for public relation’s
purposes. Gates saw a distinct need for a police unit like this in Los
Angeles in the late 60s, where riots were increasingly common.

Thirty-three years later, 90 percent of police agencies surveyed in cit-

ies with a population over 50,000 have SWAT units. Seventy percent of
cities with a population under 50,000 have SWAT teams. There are pros
and cons to this and 33 years of experience with SWAT has some police
administrators standing on different sides of the SWAT fence.

As the name implies (Special Weapons and Tactics) the team

members are issued special weapons including: semi-automatic
and fully automatic firearms, long range precision rifles, flash-
bang diversionary devices, tear gas grenades, ballistic shields,
vests and helmets. Also, as the name states, they train in special
tactics. These tactical methods are designed to bring a critical
incident to a close with the least amount of risk to the officers
and citizens.

WHY THE NEED FOR A SWAT TEAM?

Public Safety — nothing comes before this, and if you’re dealing
with a heavily armed, barricaded suspect who is holding hostages,
you are not thinking straight if you think he/she will surrender to
an officer with just a simple knock on their door. SWAT is needed
here. How about a situation where you have armed suspects at
large in a wooded area that has been cordoned off by the local
police? Is this a job for a traffic cop? Or do you call in a specially
trained unit whose members have trained for months to handle
such situations? It’s a no-brainer.

YOU CALL SWAT WHEN SPECIAL SITUATIONS ARISE:

1. The bank robbery in Los Angeles a few years back in which
the robbers wore complete body armor and walked around
while shooting fully automatic weapons was a perfect SWAT call-
out.
2. What if you’re dispatched to a call of a sniper perched on a tall
building? A SWAT sniper is needed here.
3. How about a plane hijacking at your local airport?
4. How about a suspect or domestic terrorist holed up in an apart-
ment complex with enough explosive material to level the apart-
ments?
5. How about an armed suicidal suspect in a crowded fast food joint?
6. How about a Columbine High School situation?

All these scenarios call for the expertise of a SWAT team. Social
changes, including heavily armed drug traffickers and the increased
violence associated with them, are yet another reason to have SWAT on
call.

A-60
COMPONENTS OF A SWAT TEAM
L15
The following components are usually, but not necessarily, found in a
Department’s SWAT TEAM.

The Command Post

The Command Team consists of the Team leader and his lieutenants.
They are in constant communication with the other Team members by
way of state of the art headpieces and must make on the spot deci-
sions about the nature of the engagement depending on how the situa-
tion plays out.

The Negotiator
The Negotiation Team consists of members who have been trained in
psychology and are able to make a field assessment of any hostage
scenario. They are essential in diffusing a potentially violent and dan-
gerous situation.

The Sniper
The Sniper Team consists of members who are highly skilled in the arts
of camouflage and long distance shooting with state of the art weap-
onry. While their main task is to provide cover and fire support, they
are also instrumental in providing up-to-the-minute intelligence to the
Command Post. This information could be crucial in making decisions
regarding assault plans and life threatening situations. They are also
known as the perimeter or containment team.

The Entry Team

This name says it all. This team is comprised of members who are
skilled in the art of explosives, forced entry and frontal assault. They
are heavily armed with projectile weapons, smoke bombs, flash bombs
and tear gas.

Performance
The true success of a SWAT team, however, is not
measured in equipment, but in their performance as a
team. A team that is untrained, undisciplined, and in-
experienced, is a liability to its community, no matter
how well armed and equipped they may be.

Requirements
Because much depends on recruiting the right personnel, police de-
partments typically set rigid standards for service in the unit. These
standards usually include:
• Officers must pass a standard physical test that includes a two
mile run, push ups, pull ups, and sit ups.
• They must qualify with department firearms to a higher standard
than the non-SWAT patrol officer.
• The team members train together, as a team, at least once a
month. Quarterly, the physical and firearms standards are met by
all members of the SWAT team.
• SWAT officers train on the average of 16 hours per month and
must be on call 24 hours a day, seven days a week.

A-61
L15 SWAT

Some of the SWAT Team disciplines include, but are not limited to:

• Critical Decision Making

• Communication Skills
• Indoor Search Techniques and Philosophy
• Outdoor Search Techniques and Philosophy
• Entry Techniques and Philosophy
• Active Counter Measures
• Weapon Retention
• Aviation (Helicopter Deployment)
• Rappelling
• Special Weapons
• Ordinance
• Hostage Rescue
• Officer Rescue
• Vehicle/Bus Assault
• Mental and Physical Disciplines

SWAT Team member dem-

onstrates how to wear
Talk about why there is a need for SWAT Teams? protective clothing.

Discuss the components of a SWAT Team and how they work

together?

1. What does SWAT mean?

2. Describe a situation where you would use a SWAT team.
3. Who is credited for creating the first SWAT team unit?
4. List the components of a SWAT Team?
5. What standards need to be met to be a member of the SWAT
team?

A-62
 LAW ENFORCEMENT’S MANY HATS L16

Ever noticed how some po-

lice officers drive cars
while others drive SUVs?
You might see a city police
car, then a County Sheriff car.
Are they looking for the same For instance, if you are
walking through downtown on
criminals? any given day it is possible to
see a Sheriff’s Department
squad car, the local police department’s bike patrol or
patrol unit, the Park Police Van and perhaps even a
mobile unit from the State Police.

OVERVIEW: Is there a connection between all of these various

DISCUSS THE COMPLEX ORGANIZATION
OF LAW ENFORCEMENT AGENCIES.
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE VARI OUS TYPES OF
AGENCIES.
C O N C L U D E B Y D I ST I NG U I S HI N G
BETWEEN LOCAL, STATE AND FEDERAL
LAW ENFORCEMENT DEPARTMENTS.
OBJECTIVE:
C AD E T S WI LL D E VE LO P AN
UNDERSTANDING OF THE COMPLEX
PATCHWORK OF POLICE AGENCIES
AND JURISDICTIONS THAT COMPRISE THE
CRIMINAL JUSTICE SYSTEM IN AMERICA.
departments and if so, who the heck is in charge? Those
are the questions we will address today. Do
all these officers work together, or for
different departments?
The United States has the most complex
organization of police departments and
agencies in the world. Why do you think this is
so?
Principle law enforcement agencies of this
country are the Department of Justice, the
Department of Homeland Security, and the
United States Postal Service. The Department of Justice
branches further into specialized agencies, most notably
the FBI, the DEA (Drug Enforcement Administration) and
the US Marshals Service.
The Department of Homeland Security consists of the US
Coast Guard, the Bureau of Border Security, the Secret
Service, and the US Customs Service. The United States
Postal Service is responsible for preventing dangerous,
harmful and fraudulent mail from circulating in the
country. They are constantly sifting through suspect
pieces of mail believed to contain drugs, poison,
explosives and other harmful materials.
As you can see, law enforcement jobs vary under each
division. Once you're qualified to serve in the police
force, you will be able to match your abilities and
interests with specialized law enforcement jobs.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-63
L16 LAW ENFORCEMENT’S MANY HATS

MUNICIPAL POLICE
The police force of cities, townships, villages, boroughs and incorporated towns fall into this cate-
gory.

Small Municipal Departments

Smaller municipal police departments provide policing services to the majority of American citizens.
Tribal police departments, such as the Oneida Indian Nation Police are examples of small municipal
departments.

Large Municipal Departments

There are few really large municipal police departments in the United States. Two of the biggest
include the Los Angeles Police Department and the New York (City) Police Department.

SPECIALIZED FORCES
There are many specialized police forces around the country. They include: univer-
sity police departments, school district police departments and public transit po-
lice forces.

SHERIFFS DEPARTMENT
Sheriffs and deputy sheriffs patrol more than 3,000 counties in the United Sates.
There are, however, other county police forces whose jurisdictions either dupli-
cate or displace those of the Sheriff's Department. A county is the largest territo-
rial division for local government within a state. Most counties have a constitu-
tional office or sheriff who is the chief law enforcement official for that area.

STATE LAW ENFORCEMENT

Each of the 50 U.S. states has established its own police forces and criminal inves-
tigation agencies. Some state police departments, such as the Alaska State Troop-
ers, provide general policing services to all areas of a state that are not served by
municipal police.

Other state police departments, such as the Utah Highway Patrol, are restricted to
enforcing laws on the roads and highways of a state. Another example of a state
police agency with restricted jurisdiction is the South Dakota Department of Game
and Fish. This department is involved solely in the enforcement of South Dakota's
game and fish laws.

Two of the best-known state-level enforcement units are the state police and the highway patrol.
There is a definite distinction between these agencies in terms of responsibility and authority.
State police engage in a full range of law enforcement activities including criminal investigation.
Highway patrol units are concerned almost entirely with traffic control and enforcement and have
limited general police authority.

FEDERAL LAW ENFORCEMENT

The federal government provides a wide variety of police services. Within the US Department of
Justice one finds the Drug Enforcement Administration and the Federal Bureau of Investigation.

FEDERAL BUREAU OF INVESTIGATION

The Federal Bureau of Investigation (FBI) is responsible for investigating violations of all federal
laws except those specifically within the jurisdiction of other federal agencies. The FBI deals with
violations of sabotage, treason, and espionage laws as well as internal security matters. Although
the jurisdiction of the Bureau in criminal matters is limited, the FBI has responsibility for enforcing
numerous federal laws including terrorism, kidnapping, extortion, bank robbery, offenses involving
interstate transportation, civil rights violations, and assaulting or killing of a U.S. President.

A-64
 L16

BUREAU OF ALCOHOL, TOBACCO, AND some law enforcement personnel. They are
FIREARMS stationed in places such as fish and wildlife
The Department of Treasury established the preserves, historic sites, territories, reserva-
Bureau of Alcohol, Tobacco, and Firearms tions, and island possessions of the United
(BATF) to enforce laws relating to alcohol, States.
tobacco, firearms, and explosives. The ob-
jective of BATF is to encourage voluntary U.S. MARSHALS SERVICE
compliance with these laws and to minimize The U.S. Marshals Service operates under
willful violations. the general authority of the U.S. Attorney
General in the courts of the various federal
DRUG ENFORCEMENT AGENCY districts throughout the United States. In
The Drug Enforcement Administration (DEA), each of the 94 U.S. judicial districts, a U.S.
an agency of the U.S. Department of Jus- Marshal is appointed by the Presi-
tice, has the leading role in the fight against dent of the United States to be re-
drug abuse in our country. The DEA’s mis- sponsible for directing the activities
sion is to control narcotic and dangerous of Deputy U.S. Marshals and suppor-
drug abuse effectively through law enforce- tive staff. Marshals are present at
ment, education, training, and research federal court proceedings and carry
activities. out such responsibilities as maintain-
ing order, removing unruly persons,
IMMIGRATION AND NATURALIZATION SER- accompanying and guarding prison-
VICE ers, servicing orders of the court,
The Immigration and Naturalization Service and generally assisting the court in
(INS) administers our country’s immigration carrying out decisions.
and naturalization laws. These statutes are
concerned with the admission, exclusion, U.S. POSTAL SERVICE
and deportation of aliens and the naturaliza- When it is not delivering mail, the
tion of legal aliens. U.S. Postal Service also engages in
law enforcement activities. The
INTERNAL REVENUE SERVICE Postal Inspection Service searches mail for
The Internal Revenue Service (IRS) is an im- drugs, bombs and child pornography. Even
portant enforcement agency within the De- the United States State Department, with its
partment of the Treasury. Bureau of Diplomatic Security, has law en-
forcement capabilities.
U.S. CUSTOMS SERVICE
Customs Agents prevent smuggling, and cus- U.S. SECRET SERVICE
toms revenue fraud, cargo thefts, and The U.S. Secret Service, created in 1865, is
trafficking illegal narcotics. one of our nation’s oldest law enforcement
agencies. It was originally formed as a bu-
U.S DEPARTMENT OF AGRICULTURE reau of the Department of the Treasury and
The Department of Agriculture enforces nu- was given the responsibility of eliminating
merous laws designed to protect farmers, the counterfeiting of currency as well as the
the public, and the national forests. forging and cashing of government checks,
bonds, and securities.
U.S. DEPARTMENT OF DEFENSE
The Department of Defense engages in law
enforcement of various kinds, including:
investigating crimes within their own juris-
dictions, providing and controlling security
for classified projects, and gathering intelli-
gence, and operating counterintelligence.

U.S. DEPARTMENT OF THE INTERIOR

As custodian of the natural resources of our
country, the Department of the Interior uses

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L16 LAW ENFORCEMENT’S MANY HATS

The Match Game! the tip of the iceberg. The Coast Guard
has a lot of other jobs as well, including
Outline the following information and search and rescue, ice patrol, stopping
exercise on the board. polluters and maintaining lighthouses.

The United States system of Law

Enforcement is divided into three parts:
Local, State, Federal.
LOCAL:
Consists of cities, towns, counties,
airports, parks, sheriff’s departments.
74% of all police officers are employed in
19,000 local agencies and departments.
STATE:
57% of an officer’s time is spent
patrolling highways. State Police are also
responsible for motor vehicle registration
and driver’s license examinations.
FEDERAL:
Limited strictly to enforcing Federal
laws. More than 50% of all Federal
officers work for either the FBI or the
Bureau of Customs.
Question the Cadets
The following federal government
agencies are working hard to protect you,
but why are their services more
appropriately handled by the federal
government and not by the cities or
states. where do they belong: Local,
state or federal?
Department of Homeland Security
The DHS was formed after the events of
September 11th, 2001, to protect
America from foreign attacks. The DHS is
a collection of 22 government agencies
that analyze intelligence and plan
responses to future emergencies.
The DHS also issues “Threat
Advisories” using different colors
to tell you how alert to be.
“Red” is the most serious, and
“Green” is the least serious.
Bureau of Customs and Border
Protection
Like the Coast Guard protects
our shores, the Bureau of
Customs and Border Protection
guards our borders and over 300
entryways into the U.S. All
people, animals and goods
passing through our airports,
ports and roadside checkpoints
are carefully inspected. The Bureau has
over 35,000 employees—and that’s not
including all the dogs that sniff
containers for anything illegal! To
discover more, visit http://
cbp.customs.gov.

United States Coast Guard

The U.S. Coast Guard is one of America’s
five armed forces, and has been around
since 1790—even before the Navy! The
Coast Guard’s main duty is, you guessed
it, to guard the coast. But, that’s just

1. Name several types of law enforcement agencies in this country?

2. What are the two best know state law enforcements units?
3. What is the FBI responsible for?
4. What does the US Secret Service do?
5. The Department of Homeland Security was developed because of
what event?
A-66
 SHERIFF’S DEPARTMENT L17

Mention the word "sheriff"

and many people's minds
will fill immediately with
images of shootouts and
gunfights in the Wild West. Such is
the power of old movies and tele-
Most people would be surprised
vision series. to know that the office of
sheriff has a proud history that
spans well over a thousand years, from the early Middle
Ages to our own "high-tech" era.

With few exceptions, today's sheriffs are elected officials

OVERVIEW: who serve as a chief law-enforcement officer for a
DISCUSS THE DISTINCTION BETWEEN county.
POLICE AND SHERIFF’S DEPARTMENTS.
DISTRIBUTE THE CADET HANDOUT AND Although the duties of the sheriff vary
EXPLAIN THE ORIGINS AND NATURE OF from jurisdiction to jurisdiction, the
THE SHERIFF'S DEPARTMENT. sheriff's office is generally active in all
CONCLUDE WITH AN HISTORICAL
three branches of the criminal justice
EXAMINATION OF THE SHERIFF IN THE
system: law enforcement, the
AMERICAN WILD WEST.
courts and corrections. This
OBJECTIVE: means that a sheriff’s deputy
C ADETS WI LL GAI N A GREATER has jurisdiction everywhere in
UNDERSTANDING OF THE ROLE A that county, including areas with
SHERIFF’S DEPARTMENT PLAYS IN their own police departments.
MAINTAINING LAW AND ORDER AND
WI LL BE ABLE TO IDENTIFY THE
DIFFERENCES BETWEEN A SHERIFF’S
D E P AR T M E N T AN D A P O L I C E
DEPARTMENT.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-67
L17 SHERIFF’S DEPARTMENT

HISTORY OF THE OFFICE OF SHERIFF

The office of sheriff was a development that began over 1000 years ago in England. The
sheriff supreme was the law in the county and he was president of its court. He led mili-
tary forces of the shire (a shire is similar to a county in this country), executed all writs
(court orders), and, for the first century after the Conquest, judged both criminal and
civil cases. From the time of Henry II (reigned 1154-89), however, his jurisdiction was
severely restricted as a result of the growing jurisdiction of the curia regis ("king's
court"). His duty thereafter was to investigate allegations of crime from within his shire,
to conduct a preliminary examination of the accused, to try lesser offenses, and to de-
tain those accused of major crimes for the itinerant justices.

The new offices of coroner (first mentioned in 1194), of local constable (first mentioned
in 1242), and of justices of the peace (first known in the 12th century as custodies pacis,
"keepers of the peace") all took work and duties from the sheriffs.

THE AMERICAN SHERIFF: A TRADITION CONTINUES

In the United States, the sheriff is ordinarily an elected public offi-

cer in his county, the chief executive officer, and an officer of the
court, with a term usually of from two to four years. The deputy is
appointed by the sheriff and is delegated duties. The sheriff and
deputy are peace officers and thus have the power of police officers
in the enforcement of criminal law. Deputy Sheriffs are county law
enforcement officers who patrol assigned districts within their juris-
diction to enforce federal, state and local laws.
The majority of counties throughout the US have the office of Sher-
iff, which in varying degrees has responsibility for county policing,
jails, and court activities. They may also assume some of the func-
tions of the local police department and are empowered to call out
the posse comitatus ("the force of the county," a summoning of pri-
vate citizens to assist in maintaining peace). The term “posse: de-
rives from this and is still used in many parts of the country.

The Sheriff’s Department is also responsible for issuing traffic citations on county roads,
performing traffic duties in designated geographic areas and maintaining order during
public demonstrations and parades. They also are responsible for enforcing laws in
county and state parks and game reserves.

As Thomas Jefferson wrote in his “THE VALUE OF CONSTITUTIONS”, "the Office of Sheriff
is the most important of all the executive offices of the county."

• How does the office of Sheriff differ from that of Chief of Police?
• What is the traditional model for Sheriff’s as defined from western movies?
• How do you suppose a Sheriff’s role in the community has changed since the days of
the old west?

THE MODERN SHERIFF’S DEPARTMENT

Sheriffs and deputy sheriffs enforce the law on the county level. Sheriffs are usually
elected to their posts and perform duties similar to those of a local or county police
chief. Sheriffs' departments tend to be relatively small, most having fewer than 25 sworn

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officers. A deputy sheriff in a large agency will have law enforcement duties similar
L17
to those of officers in urban police departments. Nationwide, about 40 percent of
full-time sworn deputies are uniformed officers assigned to patrol and respond to
calls, 12 percent are investigators, 30 percent are assigned to jail-related duties, and
11 percent perform court-related duties, with the balance in administration. Police
and sheriffs' deputies who provide security in city and county courts are sometimes
called bailiffs. That’s the person who holds the bible on which for a witness to swear
to tell the whole truth, and nothing but the truth. Although it varies from county to
county, here are some common divisions within a Sheriff’s Department.

PATROL DIVISION
The patrol division is responsible for preventing crime and maintaining peace
throughout the county. As a part of routine patrol, the deputies check suspicious inci-
dents and persons, enforce state laws and county resolutions, make arrests, check
businesses and residences for security, conduct criminal investigations, work with
juveniles, investigate farm, industrial and traffic accidents, check clubs and taverns,
and handle many other situations as they occur. The deputies must be knowledgeable
of the citizens’ needs and be prepared to assist at any time.

JAIL DIVISION
One of the largest divisions within the Sheriff’s department, jail-
ers are primarily responsible for the safety and security of the
jail facility, the inmates and of the officers. When a person is
lodged in jail, a jailer enters pertinent information in the com-
puter and takes several sets of fingerprints and a photograph
(mug shot). When a person is released from jail certain com-
puter work and paperwork must also be completed. All these
items along with other documents are routed to the Records Divi-
sion for further handling, dissemination and filing.

COURTS DIVISION
In many counties, the Sheriff’s Department provides security for local courts, as well
as safe transfer and handling of prisoners. The Courts Division is responsible for main-
taining order in the court rooms. This division has court transfer responsibilities,
which involves taking prisoners from the Jail Divisions to the courts.

• The Courts Division also may include the Friend of the Court Enforcement Unit.
• This Unit seeks out individuals who have become delinquent in their child sup-
port payments. This unit serves Friend of the Court warrants for non-support
payments.

FELONY WARRANTS
The Felony warrants section tracks down fugitives and serves arrest warrants.

CRIMINAL INVESTIGATIONS DIVISION

The Criminal Investigations Division (CID) is responsible for any investigations con-
ducted by the Sheriff's Office that are of a criminal nature. Investigators are exten-
sively trained in all types of investigations to include homicide, rapes, child molesta-
tion, child abuse, property crimes, and all facets from crime scene processing to in-
terviewing.

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L17 SHERIFF’S DEPARTMENT

SHERIFF’S, POSSES AND THE WILD
WEST
The American Wild West earned its reputation
as a land of adventure and lawlessness. A vast
area with serious issues of crime, disorder,
vice, and violence, the pioneers of the old
West were in desperate need of some form of
law enforcement.
Garrett and his posse first caught up with the
Kid and returned him for trial. He was found
guilty, and while awaiting his hanging, Billy
managed to kill both of his jailers during his
escape from the county lock-up. After track-
ing The Kid, Garrett sneaked into Billy’s hotel
room and upon his return, Garrett killed him.
The killing brought Garrett instant fame and
notoriety.

The office of sheriff, with its established back-
ground and history, was a natural balance for
this environment. Generally, community resi-
dents selected a sheriff by popular vote.
The expansive and sparsely populated country-
side was a perfect fit for the county-wide ju-
risdiction of the Sheriff’s Office. The Sheriff
dealt with the isolated nature of the frontier
by having the ability to raise a posse as time
and circumstance dictated.
The posse was a group of citizens who volun-
teered to assist the Sheriff in tracking down a
criminal suspect. As citizens of the commu-
nity, it was in their own best interest to see
that justice was served.
The following two profiles illustrate the wild
side of law enforcement in the old west.
PATRICK GARRETT
Pat Garrett was born in Alabama on June 5,
1850. Pat decided to become a lawman. In
1880, he pinned on a star for the first time as
a deputy sheriff of Lincoln County, NM Soon he
ran for the top slot of sheriff. He easily won
the election. His first and greatest assignment
was to stop Billy The Kid, the most notorious
desperado and killer in the Wild West.
WILD BILL HICKOK
On August 2, 1876, the blast of a Colt Peace-
maker rang out above the sounds of the saloon
patrons in Deadwood, South Dakota's Number
Ten Saloon. The bullet drove through the skull
of the seated card player and came to rest in
the arm of the man he was opposing. As the
man slumped to his death he was still holding
his cards. He had aces and eights, which would
have been the winning hand. This variation of
cards would from that time on be known as
the "dead man's hand."
The dead man was none other than the notori-
ous Wild Bill Hickok, who would breathe his
last breath at age thirty-nine. It ended the
spectacular career of a gunman and a lawman.
He was credited with killing some thirty to
eighty-five men, depending on who was doing
the counting.
The "Wild" addition to the name was surely
deserved. After several documented and noto-
rious killings he was appointed a deputy U.S.
marshal. In 1869, Wild Bill was appointed sher-
iff of Ellis County, Kansas to fill a temporary
vacancy.

1. What does a modern sheriff do?

2. What other duties were given to earlier sheriff’s?
3. Where did the office of the sheriff begin?
4. Where did the term “posse” come from?
5. Name the divisions within a sheriff’s department?

A-70
 STATE POLICE L18

Each state in the United

States has a state police de-
partment. Often, these de-
partments focus on enforc-
ing the law in places where mu- State police officers
(sometimes called state
nicipal police departments don’t troopers or highway patrol
exist, such as isolated rural areas officers) arrest criminals
and highways. Statewide and patrol highways
to enforce motor vehicle laws
and regulations.

Uniformed officers are best known for issuing traffic

OVERVIEW:
D I S C U S S T H E D E F I NI T I O N AN D
JURISDICTION OF THE STATE POLICE
DEPARTMENT.
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE SERVICES A STATE POLICE
DEPARTMENT PROVIDES.
CONCLUDE WITH MOCK TRAFFIC STOP.
OBJECTIVE:
CADETS WILL GAIN AN APPRECIATION
FOR THE STATE POLICE’S PUBLIC SAFETY
MISSION.
citations to motorists who violate the law. At the scene
of accidents, they may direct traffic, give first aid, and
call for emergency equipment.
They also write reports used to
determine the cause of the accident.
State police officers are frequently
called upon to render assistance to
other law enforcement agencies,
especially those in rural areas or small
towns.
Each state is different, though. In
heavily rural states like Alaska, the State Troopers do a
lot of regional policing, investigating crimes such as
assault and burglary. In South Dakota, a state known for
its recreational areas, that state police department’s
jurisdiction is primarily game and fishing law.

Since each state is different, it means that you could get

a speeding ticket from a state trooper in Utah; arrested
by an Alaska state trooper for robbing someone, and
written up for fishing off-season in South Dakota. It all
depends on the state’s particular needs and jurisdictions.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-71
L18 STATE POLICE

ANYTHING WITH WHEELS well as during special occurrences such as

parades and sporting events. They some-
Vehicles, large and small, consume a times check the weight of commercial
large percentage of a law enforcer’s time vehicles, conduct driver examinations,
on duty. State troopers are required to: and give information on highway safety
to the public.
• Enforce traffic and parking laws and
ordinances CRIMINAL LAW
• Investigate traffic accidents State Police also must en-
force criminal laws. In
• Check vehicles for proper registra-
communities and counties
tion
that do not have a local
• Request emergency assistance for police force or a large sher-
accidents iff's department, the State
• Identify owners of vehicles involved police are the primary law enforcement
in accidents agency, investigating crimes such as bur-
• Control, regulate, and direct traffic, glary or assault. They also may help city
vehicular and pedestrian or county police catch lawbreakers and
• Locate witnesses to accidents control civil disturbances.
• Direct traffic using barriers, flares,
and hand signals TRAFFIC LAWS AT A GLANCE
• Administer roadside sobriety tests A state trooper most often enforces traf-
fic laws. The following are among the
• Follow suspicious vehicles
most commonly broken traffic laws.
• Operate breathalyzer test apparatus (Laws may vary slightly from state to
• Remove hazards from roadway state.) Review and discuss.
• Arrange for obtaining blood or urine
samples for sobriety tests Consumption or Possession of
• Collect physical evidence from acci- Alcoholic Beverage in Motor Vehicle
dent scenes No person may operate a motor vehicle in
• Aid the injured a public place while consuming an alco-
holic beverage.
• Assist stranded motorists
Penalties - Class C Misdemeanor: $500
• Measure skid marks fine.
• Issue parking citations
Driving Without Insurance
HERE ARE SOME ADDITIONAL A person is guilty of Driving without Insur-
DUTIES OF THE STATE POLICE OR ance who operates a motor vehicle with-
THE HIGHWAY PATROL: out a motor vehicle liability insurance
policy in effect.
Penalties - Misdemeanor: Up to $500 in
PROVIDE ASSISTANCE fines
State police officers provide services to Up to 6 months in jail
motorists on the highways. For example,
they may radio for road service for driv- Failure to Observe Traffic Signals
ers with mechanical trouble, direct tour- No driver may fail to comply with a traf-
ists to their destination, or give informa- fic signal or fail to stop at a stop sign at
tion about lodging, restaurants, and tour- the stop line, crosswalk or place where
ist attractions. that person has a view of approaching
traffic.
WORKING ON THE HIGHWAY Penalties - Misdemeanor: $1 to $200 in
State police officers also provide traffic fines
assistance and control during road re-
pairs, fires, and other emergencies, as Drunk Driving

A-72
A person is guilty of drunk driving who
operates a motor vehicle in a public
place while intoxicated and (1) who does
not have normal use of mental or physi-
cal facilities due to alcohol or drugs or
(2) who has an alcohol concentration
of .10 or more.
First Violation - Class B Misdemeanor: Up
to $2,000 in fines and 72 hours to 180
days in jail
Second Violation - Class A Misdemeanor:
Up to $4,000 in fines and 30 days to 1
year in jail
Third Violation - Felony 3rd degree:
Up to $10,000 in fines and
2 years to 10 years in jail
TRAFFIC LAWS THAT GET NO
RESPECT
Yield to Emergency Vehicles
This is one of the most violated laws.
When an emergency vehicle with its
lights flashing and siren sounding ap-
proaches, you must pull over to the side
of the road and stop. This gives the
emergency vehicle a clear path.
Do Not Cross the Median or Private
Property
It is illegal to drive across ANY median.
Jumping the median to get on the front-
age road when traffic is congested on the
freeway is not only illegal and dangerous,
it's arrogant. You're no more important
than anyone else stuck on the highway.
Along the same lines, it is also illegal to
cross private property without stopping
or for the purpose of turning left or right
from one road to another. In other
words, it's illegal to cut-through the gas
station at the corner so you don't have to
stop at the stop sign or red light or to
avoid the line of cars waiting at the sign
or light.
Common, but Unacceptable, Excuses
when Fighting a Traffic Violation
L18
• The driver claims they were honestly
mistaken about the law. For example, if
a driver tells the judge that they honestly
thought it was okay to just slow down
instead of stopping at a blinking red
light, his reply is almost sure to be,
"Sorry, ignorance of a law really is no
excuse."
• The driver argues that their violation
didn't harm anybody. Again, sorry, every-
one is legally required to stop at a red
light even if it's 3:00 a.m. and no other
vehicle is moving within two miles.
• "The officer was
picking on me." This is
called "selective en-
forcement" and is often
raised by a motorist who
claims the ticketing offi-
cer ignored others who
were also violating the
law. It is almost impossible to win this
one unless the driver can prove that the
officer had a motive to single them out.
• The driver tells a sympathetic story.
The fact that their child, their mother or
their parakeet was ill will not get them
off. At best, the judge may reduce their
fine a little.
• The driver questions the officer in
hopes that he will slip up.
A-73
L18 STATE POLICE

VIDEO: IN THE HEAT OF THE NIGHT

In the clip, “In the Heat of the Night” (Unit 2 from the JPA Video) from the
series “Real Stories of the Highway Patrol”, the highway patrol utilizes
technology to apprehend a car thief.

Before showing the clip, discuss a citizen’s duty not to endanger the safety
of others -- such as driving through the streets at high speeds.

Show the clip:

The following questions should be discussed in class or turned in as an
assignment.
1. Why is a helicopter so valuable in the high-speed pursuit?
2. W hy are high-speed pursuits so dangerous?
3. At what point do police put the public safety first?

Discuss the responsibility of putting the safety of others first. How did the
car thief violate that civic duty?

Cadets visit with a Texas Trooper.

1. What is another name for the state police?

2. Why would all sate police departments be different from an other?
3. Name 2 traffic violations and their consequences?
4. Name a traffic law that gets no respect?
5. Name a common excuse for fighting a violation and why it does not
work?

A-74
 FEDERAL BUREAU OF INVESTIGATION L19

The FBI gets a lot of attention

from movies and television. Who
can think of a few shows or movies
that featured FBI agents?

OVERVIEW:
DISCUSS THE ROLE OF THE FBI IN THE
INVESTIGATION OF FEDERAL LAW
VIOLATIONS.
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE NATURE OF THE FBI AND ITS
RELATIONSHIP TO OTHER AGENCIES.
CONCLUDE WITH A DISCUSSION OF THE
FBI¹S "TEN MOST WANTED FUGITIVES."
OBJECTIVE:
C AD E T S WI LL G AI N A D E E P E R
UNDERSTANDING OF THE ROLE THAT THE
FBI PLAYS IN MAINTAINING PUBLIC
SAFETY HERE IN THE UNITED STATES AND
A GREATER RESPECT FOR THE EXPERT
SKILLS WITH WHICH THIS AGENCY
PURSUES JUSTICE.
Everybody loves a
good mystery, and
the Federal Bureau
of Investigation is focused on solving those mysteries. The
F.B.I. investigates violations of all federal laws, except
for those specifically covered by other federal agencies
like the DEA.
The names of the crimes that the FBI deals with certainly
sound like the stuff of movies: sabotage, treason,
espionage. But a lot of what the Bureau does day to day
includes finger printing, laboratory examinations, police
training, publishing the annual Uniform Crime Reports,
and administration of the National Crime
Information Center.
A team of people working together to
publish a book of crime reports doesn’t
look especially exciting on screen, so we
don’t see much about that in movies.
Regardless of how exciting it looks, the
FBI performs a crucially important role in
American law enforcement.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-75
L19 FEDERAL BUREAU OF INVESTIGATION

Review the following questions and answers describing the role of the FBI in
national law enforcement efforts.

What does the FBI do?

The FBI is the most important law enforcement agency of the U.S.
Government. They are charged with the enforcement of over 200 federal laws.
However, since September 11th, the FBI’s first priority has been to protect the
United States from terrorist attacks.

Other duties include, but are not limited to:

Bank robberies
Theft of Government property
Organized crime
Espionage (spying)
Sabotage (deliberately damaging or destruction of property)
Kidnapping
Terrorism

How many people are employed by the FBI?

As of January 31, 2002, the FBI had approximately 11,000 Special Agents and
16,000 Professional Support Personnel.

How accurately is the FBI portrayed in books, television shows, and motion
pictures?

Any author, television script writer, or producer may consult with the FBI
about closed cases on their operations, services, or history. However, there is
no requirement that they do so, and the FBI does not edit or approve their
work. Some authors, television programs, or motion picture producers offer
reasonably accurate presentations of the responsibilities, investigations, and
procedures in their story lines, while others present their own interpretations
or introduce fictional events, persons, or places for dramatic effect.

What authority do FBI Special Agents have to make arrests in the United
States, its territories or on foreign soil?

In the United States and its territories, FBI Special Agents may make arrests
for any federal offense committed in their presence, or when they have
reasonable grounds to believe that the person to be arrested has committed,
or is committing, a felony violation (criminal act) of U.S. laws. Concerning
arrests on foreign soil, FBI Special Agents generally do not have authority
outside the US except in certain cases where, with the consent of the host
country, Congress has granted the FBI extra territorial power.

Should you verify your suspicions about criminal activity before reporting it
to the FBI?

Citizens should never place themselves in harm’s way or conduct their own
investigations. Instead, any suspicious activity about matters under FBI
jurisdiction should be reported to the FBI promptly.

If a child is missing and possibly kidnapped, but no interstate transportation

is suspected, will the FBI begin an investigation?

Yes, the FBI will initiate a kidnapping investigation involving a missing child
(generally twelve years or younger) even though there is no known interstate
A-76
flight. The FBI will monitor other kidnapping situations when there is no L19
evidence of interstate travel and can offer assistance from the FBI
Laboratory and the Child Abduction and Serial Killer Unit.

What is the FBI's role in counter terrorism?

Today, the FBI is part of a vast national and international campaign

dedicated to defeating terrorism. Working hand-in-hand with partners in
law enforcement, intelligence, the military, and diplomatic circles, the
FBI’s job is to neutralize terrorist cells and operatives here in the U.S.
and to help dismantle terrorist networks worldwide.

The FBI is uniquely situated to fight terrorism, they have both domestic
intelligence and law enforcement capabilities. This gives the FBI a full
range of options to pursue investigations, enabling them not only to
detect terrorist threats through surveillance, source development, and
careful analysis, but to act against those threats through arrest and
incarceration.

At the same time, the FBI can mobilize quickly and comprehensively to
prevent attacks -- thanks to a worldwide network of dedicated Special
Agents and their long-standing relationships with federal, state, local,
and international partners. The FBI has nearly a century of experience of
working within the boundaries of the Constitution, protecting civil
liberties.

FBI - HERALDRY OF THE FBI SEAL

Each symbol and color in the FBI seal has

special significance. For example, the
dominant blue field of the seal and the
scales on the shield represent "justice".

The circle of 13 stars denotes unity of

purpose as exemplified by the original
colonies which became the first states.

The Laurel leaf has, since early civilization,

symbolized academic honors, distinction and
fame. There are 46 Laurel leaves in the two
branches, since there were 46 states in the Union when the FBI was
founded in 1908.

The significance of the red and white parallel stripes lies in their colors.
Red traditionally stands for courage, valor, strength, while white
conveys cleanliness, light, truth, and peace. As in the American Flag, the
red bars exceed the white by one.

The motto, “Fidelity, Bravery, Integrity," succinctly describes the

motivating force behind the men and women of the FBI.

The peaked beveled edge which circumscribes the seal symbolizes the
severe challenges confronting the FBI and the ruggedness of the
organization.

The gold color in the seal conveys its over-all value.

A-77
L19 FEDERAL BUREAU OF INVESTIGATION

"TEN MOST WANTED FUGITIVES" decision.

• He/She no longer fits "Ten Most Wanted
This list is designed to publicize particularly Fugitives" criteria.
dangerous fugitives who might not otherwise
merit nationwide attention. The FBI values and In the five cases where fugitives were removed
recognizes the need for for the third reason, it
public assistance in was determined that
tracking fugitives. each fugitive was no
longer considered to be
Review the following a "particularly
questions with the dangerous menace to
cadets. Supplement the society." When a
answers provided with fugitive is removed
current events and any personal knowledge of from the list, another is added to take his or her
the information provided. place.

HOW MANY FUGITIVES HAVE BEEN CAPTURED
DUE TO PUBLIC ASSISSTANCE?
One hundred and forty of the "Ten Most Wanted
Fugitives" apprehensions have resulted from
citizens recognition of fugitives through this
publicity program.
WHO ACTUALLY DECIDES WHICH FUGITIVES GO
ON THE LIST?
The Criminal Investigative Division (CID) at FBI
Headquarters calls upon all 56 Field Offices to
submit candidates for the FBI's "Ten Most Wanted
Fugitives" list. The nominees received are
reviewed by Special Agents in the CID and the
Office of Public and Congressional Affairs. The
selection of the "proposed" candidate(s) is
forwarded to the Assistant Director of the CID
for his/her approval and then to the FBI's Deputy
Director for final approval.
WHEN ARE FUGITIVES REMOVED FROM THE
LIST?
"Ten Most Wanted Fugitives" are only removed
from the list when they meet one of the
following conditions.
• He/She is captured.
• The charges are dropped --this is not an FBI
OPTIONAL ACTIVITY:
FBI Special Agent Guest Speaker
FBI Special Agents always make for exciting
guest speakers. We encourage you to arrange for
an agent to address your cadets. Prior to the
Guest Speaker's presentation (preferably during
the previous class period), review with the
cadets the special agent’s professional duties.
Ask each cadet to write five questions for the
speaker in their journal.
Suggested questions for the speaker:
1. Why can't local police handle the kinds of
crimes the FBI investigates?
2. What kind of person makes for a successful
agent?
3. How does the uncertainty that the agency
will relocate you affect raising a family?
4. What is the greatest criminal challenge to
the agency as we enter the next century?
5. How have TV shows like the X-Files helped
or hurt your relations with the public?
6. What is the greatest misconception
about working for the FBI?

1. What is the mission of the FBI?

2. What types of crime does the FBI investigate?
3. What entity serves as checks and balances for the FBI? Explain.
4. Does the FBI have the right to arrest you ,if you have committed
a crime in the U.S and then moved to another country?
5. What resources can the FBI provide local law enforcement when
a kidnapping occurs?
A-78
 DRUG ENFORCEMENT AGENCY L20

Since the 19th century

when Americans first
discovered new “wonder”
drugs like morphine,
heroin, and cocaine, our society
has confronted the problem of When the 20th century began,
the United States--grappling
drug abuse and addiction. with its first drug epidemic--
gradually instituted effective
restrictions: at home through
domestic law enforcement and
overseas by spearheading a world movement to limit
opium and coca crops. By World War II, American drug
OVERVIEW: use had become so rare, it was seen as a marginal
DISCUSS THE DEA'S ROLE IN PREVENTING social problem. The first epidemic was
THE FLOW OF DRUGS INTO THE U.S. forgotten.
DISTRIBUTE THE CADET HANDOUT AND
R E VI E W T HE O R G AN I Z AT I O N,
However, during the 1960s, drugs like
RESPONSIBILITIES AND HISTORICAL
marijuana, amphetamines, and
ROOTS OF THE DEA.
CONCLUDE WITH A DISCUSSION OF THE
psychedelics came on the scene, and a
DANGEROUS ROLE THE DEA PLAYS IN new generation embraced drugs. With
MEXICO. the drug culture exploding, our
government developed new laws and
OBJECTIVE: agencies to address the problem. In 1973,
C AD E T S WI L L G AI N A B E T T E R the U.S. Drug Enforcement Administration
UNDERSTANDING OF THE ROLE OF THE was created to enforce federal drug laws.
D.E.A. IN FIGHTING CRIME -- WITH
SPECIAL EMPHASIS ON THE EXTREME There are now 4500 DEA Special Agents, and they work
DANGERS OF BEING A D.E.A. AGENT not only in every state across the US, but also in
SERVING ABROAD. countries around the world. In fact, the DEA’s biggest
challenge is the dramatic change in international
organized crime.

While American criminals once controlled drug trafficking

on U.S. soil, today sophisticated and powerful criminal
groups headquartered in foreign countries control the
drug trade in the United States.

The goal of the DEA is to target the most notorious drug

traffickers and dismantle their global networks.

Now, have your cadets take

out their Cadet Handout for
this unit.

A-79
L20 DRUG ENFORCEMENT AGENCY

A MASSIVE UNDERTAKING
In 2002, around 14 million Americans were using illegal drugs on a
regular basis, a number that has not risen since 1999. Americans
spent roughly $64 billion on illegal drugs in 2000. That's over three
times as much as the government spends fighting drugs.

The National Office of Drug Control Policy spends around $19 billion
a year trying to stop the drug trade. Drug use in the U.S. costs bil-
lions more, through crime, hospital stays, and indirectly lost work
days.

The "war on drugs" is being waged on many fronts; both to slow

the supply of drugs flowing into the U.S. and to reduce the demand
for drugs. This includes tougher punishments for drug users and
dealers, increased enforcement of anti-drug laws, and international
efforts to help other nations with their own anti-drug programs.
But what exactly is the war on drugs and how do we fight it?

FIGHTING THE WAR

The fight against drug use in the U.S. dates back to the late 1800s.
Before then, the dangers of some drugs were not fully known and
the government did little to regulate them.

The original Coca-Cola beverage, first created in 1886, got its

name from one of its main ingredients: cocaine. It was mar-
keted as "a nerve and brain tonic" and a cure for headaches.
But it wasn't long before people realized that cocaine was dan-
gerously addictive, and the creators of what would one day
become the world's most popular soft drink eliminated the drug
from the recipe around 1900. Since then a lot has changed.

A NEW GENERATION OF DRUGS

New drugs have been discovered and invented, and public
opinion has swung back and forth. In 1971, President Richard Nixon
called drug use "public enemy number one," and enacted laws to
fight the importation of narcotics.

Ten years later, President Ronald Reagan declared a more

militant "war on drugs." But it was his wife, First Lady
Nancy Reagan, who coined: "Just Say No."

HOW TO FIGHT THE WAR

Many think the best way to limit drug use is to help people
understand how harmful it is. Drugs can destroy health,
careers, marriages, families and whole neighborhoods. Al-
most every American teenager gets some drug education in
school as early as elementary school.

But some people, including a minority of police officers, ad-

vocate a more radical solution to the drug problem: legalize it. They
point to Prohibition, the 1930's-era law that outlawed alcohol. The
law was implemented to try to curb the widespread problem of al-
coholism, but it turned out to be a dismal failure.

When alcohol was made illegal, underground breweries and distiller-

A-80
ies flourished, the price of alcohol skyrocketed, and mobs of gangsters
killed each other in an effort to control this huge illegal market. In gen-
L20
eral, the use of alcohol did not go down. Eventually, in 1933, Congress
repealed the Prohibition law.

Some people say the lessons of Prohibition should be applied to drugs. If

drugs were legal, they argue, the government could control it and earn
tax revenue from it. More importantly, prices would go down, and so
would the huge profit margins for dealers.

Drug gangs would have less incentive and drug-related violence would
decrease. Most of all, say proponents of legalization, drug use would be
treated as a medical problem, not a legal problem. Non-violent drug us-
ers should be put in treatment, they say, not in prison.

The American public has not bought into the idea of legalization
on a large scale. Most people still think that the government has
an obligation to try to keep drugs off the street and to punish
people who manufacture, sell and use them.

PRODUCTION
Illegal drugs are produced on farms, in laboratories, and in
backyards all across the world. Although millions of dollars
worth of drugs are produced within our borders, millions more
also come from other countries on boats, planes and in drug
smugglers' suitcases.

USAGE
Drug use in the U.S. peaked in the late 1970's. Since then, drug use has
declined or leveled-off among most age groups, but many anti-drug ex-
perts are worried the trend could start to rise again unless young people
are taught how dangerous drugs can be.

ARE WE WINNING THE WAR?

Many believe the only way to win the war against drugs is to go beyond
teaching that drug use is wrong, and make drugs more difficult to get
and more expensive to buy. Many people are trapped in urban environ-
ments where selling drugs is the best or sometimes the only way to
make money. Others turn to drugs as an easy way to "feel good" fast
and escape from worries or problems that they don't know how to han-
dle.

It is a growing belief that the booming drug trade and high addiction
rates are rooted in these deeper social problems and it is going to take a
lot more than police crackdowns to solve them.

WHAT DO YOU THINK?

What is the best way to stop the drug trade and end addiction? Should some drugs
be legalized? Are teens becoming numb to anti-drug messages?

A-81
L15
L20 DRUG ENFORCEMENT AGENCY

FIGHTING DRUGS THROUGH THE Are they effective?

MEDIA Is the type of appeal used going to impact
The government uses television, a student?
radio, movie trailers, the Internet, and
celebrity spokespeople to deliver anti- YOUR TURN:
drug messages. Ask the cadets how they would make
an anti-drug ad?
SAYING "NO" SINCE THE 1980S
The White House started to take on There are several elements that go
the teenage drug problem in the into making an ad:
1980's with First Lady Nancy Reagan • First figure out what you want the
and her "Just Say No" campaign. commercial to say-- the message
Commercials such as "This Is Your you want to send.
Brain On Drugs" have been produced • What is the best way to say it?
since 1987. • Do you need a super star to make
your point?
"THE FORBIDDEN FRUIT • Do you want to tell a story?
PHENOMENON" • Would a positive story or a scary
Critics say the ads have the same story be more effective?
problems that the anti-cigarette
campaigns have. They say the ads
create a "forbidden fruit
phenomenon" tempting youths
into using illicit drugs. These
critics argue that the money
would be better spent building
healthy alternatives like school
programs and community
centers.

What do your cadets think?

MESSAGES IN YOUR
SCHOOL
Collect some of the anti-drug
posters in your school. Show them
to the class and discuss each:

1. What is the goal of the DEA?

2. What does DEA stand for?
3. What jurisdiction does the DEA oversee?
4. List three duties of a DEA agent.
5. List two qualifications you might need to become a DEA agent.

A-82
 U.S. MARSHALS SERVICE L21

Let’s say a criminal steals a car

in California. Then decides to
move to Texas, where he or
she is caught stealing another
car. The person is caught, convicted
and sent to Huntsville, Texas to serve However, being quite
the clever criminal,
time in a jail. they escape from jail
and are spotted in New
Orleans.

Question: What law enforcement agency will probably be

OVERVIEW:
DISCUSS THE NATURE OF THE U.S.
MARSHAL SERVICE.
DISTRIBUTE THE CADET HANDOUT AND
REVIEW THE RESPONSIBILITIES OF THE U.S.
MARSHAL'S SERVICE.
C O NC LUD E BY EX P LORI NG T HE
AP P R E H E NSI ON OF AN AC T U AL
ESCAPED PRISONER.
OBJECTIVE:
C AD E T S WI L L G AI N A B E T T E R
UNDERSTANDING OF THE ROLE OF THE
MARSHALS WITHIN OUR CRIMINAL
JUSTICE SYSTEM -- WITH SPECIAL
EMPHASIS ON THE EXTREME DANGERS
T H AT M AR S H AL S F AC E WH E N
APPREHENDING FUGITIVES.
sent to apprehend them? The local police from Texas?
The local authorities from Colorado or California?
The U.S. Marshal, that’s who!
As you may remember from “The
Fugitive,” with Harrison Ford, the U.S.
Marshals have primary jurisdiction for
catching fugitives and escaped federal
prisoners.
In 2002, the Marshals Service
apprehended more federal fugitives (66
percent) than all other law enforcement
agencies combined.
Working with authorities at federal, state, local and
international levels, the Marshals Service arrested over
61,000 dangerous felons in year 2002

Now, have your cadets take

out their Cadet Handout for
this unit.

A-83
L21 U.S. MARSHALS SERVICE
WHAT IS THE PURPOSE OF
THE US MARSHALS SERVICE?
The U.S. Marshals Service is the na-
tion's oldest and most versatile fed-
eral law enforcement agency. Since
1789, U.S. Marshals have served the
nation through a variety of vital law
enforcement activities.
The Marshals Service occupies a
uniquely central position in the fed-
eral justice system. It is involved in
virtually every federal law enforce-
ment initiative. Approximately 4,000
Deputy Marshals and career employ-
ees perform the following nation-
wide, day-to-day missions:
• Fugitive Investigations
• Protecting the Courts
• Prisoner Custody and Transpor-
tation
• Witness Security
• Asset Seizure
• Special Operations and Pro-
grams
FUGITIVE INVESTIGATIONS
The U.S. Marshals Service has pri-
mary jurisdiction nationwide in con-
ducting and investigating matters
involving escaped federal prisoners,
probation, parole, bond default vio-
lators and warrants generated by
Drug Enforcement Administration
(DEA) investigations and certain
other related felony cases.
“15 MOST WANTED FUGI-
TIVES”
The Marshals Service has maintained more efficient and effective system
its own "15 Most Wanted" fugitives
list since 1983. The high-profile list nal aliens. Operated by the Marshals
includes America's most dangerous
career criminals.
Investigations carried out by the
men and women of the Marshals
Service result in the annual appre-
hension of about 30,000 fugitive
felons. Over the last five years, Mar-
shals Service personnel apprehended
more than 130,000 fugitives in both
the United States and foreign coun-
A-84
tries.
PROTECTING THE COURTS
US Marshals provide personal protec-
tion to federal judges, court offi-
cials, witnesses, and jurors. This
means ensuring security and main-
taining decorum within the court-
room itself, as well as personal pro-
tection for judicial officers, wit-
nesses, and when warranted, jurors
away from the court facilities.
The U.S. Marshals Service assumes
custody of individuals arrested by all
federal agencies and is responsible
for the housing and transportation of
prisoners from the time they are
brought into federal custody until
they are either acquitted or incar-
cerated.
PRISONER CUSTODY
Each day, the Marshals Service has
in its custody over 27,000 detainees
who are housed in federal, state and
local jails throughout the nation.
Individuals who are arrested or de-
tained for violation of a federal stat-
ute must be brought before a magis-
trate or judge for an initial hearing.
After the hearing, prisoners may be
released or remanded into the cus-
tody of the Marshals Service to stand
trial. If convicted, it is the Marshals
Service's responsibility to deliver the
prisoner to an institution to serve
the imposed sentence.
PRISONER TRANSPORTATION
In 1995, the Justice Prisoner and
Alien Transportation System (JPATS)
was created. The merger created a
for transporting prisoners and crimi-
Service, JPATS is one of the largest
transporters of prisoners in the
world, handling hundreds of re-
quests every day to move prisoners
between judicial districts, correc-
tional institutions and foreign coun-
tries.
On average, more than 200,000 prisoner and The very mention of sky marshals aboard
L21
alien movements a year are completed by commercial flights brings comfort to many
the Marshals Service via coordinated air and air travelers, but it is the Federal Aviation
ground systems. Most of these prisoners are Administration (FAA) that currently main-
transported aboard Service-owned aircraft tains the program.
and vehicles.
From 1969-73, the Marshals Service did in-
Tommy Lee Jones, the
deed manage the Sky Marshal Program. But
big screen’s most the program had its roots before then.
famous Marshal from
“The Fugitive”.
In the 60’s, laws were passed governing
"interference with flight crew members or
flight attendants" and "carrying weapons
Since 1984, the Marshals Service has ac- aboard aircraft." The laws were enacted be-
quired a fleet of aircraft that includes three cause of a rash of air piracy incidents on
Boeing 727s, a DC-9, several smaller jets and commercial jets in the 1960s.
some turboprop airplanes.
"The Middle East had erupted into chaos on
WITNESS SECURITY several occasions, leaving no airline entirely
The United States Marshals Service provides safe," said David Turk, Marshals Service his-
for the security, health, and safety of gov- torian.
ernment witnesses, and their immediate
dependents, whose lives are in danger as a The Marshals Service – specifically its Miami
result of their testimony against organized office in Southern Florida – developed an
crime, drug traffickers, terrorists and other anti-air piracy program in October 1969.
major criminals. Inspector John Brophy became chief of a unit
of five specialists bent on combating terror
SPECIAL OPERATIONS AND in the skies. Marshals would sit in the back of
the plane and watch what was going on.
PROGRAMS Most of the sky marshals were meant to be
Additional missions have included the pro- covert in their work, so they wore no special
tection of athletes at the 1996 Olympic attire. If not in the planes themselves, they
Games in Atlanta, the integration of schools were stationed around check-in counters and
and other institutions during the Civil Rights gates in 33 key airports around the country.
movements of the 1960s and the formation,
in 1971, of the Special Operations Group The First Baggage Inspectors!
(SOG), a force of highly trained and disci- The sky marshals also checked passengers'
plined tacticians who handle terrorist and luggage for suspicious items. They performed
hostage situations and other volatile, emer- the same security tasks that airport person-
gency incidents. nel does now in the aftermath of Sept. 11.

The Missile Escort Program is another respon- An unblemished record

sibility of the Marshals Service. Deputy Mar- The individuals with firsthand involvement of
shals are specially trained to provide security the Sky Marshals Program are proud of their
and law enforcement assistance to the De- accomplishments, knowing that they left
partment of Defense and the U.S. Air Force behind a legacy of safe, commercial air
during the movement of nuclear warheads travel. The agency ended its management of
between military facilities. the Sky Marshal Program in 1973, when all
airport security duties were transferred to
the FAA.
MARSHALS SERVICE PIONEERED
THE AIR SECURITY
In the wake of Sept. 11, 2001, the Sky Mar-
shals Program (posted law enforcers on com-
mercial aircraft) has gotten a lot of atten-
tion. And while deputy marshals are often
mentioned as being involved, it's been nearly
30 years since the Marshals Service had any-
thing to do with it.

A-85
L16
L21 U.S. MARSHALS SERVICE

Fugitive Facts:
WANTED BY U.S. MARSHALS Hell's Angel (member of the Three Rivers,
Not all fugitives are wrongly accused Quebec chapter.) Car bomb murdered
characters like Harrison Ford in “The government informant in Plattsburg, New
Fugitive”. Most are dangerous criminals. York. VALLEE escaped from Canadian
authorities while awaiting extradition to
Richard Vallee (below) is an actual the U.S. His escape was effected with the
fugitive wanted by the U.S. Marshall assistance of armed associates. VALLEE is
Service. Ask the cadets to track him down a member of a large scale international
and apprehend him given the information cocaine smuggling organization. He is a
provided. demolitions expert with a violent criminal
history.
RICHARD VALLEE
Murder of Government CONSIDERED ARMED AND DANGEROUS. DO
Witness NOT ATTEMPT TO APPREHEND THIS
PERSON YOURSELF. REPORT ANY
ALIAS: INFORMATION TO THE NEAREST USMS
Richard VALLEY DISTRICT OFFICE.
SEX:
Male ASSIGNMENT:
RACE: 1. Where might he have found refuge?
White 2. What groups would you question to
DATE OF BIRTH: 11/10/57 learn his whereabouts?
PLACE OF BIRTH: Quebec 3. What types of criminal activity might
HEIGHT: 5'10" he currently be linked to?
WEIGHT: 200 LBS 4. Prepare of list of possible strategies
EYES: Blue for cornering Vallee.
HAIR: Brown
SKINTONE: Medium
SCARS/TATTOOS: Unknown
SSN: Unknown

WARRANT ISSUED:
Northern District of New York
DATE OF WARRANT: August 28, 1996
WARRANT NUMBER: 520254318

1. What is the U.S Marshals Service primary focus?

2. For whom does the U.S. Marshals Service provide protection?
3. What is JPATS?
4. Why were Marshal’s installed abroad aircraft?
5. In what type of investigations is the U.S. Marshals Service in-
volved?

A-86
 SECRET SERVICE L22

Whenever you see news

coverage of the President
or his family, you’ll may no-
tice the agents in suits in
the background, many of them
with small ear pieces and sun- They are Secret Service
agents, and their job is to
glasses. They always look serious, protect the President and his
and seem to be looking every- family.
where all at once.
Secret Service agents are like
the wedding planners of secure
Presidential travel. Whenever the President, Vice
President, or their families, travel anywhere outside of
OVERVIEW: Washington, D.C., the Secret Service works with the host
DISCUSS THE RESPONSIBILITIES OF THE city and state law enforcement to jointly establish the
SECRET SERVICE. security measures needed for total protection. The Secrel
DISTRIBUTE THE CADET HANDOUT AND Service facilitates keeping the President secure. And yes,
REVIEW THE ORGANIZATION, HISTORY agents do swear to “take a bullet” to protect the
AND DUTIES OF THE SECRET SERVICE. President.
CONCLUDE BY PREPARING FOR A
MOCK PRESIDENTIAL VISIT TO YOUR While Presidential safety is one
SCHOOL. of the responsibilities of the
Secret Service, the department
OBJECTIVE:
was originally established to deal
CADETS WILL LEARN TO APPRECIATE THE
with monetary issues. Secret
ROLE OF THE SECRET SERVICE.
Service offices deal with
counterfeit money, forgery,
credit card fraud, as well as cell phone fraud. So, if you
have a cell phone, YOU’RE getting Secret Service
protection, too!

Now, have your cadets take

out their Cadet Handout for
this unit.

A-87
L22 SECRET SERVICE

WHAT IS THE ORIGIN OF THE U.S. SECRET SERVICE?

The U.S. Secret Service, one of the nation's oldest federal investigative
law enforcement agencies, was founded in 1865 as a branch of the U.S.
Treasury Department. The original mission was to investigate counterfeit-
ing of U.S. currency. It was estimated that one-third to one-half of the
currency in circulation at that time was counterfeit.

In 1901, following the assassination of President William McKinley in Buf-

falo, New York, the Secret Service was assigned the responsibility of pro-
tecting the President. Today, the Secret Service's mission is two fold.

PROTECTION OF THE PRESIDENT AND VICE PRESIDENT AND

OTHERS.
By law, the Secret Service is authorized to protect the President, Vice
President, President-elect, Vice President-elect, and their immediate
family members; former Presidents and their spouses; minor children of a
former President until the age of 16; major Presidential and Vice Presi-
dential candidates, and within 120 days of the general election, their
spouses; visiting foreign heads of government or heads of state; and oth-
ers if authorized by the President.

HOW DOES THE SECRET SERVICE "PROTECT" THE

PRESIDENT?
The Secret Service strives to maintain a safe environment for the Presi-
dent and other protectees. To accomplish this task, the Secret Service
calls upon other federal, state and local agencies to assist on a daily basis.
For example, when the President is at the White House, the Secret Service
Uniformed Division, the Metropolitan Police Department, and the U.S.
Park Police patrol the streets and parks nearby. When the President trav-
els, an advance team of Secret Service agents works with the host city and
state law enforcement and public safety officials to jointly establish the
security measures needed to protect him.

WHAT TYPES OF CRIMES DOES THE SECRET SERVICE

INVESTIGATE?
The Secret Service has primary jurisdiction to investigate threats against
Secret Service protectees; counterfeiting of U.S. currency or other U.S.
Government obligations; forgery or theft of U.S. Treasury checks, bonds or
other securities; credit card fraud; telecommunications fraud; computer
fraud; identify fraud; and certain other crimes affecting federally insured
financial institutions.

A-88
 L22
WHAT KIND OF TRAINING DO SECRET SERVICE AGENTS
RECEIVE?
Secret Service agents receive the finest law enforcement training in
the world. New agent trainees are initially sent to the Federal Law
Enforcement Training Center, Glynco, Georgia, where they
are enrolled in the Criminal Investigator Training Program
(CITP).

This 9-week course, designed to train new federal investi-

gators in such areas as criminal law and investigative tech-
niques, provides a general foundation for the agency-
specific training to follow.

Upon successful completion of CITP, new agent trainees

attend the 11-week Special Agent Training Course at the
Secret Service Training Academy, Beltsville, Maryland. This
course focuses on specific Secret Service policies and procedures asso-
ciated with the dual responsibilities of investigations and protection.

BRIEF HISTORY OF THE SECRET SERVICE

1865 - The Secret Service Division began on July 5, 1865 in Washing-

ton, D.C., to suppress counterfeit currency. Chief William P. Wood
was sworn in by Secretary of the Treasury Hugh McCulloch.

1901 - Congress informally requested Secret Service Presidential pro-

tection following the assassination of President William McKinley.

1917 - Congress authorized permanent protection of the President's

immediate family and made "threats" directed toward the President a
federal violation.

1961- Congress authorized protection of former Presidents for a rea-

sonable period of time.

1963 - Congress passed legislation for protection of Mrs. John F. Ken-

nedy and her minor children for 2 years. (Public Law 83-195).

1968 - As a result of Robert F. Kennedy's assassination, Congress au-

thorized protection of major Presidential and Vice Presidential candi-
dates and nominees.

A-89
L22 SECRET SERVICE

PROTECTING THE PRESIDENT

The President of the United States is coming to visit your school in one week. The Junior Po-
lice Academy cadets have been asked by the Governor to prepare your school for a visit.

It will be necessary for you, as a Secret Service Special Agent, to instruct your cadets to
make ready your school for the visit. The President will be speaking to the entire school in
the auditorium. List below all the preparations you will need to make your school environ-
ment safe for the President:

PRIOR TO VISIT:

List of security preparations in the week prior to the President’s visit:

———————————————————————————————————

———————————————————————————————————

———————————————————————————————————
JPA Cadets learn first hand the
efforts required to protecting our
——————————————————————————————————— nation’s leader during a visit from
President Bill Clinton.

DURING:

List of security measures taken during the President’s visit:

———————————————————————————————————

———————————————————————————————————

———————————————————————————————————

———————————————————————————————————
Prior to taking office as President,
Gov. George W. Bush meets with JPA
——————————————————————————————————— Cadets What kinds of security
changes do you think Bush had to
adopt after becoming President?
———————————————————————————————————

———————————————————————————————————

1. What is the Secret Service?

2. What was the original mission of the Secret Service?
3. List three of the investigative duties of the Secret Service?
4. Who assists the Secret Service in protecting the President?
5. Why is the Secret Service so important to our monetary system?

A-90
 Division B

Introduces the cadets to how law enforcement professionals do their

jobs. Focuses on different techniques of discovering a crime and the
criminal responsible.

B-1
B-2
 LITTLE CRIMES & BIG CRIMES L23

Did you know that the same

kind of crime can go from
being a very minor offense
to a very serious one? The
same kind of crime can be a misde-
meanor, or a felony. What do you Take shoplifting, for
example. At its lower levels,
think would make the difference? it can be a small violation.
But as the amount of
merchandise stolen
increases, the stakes get higher. As the actress, Winona
Ryder learned, a seemingly minor crime like shoplifting
can become very serious business when you steal many
OVERVIEW:
hundreds of dollars worth of merchandise!
DISCUSS THE COLONIAL AMERICAN
IDEALS OF JUSTICE. In this lesson we will learn the difference between big
DISTRIBUTE THE CADET HANDOUTS AND crimes and little crimes — and just how the law decides
EXPLAIN HOW THE PENAL CODE which is which!
CLASSIFIES CRIMES.
CONCLUDE WITH AN ASSIGNMENT This is important. While police
DEALING WITH THE DEGREES OF officers are not expected to be
HOMICIDE AND MANSLAUGHTER. lawyers, the law is important in a
police officer's life.
OBJECTIVE:
CADETS WILL RECOGNIZE THE VALUE OF An officer may not remember
CLASSIFYING CRIME AND GAIN AN everything, but he or she is expected to know a big crime
APPRECIATION FOR THE COMPLEXITY OF from a little one.
THE CODE AND THE DETAIL IT REQUIRES.
While we learn about the various degrees of seriousness
for various crimes, just remember a good cop or a cadet
can usually get by with three basic skills: an
understanding of right and wrong, a healthy dose of
common sense, and a solid appreciation of the structure
of government. While certain laws may seem to defy
logic, most are remarkably sensible.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-3
L23 LITTLE CRIMES & BIG CRIMES

JUST WHAT IS A CRIME?

A crime is any behavior that is punishable by imprisonment or fine (or both). In the
United States, an act is considered criminal when Congress or a state or local legislative
body has defined it as such. But why are some acts defined as crimes while others
aren't? While whole books have been written on this subject, here are a few straightfor-
ward reasons why crimes are crimes:

Many acts that we consider crimes today were considered crimes under English law
when the United States became a country. In large part, the U.S. adopted English law as
its own.

Many crimes have their origin in moral precepts that originally were enforced by
churches and were eventually taken over by the secular state.
Acts carried out with an antisocial or "evil" intent are usually considered worthy of pun-
ishment.

Acts that may have been acceptable at one time (such as physical punishment of a
child, drinking while driving or sexual harassment) are redefined as crimes when society
convinces lawmakers to criminalize them.

Ultimately, what is and is not a crime is, to an extent, arbitrary and a reflection of who
has the power to decide. But with some notable exceptions -- for example, drug laws --
most common crimes have been considered crimes for centuries and most people agree
that they should be. On the other hand, in recent years, the U.S. Supreme Court has
struck down certain federal crimes, finding that Congress had no authority under the
Constitution to create them.

Examples of federal crimes that have been disallowed are statutes forbidding the sale
of firearms within a certain distance of schools and allowing rape prosecutions in fed-
eral court. Under these decisions, the question of which crimes may be created by Con-
gress, and which crimes must be left to the states, remains an open one.

WHAT'S THE DIFFERENCE BETWEEN A FELONY AND A MISDEMEANOR?

Most states break their crimes into two major groups: felonies and misdemeanors.
Whether a crime falls into one category or the other depends on the potential punish-
ment. If a law provides for imprisonment for longer than a year, the crime is usually
considered a felony. If the potential punishment is for a year or less, then it is consid-
ered a misdemeanor.

In some states, certain crimes, called "wobblers," may be considered either a misde-
meanor or a felony, because under some conditions the punishment may be imprison-
ment for less than a year, and in other situations, the criminal may go to prison for a
year or more.

Behaviors punishable only by fine are usually not considered crimes at all, but infrac-
tions such as traffic tickets. But a legislature may on occasion punish behavior only by
fine and still provide that it is a misdemeanor, such as possession of less than an ounce
of marijuana for personal use in California.
B-4
MURDER (MALICE REQUIRED)
First Degree
Intentional and premeditated killing.
Killing in the course of a dangerous felony.
Second Degree
Intentional, but not premeditated.
Intent to cause serious bodily injury
resulting in death.
Killing in the course of other felonies.
MANSLAUGHTER
(NO MALICE REQUIRED)
Voluntary
Killing with intent to kill or inflict grievous
bodily injury but under the influence of
passion caused by sufficient provocation.
Involuntary
Negligent or reckless homicide.
Killing in the course of committing a
dangerous misdemeanor.
JUSTIFIABLE HOMICIDES
(WHEN IT’S OK TO KILL)
Self defense.
Defense of others.
Defense of property.
Prevention of felonies.
Arresting a felon.
Accidental Death.
ASSAULT AND BATTERY:
Battery
Intentional or reckless touching of another
without excuse or justification.
Does not require significant blow that
inflicts bodily injury.
Assault
An unlawful attempt, coupled with present
ability, to commit a battery (such as a
missed punch).
Aggravated Assault and Battery
When battery inflicts a serious bodily injury
or assault and battery involves the use of a
deadly weapon.
BURGLARY
(BREAKING AND ENTERING)
Breaking and entering into a dwelling
during the night with intent to commit
a felony.
Unlawful entry into any building or similar
structure during the day or night with or
without a break-in.
EMBEZZLEMENT
Persons who lawfully received possession
L23
of the property of another and then
wrongfully convert that property to
their own use are guilty of embezzlement.
FALSE PRETENSES
Applies to persons who induce others
to transfer property to them by means
of misrepresentation, which must be to
a material past or present fact that
the seller knew to be false.
Does not include "seller's talk."
LARCENY
Taking the property of another, with
knowledge of their ownership, to
deprive them permanently or infringe
upon their rights in a substantial way.
ROBBERY (LARCENY WHILE THE
OWNER IS HOME!)
A larceny with the stolen property
taken from the victim in the presence of
the victim and with the taking
accomplished by means of force or
threat of force.
Crime against person and property.
Pick pocketing is not robbery.
EXTORTION
Threat of future force or harm.
Often uses fact as leverage.
Benefits perpetrator, monetarily or
otherwise.
ARSON
An intentional or reckless burning or
explosion of a building owned by another
person or, under limited circumstances, of a
building owned by the arsonist.
After completely reviewing the list, quiz the ca-
dets. Offer brief descriptions of different
crimes. Example: Fred set fire to his
neighbor’s garage. See if the cadets can iden-
tify which crime was committed.
Open the discussion up to questions about what
acts are illegal and which are not. Be specific.
Call upon your own knowledge of the Penal
Code to explain the specific wording that
qualifies each crime.
Ask the cadets to suggest acts that are not
currently a part of the Penal Code, but
should be.
B-5
L23
L5 LITTLE CRIMES & BIG CRIMES

Most states classify a homicide that

MURDER: JUST THE FACTS
MURDER
Murder, in criminal law, is defined as
intentionally causing the death
(homicide) of any person. Ask the
cadets if they have ever known of
someone who was murdered.
MANSLAUGHTER
Murder is distinguished from man-
slaughter, which means unintentional
killing. Have the cadets provide a
true life or fictional example of man-
slaughter.
TWO DEGREES
In most of the U.S., criminal codes
distinguish between two degrees of
murder:
• Murder in the first degree in-
volves a deliberate, premedi-
tated design to cause the death
of the person.
• Murder in the second degree
involves the intent to cause
death, but without premedita-
tion and deliberation.
occurs during the commission of a
felony as first-degree murder, even
though the element of premeditated
intent is absent. Ask the cadets to
give further examples of each type of
murder.
PUNISHMENTS
Prosecution for murder is by indict-
ment, and the maximum punishment
in some states is death. In states in
which the death penalty has been
abolished, the maximum penalty is
life imprisonment in a state peniten-
tiary. Ask the cadets to discuss the
merits of the death penalty. Do they
think it deters citizens from commit-
ting murder?
Have cadets list famous
murder cases in the past
few years, classifying
each according to the
law.
Examples:
O.J. Simpson Trial
Mendez Brothers
Mother who killed her own children
in Houston.
Oklahoma City Bombing

1. What are two factors that determine if a crime is a misdemeanor or a

felony?
2. What is a “wobbler”?
3. What is a crime?
4. What is the difference between robbery and larceny?
5. What is involuntary manslaughter?

B-6
 CAN THAT BE LEGAL? L24

The Penal Code is basically

a list of rules dealing with
crimes and punishment. To
put it simply, it’s a blue-
print that’s used to enforce the
law. It’s a way to make sure that
all violators are treated equally It’s about more than just laws;
and fairly. every society has laws. The
penal code insures some of the
key things that make us a free
country: laws are public knowledge, laws are applied
OVERVIEW: equally to everyone, government institutions try to be
DISCUSS HOW THE PENAL CODE IS A fair and effective, civil liberties are protected, and
GUIDE FOR THE ENFORCEMENT OF judges are impartial. These are all aspects of the Penal
LAWS. Code.
DISTRIBUTE THE CADET HANDOUT AND
EXPLAIN HOW THE PENAL CODE
The Penal Code changes over the
ARRANGES LAWS. CONCLUDE BY
years. What is and isn’t considered a
EXPLORING THE CHANGING NATURE OF
THE PENAL CODE.
crime has shifted through America’s
history, and what’s considered
OBJECTIVE: criminal has changed as the years
CADETS WILL RECOGNIZE THE VALUE OF have gone by. Sometimes laws that
PRECISION WHEN WRITING LAWS AND used to make perfect sense seem
THE IMPORTANCE OF A CLEAR AND silly now.
UNDERSTANDABLE PENAL CODE.
For example, did you know that in Texas, it is illegal to
milk another person's cow? And that in Louisiana, it’s
illegal to gargle in public places?

Can you think of things that used to be against the law

that are now perfectly legal? What about illegal things
that used to be perfectly acceptable?

Now, have your cadets take

out their Cadet Handout for
this unit.

B-7
L24 CAN THAT BE LEGAL?

Note to instructor

Teaching the Penal Code may seem like a difficult task, but this section
of the course has the potential to really engage the cadets depending on
how the information is presented. It has been our experience that cadets
get fired up discussing what is illegal and what is not, especially when
examples are drawn from their own lives. Ask for examples of each law
from the local news or from personal experiences.

HOW CAN I TELL FROM READING A CRIMINAL STATUTE

WHETHER I'M GUILTY OF THE CRIME IT DEFINES?

All criminal statutes define crimes in terms of required acts and a required
state of mind, usually described as the actor's "intent." These requirements
are known as the "elements" of the offense. A prosecutor must convince a
judge or jury that the person charged with the crime (the defendant) did
the acts and had the intent described in the statute.

For example, commercial burglary is commonly defined as entering a struc-

ture (such as a store) belonging to another person, with the intent to com-
mit petty or grand theft (that is, to steal) or any other felony. To convict a
person of this offense, the prosecutor would have to prove three elements:

• The defendant entered the structure.

• The structure belonged to another person.

• At the time the defendant entered the structure, he intended to com-

mit petty or grand theft or any felony.

Every state’s Penal Code is extremely lengthy. Today we are only going to
discuss a small part of it. However this lesson should give you an idea of the
manner in which the Penal Code is written.

Review the crimes listed. For each, note the following:

Recognize the attention to detail and the need to being specific.

Recognize the detailed list of various expressions of each crime.
Consider acts that would fall under the Penal Code as written.
Consider acts that would not qualify under the Penal Code as written.
Discuss how the precision of the Penal Code not only serves to convict
citizens, but pardons citizens as well. (The Penal Code also acts to
restrain overzealous law enforcement agencies by insisting that the law
not be applied too broadly or whimsically.)

B-8
OFFENSES AGAINST PUBLIC ORDER AND DECENCY L24
DISORDERLY CONDUCT: A PERSON COMMITS AN OFFENSE IF
HE INTENTIONALLY OR KNOWINGLY:
(1) uses abusive, indecent, profane, or vulgar language in a public place, and
the language by its very utterance tends to incite an immediate breach of the
peace;
(2) makes an offensive gesture or display in a public place, and the gesture or
display tends to incite an immediate breach of the peace;
(3) creates, by chemical means, a noxious and unreasonable odor in a public
place;
(4) makes unreasonable noise in a public place other than a sport shooting
range, as defined by Section 250.001, Local Government Code, or in or near a
private residence that he has no right to occupy;
(5) fights with another in a public place;
(6) while on the premises of a hotel or comparable establishment, for a lewd
or unlawful purpose looks into a guest room not his own through a window or
other opening in the room;
(7) discharges a firearm in a public place other than a public road or a sport
shooting range, as defined by Section 250.001, Local Government Code;
(8) displays a firearm or other deadly weapon in a public place in a manner
calculated to alarm;
(9) discharges a firearm on or across a public road.

SILENT OR ABUSIVE CALLS TO 9–1–1 SERVICE

A person commits an offense if the person makes a telephone call to
9–1–1 when there is not an emergency and knowingly or intentionally:
(1) remains silent; or
(2) makes abusive or harassing statements to a public safety employee.

HARASSMENT
A person commits an offense if, with intent to harass, annoy, alarm, abuse,
torment, or embarrass another, he:

(1) initiates communication by telephone or in writing and in the course of the

communication makes a comment, request, suggestion, or proposal that is
obscene;
(2) threatens, by telephone or in writing, in a manner reasonably likely to
alarm the person receiving the threat, to inflict bodily injury on the person or
to commit a felony against the person, a member of his family, or his prop-
erty;
(3) conveys, in a manner reasonably likely to alarm the person receiving the
report, a false report, which is known by the conveyor to be false, that an-
other person has suffered death or serious bodily injury.

CRUELTY TO ANIMALS
A person commits an offense if he intentionally or knowingly:
(1) tortures or seriously overworks an animal;
(2) fails unreasonably to provide necessary food, care, or shelter for an animal
in his custody;
(3) abandons unreasonably an animal in his custody;
(4) transports or confines an animal in a cruel manner;
(5) kills, injures, or administers poison to an animal, other than cattle, horses,
sheep, swine, or goats, belonging to another without legal authority or the
owner's effective consent;
(6) causes one animal to fight with another;
(7) uses a live animal as a lure in dog race training or in dog coursing on a
racetrack; or
(8) trips a horse. B-9
L24 CAN THAT BE LEGAL?

DISCUSSION
After reviewing list, ask the cadets to re-
call from their own experience when they
observed a violation of one of the laws.
Invite cadets to discuss the value of these
laws and whether specific restrictions are
necessary or whether additional laws are
needed.
Let the class discuss the various reasons
why a written Penal Code is vital to main-
taining law and order.
CHANGING WITH TIME
Conduct that is lawful in one country may
be criminal in another, and activity that
amounts to a trivial infraction in one coun-
try may constitute a serious crime else-
where. Changing times and social attitudes
may lead to changes in the criminal law, so
that behavior that was once criminal be-
comes lawful.
Can anyone think of a crime that has been
removed from the Penal Code?
• The consumption of alcohol
(prohibition)
• Interracial marriage.
• Abortion, once prohibited except in
the most unusual circumstances, has
become lawful in many countries.
• Suicide and attempted suicide, once
criminal, have also been removed from
the scope of criminal law in many
countries.
GETTING BIGGER
Nonetheless, the general trend is an in-
crease in the scope of criminal law, rather
than a reduction. It is more common to
find statutes creating new criminal of-
fenses than it is to find statutes that abol-
ish old ones.
Can anyone think of crimes that have been
added to the Penal Code in recent years?
The emergence of the Internet has
prompted the creation of laws governing
commerce on the Internet and computer
piracy laws.
New technologies give rise to new oppor-
tunities as well as to new methods of abuse
of the public good. When this happens,
new legal restrictions arise to deal with the
threats. Just as the invention of the motor
vehicle led to the development of a whole
body of criminal laws designed to regulate
its use, the widening use of computers has
created the need to legislate against a
variety of new abuses and frauds.
Discuss other inventions that will make it
necessary to establish new laws?

1. What are the “elements” of an offense?

2. Why must the Penal Code be so specific?
3. Why are there more laws than ever?
4. What are 2 forms of disorderly conduct and how would a prosecutor
prove them in court?
5. How does the Penal Code prevent law enforcers from acting unfairly?

B-10
 SCENE OF THE CRIME L25

During the O.J. Simpson

trial, the entire nation
learned how important
properly, or improperly,
collected evidence can be to ob-
taining a conviction.

Why is the Crime Scene so important? The goal of a crime

OVERVIEW:
DISCUSS THE IMPORTANCE OF CRIME
SCENE INVESTIGATION.
DISTRIBUTE THE CADET HANDOUTS AND
DISCUSS THE PROTOCOL AND TOOLS
USED IN INVESTIGATING A CRIME SCENE.
CONCLUDE WITH A MOCK
INVESTIGATION OF A CRIME SCENE.
OBJECTIVE:
CADETS WILL GAIN AN APPRECIATION
OF THE SKILLS REQUIRED TO COLLECT
EVIDENCE AND WILL UNDERSTAND THE
CHALLENGES FACED BY DETECTIVES
WHEN UNCOVERING THE TRUTH.
scene investigation is to establish what happened and to
identify the person responsible for the crime. The ability
to recognize and properly collect physical evidence is
often times critical to both solving and prosecuting
violent crimes.
It is no exaggeration to say that in
the majority of cases, the law
enforcement officer who protects
and searches a crime scene plays the
most critical role in the successful
prosecution of violent offenders.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-11
L25 SCENE OF THE CRIME

PROTOCOL FOR WORKING A CRIME SCENE

Secure the Site

First secure the crime scene.

Interview
Interview the first officer at the scene or the victim to ascertain the "theory" of the
case. The theory of the case is what allegedly happened, what crime took place, and
how the crime was committed. This information might not be factual information but it
will give the crime scene technician a base from which to start.

A Closer Look
Examine the scene to identify possible items of evidentiary
nature. If it is a shooting, identify point of entry and point of exit, and study the gen-
eral layout of the crime scene.

Photograph
Photograph the crime scene to record a pictorial view of what the scene
looks like and to record items of possible evidence.

Sketch
Sketch the crime scene to demonstrate the layout or to identify the
exact position of the deceased victim or evidence within the crime
scene.

Take notes
Describe the scene’s overall condition. Describe rooms, lights, shades,
locks, food; anything that can indicate a time frame, condition of scene
or that might have even the slightest evidentiary significance. Check
dates on mail and newspapers.

Process
Identify, evaluate and collect physical evidence from the crime scene for further analy-
sis by a crime laboratory.

Chain of Custody
Chain of Custody is of paramount importance to any investigation. It is the unbroken
sequence of events that follows an item of evidence from the time it is found at the
crime scene to the time it appears in court. Every link in this chain is documented, from
discovery at the crime scene, through evidence gathering, placement in storage, lab
analysis, return to storage, and eventual transfer to court.

Every link is documented by date, time, handling individual, and what was done with
the evidence by that individual. If chain of custody is broken, if the evidence cannot be
accounted in one step of its journey from crime scene to court room, it is rendered use-
less to the case.

B-12
TOOLS FOR COLLECTING Trace evidence collection requires
L25
EVIDENCE different procedures for different
types.
Kits for processing crime scenes come in
different sizes and contain instruments To collect broken glass, the CSI may
for different purposes, from collecting only need tweezers and an evidence
latent fingerprints to vacuuming trace container. For soil, fiber, and hair sam-
evidence. These kits can be purchased ples too small to be seen clearly, they
may use a trace evidence vacuum that
commercially, or put together by investi-
comes equipped with special filters.
gators themselves. Below is a list of the
various types of Crime Scene Tool Kits Each kit comes with a knife for scraping
and their contents: dried evidence, and a wide variety of
containers for different types of evi-
dence, such as metal cans for paint chips
Fingerprinting Kit or glass. (Even seemingly insig-
nificant items should be collected.
• fingerprint powder
A photo receipt found in John
• fiberglass dusting brushes Wayne Gacy’s wastebasket proved
• camelhair brushes to clean dust from that a missing boy had been in his
prints home and allowed investigators to
• clear lifting tape and dispenser, get a search warrant.)
and/or lift tabs
• latent print cards and elimination Special kits for gunshot residue.
print forms with markers
• ink pad for taking prints on the spot Special Kits are used for detect-
• magnifying lens, scissors, tweezers, ing the presence of blood that
may have been wiped clean, for
scalpel
testing/collecting blood, for col-
• evidence rulers of different lengths lecting bodily fluid, for collecting bug
• evidence seals, tags, bags, and boxes samples, and for assessing potentially
of different sizes hazardous situations.
• disposable gloves

Casting Kit for tire and footprint (from Chain of Evidence

foot or shoe) impressions would in- Regardless of which kit is used or what is
clude: collected, all evidence that is collected
gets correctly labeled according to the
• casting powder case number, and goes right to the lab
• casting compound for processing.
• a water container and mixing bowl
Share stories of successful and botched
• mixing implements crime scene investigations as a result of
• casting frames of different sizes proper or improper evidence collection.
• rubber lifters Consider bringing in a department detec-
• a fixative tive to elaborate.
• snow print wax spray, which helps to
take castings from snow

For shootings, an investigator might

use a laser trajectory kit, which helps
to assess projectile paths at a crime
scene. This kit includes:

• a laser pointer
• an angle finder
• a centering cone
• penetration rods
• a tripod mount

B-13
L25 SCENE OF THE CRIME
MOCK CRIME SCENE:
CRIME SCENE TECHNICIAN
Crime Scene Scenario: Place a mannequin (or
cadet volunteer) at rest on the floor with a gun
(plastic toy) close by. Show or tell that there
are no signs of forced entry or struggle and no
suicide note.
Assign witnesses (cadets acting as neighbors)
who had just talked to the victim. They pro-
vide conflicting testimony about the mental
state of the victim. All heard a gunshot. Some
saw a suspicious suspect in the area. In short,
the clues point to both suicide and criminal
homicide.
Instruct the cadets to go into the crime scene
in teams of investigators, each person having a
specific responsibility.
Make one person responsible for the sketches,
one for photographs, and one for recovering
evidence. They will work together, going
through the crime scene and will determine if
it was a suicide or a homicide. (You should be
able to get evidence bags, fingerprint cards
and film from your local police department.)
Ask the cadets to defend their view of the
crime scene and what transpired in writing.
(Optional: You may want to provide evidence
that proves the case one way or another.)
CADET TIPS FOR WORKING THE CRIME
SCENE
Have your cadets consider the following before
they begin work on the crime scene.
When a crime is initially discovered, a call
goes out to authorities, generally via 911.
A dispatcher notifies patrol units close by who
move to the scene and decide whether they
need other personnel (homicide or arson unit,
for example).
They note the time and write down any other
pertinent observations, but refrain from touch-
ing or moving anything.
If the perpetrator is present, the officer
makes an arrest. Otherwise, the officer se-
1. Why is a crime scene so important?
2. What is the first action a police officer must do at the crime scene? Why?
3. What is the main responsibility of the crime scene technician?
4. What is the Chain of Custody?
5. List at least 3 tools used in collecting evidence?
B-14
cures and controls the scene.
Sometimes it's difficult to determine the ex-
tent of the scene. It might be a single room in
a building, but it could just as easily be out-
side. In the case of a murder, the crime scene
could extend to other rooms where the killer
left traces of his or her presence, such as a
hallway or even outside in the neighborhood.
If someone was killed or in one place and then
transported elsewhere, the crime scene ex-
tends to the vehicle of transport and to the
other location. However, the most pertinent
evidence is likely to be close to the point
where the crime took
place.
In major crimes like a
bombing or a homicide,
detectives are called
in. Their job is to take
over the investigation
to determine:
• Who did it?
• What happened?
• When did it happen? Cadets learn to bag evidence.
• How did it happen?
• Did it happen here or was another crime
scene involved?
• Who is the victim?
• Why was this crime committed?
• What evidence is there to help prove the
motive and the crime?
Witnesses are detained and interviewed.
Some are transported to headquarters to make
formal written statements. The detectives
then prepare to obtain whatever search war-
rants they may need. If there's a body, the
coroner/medical examiner checks it to be sure
it's human (some are in bad condition), and
decides whether there is reason for an au-
topsy. While that's going on, the criminalists
are hard at work searching for evidence and
collecting whatever they find.
 SEARCH AND SEIZURE L26

Americans have always val-

ued their privacy. They ex-
pect to be left alone, to be
free from unwarranted
snooping or spying and to be se-
cure in their own homes.

This expectation of privacy is important and is protected

by the U.S. Constitution.
OVERVIEW:
DISCUSS HOW THE FOURTH Discuss the following issues with the class:
AMMENDMENT REGULATES SEARCH The Fourth Amendment declares the right to be free from
AND SEIZURE.. “unreasonable searches and seizures” and establishes
DISTRIBUTE THE CADET HANDOUT AND conditions under which search warrants may be issued.
DISCUSS THE DEFINITION OF A LEGAL
Balanced against the individual’s
SEARCH AND SEIZURE .
right to privacy is the government’s
CONCLUDE WITH A MOCK BUILDING
SEARCH .
need to gather information. In the
case of the police, this is the need
OBJECTIVE: to collect evidence against
CADET WILL RECOGNIZE THE LAWS criminals and to protect society
LIMITING POLICE SEARCHES AND WILL against crime.
LEARN TO IDENTIFY THOSE SITUATIONS
WHEN SEARCHES ARE LEGALLY The Fourth Amendment does not give citizens an absolute
AUTHORIZED. right to privacy, and it does not prohibit all searches--
only those that are unreasonable. In deciding if a search
is reasonable, the courts look to the facts and
circumstances of each case. As a general rule, courts
have held that searches and seizures are unreasonable
unless authorized by a valid warrant.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-15
L26 SEARCH AND SEIZURE

What is Search and Seizure?

It’s as simple as it sounds. Police officers are often called upon to search
and seize evidence so that they can catch criminals and convict them in
court.

What is a search warrant?

A search warrant is a kind of permission slip, signed by a judge, that allows
the police to enter private property to look for particular items. It is
addressed to the owner of the property, and tells the owner that a judge
has decided that it is likely that certain contraband, or evidence of criminal
activities, will be found on the property.

As a general rule, the police are supposed to apply for a warrant before
conducting a search of private property; any search that is
conducted without a warrant is presumed to be unreasonable. This
means that the police officers will later have to justify the search,
if the defendant challenges it in court.

Where can police search and what’s off limits?

This is where the law can be a bit tough to apply but it basically
comes down to this: the police cannot search where a citizen has a
"legitimate” expectation of privacy. For example, a person who
uses a public restroom expects that no one will spy on her, and
most people, including judges and juries, would consider that
expectation to be reasonable.

On the other hand, if the police glance into a car and see a
weapon on the front seat, it is not a search because it is unlikely
that a person would think that the front seat of a car is a private
place. And even if he did, society is not generally willing to extend the
protections of privacy to the front seat of an automobile.

How private is your property?

Generally, if the police are able to view contraband or evidence on your
property without actually entering it, they have not conducted a search. In
other words, you cannot have a reasonable expectation of privacy in an
area that can legitimately be seen from outside your property. This means
that the police can use what they have seen as the basis for getting a
warrant to come in and take a closer look. Or, if the situation calls for
prompt action such as the need to stop a drug deal, they may enter without
a warrant.

Law enforcement officers are allowed to take aerial photographs or come

close enough to overhear your conversations; these actions are not
considered searches. On the other hand, without a warrant or an exception
to the rule requiring a warrant, officers are generally not allowed to use
sophisticated equipment to discover what is on your property or to
eavesdrop on your conversations. Where the line is drawn, however, is not
clear or consistent from state to state.

What does it take to get a search warrant?

A judge will issue a search warrant after the police have convinced her that
it is more likely than not that a crime has taken place, and that the items
connected to the crime are likely be found in a specified location.

B-16
 To convince the judge of these facts, the police tell the judge what they know about
L26
the situation. Usually, the information given to the judge is based either on the
officers' own observations or on the second-hand observations of an informant.The
police are limited in their ability to use secondhand information. Generally, reliable
information is corroborated by police observation. For example, a citizen's tip that
someone regularly delivers drugs to a certain location would be corroborated if an
officer observes the person's routine. But corroboration is not necessary in every
case. Sometimes a judge will issue a warrant if the source of the information is
known to the police and has provided trustworthy information in the past.

What are the police allowed to do after they obtain a search warrant?
Once the police have a search warrant, they are entitled to enter the designated
property to search for the items listed on the warrant. Legally, the search is
supposed to be confined to the specific areas described in the warrant. For example,
if the search warrant includes only the living room, the search should not extend into
the kitchen, bathroom or bedroom. But there are exceptions to this limitation which
are frequently used to justify broader searches. For example, the police may search
beyond the terms of the warrant in order to ensure their safety and the safety of
others, prevent the destruction of evidence, discover more about possible evidence
or contraband that is in plain view elsewhere on the property, or hunt for evidence or
contraband that, as a result of their initial search, they believe exists in another
location on the property.
For instance, although a warrant might be issued for the search of a house, the sound
of a shotgun being loaded in the backyard would justify expanding the
search to the yard in order to protect the officers. similarly, a search
limited to the ground floor might legitimately expand to the upstairs if the
police, Searching for illegal drugs, hear toilets being flushed above. And the
police can always seize evidence or illegal items if they are in plain view or
are discovered while the officers are searching for the items listed in the
warrant.

Do the police always need a warrant to conduct a search?

No. In many situations, police may legally conduct a search without first obtaining a
warrant.

Consent searches. If the police ask your permission to search your home, purse,
briefcase or other property, and you agree, the search is considered consensual, and
they don't need a warrant. The police typically obtain a person's consent by
threatening to detain her while they obtain the warrant.
Searches that accompany an arrest. When a person is placed under arrest, the police
may search the person and the immediate surroundings for weapons that might be
used to harm the officer. If the person is taken to jail, the police may search to make
sure that weapons or contraband are not brought into the jail. (This is called an
inventory search.) Inventory searches also frequently involve a search of the arrested
person's car (if it is being held by the police) and personal effects on the theory that
the police need a precise record of the person's property to avoid claims of theft.
Searches necessary to protect the safety of the public. The police don't need a
warrant if they have a reasonable fear that their safety, or that of the public, is in
imminent danger. For example, an officer who suspected a bomb-making operation
while walking his beat might be justified in entering immediately and seizing the
ingredients. And in the famous O.J. Simpson case, the police justified their entry
onto O.J. Simpson's property on the grounds that they feared for the safety of other
family members.

Searches necessary to prevent the imminent destruction of evidence. A police officer

does not need to obtain a warrant if she has observed illegal items (such as weapons
or contraband) and believes that the items will disappear unless the officer takes
prompt action. This exception arises most frequently when the police spot
contraband or weapons in a car. Because cars are moved so frequently, the officer is
justified in searching the entire vehicle, including the trunk, without obtaining a
warrant. On the other hand, if the police learn about a marijuana-growing operation
from a neighbor, they usually would need a warrant, as it is unlikely that the growing
plants and other evidence of the operation will disappear quickly enough to justify a B-17
warrantless search.
"
L26 SEARCH AND SEIZURE

MOCK BUILDING SEARCH

Conduct the following activity in an empty building. If one is not available, a scaled down
version of the exercise can be conducted in a room.

TRAINING OBJECTIVE
Identify procedures for the safe search of buildings and identification of suspicious or
stolen vehicles. (Establish Procedures for safe search of buildings where a search warrant
has been granted.)

• Securing the Scene

• Notify headquarters.
• Request backup.
• Secure point of entry.
• Secure other exits.

Searching the Building

Leave enough officers outside to secure the perimeter.
At least two officers enter to make search.
Officers searches the premises using the “leap frog” technique (one offi-
cer covering the other as they move from place to place).
The team stays together and searches each room thoroughly before
moving to the next room.

TIPS FOR DESIGNING MOCK SEARCH

Conduct the search with the lights out using only flashlights, as cadets do in the acad-
emy. Don’t forget to plant items in the room that are relevant and irrelevant to the
search. The cadets must exercise their own judgment as to which items should be marked
as evidence.

If utilizing a search warrant, plant very suspicious evidence not covered by the warrant.
The cadets must decide how to proceed with their search.

1. What does the 4th amendment declare and protect?

2. When do police have the right to search an individual or his/her property?
3. What is a search warrant?
4. What must police prove to obtain a search warrant?
5. When can the police search without a warrant?

B-18
 POLICE REPORT WRITING L27

If you watch the TV show

“COPS”, you may be under
the impression that police
work is 100% car chases
and locking up suspects. That only
Actually, one of the most
constitutes a small percentage of time consuming but vital
the job. duties an officer performs
is filing police reports.

OVERVIEW: Why Write Police Reports?

DISCUSS THE ALL-IMPORTANT TASK OF Most police officers will agree that report writing
POLICE REPORT WRITING. was a “dry” topic in the academy. However, they
DISTRIBUTE THE CADET HANDOUT AND
soon became aware that mastering this skill is
REVIEW THE TYPES OF REPORTS AND
SALIENT INFORMATION. essential.
CONCLUDE BY DISCUSSING THE
VARIOUS GROUPS RELYING ON A A police report becomes the source
SINGLE REPORT. documentation of an
occurrence that will in all
OBJECTIVE:
CADETS WILL RECOGNIZE THE VALUE OF likelihood be disputed. For
THE POLICE REPORT TO THE CRIMINAL this reason, concise,
JUSTICE SYSTEM, WITH SPECIAL accurate, and professionally
EMPHASIS ON THE VARIOUS written reports are critical.
ADVERSARIES THAT DEPEND ON ITS
ACCURACY AND DETAIL.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-19
L27 POLICE REPORT WRITING

WHY SO IMPORTANT?
A thorough, complete report protects the officer, the agency, and helps the
prosecutor to do his job effectively. It must transport the jury, judge, and attor-
neys to the date, time, and circumstances of the incident in question.

It should be written in clear language that jurors can understand. Keep it free
of legalese, jargon, and cop slang. It should be written with an eye to the future
since years may pass before the officer is called to testify. In some cases the
officer might be working for a different agency and the report is all that exists
to jog his memory and inform the prosecutor.

Various Kinds of Police Reports

In filing a police report, police must use the proper form used by their depart-
ment. There are various report forms used for various incidents. Forms can vary
from state to state, and county to county. Most forms have both a block section
and a narrative section for the police officer to complete.

Some types of forms are:

Operation Report
Used when dispatched to non-criminal calls such as possible town ordinance vio-
lations, dogs running at large, prowler complaints, service calls, etc.

Investigation Report
Used for indictable and non-indictable offenses, suspicious deaths, accidental
deaths, etc.

Arrest Report
Used for all suspects that have been arrested.

Vehicle/Property Report
Used in regards to recovering stolen property or abandoned stolen vehicles and
all found property, ect.

Who, What, When, Where, How, & Why?

It is critical in police work that officers document everything they're told, eve-
rything that happened, everything they saw, everything they did and why they
did it. Depending on how busy your department is, you may have a dozen or so
cases working all at the same time. When you've finished a case and turned it
over to the prosecutor, you tend to put it out of your mind. That case may well
not show up in court for months, even years after the event took place. Sud-
denly, you’re a witness on the stand being asked to recall the minutest detail of
the event. If you don't write it your report, how are you ever going to remem-
ber?

B-20
Read the following POLICE REPORT:
L27
“A fight occurred between two males at the night club on Main Street.”
Does this sound likes a thorough police report? What details are missing from the
report? Use the following section to elaborate.

Discuss with the class the importance of using these questions when taking down
field notes while answering a call. On the board, write each basic question and ex-
amples of the specifics (as they relate to above):
Who: was involved in the fight? Who reported it?
What: actually happened?
When: was crime reported? When did the officer arrive?
Where: was the crime committed? In the lobby? On the dance floor?
How: did the fight start? Did the suspect arrive? How much damage was done?
Why: were they fighting?

DESCRIBING PEOPLE
Descriptions are provided by victims, witnesses and police officers that were at the
scene of a crime. Descriptions must be exact, and all aspects of a person should be
described.
a. Approximate Age (early 20’s, 40-ish, around 25)
b. Height, Weight, and Build
c. Skin color (tanned, fair, dark, etc.)
d. Eye color
e. Eye shape (round, oval, up slant, etc.)
f. Eye brows (straight, arched, bushy, thin, etc.)
g. Hair color
h. Hair style (long, shoulder-length, flat top, bald)
i. Nose shape
j. Facial hair (beard, goatee, mustache, etc.)
k. Face shape (oval, round, etc.)
l. Tattoos, scars, wrinkles, etc.
m. Speech (harsh, soft, slurred, accent, etc.)
n. Clothing (include jewelry)

DESCRIBING PROPERTY
Examples of property that may be found in police reports:

Vehicles: include make, model, year, color, license number, any damage, any
bumper stickers, customized details, other.

Household Property: include make and models if describing electronic equipment.

Catalogs with images can help a victim describe their stolen/lost property.

DESCRIBING LOCATION
Specific details are important in a police report. An address is not enough! Describe
location, conditions and any other relevant observations.

B-21
L27 POLICE REPORT WRITING

POLICE REPORT: WHO NEEDS ’EM?

Police reports are “court documents” that play a key role in many different aspects of the
criminal justice system. Ask the cadets to guess why each of the following groups would
require a police report. After fielding responses from the cadets, share with them the an-
swer from your own experience or from the explanations provided below.

THE INVESTIGATING POLICE OFFICER

Because the report documents the initial crime or occurrence, an investigator will utilize
the report as the foundation for any further investigation.
PROSECUTOR
The prosecutor, responsible for building a case for conviction on behalf of the state, will
need the report to build evidence and prosecute the defendant.
DEFENSE ATTORNEY
The defense attorney represents the defendant and carefully reviews the report in search of
ways to defend their client.
VICTIM
The victim of a crime will need the report to submit to their insurance company in filing a
claim. Victim may also request the report if there is a civil suit pending. An example of a
civil suit is when the victim sues the defendant for monetary damages from a burglary.
INSURANCE COMPANY
The insurance company will need the report to authenticate the claim and document the
damages and the worth of items stolen, as in burglaries and thefts.
OTHER POLICE OFFICERS
For various reasons, other police officers will request a report. Detectives will use a report
to close a case that is still open, as in assaults when the suspect has not been located and
arrested. Police reports are also used for statistical purposes, as in collecting data on the
number of burglaries from the same location of the township.

Can you think of any other people who may have an interest in reading a police report?

1. What is a police report?

2. Name some characteristics of a good police report.
3. Why is it necessary for police officer to write an accurate police report?
4. What are the six questions that must be answered in a police report?
5. What key characteristics are used to describe a person in a police report?

B-22
 COMMON MISTAKES IN POLICE REPORT WRITING L28

Writing clearly and concisely is

difficult. In law enforcement,
poor writing can have devas-
tating impact on efforts to
bring a criminal to justice.

Ask the cadets why this

OVERVIEW:
DISCUSS THE IMPACT A POORLY WRITTEN
REPORT CAN HAVE ON A CASE.
DISTRIBUTE THE CADET HANDOUTS AND
REVIEW COMMON MISTAKES FOUND IN
REPORTS.
CONCLUDE BY DEMONSTRATING HOW
AN UNCLEAR REPORT CAN BE REFUTED
IN COURT.
should be. Discuss the
burden of defending a poorly written or documented
police report in a court of law.
This problem is an ongoing challenge for nearly every law
enforcement agency in the country. If you went to any
department and pulled random police reports from their
files, and spent a half-hour reading through them you
would probably find:

OBJECTIVE: • A wide array of writing styles

CADETS WILL IDENTIFY IMPORTANT
POINTS THAT WILL IMPROVE THEIR
WRITING SKILLS WHEN DOCUMENTING A
POLICE INCIDENT AND VALUE THE
IMPORTANCE OF A PROFESSIONALLY
WRITTEN REPORT.
• Sentences that sound unclear or do not
convey what the author intended
• Complex language
• Profound spelling errors
In this lesson we will examine the most
common mistakes made in writing police
reports.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-23
L28 COMMON MISTAKES IN POLICE REPRT WRITING

COMMON MISTAKES IN POLICE REPORT WRITING

* The following is a list of common errors in police reports. Have the Cadets discuss
how each kind of error can affect the value of the report and the ability to gain a
conviction in court.

Be Objective
Police reports are court records that contain only facts. An officer’s priority is to be ob-
jective throughout the entire report. Police reports do not include the writer’s emotions,
opinions, or biases.

Don’t Make the Reader Search for Information

Do not force the reader to search forward or backward for information. For
example, many officers include the date and time in the heading of
their reports. Then they begin their report like this: “On the above
date and time, I was on duty in cruiser 43.” This causes a disruption in
the reader’s flow, because the reader must now look elsewhere to find
out which date and time the author is referencing.

Never Guess When Spelling

Although no one is expected to go back and learn spelling all over
again, you should at least learn how to spell the words that are particu-
lar to law enforcement. Complainant, alcohol, and warrant are just
three examples of words used all the time in reports, yet frequently mis-
spelled. Also, a person’s name should never be misspelled, especially a coworker’s
name.

Eliminate Abbreviation
Abbreviations are used all the time in police reports. While there is no hard rule against
using common abbreviations that everyone will understand, officers use too many abbre-
viations for things that many outside law enforcement might not understand. Consider
the following: PC, DEF, Y/O and PU. While the writer may understand PC to mean
“Protective Custody,” an outsider reading the report may think PC means “Politically
Correct.” PU may mean “Pick-Up” to a cop, but a civilian may think of something smelly.
For the most part, there is no need to abbreviate anything. It only takes a few key-
strokes to spell out the word entirely, and it eliminates any confusion. It is worth the
time.

Shorter is Not Always Sweeter

Some police officers are convinced that if they write less, they will be less likely to have
their reports twisted in court by a clever defense attorney. This approach is almost al-
ways wrong! It is important to include all relevant actions, statements and observations
in your report. The prevailing attitude, as we have witnessed through prominent trials
over the past few years, is that if it’s not in your report, it didn’t happen.

B-24
 If an officer testifies in court to an action that was Custody
L28
not included in the original report, any good de- Taken into detention
fense attorney will want to know WHY it wasn’t Drunkenness
included the original report. The inference will be Affected by alcoholic beverages
that it wasn’t included because it never really hap- Hazard
pened. Dangerous area, item, etc.
Homicide
Never Ending Sentences Taking the life of a human being; murder
Sentences that go on and on can be confusing. Read Intersection
the following sentence: “The vehicle, which was a Place where two roads meet
1999 red Corvette, Florida license plate TE8978, Intoxicated
was seen headed south on South Atlantic Avenue, Same as drunkenness
Daytona Beach Shores, at 4:00 p.m., traveled ap- Laceration
proximately 50 mph, and fit the description of the A type of cut
suspect car that left the convention center and was License
wanted for a burglary that occurred last night.” An issued written permission
Negligence
On a separate piece of paper, have the cadets Not taking care of
rewrite the above using short sentences. Occurred
Happened
Avoid Abstract Language Pedestrian
When stating facts within a report, be sure that Someone walking on the sidewalk, roadway, etc.
concrete words are used rather than abstract. Use Premises
“55 MPH”, rather than “going fast”. Use “had blood- An area
shot eyes, and had an odor of alcoholic beverage”, Reckless
rather than “looked intoxicated”. Factual concrete Out of control
details are very important. Sergeant
A police rank used in the chain of command
VOCABULARY Sobriety
* The following is a list of words commonly Word used with ‘tests’; given to see if drivers are
found in police reports. Read the list of the DUI
words and instruct the cadets to properly spell Suspicious
each. If needed, provide the word’s definition. Something that “just is not right”
Unconscious
Abrasion Not alert or awake
A type of cut or laceration
Accusation * Now, walk through the class and select the
To accuse someone of doing something papers from various cadets who won’t mind a
Altercation little innocent ribbing. Pretend to be a defense
A meeting of disorderly people attorney.
Anonymous “Officer _______, I see that your Police Report
Not giving a name at the time of my clients arrest has 13 mis-
Assault spelled words. Is it possible you got some other
Threatening to strike, or striking someone facts wrong that day,
Barricade Officer?”
Closing off an area
Burglary Continue in this fashion, keeping the exercise
Breaking & entering a dwelling to commit a crime fun.

B-25
L28 COMMON MISTAKES IN POLICE REPORT WRITING

COMMON MISTAKES IN POLICE was drinking so-called beer?

REPORT WRITING
DEFENDING YOUR REPORT
Ask a cadet to role-play a police officer
sitting in the witness stand explaining his
report.
Attorney: Officer (Cadet’s name), it
states in your report that the arrest was
made on July 5th. It says that you ar-
rested him for disorderly conduct after my
client, (Quote) “was observed drinking
beer and got nasty with people”. Is that
true?
Officer: Yes.
Attorney: Are you sure he was drinking
beer?
Officer: Yes.
Attorney: What brand of beer was my
client drinking?
Officer: I don’t recall.
Attorney: You don’t recall? Was my client
drinking from a can,...bottle,...cup???
Officer: I remember now...it was a silver
can. Coors Light.
Attorney: You stated just before that you
did not remember the brand. Which is
your answer Officer (cadet’s name)?
Officer: It was definitely a Coors Light.
Attorney: Officer (cadet’s name), no
where in your report does it state that you
observed my client with a silver can,
namely Coors Light. Since this incident
occurred approximately 9 months ago,
could it be that the silver can that you
observed have been a “Diet Coke” and you
forgot that’s what it was? Or maybe it was
a bottle he was drinking out of?
Officer: I remember now that it was a
Coors Light...silver can.
Attorney: Was there anything else that
gave you the impression that my client
Officer: I observed an odor of alcoholic
beverage on his breath.
Attorney: Officer, are we looking at the
same police report?
Officer: Yes.
Attorney: No where in the report does it
state that you smelled alcoholic beverage
on my client. Could this have been a mix-
up from another incident, since Officer
(cadet’s name), it has been approximately
9 months since this incident.
Officer: No, I remember.
Attorney: Officer (cadet’s name), it
states in your report that my client
(Quote) “got nasty with peo-
ple”. Is this correct?
Officer: Yes, it is.
Attorney: “Nasty” seems a
little abstract. What exactly
did my client do, or say?
Officer: He yelled nasty ob-
scenities at people.
Attorney: And the words were?
Officer: I don’t recall...it was
9 months ago.
Attorney: You don’t recall.
Who were the “people” he so-called got
“nasty” with?
Officer: Girls that were standing on the
street during the confrontation.
Attorney: How many girls, and Officer
(cadet’s name), are you sure they were all
girls?
Officer: Yes, I am.
Attorney: Officer (cadet’s name), looking
at your report, I can see a lot of details
missing that you claim happen. Could it be
that you are confusing this incident with
another.....
(STOP)

1. List 3 common errors made in police reporting.

2. List two suggestions that you would give a rookie police officer
on writing a good police report.
3. Poor writing can affect the outcome of a criminal case? Explain.
4. Using abstract language in a police report is highly recom-
mended? True or False?
5. With out looking at your notes. Write down three commonly
misspelled words in a police report.
B-26
 EVIDENCE L29

Everything at a crime scene

is potentially evidence. Al-
though there are items that
are frequently collected as
evidence (fingerprints,
shoe prints or bloodstains), any
object can be physical evidence.

Anything which can be used to

OVERVIEW:
DISCUSS THE BROAD DEFINITION OF
EVIDENCE.
DISTRIBUTE THE CADET HANDOUT AND
EXPLORE BOTH THE FAMILIAR AND
UNEXPECTED SOURCES OF EVIDENCE.
CONCLUDE BY DEMONSTRATING HOW
MINUTE PIECES OF EVIDENCE CAN
SOLVE A CRIME.
OBJECTIVE:
CADETS WILL GAIN AN APPRECIATION
OF THE SKILLS REQUIRED TO COLLECT
EVIDENCE AND WILL UNDERSTAND THE
CHALLENGES FACED BY DETECTIVES
WHEN UNCOVERING THE TRUTH.
connect a victim to a suspect or a
suspect to a victim or crime scene
is relevant physical evidence. Using the "shopping list"
approach (collecting all bloodstains, hairs, or shoeprints)
will probably not result in uncovering the best evidence.
For example, collecting bloodstains
under a victim's body or shoeprints from
emergency personnel will rarely answer
important questions.
Since a weapon or burglar tool is easily
recognized as significant physical
evidence, it is frequently destroyed by
the perpetrator.
Sometimes the only remaining evidence
is microscopic, consisting of hairs, fibers,
or other small traces the assailant
unknowingly left behind or took with
him.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-27
L29 EVIDENCE

DOCUMENTING CRIME SCENE CONDITIONS

Documenting crime scene conditions includes recording immediate transient details
such as:
• Lighting (on/off)
• Drapes (open/closed)
• Weather
• Furniture moved by medical teams
CLUES EVERYWHERE
Every time an individual comes into contact with a person or place, he leaves some part
of himself behind and takes something away. If your Aunt Bertha gives you a big hug and
walks away, fibers from her clothes will cling to you and fibers from your clothes will
cling to her. Some examples of this type of clue include.
• Hair
• Carpet Fibers
• Dirt
• Dead Skin
Mass murderer Wayne Williams from Atlanta is a good example of a criminal
prosecuted with this type of evidence. He was convicted because fibers
found on the body of one of his victims matched fibers from the carpet in his
house. Might not sound like much, but it’s GREAT physical evidence.

ENTOMOLOGY
To paraphrase Indiana Jones, "Bugs. I hate bugs...” But they are great evi-
dence and can be used to determine time of death. In some cases, they can
be used to determine if a body has been moved from one geographic loca-
tion to another.
Certain bugs incubate and hatch at known rates. If bugs are found on a
corpse, the age of the bugs can be extrapolated backward to estimate the time of death.

BLOOD SPATTERS
Blood spatters help a great deal in reconstructing a crime scene. They can be used to
corroborate or disprove an alibi.
There is much more to it than looking at a stain or spatter and saying, "This is where the
crime took place." The patterns of the spatters and the shapes of the individual blood
droplets themselves can tell how the crime was committed.

PAINT
Paint can be examined and matched for color and texture. Also, a paint chip can be
fracture matched back to the point from which it originated. If several layers of paint
have been applied over one another, a stronger match can be made. What are the
chances that some one else used the exact same colors of paint in the exact same se-
quence?

ROPE, TWINE, CORD

In the event of death by hanging, skin tissue on the fixed side of the rope can indicate
homicide rather than suicide. Never cut a noose or alter the knot. There is the possibil-
ity of a fracture match if the length of rope found at the scene was cut from a larger
length of rope.

SMOKING MATERIAL
Ashes from cigars, pipes and cigarettes can be differentiated. Also, butts can have
saliva, lip prints, fingerprints, bloodstains and bite marks.

B-28
Matches can be fracture matched back
to the book from which they were torn.
Matchbook covers can reveal handwrit-
ten phone numbers and names, and are
usually printed with a logo or other
information that can identify a unique
location. Fingerprints can be devel-
oped from matches and matchbooks.
FRACTURE MATCH: WHEN HALF IS
L29
BETTER THAN WHOLE
A single matchstick (not usually men-
tioned as physical evidence) recovered
on the floor near a victim's body can be
excellent physical evidence because it
can be directly tied to a matchbook
found in a suspect's pocket.

HAIR The fracture match is another impor-

An examination of human hair can oc-
casionally reveal the possible race of
the individual from whom it came and
the part of the body from which it
originated. Human hair can be com-
pared to determine whether or not two
samples could have had a common ori-
gin. The value of the Laboratory exami-
nations of such specimens will depend
upon the amount of hair recovered and
the characteristics found in the exami-
nations. Recover all hair present. If
possible, use the fingers or tweezers to
pick up hair, place in paper bindles or
coin envelopes which should then be
folded and sealed in larger envelopes.
Label the outer sealed envelope.
SOIL
Soil can be used to associate a particu-
lar scene with a particular individual.
Typical collection sites include shoes,
tires, pedals, carpeting and wheel wells
on cars. Soil can also be used to deter-
mine if an individual has been moved.
If soil on the body doesn't match the
composition of the soil where it was
found, the body was obviously moved.
Also, soil found out of its native geo-
graphical area can be matched back to
its area of origination.
tant concept, particularly when trace
evidence is involved. Tear a piece of
paper in half. Hold the two halves to-
gether. This is called a fracture match.
No two tears are exactly alike. One
half of a tear can always be matched
back to its other half. Remember that.
If a half of something found at a crime
scene can be matched to the other half
of something found on a suspect, the
officer has good physical evidence!
WHAT YOU DON’T FIND?
It is important for an investigating offi-
cer to recog-
nize what
should be
present at a
crime scene
but is not,
such as a vic-
tim's vehicle
or wallet.
Learning to search for evidence is an important
part of JPA training.

BURGLARY CASES
Tools used to gain entry into buildings,
safes, or other places often contain traces
of paint, as well as other substances, such
as plastic, safe insulation, etc. Care must
be taken that such traces are not lost.
Collect specimens of paint from all areas
the tools may have contacted in the crime
scene. Do not destroy the tool mark in
collecting the paint. If possible, cut out
around the mark, and send it to the Labo-
ratory. The tool itself may contain paint
or other coatings, tracings of which may
be left at the crime scene. A careful
search of each tool mark should be made.

B-29
L29 EVIDENCE

GREAT DETECTIVE WORK

Read the following story. It shows the brilliance of homicide investiga-
tors.

A body was found in a dumpster in a number of separate trash bags.

Trash bags come out of the box in a series. A line of perforations runs
along the open end of one bag and the closed end of another, separating
them. These perforations make for an easy tear and connect one bag to
the next bag in the box. Each individual perforation at the bottom of a
trash bag is a tiny little fracture match; one half from the bag you just
tore off, the other half from the next bag in sequence that is still in the
box. In this way, using the perforations as little fracture matches, a series
of trash bags from the same box can be placed in their proper sequence,
as they were torn off the roll in the box.
Okay, so the evidence techs have a bunch of body parts in a bunch of
trash bags. They take the trash bags and, as described above, line up the
little perforations and recreate the sequence in which the bags were torn
from the roll in the box.

All the evidence techs had to do, in the case of the body in bags, was to
find the original box and match the last bag the body was found in to the
next bag in the box. The perpetrator happened to still have the box of
trash bags under the sink. They matched. Great physical evidence. Great
police work!

Open the floor to questions and comments.

1. Why is evidence so important?

2. What is a fracture match?
3. What role does Entomology play in evidence collection?
4. What can a blood splatter tell a crime scene investigator?
5. What can soil tell a police investigator investigating a murder?

B-30
 CRIME SCENE PHOTOGRAPHY L30

THE PHOTOGRAPHS TAKEN AT A

CRIME SCENE ARE CRITICAL TO AN
INVESTIGATION. THE PURPOSE OF
CRIME SCENE PHOTOGRAPH IS TO
GIVE A DOCUMENTED RECORD OF
THE SCENE AS IT IS OBSERVED.

There is a special
technique to crime
scene photography;
therefore, the investigator/photographer must be
OVERVIEW: trained in order to be proficient in the task.
DISCUSS THE ROLE PHOTOGRAPHY
PLAYS IN CRIME SCENE INVESTIGATIONS.
FAST TO THE FLASH
DISTRIBUTE THE CADET HANDOUTS AND
EXPLAIN THE EQUIPMENT AND The investigator begins taking photographs of the
PROTOCOL OF CRIME SCENE scene as soon as possible after arriving there. This
PHOTOGRAPHY. assures that the scene is depicted as it is observed,
CONCLUDE BY PHOTOGRAPHING A in its original uninterrupted state.
MOCK CRIME SCENE OR THE ONE FROM
LESSON 25.
OBJECTIVE: Nothing is touched, moved or
CADETS WILL GAIN A BETTER initiated until it has been
APPRECIATION FOR THE SKILLS OF THE thoroughly photographed and
CRIME SCENE PHOTOGRAPHER. documented.

In crime scene photography

there are three general
positions or views that are
necessary:

• Overall photographs showing the entire

scene.
• Mid-range photographs showing the
relationship between items.
• Close up photographs of each piece of
evidence.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-31
L30 CRIME SCENE PHOTOGRAPHY

A crime scene must be clearly photographed from every angle with an

emphasis on accurately recording the size, detail and distance of objects
from one another and other parts of the room. The photographs taken at
a crime scene are critical for building a criminal case. Photographs pro-
vide a documented record of the scene as it was observed.

There is a special skill and technique to crime scene photography.

Therefore it takes training and practice for the investigator to be profi-
cient in the task. The crime scene photographer, whose work often in-
volves the use of specialized cameras and film, may also be trained in
finger-print lifting and analysis.

CRIME SCENE PHOTOGRAPHY KIT

Be prepared to explain the need for each item on the list.

Camera
Normal lens & Wide-angle lens
Filters (red, orange, yellow, blue, and green)
Electronic flash
Locking cable release
Tripod
Film (color and black and white print film)
Owner’s manuals for camera and flash
Notebook and pen
Gray card (to aid in getting accurate exposures)
Index cards and felt pen
Flashlight

THE PROTOCOL: PHOTOGRAPHING THE EVIDENCE

• First, take a picture that shows where the scene is located--a shot
with a street sign with the crime scene location in the background.

• Take pictures of the areas around the crime scene--alleys, dump-

sters, rear areas, neighboring structures and even the structures
across the street.

• Next, take pictures of the outside of the structure, showing points of

entry and exit.

• Enter the structure, taking shots that show the locations and layout
of the rooms.

• Take pictures of the whole room where the crime took place.

• Take close-ups of the scene or body.

• All pictures of items of evidence, which will be covered in the next

paragraph, should be taken both with and without a scale (a small
ruler showing the size of the object). Take pictures with the scale
to show the size of an object. Take pictures without the scale in
case its presence in the picture blocks other evidence.

B-32
 L30
WHAT ITEMS ARE PHOTOGRAPHED AT A CRIME
SCENE?
Photograph bullet casings as a group as well as individually. Photo-
graph any dropped items, footprints or animal tracks. If the crime
was homicide, photograph the body or bodies. Photograph any tool
marks, bite marks or skin impressions. Photograph anything else
that might be evidence.

IMPRINT EVIDENCE
Shoe imprints are photographed individually and as a series or
group. Shoe imprints need to be lit from the side to show as
much detail in the imprint as possible. Tire imprints are pho-
tographed from above as a whole. If the tire imprint is four
feet long, then a picture showing all four feet is taken.

VIDEO TAPING
Video taping is valuable for showing an overview of the crime
scene and should be used in major cases. Video taping pro- A perfect tool for preserving crime
vides an easily understandable viewing medium that shows the lay- evidence, the camera has always gone
out of the crime scene and the location of evidence. hand in hand with the police.
When video taping crime scenes follow these steps:

Start the video tape with a brief introduction presented by an

investigator.

Include the date, time, location, type of crime scene, and any
other important introductory information.

Also include a brief description of the room and any evidence

being viewed in the video tape.

Consider using a basic diagram as an illustration during the

introduction.

B-33
L30 CRIME SCENE PHOTOGRAPHY

MOCK CRIME SCENE:

CRIME SCENE PHOTOGRAPHER
Crime Scene Scenario: Restage the mock crime scene from the previous unit or Lesson 25. In-
struct the cadets to go into the crime scene in teams of investigators, and to concentrate on pho-
tographing the scene following the protocol below:

• First, walk through the scene to get perspective (taking care not to move, touch or step on
anything). Discuss with the investigating officers (or technicians) what needs to be photo-
graphed in detail, because photographs need to be taken before evidence is moved or col-
lected.
• The first photographs should provide an overview of as much of the scene as possible, from
several different angles, to show the scene as the seen when first approached. In a room,
for example, take pictures from each corner. Notes that link important details with photo-
graph numbers should be made. It's also important to take photos of the
entire building, if the crime occurred within, and take photos of any
entrance into the crime scene. The overview photos need to include the
position of any items considered to be evidence, such as weapons, bod-
ies, or discarded clothing.
• Next, mid-range photos are taken, focusing on the position of items
considered as evidence. This simply provides a closer image of the items
JPA Cadets investigate a mock crime
in context. scene.
• Finally, each item of evidence is photographed in close-up detail. Written re-
cords are especially important at this stage, and if the scene is videotaped, describe things
for the audio.

TO GET GOOD DETAIL, KEEP FOUR THINGS IN MIND:

• Set the camera for the correct exposure, with a way to record any evidence that may be in
shadows.
• Achieve the maximum depth of field possible.
• Get good perspective without distortions.
• Achieve a sharp focus for best detail.

1. Why does a Crime scene photographer start taking photo-

graphs as soon as possible?
2. Why is crime scene photography so critical to an investigation?
3. What are the three general views a photographer must shoot
to get an accurate depiction of the crime scene?
4. What items are photographed at the crime scene?
5. What steps should you take in videotaping a crime scene?

B-34
 TRAFFIC ACCIDENT INVESTIGATION L31

When two cars collide, each

driver often claims it's the
other's fault. If they can't
reach a solution on their
own, one, or both, will want po- Therefore, it is necessary for
lice to investigate. police officers to have the
skills and knowledge to
properly assess and
document traffic accidents. While all police officers
receive training in handling traffic accidents, many
OVERVIEW: departments have “accident reconstruction specialists”
DISCUSS WHY A POLICE OFFICER MUST who are specially trained.
PROPERLY ASSESS A TRAFFIC ACCIDENT.
DISTRIBUTE THE CADET HANDOUTS AND Accident reconstruction specialist use sophisticated
DISCUSS THE RESPONSIBILITIES OF BOTH
techniques and computers to calculate probable speed
OFFICERS AND CITIZENS AFTER AN
and trajectory. They take precise measurements to
ACCIDENT. CONCLUDE WITH A MOCK
TRAFFIC ACCIDENT INVESTIGATION. perform these calculations. It's as challenging as solving
a mystery, and sometimes just as
OBJECTIVE: gratifying.
CADETS WILL UNDERSTAND THE SAFETY
MEASURES THAT ARE NECESSARY WHEN Consider the many kinds of motor
WORKING AT VARIOUS ACCIDENT SITES. vehicle accidents police officers
THEY WILL LEARN THE IMPORTANCE OF must investigate:
ACCURATELY COMPLETING A
COLLISION REPORT. Vehicle and vehicle
Hit and run
Vehicle and bicycle
Vehicle and pedestrian
Parked vehicle and moving vehicle
Large Trucks (Accidents involving large trucks may
require an officer to divert traffic. Accidents involving
trucks carrying hazardous materials may require the
involvement of other public safety organizations.)

In this section, we will review the procedures for

investigating traffic accidents and learn the fine art of
reconstructing them.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-35
L31 TRAFFIC ACCIDENT INVESTIGATION

Approaching Accidents
As you approach, position your car so its lights illuminate the scene. This also warns others of the
accident, and hopefully provides a shield for you. Quickly survey the scene to see if fire or medical
response is needed. If there are injured persons, do triage. Then look to make sure you've found
them all. In a high-speed crash, passengers can be thrown quite a distance. Observe the position
and condition of the vehicles. Interview each driver separately, and determine a chronology of what
happened. Get information on witnesses. Complete an accident report form that includes a diagram
of the accident scene and a narrative about how it happened. Your investigation may also uncover
an unsafe road condition that needs correction, or an unsafe driver to cite for a violation. The spe-
cific form of your accident report form is dictated by your state; be sure it's complete.

What determines who is responsible for a traffic accident?

Figuring out who is at fault in a traffic accident is a matter of deciding who was careless. For vehi-
cle accidents, there is a set of official written rules telling people how they are supposed to drive
and providing guidelines by which liability may be measured. Everyone must learn these rules of the
road in order to pass the driver's license test. Complete rules are contained in each state's Vehicle
Code, and they apply not only to automobiles but also to motorcycles, bicycles and pedestrians.

Sometimes a violation of one of these traffic rules is obvious as the cause of an accident. For ex-
ample, when one driver runs a stop sign; consequently, crashing into another. In other situations,
whether or not there was a violation that caused the accident will be less obvious. A common ex-
ample is a crash that occurs when drivers merge into a single lane of traffic. At other times, there
may have been a traffic violation that had no part in causing the accident, and therefore should not
affect who is liable.

What if the cause of a traffic accident is not clear?

It is sometimes difficult to say that one particular act caused an accident. This is especially true if
what you claim the other driver did seems vague or minor. But if you can show that the other driver
made several minor driving errors or committed several minor traffic violations, then you can argue
that the combination of those actions caused the accident. Almost half the states have some form
of no-fault auto insurance, also called personal injury protection. In general, no-fault coverage
eliminates injury liability claims and lawsuits in smaller accidents in exchange for direct payment by
the injured person's own insurance company of medical bills and lost wages regardless of who was at
fault for the accident. No-fault coverage often does not apply at all to vehicle damage; those claims
are still handled by filing a liability claim against the one who is responsible for the accident, or by
looking to your own collision insurance.
In a traffic accident, how can I help prove to an insurance company that the other driver was at
fault?
One place to look for support for your argument that the other driver was at fault is in the laws that
govern driving in your state -- usually called the Vehicle Code. A simplified version of these laws,
sometimes called "The Rules of the Road," is often available at your local department of motor vehi-
cles office. The complete Vehicle Code is also available at many local department of motor vehicles
offices, most public libraries and all law libraries; there is a law library at or near every courthouse
and at all law schools.
In the index at the end of the last volume of the Vehicle Code are references to many rules of the
road, one or more of which might apply to your accident. A librarian may be willing to help you with
your search, so don't be afraid to ask. If you believe a rule might apply to your accident, copy not
only its exact wording but also the Vehicle Code section number so that you can refer to it when
you negotiate a settlement of your claim.

B-36
 L31
Can I be found liable if my car is rear-ended in a crash?
If someone hits you from behind, the accident is virtually always that driver's fault, regardless of the
reason you stopped. A basic rule of the road requires that a driver be able to stop safely if a vehicle stops
ahead of him. If the driver cannot stop, he is not driving as safely as the person in front of him.

The other surefire part of rear-end accident claims is that the vehicle damage proves how the accident
happened. If the other car's front end and your car's rear end are both damaged, there can be no doubt
that you were struck from the rear.
In some situations, both you and the car behind you will be hit when a third car runs into the car behind
you and pushes it into the rear of your car. In that case, it is the driver of the third car who is at fault
and against whose liability insurance you would file a claim.

Besides rear-end collisions, are there any clear patterns of liability in traffic accidents?
A car making a left turn is almost always liable to a car coming straight in the other direction. Exceptions
to this near-automatic liability can occur if the car going straight was going too fast (this is usually diffi-
cult to prove), the car going straight went through a red light, orthe left-turn car began its turn when it
was safe but something unexpected happened which made it have to slow down or stop its turn. What-
ever the contributing factors, the law says the car making the left turn must wait until it can safely com-
plete the turn before moving in front of oncoming traffic.

RESPONSIBILITIES OF A CITIZEN AFTER AN ACCIDENT

The majority of minor collisions are easily dealt with by the drivers involved and do not require police
involvement. However, no matter how minor the collision, you must always stop, check to see if anyone
is hurt and give personal information when damage repair is necessary.
After stopping, you are obliged by law to give the following information to any
person affected by the accident:
Your name and address
The name and address of the owner of the vehicle
The registration number of the vehicle

RESPONSIBILITIES OF A LAW ENFORCER AFTER AN ACCIDENT

Unlike the citizen’s involved in the accident, a law enforcement officer is
required to provide emergency services, as well as fully to document the
crime scene.

INVESTIGATION CHECKLIST
Crash Scene Safety
Is the scene safe to approach? Is police back up needed? Does traffic need to be diverted to a different
route? Are hazardous materials present?
Rendering First Aid
Does First Aid need to be given? Should paramedics be called?
Obtaining Driver/Witness Statements
What questions need to be asked and to whom, where and when?
Physical Evidence
Discuss with cadets: Vehicle damage, vehicle parts on roadway, damaged property and breathalyzer
results.

MOTOR VEHICLE ACCIDENT TERMS

* Instructor will use blackboard to list and identify terms that are used in this topic.
Include: airbag, axles, curve, embankment, highway, jackknife, lanes, median, sideswipe and any other
relevant terms.

B-37
L31 TRAFFIC ACCIDENT INVESTIGATION

ACCIDENT RECONSTRUCTION

TO THE PARKING LOT!

Move the class outside where the motor vehicle crash is set-up.
Demonstrate the use of the tape measure and/or other meas-
urements. (Consider setting up the crash scene in class using
matchbox cars if vehicles are unavailable.)

TIME TO RECONSTRUCT
Have the cadets accumulate statements, take photographs, fill in the blanks on their crash
reports, prepare the vehicle damage analyses, draw scale diagrams, compute mathematical
computations, and so on. On the blackboard, explain the two crash measuring techniques
that are used when investigating major motor vehicle crashes:

Triangulation: technique for scene documentation where items of

evidence are located by measuring the distance between three
reference points.

Coordinate Method: technique for scene documentation where items

of evidence are relocated by measuring the distance from two
reference lines. Similar in concept to locating points in the
Cartesian plane.

If these systems are too complicated for the cadets,

simply instruct them to draw a diagram of the crash site.
The clearest way of describing an accident is by drawing
a plan which only needs to take the form of a simple line
drawing. Indicate the position of the vehicles before and
after the accident, with arrows to show the direction of
travel. Note approximate distances between the cars
and from the nearest roads, junctions and signs.

SIZING UP A CRASH SITE

Divide the cadets into their pre-assigned groups. Using
tape measures and either the Coordinate or Triangula- Cadets learn how to investigate a
traffic accident scene.
tion method, each group is to measure the motor vehicle crash scene. One
person in each precinct will write down the calculations on the worksheet,
while the others measure. Group will then go back into the classroom and
develop a drawing to turn in for evaluation.

1. List at least four duties an officer performs during an MVA

investigation?
2. What is the role of a Law enforcement Officer after an acci-
dent?
3. What questions must a officer ask himself when arriving at an
accident site?
4. Describe the items an officer must document at the accident
site.
5. Why is it important that an Officer properly document an acci-
dent site?

B-38
 INTERVIEWING WITNESSES L32

Eyewitness accounts
are considered to be among
the most potent pieces of
evidence in criminal cases.
They can, however, be among the
most unreliable. Police have to be very careful
to back up eyewitness
accounts with tangible
evidence. Cases will rarely go to trial on the basis of one
eyewitness; however, when an eyewitness is deemed
OVERVIEW: trustworthy and competent by a jury, his or her
DISCUSS THE VALUE AND DRAWBACKS testimony can be very convincing.
OF EYEWITNESS TESTIMONY,
DISTRIBUTE THE CADET HANDOUT AND During the investigation of a motor vehicle accident, eye
DISCUSS INTERVIEWING PROTOCOL . witness testimony is valuable only if the investigating
CONCLUDE WITH A CROSSWORD officer collects the evidence in a manner that accurately
TESTING MASTERY OF WITNESS-RELATED records the facts.
TERMS.
Some factors that can confuse
OBJECTIVE: eyewitnesses include:
CADETS WILL RECOGNIZE THE SKILLS
REQUIRED TO DISCOVER THE FACTS
THROUGH EYEWITNESS TESTIMONY.
• The trauma of the event
• Lighting conditions
• Their own physical condition
• The speed with which the crime
occurred
• The chaos immediately following the incident

Less Important?
With the increasing reliability of DNA testing, eyewitness
accounts have come under more scrutiny. Some people
have been released from prison after DNA evidence
pardoned them. Researchers have determined that
people are more likely to misidentify suspects of a
different gender, race, ethnicity, or nationality. In such
situations, police must be wary of potential
misidentification

Now, have your cadets take

out their Cadet Handout for
this unit.

B-39
L32 INTERVIEWING WITNESSES

HOW TO COLLECT EYE WITNESS EVIDENCE

On the scene of a traffic accident, never approach someone and ask, "Did you witness
this?" The word "witness" turns people off. They immediately think, "I don't want to get
involved" or "If I say I'm a witness, I'll have to miss work to testify at a trial."

It's better to ask the group in general, "What happened here?" or "Which way did this car
come from?" Someone is likely to chime in with a response. Don't give the impression
that you already have all the answers.

GET IN WRITING
Once you have a person who is willing to talk to you, don't say, "Give me a written state-
ment." That sounds too formal and demanding. Hand them a pad and pen and say, "While
I take some pictures, just write down what you saw." With a statement written in their
handwriting, it can later be concluded that the statement is indeed theirs.

Many officers don't want to mess with taking written statements. Very often an officer
will quote a witness without a signed, written statement. In this case, when it comes
time for trial the witness may claim, "That's not what I said." Get it in writing to avoid
jeopardizing legal action.

TOO HELPFUL?
Some witnesses try to be too helpful. They will tell an officer what they think they saw,
not what actually happened. Some will hear a noise, look up to see cars spinning around
and then quickly develop a theory about what must have happened.

Other passersby may tell you what they think you want to hear,
so don't ask, "How fast was the red car going?" Just ask them
what they saw. If you use the term "fast," they may think you
mean "speeding," and invent all sorts of numbers. "What was
that car doing just before they hit?" should elicit a better an-
swer.

THE DRIVERS
How trustworthy are the accounts given by drivers involved in
traffic accidents? Once in that rare while you might have a
motorist tell you, "Gee, I flat blew that stop sign; I just didn't
see it." But often, drivers make very self-serving statements.
"Yeah, well I might not have come to a complete stop... but
that guy was speeding."

INTERVIEWING A WITNESS
An interview is a talk with someone who is friendly and cooperative. He may be a witness
or a victim, a relative or neighbor of the accused. The interview is an effort to develop
accurate information from a person who has no reason to lie. An interrogation is differ-
ent; it is a talk with someone, the accused or a co-conspirator, who is not friendly and
cooperative.This person normally has something to conceal.

Sometimes the distinction is not clear. An appearance of cooperation may be a ploy to

mask deception. Consider the owner of a store that burned down. He may have set it on
fire himself. What other situations would be unclear?

Interviews are just the beginning. How do you find out everything about the subject?
Public records, newspaper, morgue, credit standing and so on. There are many sources
beyond the usual interviews and NCIC check.

B-40
 INTERVIEWS DEVELOP INFORMATION
Whenever you talk with anyone, you need to establish that you are in control of the con-
versation. How much control obviously depends on the situation. You wouldn't treat a L32
witness like a criminal, but neither can you afford to waste time on unrelated matters.
Do your homework, learn as much as you can about the situation and the individual, so
you know what kinds of information you need to discover, what questions to ask, and
how to best approach that person.

Things to consider
Don’t assume that the subject speaks English. Find out ahead of time and arrange to
have an interpreter if necessary.
Dress appropriately as dictated by the situation. To appear professional, wear your uni-
form. To avoid intimidating a witness, leave your gun at home and dress casual.
Interview accident witnesses as the scene, when the event is still fresh in their minds.
Conduct other interviews in a relaxed atmosphere or a place familiar to the witness.
Interview the witness who was most directly involved first, as he or she will have the
best description of the incident.

TAKING STATEMENTS
It's best to let witnesses tell their story in their own way, preferably without interrup-
tion. Questions can fill in the details later. When you're taking statements from more
than one witness, talk with each one individually. Eyewitness testimony is question-
able at best. People don't remember every detail. Handling inadequate responses
challenges an interviewer's skill. A strained facial expression could imply that the
person is not telling all he knows. The witness may be purposefully evasive, or he
just may not remember. You may prod his memory or catch him off guard by posing
the right questions.

ASKING THE RIGHT QUESTIONS

Be sure to cover all of the information needed to fill out the police report later.
Act interested and attentive.
Don’t ask questions that introduce an element that the witness hasn’t mentioned
such as the pulling of a gun.
Don’t apologize for taking notes.
Don’t pressure the witness or accuse him or her of lying.
Learn to read body language

HOW GOOD OF A WITNESS ARE YOU?

How credible are witnesses? Do witnesses really remember what they saw in motor ve-
hicle accidents? What affects the memory of a witness?
According to a report in the St. Petersburg Times, dateline Los Angeles, "Those who
study memory are becoming increasingly unwilling to trust it." Researcher Henry Roedi-
ger, at the American Psychological Association, noted that experiments with college
cadets at Rice University in Houston indicate that it's quite easy to introduce false
memories. "People confidently remember events that never happened to them," he said.

GETTING AT THE TRUTH

Still quoting from the St. Petersburg Times article, "When [Roediger] showed subjects a
film and then later a written version of the same story with minor changes, they failed
to notice the discrepancies. Later, when asked what they'd seen on film, they reported
the version they'd read."
If witness #1 sees an accident and later reads an account of the same accident by wit-
ness #2, will that written account affect the recollection of witness #1? Psychiatrists
claim that victims of terrifying incidents are particularly susceptible to memory mistakes
because the horror and confusion interferes with the memory process.
"When a witness on the stand says, 'I really, really remember this,' it's compelling testi-
mony," Roediger said. "However, what we're seeing is that people say, 'I really, really
remember' something that never happened."

B-41
L32 INTERVIEWING WITNESSES

ARE YOU A GOOD WITNESS?

Create a mock, or real, situation at the head of the class. Don’t notify the ca-
dets that something planned is happening. After the event, have the cadets pull
out a piece of paper and a pen. Ask them questions about what just occurred.
After they have recorded their answers, discuss the situation openly. Did they
all have the same answers? What couldn’t they remember?

Examples:

Have one person or several people enter the room and discuss
something with you briefly then leave the room.

Have each student answer these questions:

What did the person have on?

What color hair did they have?
How much did they weigh?
How old were they?

Police officers must be skillful in discov-

ering the truth.

1. Why should you get a witness to write down what he/she saw?
2. What two types of evidence would you gather at the crime
scene?
3. Is eyewitness testimony always correct? Why or Why not?
4. What are two ways to get a hesitant witness to tell you what
they saw?
5. Why should you get the testimony of more than one witness?

B-42
 LAW ENFORCEMENT TECHNOLOGY L33

A lot of sci-fi movies give us

ideas about how police may
work in the future. Robo-
Cop featured a half-robot
policeman. And in Minority Re-
port with Tom Cruise, crime could While these stories are all
fiction, police officers have to
be predicted and prevented. keep up with the times. It’s
hard to imagine a police car
without its flashing lights or
even a police vehicle before
cars were invented! How do you think they used to get
around? How did police officers communicate without
OVERVIEW: radios? How has technology like the Internet or cell
DISCUSS THE RANGE OF TECHNOLOGY phones changed the way police do their work, or the kind
USED BY POLICE OFFICERS. of work they do?
DISTRIBUTE THE CADET HANDOUT AND
DISCUSS THE VARIOUS AREAS OF POLICE
The science of law enforcement has
WORK AND THE RELATED TECHNOLOGY.
made significant advances over the
CONCLUDE WITH A DESCRIPTION OF THE
DIFFERENT TYPES OF POLICE WEAPONRY.
years.

OBJECTIVE: The technology, the techniques and the

CADETS WILL DEVELOP AN APPRECIATION
FOR THE TECHNOLOGICAL
SOPHISTICATION WITH WHICH MODERN
POLICE DEPARTMENTS KEEP PACE WITH A
CHANGING SOCIETY
equipment utilized by police agencies
ranges from simple, time-honored
methods to the use of the latest
computer and scientific equipment.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-43
L33 LAW ENFORCEMENT TECHNOLOGY

Throughout the 20th century, improvements and innovations have

been made in police transportation, communications, weaponry,
laboratory facilities, and other areas discussed below.

CRIME LABORATORY
Because solutions to many crimes are found through the application
of physical and biological sciences, the crime laboratory is of great
value to law enforcement officers. Police officers or specially
trained evidence technicians identify, collect, and preserve physical
evidence at crime scenes during the initial phases of an investigation.

Historical Perspective
An early version of crime lab technology was practiced by
the Babylonians. These ancient crime fighters pressed fin-
gerprints into clay to identify the author of cuneiform writ-
ings and to protect against forgery. Fingerprints were also
used by the Chinese at an early date for purposes of identifi-
cation. The concept of comparison and identification of
handwriting was established in Roman times, as is evidenced
by the Code of Justinian of the Eastern Roman Empire, first
enacted in AD 529.

TRANSPORTATION
Police mobility is crucial to crime prevention. Police officers must
have the capability to move safely and swiftly to their
designated locations. Police transportation activities
center around the acquisition, use, maintenance, cost
and safety of a variety of vehicles.

Historical Perspective
The automobile, first used in police work in
Akron, Ohio, in 1899, became the basis of
police transportation in the 20th century.
Closely linked with it was the adoption of
radio communication.

COMMUNICATIONS
Communications in a police agency are the lifeline of the organiza-
tion. Most police department communications systems have three
parts: the telephone system, command and control operations, and
radio communications. Though communications systems differ among
departments throughout the country because of variations in staffing
and funding, they all aim to reduce crime through rapid and accurate
communication with the public.

Historical Perspective
Perhaps the single most important invention in the develop-
ment of police communications was the transistor, which led
to the development of small, lightweight, reliable radio
transmitter-receivers in the 1950’s. Until then, police signal
systems consisted of whistles, raps on the pavement with a
nightstick or baton, and the flashing of lights. In 1849, the
central police station at Scotland Yard and the district police
stations of London were connected by a telegraph line.

B-44
 L33
POLICE INFORMATION SYSTEMS
Another staff service, the information system, can also significantly
affect efforts to reduce crime. Such a system consists of three com-
ponents: reporting, collection and recording of crime data, and
information storage and retrieval. Reporting calls for thorough and
precise reporting of all crimes that come to the department’s atten-
tion. Collection and recording of crime data helps to evaluate crime
conditions and the effectiveness of police operations. Information
storage and retrieval, the third part of police information systems,
supports police in the field by providing quick and accurate criminal
information on request.

Historical Perspective
Modern police methods began to develop in Europe by the
18th century and were reinforced in the
19th century by a great number of tech-
nological advances. When the British
Parliament enacted the reforms of
Robert Peel in 1829, the importance of
keeping comprehensive police records
was recognized.

WEAPONRY
There have been few innovations in weaponry.
The nightstick (club) and firearm, invariably ad-
aptations of military weapons, remained virtu-
ally unchallenged in the police arsenal until the
1960s, when chemicals, tranquilizing darts,
light/sound-energy techniques, and other devices appeared.

A PROFESSIONAL PURSUIT
Although it was as recently as the early 1960s that police technology
became recognized as a distinct academic and scientific discipline,
the proliferation of professional publications, educational programs,
workshops, and international conferences, reveals the growing im-
portance attached to the technical aspects of police work.

B-45
L33 LAW ENFORCEMENT TECHNOLOGY

POLICE WEAPONRY AROUND CHEMICAL AND OTHER NON-

THE WORLD
To contend with the wide diversity of
criminal situations, police require a
variety of weapons and protective de-
vices.
STANDARD WEAPONS
Standard equipment varies between
different departments.
• London police carry only a small ba-
ton.
• New York City police carry a large
caliber revolver and a baton.
• Paris police carry a small caliber
semiautomatic pistol, a baton, and a
leaded cape.
• Cairo police carry a submachine gun
or automatic rifle.
THE BATON
The most universal physical weapon
and certainly the most frequently used
weapon over the years has been the
baton, nightstick, truncheon, or billy
club. Through study and research, the
baton has evolved beyond the tradi-
tional wood or plastic version. Many
contain firearms, tear-gas cartridges,
and electric-shock systems. Others
break at a certain degree of impact in
order to avoid serious injury.
PISTOLS
Pistols, including the automatic pistol
and the revolver, are the second most
widely used police weapons. Shotguns,
rifles, and automatic weapons are usu-
ally included in the police arsenal but
are issued only when essential.
LETHAL WEAPONS
Chemical weapons include those that
deliver compounds which cause either
severe weeping or tearing at the eyes
(lacrimators) or extreme discomfort or
sickness (nauseators). The most com-
monly used modern weapon is the
handheld aerosol tear-gas projector
(Mace). It can be carried in a holster,
and it is easily aimed, within a range of
15 feet, and instantly effective.
Other non-lethal weapons include
• light/sound devices that cause confu-
sion, pain, or tempo-
rary blindness
• stun guns that emit a
high-voltage charge
temporarily rendering
a person unconscious
• the water cannon,
used especially in
Europe for crowd con-
trol
• non-lethal projectiles including plas-
tic shot and bullets made of rubber,
wood, or fabric
QUESTIONS?
Why would it be impractical for police
in the U.S. to only carry a baton while
on patrol?
There is a violent student riot on your
school’s campus. Which of the weapons
profiled should be utilized to control
the situation. Why?

1. Why is it important for police to have the latest technology?

2. List a major technological advancement in each of the following areas:
A. Transportation B. Communications C. Weaponry
3. What is the aim of telecommunication in a police organization?
4. How does the information system of a law enforcement organization assist with policing?
5. What is the importance of having a crime lab in a police department?

B-46
 THE COMPUTER AGE L34

Since its conception, the com-

puter has been used by law en-
forcement to protect the pub-
lic and to catch criminals. Un-
fortunately, criminals have also dis-
covered the computer, using it to
break the law in ways never before
Can anyone think of a way
imagined. a computer might benefit
public safety officials?
What about criminals? How might they exploit computer
technology to break the law?

OVERVIEW: The efficiency and effectiveness of a police department

Discuss the extensive progress
computer technology has made in the
tracking and apprehension of
criminals.
OBJECTIVE:
Cadets will learn the importance of
computers in modern police work,
including the public safety benefits of
maintaining and sharing accurate
records.
depends to a large degree on complete, readily available,
and up-to-date record keeping. Information must be
reported, collected, classified, analyzed, processed, and
stored. Numerous files must be kept,
of which the most important include
fingerprints, modus operandi of
criminals, and various investigation
and reference files. There should be
as much cross-filing as possible.
The record-keeping tasks of police
work were previously handled by
using a wide range of manual
systems. Quick nationwide or
international utilization of records
and files was impossible.

Before this technology was readily available, law

enforcement agencies, even within the same county,
were unaware of all other criminal records. An individual
wanted for a crime by the police department could be
stopped for a traffic violation by the DPS without the
trooper being aware of the offender’s criminal record.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-47
L34 THE COMPUTER AGE

THE COMPUTER AGE

The modern computer has revolutionized information-handling tech-

niques, as well as our ability to catch crooks! Manual filing systems have
been superseded by computers that operate from central geographic
points, storing data and making it instantaneously and accurately avail-
able to many police constituents.

Advances in computer networking, permit the linking of many police and

investigative databases and make possible the development of national
criminal investigation systems. Interpol is an example of an international
computer network that coordinates the exchange of criminal intelligence
to aid police agencies in searching for fugitives or missing persons or
property.

Computers improve...
Public safety by making more timely, accurate, and complete information
concerning offenders available statewide to all criminal justice agencies
and to individual decision-makers in the system including police officers,
judges, and corrections officers.
Decision-making by increasing the availability of statistical measures for
evaluating public policy.

Productivity of existing staff by reducing redundant data collection and

input efforts among the agencies and by reducing or eliminating paper-
based processing.

IT’S ALL ON THE PLATE

With the advancements in computer technology, law enforcement agen-
cies have become sophisticated in sharing information. Now, when a
trooper stops your automobile, he can call in your plate and determine
almost immediately if there are any outstanding warrants or violations.
This also helps officers to identify potentially dangerous criminals.

ROBOCOP ON THE DESKTOP

In addition to serving as a depository and dispenser of information, the
computer can provide:
statistical analysis for research and management
development of intelligence data bases and analysis systems
assistance in the analysis of physical evidence including fingerprints
facilitation of swift document retrieval

AT YOUR FINGER TIPS

Using traditional manual methods, fingerprint examiners have to make
visual comparisons of thousands of individual 10-digit fingerprint cards in
order to make a positive identification. The development of a computer-
ized fingerprint search system took more than 20 years of industry-wide
research.

In January 1996, Lockheed Martin Information Systems (LMIS) was

awarded a 6-year contract with the FBI to design and field an automatic
fingerprint recognition system. The FBI's Automated Fingerprint Identifi-
cation System (AFIS) rapidly and accurately searches a national database
of more than 400 million criminal fingerprints.

B-48
 L34
HIGH-TECH HOODS
Computers help to prevent crime but they also create criminal op-
portunities. Brandon Kessler ran his business from a trailer park in
Bellflower, CA, with his two teenage sons helping him to man the
constantly ringing phone and to write down orders. Then Kessler
went high-tech. He added phone lines and hooked one of them to a
Pentium-based PC, allowing his customers to place orders directly
into the computer. That not only eliminated the need for a full-time
order-taker but also provided Kessler with a searchable database of
all his customers and their orders, reducing errors and arming him
with marketing data.

Three years later, in 1995, Kessler was clearing half a million a year
and had moved the six PCs with which he was now running his busi-
ness into his spacious, new home. It was a well-run operation, but
also illegal.

Kessler (not his real name) was selling electronic devices that en-
abled his customers to "steal" premium cable television shows.
Eventually, police were able to arrest the prospering entrepreneur
and pulled the plug on his humming bank of PCs. "The operation was
ingenious," says Detective Richard Hiles, of the Los Angeles County
Sheriff's Department (L.A.S.D.), with equal parts of disgust and ad-
miration.

Kessler represents one of the fastest-growing breeds of entrepre-

neur: the wired criminal. For years organized crime rings, including
the U.S. Mafia and Colombian drug cartels, have taken advantage of
new communications and information technology. Lately, smaller
crime operations have begun to take advantage of increasingly inex-
pensive high-tech tools. Enlisting everything from spreadsheets to E-
mail to personal digital assistants, these small-time hoods are
streamlining their businesses and communicating more effectively,
and privately, with suppliers and customers.

The rush of local chop-shop operators and drug dealers turning

"techie" has left police departments scurrying to reengineer their
forces. In the past few years, hundreds of local police departments
have formed computer crime squads to handle the rising number of
cases involving computer evidence and other forms of technology,
once considered rare incidents. "The use of technology for crime is a
fast-moving train, and we're running alongside, trying to keep up,"
says Sergeant Larry Balich, of the L.A.S.D.'s computer crime unit.

B-49
L34 THE COMPUTER AGE

COMPUTERS AT A CRIME SCENE

Computer experts, who testify to computer records in fraud and pornography
cases, commonly complain about the misconception among some police officers
that a computer should immediately be unplugged when a search warrant is exe-
cuted.

NEVER UNPLUG

Two reasons often given by misinformed officers for immediately unplugging a

computer at a crime scene are:
Prevention of the operator from deleting evidence by a preprogrammed keystroke.
Prevention of a remote operator from erasing records and documents via modem.

Both of these reasons are flawed. Firstly, it is highly unlikely that anyone would
program a magic keystroke into their computer to erase data as they might acci-
dentally hit the key themselves and lose all of the records. An officer who jerks
the plug on a computer to prevent the suspect from using a keystroke jeopardizes
potential information in the vast majority of cases and virtually never serves a
useful purpose.

Secondly, the correct way to prevent a remote operator from erasing memory is to
unplug the modem, not the power source. Unplugging the computer's power virtu-
ally guarantees you will lose all of the documents that are open. Unplugging the
phone line from the modem removes access from remote operators without risking
the loss of open documents.

CORRECT COMPUTER SHUTDOWN

The recommended steps to shut down any computer in a search situation are
Immediately remove suspects from their workstations and unplug the phone lines
to the computer.
Save open documents and files to a separate computer diskette so the original
data can be kept in its last saved form.
After the data has been saved on diskette, the computer may be safely shut down.

1. What types of crimes have emerged with the invention of the

computer?
2. How has fingerprinting changed in the computer age?
3. How can a criminal us a computer to commit a crime?
4. What skills will the modern police force master to catch hi-tech
criminals?
5. Even when they're caught, wired criminals are often harder to
prosecute. Why?

B-50
 FORENSIC SCIENCE L35

At school, or on the road, we

carry identification cards to
prove who we are. Long after
a suspect has fled the scene,
tiny clues from his body and be-
longings remain and serve as an-
other form of ID. Hair, blood, and Forensic science has come
handwriting are just a few of the to play an increasingly
items that can be used to identify important part in the
investigation of serious
any one of us. crimes. Besides
fingerprinting, a broad
range of other scientific techniques is available to law
enforcement agencies attempting to identify suspects or
OVERVIEW: to establish beyond doubt the connection between a
Instructor will introduce cadets to the suspect and the crime in question.
awe inspiring skills the Forensic
Scientist utilizes in the pursuit of Some of the specialized careers in forensic
justice in criminal investigations. science include:

OBJECTIVE:
Cadets will learn to further
appreciate the analytical and
scientific skills used in modern crime
fighting
PATHOLOGY
Forensic pathologists determine the time and the
cause of death in cases of suspected murder or
suicide. They can analyze wounds to determine
what caused them, or trace blood splatters to
discover the mode of attack.

PSYCHOLOGY AND PSYCHIATRY

Forensic psychologists or psychiatrists may be
called upon to evaluate a murder scene to suggest a
possible psychological profile of the killer. The FBI has
done much work in developing such profiles of serial
killers.

LINGUISTICS
Forensic linguists analyze the content of written or aural
communication to identify who is speaking and to
indicate the speaker's intent. They can also determine
whether two communications are from the same person
which is often important in cases of kidnapping.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-51
L35 FORENSIC SCIENCE

FORENSIC SCIENCE

Although we think of forensic science as a tool to solve violent crimes, it can also be
used to detect forgeries, trace smuggled material, detect illegal materials from drugs to
endangered animal skins. Forensic science includes a broad range of sciences with a vast
number of applications, including:
The analysis of bloodstains or traces of other body fluids (such as semen or spittle) that
may indicate some of the characteristics of the offender.
Microscopic or chemical analysis of fibers to prove that fibers found on the victim or at
the scene of the crime are similar to those in clothing, or some other fabric, associated
with the suspect.
Chemical and genetic comparison of hair samples to those of the suspect.
Microscopic or chemical analysis of many inorganic substances, such as glass, paper, and
paint.

PHOTOCOPIERS
If a photocopy is found at the scene of a murder, it is possible to determine the exact
copier that created the photocopy. If that copy machine happens to be in a suspect’s
home or office, the evidence can lead to conviction. But how can police distinguish one
copier from another?

Photocopiers are like typewriters and printers, they leave their own distinguishing fin-
gerprint on the copies that they produce. Laser printers use the same type of process to
print a page. With a photocopier, the original document is placed on the glass. Then, by
the use of reflected light, the document is exposed onto a drum that is covered with a
photosensitive material. The image of that document exists on the drum as an invisible
positive photoelectric charge. Negatively charged toner, the messy black stuff, is driz-
zled onto the drum, where it sticks only to the positively charged areas to create a visi-
ble image. Paper, with a positive charge, passes through the drum, causing the nega-
tively charged toner to transfer to the paper. The toner is then heat sealed to the pa-
per, creating the printed copy.

There are many ways to match a page back to a photocopier or laser printer. The paper
itself can yield many clues. Look for marks from the belts, pinchers, rollers and gears
that physically move the paper through a machine. Toner can have unique characteris-
tics in its chemical composition. Also, look at how the toner was placed on and fused to
the paper. Toner may clump up on the drum, transferring blobs of toner at a time to the
printed page. Marks on the optics (glass, lenses, mirrors) used to transfer or create an
image on paper might contain unique defects (such as scratches) that will render anoma-
lous markings on the printed page.

LOOK CLOSE
Hairs, which are composed primarily of the protein keratin, can be defined as slender
outgrowths of the skin of mammals. Each species of animal possesses hair with charac-
teristic length, color, shape, root appearance, and internal microscopic features that
distinguish one animal from another.

Considerable variability also exists in the types of hairs that are found on the body of an
animal. In humans, hairs found on the head, pubic region, arms, legs, and other body
areas have characteristics that can determine their origin. On animals, hair types include
coarse outer hairs or guard hairs, the finer fur hairs, tactile hairs such as whiskers, and
other hairs that originate from the tail or mane of an animal.

Because hairs can be transferred during physical contact, their presence can associate a

B-52
suspect to a victim or a suspect/victim to a crime scene. The types
of hair recovered and the condition and number of hairs found im-
L35
pact their value as evidence in a criminal investigation. Comparison
of the microscopic characteristics of questioned hairs to known hair
samples helps to determine whether a transfer may have occurred.

HANDWRITING ANALYSIS
You are all Forensic Scientists. Your specific expertise is in docu-
ment examination. Under what circumstances might it be important
to verify the origin of a document or the author of a handwritten
note?

First a clarification, Forensic handwriting analysis is not the same

as Graphology -- the study of handwriting to determine one's person-
ality traits. True handwriting analysis involves the painstaking ex-
amination of the design, shape and structure of handwriting to de-
termine authorship of a given handwriting sample. The basic princi-
ple underlying handwriting analysis is that no two people write the
exact same thing in the exact same way.

Handwriting analysis looks at letter formations, connecting strokes

between the letters, upstrokes, retraces, down strokes, spacing,
baseline, curves, size, distortions, hesitations and a number of other
characteristics. By examining these details and variations in a ques-
tioned sample and comparing them to a sample of known author-
ship, a determination can be made as to whether or not the author-
ship is genuine.

B-53
L35 FORENSIC SCIENCE

FINGERPRINTING

Have cadets learn to use fingerprinting techniques by actually fingerprint-

ing each other.

Discuss the difference in everyone’s fingerprint.

Dusting for Fingerprints:

Place fingerprints on several objects: glass, table top, etc.

Have cadets dust the area for prints and learn how to lift
the prints for evidence.

Guest Speaker:
JPA Cadets learn how to dust for finger prints.
Have someone from the CSI Unit visit the class and discuss
the different techniques in CSI.

1. Define Forensic Science.

2. How does a Pathologist assist police in the investigation of a
crime?
3. How does a Linguist assist police in the investigation of a crime?
4. What type of evidence does Forensics use to identify a suspect?
5. How is handwriting used to identify a possibly suspect?

B-54
 FIREARM FORENSICS L36

Firearms forensics is the

science of determining if a
bullet or cartridge case was
fired in a particular fire-
arm. So why is this important?
Can anyone guess? Studies have shown that no
two firearms, even those of
the same make and model,
will produce the same unique
marks on fired bullets and
cartridge cases. This makes
every firearm different, making them ideal evidence in
linking an individual to a crime scene.
OVERVIEW:
Instructor will introduce cadets to Manufacturing processes, use, and abuse leave surface
two of the most common kinds of characteristics within the firearm that cannot be exactly
evidence provided by forensic reproduced in other firearms.
scientists: firearms and tool-mark
identification. Under normal conditions, firearms do not change much
over time. This allows a firearm recovered months or
OBJECTIVE: even years after a shooting to be identified or eliminated
as having been used to fire a specific bullet or cartridge
Cadets will gain a greater
case.
appreciation for the credibility of
circumstantial evidence gathered by
A typical firearms examination involves
forensic scientists in law
matching a bullet back to the gun that
enforcement.
fired it, to the exclusion of all
others. In this lesson, we will
learn how that is
accomplished by forensic
scientists.

Now, have your cadets take

out their Cadet Handout for
this unit.

B-55
L36 FIREARM FORENSICS

RIFLING
Consisting of the lands and grooves that spiral down the gun barrel,
rifling exists as part of the manufacturing process of the firearm and
serves to put spin on the bullet, giving it a straighter trajectory (much
the same way a quarterback puts spin on a football).

• When the gunpowder in the cartridge is ignited, it forces the bullet

down the gun barrel, expanding the soft lead into the lands and
grooves.
• As the bullet passes down the barrel, microscopic scratches from the
lands and grooves mark the bullet.
• The scratch marks on the bullet match the scratch marks in the bar-
rel of the gun that fired it, to the exclusion of all other weapons.

BULLET MATCHING
Certain parts of a firearm mark the bullet and the cartridge. Rifling
gives the bullet a signature marking that is unique to the weapon that
fired it. Matching the bullet to the gun is tested in the lab by firing a
bullet through the suspect weapon. The test fired bullet is then com-
pared under a comparison microscope, side by side, to the bullet re-
covered from the crime scene. Both bullets are rotated until the stria-
tions can be made to line up, showing a match. If the striations cannot
be lined up, the result is negative.

TOOLMARK IDENTIFICATION
Identifying characteristics between a tool, such as a pry bar, and the
object on which it was used, such as a door frame. Imprint evidence,
in 2-D or 3-D form, is another type of toolmark identification.

THREE DIMENSIONAL IMPRESSIONS

Three dimensional impressions are made when an object presses into
something soft that retains the impression of that object. Tire marks
are an example of 3-D imprints.

Let's say there is a bank robbery. The perpetrators parked behind the
bank . As they fled, they unknowingly left behind incriminating
clues.

Wheel base is the distance between the two front wheels and the
distance between the front and rear wheels. Forensic scientists have
charted out these distances and can use this chart to narrow down the
make of the car.

The tread design itself can narrow down the list of possible cars as
well. There are books that contain images of every type of tire im-
print, just for this purpose. The individual wear developed from use
will show up in the impression, allowing for identification of a single
car, to the exclusion of all others. These marks will also tell which
way the car was facing, how it was pulled out and in what direction.

B-56
TWO DIMENSIONAL IMPRESSIONS
Two dimensional impressions are made when an object transfers an
L36
image onto a surface or when an object comes into contact with a
surface that is coated and removes some of that coating. An exam-
ple of the first type of 2-D print would be your step after you've
stepped into spilled paint. The paint coats the bottom of your shoe
when you step in it. It is then transferred to another surface when
you step down. The second type of imprint occured when you
stepped into the spilled paint. You removed some of the paint, cre-
ating a negative image of the bottom of your shoe in the paint spill.

FIREARM FUCTION TESTING

It is not uncommon in a shooting investigation for a suspect or vic-
tim to claim that a firearm, for some reason, accidentally dis-
charged during a scuffle or handling. For this reason, every firearm
that is received into the laboratory as being suspect in a shooting,
must be examined and function tested.

Function testing is an examination of a firearm’s mechanical condi-

tion and operation, including testing of the safety features to deter-
mine if they function as the manufacturer intended. These tests also
determine the amount of trigger pull that is required to cause the
firearm to discharge and to determine if it is capable of accidentally
discharging without the trigger being pulled, or of being fired at all.
Microscopic scratches from the lands
and grooves mark the bullet

B-57
L36 FIREARM FORENSICS

FIREARMS EVIDENCE

Bullets: Show examples of different types of bullets

• Never mark bullets.

• Wrap recovered bullets in paper and seal in separate labeled pill boxes or envelopes.
• Submit all evidence bullets recovered to the Laboratory. A conclusive identification may be
possible on only one of several bullets recovered even when they all appear to be in good con-
dition.

Do not attempt to clean recovered bullets before sending them to the Laboratory. Bullets recovered
from a body should be air dried and wrapped in paper. Washing may destroy trace evidence.

Cartridge Cases: Show examples of used shell or cartridges. Discuss markings found
and cartridges.

• Wrap recovered cartridge cases in and seal in separate labeled pill boxes or envelopes.
• Fired shotgun shells may be marked either on the inside or outside of the paper or plastic por- Every gun has its own identifica-
tion of the shell. tion mark.
• If an examination is required to determine if a shot shell or cartridge case was fired by a spe-
cific weapon, submit the weapon and all recovered unfired ammunition.
• Submit all evidence cartridge cases or shotgun shells recovered to the Laboratory. Some cases
contain more identifying detail than do others.

Powder and Shot Pattern: If possible, show photographs of shot patterns or

powder evidence.

• Submit clothing or other material showing evidence of gun powder residue or shot holes to the
Laboratory. The clothing should be carefully wrapped in clean paper and folded as little as
possible to prevent dislodging powder particles. Photographs of the pattern will not suffice, as
in most instances microscopic examination and chemical tests must be conducted on the exhib-
its themselves. Package each item separately.

1. What is firearm identification?

2. Explain how rifling is used to link a bullet to a gun.
3. What is the difference between a two-dimensional and a three-
dimensional? impression? Give and example of each?
4. What is tool mark identification?
5. What is determined during firearms testing?

B-58
 Division C

Examines the end result of crime fighting -- the arrest, prosecution

and incarceration of criminals. The lessons emphasize the due process
of law and rights of the individual weighed against the interests of
society.

C-1
C-2
 THE BILL OF RIGHTS & THE POLICE L37

Before a police officer

can enforce the law in
the United States, he or
she must have a solid
understanding of the U.S.
Constitution and the Bill of
Our laws and criminal justice
Rights. system are founded upon these
documents.

Throughout history, rulers and dictators have

OVERVIEW:
DISCUSS HOW THE CONSTITUTION
PROTECTS THE RIGHTS OF U.S. CITIZENS.
DISTRIBUTE THE CADET HANDOUTS AND
REVIEW THE BILL OF RIGHTS AND ITS
RELATIONSHIP TO THE LAW.
CONCLUDE WITH A QUIZ
DISTINGUISHING CONSTITUTIONAL FROM
UNCONSTITUTIONAL.
OBJECTIVE:
CADETS WILL DEVELOP AN
APPRECIATION FOR OUR NATION’S
CONSTITUTIONAL FORM OF
GOVERNMENT AND ITS IMPLICATIONS
CONCERNING LAW ENFORCEMENT.
limited people's rights. Even today, people in many
parts of the world cannot worship as they please,
talk freely, gather with groups of friends, or
travel.
Citizens of a free and democratic society enjoy
those rights and many more freedoms.
It's important to know those rights and
to stand up for yourself. It’s also
important for law enforcers to know
and respect citizens’ rights. Citizens
are, after all, the cornerstone of a
free and democratic society!
From time to time, a law is passed
that takes away some of our rights.
When this happens, the Supreme Court generally
rules the law to be unconstitutional.

If you feel that everyone is always telling you

what to do and that you have no rights, you're
wrong! Young people are protected by the same
Bill of Rights that protects adults.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-3
L37 THE BILL OF RIGHTS & THE POLICE

PROTECTING OUR RIGHTS

The U.S. Constitution's Bill of Rights provides First Amendment: Promises freedom of
basic protections including: the right to refuse
to testify against oneself, the right to confront
one's accusers and the right to a trial by jury.
State legislatures can pass laws governing how
criminal procedures work in their Second Amendment: Assures the right to
jurisdictions, but these laws cannot reduce
the protections offered by the Bill of Rights.
Oftentimes, the courts must determine the
constitutionality of a specific action taken by
a police officer. The Fourth Amendment offers
citizens protection against unreasonable
search and seizure, but considering the
circumstances of some search situations
(covered in lesson 26), this law can be
difficult to apply.
WHEN IS A SEARCH A VIOLATION?
A police officer is frisking a suspect on the
street and feels a hard object in the suspect's
pocket. Suspecting that the object is a
weapon, the officer has the right to reach into
the pocket. He does, and he finds cigarette
box and a packet of heroin.
religion, freedoms of speech and the
press, the right to assemble, and the right
to petition government.
form a militia and to keep and bear arms.
Fourth Amendment: Protects against
unreasonable search and seizure.
Fifth Amendment: Prevents trial for a
serious crime without indictment by a
grand jury. Says that no one can be
forced to testify against her/himself, or
punished without due process of law.
People must be paid for property taken
The Bill of Rights
for public use. protects many of the
things we take for
granted: freedom of
speech, religion and
Sixth Amendment: Gives people the right the right to vote.
to a speedy trial, to legal counsel, and
to confront their accusers.
Seventh Amendment: Gives people the
right to a jury trial in civil suits
exceeding $20.

This action by the police officer -- reaching

Eighth Amendment: Protects against
into the pocket -- would be deemed a
excessive bail (money to release a
permissible search under the rulings of most
person from jail), stiff fines, and cruel
courts (he acted in the name of safety), and
and unusual punishment.
the heroin could be admitted as evidence.
However, if the object was soft and obviously
Ninth Amendment: Because there are so
not a weapon, then reaching into the suspect's
many basic human rights, not all of
pocket could be deemed an illegal search, in
them could be listed in the
which case the heroin wouldn’t be admitted.
Constitution. This amendment states
that the rights that are enumerated
WHAT ARE THE BILL OF RIGHTS
cannot infringe upon rights that are
The Bill of Rights was added to the not listed in the Constitution.
Constitution in the form of amendments. The
chief purpose of the amendments was to Tenth Amendment: States that powers
protect the rights of individuals from not given to the federal government by
government interference. The following the Constitution belong to the states or
amendments are some of the many included in the people.
the Bill of Rights.
C-4
OF SPECIAL INTEREST TO LAW
L37
ENFORCEMENT OFFICERS
In the United States, we have a great tradition of
against him for actual and punitive damages
laws that protect citizens from the abuse of
caused by the killings. The civil suits raised no
power by the government. For example, there double jeopardy issues, even though punitive
are laws that limit the manner in which police damages are a type of punishment, and Simpson
officers may question those suspected was held civilly liable for the deaths.
committing a crime.
NOW, ABOUT THAT MOVIE?
The movie Double Jeopardy shows a woman
Talking with the police, whether you are a planning to shoot her husband in a public square.
suspect in a crime or not, can be intimidating for Since she's already (wrongly) been convicted of
any number of reasons. You may fear that past his murder, she assumes that she can't be
criminal actions will make you a suspect, that prosecuted for it again. Is she safe in her
assumption? And another thing -- could she have
your response will be misinterpreted, or that you been found guilty of the murder the first time
will unwittingly point a finger at a friend or around in spite of the fact that no body was ever
relative. Consider the following: found?

The Fifth Amendment of the Constitution

ensures that you don't have to incriminate
yourself in a criminal investigation: "No person .
. . shall be compelled in any criminal case to be
a witness against himself . . . ."

The Sixth Amendment guarantees you the right

to have a lawyer present during police
questioning: "In all criminal prosecutions, the
ANSWER:
We look to Hollywood to give us fantasy, and the
accused shall enjoy the right . . . to have the premise underlying the movie Double Jeopardy is
Assistance of Counsel for his defense." just that--a fantasy. In the movie, the heroine is
convicted of killing her husband who is still
alive. The movie tells us that she cannot be
convicted of killing him again, so she is free to
HOLLYWOOD VS. THE LAW murder him in broad daylight.
Is Double Jeopardy really a license to kill?
In reality, if our heroine kills the nasty husband
Among the clauses in the Fifth Amendment is now, she can be prosecuted, because the murder
this well-known provision: "nor shall any person would take place at a different time and place
be subject for the same offense to be twice put than the non-murder for which she was earlier
in jeopardy of life or limb." This provision, convicted; therefore, it would be a different
known as the double jeopardy clause, protects crime subject to its own trial.
defendants from harassment by preventing them
from being put on trial more than once for the As to the second question: Although it it
same offense. rare, people can be convicted of murder
In other words, a defendant can only be brought without the body. The prosecutor can use
once to criminal court (by the government) circumstantial evidence -- for example, the
and once to civil court (by members of the fact that the victim has been missing and
public) for the same crime.
never contacted her loved ones -- to prove
For instance, after O.J. Simpson was acquitted that the victim is dead. If it weren't for this
by the government of murdering his ex-wife and rule of evidence, potential murderers would
her friend, their relatives filed a civil suit have an all-too-easy way of avoiding
prosecution: by hiding the body.

C-5
L37 THE BILL OF RIGHTS & THE POLICE

5. A man accused of a serious crime

IS IT CONSTITUTIONAL?
* Instruct cadets to write the numbers 1-10
on a separate sheet of paper. Read
aloud the following list of laws or
actions that might be taken by the
government. If cadets think the law or
action would be constitutional, they
should write a C next to the number,
along with the number of the
amendment that makes it
constitutional. If they think the law or
action would be unconstitutional, they
should write a U and give the
appropriate amendment number.
1. A person is held for two weeks without
the ability to contact a court
appointed attorney. (U) Sixth
Amendment
2. The government does not like a man's
ideas, so it does not allow him to make
a speech in public. (C) First
Amendment
refuses to give evidence against
himself. (C) Fifth Amendment
6. An armed police officer comes into
someone’s house in the middle of the
night without a search warrant. (U)
Fourth Amendment
7. The government orders a newspaper to
stop printing editorials that criticize
the government too much. (U)
First Amendment
8. A person's house is in the way of a
proposed highway. The
government offers the owner a
fair price for the house. (C)
Fifth Amendment
9. A group of people are arrested
because they wrote to Congress
saying that they did not like a
certain law. (U) First
Amendment

3. A woman accused of a serious crime
wants a jury trial, but the government
says it doesn't have enough money for
such a trial. (U) Sixth Amendment
4. A town does not like the religious
beliefs of a certain group, so it forbids
that group from building a house of
worship. (U) First Amendment
10. A woman receives a parking ticket. She
insists on a jury trial. The government
says she doesn't need a jury because
her offense is not a serious one. (U)
Seventh Amendment
* Review the core values of the U.S.
Constitution with cadets. Encourage them to
go online and read the entire document
At:www.house.gov/Constitution/Constitution.

1. What is the Bill of Rights and what does it guarantee to the

citizens of the U.S.?
2. Why was the Bill of Right created?
3. What limits does the Bill of Rights impose on Police?
4. What does the 5th Amendment ensure an accused individual
5. What does the 6th Amendment guarantee? Why is this impor-
tant?

C-6
 YOU’RE UNDER ARREST L38

“You’re under arrest.” A

police officer’s magic words
for turning a citizen into an
arrestee are only the first
part of a process that requires
special care and a thorough
knowledge of the law and the U.S.
Constitution.
What does it mean to be
placed under arrest? Explain
to the cadets that an arrest is
the process of taking an
individual into custody or
under temporary restraint.

To make an arrest, an officer might be called to:

OVERVIEW:
INSTRUCTOR WILL REVIEW POLICE
PROCEDURES FOR MAKING AN ARREST
AND DEMONSTRATE THE PRECAUTIONS
OBSERVED TO INSURE THE SAFETY OF
BOTH THE OFFICER AND ARRESTEE..
OBJECTIVE:
CADETS WILL GAIN A GREATER
UNDERSTANDING OF THE TACTICS
NECESSARY TO SAFELY PLACE A CITIZEN
UNDER ARREST.
• Identify and apprehend offenders
• Use appropriate level of force
• Make judgments about arresting or releasing suspects
or offenders
• Handcuff suspects or
prisoners
• Conduct frisk and pat down
• Advise persons of
constitutional rights
• Execute arrest warrants
• Pursue suspect on foot
• Pursue suspect in vehicle

In this lesson we will learn more about this important

function of the police.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-7
L38 YOU’RE UNDER ARREST

WHAT IS AN ARREST AND WHEN IS IT LEGAL?

An arrest occurs when police officers take a suspect into custody. An arrest is complete
the moment the suspect is no longer free to walk away from the arresting police
officer.

The U.S. Constitution's Fourth Amendment authorizes arrests only if the police have
"probable cause" to believe that a crime was committed and that the suspect did it. The
probable cause requirement restrains the power of the police to deprive people of
liberty. It prevents the random roundup of "undesirables" that sometimes occurs in
other countries.

PROBABLE CAUSE
To establish probable cause, police officers must be able to point to the objective
factual circumstances that led them to believe that a suspect committed a crime.

A police officer can't establish probable cause by saying something like, "I just had a
hunch that the defendant was a burglar."

In general, probable cause requires more than a "mere suspicion" that a

suspect committed a crime, but less than a certainty that a suspect is guilty
beyond a reasonable doubt. In the abstract, a firm definition of probable
cause is impossible. The Fourth Amendment doesn't provide a definition, so
it's up to judges to interpret the meaning of probable cause on a case-by-
case basis

A police officer may be sincere in believing that enough factual information

to constitute probable cause exists. But if a judge examines that same
information and disagrees, then probable cause does not exist -- or did not
exist, if the question is being decided after the arrest occurred.

Probable cause to arrest may have existed at the time of the arrest, even if
the police later turn out to be wrong. In this situation, probable cause
protects the police against a civil suit for false arrest if the charges are later
dismissed or the defendant is acquitted at trial.

MIRANDA: BEYOND THE BIG SCREEN

The Fifth Amendment protects citizens from self incrimination and requires that law
enforcement officers read the Miranda Rights to apprehended suspects. You may
recognize the first couple lines, but do you know the entire statement?

The following is a minimal Miranda warning, as outlined in the 1963 Miranda v Arizona
case.

You have the right to remain silent. Anything you say can and will be used against you in
a court of law. You have the right to be speak to an attorney, and to have an attorney
present during any questioning. If you cannot afford a lawyer, one will be provided for
you at government expense.

On television and in motion pictures, it seems like officers are always Mirandizing
someone. They especially like to Mirandize suspects immediately after they arrest
them, preferably while putting on the cuffs. This is simply a device to dramatize the
arrest.

C-8
 WHAT REALLY HAPPENS IF THE POLICE FAIL TO READ A L38
SUSPECT HIS RIGHTS?
Many people believe that if they are arrested and not "read their rights," they
can escape punishment. Not true. If the police fail to read a suspect his or her
rights, it simply means that the police cannot use anything the suspect says as
evidence against the suspect at trial.

It doesn't matter whether an interrogation occurs in a jail or at the scene of a

crime, on a busy downtown street or the middle of an open field: If a person is
in custody (deprived of his or her freedom of action in any significant way), the
police must give a Miranda warning if they want to question the suspect and use
the suspect's answers as evidence at trial.

If, however, the person is not in police custody, no Miranda warning is

required and anything the person says can be used at trial if the person is later
charged with a crime. This exception most often comes up when the police stop
someone on the street to question him or her about a recent crime and/or the
person blurts out a confession before the police have an opportunity to deliver
the warning.

FRUIT OF THE POISONOUS TREE

As mentioned, without a Miranda warning, nothing a person says in
response to a custodial questioning can be used as evidence against
the person at his or her trial. In addition, there is also something
called the "fruit of the poisonous tree" rule. If the police find
evidence as a result of an interrogation that violates the Miranda rule,
that evidence is also inadmissible at trial.

For example, if a suspect tells the police where a weapon is hidden

and it turns out that the suspect provided this information in response
to improper questioning, the police will not be able to use the weapon
as evidence unless the police can prove that they would have found
the weapon without the suspect's statements.

POLICE CANNOT CROSS THE LINE

Information that is voluntarily disclosed to a police officer (after the person has
been properly warned) is generally admissible at trial. The key word is
"voluntary." Police officers are not allowed to use physical force or
psychological coercion to get a suspect to talk to them.

The kind of bullying that many police departments employ in other countries is
and should never be tolerated in America. If police officers obtain information
through any of these illegal means, our courts will not permit the information to
be used at trial. In addition, under the rule known as "the fruit of the poisonous
tree," any evidence that the police obtain as the result of a coerced statement
is equally inadmissible.

C-9
L38 YOU’RE UNDER ARREST

MOCK FRISK & HANDCUFFING

Conduct is a hands-on activity including role-playing among the cadets. Teach the ca-
dets the basics.

MOCK FRISK & SEARCH

Demonstrate frisking and searching techniques. Show cadets where weap-
ons are often hidden. Next, have them take turns role-playing police offi-
cers and suspects. Emphasize the importance of searching for hidden
weapons and drugs. First, "plant" a fake weapon(s) and/or fake drugs on a
cadet suspect. Next, instruct a cadet police officer to legally frisk (or
search) the cadet suspect. Tell the class to observe and determine if the
frisk/search is being done legally and if the weapon and/or drugs are
found.

HANDCUFFING JPA Instructor teaches proper

Present handcuffing procedures on a person who is kneeling, another who is lying face- hand cuffing technique.
down and someone who is standing. Remember to follow safety measures! After the
demonstrations, allow cadets to practice the techniques. Insist that the cadets only
practice handcuffing on you or the co-teacher, since you do not want any cadets going
home with sore, red wrists. Have two cadets practice at one time to insure that they
are both observed and critiqued.

NOTE:
A suspect will often say, "They didn't read me my rights!" Police do not have to read
Miranda warnings to everyone who is arrested. The only time the police must read
Miranda warnings occurs when they: (1) take a suspect into custody and (2) interro-
gate the suspect. Failure to read a suspect their Miranda warnings does NOT make
the arrest illegal.

1. Define arrest.
2. Give an example of probable cause.
3. What is a Miranda warning?
4. Under what circumstances can a police officer hold what
you say against you in court if he or she has not read you
your right?
5. Give an example of “fruit of the poisonous tree.”

C-10
 BOOKING PROCEDURES L39

You get to ride in a squad

car downtown, have your
picture taken, make a cou-
ple phone calls and see just
what your fingerprints look like!
These are a few of the thrills
you’ll experience when you’re Booking is the formal process
being booked into custody. of taking an individual into
police custody. It is a
process that requires strict
adherence to protocol. When a suspect is correctly
OVERVIEW: booked into custody, safety is preserved and justice
DISCUSS HOW THE BILL OF RIGHTS is served.
PROTECTS INDIVIDUALS FROM
GOVERNMENT ABUSES. Some of the steps in booking
DISTRIBUTE THE CADET HANDOUTS AND someone into custody include:
DISCUSS HOW THE BILL OF RIGHTS
A body search
AFFECTS POLICE PROCEDURE.
Mug shots
CONCLUDE WITH A CROSSWORD
TESTING THE CADETS’ KNOWLEDGE OF
Fingerprints
THE BILL OF RIGHTS. Routine questions on background
information for police report
OBJECTIVE: (name, address, etc.)
CADETS WILL RECOGNIZE THE
LIMITATIONS THAT THE BILL OF RIGHTS In this lesson, we will learn the
IMPOSES ON LAW ENFORCEMENT details of each step and why each one is required
OFFICERS AND THE JUDGMENT BEHIND within criminal justice.
THESE LIMITATIONS.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-11
L39 BOOKING PROCEDURES

A BODY SEARCH
Police departments have strict Standards of Procedures concerning body
searches. As an officer, you apply the handcuffs to the suspect first. Then
search the entire left side followed by the right side. Ask the suspect what is
in their pockets before searching inside the pockets. Keep the suspect off
balance to insure safety.
• Question: Any ideas on why these steps are so necessary?

ARREST REPORT
Reports must be accurate and concise! Consider what you have already
learned about the importance and detail of report writing.

FINGERPRINTING
Most major police forces maintain collections of fingerprints. According to
the British standard, if the sets of fingerprints share at least 16 characteris-
tics, then you can be virtually certain that they are from the same person.
Historically, searching fingerprint collections was a time-consuming manual
task based on various systems of classification. Modern computerization of
fingerprint collections makes the task much easier these days.
• Emphasize that every accused person acts differently during the book-
ing procedure and police will be attempting to fingerprint intoxicated
and irate persons, as well as calm persons.

LIABILITY
This includes the preparation of a property envelope in which a prisoner’s
personal property (including personal items like wallet and keys) is kept and
documented. Prisoner detainment forms, which document the state of the
prisoner every half hour via videotape, must also be completed.
* Why is their a need to record the condition of the prisoner?

TELEPHONE CALLS
Any person under arrest is afforded an opportunity to make a telephone call
to any person that he or she may choose, without undue delay. They may call
a family member, a friend, an attorney, or anyone else who can help. The
police have a right to complete their booking procedure before the call is
made.

ROUTINE BOOKING QUESTIONS

When a person is arrested, there are certain questions that are asked as a
matter of routine, usually as part of the booking process. A prisoner’s answers
to such questions are exempt from Miranda because most routine booking
questions are not likely to elicit incriminating responses.

As a general rule, a question will be deemed a “routine booking question” if it

seeks basic identifying data or biographical information that is necessary to

C-12
 L39
complete the booking or pretrial services process. Questions falling into this category typi-
cally include inquiries into the suspect’s name, address, date of birth, physical description,
telephone number, occupation, social security number, employment history, arrest record,
spouse’s name, and parents’ names.

LIMITS TO ROUTINE BOOKING QUESTIONS

On the other hand, questions that go beyond what is required to complete the booking proc-
ess will not be considered “routine booking questions.” For example, in People v. Morrisan,
the officer who was booking a murder suspect asked, “Who are you accused of killing?” The
suspect responded, “I killed my sister-in-law.” The officer testified that his question was a
fairly standard one when booking a murder suspect because of the possibility of retaliation if
the victim had friends or relatives in the jail.

Nevertheless, the court ruled the question was not a routine booking question because it
went “well beyond the type of neutral questioning permissible in a booking interview.”

THE “LINE-UP”
Poor line-up identification procedures can lead to increased risk of false identification
or inflated confidence. Here are rules to follow to conducting a line-up that avoids
mistaken identity.

• All persons in the line-up should be of the same general age, race, and physical ap-
pearance. Any movements, gestures, or verbal statements that are necessary should
be done "uniformly."

• All conversation between the law enforcement officer and the witnesses should be
"restricted to only indispensable direction," and in all cases "nothing should be said to the
witness to suggest the suspect is standing in the particular line-up."

• If more than one witness views the line-up, they should not be allowed to discuss among
themselves anything about the lineup, or their identifications, or non-identifications
.
• All efforts should be made to prevent a witness from viewing any photographs of the
suspect prior to the line-up. The person who conducts the line-up or photo spread should
not be aware of which member of the line-up or photo spread is the suspect.

• Eyewitnesses should be told explicitly that the person in question might not be in the
line-up or photo spread; therefore, they should not feel that they must make an identifi-
cation. They should also be told that the person administering the line-up does not know
which person is the suspect in the case.

• The suspect should not stand out in the line-up or photo spread as being different from
the distracters based on the eyewitness’s previous description of the culprit or based on
other factors that would draw extra attention to the suspect. The suspect will stand out
if she/he is the only one dressed in the type of clothes worn by the culprit.

C-13
L39 BOOKING PROCEDURES

FINGERPRINTING AND THE

POLICE LINE-UP OPTIONAL PRESENTATION #2:
Conduct either of the following exercises POLICE LINE UP
with an emphasis on the need to correctly Instruct six members of the class to stand
identify suspects. in the front of the room in a mock police
line-up. As they stand before the class.
OPTIONAL PRESENTATION #1: FIN- Explain to cadets that false eyewitness
GERPRINTING identification is the primary cause of the
Using a cadet, demonstrate the correct conviction of innocent people. The mo-
method of fingerprinting. Borrow finger- ment in which an eyewitness views a
print cards and printing mini-tables from lineup and identifies a criminal suspect is
the local police academy and allow the a significant juncture in the possible crimi-
cadets to pair off to practice fingerprint- nal prosecution of that person. An eyewit-
ing after the demonstration is complete. ness who says, "That is the person I saw
After you approve the clarity of your ca- pull the gun," is providing direct evidence
det’s prints, have them fingerprint their of guilt. Scientific eyewitness researchers
partner again using an official police fin- have shown that certain methods of con-
gerprint card. Keep each card on file for ducting line-ups are particularly likely to
future activities. promote false identifications of innocent
WHO'S THE SUSPECT? suspects by eyewitnesses.
• Using a fingerprint inkpad, have ca-
dets leave their prints on blank white
paper.
• Choose three prints per cadet and cut
out the prints from the paper for your
samples.
• As you cut out the three prints per
cadet, number the prints with a code
so you know whose print belongs to
whom (example: #1 is John Smith, #2
is Mary Johnson, etc.). If you have 15
cadets in your class, you will have 45
fingerprints.
• Shake up the individual fingerprint
JPA Cadets learn the finger print
samples, and keep them in a jar. each other during a class activity.
• Get the fingerprint cards of the ca-
dets that were made in optional pres-
entation #1.
• Give each cadet two fingerprint sam-
ples from the jar. Cadets must deter-
mine whose fingerprints they have
using the fingerprint cards to analyze
and match.

1. What is booking?
2. List three steps when booking a suspect.
3. List three routine booking questions.
4. What makes a line-up a dangerous way to identify a culprit?
5. What rules are in place to avoid misidentification in a line-up?

C-14
 POLICE INTERROGATION: A SEARCH FOR THE TRUTH L40

Police interrogation is one of

the most effective tools for
bringing a criminal to justice.
The word “interrogation”
sounds intimidating and the process
is often quite stressful for the
subject being questioned. There are many methods of
police interrogation. In the
hands of a seasoned police
professional, interrogation
is an art form requiring perseverance, logic, self-control
OVERVIEW: and integrity. When conducted crudely, the process can
CADETS WILL BE INTRODUCED TO THE include threats and even torture. This extreme form of
SKILLS REQUIRED FOR POLICE interrogation is not uncommon in some foreign countries
INTERROGATION. THE LESSON WILL where prisoners have few rights.
ALSO EXAMINE THE ISSUES
SURROUNDING UNETHICAL TACTICS
A powerful tool, interrogation also involves
USED BY POLICE INTERROGATORS IN
many problems:
FOREIGN NATIONS

OBJECTIVE: • Ascertaining when a suspect or witness

CADETS WILL RECOGNIZE THE NECESSITY is telling the truth
OF INTERROGATING INDIVIDUALS • Evaluating memory
PURSUANT TO LEGAL STANDARDS. • Allowing for the physical and mental
CADETS WILL BE ABLE TO DISTINGUISH
condition of a witness or suspect
BETWEEN APPROPRIATE AND
INAPPROPRIATE INTERROGATION • Understanding the problems created by
TACTICS. an individual's perspective

In this lesson, we with learn techniques used by law

enforcement to uncover the truth through interrogation.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-15
L40 POLICE INTERROGATION: A SEARCH FOR THE TRUTH

WHAT IS AN INTERROGATION?
If a person is in custody, including the backseat of a patrol car, and he is not free to
leave and did not voluntarily come to you to tell you what you want to know — then, by
definition, any conversation you have with him is an interrogation.

WHY INTERROGATE?
While some of strategies used in interrogation might seem sneaky, remember what might
be at stake: the identity of a murder suspect or the location of a lost child. Regardless
of the seriousness of the crime, a police interrogator must never forget that confessions
must be "voluntary" and given of "free will."

TIPS FOR GETTING AT THE TRUTH

Skillful interrogation is developed through experience over time. Your questions depend
of how the previous ones were answered. Interrogation is really an interplay between
two people. You have to play it by ear. You have to think on your feet. There is no sure-
fire formula, but some principles hold true:

Relax
First, establish a rapport with the subject, small talk helps. Begin asking minor
questions. Get the subject accustomed to answering your questions. Minimizing
the moral seriousness of the offense, particularly in sex cases, may encour-
age the subject to talk. For this reason, never use words like "kill," "steal,"
and "confess." Use "shoot" or "stab," "take," and "tell the truth." Don’t
accuse the person of lying, ask for clarifications of certain points or say,
"you haven't told me the whole story."

Classic Pitfalls
A sharp police interrogator will pick up on things the suspect might not
realize that they said. A classic pitfall is making excessive statements of
truth such as, "I swear on my mother's grave," or "there's no way I could
have possibly done that.” These statements strongly suggest that the suspect is lying, as
do challenges like: "If you think I've done it, then charge me and we'll sort it out in
court.” Bargaining ploys are another give away: "If I admit it, can I have bail?"

Desperate to Obtain Information

Suspects are often desperate to obtain information regarding their immediate future -
this is only natural. The suspect may say: "What will happen to the person who did this
when you finally catch them?” Again, this strongly suggests that the suspect has much to
hide.

Furniture and the Interviewer

The power of persuasion is greater when the interviewer removes the barrier of the desk
that creates a division of "their" space and "suspect’s" space. It is common for interview-
ers to touch the suspect in a gesture of support and friendship. It is not unusual for a
suspect to accept the hand of friendship in such a situation and confess. It might be bet-
ter to dress in conservative civilian clothes, rather than in uniform. Treating people with
respect, even suspected murderers, can aid in eliciting their cooperation. Take off the
subject's handcuffs. Another officer can observe from outside through a one-way glass
for safety.

C-16
The Silent Treatment
The interviewer will often fall silent, putting pressure on you to fill in these
L40
“pregnant pauses.”

Expressions of Approval
Offer expressions of approval, both verbal and non verbal. Give verbal compliments
such as "You're no fool", etc. Non-verbal compliments—a little shake of the head as if
to say that I admire you for saying that—will also to make the suspect feel good and
encourage further dialogue.

The Ultimate Weapon: Lie Detector

The most dramatic gain in interrogation technology is the polygraph, or so-called lie
detector. This instrument records physiological phenomena such as blood pressure,
pulse rate, and respiration of a human subject as he answers questions put to him by
an operator. The data is then used as the basis for making a judgment as to whether
or not the subject was lying.

The first modern polygraph was constructed in 1921 by John A. Larson, a medical
cadet at the University of California, working with a member of the lo-
cal police department. Larson's instrument was capable of con-
tinuously recording blood pressure, pulse and respiration; since
it recorded these three conditions simultaneously it was
called a polygraph.

Limited Results
Even though the polygraph has been formally and success-
fully used in police intelligence and security investigation
since 1924, there is still no complete agreement by psycholo-
gists as to its validity. Furthermore, the results of a polygraph
test are not always judicially acceptable. Despite these qualifica-
tions, the polygraph has proved an invaluable aid to police interrogation and the de-
velopment of investigative leads.

O.J. & the Lie Detector

It was reported that O.J. Simpson had in fact consented to a lie detector test at the
time of his police interrogation following the murders of Nicole Brown and Ron Gold-
man. However, the trial judge excluded the lie detector testimony and Simpson in-
sisted that he never took a lie detector test, despite harsh questioning by plaintiffs'
attorney Daniel Petrocelli. The lawyer said Simpson did take a test, which he failed
with a minus 22, indicating "extreme deception."

Petrocelli’s line of questioning led Simpson's attorneys to call for a mistrial, but the
motion was denied. The judge did issue special instructions to the jurors. "There is no
evidence Simpson took a lie detector test, there is no evidence of a score, there is no
evidence of what the score means," the judge told them. "You must treat the subject
as though you never heard of it."

C-17
L40 POLICE INTERROGATION: A SEARCH FOR THE TRUTH

ETHICS & POLICE However, according to ex-police, it does

INTERROGATIONS
Have your cadets read the following essay
by philosopher Gordon Marino and discuss
the ethical implications of torture when
used in interrogations.
JUSTIFYING TORTURE
In 1997, the United Nations committee
condemned Israeli security forces for using
torture as a method of interrogation.
According to human-rights groups, Israeli
security forces detained over 100,000
Palestinian suspects between 1988 and
1994, one-third of who were violently
interrogated and often severely beaten.
DIFFERING VIEWS
While many Israelis are appalled by the
use of violence, others argue that they are
just being honest about a practice that is
common to every police force in the
world. Others maintain that when the use
of physical force is acknowledged by the
state, it can be monitored and limited,
but when the use of hoods, prongs, and
electric prods is covert, there is no
mechanism to control professional pain-
makers.
TICKING TIME BOMB
Whenever the issue of violent
interrogation comes up, Israeli security
forces maintain that the use of force is
necessary to extract information about
terrorist activities that will in the end
save the lives of many potential victims.
Proponents of interrogation by ordeal
invariably invoke the "ticking bomb
scenario" --that is, the situation in which a
terrorist action has been planned and a
suspect is in custody that could provide
the information that would stop the
action. The suspect will not cooperate,
and the hour and minute hands of the
clock are circling, faster and faster.
not take a ticking bomb to get either the
Israeli or the even less-discriminating
forces of the Palestinian Authority to start
shaking people's heads (a common form of
violent interrogation) to the brink of
death.
WOULD AMERICANS THINK
DIFFERENTLY?
When the Israeli proponents of violent
interrogation read that Americans find
their practices morally repugnant, they no
doubt mutter, "Americans would think
differently if they had to worry
about their children being killed
by a bomb on the way to school!"
No doubt that is true, which only
goes to show that most of us are
simply human and cannot help
but feel and act as though the
need to secure the safety of our
own children trumps all other
considerations--including the
needs of other people to protect
their children.
During the first seventy years of the 20th
century, over 4,000 African-Americans
were lynched in the U.S. When these
killings took place there were white
people who wanted to resist the violence,
but suppressed it in fear of putting their
own children in harm's way.
Are Israeli Security Forces justified in
using torture? Why/why not?

1. Define Interrogation.
2. List two types of reactions an interrogator might get from a suspect?
3. Why do police department in the U.S. avoid torture in interrogations?
4. What types of problems are often encountered with the reliability of an
interrogation?
5. What is a polygraph and how does it work? Why is it used on people under
suspicion?
C-18
 ORDER IN THE COURT! L41

Police do not convict citizens

of a crime. They do not have
the power to send someone
to prison. These powers rest The answer is a court of law.
with only one authority. Does
Courts of law are the umpires of
anyone know who that is? the American legal system. By
definition: A COURT OF LAW is a
person or body of persons having judicial authority to hear and
determine disputes in particular cases; civil and criminal.

In the United States, each state has its own independent

OVERVIEW:
INSTRUCTOR WILL PROVIDE THE CADETS
WITH A BRIEF HISTORY OF THE COURTS
AND GENERAL KNOWLEDGE OF HOW
COURTS ARE STRUCTURED IN AMERICA.
OBJECTIVE:
CADETS WILL IDENTIFY THE
JURISDICTIONS OF VARIOUS COURTS
AND RECOGNIZE THE NEED FOR A
TIERED SYSTEM OF COURTS.
system of courts, capable as a whole of judging and ruling on
almost every conceivable matter and subject. There are also
federal courts, established to address federal questions and to
handle other cases that were not appropriately tried in state
courts.
All courts have the same set and cast
of characters:
Defendant: The person who is
accused of a crime and is being
tried.
Defense attorney or public
defender: The lawyer who defends the accused person. A
public defender is appointed if the accused is unable to pay
for an attorney.
Judge: The legal officer who presides over the courtroom and
directs and controls the trial.
Prosecutor: A public official who brings the government's case
against a person accused of a crime and asks the court to
convict that person.
Trial Jury: Usually made up of six to twelve people, the jury
listens to testimony from both the plantiff and defendant's
side and decides the verdict of a case.
Witness: A person who gives the jury information about the
case.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-19
L41 ORDER IN THE COURT!

The justice system in the United States consists of three parts: POLICE are the
officers who find the infraction and gather the evidence. JUDICIAL includes the
prosecutors, defense attorneys and judges who determine guilt or innocence
and impose sentences on those convicted. PENAL provides incarceration to
those who must check in to the iron hotel staffed by corrections officers.

Once you detect or discover the crime, you gather the evidence, take suspects
into custody, and if you think you have a case, you file charges. Right? Almost.

In filing charges, you recommend to the prosecutor that the charges be filed.
It is the prosecutor who actually files charges. When the prosecutor accepts the
case from you, it then becomes the prosecutor's case, not yours. You did all the
work up until this point and how well you did your work directly influences the
presentation of the case in court and what the findings might be. When you
take the case to the prosecutor, there's an overlapping of two parts if the jus-
tice system.

More police work may be required to complete the case be-

fore it is presented in court. You will be required to appear
and testify as to your actions, discoveries and findings. At this
point, you are a witness.

THERE ARE TWO TYPES OF TRIALS: CRIMINAL AND

CIVIL.
In a criminal trial, the government is prosecuting an individ-
ual for an offense that threatens the security of specific citi-
zens or society as a whole. Usually, criminal trials involve
actions taken as a result of malicious intent, although cases of extreme negli-
gence can also be considered criminal. Civil trials are disputes between two
parties. In both instances, the person that charges are being brought against is
the defendant. In criminal trials, the government is the prosecution. In civil
trials, the party initiating the action is called the plaintiff.

THERE ARE TWO TYPES OF COURTS: FEDERAL AND STATE

The justice system in the United States is one of the most unique in the world.
It consists of two separate levels of courts, state and federal, that can peace-
fully co-exist under the concept of federalism. The type of court that a case is
tried in depends on the law (state or federal) that was allegedly violated.

Most of the laws that govern our day-to-day living are state laws. Violations of
federal law include offenses involving federal government employees, crimes
committed across state lines (for example, kidnapping or evading arrest), and
fraud involving the national government (such as income tax or postal fraud).

DIFFERENT COURTS HEAR DIFFERENT TYPES OF CASES

Even if you determine that a state (not federal) court has the power to hear
your case, you must check to see whether the state has a specialized court to
handle your case's subject matter. Most states divide up their trial courts'ac-
cording to how much money in damages the plaintiff is seeking and what the
case is about.

C-20
 L41
STATE COURTS THAT SPECIALIZE ACCORDING TO THE PLAINTIFF'S
DESIRED RELIEF
When states divide up their trial courts' business according to the plaintiff's desired
relief, they typically consider the amount of money and the type of remedy a plain-
tiff seeks. For example, a court may only have the power to award monetary dam-
ages up to $5,000, or may have the power to award monetary damages but not to
issue a non-monetary ("extraordinary") remedy, such as an injunction (an order that
a defendant do something other than pay money, such as to tear down a fence that
encroaches on the plaintiff's property). States use somewhat varied formulas when
allocating business to trial courts according to a plaintiff's desired relief. However,
the following divisions are typical:

• Small claims courts, hearing cases involving up to $5,000.

• Courts for medium-sized claims, perhaps limited to cases involving up to
$25,000.
• Courts for all cases involving higher amounts, or involving requests for injunc-
tions or other non-monetary remedies.

Terminology for different court divisions varies from one state to another.
For example, a few states refer to their highest level trial courts as
"supreme courts," while other states refer to them as "superior," "district" or
"county" courts. Check your state's court rules if you are uncertain about
which level of court has the power to hear your case.

STATE COURTS THAT SPECIALIZE ACCORDING TO A CASE'S

SUBJECT MATTER

Many courts specialize in hearing certain types of cases regardless of the

dollar amount of the case or whether a plaintiff seeks non-monetary relief.
Specialization by subject matter allows judges and other court personnel to
build expertise and to quickly handle a certain type of case.

For example, a particular state may have specialized Family Law Courts
(hearing divorce, child support and related matters), Probate or Surrogate
Courts (hearing guardianship cases, determining the validity of wills and
trusts and distributing the property of deceased persons) and, in a few states, even
Landlord-Tenant Courts. If a state has set up a specialized court to hear your type
of case, that is the court to which your case will be assigned regardless of how
much money you seek or of whether you seek a non-monetary remedy.

C-21
L41 ORDER IN THE COURT!

COURT TERMS EVERY POLICE to persuade the fact finder (judge or

OFFICER SHOULD MASTER
Have a cadet write each term on the
board, then ask the class to define the
term.
Acquittal: Judgment that a criminal
defendant has not been proved guilty
beyond a reasonable doubt.
Bail: Security given for the release of a
criminal defendant or witness from
legal custody (usually in the form of
money) to secure his appearance on the
day and time appointed.
Bench trial: Trial without a jury in
which a judge decides the facts.
Capital offense: A crime punishable by
death.
Circumstantial evidence: All evidence
except eyewitness testimony.
jury) to decide the case for one side or
the other.
Hearsay: Statements by a witness who
did not see or hear the incident in
question but heard about it from some-
one else. Hearsay is usually not admissi-
ble as evidence in court.
Jury: Persons selected according to
law and sworn to inquire into and de-
clare a verdict on matters
of fact.
Plea: In a criminal case,
the defendant's statement
pleading "guilty" or "not
guilty" in answer to the
charges, a declaration
made in open court.
Sentence: The punish-
ment ordered by a court
for a defendant convicted of a crime.

Common law: The legal system that Sequester: To separate. Sometimes

originated in England and is now in use
in the United States. It is based on judi-
cial decisions rather than legislative
action.
Conviction: A judgment of guilt
against a criminal defendant.
Defendant: In a civil suit, the person
complained against; in a criminal case,
the person accused of the crime.
Evidence: Information presented in
testimony or in documents that is used
juries are sequestered from outside
influences during their deliberations.
Sidebar: A conference between the
judge and lawyers held out of earshot
of the jury and spectators.
Subpoena: A command to a witness to
appear and give testimony.
Testimony: Evidence presented orally
by witnesses during trials or before
grand juries.

1. What is a Court of Law?

2. Name the two levels of courts into which our system is divided.
3. What are the two types of trials? How are they different?
4. List two types of courts that see cases based on their subject matter.
5. Which court is referred to as “Highest court in the land”?

C-22
 JUVENILE/DRUG COURT L42

In our criminal justice

system, juveniles are
treated differently from
adults. As a matter of
fact, they have their own sepa-
rate court typically known as
Juvenile Court or Drug Court.
Special procedures are set up by
every state to deal with young
people. Juvenile courts handle
most of the cases in which young
people (usually called "juveniles"
or "minors") are accused of
committing crimes.

OVERVIEW:
INSTRUCTOR WILL PROVIDE THE CADETS
WITH AN OVERVIEW OF JUVENILE AND
DRUG COURTS.
OBJECTIVE:
CADETS WILL GAIN AN APPRECIATION
OF WHY SPECIAL COURTS HAVE BEEN
ESTABLISHED TO DEAL WITH JUVENILE
AND DRUG OFFENDERS.
Why do you suppose we treat young people differently?
The answer may be that rehabilitation is more likely and
more desirable with young people. The other reason is
that young people may not fully understand the
seriousness of their crimes.
Not every young person who commits an
offense ends up in juvenile court. A
police officer who suspects that a minor
has committed a crime may:
detain and warn the minor against
further violations, and then let the minor
go free
detain and warn the minor against
further violations, but hold the minor
until a parent or guardian comes for the minor, or place
the minor in custody and refer the case to a juvenile or
drug court.

Today we will examine the last option and take a closer

look at our country’s efforts to effectively apply juvenile
justice.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-23
L42 JUVENILE/DRUG COURT

Treated Differently from Adults

In the United States, juveniles involved with the law are treated
differently from adults; however, this was not always the case. Earlier
in our history, children were thrown into jails alongside adults. Long
prison terms and corporal punishment (striking the juvenile's body)
were common. Some children were even sentenced to death for minor
crimes.

History of Teen Justice

In the mid-nineteenth century, reformers began to argue that the
failure of the family was the cause of delinquent behavior. A separate
juvenile court was created to assume the responsibility that was
previously the parents' job. Instead of punishing young people through
the adult system, a separate juvenile court would seek to rehabilitate
them, trying to help them learn community values.

Hearings are closed to the public to protect the youth's identity. Since
its inception, the juvenile justice system has continued to be defined
in part by the tension between a "humanitarian" philosophy
(rehabilitation) and a "control" philosophy (punishment). This has
played a major role in determining the system's practices.

What is Drug Court?

Drug Court is a special kind of court given the responsibility of
handling cases involving drug-using offenders. This program speeds up
the prosecution process by hearing cases within ten days of arrest and
starting treatment as soon as possible. A minimum of one year’s
participation is required. During this time, offenders are on probation
and are subject to the rules of the Probation Department. Upon
successful completion of the program, offenders generally have their
case dismissed.

History of Drug Court

Since the first drug court was established in 1989 in Miami, Florida,
the number of national drug courts has grown rapidly.

946 Drug Courts in Operation

547 Adult Drug Courts
245 Juvenile Drug Courts
59 Family Drug Courts
14 Combination Drug Courts

The Success of Drug Courts

The success of the drug court system is well documented:
Drug courts provide more comprehensive supervision of the drug-using
offender than other forms of community supervision.
Drug use and criminal behavior are substantially reduced while clients
are participating in drug court.
Criminal behavior of participants is lower after program participation,
especially for graduates.
Drug courts generate cost savings, at least in the short term, from
reduced jail/prison use, reduced criminality and lower criminal justice
system costs: $10 savings for every $1 spent on drug court.

C-24
Drug courts have been quite successful in bridging the gap between
the court and the treatment/public health systems and spurring
greater cooperation among the various agencies and personnel within
L42
the criminal justice system, as well as between the criminal justice
system and the community.

Is Drug Court a “Soft on Crime” Program?

Drug courts control participants’ drug usage and activity through
frequent drug testing, intensive case management supervision,
judicial monitoring, and immediate sanctions that include terms of
incarceration in response to program violations. Without Drug Court,
this same population often receives little jail time, less supervision,
and minimal drug testing or treatment, giving these offenders little
reason to change their behaviors.

Who is Eligible for Drug Court?

• Drug Court is intended for male and female drug abuse offenders
who meet the following criteria:
• No more than one prior felony conviction
• No more than five prior contempt charges
• No previous arrest or conviction for drug trafficking or
distribution of drugs
• No violent misdemeanant criminal history in the past five years
or violent felony in the past 10 years
• Agreement between the arresting police department and the
prosecutor that the client is appropriate for the program

Shouldn't Serious Offenders Be Excluded from Drug Courts?

The most serious offenders are typically sent directly to state
prisons. Serious offenders who are not sent to state prisons may be
given up to a year in the county jail. Once released from jail, the
drug court program provides the most intensive and comprehensive
control of the offender's drug usage and criminality available.
Typically that involves monitoring by the drug court judge, weekly
supervision by probation officers, and daily drug tests and treatment
sessions.

Will Drug Courts Provide More Jail Space for Violent Criminals?
With “Three-Strikes-You're-Out” statues proliferating and long-term
incarceration for serious offenders increasing, Drug Court programs
are needed to free up limited prison space for violent and habitual
criminals.

Do Drug Courts Save Money?

Incarceration of drug-using offenders costs between $20,000 and
$50,000 per person per year. The capital costs of building a prison
cell can be as much as $80,000. In contrast, a comprehensive Drug
Court system typically costs less than $2,500 annually for each
offender.

C-25
L42 JUVENILE/ DRUG COURT

AVOIDING FORMAL CHARGES In addition to these official reasons, the

Here's a list of factors, both official and
"off the record," that intake officers con-
sider when deciding whether to formally
charge a juvenile with a crime:
The severity of the offense. A serious
crime is more likely to result in the
filing of a petition than a less serious
crime.
The minor's age. Petitions are more likely
to be filed in cases involving older chil-
dren.
The minor's past record. Formal charges
are more likely when a minor has been
previously involved with juvenile
court.
The strength of the evidence that the
minor committed a crime. Obviously,
stronger evidence leads to a greater
likelihood of formal charges.
The minor's gender. Formal charges are
more likely to be filed against boys
than against girls.
The minor's social history. Petitions are
more likely to be filed when children
have a history of problems at home or
at school.
The parent's or guardian's apparent abil-
ity to control the minor. The greater
the lack of parental control, the more
likely the intake officer is to file a
petition.
filing decisions of many intake officers can-
not help but be swayed by a number of
subjective factors. These may include:
The minor's attitude. Formal proceedings
are less likely when a child shows re-
morse for committing a crime.
The minor's manner of dress. If the
young person dresses well, is
neatly groomed and is polite, in-
take personnel are more likely to
handle the case informally.
Whether the minor has family or
community support. The more
support the young person has, the
more likely the intake officer is to
deal with the case informally.
Whether the minor has an attorney.
Disposing of a case informally may
be less likely when a child has a
lawyer.
BEYOND THE CLASSROOM
Visit a juvenile court to find out more
about juvenile justice procedures.
Interview local prosecutors to find out
how often juveniles are sent to the
criminal system in your area.
Research the gun laws in your area to
determine whether parents can be
prosecuted for not securing guns prop-
erly in their homes.

1. How are juvenile courts different from adult courts?

2. What is a drug court?
3. What options do drug courts offer violators?
4. What is the goal of drug courts?
5. Why Is it cheaper to send an offender through the drug courts
than to incarcerate him?
C-26
 YOUR DAY IN COURT L43

Lots of things can happen

during a criminal trial,
many of them surprising.
Nevertheless, most trials
follow a uniform set of
procedures in an effort to
insure that everyone receives
equal justice.
Most crimes are handled
without the need for a trial.
For instance, with many
parking violations, you may
simply call the court to find
out how much the fine is and
then you can plead guilty
and send in payment for the
fine.

OVERVIEW:
DISCUSS COURT PROCEEDINGS.
DISTRIBUTE THE CADET HANDOUT AND
GO OVER THE DETAILS OF A CRIMINAL
TRIAL. CONCLUDE BY DEBATING THE
ISSUE OF BRINGING CAMERAS INTO THE
COURTROOM.
If you wish to plead not guilty and have a hearing
on the matter, you must show up at the
assigned hearing. You may have an attorney
present with you at the hearing or defend
yourself. Usually the "trial" is heard at this
first hearing and the sentence rendered
after the submission of the evidence.

OBJECTIVE: Misdemeanors and felony criminal

CADETS WILL GAIN AN UNDERSTANDING
OF THE NEED FOR AND THE ANATOMY
OF THE STEPS A COURTROOM FOLLOWS
DURING A CRIMINAL TRIAL.
proceedings are more complex. As with a
petty crime proceeding, you may have an
attorney appear with you throughout the
proceeding, or waive your right to counsel and
represent yourself.

In this lesson, we will review the various steps

courts have established in their quest for justice.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-27
L43 YOUR DAY IN COURT

AN ANATOMY OF A CRIMINAL TRIAL

For most felony proceedings, the trial occurs accordingly:

Judge or jury. The defense decides whether it wants the case tried by
a judge or a jury (the prosecution can't require a jury trial).
Jury selection. If the trial will be held before a jury, the defense and
prosecution select the jury through a question and answer process
called "voir dire." In federal courts and many state courts, the judge
carries out this process using questions suggested by the attorneys
as well as questions that the judge comes up with on his or her own.
Addressing evidence issues. The defense and prosecution request in
advance of trial to admit or exclude certain evidence. These re-
quests are called motions "in limine."
Opening statements. The prosecution and then the defense make open-
ing statements to the judge or jury. These statements provide an
outline of the case that each side expects to prove. Because neither
side wants to look foolish to the jury, the attorneys are careful only
to promise what they think they can deliver. In some cases, the
defense attorney reserves opening argument until the beginning of
the defense case.
Prosecution case-in-chief. The prosecution presents its main case
through the direct examination of prosecution witnesses by the
prosecutor.
Cross-examination. The defense may cross-examine the prosecution
witnesses.
Redirect. The prosecution may reexamine its witnesses.
Prosecution rests. The prosecution finishes presenting its case.
Motion to dismiss. The defense makes a motion to dismiss charges.
(Optional)
Denial of motion to dismiss. Almost always, the judge denies the de-
fense motion to dismiss.
Defense case-in-chief. The defense presents its main case through di-
rect examination of defense witnesses.
Cross-examination. The prosecutor cross-examines the defense wit-
nesses.
Redirect. The defense reexamines the defense witnesses.
Defense rests. The defense finishes presenting its case.

C-28
Prosecution rebuttal. The prosecutor offers evidence to refute the de- L43
fense case.
Settling on Jury Instructions. The prosecution and defense get together
with the judge and craft a final set of instructions that the judge
will give the jury.
Prosecution closing argument. The prosecution makes its closing argu-
ment, summarizing the evidence as the prosecution sees it, and ex-
plaining why the jury should render a guilty verdict.
Defense closing argument. The defense makes its closing argument,
summarizing the evidence as the defense sees it, and explaining why
the jury should render a not guilty verdict or a guilty verdict on a
lesser charge.
Jury instructions. The judge instructs the jury about what law to apply
to the case and how to carry out its duties. Some judges "pre-
instruct" juries, reciting instructions before closing argument or even
at the outset of trial.
Jury deliberations. The jury (if it is a jury trial) deliberates and tries to
reach a verdict. Most states require unanimous agreement, but Ore-
gon and Louisiana allow convictions with only 10 of 12 votes.
Post-trial motions. If the jury produces a guilty verdict, the defense
often makes post-trial motions requesting the judge to override the
jury and either grant a new trial or acquit the defendant.
Denial of post-trial motions. Almost always, the judge denies the de-
fense post-trial motions.
Sentencing. Assuming a conviction (a verdict of "guilty"), the judge ei-
ther sentences the defendant on the spot, or sets sentencing for
another day.

RULES REGARDING TRIALS

1. Sixth amendment guarantees a speedy trial (in

most states after 120 days, a defendant goes
free.)
2. Trial by jury is available (12 persons constitute a jury.)
3. Trial is normally public.

DISCUSS:
Discuss the importance of each step in court procedure.
Are there any steps that could be eliminated? What would the conse-
quences be?

C-29
L43 YOUR DAY IN COURT

CAMERAS IN THE COURTROOM

Should the media be permitted to cover all criminal trials?

Often times, during major trials, the public yearns for knowledge of ex-
actly what happened. However, the media while providing this service, can
"taint" their presentation with their own biases, and potentially fill the
public mind with analyses and speculations that have little to no concrete
basis, disrupting the actual trial proceedings.

A perfect example of this occurred in 1966, "Sheppard vs. Maxwell," when

Dr. Samuel H. Sheppard was accused of murdering his wife. The media
turned the courtroom, according to the Supreme Court ruling in the case,
into a "circus."

There were cameras scattered across the entire room, and wit-
nesses were harassed by reporters while testifying. Sheppard's
conviction was reversed by the Court due to the manner in which
the trial was handled.

Therefore, it is held that the Sixth Amendment right to a fair

trial conflicts with the First Amendment right to Freedom of the
Press and the Sixth Amendment right to a public trial.

DISCUSSION QUESTIONS
• What do you think?
• Do you feel that the press should be allowed, in certain
courtroom areas, in all trials?
• Do you feel that a temporary ban should be placed on the
publication of details pertaining to a criminal investigation until a jury
in the matter has been selected?
• Do you believe that the press covers criminal trials, in greater part, to
protect our rights or to increase its profits?

1. Why is it necessary to follow a specific order of actions during a trial?

2. What steps take place before the trial?
3. Who has the first opening statement?
4. Can a judge override the jury’s decision?
5. List three rules regarding trials.

C-30
 INSIDE THE COURTROOM:
ANSWERS TO FREQUENTLY ASKED QUESTIONS L44

You have all watched court-

room dramas on TV, but
have you ever wondered
what really goes on in the
halls of justice? Is insanity really a
defense and is self-defense an ac- We will get to these questions
later, but right now let’s
ceptable excuse in a murder trial? review the basics you should
all know from having watched
Law & Order or even Ally McBeal. I’ll throw out some
courtroom terms and you provide the definition:

OVERVIEW: Cross-examination: The questioning of a witness by the

DISCUSS SOME GENERAL COURTROOM
TERMS.
DISTRIBUTE THE CADET HANDOUT AND
DISCUSS FREQUENTLY ASKED QUESTIONS
ABOUT THE COURTS.
CONCLUDE BY TAKING A FIELD TRIP TO
A COURTHOUSE.
OBJECTIVE:
CADETS WILL HAVE MISCONCEPTIONS
DUE TO THE MEDIA, ADDRESSED. THEY
WILL GAIN A DEEPER UNDERSTANDING
OF THE COURTROOM EXPERIENCE.
lawyer for the opposing side.
Acquittal: A legal determination that a person who has
been charged with a crime is innocent.
Appeal: A request for a higher court to
review a decision made by a lower
court.
Arraignment: When the accused is
brought before the court to hear the
charges and then to plead guilty or
not guilty
Conviction: The result of a criminal trial
in which a person is found guilty.
Mistrial: A trial that becomes invalid, is
essentially canceled, because of a
mistake in procedure.
Sentence: The punishment given to a person who has
been convicted of a crime.
Verdict: A decision of guilty or not guilty is handed down
by the jury.
Your Honor: The way a judge is addressed in a
courtroom.

Now let’s move on to some more complicated legal

questions.

Now, have
your cadets take out their
Cadet Handout for this unit.

C-31
 INSIDE THE COURTROOM:
L44 ANSWERS TO FREQUENTLY ASKED QUESTIONS

The following are some frequently asked questions about how America’s courts
determine the guilt or innocence of a defendant.

WHAT DOES IT MEAN TO PROVE GUILT "BEYOND A REASONABLE

DOUBT?"
The prosecutor must convince the judge or jury hearing the case that the defendant
is guilty "beyond a reasonable doubt." This standard is very hard to meet. (By
contrast, in non-criminal cases, such as an accident or breach of contract, a plaintiff
has to prove her case only by a preponderance of the evidence -- just over 50%.)

As a practical matter, the high burden of proof in criminal cases means that judges
and jurors are supposed to resolve all doubts about the meaning of the evidence in
favor of the defendant. With such a high standard imposed on the prosecutor, a
defendant's most common defense is often to argue that there is reasonable doubt--
that is, that the prosecutor hasn't done a sufficient job of proving that the defendant
is guilty.

IF I'M ACCUSED OF A CRIME, AM I GUARANTEED A TRIAL BY

A JURY?
Yes. The U.S. Constitution gives a person accused of a crime the right to be
tried by a jury. This right has long been interpreted to mean a 12-person jury
that must arrive at a unanimous decision to convict or acquit.

CAN A JURY ACQUIT ME EVEN IF I BROKE THE LAW?

The jury has the ultimate power to decide whether a person is guilty of a
crime. As the "conscience of the community," jurors can free a defendant
even if they think the defendant actually committed the crime charged. The
name for this power is "jury nullification." It has always been a part of our
judicial system.

I AM CONFUSED ABOUT WHY A DEFENDANT WOULD CHOOSE TO

NOT TESTIFY. IF I WERE INNOCENT, WHY WOULDN'T I WANT TO TAKE
THE STAND AND TELL MY STORY?
A criminal defendant has a right not to testify, and jurors will be told that they
cannot assume anything negative if the defendant decides to keep quiet. Of course,
some jurors do make assumptions and they cast their votes accordingly. On the other
hand, there are some excellent reasons why a defendant might remain silent in
court:
• If the defendant has previously been convicted of a crime, the prosecutor may
be able to bring this fact out if the defendant testifies. Evidence of a previous
crime may cause some jurors to think that the defendant is guilty of the current
crime, too.
• If the defendant testifies, the prosecutor may be able to bring out other
information that tarnishes the defendant's reputation and discredits his
testimony.
• Some defendants have a poor demeanor when speaking in public. A judge or jury
may not believe a defendant who, though telling the truth, is a nervous witness
and makes a bad impression.
• The defendant may have a perfectly good story which would nevertheless sound
fishy to the average jury in that particular locale.

C-32
WHAT IS SELF-DEFENSE AND HOW CAN A DEFENDANT PROVE IT?
Self-defense is a common defense asserted by someone charged with a crime of L44
violence, such as battery (striking someone), assault with a deadly weapon or
murder. The defendant admits that she did in fact commit the crime, but claims that
it was justified by the other person's threatening actions. The core issues in most
self-defense cases are:

• Who was the aggressor?

• Was the defendant's belief that self-defense was necessary a reasonable one?
• If so, was the force used by the defendant also reasonable?

Self-defense is rooted in the belief that people should be allowed to protect

themselves from physical harm. This means that a person does not have to wait until
she is actually struck to act in self-defense. If a reasonable person thinks that she is
about to be physically attacked, she has the right to strike first to prevent the
attack, but she cannot use more force than is reasonable. If she does, she may be
guilty of a crime.

WHEN CAN A DEFENDANT WIN AN ACQUITTAL ON GROUNDS OF

INSANITY?
The insanity defense is based on the principle that punishment is justified only if the
defendant is capable of controlling his or her behavior and understanding that what
he or she has done is wrong. Because some people suffering from a
mental disorder are not capable of knowing or choosing right from
wrong, the insanity defense prevents them from being criminally
punished.

The insanity defense is an extremely complex topic; many scholarly

works are devoted entirely to explaining its nuances. Despite popular
perceptions to the contrary, defendants rarely enter pleas of "not guilty
by reason of insanity." On the few occasions that the defendant does
raise it, judges and jurors rarely support it.

Defendants found not guilty by reason of insanity are not automatically

set free. They are usually confined to a mental institution, and not
released until their sanity is established. These defendants can spend more time in a
mental institution than they would have spent in prison had they been convicted.

CAN A DEFENDANT GO FREE BECAUSE HE WAS DRUNK OR HIGH

ON DRUGS WHEN HE COMMITTED A CRIME?
Defendants who commit crimes under the influence of drugs or alcohol sometimes
argue that their mental functioning was so impaired that they cannot be held
accountable for their actions. Generally, however, voluntary intoxication does not
excuse criminal conduct. People know (or should know) that alcohol and drugs affect
mental functioning, and thus they should be held legally responsible if they commit
crimes as a result of their voluntary use.

Some states allow an exception to this general rule. If the defendant is accused of
committing a crime that requires what's known as "specific intent" (intending the
precise consequences, as well as intending to do the physical act that leads up to
the consequences), the defendant can argue that he was too drunk or high to have
formed that intent.

This is only a partial defense, however, because it doesn't entirely excuse the
defendant's actions. In this situation, the defendant will usually be convicted of
another crime that doesn't require proof of a specific intent-for example, assault
with a deadly weapon instead of assault with the intent to commit murder.

C-33
L44 INSIDE THE COURTROOM:
ANSWERS TO FREQUENTLY ASKED QUESTIONS

A DAY AT THE COURT HOUSE

B. Questions to ask a judge if you can interview one:
FIELD TRIP • Does the court presently have a large backlog of
Cadets will observe a court session and answer questions cases? If so, why?
provided on a worksheet designed to increase knowledge • What percentage of the cases before the court end
via observation. in plea bargaining ? What is your opinion of plea
bargaining?
Field Activity Report: • What percentage of those convicted by the court are
locked up in correctional institutions? Fined?
Name of Courthouse:
_______________________________________________

Name of Judge Interviewed:

_______________________________________________

A. Things to look for and report while on your

courthouse visit:
• Describe the general environment of the courthouse.
Are the facilities crowded and noisy or calm and
businesslike?
• Try to find a preliminary hearing. What is going on?
• Try to find a criminal trial in progress. What is the
nature of the case?
• Describe the work of the prosecuting and defense
attorneys.
• Describe the questioning of one of the witnesses
during the trial.
• Describe the actions of the judge.

1. In criminal cases, a suspect must be proven guilty beyond a reasonable

doubt in order to be convicted. What about in a non-criminal case?
2. What is jury nullification?
3. List two reasons a a defendant would not want to testify.
4. List two core issues in a self-defense case.
5. Do you think the punishment should be the same for a sane person as an
insane one? What about someone who is clear-headed and someone who
is on drugs?
C-34
 AND NOTHING BUT THE TRUTH L45

Sooner or later in your

career as a law enforcer, you
will find yourself with a
subpoena in hand that
commands your presence in court
on a certain day and time to
testify in a case.
If it’s your first time
testifying or your one
hundredth time, there are
certain things you can do
before and when you testify
that will enhance your
credibility and your career.

OVERVIEW:
DISCUSS THE IMPORTANCE OF
TESTIFYING IN COURT.
DISTRIBUTE THE CADET HANDOUTS AND
DISCUSS THE STEPS TO BE FOLLOWED
BEFORE AND WHILE TESTIFYING.
CONCLUDE WITH A DISCUSSION ABOUT
THE MODERN USE OF CAMERAS AT
CRIME SCENES.
OBJECTIVE:
CADETS WILL GAIN AN UNDERSTANDING
OF THE IMPORTANCE OF TESTIFYING
PROPERLY AND HONESTLY BEFORE A
No Big Deal?
If you are reading this and thinking, “No big deal, it’s just
some quick testimony on my part,” you could be in for a
surprise. Sitting in the witness chair in court being grilled
by two attorneys, or in some cases more than two, is NOT
like having a casual conversation at the kitchen table
with your buddies.
Your testimony, your credibility as an
officer and individual, and your
agency’s image are all on stage, not to
mention the conviction of the
defendant.
Testimony can also take days and an
officer can feel drained, physically and
emotionally. Because police testimony
is so important, officers are trained
how to testify.

HOW to testify; not WHAT to testify.

This is an important distinction. The training deals

exclusively with proper courtroom demeanor and
appearance. Police are trained in procedures to follow
when preparing to testify and how a professional
approach can increase their credibility.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-35
L45 AND NOTHING BUT THE TRUTH

In this lesson, we’ll take a good look at the basics of effective

courtroom testimony for police officers. We will cover what you should
and shouldn’t do.

You are a big influence on the outcome of the case. Your conduct,
appearance, demeanor, impartiality, and convincing testimony can
determine a decision even before the jury leaves the courtroom. But to
get there in the first place, you have to prepare the case. After all,
you, not the prosecutor, were there when it happened.

First Impressions
If you have never been to the courtroom where the case will be heard,
take the time to do a little walk through of the area and familiarize
yourself with the setting. This will do wonders for you and your
confidence when your name is called and you enter the courtroom. You
do not want to appear timid, ill at ease, or unsure. Knowing the
physical layout of the battlefield, and it IS a battlefield, will enhance
your performance when all eyes are upon you as you walk in. First
impressions are lasting and generally accurate. Do not stroll in, slouch,
or look lost. Jurors will be sizing you up before you even speak. Don’t
give them an opportunity to make an erroneous impression of your
skills as an officer.

The Evidence
Prior to the case being called, there are several things you can easily
do to enhance your courtroom testimony. We’ve mentioned reviewing
your report. You should also review the evidence in the case as well as
the applicable law that applies. Appearing ignorant on a witness stand
is an experience that will make you mentally squirm upon recollection
years later.

Good Night’s Sleep

If possible, get a good night’s sleep before you testify. Sleep
deprivation and its accompanying fuzziness in your mental landscape is
not the best way to begin critical testimony. Try to reschedule your
shift if your agency will allow it, so that you are fresh and alert.
Avoiding caffeine before testifying is a technique many officers use to
their benefit. There is a noticeable difference between being naturally
alert and being jittery on high-powered espresso or soft drinks.

Courtesy
Now that all the preliminaries are over and you are sworn in, it is
imperative that you avoid discourtesy and arrogance. Speak clearly and
concisely, and avoid emotions like disdain or sarcasm. Showing
irritation or rolling your eyes at what you consider to be stupid simply
plays into the hands of a crafty defense lawyer. Your demeanor speaks

C-36
 L45
volumes about you and, indirectly, about the case. What makes a cool witness?
Preparation – Confidence – Knowledge.

TIPS FOR TESTIFYING

Testifying is all about individual credibility. A poor performance on the witness stand can,
and most likely will, follow you in your career. If a superior officer is watching as you
testify, you can imagine his or her thoughts as you make a fool out of yourself. Don’t let
this happen to you.

Cases have been won and lost on the testimony given by witnesses. Preparing for
testimony in court or for a deposition takes time and effort.

Review the following guidelines with your cadets.

This is good advice for any police officer or civilian witness giving testimony:
• Tell the truth, and nothing but the truth.
• Be yourself!
• Be polite, courteous, and respectful.
• Be prepared for questions. It's also OK to say, "I don't know."
• Do not be redundant. If someone before you has said pretty much the same thing,
agree with that person and don't repeat.
• Think before you answer. Take a full 5 seconds before answering any questions.
• Answer the question asked. Listen to the question carefully and answer only that
question.
• Don't answer a question that you don't understand. The examiner is well trained in
asking questions. If he asks a question that you don't understand, tell him so.
• Don't guess. If you don't know or can't recall something, say so. Be as specific as
possible, but never guess. For example, if you are asked when something occurred and
you remember that it occurred exactly on January 30, say so. However, if you can't
remember the exact day, simply say that it occurred around January 30.
• Ask why your testimony is important to the case. This basic information will help you
understand why you are needed and what topics will be discussed.
• Review your police report. You may be asked to explain any inconsistencies between
your testimony and your prior statements.
• Do not volunteer additional information or explanations in an effort to "help."
• Avoid absolute or extreme statements. Words like "never," "always," "none," "all," and
specific dates and numbers should be avoided unless you are positive that those strong
words apply.
• Watch out for questions that paraphrase your prior answers. An attorney may state your
ideas using other words, thus changing what you meant.

Above all, always be truthful and unbiased in your testimony.

C-37
L45 AND NOTHING BUT THE TRUTH

POLICE ENCOUNTER MORE SKEPTICAL JURORS

There was a time not too long ago when a police officer’s testimony pretty
much sealed the fate of the defendant.

That no longer seems to be the case. In the wake of police scandals nation-
wide, the Rodney King incident and the Amadou Diallo shooting in New
York, jurors are inclined to no longer give officers the benefit of the
doubt.

More and more often, an officer’s testimony is being treated like any other
witness’. Observers of the criminal justice system feel that this is a posi-
tive development, since credibility does not necessarily spring from one’s
occupation.

Video Tape Interviews

A solution to this skepticism is that many agencies are videotaping inter-
views with suspects and witnesses in order to avoid this problem. Crime
scenes are increasingly being documented with video so the video can be
introduced, rather than spoken testimony from an officer. Cameras in pa-
trol cars have become increasingly common. It is hard to refute a video as
opposed to a human’s recollection.
JPA Cadets learn how to testify.
Personal Recorder
Many officers also routinely carry personal tape recorders as a backup to
their written report. It is just another way to enhance credibility and re-
fute charges of lying on the stand.

1. What makes an officer’s testimony so important?

2. List three ways to prepare to testify.
3. How should a witness behave on the stand?
4. How shoula a witness not behave on the stand?
5. What are the benefits to cameras in patrol cars and at crime
scenes?

C-38
 DOING TIME L46

A prison is a place of
confinement for the punishment
and rehabilitation of criminals.
U.S. prisons range from local jails
to state and federal penitentiaries,
with special facilities for juveniles, the
sick, and the criminally insane.

Since 1982, some states have used prison

boot camps with military like regimens in
an attempt to shock first offenders and to
OVERVIEW: bolster their self-esteem, as well as to
DISCUSS WHAT A PRISON IS AND WHAT lower the long-term costs of crime and
IT ACCOMPLISHES. imprisonment.
DISTRIBUTE THE CADET HANDOUTS AND
DISCUSS THE HISTORY, ACTIVITIES, AND Another trend of the last two decades of
STYLES OF PRISONS.
the 20th century has been the
CONCLUDE WITH A DISCUSSION
operation of prisons by private
CONCERNING CONTRACTED PRISONS.
contractors.
OBJECTIVE:
CADETS WILL UNDERSTAND THE LOGIC The results of both programs
BEHIND SENDING A CRIMINAL TO remain largely unclear.
PRISON AND THE VARIATIONS BETWEEN
DIFFERENT PRISONS. In this lesson, will explore the
tainted history of corrections and consider
just how far we’ve come.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-39
L46 DOING TIME

The Department of Correction promotes public safety by imprisoning con-

victed felons while providing opportunities for rehabilitation through a
structured reintegration model. The Department of Correction’s mission is
achieved through the following initiatives:

1. Protecting the public by safely and humanely incarcerating inmates at

the appropriate security level.
2. Providing inmate work, educational, and programming opportunities.
3. Prudently and efficiently managing all resources allocated to the DOC.
4. Establishing sound correctional policies and procedures.
5. Proactively informing and educating the public, consistent with estab-
lished correctional policies.

HISTORY OF PRISONS
Prison Definition: an institution for the confinement of persons convicted of
major crimes or felonies. In the 19th and 20th centuries, imprisonment
replaced corporal punishment, execution and banishment as the chief
means of punishing serious offenders.

Development of the prison system

Until the late 18th century, prisons were used mainly for the confinement
of debtors who could not meet their obligations, of accused persons waiting
to be tried, and of convicts who were waiting for their sentences--either
death or banishment--to be put into effect.

Gradual Acceptance
Imprisonment gradually came to be accepted not only as a device for hold-
ing these persons but also as a means of punishing convicted criminals.
During the 16th century, a number of houses of correction were established
in England for the reform of minor offenders. The main emphasis was on
strict discipline and hard labor.

Present-day Penal Institutions

Modern prisons are quite diverse, but it is possible to make some generali-
zations about them. In all but minimum-security prisons, the task of main-
taining physical custody of the prisoners is usually given the highest priority
and is likely to dominate all other concerns.

C-40
 Cell Search L46
Barred cells and locked doors, periodic checking of cells, searches for
contraband, and detailed regulation of inmates' movements about the
prison are all undertaken to prevent escapes. In order to forestall thiev-
ery, drug and alcohol use, violent assaults, rapes, and other types of
prison crime, the inmates are subjected to rules governing every aspect
of life; these do much to give the social structure of the prison its au-
thoritarian character.

Security First
The need to maintain security within prisons has prompted many coun-
tries to separate their penal institutions into categories of maximum,
medium, and minimum security, with convicted offenders assigned to a
particular category on the basis of the seriousness or violent nature of
their offense, the length of their sentence, their proneness to escape,
and other considerations.

Categorizing Prisoners
Within a prison the inmates are often classified into several categories
and housed in corresponding cellblocks according to the security risk
posed by each individual. Younger offenders are usually held in separate
penal institutions that provide a stronger emphasis on treatment and cor-
rection.

DISCUSSION
The following are justifications for the use of incarceration in the crimi-
nal justice system. Discuss with the cadets how each works.

• Punishment: It is seen as an effective form of punishment, the

threat of which serves as a deterrent to potential criminals.
• Isolation: By isolating a convicted offender for lengthy periods of
time, society is thereby protected from the crimes he might have
committed while free.
• Rehabilitation: The controlled environment of a prison offers oppor-
tunities for the rehabilitation of criminals through counseling ser-
vices, education, vocational training, and so on.

C-41
L46 DOING TIME

WHO RUNS THIS PLACE, ANYWAY?

A controversial response to the problem of overcrowding is the emergence

of private, for-profit prisons. Many people are surprised to learn that a
great number of prisons in this country are not run by the state, but are
owned and operated by private companies under contract from federal,
state or local governments.

Indeed, as demand for more prison space grows, the corrections business
has become a hot new growth industry. From secure mental health facili-
ties to INS deportation centers to maximum security prisons, correctional
facilities are being constructed, maintained and managed by private firms.
These companies are generally paid a set amount per day, per prisoner
from the government agency that would otherwise be running the prison.
Many also sell shares of stock to the public.

Wackenhut and the Corrections Corporation of America (CCA) are two of

the biggest players, with over 30 detention centers between them. There
are plenty of smaller companies in on the action as well, including CCRI,
the corporation that owns the Brazoria facility.

Manipulating a Captive Market

The companies engaged in the prison business recognize the need in count-
less areas for more and better prisons and they make a simple claim: they
can do the job cheaper and better than the state. Judging from the profits
these companies make, their claims of efficiency may be warranted.

Critics of the burgeoning private prison system argue that efficiency isn't
the issue. While private prisons may be able to turn a profit, they can only
do so by keeping their jails full -- an incentive that may be unfair to the
prisoners.

For example, many suspect that inmates in private prisons have a harder
time earning "good time" points that would shorten their sentences. And
some accuse private prisons of neglecting efforts to rehabilitate inmates,
since the prisons earn more when released prisoners become repeat of-
fenders. The per-prisoner pay structure raises a serious question as to
whether private prisons are in society's best interest.

What do you think?

1. What was the original purpose of prisons?

2. What are two reasons why we lock offenders up?
3. What types of rehabilitation might be available in a prison?
4. How are prisons categorized?
5. What are some of the factors that determine which prison to
which a particular criminal will go?

C-42
 THE HISTORY OF CRIME AND PUNISHMENT L47

Why is capital punishment?

What types of crimes are so
serious as to warrant the
death of the criminal that
perpetuated them?
Life is the most important
liberty of all. In most
countries, certain behaviors
will result in the premature
end of this liberty. Here, in
the United States, the death
penalty is legal and active.

Criminals sentenced to death can receive their

sentence in 5 different ways:

OVERVIEW:
CADET WILL LEARN THE HISTORY OF
CRIMINAL PUNISHMENT FROM THE
REIGN OF HENRY XIII TO OUR CURRENT
STRUGGLE WITH THE DEATH PENALTY.
OBJECTIVE:
CADET WILL DEVELOP AN
UNDERSTANDING OF THE HISTORICAL
EVOLUTION OF ADMINISTERING
PUNISHMENT AND WILL BE ABLE TO
DEVELOP THEIR OWN OPINION ON THE
MERITS OF THE DEATH PENALTY AND
OTHER FORMS OF RESTITUTION.
• Hanging
• Lethal Gas
• Lethal Injection
• Firing Squad
• Electric Chair
In this lesson, we will examine
commonly practiced methods that
Western governments have used to
execute criminals. The United States is alone in the
world in the number of methods (five) it allows states
to carry out, and in the number of executions it
performs as compared to the rest of the world

Now, have your cadets take

out their Cadet Handout for
this unit.

C-43
L47 THE HISTORY OF CRIME AND PUNISHMENT

A POLL
Do you support capital punishment?

Before lesson begins, take a vote of how many cadets support capital pun-
ishment and those that do not.

Methods of Execution
Execution has been a common punishment for criminals throughout the
world since man began living in organized communities. Inflicting bodily
pain through torture by various methods was considered to be a necessary
part of a criminal's punishment until the 18th century introduced a more
humanitarian approach to ending a criminal's life.

HISTORICAL METHODS OF EXECUTION

Burning at the Stake

Burning at the stake was a popular method for centuries for executing here-
tics, witches, and 'suspicious' women. Although authorities believe huge
numbers of women died in this fashion, men were rarely burned. Joan of
Arc is probably the most famous example illustrating this method. This grue-
some public practice crossed the Atlantic and was used here also, most no-
tably in the infamous Salem witch trials in 1692.

The Wheel
The wheel was a method widely used in Europe, especially in the Middle
Ages. The criminal was attached to the outer rim of a large wooden wheel
by straps or ropes and then rolled over sharp spikes, or down a hill to their
death. Sometimes the wheel would be rolled down a hill into a lake or pond,
drowning the victim if he wasn't already dead.

The Guillotine
The guillotine was a popular method used in France after Dr. Joseph Guillo-
tine proposed in 1789 that all criminals be executed in the same fashion.
Torture was considered unfashionable and the prevailing public opinion on
the subject was that beheading was the quickest, most humane, and least
painful way of dying.

The Garrote
The garrote, similar to hanging, was a popular method of torture and also
used for executions up to the 1700s. It took different, although similar,
forms but generally had the same result: a slow strangulation of the crimi-
nal. A rack or gag would be tightened around the person's neck causing a
slow death, or the garrote could be slacked off to prolong agony and then
retightened.

Beheading
During the 16th and 17th century, beheading a prisoner was used widely
throughout Germany and England. A large, specially designed broad bladed
axe was thought to be the most humane way of dispatching a person, similar
to the belief that led to the later development of the guillotine in France in
the late 1700s. A hooded executioner would simply chop off a person's head
with the axe or large sword as the criminal's head rested chin down on a
large block of wood. The last beheading in Western civilization for govern-
mental purposes took place in London in 1747 and the axe used is on display
in the Tower of London.

C-44
MODERN METHODS
L47
The states and courts in our country sanction five methods of execution. Each
state is free to use whatever method it feels its public and the courts will ac-
cept.

Hanging
Of the five, hanging is the oldest method still in use in this country. Only three
people have been hanged in the United States since 1976.

Firing Squad
Unlike the other methods used in this country, there is no standard protocol for a
civilian firing squad execution. In most cases, a squad or team of five execution-
ers fire at the condemned person, generally at the heart, although the torso is
considered a legitimate target. The prisoner wears a hood and stands or sits
against a backdrop, strapped upright.

Lethal Gas
Using lethal gas is sanctioned and practiced only in our country. No other nation
uses this method. The first execution using gas occurred in February 1924. The
practice involves seating the prisoner in an airtight chamber and releasing toxic
gas. This gas destroys the body's ability to process blood hemoglobin and uncon-
sciousness and death can occur within a few seconds if the inmate takes a deep
breath.

Electric Chair
Perhaps the most infamous method of execution in our country is the electric
chair. Again, the United States is the sole country to utilize this procedure, which
was first suggested back in 1881. A doctor was watching as a drunken man
touched two terminals in an electrical generating station in Buffalo, N.Y. and was
instantly killed. The good doctor thought this might be a way to relieve the coun-
try from witnessing one botched hanging after another. Much study and experi-
mentation was done before the first human was electrocuted in August 1890.

Lethal Injection
This method is the most recent and the most popular. A continuous intravenous
injection of three different drugs is introduced into the prisoner. The prisoner is
secured to a gurney with lined wrist and ankle restraints. A cardiac monitor and a
stethoscope are attached and the saline drip is started in each arm after the con-
demned person is covered with a sheet. After a short period the first drug is in-
troduced and the prisoner falls into a deep sleep.

Final Note
American feelings about capital punishment have changed throughout the years.
In 1966, a Gallup poll showed 42% of Americans favoring the death penalty for
criminals who committed murder. In 1976, the number rose to 66% and in 1996,
the percentage approving was 79%.

The US Supreme Court ruled the death penalty unconstitutional in the 1960’s. A
decision that was later overturned. The ten-year moratorium on executions that
began with the Jackson and Witherspoon decisions ended on January 17, 1977,
with the execution of Gary Gilmore by firing squad in Utah.

C-45
L47 THE HISTORY OF CRIME AND PUNISHMENT

THE EXECUTION OF TIMOTHY MCVEIGH

Timothy McVeigh, the convicted Oklahoma City bomber was the first
federal prisoner executed since 1963. Six years after committing the
deadliest act of terrorism on U.S. soil, a silent, defiant Timothy McVeigh
was executed before hundreds of victims and family members.

He was executed by lethal injection in Terre Haute, Indiana. Along with four
witnesses for McVeigh — including two of his attorneys — were 10 media wit-
nesses and 10 victims' representatives who watched from behind glass in the
execution facility, About 200 bombing survivors and victims’ relatives watched
McVeigh die on closed-circuit television in Oklahoma City.

DISCUSS

1. Should Timothy McVeigh have been executed?

2. Do you agree with the decision to allow the execution to be
shown to survivors and relatives of victims?
3. Should executions be televised to the entire country?
4. Would that make the country less sensitive to death? Would
that be good?

Capital Punishment – Morally right or wrong?

1. Have the cadets answer the following questions to be discussed in class or

turned in as an assignment.
2. Is Capital Punishment a deterrent to crime?
3. Do you think someone will think about the punishment for a crime before
they commit a crime?
4. Is the death penalty an effective way of reducing violent crime?
5. Would you rank it more or less effective than other methods of reducing
crime?

1. What is the garrote?

2. Who invented the guillotine? When and why?
3. What are the methods of execution in the United States?
4. How did the electric chair come to be?
5. Which method is the most popular?

C-46
 THE PENAL CODE’S PRESCRIPTION FOR PUNISHMENT L48

The Penal Code not only

states what is and isn’t a
crime, it also assigns certain
allowable punishments to
crimes. It’s important to have
crimes punished consistently, so Think of how frustrating it
would be if you received a
that all criminals are treated the different punishment for
same under the law. doing the same crime as
someone else because of
your race or social status.
The goal of the Penal Codes is to discourage people from
OVERVIEW: committing crimes — and that goes for all people.
DISCUSS HOW THE PENAL CODE
PRESCRIBES PUNISHMENTS FOR CRIMES. The Penal System comes into play when the court reaches
DISTRIBUTE THE CADET HANDOUTS AND its decision. If the person is sentenced to probation, the
DISCUSS HOW THE PENAL CODE case passes to the probation officer. A condition of
CATEGORIZES CRIMES AND ASSIGNS
probation may be continued good
PUNISHMENTS ACCORDINGLY.
behavior. If not, the person goes to
CONCLUDE BY DISCUSSING THE
PHILOSOPHIES BEHIND PUNISHMENT.
prison. After incarceration, the
person may win parole. That's a
OBJECTIVE: release from prison to the supervision
CADETS WILL RECOGNIZE THE NEED FOR of a parole officer. And if they act
PUNISHING CRIMINALS AND WILL GAIN unlawfully again, then they go back
AN APPRECIATION FOR THE PENAL to prison.
CODE’S CONSISTENCY WHEN APPLYING
PUNISHMENT. The Judicial phase of this system is purposefully
structured so that there is an advocate for the state
(prosecutor), and advocate for the defendant (defense
attorney) and a moderator to decide questions of law and
enforce the rules for the trial (judge). While it may be
difficult to recognize, the purpose of a trial is to search
for the truth. For that reason, the rules are strict and
everyone involved, including the officer at the scene, is
questioned.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-47
L48 THE PENAL CODE’S PRESCRIPTION FOR PUNISHMENT

WHO DETERMINES WHAT PUNISHMENT A

CONVICTED DEFENDANT RECEIVES?

Judges, not juries, almost always determine the punishment. In

fact, a common jury instruction warns jurors not to consider the
question of punishment when deciding a defendant's guilt or
innocence. In very few situations, such as those involving the
death penalty, juries do take part in sentencing decisions.

WHERE CAN THE PRESCRIBED PUNISHMENT FOR

CRIMES BE FOUND?

Typically, the law a defendant is charged with violating also

identifies the punishment. For example, a statute identifying
specific behavior as a misdemeanor might go on to state, "for a
first-time offense, an offender may be fined not more than $1,000
or imprisoned for no more than six months, or both."

DO PEOPLE CONVICTED OF THE SAME OR SIMILAR

CRIMES RECEIVE SIMILAR SENTENCES?

Some state and all federal criminal statutes include "mandatory

sentences," which require judges to impose specific sentences on
all defendants who violate those laws. More commonly, criminal
statutes do not carry mandatory sentences and the judge is left to
make the call. The following factors contribute, positively or
negatively, to the judge’s decision:

• Defendant’s past record

• Age
• Circumstances under which the crime was committed
• Whether the defendant genuinely feels remorse
• If the defendant was the main offender or an accomplice

DIFFERENT TYPES OF SENTENCES AND PUNISHMENTS

Determinate Sentences are fixed-term sentences pronounced by a
judge. For example, a defendant sentenced to "30 days in county
jail" or "five years in state prison" has received a determinate
sentence. These individuals may get out earlier because of parole,
good behavior, or overcrowded facilities.

Indeterminate sentences are those in which the legislature sets a

minimum and/or maximum time of incarceration, but leaves the
decision as to when to release an inmate to prison officials. For
example, a defendant sentenced to "serve not less than two nor
more than twenty years in the state penitentiary" has received an
indeterminate sentence. Generally, indeterminate sentences are
imposed on convicted felons.

Suspended Sentences are jail or prison time that is put on hold if

the defendant complies with certain other obligations. For
example, the conditions of probation or the completion of a drug
treatment program. Under a suspended sentence, the judge has

C-48
the authority to order the defendant to serve the sentence without first
L48
holding a trial, if the defendant breaks the conditions of his or her
suspension.

Fines are a common punishment for a variety of crimes, especially less

serious offenses committed by first-time offenders. Offenses that are
typically punished by a fine include: minor drug possession, fish and game
violations, shoplifting, traffic violations, and even some first-time drunk
driving cases. In more serious offenses, a fine can be combined with other
punishments such as incarceration, community service or probation.

Restitution is money paid by the defendant to the victim or to a state

restitution fund. In some cases, the "victim" is society, such as government
fraud schemes where defendants may be sentenced to pay the state back
the money defrauded. More typically, offenders may be required to return
or replace stolen or damaged property, to compensate victims for physical
injuries, medical care, psychological treatment, or to pay funeral and
other costs if a victim dies.

Community Service is unpaid work done by a defendant to repay a debt

to society for having committed the offense. The defendant may be
required to perform community service in addition to receiving some other
form of punishment.

Alternative Sentencing is the buzzword for an increasingly visible

movement in the criminal justice system. Largely inspired by overcrowded
and non-rehabilitative prisons, some judges are beginning to work with
prosecutors and defense lawyers to impose nontraditional sentences,
especially in cases that don't involve violence. The following are potential
alternative sentences:

• A variation on probation perhaps with a fine and community service.

• Installing breathalyzer devices in offender’s car prohibiting cars from
running unless the offender blows into the device and has "clean"
breath.
• Installing signs on an offender’s car notifying others that they'd been
convicted of a drunk driving offense.
• Giving lectures or teaching classes about the dangers of criminal
behavior.
• Attending lectures given by crime victims.
• Completing a drug or alcohol treatment program.
• Doing weekend jail time or staying at home under house arrest.
• Serving time in a private jail that charges both the government and
the inmate a fee.

DISCUSSION QUESTION:
In some foreign countries, the courts impose a mandatory life sentence for
murder. Is this fair?

Consider these two scenarios:

A man who lurks in the bushes and knifes a 16-year-old girl on her way
home.

An 82-year-old pensioner who puts a pillow over the face of his terminally
ill wife because he cannot bear to see her suffer.

Do they deserve the same sentence?

C-49
L48
L7 THE PENAL CODE’S PRESCRIPTION FOR PUNISHMENT
WHY WE PUNISH CRIMINALS
Why is it important that convicted crimi-
nals are punished? Below is a list of argu-
ments for punishing criminals. Ask the ca-
dets to defend or refute the merits of
each.
Retribution
Also known as, "an eye for an eye." This
type of punishment is not imposed so that
a social objective may be achieved, rather,
it is an end in itself. With retribution, the
punishment must be roughly equal to the
gravity of the offense itself. This is ex-
tremely difficult to do without resorting to
a crude system of inflicting on the of-
fender the exact damage that he has in-
flicted on the victim. (You beat up your
neighbor, we are now going to beat you
up). The idea of prescribing a punishment
that equals the severity of the crime may
seem like common sense to you, but it is
important to note its basic objective. If all
punishments are the same, without consid-
eration of the gravity of the crime, there
may be no incentive to commit the lesser
rather than the greater offense. The of-
fender might just as well use violence
against the victim of his theft, if the pen-
alty for robbery is no more severe than the
penalty for simple stealing.
General deterrence
This type of punishment is meant to deter
other persons from committing the same
crime. The goal of general deterrence is
that a potential criminal will see the con-
1. What is the Penal Code?
2. What factors contribute to a judge’s decision when sentencing an
offender?
3. What is a suspended sentence?
4. What is restitution?
5. What would be an alternative sentence to stealing?
C-50
sequences "John" suffered and will not
want to suffer those consequences himself.
Individual deterrence
Individual deterrence, unlike general de-
terrence, is aimed at the particular indi-
vidual who is punished. The idea is to
teach the convicted criminal not to repeat
his/her behavior. This is the rationale of
much informal punishment, such as the
type inflicted on children by parents as a
part of their upbringing.
Incapacitation
Here, the offender should
be dealt with in a manner
that will make it impossi-
ble for him to repeat his
offense. Worldwide possi-
bilities include banish-
ment, incarceration, mu-
tilation or execution. This approach is in-
tended to insure that the offender will not
be able to repeat his/her crime, although
it is always possible that the offender will
escape or commit crime within the prison.
Rehabilitation
The most recently formulated approach to
punishment is rehabilitation. The goal of
this approach is to render the offender
capable of returning to society and func-
tioning as a law-abiding member of the
community after going through some form
of rehabilitation.
 A QUICK PEEK AT PAROLE & PROBATION L49

Granting parole is
the act of releasing
a jailed criminal af-
ter he or she serves
a portion of the court-
mandated sentence in Parole is granted if the imprisoned can
demonstrate they are reformed and that
prison. they understand their wrongdoing. Before
being released, potential parolees must
appear before a parole board. Hopefully,
if released, the ex-convict can put his/her life back
together and help the community.
OVERVIEW:
DISCUSS THE RANGE OF TECHNOLOGY Many times, criminals take advantage of the parole and
USED BY POLICE OFFICERS. although it seems they have reformed, they return to
DISTRIBUTE THE CADET HANDOUT AND criminal behavior. In 1992, 573,844
DISCUSS THE VARIOUS AREAS OF POLICE offenders were paroled. It was
WORK AND THEIR RELATED
reported that 162,062 of those
TECHNOLOGY.
people were sent back to prison—a
CONCLUDE WITH A DESCRIPTION OF THE
DIFFERENT TYPES OF POLICE WEAPONRY
very disturbing percentage.
.
OBJECTIVE: Essentially, these criminals
CADETS WILL DEVELOP AN committed new crimes even before
APPRECIATION FOR THE the prison term for their old time
TECHNOLOGICAL SOPHISTICATION WITH expired. Critics of parole argue that
WHICH MODERN POLICE DEPARTMENTS under such a system, criminals are not serving their full
KEEP PACE WITH A CHANGING SOCIETY sentences and are most likely not learning the "full
-- AS VIEWED AGAINST THE BACKDROP lesson" prison is meant to teach.
OF LAW ENFORCEMENT’S HUMBLE
TECHNOLOGICAL BEGINNINGS. In this lesson, we will learn more about parole and,
taking the point of view of a crime victim, learn how a
citizen can fight the release of an individual prisoner.

Now, have your cadets take

out their Cadet Handout for
this unit.

C-51
L49 A QUICK PEEK AT PAROLE & PROBATION

PAROLE CONDITIONS
Protection of the public and the successful reintegration of the of-
fender back into the community are the hallmarks of parole supervi-
sion. Parole officers, working under the guidance of the Parole Board
and agency managers, are the heart and soul of parole supervision.
Their goal is to carefully transition the offender back into the com-
munity and to quickly reincarcerate those offenders who choose to
disregard the conditions of parole.

An inmate granted a release by the Board must abide by several con-

ditions. Violation of any condition may result in arrest and parole
revocation. Standard conditions which apply to all parolees include:

• following all instructions from the parole officer

• gainfully working
• abiding by all laws
• remaining in the state in which they were imprisoned
• receiving permission to change address
• paying any court-ordered child support
• paying a parole supervision fee or victim compensation fee and,
if applicable, paying restitution
• avoiding ownership or use of a gun or other deadly weapon

In addition, the Board may impose special conditions appropriate to

the individual's case, such as drug or alcohol treatment, mental
health counseling, prohibitions on travel or associations, bans on
driving, or compliance with electronic monitoring procedures.

Electronic Monitoring
An offender serving time for a violent offense who is subsequently
paroled is automatically placed under electronic monitoring, an in-
tense, around-the-clock form of surveillance and control. Certain
other offenders are also placed under electronic monitoring, and the
Board may, at its discretion, require any parolee to serve portions of
his parole under this restriction.

What is the difference is between probation and parole?

ANSWER:
Probation and parole both represent ways for people convicted of
crimes to avoid doing time. What's more, they're both conditioned on
good behavior -- if the offender messes up, they're shown back to
their cell. But there is a major procedural difference between pro-
bation and parole.

Probation is handed down by the judge at trial. It may be in lieu of

jail time or in combination with some jail time. The judge will spec-
ify restrictions on the offender's activities during the probationary
period.

Parole is granted by a parole board, after the offender has served

some -- or perhaps a lot of -- time. The parole board may consider
factors such as the offender's behavior in prison and level of rehabili-
tation, and let him or her out early. The parole board can also spec-
C-52
 L49
Here are a few questions about parole:

Must a parolee return to the community from which he or she came?

In most instances, a parolee will be released to the Judicial District in which he or
she was convicted or the Judicial District of legal residence. The parolee’s former
community may offer the best opportunity for the help and support that will be
needed. If the Commission believes, however, that the chance of success on parole
is greater in another community, it may order residence in a different Judicial
District.

After a parolee is released, to whom and when does the parole report?
Unless a parolee is released to a detainer, he or she will go to an approved resi-
dence and report within three days to the United States Probation Office shown on
the release certificate. The parolee will continue to report to a Probation Officer
in person as instructed by the officer. In addition, monthly written reports are
required as long as parolees remain under supervision on your sentence.

May a parolee be required to go into a half-way house or undergo some course

of treatment for drug or alcohol use while under supervision?
Federal law permits the Commission to require a parolee to participate in any of
the programs mentioned for all or part of the time under supervision. In most
cases, a parolee will be notified in advance and may submit comments about the
proposal to the Commission before the final decision is made.

May a parolee own, use or possess firearms after they are released?
Except in very rare situations, federal law forbids anyone who has ever been con-
victed of a felony from possessing firearms or ammunition. Generally, therefore,
parolees will not be permitted to own or possess a firearm or ammunition.

How long will a parolee remain under supervision after his or her release?
Parolees will remain under the jurisdiction of the Parole Commission and under
supervision of a Probation Officer until the maximum expiration date of the sen-
tence, unless the Commission terminates supervision earlier. If the parolee’s su-
pervision is terminated early, he or she will be given a Certificate of Early Termi-
nation.

If an offender is not paroled, but instead given mandatory release, supervision

automatically ends 180 days before the maximum expiration date, unless the Com-
mission terminates supervision earlier and issues a Certificate of Early Termina-
tion.

C-53
L49 A QUICK PEEK AT PAROLE & PROBATION

SHOW VIDEO: PAROLE OFFICER

In the clip “Parole Officer” (Unit 4 from the JPA Video) from the series COURT
TV’s The System, New York parole officers visit individuals on parole.

AFTER THE CLIP

After viewing the video clip, have the cadets answer the following questions for in
class discussion or to be turned in as a written assignment.

QUESTIONS
• Why do you think the officers were in plain clothes?

• The parolees describe their parole officers as people

they can trust and talk to. Why is that important?

• What is the purpose of our parole system?

• Explain the significance of the Beeper?

DISCUSS
Should our correctional system allow convicts to serve a
portion of their sentence on parole?
What are the benefits?
The dangers?

1. What is parole?
2. Name 3 conditions a person on parole must follow.
3. How does electric monitoring aid law enforcement?
4. What is the difference between parole and probation?

C-54
 Division DD
Division

Gives cadets a better understanding of crime prevention and how to

be proactive in preventing crime in their own community. Also, dis-
cusses terrorism and how it effects the world we live in.

D-1
D-2
 INTRODUCTION TO CRIME PREVENTION L50

A police officer’s job in-

volves a great deal more
than responding to crimes.
Much of his/her time and
resources are dedicated to the
prevention of crime.
Most departments have a
special unit that deals solely
with crime prevention. A
crime prevention officer
spends a the majority of his time visiting with the
members of a community, addressing groups and
sponsoring events designed to educate the public about
crime prevention.
OVERVIEW:
INTRODUCE CADETS TO THE Can anyone think of a crime prevention
IMPORTANCE OF CRIME PREVENTION. program?
DISTRIBUTE THE CADET HANDOUTS.
CONCLUDE WITH CADET Neighborhood Night Out
PRESENTATIONS OF CRIME PREVENTION Neighborhood Watch
STRATEGIES.
H.E.A.T. (Help Eliminate Auto Theft)
OBJECTIVE: Has anyone ever prevented a crime? How
CADET WILL IDENTIFY THE COMPONENTS so?
OF CRIME AND WILL EXPLORE CRIME
PREVENTION STRATEGIES.
What behaviors can you adopt to
minimize the chance of falling victim to
criminal acts?

Now, have your cadets take

out their Cadet Handout for
this unit.

D-3
L50 INTRODUCTION TO CRIME PREVENTION

PERSONAL CRIME PREVENTION TECHNIQUES

When you travel, know where you are going and how to get there and back. Check for
construction detours, for longer trips; get a weather forecast.

If traveling out-of-state, most state law enforcement agencies provide road-and-

highway information; check to see what conditions they report before leaving. Inform a
family member where you will be and when to expect you back. Give them your route if
they don't know it.

Travel and conduct your business during daylight hours if possible.

If you have access to a cellular telephone, carry or bring it.

When driving, keep doors locked and windows rolled up. Maintain at least half a tank of
fuel, and keep vehicle in good repair.

Follow the advice of Sergeant M. Wayne Smith: "It doesn't cost any more to
keep the top quarter of your tank filled than it does to keep the bottom quar-
ter filled." Even if you're pressed for time, take time to fill up the tank.

If you experience a breakdown, pull as far onto the shoulder as possible and
turn on your emergency flashers. If you have a cellular phone, summon assis-
tance from a reputable source or call for law enforcement response. Other-
wise, raise your hood or tie a streamer to your antenna, and await assistance
inside your locked vehicle.

If a stranger stops, speak to them through a partially rolled-down window, and

ask them to go to a phone and call police or a tow service; do not exit your
vehicle until a law enforcement officer or tow operator arrives on the scene. Citizen safety is every law en-
On longer trips, be sure you have water, food, and blankets in the vehicle. forcer’s first duty.

If involved in a property-damage collision in an unfamiliar or potentially unsafe loca-

tion, do not open or exit your vehicle. If you have a cellular telephone, summon law en-
forcement. If not, acknowledge the accident by hand signal, and motion the other driver
to proceed with you to a safe location (where there are other people and lights) to ex-
change information. If unable to proceed, honk the horn to attract attention and ask a
passer-by to summon the police.

If signaled to stop by any vehicle other than a clearly marked law enforcement unit,
acknowledge the signal, and wave the driver to follow you to a safe location. Drive
within the speed limit and take the shortest possible route to the nearest safe place. If
you have a cellular phone, dial 9-1-1, tell the call-taker you are being followed by an
unmarked vehicle attempting to stop you, and ask them to send a marked law enforce-
ment vehicle to your location.

When parking, lock the vehicle, take the keys, and conceal valuables, preferably in the
trunk. During hours of darkness, park and walk in lighted areas as much as possible.

When returning to your vehicle, carry your keys in your hand and be ready to unlock
the door and enter as quickly as possible. As you approach your vehicle, scan the area,
glance underneath the vehicle, and take a quick look inside before entering.

D-4
While out and about, present an alert appearance.
L50
Be aware of your surroundings; scan the area from time to time.
Avoid concentrating so hard on shopping that you fail to keep track
of your surroundings, others near you, or your personal property.
Wear conservative, comfortable clothing. Grip carried items firmly
and avoid leaving them unattended. Carry minimal cash and valu-
ables, wear minimal jewelry.

Using debit or credit cards is much safer than carrying a lot of

cash. If the vendors you visit don't take cards, consider obtaining
traveler's checks which, unlike cash, can be replaced if lost or sto-
len. Only visit ATM's in well-lighted and populated locations, pref-
erably during the day. Using the drive-up is usually safer than walk-
ing up or into a facility. Remember to scan around you as you make
your withdrawal.

If anyone is loitering, or you don't like their looks, go to another

ATM. Stand such that those behind you cannot see your PIN as you
enter it; your PIN should NEVER be written down on or carried with
your ATM card.

As you shop, return to your vehicle from time to time to check it

and reduce the amount of material you are carrying. Remember to
store your packages in the trunk or, if your vehicle doesn't have one,
out of plain view (on the floorboard, under a blanket or clothing,
etc). When possible, have purchases delivered instead of taking
them with you; many businesses offer free delivery for the holiday
season.

Be observant. Avoid dark areas, short-cuts, cul-de-sacs, and suspi-

cious persons. Stay near light and people.

Be prepared to flee potential problems. If apprehensive about any

location for any reason, leave. Consider carrying a whistle. Weapons
are not recommended, and may be unlawful.

If you are followed on foot, cross the street, vary you pace, change
direction, and move towards a safer environment.

If you are followed by a vehicle, execute several right turns to

verify, get and stay on arterial streets, note and record the other
driver’s license plate number and vehicle description. If they per-
sist, drive to a well it area and summon police.

D-5
L50 INTRODUCTION TO CRIME PREVENTION
NEIGHBORHOOD WATCH
Discuss how Cadets can make their
neighborhoods safer; ask them to find
creative ideas other than those listed be-
low..
Safety Suggestions for Combating
Neighborhood Vandals:
1. Identify 2 or 3 of your neighbors that
might be willing to get involved.
2. Hold a meeting in someone's home and
determine if a problem exists. If it's
bad enough, ask yourselves if you are
all willing to participate in an active
neighborhood watch program.
3. Do a detailed survey of your neighbor-
hood. Make notes about how serious
the problem is and where your first
attentions should be focused.
4. Contact the police department and
find out the name of your beat coordi-
nator. This is the police officer that is
responsible for your area of the city.
Contact your beat coordinator and ask
if he or she will attend your next
meeting.
5. At your next meeting, introduce your-
self and the other neighbors in the
program. Explain to the officer what
you intend to do. Ask him to be aware
that you intend to actively patrol the
streets in the neighborhood, on foot
and in cars. Explain that you will be in
the area during late hours and that
you are looking for graffiti artists and
vandals.
6. Provide a list of names and addresses
of your patrollers to the beat coordi-
nator.
7. Organize your patrol to work specific
hours on scheduled days.
8. Determine if anyone has two-way ra-
dios ("walkie-talkies") or citizen band
radios that could be used by the
Watch Patrol until more permanent
1. Define crime prevention.
2. Name two crime prevention organizations.
3. List three things you can do on the road to stay safe.
4. List three things you can do while maneuvering through a city
to stay safe.
5. How is a Neighborhood Watch formed?
D-6
equipment can be secured. Find out if
anyone has a portable cellular phone
that can be used. This is not necessary
but it can be helpful.
9. Find out if any members of the group,
or any of your neighbors, have a scan-
ner and can listen to police frequen-
cies. These units are not expensive
and are available from Radio Shack
and many other sources.
10. Scanners can usually be programmed
to listen to the frequencies of any
walkie-talkie equipment you may elect
to use. One person monitoring at
home, near a phone, can act as your
contact to the police department.
11. Make up a letter asking for volunteers.
Deliver a copy to each home in the
neighborhood area you intend to pa-
trol.
12. Once you start your patrol, you must
be prepared to arrest and detain peo-
ple you catch in the act of painting
graffiti. This is not as dangerous or
difficult as you may think. However,
you must use some common sense.
13. You should try and patrol as a team,
particularly on Friday nights and on
weekends. This will give you a better
chance of detaining painters being
caught in the act.
14. Do not try and arrest 3 or 4 painters if
you are on patrol alone. In this cir-
cumstance, shining a spotlight on
them is usually all that is needed to
cause them to run from the area. Most
painters are just teenagers and junior
high school kids.
15. If caught in the act and spotlighted
from a car at close range, vandals are
usually stunned and don't know how to
react. Place them under arrest then
call the police.
 CRIME PREVENTION IN THE HOME L51

When we think of a home be-

ing burglarized, we imagine a
thief in the night, creeping
through the house with a
flashlight. How accurate do you
think that is?
Actually, most homes are
burglarized in broad
daylight. Why is that? Allow
cadets to come up with
their own ideas and then discuss the fact that most
homes are vacant during the day.

OVERVIEW:
INTRODUCE TIME-HONORED STRATEGIES
FOR DETERRING CRIME IN THE HOME.
DISTRIBUTE CADET HANDOUTS AND
DISCUSS HOME SAFETY. CONCLUDE
WITH A DISCUSSION CONCERNING THE
EVOLUTION OF HOME SECURITY
SYSTEMS.
OBJECTIVE:
CADETS WILL REVIEW TACTICS FOR
PREVENTING CRIME AT HOME. THEY WILL
DEVELOP AND EVALUATE STRATEGIES OF
THEIR OWN FOR HOME PROTECTION.
How many of the cadets have homes that are vacant
during the day? What do their families do
to secure their houses? What might
they do?
Discuss the benefits and drawbacks
of the following:
• Locks
• Security System
• Dog in the house
Discuss the effectiveness of signs
posted in front of a home by a
professional home security firm. Take a close look at your own home’s
Does it make a difference if the security — before a criminal does!
sign says “Armed Response”?

Ask the Cadets to rate the overall crime rate in their

neighborhood. Is crime up or down and why?
A lot of burglaries can be prevented. Opportunist thieves
commit most crimes. In two out of every ten burglaries,
the thief does not have to force his way in because a door
or window has been left open. Burglars like easy
opportunities. They don’t like locked windows because
breaking glass attracts attention. They don’t like security
deadlocks on doors because they cannot be opened, even
from the inside. Simple precautions
like these work.
Now, have your cadets take
out their Cadet Handout for
this unit.

D-7
L51 CRIME PREVENTION IN THE HOME

CRIME PREVENTION IN THE HOME

Review the items on the list. Cadets should consider whether their home meets these
standards. Ask for a show of hands after each item or open the floor to discussion.
STRANGERS
Be alert to people loitering in residential streets. If you see someone and he/she is not
familiar to you, call the police.
BURGLAR ALARMS
Signs announcing the presence of burglar alarms make burglars think twice.
GATES AND FENCES
A high wall or fence at the back of a house can deter a burglar. Check for
weak spots where a thief could enter. A thorny hedge along a boundary can
also be a useful deterrent. Make sure the front of the house is still visible to
passers by, so that a burglar can’t work unseen.
SMALL WINDOWS
Even small windows like casement windows, skylights or bathroom fanlights
need locks. A thief can get in through any gap larger than a human head.
SPARE KEYS
Never leave a spare key in a hiding place such as under a doormat, in a flow-
erpot or inside the letterbox. A thief will look in those places first.
SLIDING GLASS DOORS
Many burglars enter homes through improperly secured sliding glass doors. Additional
locks and security measures will prevent the door from being opened or lifted out of the
track.
DOORS WITH WINDOWS
Doors with glass windows or glass ornamentation require double key deadbolt locks. This
prevents the burglar from breaking the glass and reaching inside to unlock the door.
GARAGE DOORS
Standard locks on garage doors are easily pried, allowing a burglar access to your home
without detection. Cane bolts are excellent protection. Make certain each side of the
garage door is secured to prevent prying open a crawl space.
DOOR VIEWERS
To avoid opening your door without knowing who is on the other side, install a door
viewer. This device has a wide-angle lens that lets you see someone standing outside
your door before you open it.

D-8
 L51
VACATION TIME - HELP BURGLARS TAKE ONE TOO!

Review the following tips and instruct the cadets to decide which of the following
ideas are good and which are bad. Provide the correct answer after a brief discus-
sion of each.

AFTER EACH TIP, DECIDE IF IT IS A GOOD OR BAD IDEA.

Ask a neighbor to watch the house while you're away.

* Good if you trust your neighbor.
Leave your vacation address and telephone number with a neighbor so you can be
reached in case of an emergency.
* Good Idea
Leave your house key hidden outside your home so a friend can water your plants.
* Bad Idea
Continue all deliveries -- mail, newspapers and packages -- as if you never left.
* Bad Idea. They will stack up and signal your absence.
Arrange for someone to mow your lawn, rake leaves and maintain the yard to give the
home a lived-in look.
* Good Idea
Plug in timers to turn lights, a radio or television on and off at appropriate times.
* Good Idea, this helps to disguise the fact that you are away.
Increase the ringer volume on your telephone.
* Bad Idea. If a burglar is around, he will be alerted to your absence by a ringing
phone. In fact, you could even turn your ringer off.
Announce your absence and return date on answering machine messages.
* Really Bad Idea
Tell your local police you plan to be away.
* Good Idea. Patrol officers may have the opportunity to periodically check your
home.

D-9
L51 CRIME PREVENTION IN THE HOME

THE WILD GOOSE CHASE:

Law Officers Everywhere Hunt Down False Alarms

In 2002, the LAPD estimated that 97% of the automatic alarm system calls that it re-
ceived were false alarms. This means that only 3 out of every 100 calls were warranted,
but officers were dispatched to the scene the other 97 times as well, taking them away
from other important emergencies and law enforcement occurrences. Tom Patterson of
the Kimberlite Corporation believes a more advanced product is the solution to this
alarming problem.

THE PRODUCT—Kimberlite is the largest independent operator of Sonitrol-brand security

alarm systems which are much more sophisticated than regular alarms. With the highest
documented criminal capture rate in the security industry, Sonitrol uses an impact-
activated, stored audio alarm verification system equipped with tiny microphones, rather
than the more common use of motion detectors.

Besides a criminal, what other things might set off a motion detection system?

HOW IT WORKS—When the basic commercial alarm system is activated, the

microphones of Sonitrol are "listening" for a noise above the ambient noise level
in a building, like the sound of someone breaking through a wall or rooftop.
Once triggered, the Sonitrol system transmits the actual sounds that tripped the
alarm to Sonitrol's central monitoring station, followed by "live" audio feed from
the site. These sounds are heard by highly trained operators who accurately
assess the threats represented by an alarm system and then make appropriate
dispatch decisions.

What types of noises would warrant police intervention?

THE RESULTS—Police responding to Sonitrol alarms have apprehended more than 150,000
criminals nationally since 1977. The effectiveness of Sonitrol is due to the information
gathered and the way it is examined. Results can be used to determine exactly what
officers need to know before approaching the scene and can often be used against crimi-
nals in court. Compared to many other systems, Sonitrol is fool-proof, but even its advo-
cators will admit that no alarm system is perfect.

Discuss:
How might the Sonitrol system be improved?
What facilities would benefit from this type of alarm system?
What are the immediate and long-term results of officers being dispatched to scenes
without crimes?

1. Pretend you are a police officer and you are giving advice at
neighborhood meeting. Someone asks, “What can we do to
prevent crime in our homes?” Write your response.
2. List 3 good ideas that will help prevent crime in your home
while on vacation.
3. List three bad ideas.
4. What percent of burglaries involve forced entry?
5. When do most burglaries occur?
D-10
 CRIMES AGAINST YOUNG PEOPLE L52

Where would you go to if

you were a victim of violent
crime? The police, your
parents; would you tell
anyone at all? It’s easy to say,
“that won’t happen to me,” but Explain: Research has shown
that between the hours of 3:00
statistics say it might. p.m. and 7:00 p.m., youth are
more likely to become victims
of crime and violence, and
suffer unintentional injuries.
In fact, youth, ages 12-17, are nearly three times more
likely than adults to be victims of serious violent crimes.

OVERVIEW: The facts speak for themselves: Violence is the leading

REVIEW AND DISCUSS THE SPECIAL cause of death for 15-24 year olds.
CHALLENGES CONFRONTING LAW
ENFORCEMENT WHEN DEALING WITH Despite these grim
YOUNG PEOPLE AND CRIME. DISTRIBUTE numbers, there are many
CADET HANDOUTS AND DISCUSS THE misconceptions about teens
RELATIONSHIP BETWEEN CRIME AND involved in crime. Today we
YOUTH. will review the facts behind
some of these myths.
OBJECTIVE:
CADETS WILL DEVELOP THEIR OWN
STRATEGIES FOR DEALING WITH YOUNG
PEOPLE INVOLVED WITH CRIME.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-11
L52 CRIMES AGAINST YOUNG PEOPLE

• Before the cadets take out their Cadet Handouts, you may want to quiz the class with the
questions provided. After fielding responses, ask the cadets to take out their Handout and
fully review each detailed answer.
A. In which age category are persons most likely to be victims of crime?
The elderly (65 and over)
Middle-aged people (35-49)
Teenagers (12-19 years old)

Correct Answer: #3

Teenagers are crime's most frequent targets. Teens are victims of violent crime and crimes of
theft twice as often as the adult population (age 20 and older). Younger teens (12-15 years old)
had lower violent crime and theft rates than older teens (16-19).
(Source: Criminal Victimization in the United States, 1992, U.S.
Department of Justice)

Why are teens victims of crime more frequently than any other
age group? Among the reasons frequently offered are that teens:

• Have a lifestyle that puts them in locations where there is

more crime and at times when there is more crime.
• Are more trusting, more naive and more easily led into vul-
nerable situations.
• Are not even aware sometimes that a crime has been com-
mitted against them.
• Don't know about or can't find positive activities and thus hang around dangerous situations.

B. If you are 12 years old, what is the approximate risk that you will be a victim of violent
crime during your lifetime?
1 in 2 (50%)
5 in 6 (83%)
2 in 3 (66%)

Correct Answer: #2. 5 in 6 (83%)

Someone who 12 years old has a 5 in 6 (83 percent) chance of being a victim of violent crime dur-
ing his or her lifetime. And 50 percent of all victims will be victims more than once. (Source: Life-
time Likelihood of Victimization, U.S. Department of Justice, March 1987)

What kinds of things can be done to reduce the number of teenagers who are victims of crime?
Among the most frequent responses:

• Make teens aware of the crime risks they face.

• Educate teens about avoiding and preventing crime.
• Get parents more involved in the activities and safety of teens.
•
D-12 Sponsor more positive activities for teens.
 C. Are teenage males or females more likely to be victims of violent crime? L52
1. Males
2. Females
3. Males and females are equally likely

Correct Answer: #1 Male

Like their adult counterparts, teenaged males have higher violent/theft crime victimization rates
than females. What might account for teen males being more frequent crime victims? Among the
reasons that have been indicated are:

• Teenage male offenders are much more likely to victimize other teen males.
• Males teens are much more likely to become involved in risky situations in which the law in-
tervenes.
• In most societies, males are more likely than females to be offenders and victims.

D. For the three violent crimes of rape, robbery, and assault, are teens more or less likely
than adults to be victimized by persons they know?

1. Less frequently victimized by persons they know than are adults.

2. More frequently victimized by persons they know than are adults.
3. Victimized by persons they know at about the same rate as are adults.

Correct Answer: #2

Teenagers are more likely to be victimized by people they know than adults. The proportion
of violent crime victims who have reported that their offenders are known to them (casual or
close acquaintances, friends, relatives) is 36% for young adults, 38% for older teenagers (aged 16-
19), and 52% for younger teenagers (aged 12-15).

What does this suggest? The image of the offender as a stranger -- an unknown person who unex-
pectedly strikes -- is incorrect. Too often the offender is someone who is very much like us. Crime
often arises out of personal disputes where someone does not know how to handle their anger or
how to get away from a potentially dangerous situation.

E. Of the violent crimes of homicide, rape, robbery, and assault, which is the most likely to
be committed by a stranger?

1. Homicide
2. Rape
3. Robbery
4. Assault

Correct Answer: #3 Robbery

Robbery is the violent crime most likely to be committed by a stranger. In 1992, more than 80%
of robberies (against all victims, not just teens) were by strangers, compared with 46% of rapes
and 56% of assaults. Males are more likely to be victims of all types of violent crime (with the
exception of rape) by strangers than are females – 89% of robberies by strangers, compared to 65%
for females.

D-13
L52 CRIMES AGAINST YOUNG PEOPLE

SUFFERING IN SILENCE

One in five children between the ages of 10 and 15 has been a victim of
crime, but most keep it to themselves for fear of being blamed.

New statistics reveal that 51% of victims do not report crimes to the police
and 45% do not even tell their parents.

This study, commissioned by Crimestoppers, showed that more than 40% of

children lived in fear of crime.

The crime pressure group said it offered a more complete picture of offences
in Britain, since the Home Office Crime Survey only questioned those over 16.

Theft, mugging and burglary were top of the list of children's fears, followed
by drugs, crimes involving weapons, and murder.

Perhaps of more concern, one in four victims said they had been targeted by
somebody their own age and nearly half knew the identity of their assailants.

This survey showed boys aged under 15 were more likely to be victims than
girls (22% compared to 15%) and 23% of victims were mugged or were the vic-
tims of street crime.

Of the 1,064 boys and girls questioned nationwide, 38% said they would be
more likely to report crimes if they could do so without giving their names.

Roy Clark, director of Crimestoppers, said: "What is particularly worrying is

that half of the victims suffer in silence. They didn't tell their parents, they
didn't tell the police.

"We at Crimestoppers have long suspected that this is so and have concen-
trated on the plight of young victims throughout the past year.

"What we have found is that the young have a cultural reluctance to be seen
as tattletale, while some fear retribution from those responsible. It's simply
not 'cool' and it is a load of 'hassle' to report a crime."

The government is currently working on a number of initiatives aimed at re-

ducing youth crime, which includes stationing a police beat officer in secon-
dary schools.

1. What can teens do to decrease crime among people who know

each other?
2. What are some ways to prevent homicide between those who
know one another?
3. Why do teenagers report crime less often than adults?
4. How could teens be encouraged to report crimes more often?
5. What is the leading cause of death for people from 15-24 years
of age?
D-14
 PREVENTING SCHOOL VIOLENCE L53

School violence is defined as

any intentional action or ac-
tions taken by an individual
while on school property to
physically harm or threaten
Concerns about guns, drugs, and
violence in schools are nearly
always directed towards schools
in big cities.

Surprisingly, the major shootings

of the past few years have all been in rural or suburban schools.
Violence is a problem everyone must address, whether they are
in New York City or [small city in your vicinity.

Ask the cadets to list some factors contributing to school

violence:

OVERVIEW: • Lack of parental supervision

REVIEW AND DISCUSS CURRENT
STRATEGIES FOR CRIME PREVENTION IN
AMERICA’S SCHOOLS. DISTRIBUTE
CADET HANDOUT AND CONCLUDE BY
ASKING THE STUDENTS TO CREATE
SOLUTIONS.
• Lack of family involvement with the
school
• Exposure to violence in mass media
• Drugs and alcohol
• Racism

OBJECTIVE: What can be done to stop the violence in

CADETS WILL LEARN TO DEVELOP CRIME schools? To be effective, violence
PREVENTION PROPOSALS THAT ADDRESS prevention programs require community-
THE CHALLENGES FACING THEIR wide collaborative efforts.
SCHOOL.
Groups that should be included in these
efforts include students, families,
teachers, administrators, staff, social and
mental health professionals, law
enforcement, emergency response
personnel, security professionals, school board members,
parents, the business community, etc.

There are many steps a school can take to make it a safer place
to learn. But which steps work?

Now, have your cadets take

out their Cadet Handout for
this unit.

D-15
L53 PREVENTING SCHOOL VIOLENCE

SCHOOL RESOURCE OFFICERS

SROs often provide law enforcement, law-related counseling, and law-related education
to students, faculty, and staff. Continuity of officers within individual schools should be
encouraged, so that students and SROs develop rapport.

PARENT MONITORS
Encourage screened and trained parents/guardians and other volunteers to provide moni-
toring of students. Be certain that volunteers have adequate training and guidelines out-
lining their duties.

NO LOITERING!
Develop and enforce restrictions about student loitering in parking lots, hallways, bath-
rooms, and other areas. Publish restrictions in the student handbook/code of conduct.

METAL DETECTORS
Consider the use of metal detectors only in special circumstances to deter weapons on
campus.

DRUGS AND SEARCH POLICY

Adopt policies for conducting searches for weapons and drugs. Publish policies in the
student handbook/code of conduct.

SIGN IN PLEASE!
Require visitors to sign in and sign out at the school office and to wear visible visitors'
passes. Post prominent signs at all school entrances instructing visitors where to sign in
and out.

PHOTO IDS
Require students and staff to carry with them and/or wear their school photo IDs during
school and at all school-related activities.

CLOSED CAMPUS
Establish a closed campus policy that prohibits students from leaving campus during
lunch.

GET THE NEIGHBORS INVOLVED

Encourage neighboring residents and businesses to report all criminal activity and un-
usual incidents. Establish a protocol within the school to handle calls from the neighbor-
hood.

BUS RIDER CHECKLIST

Develop a school bus rider attendance checklist for each bus and use it daily.

ON PATROL
Patrol school grounds, especially in areas where students tend to congregate such as
parking lots, hallways, stairs, bathrooms, cafeterias, and schoolyards.

REPORTING
Establish a climate that encourages and enables students, teachers, and par-
ents/guardians to report threats and acts of violence by establishing a properly staffed,
confidential hotline for reporting issues of harassment, safety, vandalism etc. Aggres-
sively advertise the hotline number to students and parents/guardians in student hand-
books, on posters throughout the school, on pencils, student IDs, lockers, etc.

D-16
SUSPENDED
L53
Suspend and recommend expulsion of students and dismiss or disci-
pline staff for serious rule violations. Serious rule violations include:
• Possession or use of a weapon, on school grounds or at a school
event, that is capable of inflicting serious bodily harm.
• Physical assault of a teacher, administrator, staff member, or
student.
• Verbal threat to a teacher, administrator, staff member, or
student.
• Possession, sale, or use of illegal drugs on campus.
• Actual or threatened retaliation against persons who report
threats or acts of violence.

STUDENT COURT
For non-criminal offenses, consider use of peer courts. Consider
having qualified adults oversee peer courts.

POSITIVE INCENTIVES
Instead of focusing only on punishment of negative behaviors, find
ways to encourage positive behaviors.
• Create recognition rewards for students who perform good citi-
zenship behaviors.
• Invite community leaders to discuss different ways students can
achieve success.
• Consider the potential value of school-wide assemblies in which
effective motivational speakers address such topics as drugs,
alcohol and violence.
•
SCHOOL PHYSICAL ENVIRONMENT
A safe and secure physical environment promotes and enhances the
learning process. Maintain the appearance of schools to decrease
vandalism and violence.

DRESS CODE
Establish and enforce a dress code policy for students, faculty, and
staff with input from all constituents. Consideration also should be
given to requiring school uniforms. Dress codes can simplify the rec-
ognition of intruders, improve discipline, decrease violence and
other forms of misconduct, and minimize the impact of gangs and
other fringe groups on school property.

DRUG AND ALCOHOL EDUCATION

The use of drugs and/or alcohol is often associated with violence
and other forms of delinquent behavior. Educate students about the
dangers and illegality of drug and alcohol use.

ANTI-GANG PROGRAMS
Gang membership is destructive to a healthy school environment.
Members of gangs are more likely than other students to carry
weapons and to engage in acts of violence. Establish partnerships
with law enforcement in order to exchange information and to edu-
cate teachers and staff about the presence of gangs and their activi-
ties.

D-17
L53 PREVENTING SCHOOL VIOLENCE
PREVENTING SCHOOL VIOLENCE:
WHAT CAN YOU DO IN YOUR
SCHOOL?
Ask cadets to make suggestions on what else they
can do to help make their schools safer.
STUDENTS
• Settle arguments with words, not fists or
weapons. Learn how if you don't know how.
• Don't carry guns, knives, or other weapons to
school.
• Report crimes or suspicious activities to the
police, school authorities, or parents.
• Tell a school official immediately if you see
another student with a gun, knife, or other
weapon.
• Tell a teacher, parent, or trusted adult if
you're worried about a bully or threats of
violence by another student.
• Learn safe routes for traveling to and from
school and stick to them. Know good places
to seek help.
• Don't use alcohol or other drugs, and stay
away from places and people associated with
them.
• Get involved in your school's anti-violence
activities -- have poster contests against vio-
lence, hold anti-drug rallies, volunteer to
counsel peers.
PARENTS
• Sharpen your parenting skills. Emphasize and
build on your children's strengths.
• Teach your children how to reduce their risks
of becoming crime victims.
• Know where your kids are, what they are
doing, and whom they are with at all times.
• Ask your children about what goes on during
the school day. Listen to what they say and
take their concerns and worries seriously.
• Help your children learn nonviolent ways to
handle frustration, anger, and conflict.
1. Why is crime prevention in school so important?
2. What types of practices do schools use to prevent crime in and
around schools?
3. What types of educational programs are taught to prevent
criminal activity?
4. List three violations that would get you suspended from
school?
5. Which groups should be involved in order for a crime preven-
D-18 tion programs to be effective?
• Do not allow your child to carry guns, knives,
or other weapons.
• Become involved in your child's school activi-
ties such as the PTA, various field trips, and
helping out in class or the lunch room.
SCHOOL STAFF
• Evaluate your school's safety objectively. Set
targets for improvement. Be honest about
crime problems and work toward bettering
the situation.
• Develop consistent discipli-
nary policies, good security
procedures, and response
plans for emergencies.
• Train school personnel in
conflict resolution, problem
solving, drug prevention,
crisis intervention, cultural
sensitivity, classroom man-
agement, and counseling
skills. Make sure they can
recognize trouble signs and
identify potentially violent JPA Cadets can help stop school
students. violence.
• Encourage students to talk about wor-
ries, questions, and fears about what's going
on in their schools, homes, and neighbor-
hoods. Listen carefully to what they say.
• If a student makes a threat of violence, take
him or her seriously. Address the problem
immediately and act to prevent a potential
conflict.
• When something violent and frightening hap-
pens at school or in the neighborhood, take
time to talk about it. Discuss the conse-
quences and get students to think about what
other choices besides violence might have
been available. Get help from trained coun-
selors if necessary.
• Work with students, parents, law enforce-
ment, local governments, and community-
based groups to develop wider-scope crime
prevention efforts.
 GANGS L54

Many communities (maybe

the one you live in) have
serious problems with
gangs. There are many
kinds of gangs, but whatever kind
you community is dealing with,
gangs spell trouble.

For many students in America,

OVERVIEW:
INSTRUCTOR WILL REVIEW AND DISCUSS
THE CHALLENGES LAW ENFORCEMENT
OFFICERS FACE AS THEY WORK TO
QUASH GANG ACTIVITY.
OBJECTIVES:
CADETS WILL UNDERSTAND THE LEGAL
DEFINITION OF GANG AND WILL LEARN
THE EFFECTS GANGS HAVE ON OUR
SOCIETY.
school has become a gathering
place for gangs, where guns, drugs, and violence are a
part of the daily educational landscape.
Data from the National Crime Victimization Surveys
indicate that the percentage of students reporting gangs
in schools increased by 100% between 1989 and 1995.
While growth in gang activity is now a
concern nationwide, gangs have been a
problem in Los Angeles for years. Did you
know that they account for about half of
that city's murders?
Gangs are now responsible for 41 percent
of the homicides in Omaha, Nebraska.
Drive-by shootings rose 3,000 percent in
Wichita, Kansas from 1991 to 1993.
Oklahoma City is home to 80 separate
gangs.

In fact, Violent street gangs are now operating in 94

percent of all medium and large-sized cities.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-19
L54 GANGS

History of Gangs
Gangs in one form or another have been around for hundreds of
years. Pirates were probably some of the original gangs. The groups
that traditionally come to mind when one thinks of modern day
gangs are the Crips and the Bloods from California.

Crips and Bloods

The origins of the Crips and Bloods can be traced to the late 60's,
and the gang culture since then has become so ingrained on the
west coast that many families have two and even three generations
of gangsters residing in the same residence. Depending on whose
figures you listen to (government officials have a tendency to
downsize the numbers), L.A. gangs number between 800 and 1000,
with anywhere from 120,000 to 220,000 members.

First Glimpse
Oftentimes, young peripheral or associate gang members get their
first exposure to the gang culture through various aspects of the
media—news shows, movies, videos, and even through the music of
various artists.

Some music and movies tend to glamorize the gang lifestyle. Many
kids who gravitate to gangs do so out of a need to belong to some-
thing and for the power that is gained from being in a gang. The
society that we live in makes alternative lifestyles very appealing
to our youth.

Real Life Gang Bangers

While in prison, these youngsters become exposed to and indoctri-
nated into the world of real life gang bangers who are truly the
hardest of the hard-core. Then, back to the streets these bangers
go with more "knowledge" than ever could have been gained on the
streets. When they are in prison, many members gain rank or
"juice" within their gang because they went to the "joint." While
most kids on the streets are good kids, all kids must be considered
at risk.

Why?
Groups that may have started out as a delinquent band of neighbor-
hood tough guys/girls often turn into violent drug gangs, some of
whom retain a gang identity for enforcement, collection, or other
reasons.

Power Appeal
Most gang members crave power, or "juice" as it is known in gang
slang. Several years ago, a way to determine rank within a gang
may have been established by flying fists. Now it is settled by flying
lead.

D-20
 A Bad Rep
Joining a group known to have a reputation, good or bad, gives a
L54
kid looking for a purpose something to belong to. Participants
have said that the mere interaction of members--listening to
one another's problems, sharing the other trials and tribula-
tions—is reason to participate in a group or a gang.

Respect
Gang members claim to enjoy the respect or fear others exhibit
around them. Then the money begins flowing, and with that
comes all of the things associated with material wealth that are
usually beyond the reach of these adolescents without the crimi-
nal activity of being involved in a gang.

No Way Out
All of this is quite a heady trip for a young kid. Once in a gang, a
young person is told over and over again that there is no way
out. They fear serious repercussions from fellow gang members
if their allegiance is doubted.

Reasons for Joining

Sociologists as well as gang members have isolated six reasons
for joining a street gang:

• fear
• hatred
• bigotry
• poverty
• disenfranchisement
• the general breakdown of social values

Additionally, many kids are pushed into gangs to avoid contin-

ued harassment. Gangs provide their members and their family
members with protection from other gangs as well as any other
perceived threats.

Nothing New
Gangs are nothing new. Many large police departments on the
east coast had gang units at the turn of the century to monitor
the immigrant gangs who protected their neighborhoods and
came together for social reasons. Gangs as most people think of
them probably began to be recognized by the general public
around the nation with the birth of the Los Angeles gangs in the
early seventies.

Gang-like activity has plagued large cities around the nation for
years. In Los Angeles, the average age of a gang member is
around 25 years. In Arkansas, gang members are in their teens.
Older individuals sometimes claim gang membership for similar
reasons as teens. Recently, street graffiti was found that indi-
cated second generation membership in a local street gang.

D-21
L54 GANGS

ASSIGNMENT

Have the cadets read the three scenarios and decide if the group represented
should be classified as a gang. This can be used in class or as a home assignment.

Each paragraph describes a group of individuals. Determine if the individuals can be

considered to be part of a gang. List the elements that helped you determine whether
a group of individuals is a gang or not.

The first group consists of 50 individuals, most of them reside in and “hang out” in a
specific neighborhood. They have structured leadership (based on who has the best
drug connection), are involved in the sale of crack cocaine and marijuana, use
violence to protect their drug trade and many members of the group engage in random
acts of violence, robbery, and car theft. They intimidate residents and are feared in
the neighborhood. They do not have any specific gang name other than the name of
the neighborhood, do not use graffiti to mark their territory or
advertise their group. They do not have any initiation rituals, do not
wear "colors" or use hand signs.

The second group consists of 25 individuals, most of who reside in and

"hang out" in a specific neighborhood. They have a loose knit
leadership structure depending on who is toughest during a time of
conflict with another group, or who may have the most charisma at a
given time. Some members of the group engage in random acts of
violence, robbery, and car theft. They intimidate residents and are
feared in the neighborhood, but are not as intimidating as group one.
They have a specific name, "89th Street Crew" and have marked their neighborhood
with graffiti. They wear T-shirts that display the crew name for social events only but
use no other group identifiers such as tattoo's, hand signs, etc.

The third group consists of only seven individuals, who originally met in school but live
in several different neighborhoods. This group also has a loose knit structure and is
involved in the same types of criminal activity as groups one and two. But group three
is much smaller in membership thus their overall criminal activity is not near the
scope, nor are they as detrimental to the community, as groups one and two. This
group calls themselves the 8th Street Crips, has "colors", dresses in black and blue
colors, employs the use of graffiti, hand signs, tattoo's, and jewelry to identify with
their group. They also have initiation rituals.

1. What is a gang?
2. Why are gangs appealing to young people?
3. What are the goals of a gang?
4. List some ways young people can avoid getting involved in a
gang?
5. Where are kids first exposed to gangs?

D-22
 ROOT CAUSES OF JUVENILE CRIME L55

What causes a young person

to commit crime? Should
parents be responsible for
the crimes and actions of
their children?

Consider this: If the parents of

Dylan Klebold and Eric Harris — the two teenagers
responsible for the massacre at Columbine — had done a
better job raising their children, could the tragedy have
been avoided?

OVERVIEW Should the parents be prosecuted for the horrific crimes

INSTRUCTOR WILL LEAD THE CADETS
THROUGH A VARIETY OF THEORIES
CONCERNING THE ROOT CAUSES OF
JUVENILE CRIME.
OBJECTIVES
CADETS WILL IDENTIFY THOSE FACTORS
THAT ARE MOST OFTEN ASSOCIATED
WITH JUVENILE CRIME AND DEVELOP
THEIR OWN OPINIONS REGARDING
PERSONAL RESPONSIBILITY.
of their children? Why hadn’t the parents seen the
warning signs that their children were troubled? Had
Harris’ parents never seen their son’s rage-filled Web site
or the sawed-off shotgun barrel
left on the bedroom dresser?
Are parents really to blame? In
this lesson we will examine the
question of responsibility and
explore the root causes of
juvenile crime.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-23
L55 ROOT CAUSES OF JUVENILE CRIME

ROOT CAUSES OF JUVENILE DELINQUENCY

Many experts contend that the groundwork for violent behavior

in adults is laid in childhood. To support this conclusion, they
discuss the high percentages of inmates in American prisons
reporting to be victims of friend abuse.

PERSONAL CHOICE

A growing number of researchers and professionals propose that

personal choice plays a much larger role in juvenile delinquency
than otherwise thought. As support for this view, they show
the very high percentages of juveniles who have experienced
abuse and witnessed excessive violence but have not become
delinquent.

IMMEDIATE GRATIFICATION

Excitement and immediate gratification to alleviate boredom

are said to be significant causes of violent juvenile behavior. It
is not the environment that causes the juvenile behavior, but
instead, the manner in which an individual reacts to the envi-
ronment.

Much of the research centers on boredom and alienation.

Some delinquents are actually hyperactive and need extra
stimulation to keep them interested. They can become deviant
because of their desire for risk and excitement.

FAMILY STABILITY

Research has shown that in most cases, family stability can

trump negative influences that might otherwise lead to a child's
violent behavior. For each individual violent juvenile, any num-
ber of influences can contribute to violent behavior; i.e., rejec-
tion by peers, failure at school, mental or emotional problems,
low self-image, early childhood trauma. When researchers study
juvenile violence, they try to determine what characteristics or
outside influences are responsible.

Does a certain temperament lead to violent behavior? Do cer-

tain physical anomalies make some kids prone to violence more
than others? Does a child's physical or mental make up deter-
mine whether he will grow up to be a violent juvenile? The an-
swer, according to the best research, is "it depends." It depends
upon the child's family. In the war against juvenile violence,
research shows that there is no more effective weapon than a
healthy family.

D-24
FAMILY RELATIONS
L55
The impact of family relations upon children can never by
over-stated. Delinquency is highest when positive family in-
teraction and control are weak and conflict is high. Family is
the immediate origin of delinquency because family structure
through childhood influences how strongly peer pressure in-
fluences a friend. Family influences impact the possible at-
tractiveness of negative groups.

SOLUTIONS FOR JUVENILE VIOLENCE

In the area of violence reduction in youth, solid research on

the effects of different strategies is sparse. However, ac-
cording to available evidence the following influences have
the most impact:

Family
School
Community

A recurring theme in any investigation into juvenile vio-

lence is alienation and boredom. Social institutions must
generate meaningful programs for youth. Less juvenile
violence occurs in areas where many positive activities ex-
ist.

THE PARENT FACTOR

Parents need to increase participation in their children's lives

and to make certain that their children understand that pa-
rental involvement is done out of love and concern, not con-
trol and punishment. Parents need to know what associa-
tions their children have with school activity, peers, and
their neighborhood groups. Juveniles should be treated as
individuals, not as numbers.

COMMUNICATION

Increasing a student’s success in school is an old idea but one

that continues to demonstrate results. Students who do not
achieve in school are more frequently involved in confronta-
tional behavior. A part of this solution effort might be to
increase communication between students, parents, and
teachers.

D-25
L55 ROOT CAUSES OF JUVENILE CRIME

WRITTEN ASSIGNMENT

Instruct the cadets to answer the following questions. This can be done during class or as part of
a take-home assignment.

1. Do you think child abuse plays a role in the making of a criminal? Why?

2. Which plays a larger role in crime: child rearing or choice? Why?

3. Does the class know of a student who has been in trouble with the law?

4. What was his/her family situation?

5. Explain why you di not become a criminal? Was it purely choice or did an adult mentor you?

6. Think of a younger brother or sister (or friend), what is the single most effective thing you

could do to keep them away from a life of crime?

1
CROSSWORD
2 3

Across 4
5. Juvenile _______________

Down
1. Teens and _______ make a
deadly combination
2. Recurring theme in juvenile 5 6
violence
3. Another word for teenager
4. Stay out of____________
6. Obey the _____________

Answers:

Across
5. Delinquent
1. Delinquency is highest when positive family interaction and control Down
are weak and conflict is high. True or False? 1. Weapons
2. __________ and immediate _________ to alleviate boredom are said 2. Boredom
to be significant causes of violent juvenile behavior. 3. Juvenile
3. Who has the most influence on teens in the fight against teen violen 4. Trouble
4. Less juvenile violence occurs in areas where many ________________ 6. Law
exist.
5. List two factors the may promote juvenile delinquency.

D-26
 TEENS AND DRUG USE L56

Adolescence is a time for

trying new things. Teens
use drugs for many reasons,
including curiosity, because
it feels good, to reduce stress, to
feel grown up or to fit in. Drugs and the human body can
be a bad mix.

Consider the experience of a person’s first cigarette?

OVERVIEW
INSTRUCTOR WILL DISCUSS THE PROBLEM
OF DRUG ABUSE, WHILE EMPHASIZING
THE BENEFITS OF AVOIDING ABUSE.
OBJECTIVES
CADETS WILL EVALUATE VARIOUS
METHODS OF FIGHTING DRUG ABUSE
AND WILL DEVELOP A SOUND STRATEGY
OF THEIR OWN FOR ADDRESSING THE
PROBLEM.
After choking on the smoke, you felt nauseated, dizzy,
your heart beat wildly and your head pounded. Your
body, shocked at the toxic insult, told you in the only
way it knew how that nicotine was unacceptable. It
violated your body’s natural chemical mix. Stop, it said,
or I’ll make you throw up.
The new smoker persists in puffing on the thing anyway —
your motivation to look cool overruling any
internal protest. Bowing to your sheer dumb
will, your body shifts into survival mode, as
it would when presented with any toxic
psychoactive substance — whether alcohol,
caffeine, heroin or crack cocaine. It adjusts.
With each subsequent puff, drag, snort or
injection, the drug etches permanent
biochemical changes in your brain that
enables you to tolerate more and more of
the poisonous compound.

This marvelous physiological response is a stunning

example of the body’s resilience and capacity for
adaptation. It illuminates another fascinating, though
insidious, process, too: addiction.

In this lesson we will examine teenage addition —

formulating strategies for identifying and treating the
problem.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-27
L56 TEENS AND DRUG USE

Signs of Drug Abuse

How you can spot drug abuse among your friends? Being alert to the signs of alcohol and
other drug use requires a keen eye. It is sometimes hard to know the difference be-
tween normal teenage behavior and behavior caused by drugs.
*Review the list below and ask the cadets to discuss each item and provide any per-
sonal history associated with the problem.
1. Track or needle marks (usually on arms, hands, neck or legs)
2. Wearing of sunglasses (to conceal dilated, constricted or bloodshot eyes)
3. Wearing of long sleeve shirts in warm weather (to hide needle marks)
4. Long stays in the bathroom (possible drug ingestion)
5. Frequent lateness to school or work (typical pattern of drug users)
6. Excessive use of breath mints (masks the smell of alcohol)
7. Unwarranted laughter (associated with marijuana and PCP use)
8. Extreme mood swings (typical reaction to drug use)
9. Unusually disheveled or unkempt appearance (distorted priorities)
10. Nodding out (drowsiness; lethargy)
11. Sweating profusely, even on cold days (physical reaction to drug use)
Never confront a friend while
12. Bad attitude in the morning (hangover; depression or low self-esteem) they are under the influence of
13. Borrowing or begging for money (to support drug habit) alcohol or other drugs
14. Poor circulation (reaction related to drug use)
15. Undependable, unpredictable behavior (typical pattern of drug use)
16. Aggressive, uptight, or paranoid behavior (common reaction to stimulants)
17. Swollen/puffy hands and/or feet (possible IV use)
18. Constant sniffling (signs of withdrawal or nasal damage)
19. Yawning (withdrawal symptom)
20. Associating with known users (could indicate drug involvement)
21. Teary eyes (withdrawal symptom)
22. Hanging out in known drug locations (could indicate drug involvement)
23. Unnecessary or obvious lying (to cover up drug use)
24. Burns, lesions, sores, in mouth or on lips (smoking of drugs)
25. Burns or scorch marks on nose, lips, face (smoking of drugs)

Do you have a friend or sibling who you suspect of abusing drugs?

Consider the following questions:
• Does your friend seem withdrawn, depressed, tired, and careless about personal
grooming?
• Has your friend become hostile and uncooperative?
• Have your friend’s relationships with other family members deteriorated?
• Has your friend dropped his or her old friends?
• Has your friend lost interest in hobbies, sports and other favorite activities?

D-28
WHAT TO DO? L56
Never confront a friend while they are under the influence of alco-
hol or other drugs. Wait until he or she is sober. Then discuss your
suspicions with your friend calmly and objectively. It's not easy.
Take a walk around the block first if you need to calm down. Bring
in other members of the family to help, if necessary.
Many young people lie about their alcohol and other drug use. (Just
like many adults.) If you think your friend is not being truthful and
the evidence is pretty strong, you may wish to have your friend
evaluated by a health professional experienced in diagnosing adoles-
cents with alcohol/drug-related problems.
If your friend has developed a pattern of drug use or has engaged in
heavy use, you will need help in order to intervene.

THE BEST ADVICE

Healthy lifestyles mean, among other things, living free of drugs,
including tobacco and alcohol. Without illicit substances, you will
live a longer, healthier life that is more meaningful and productive.
Drugs and alcohol can have a lasting negative impact on both your
body and mind.

WHAT IS A 'DRUG'?

A drug is any chemical that produces a therapeutic or non-

therapeutic effect in the body. Chemicals, on the other hand,
are a broad class of substances -- including drugs -- that may
or may not produce noticeable effects in the body. Many
chemicals (such as tin, lead, gold) have harmful effects on the
body, especially in high doses. Most foods are not drugs. Al-
cohol is a drug -- not a food, in spite of the calories it pro-
vides. Nicotine is a chemical that is also a drug. The group of
"illegal" drugs includes dangerous chemicals that have only
toxic actions (e.g., inhalants).
TEENAGERS AND DRUGS
Teenagers may be involved with legal or illegal drugs in vari-
ous ways. Experimentation with drugs during adolescence is
common. Unfortunately, teenagers often don’t see the link
between their actions today and the consequences tomor-
row. They also have a tendency to feel indestructible and im-
mune to the problems that others experience.

Using alcohol and tobacco at a young age increases the risk of

using other drugs later. Some teens will experiment and stop,
or continue to use occasionally, without significant prob-
lems. Others will develop a dependency, moving on to more
dangerous drugs and causing significant harm to themselves
and possibly others.

D-29
L56 TEENS AND DRUG USE

CREATE YOUR OWN ANTI-DRUG PROGRAM

It’s your job to come up with an anti-drug message that works. But the subject of drugs can be very
confusing to young people. If drugs are so dangerous, why is the family medicine cabinet full of
them? If alcohol is so bad for you, why do Mom and Dad drink wine at dinner?

Parents and older siblings need to help young people sort out the facts from the fiction. It's never
too soon to begin. The average age at which a young person first tries alcohol is 12; for marijuana,
it's 13. And many young people become curious about these substances even sooner. So let's get
started!

A prevention message might include:

• Most of their peers - and the people they admire - do not use drugs.
• Getting high has negative physical, mental and social consequences.
• Staying drug free has positive benefits for body, mind and soul.
• Young people can learn how to make good decisions without bad consequences.

THE COMPANY YOU KEEP

Friendships are extremely important when it comes to the paths that young people choose in life.
For that reason, it is important that our program encourage positive, healthy, helpful friendships and
that it guide young people away from friendships that are potentially harmful.

Explain: How many of you in the class have a younger brother or sister. Have you ever spoken to
them about drugs. What did you talk about? Did they know about drugs and the consequences?
Today we are going to design an anti-drug program for your little brothers and sisters.

APPROACHES FOR YOUR PROGRAM

Let’s first identify the reasons young people abuse drugs. (Discuss).

The risks of using drugs are intriguing on several levels:

• Frustrating the law (To defy laws of community)
• Breaking the rules of parents and schools
• Defying physical danger.

As the creators of a drug prevention program, how do we handle/address this attraction that young
people have to risk? How can we convince them to focus on the short and long-term consequences of
drug use?

Use the survey in the Cadet handout to answer the following questions.
What will work best in your drug program? What has little or no effect on getting through to young
people?

1. List some of the signs of someone using drugs.

2. What should you do confront when you suspect a friend of
using drugs?
3. List 3 types of drugs people are likely to use?
4. What treatments are there for drug use?
5. Why do teens use drugs?

D-30
 WHAT IS TERRORISM? L57

Terrorism is the use of

force or violence against
persons or property in
violation of the criminal
laws of the United States for
purposes of intimidation, Terrorists often use
threats to create fear
coercion or ransom. among the public, to try
to convince citizens that
their government is
powerless to prevent
terrorism, and to get immediate publicity for their
causes.
OVERVIEW:
INSTRUCTOR WILL REVIEW AND DISCUSS Different types of terrorist weapons
THE DIFFERENT TYPES TERRORISM IN THE include: explosives, kidnappings,
U.S. AND AROUND THE WORLD. hijackings, arson, shootings, and NBC's
(nuclear, biological agents, and
OBJECTIVE:
chemicals). Most terrorist incidents in the
CADETS WILL DEVELOP AN
United States have been bombing attacks,
UNDERSTANDING OF INTERNATIONAL
VS. DOMESTIC TERRORISM.
involving detonated and un-detonated
explosive devices, tear gas, and pipe and
fire bombs.

Other possibilities include attacks at

transportation facilities, or attacks against
utilities or other public services. Most
terrorist incidents involve small extremist
groups who use terrorism to achieve a designated
objective.

Terrorists often choose targets that offer little

danger to themselves and are located in areas with
relatively easy public access. Terrorists look for
visible targets where they can avoid detection
before or after an attack such as international
airports, large cities, major international events,
resorts, and high-profile landmarks.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-31
L57 WHAT IS TERRORISM?

TERRORISM: WHAT? WHO? WHY? WHERE? HOW?

WHAT IS IT?
Terrorism is the unlawful use of force or violence against persons or
property to intimidate or coerce a government, the civilian population or
any segment thereof in furtherance of political or social objective.
—FBI DEFINITION

WHO ARE TERRORISTS?

What do you think of when you hear the word terrorist? These days most
people think of someone of Middle Eastern descent with a turban and a
beard. You may be surprised to learn that terrorists can be anyone--even
your next door neighbor!

Nowadays, it is very hard to distinguish who a terrorist might be.

Fortunately for us, the U.S. Government and other nations have
compiled a list of terrorist individuals and groups. Al-Qaida, which
bin Laden operates from his sanctuary in Afghanistan, is on the list.
Among the Palestinian groups listed are the Hamas and the Popular
Front for the Liberation of Palestine.

Most of the focus has been on the Middle Eastern groups because of
there consistent activity. But the government remains vigilant to all
types of groups and individuals throughout the world .

The Ku Klux Klan: a domestic

WHY THEY DO WHAT THEY DO? terrorist
There are a wide range of terrorist organizations in the world, driven by a
variety of causes and beliefs. Listed below are the goals and ideals that
drive most terrorist groups.

Ideologies: Ideology is defined as a collection of beliefs or values of an

individual, group or culture. It is the ideology that binds the terrorist
group together and provides the group justification of the use of violence
to achieve its objectives. Examples of ideologies include political,
religious and special interest.

Long Range Goals of Terrorism:

• Revolutionary: To force the complete overthrow of an existing
government.
• Sub-revolutionary: To influence the government against its will to
change certain political, social or economic aspects of the country.
• Establishment: Terrorism used by a government against its own
people to protect its control of the country.

Intermediate Goals of Terrorism

• To obtain worldwide or local recognition of its cause.
• To force an overreaction by the government which in turn, can cause
the people to resent government imposed restrictions on freedom.
• To harass, weaken or embarrass government security forces.
• To obtain money or equipment.
• To destroy facilities or disrupt lines of communication and
transportation.
• To influence government decisions.
• To free prisoners.
• To revenge.
• To turn the tide in an ongoing guerrilla war
D-32
WHERE DOES TERRORISM HAPPEN?
Terrorism has no boundaries. Attacks can happen anywhere at anytime. Until recently most
L57
have occurred outside the U.S. in such place as the Middle East, Africa, and Columbia. Most
attacks have occurred in countries with a history of political instability, territorial disputes,
waning infrastructure or religious conflict.

Most terrorist incidents in the United States have been bombing attacks, motivated by
disagreement with U.S Government laws or policy. One way government attempts to reduce
our vulnerability to terrorist incidents is by increasing security at airports and other public
facilities. The U.S. government also works with other countries to limit the sources of
support for terrorism.

INTERNATIONAL TERRORISM
International terrorism involves groups or individuals whose terrorist activities are foreign-
based and/or directed by countries or groups outside the United States or whose activities
transcend national boundaries.

An Example of an international terrorist is The Party of God, or the Hizballah, a radical and
well-known group from Lebanon. A devout Islamic organization founded by Ayatollah
Mahmud Gaffari, the Hizballah seeks an Islamic republic in Lebanon that would bar all
non-Islamic people.

DOMESTIC TERRRORISM
Domestic terrorism involves groups or individuals whose terrorist activities are directed at
elements of our government or population without foreign direction.

• For example, radical pro-life groups have bombed numerous abortion clinics and
assassinated abortion doctors, supposedly in defense of unborn babies.
• There are also individual terrorists acting on their own. Theodore Kaczynski, also known
as the Unabomber, is a good example. He used terrorism to coerce the New York Times
and the Washington Post to publish his manifesto, and was
later captured as a direct result of that publication.

TERRORISM TACTICS FOR A NEW AGE

As the access to Technology gets easier, many terrorist groups
are finding new and creative ways to advance their agendas.
Listed below are some more recent methods that terrorist have
used to threaten, intimidate and coerce governments or
populations.

Cyber-Terrorism: the use of computing resources to

intimidate or coerce others. An example of cyber-terrorism
could be hacking into a hospital computer system and changing
someone's medicine prescription to a lethal dosage as an act of revenge.
Biological Terrorism: the use or threatened use of biological or biological-related toxins
against civilians, with the objective of causing fear, illness, or death.
Chemical Terrorism: The use of chemical weapons against civilians with the objective of
causing fear, illness or death. Chemical terrorism might range from dissemination of
aerosolized anthrax spores to food product contamination; predicting when and how such an
attack might occur is not possible.
Nuclear Terrorism: The use of nuclear weapons against a territory with the objective to
destroy a population.

D-33
L57 WHAT IS TERRORISM?

THE HISTORY OF TERRORISM

Terrorism has been practiced throughout history and throughout the world.
The ancient Greek historian Xenophon (c. 431–c. 350 BC) wrote of the effectiveness of psychological
warfare against enemy populations.
Roman emperors such as Tiberius (reigned AD 14–37) and Caligula (reigned AD 37–41) used banishment,
expropriation of property, and execution as means to discourage opposition to their rule..
The Spanish Inquisition used arbitrary arrest, torture, and execution to punish what it viewed as reli-
gious heresy. The use of terror was openly advocated by Robespierre as a means of encouraging
revolutionary virtue during the French Revolution, leading to the period of his political dominance
called the Reign of Terror (1793–94).
After the American Civil War (1861–65) defiant Southerners formed a terrorist or-
ganization called the Ku Klux Klan to intimidate supporters of the Reconstruc-
tion.
In the latter half of the 19th century, terrorism was adopted by adherents of anar-
chism in Western Europe, Russia, and the United States. They believed that
the best way to effect revolutionary political and social change was to assassi-
nate persons in positions of power.
From 1865 to 1905 a number of kings, presidents, prime ministers, and other gov-
ernment officials were killed by anarchists' guns or bombs.

PREVIOUS U.S. TERRORIST ATTACKS

1920, Sept. 16, New York City: TNT bomb planted in unattended horse-drawn wagon exploded on Wall
Street opposite House of Morgan, killing 35 persons and injuring hundreds more. Bolshevist or anar-
chist terrorists believed responsible, but the crime was never solved.
1975, Jan. 24, New York City: bomb set off in historical Fraunces Tavern killed four and injured more
than 50 persons. Puerto Rican nationalist group (FALN) claimed responsibility and police tied 13
other bombings to it.
1993, Feb. 26, New York City: bomb exploded in basement garage of World Trade Center; killed six and
injured at least 1,040 others. Six Middle Eastern men were later convicted in this act of vengeance
for the Palestinian people. They claimed to be retaliating against U.S. support for the Israeli gov-
ernment.
1995, April 19, Oklahoma City: car bomb exploded outside federal office building, collapsing wall and
floors. 168 persons were killed, including 19 children and one person who died in rescue effort.
Over 220 buildings sustained damage. Timothy McVeigh and Terry Nichols later convicted in the
antigovernment plot to avenge the Branch Davidian standoff in Waco, TX, exactly two years ear-
lier.
2001, Sept 11, New York City: Four airplanes were hijacked by a group of 19 terrorist. The first plane
crashed into the north tower of the World Trade Center, the second plane crashed into the south
tower, the third plane crashed into the Pentagon and the fourth plane crashed into a field in Som-
erset County ,Pennsylvania. Both WTC Towers were destroyed and over 5000 people were killed or
are still listed as missing.

* Ask cadets if they can name any other acts that they are aware of during their lifetime.

1. What is terrorism?
2. What is the difference between an international and a domes-
tic terrorist? Give examples of each.
D-34 3. List three immediate goals of terrorists.
4. What is an ideology?
5. What types of places do terrorists attack?
 COUNTER TERRORISM: AMERICA FIGHTS BACK L58

On September 11, the

curtain came up on a
troubling new world, filled
with danger. In one awful
day, the nation’s self-confident
mood and its public agenda were
both turned on their heads.
preoccupations of elected officials and the American
public.
A threat that had been waiting
in the wings moved to center
stage.
Since then, terrorism has been
public issue #1. Deciding what to
do about it, and how to regain a
measure of our national
security, are now the chief

Explain to cadets the urgency of counter-terrorism.

OVERVIEW:
INSTRUCTOR WILL REVIEW AND DISCUSS
THE NEW ROLE OF LAW ENFORCEMENT
AGENCIES AS THEY BATTLE AGAINST
TERRORISM ON U.S. SOIL.
OBJECTIVE:
CADETS WILL DEVELOP AN
UNDERSTANDING OF WHAT TERRORISM
IS AND WHAT COUNTER-TERRORISM
TACTICS AND TOOLS LAW
ENFORCEMENT AGENCIES USE TO
COMBAT HOMELAND TERRORISM.
Explain the new role that law enforcement has taken on
in order to help combat terrorism in the U.S. and abroad.
What can we do?
The general objective of anti-terrorism
programs is neutralizing terrorist
groups.
As in most stability and support
operations, neutralization in this
context means rendering the source the
threat benign, not necessarily killing
the terrorists.

In anti-terrorism, the objective can be

further refined as preventing attacks
and minimizing the effects if one should
occur. This includes any actions made to weaken the
terrorist organization—including its political power—and
those actions made to secure potential targets.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-35
L58 COUNTER TERRORISM: AMERICA FIGHTS BACK

A NEW PRIORITY
The September 11th terrorist attack on the World Trade Center and the
Pentagon, the1993 bombing of the World Trade Center, the 1995 bomb-
ing of the Federal building in Oklahoma City and the destruction of TWA
Flight 800 have all brought a sense of national urgency to the threat of
terrorism in America.

The United States has been forced to take serious measures in order to
reduce its vulnerability to attack. In this lesson, we will discuss American
policy toward terrorists and the steps taken to fight terrorists at home
and abroad.

U.S. Counterterrorism Policy

America has a firm policy in dealing with terrorist organizations or indi-
viduals. Discuss the importance of each of the following policy guidelines:

• Make no concessions to terrorists and strike no deals.

• Bring terrorists to justice for their crimes.
• Cut off and apply pressure on states that sponsor terrorism to force
them to change their behavior.
• Strengthen the counterterrorism capabilities of those countries that
work with the U.S. and require assistance.

Check out these web sites to get more information on how we are fight-
ing terrorism in America:

The New Department of Homeland Security: www.dhs.gov or

www.ready.gov

http://www.nifi.org/terrorism.html

WHAT ACTIONS WE ARE TAKING TO FIGHT TERRORISM.

Listed below are a variety of methods law enforcement agencies use to
combat terrorism. Can you give an example of each?

• Counter-terrorist intelligence – worldwide, cooperative efforts of

law enforcement and military to root out and stop terrorism
• Economic counter-terrorism – cut off money supply to potential
terrorists
• Political counter-terrorism – make it clear that the terrorists will
make political gains through their actions
• Offensive counter-terrorism –create elite international counter-
terrorism units to actively pursue and stop terrorists.
• Technological counter-terrorism – the use of technology to root out
terrorist and their plans for violence

D-36
Ask cadets if they can list other types of counter-terrorism tactics that
the U.S Government has put in place to fight terrorism.
L58
Hints:
Airport security
National Guard
Coast Guard
No Fly Zones

Discuss: Do you think America can defeat terrorism? How? And how
long will it take?

* Suggested Answer: Defeating terrorism will require a long-term effort,

years in fact. It will take a combination of law enforcement efforts, intel-
ligence and counterintelligence cooperation, ending the financial network
that supports terrorists, attacking the bases where they train, and under-
mining the governments that support and assist terrorists.

HOW YOU CAN HELP

Experts in the field have commented that the problem of stopping terror-
ism is difficult because America is an open society with a large and di- The key is stopping an attack before it
verse population. On the other hand, it is possible that tips from an at- occurs
tentive public can help authorities by alerting them to potential threats.

Authorities have sought help from the general public by using toll-free
telephone hot line numbers and the Internet in their efforts to gather
useful information.

Jeff Beatty, a terrorism expert who worked on security planning for the
Olympic Games in Los Angeles in 1984 and Barcelona in 1992, has ob-
served:

“In the counter-terrorism business, the key is stopping an attack

before to occurs. Terrorists build practice bombs and conduct
rehearsal activity that may be suspicious. Citizens need to chip
in with additional eyes and ears to report suspicious activity.”

A similar view was offered by Robbie Friedmann, another Olympic secu-

rity consultant, who stated:

“The community should be called on to help law enforcement do

their job.... It’s common sense. There are more of them than
security personnel....”

* Ask cadets to come up with ideas of how they can help.

D-37
L58 COUNTER TERRORISM: AMERICA FIGHTS BACK

THE LAND OF THE FREE

For centuries, people from all over the world have flocked to the melting
pot of America in search of opportunity, prosperity, and freedom from less
accepting governments and conditions. And, for the most part, America
has let them in, allowing itself to become more culturally diverse and less
exclusive. But recent attacks on our soil, namely the events of and around
September 11th, have altered our immigration policies and closed our
open arms.

Of the 19 hijackers held responsible for the terrorist attacks, at least 9

were in the country on valid tourist or student visas, which are legal per-
mits issued by the government allowing foreigners to visit the U.S. for
travel or study. Three others had entered the country legally but then
stayed beyond their visas' expiration. How the others entered the U.S. is
still unknown by state officials and indicates, along with many other mis-
haps, a faulty immigration system.

While some Americans believe it is currently in our best interest to en-

force laws that will keep potential immigrants out of the country, others
see a different side of the story. New policies and attitudes will discour-
age people from coming in and that means that foreign money and foreign
students will be extracted from our nation’s environment. For decades,
the United States has been the first place international students want to
go to study. Many of the brightest students abroad work hard to be ac-
cepted by American schools, and often help to raise the standards of
American learning institutions.

• Consider individuals in your school or community who have come here

from another country. How do they enhance your education and envi-
ronment?
• The U.S. government is trying to strike a delicate balance between
maintaining the diversity of the United States and ensuring the secu-
rity of a country devastated by terrorism.

• What would America be like if it closed its doors to outsiders?

• Do you think that excluding outsiders would put an end to terrorism?
• If you were in a position of governmental power, what would you do to
remedy this issue?

1. What events have led up to the development of new anti-

terrorism actions?
2. What is Political Counter-Terrorism? Give an example.
3. What is the current U.S. policy in dealing with terrorists?
4. Give an example of Technological Counter-Terrorism.

D-38
 WHAT YOU CAN DO IN THE WAR ON TERRORISM L59

The people inside of the

Twin Towers on September
11th had no idea what was
about to hit them. We,
too, have no idea as to what will
be next, but we can still prepare. Whenever possible, we want to
stop terrorist attacks before
they happen. All Americans
should begin the process of
learning about potential
threats so that we are more
prepared to react during an attack. While there is no way
to predict what will happen, or what your personal
OVERVIEW: circumstances will be, there
DISCUSS PREPARATION FOR A FUTURE are simple things you can do
TERRORIST ATTACK. DISTRIBUTE CADET now to prepare yourself and
HANDOUTS AND CONCLUDE WITH A your loved ones.
DISCUSSION CONCERNING THE
EMOTIONS AND EFFECTS OF LIVING
Some of the things you can do
THROUGH AN ATTACK.
to prepare for the unexpected,
OBJECTIVE: such as assembling a supply kit
CADETS WILL LEARN TO UNDERSTAND and developing a family
THE BENEFITS OF BEING PREPARED AND communication plan, are the
AWARE PRIOR A TERRORITST ATTACK. same for both a natural or
THEY WILL LEARN HOW TO BEST BEHAVE man-made emergency.
BEFORE AND AFTER AN ATTACK. However, as you will see
throughout the pages of
http://www.ready.gov/overview.html there are
important differences among potential terrorist threats
that will impact the decisions you make and the actions
you take. With a little planning and common sense, you
can be better prepared for the unexpected.

Now, have your cadets take

out their Cadet Handout for
this unit.

D-39
L59 WHAT YOU CAN DO IN THE WAR ON TERRORISM

WHAT YOU CAN DO TO FIGHT TERRORISM

While we agree that the root causes of terrorism need to be addressed, your
views about who is right and who is wrong will not provide any protection for
your family members and pets in a terrorist attack. This is the world we live in
now and whether we like it or not, we had better get used to it.
There are a number of simple things to you can do to fight terrorism:

DEALING WITH A STATE OF EMERGENCY

• A terrorist attack is intended to inflict suffering and maximum psychologi-

cal damage. It causes great uncertainty, disrupts people’s personal and
daily business routine, disrupts the economy and creates a very real cli-
mate of fear that more attacks will follow.

• The physical and psychological trauma runs the gamut from emo-
tional outbursts, stress and fear to loss of appetite and may trigger
asthma or heart attacks.

• The best and indeed, the only way to handle such adversity is to be
prepared for it to whatever degree is humanly practical. The more
we can feel confident about protecting our loved ones and pets, the
better able we are to deal with an emergency when and wherever
it arises.

• Prepare a family emergency plan and be familiar with the various

emergency situations and their associated dangers and responses

• Conduct emergency drills with all the members of your family

• Depending on the nature and severity of the attack, you need to be able to
plan ahead to decide whether or not you should stay in your home or leave
• If you have to leave, always bring your pets with you

• Every family member should learn how and when to turn off your water,
gas and electricity including the location of the shut off valves and
switches and keep the necessary tools next to them (if you do turn off your
gas, a professional must turn it back on, do not attempt to do this your-
self)

• Be familiar with all aspects of your human and pet emergency kits and
practice giving first aid to your family members and your pets

• Talk things over openly with your family

• If there are elderly or disabled people in your neighbourhood, please in-

clude them as a part of your community and/or family emergency plan

D-40
 L59
• Make certain that in the event of a terrorist attack that each member of
the family knows where they should meet up at the earliest and safest
possible opportunity and that each person has a complete of phone num-
bers for each family member, friend or relative
• Take your personal emergency kit and your pet emergency kit
and lock the door of your home behind you.

CITIZENS CORPS

After the terrorist attacks on Sept. 11, 2001, many Americans asked what
they could do to make their communities safer. People really wanted to vol-
unteer and to work together with their neighbors. President Bush created
Citizen Corps and encouraged all Americans to volunteer their time to help
others.
How does this work? There are four Citizen Corps programs:

• Neighborhood Watch;
• Volunteers in Police Service
• Community Emergency Response Teams; and
• the Medical Reserve Corps.

The Community Emergency Response Teams (CERT) are overseen by FEMA.

These very special teams are trained to help first responders in an emer-
gency. What does that mean? In a large emergency, emergency responders
such as firefighters, will be very busy. They will not be able to help
all the people who might need help. This is where CERT comes in.
These special teams are trained to help out. They can do basic first
aid, help with evacuations and other duties that are very important
in an emergency.

WHAT CAN YOU DO?

First off, be sure your family is prepared. Then talk to your teacher
about school preparedness. Then, find out if there is CERT in your
community. Even youngsters can learn basic first aid or help with
providing information to a community. The bottom line is this: Get
Involved!

To find out more about Citizen Corps

and CERT, go to www.citizencorps.gov

CONCLUSIONS
• All of the steps you take to protect those you love can be used in the
event of a terrorist attack, natural or manmade disaster
• Be prepared
• Hope for the best, plan for the worst
• Be alert
• Do your part in the fight against terrorism
• Be as self sufficient as humanly possible
• Follow the advice and directions of health care professional and emer-
gency services personnel

D-41
L59 WHAT YOU CAN DO IN THE WAR ON TERRORISM
WHAT YOU MAY EXPERIENCE
FOLLOWING A TERRORIST ATTACK
People who have experienced or witnessed a
terrorist attack may go into a state of acute
stress in reaction. You may feel one or all of
these symptoms:
• Recurring thoughts of the incident
• Becoming afraid of everything, not leaving
the house, or isolating yourself
• Stopping usual functioning, no longer main-
taining daily routines
• Survivor’s guilt -- "Why did I survive? I should
have done something more."
• Tremendous sense of loss
• Reluctance to express your feelings, losing a
sense of control over your life
COPING WITH THE TRAUMA
Identify the feelings that you may be experienc-
ing. Understand that your feelings are a normal
reaction to an abnormal situation. Remember
that you have overcome adversity and trauma in
the past. Try to remember what you did that
helped you overcome the fear and helplessness
in that situation.
• Talk to others about your fears. It’s okay to
ask for help. Workplaces may convene small
groups with an EAP counselor or other men-
tal health counselor so people can share
their feelings.
• Make efforts to maintain your usual routine.
• Think positively. Realize that things will get
better. Be realistic about the time it takes
to feel better.
1. What preparations can you make to prepare for a future ter-
rorist attack?
2. How might you feel after being involved in an attack?
3. What is Survivor’s Guilt?
4. What you should do after being in an attack?
5. How can you help yourself to gain back a sense of control in
D-42 your life?
• Recognize that the nature of terrorist at-
tacks creates fear and uncertainty about the
future. Continue to do the things in your life
that you enjoy. Don’t get preoccupied with
the things you cannot control to the extent
that they prevent you from living your nor-
mal life.
• Know the actions our government is taking
to combat terrorism and restore safety and
security. Recognize that trained officials
throughout the country are mobilized to
prevent, prepare for and respond to terror-
ist attacks.
• Limit exposure to media coverage.
WHAT YOU CAN DO
• Talk about it. Not expressing your feelings
will keep you from being able to work
through what happened. By talking with
others, you will relieve stress and realize
that other people share your feelings.
• Get plenty of rest and exercise. Remember
to eat. Avoid excessive drinking and risk-
taking activities.
• Spend time with your family. If you have
any children, encourage them to discuss
their concerns and feelings with you.
• As soon as it feels comfortable, go back to
your usual routine.
• Do things that you find relaxing and sooth-
ing.
• Recall other times when you have experi-
enced strong emotions and how they were
resolved.
• Do something positive that will help you
gain a greater sense of control
• (for example, give blood, take a first aid
class or donate food or clothing).
• If you feel overwhelmed by the disaster, ask
for help. It’s not a sign of weakness. Talk
with a trusted relative, friend, social
worker, or clergy member.
 DO YOU HAVE WHAT IT TAKES? L60

If all the oh-so glamorous

responsibilities covered in
the last unit sounded inter-
esting, you might be won-
dering if you have what it takes to
be a police officer. No buts about In addition to the obvious
dangers of confrontations with
it: the work is demanding, dan- criminals, officers are on
gerous and stressful. constant alert for any number
of threatening situations. In
most jurisdictions, officers are expected to be armed
and exercise their authority even when they’re off-
OVERVIEW:
duty.
DISCUSS THE DEMANDS OF A CAREER IN
LAW ENFORCEMENT. Many law enforcement officials deal first hand with
DISTRIBUTE THE CADET HANDOUT AND death and suffering which can really wear down one’s
EXPLAIN THE PROCESS OF BECOMING A state of mind. It takes a strong will to deal with the
POLICE OFFICER. long hours, difficult emotional situations, and the
CONCLUDE WITH A GUEST SPEAKER general stress of being a police officer. Still sound like
DISCUSSING HIS OR HER EXPERIENCES AS fun?
A LAW ENFORCER.
The reward at the end of the
OBJECTIVE: day is the knowledge that the
CADETS WILL GAIN A DEEPER work officers do helps to keep
APPRECIATION FOR THE DUTIES A our nation’s cities and homes
POLICE OFFICER PERFORMS AND BE safe...even if that means
ABLE TO IDENTIFY THE QUALITIES
working holidays and weekends.
REQUIRED FOR A SUCCESSFUL
PROFESSIONAL CAREER.
Officer Beverly Freshour and
Lamar Middle School Cadets,
Austin, Texas

Now, have your cadets take

out their Cadet Handout for
this unit.

D-43
L60 DO YOU HAVE WHAT IT TAKES?

THE “GOOD GUYS”

OK, so there are some bad cops out there. But this is not about those
guys. This is the story of the “Good Guys” -- the overwhelming majority
of the men and women who wear a badge. While they don’t wear white
hats like the “Good Guys” of popular legend, police officers do their fair
share of riding to the rescue and rounding up the “Bad Guys.”

For most police officers it’s the role of a lifetime --to perform heroic
deeds, to make a real difference in the lives of people in their commu-
nity.

On the pages that follow, you will learn qualities that elevate the ex-
ceptional cop to the status of “One of the Good Guys”. Along the way
take stock of yourself, find out if you are on the right track to becoming
a “Good Guy” whether you wear a badge or not.

COMPASSION
“To be a great police officer, you have to care about people. Compas-
sion is often an underrated quality. You have to want to help people.
The majority of the people you come in contact with are calling for help
and have been victimized somehow. The last thing those people want or
need is some cop who is acting like he’s just going through the motion
and not caring about them; he or she must be willing to do everything
he can do to help them. Compassion is absolutely essential.”

Officer Jim Adams, Hanford Police Dept., Hanford, CA

“One of the most important skills law enforcement officers need is peo-
ple skills. If you don't have good people skills, you cannot interact with
the community and serve their needs.”

Officer Mitchell Garcia, Houston Police Department

A SENSE OF HUMOR
A sense of humor may seem like an unlikely choice but ask any law en-
forcement officer and they’ll tell you that it is essential for dealing with
the absurdities and tragedies that dominate a law enforcer’s career.
Learning to cope, decently and without rancor, is your best hope for
making it all the way to retirement.

“A sense of humor is essential to coping with the realities of a law en-

forcement career. This job is a tough job, and you've got to have your
priorities in order.” Det. Staha added that along with humor, learning
to leave the stresses of police work at the office, and maintaining a
strong religious faith keep your life in balance.

Det. Howard Staha, Austin Police Dept., Austin, TX,

D-44
MATURITY
L60
“Maturity is important. And it does not necessarily depend on age. A
lot of times we get kids right out of college and they lack maturity and
will make childish mistakes. A mental maturity is important. Every day
in this job you will be required to conduct yourself in a professional
way, many times under stressful situations. That requires maturity,
usually beyond your years.”

Officer Mitchell Garcia, Houston Police Dept., Houston, TX

“You have to think in terms of the enormous authority that the police
officer has. You’re carrying a gun. You have power to do things to peo-
ple. Peoples’ lives are in your hands in certain situations. Maturity is
absolutely essential.”

Officer Jim Adams, Hanford Police Dept., Hanford, CA

INTEGRITY
A thief believes that everybody steals. An honest person knows that is
not true. As a police officer, this is your core value: integrity, and
there’s no on/off switch.

“I think integrity is important with this job. There are so many things
that can happen. If you lack integrity, you can fall off that thin line
and go astray. In our local Junior Police Academy, we teach that integ-
rity is not something you have a little bit of -- you’ve either got it or
you don’t. I find that when integrity is the top priority all the other
character traits fall into place.”

Captain Tom Long, Herkimer Police Department, Herkimer, NY

D-45
L60 DO YOU HAVE WHAT IT TAKES?
Police and detectives held about 727,000 jobs in
1998. About 81% of police detectives and investi-
gators were employed by local governments, pri-
marily in cities with more than 25,000 inhabitants.
Some cities have very large police forces, while
hundreds of small communities employ fewer than
25 officers each.
DO YOU HAVE THE RIGHT STUFF?
Candidates must be U.S. citizens, usually at least
20 years of age, and must meet rigorous physical
and personal qualifications. Physical examinations
for entrance into law enforcement often include
tests of vision, hearing, strength, and agility.
Eligibility for appointment generally depends on
performance in competitive written examinations
and previous education and experience. In larger
departments, where the majority of law enforce-
ment jobs are found, applicants must have at least
a high school education. Federal and State agen-
cies typically require a college degree.
Personal characteristics such as honesty, judg-
ment, integrity, and a sense of responsibility are
especially important in law enforcement. Candi-
dates are interviewed by senior officers, and their
character traits and backgrounds are investigated.
In some agencies, candidates are interviewed by a
psychiatrist or a psychologist, or given a personal-
ity test.
AN INFORMAL GUIDE TO BECOMING A
POLICE OFFICER
THE CALL
Here's how it usually works. You call up an agency's
personnel department and ask for them to send you an
application. This first application is a page or two and
1. What are two traits an officer must have?
2. Why does an officer need a sense of humor?
3. What is integrity?
4. What kinds of exams must a potential officer pass?
5. Are you ready for the challenge of law enforcement?
D-46
typically concerns your work experience and education.
You send that in and then get called for an initial inter-
view.
THE INFORMAL INTERVIEW
This is done one on one with the applicant coordinator.
It is an informal screening interview.
THE EXAM
Next comes the written exam. Multiple choice and very
much like the SATs, the test covers basic skills: math,
reading comprehension, logical thought. You can buy
prep books for the exams.
BACKGROUND CHECK
If you pass the written exam, next
comes the very thick background
questionnaire. They are about
twenty pages long and ask for all
kinds of personal information on you
and your family, your work and
educational history, drug use, legal
problems, finances, old roommates,
anything goes.
THE PANEL INTERVIEW
The applicant coordinator and a few
others will spend a couple of hours asking you just about
anything.
THE DOCTOR AND THE POLYGRAPH
The doctor's physical is next, including a physical fitness
test and then a polygraph.
TIPS
Internships, if you are in school, are a great way to get a
foot in the door and make some contacts. Support posi-
tions are also great. Higher education and/or work ex-
perience are also very helpful.