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1 Criminal Justice/Public Safety II June 2011
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Criminal Justice/Public
Safety II
June 2011
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I.COURSE DESCRIPTION
Students who are majoring in Criminal Justice / Public Safety must be serious and dedicated
to the service of the community. Character, integrity and ethics are emphasized throughout
the course. This is a full-year career and technical education course that aims to increase the
student’s knowledge, understanding and application of Criminal Justice/Public Safety as well
as an introduction to basic Forensic Science. The comprehensive program includes both
theoretical and practical/hand-on instruction at the grade10 level. Students will build on the
following topics: the US legal system and roles of related personnel (Judge, Prosecutor,
Defense Attorney, Court Clerk, Bailiff, Jury, Court Administrator, etc.); Courtroom
Procedure; Criminal Law and Procedure; Constitutional Law; Family Law; Civil Law;
Corrections; Traditional and Digital Facial Reconstruction and Composite; Report Writing;
Fingerprinting(history, procedure, terminology, classification, characteristics, patterns); and
Latent Fingerprint detection and procedure. The course includes regular forensic science lab
work, the daily infusion of technology, practical projects and activities, role-playing
scenarios, service-learning and project based learning. Instruction includes the most relevant
tools, practices and techniques utilized in the criminal justice industry today. The program
includes the study of individual rights, state and local laws, the criminal justice system from
the investigative process to the sentencing process, fire science and much more. PCTI
maintains a positive and beneficial relationship with numerous law enforcement agencies.
Students at the sophomore level will be introduced to municipal, state and federal law
enforcement with guest speaker presentations from the Passaic County Sheriff’s Department
(Crime Scene Investigative Unit), New Jersey State Police, Port Authority of NY and NJ,
Paterson Fire Department, Paterson Police Department, New Jersey Parole Division, New
Jersey Department of Probation, New Jersey Department of Youth and Family Services,
New Jersey Department of Corrections (Gang Awareness Unit), Federal Bureau of
Investigations, Drug Enforcement Agency, U.S. Marshal Service, Alcohol Tobacco and
Firearms Agency, U.S. Customs Agency and the U.S. Secret Service. Students will also
have the opportunity to go on exciting field trips. The field trips include the Passaic
County Courthouse, Passaic County Administrative Office of the Courts, Passaic County
Jail, New Jersey Law Foundation. All students have the opportunity to earn three college
credits after completing an American Heart Association First Responder CPR/AED/First Aid
Certification. Further, students interested in practicing Criminal Law will get firsthand
experience competing against other high schools across the state as a member of the PCTI
bulldog Mock Trial team. This course will develop the students ability to think analytically,
draw reasonable conclusions and clearly present and justify their findings orally and in
writing.
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II. Course Objectives/Outline
9.4 Career and Technical Education: All students who complete a career and technical
education program will acquire academic and technical skills for careers in emerging and
established professions that lead to technical skill proficiency, credentials, certificates, licenses,
and/or degrees.
A. Fundamentals of Criminal Law/Practical Law
1. Investigative Process (9.4.12.L (4).1, .3, .11-.14, .16-.18, .27, .32, 9.4.12.L (5).10, .11)
a. Arrest
b. Search and Seizure
c. Interrogations and Confessions
2. Proceedings Before Trial (9.4.12.L (4).1, .3, .14, .17, .20, .27)
a. Booking and Initial Appearance
b. Bail/Pretrial release
c. Prosecutor Information
d. Preliminary Hearing
e. Grand Jury
f. Felony Arraignment and Pleas
g. Pretrial Motions
e. Plea Bargaining
3. The Trial Process (9.4.12.L (4).1, .3, .20, .27, 9.4.12.L (5).10, .11)
a. Right to trial by jury
b. Right to speedy and public trial
c. Right to compulsory process and to confront witnesses
d. Freedom form self-incriminations
e. Criminal Appeals
4. Sentencing and Corrections (9.4.12.L (4).1, .12, .20, 9.4.12.L (5).10, .11, 9.4.12.L (1).7, .8)
a. Sentencing options
b. Purposes of punishment
c. Parole
d. Capital Punishment
e. Corrections
5. Juvenile Justice (9.4.12.L (4).1, .12, .20, .27, .30)
a. Overview
b. Status Offenses/ Delinquent Offenses
c. Family Court
6. Torts: A Civil Wrong (9.4.12.L.11, .14, .18)
a. Liability
b. Types of Torts
c. Preparing for Trial
d. Insurance Issues
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7. Intentional Torts (9.4.12.L.11, .14, .18)
a. Damages
b. Torts against the person
c. Torts against property
d. Defenses
8. Negligence (9.4.12.L.11, .14, .18)
a. Elements
b. Duty and breach
c. Causation
d. Damages
e. Defenses
9. Strict Liability (9.4.12.L.11, .14, .18)
a. Dangerous Activities
b. Animals
c. Defective products
10. Contracts (9.4.12.L.11, .14, .18)
a. Elements of a contract
b. Minors and contracts
c. Written and oral contracts
d. Illegal Contracts
11. Warranties (9.4.12.L.11, .14, .18)
a. Express Warranties
b. Implied Warranties
c. Disclaimers
12. Credit and Other Financial Services (9.4.12.L.11, .14, .18)
a. Banks accounts
b. Credit
c. Paying for college
d. Cost of credit
e. Lender requirements
f. What if you are denied credit?
g. Default and collection practices
13. Deceptive Sales Practices (9.4.12.L.11, .14, .18)
a. Door to door phone sales
b. Referral Sales
c. Advertising and the consumer
d. Bait and switch
e. Mail orders, internet commerce, repairs, estimates
14. Cars and consumer (9.4.12.L.11, .14, .18)
a. Buying a car
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15. Juvenile Justice (9.4.12.L.11, .14, .18)
a. Overview of system
b. Status Offenses/ Delinquent Offenses
c. Family Court involvement
16. Marriage (9.4.12.L.11, .14, .18)
a. Getting Married
b. Legal aspects of Marriage
c. Common Law Marriage
d. Financial Responsibilities
e. Property Ownership
f. Decisions in Marriage
g. Spouse Abuse
h. Legal Issues for Single People in Nontraditional Relationships
17. Rights and Responsibilities (9.4.12.L.11, .14, .18)
a. Looking for a job
b. Conditions on job
c. Losing a job
18. Parents and Children (9.4.12.L.11, .14, .18)
a. Responsibilities between Parents and Children
b. Child Abuse and Neglect
19. Foster care and Adoption (9.4.12.L.11, .14, .18)
a. Foster Care
b. Adoption
20. Separation, Divorce, and Custody (9.4.12.L.11, .14, .18)
a. Marriage Problems
b. Separation and Divorce
c. Child Custody
d. Alimony, Property Division, and Child Support
e. Stepparents
B. Adjudication – Mock Trial Activities and Competitions
(9.4.12.L (4).1, .20, 9.4.12.L.4, .7-.18, .55-.57)
1. Structure of Courts
a. American Court System
b. Federal, State, Local Courts
c. Jurisdiction, Trial, Appeal
2. Participants/Careers
a. Judge
b. Prosecutor
c. Defense Attorney
d. Court Clerk
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e. Bailiff
f. Expert and Lay Witnesses
g. Jury
e. Nonprofessional participants (lay witnesses, jury, victim, defendant, press)
3. Pre-Trial Procedures
a. Arrest
b. Arraignment
c. Grand Jury or Remand
d. Pre-Trial Hearings/Peremptory & Challenges for Cause
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4. Trial Process
a. Opening Statements
b. Direct Examination
c. Presentation and Submission of Evidence
d. Cross-Examination of Witnesses
e. Redirect Examination
f. Objections at Trial
g. Rules of Evidence
h. Closing Statements
i. Judges Charge to the Jury
j. Jury Deliberations and Verdict
5. Sentencing (Passaic County Superior Court Field Trip)
a. Philosophy and Goals of Criminal Sentencing
b. Indeterminate and Structured Sentencing
c. Sentencing Guidelines (State and Federal)
d. Death Penalty
6. Appeal Process
a. Grounds for appeal
b. Available courts
c. US Supreme Court - Court of Last Resort
7. Corrections
a. Probation, Parole and Community Corrections
b. Prisons and Jails
c. Prison Life
d. Juvenile Justice
e. Drugs & Crime
8. Relevant Court Case Summaries & Opinions
a. NJ courts
b. Federal courts
9. Mock Trial activities and competitions
a. Advanced mock trials
b. NJ State Bar Association Mock Trial Competition
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C. Fingerprints (9.4.12.L (4).25)
a. History/Overview
b. Patterns
c. Classification
d. Characteristics
e. Steps for Fingerprinting (Rolled and Flat Impressions)
D. Latent Fingerprint Evidence (9.4.12.L (4).25)
a. Types of Fingerprints and Impressions
Detection
Procedure
Lifting Techniques
E. Impression Evidence- Casting (9.4.12.L (4).26)
a. Nature of Impression Evidence
b. Examination of Impression Evidence
Footwear Impressions
Tire Tread Impressions
c. Collection of Impression Evidence
d. Casting and Lifting Impressions using biofoam impressions
F. Report Writing (9.4.12.L.4, .7-.9, .11, .14, .16, 9.4.12.L (4).3, .12-.14, .17, .27)
1. Accuracy (Correctness)
2. Clarity (Clearness)
a. Facts in logical sequence
b. Quote witnesses clearly and accurately
3. Brevity (Conciseness)
a. Information, Facts
4. Completeness
a. All pertinent facts
b. Record facts as soon as possible
5. Grammar
6. Objectivity
a. Fairness to all parties
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7. Questions a report should answer
a. Who, What, Where, When, How and Why?
8. Purpose for reports
a. Inform, Provide Information, Start an Action
G. Fire Science – Part II (9.4.12.L (2).1 -.19)
1. Rescue Procedures
a. Recognize the hazards associated with various rescue operations.
b. Describe the differences between primary and secondary searches.
2. Forcible Entry
a. Identify forcible entry tools by common name and use.
b. Describe building features and methods of forcible entry for doors, windows, gates,
walls, and floors.
3. Ventilation
a. Understand ventilation as a fire service tool.
b. Know the principles, advantages, and effects of ventilation
4. Prevention, Public Education, and Pre-Incident Planning
a. Describe the function of the Fire Prevention Division.
b. Understand the value and goals of a home inspection program.
5. Emergency Medical Services
a. Explain the basic elements of an emergency medical system.
b. Perform an initial assessment on all patients, obtain vital signs, and conduct a
focused history and physical exam.
6. Firefighter Survival
a. Describe the procedures that should be taken to establish and prepare for
assignment of a rapid intervention team.
b. List the five steps that can lead to an organized rapid escape.
7. Hazardous Materials: Laws, Regulations and Standards
a. Explain the local emergency response plan and standard operating guidelines.
8. Hazardous Materials: Recognition and Identification
a. Identify the nine hazard classes as defined by DOT.
b. Identify the hazards associated with each hazard class.
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H. Guest Speakers
a. FBI
b. DEA
c. Secret Service
d. U.S. Marshal
e. ATF
f. U.S. Customs
g. N.J. Dept. of Corrections
h. N.J. Department of Parole
i. N.J. Department of Probation
j. N.J. State Police
k. P.C. Sheriff’s Dept. – CSI
l. DYFS
I. Forensic Science- Ι *See Forensic Ι Curriculum for detailed information
J. Facial Composite Software (9.4.12.L (4).7, .27)
1. Obtaining a description
2. Types of sketches
a. Forensic
b. Facial Composite
3. Forensic Art
4. Interview Techniques
a. Cognitive Interview Approach
b. Question Format
5. Creating Composite Sketch
6. Psychological Profiling
a. Inductive Reasoning
b. Deductive Reasoning.
7. Subconscious Evidence
8. Polygraphs
9. Final Project
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K.First Aid,CPR & Safety Education Certification (Advanced First Aid,
Cardiopulmonary Resuscitation, Automated External Defibrillator, etc.) (9.4.12.L (2).3, .5-.19)
*See curriculum from PCCC Course PE 114
General topics include:
1. American Heart Association Certification in Cardiopulmonary Resuscitation, Automated
External Defibrillator, and Basic First Aid (15 hours)
2. First Responder Certification – First Responder: National Standard Curriculum and either
the American Heart Association Basic Life Support Course C, Healthcare Provider Course,
the American Red Cross CPR for the Professional Rescuer Course, or the National Safety
Council Professional Rescuer Course. This unit includes the following from the National
Highway Traffic Safety Administration First Responder: National Standard Curriculum:
a. Introduction to EMS Systems
b. Workforce Safety and Wellness
c. Medical Legal and Ethical issues
d. The Human Body
e. Airway Management
f. Patient Assessment
h. Medical Emergencies
i. Poisoning and Substance Abuse
j. Behavioral Emergencies
k. Environmental Emergencies
l. Bleeding, Shock and Soft Tissue Injuries
m. Injuries to Muscles and Bones
n. Pediatric Emergencies
o. Geriatric Emergencies
p. CPR for adults
q. CPR for infants and children
r. Practical Skills Assessment
(40 hours)
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III. Methods of Student Evaluation (including assessment, evaluation, and Bloom’s
Taxonomy)
Assessment- this will be separated into two universal categories- formal and informal. The
formal (graded) and the informal (ungraded). Teachers will be required to use their skills to
match the assessment to the learning objective. This assessment will verify if students are
learning and will re-examine your teaching strategy as the course develops.
Universal formal assessments will include but not limited to:
Multiple – choice exams
Quizzes
Research papers
Case studies
Short answer questions
Projects
Oral Presentations
Essays
Hands-on projects
Informal assessments will include but not limited to:
Class Participation
Note taking
Collaborative work
Debates
Portfolios
Evaluation- each marking period will have an amalgamation of the following methods
that will be used to evaluate the performance of the student.
Homework
Report Writing
Chapter tests
Class participation
Quizzes
Hands-on projects and activities
Case studies
Research projects
Certification training programs
Computer projects
Analysis of newspapers, magazines, videos, and current events
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Bloom’s Taxonomy- there are six levels that will be used by the teacher when creating
lesson plans and assessments. It is important to design questions that incorporate all
levels of thinking. The following are some sample power words that should be used when
planning a lesson.
Knowledge: Recall, Write, Record, Repeat, Locate, Memorize, Recall, Choose,
Pick, Identify, View
Comprehension: Clarify, Describe, Extend, Infer, Represent, Trace, Compare,
Associate, Estimate
Application: Acquire, Modify, Make, Sketch, Solve, Produce, Conduct,
Manipulate, Present
Analysis: Ask, Edit, Sequence, Review, Inquire, Group, Monitor, Inspect,
Survey, Sort
Synthesis: Arrange, Assemble, Elaborate, Format, Model, Reorganize,
Rearrange, Establish
Evaluation: agree, Compare, Consider, Criticize, debate, Defend, Evaluate,
Hypothesize, Prioritize
IV. TEXTBOOK, INSTRUCTIONAL MATERIALS AND SOFTWARE
Streetlaw: A Course in Practical Law, 8th Edition, Glencoe, 2010
*Complete instructional program with CD’s, workbooks, video, DVDs, on-line resources,
etc.
Emergency Medical Responder, Fifth Edition
Andrew N. Pollak, MD, FAAOS
David Schottke, RN, NREMT-P, MPH
Jones & Bartlett Learning
2010
Essentials of Firefighting, International Fire Service Training Association, Fire Protection
Publications, Oklahoma State University, 2007.
*Complete instructional program with workbooks, videos, DVD’s, CD’s, etc.
New Jersey Police Manual, Gann Law Books, 2007
Criminal Code of NJ, Gould Publications, 2007
NJ Arrest, Search and Seizure (Book & On-Line), Gann Law Books, 2005
Dictionary of Criminal Justice, Prentice Hall, 2006
Criminal Justice Department Video and DVD library
PCTI Circulation Library and Computer Labs
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Online Resources:
www.cjnowonline.com (online textbook)
www.courttv.com (Court TV Home)
www.courttv.com/forensics_curriculum (Forensics in the Classroom)
www.discoveryeducation.com
V. INSTRUCTIONAL STRATEGIES In order to meet the individual needs of our students, differentiated instruction is utilized in
every class. This involves the use of a variety of instructional strategies, including but not
necessarily limited to:
readings and exercises from approved text(s)
related supplemental materials
individual and group research projects
cooperative group activities
teacher generated handouts;
lecture in conjunction with class discussion and notes
debates
role playing activities
oral and written reports
simulations
multimedia presentations
related field trips
internet and ITV presentations and conferences
guest presenters and demonstrations
lab activities
maps, photos and graphs
class discussions
peer teaching
note taking
Learning Styles- learning will encompass the three main methods of learning (auditory,
visual, and kinesthetic). Due to the fact that every student learns differently, all three learning
styles will be incorporated by the teacher. An assortment of teaching methods will be used
daily.
Inquiry Based Learning- this method allows the student to try to find resolution to issues
and questions as they accumulate new knowledge. The student’s involvement will lead to
understanding.
Project Based Learning- students will participate in hands on projects and practice skills
that pertain to the vocational subject matter. This learning approach is all-encompassing
for the student.
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VI. SCOPE AND SEQUENCE
SCOPE AND SEQUENCE CHART
I= Introduced
D=Developed in Depth R=Reinforced
CRIMINAL JUSTICE/PUBLIC SAFETY II
Suggested Grade Levels
SKILL TO BE LEARNED 9 10 11 12
Demonstrate an understanding of the criminal justice
system from arrest to incarceration
D
Evaluate and explain the trial process and system for
sentencing
D
Understand and demonstrate the organization and
operation of the local, state, and federal court systems
and related personnel
D
Demonstrate strong understanding of the US
Constitution and Landmark Decisions
D
Demonstrate understanding of the legal principles of the
fourth, fifth, sixth, and eighth amendments
D
Understand Juvenile Delinquency and the Juvenile Justice System
I
Evaluate the principles of civil law (torts, negligence,
intentional torts, and strict liability) D
Understand and explain collaborative relationship
between police, courts, corrections, fire, EMS, and
related agencies
D
Describe the value of ethics, morals, integrity and
professionalism in law enforcement
D
Demonstrate working knowledge of NJ Criminal Code
(Title 2C) and Motor Vehicle Code (Title 39)
D
Analyze crime data and make predictions I
Apply techniques for crime scene investigation (i.e.:
patent and latent fingerprints, transfer impressions, facial
composite recognition )
D
Utilize and evaluate fundamental methods of Forensic Science
I
Identify and apply basic first aid for medical
emergencies I
Understand and apply first responder skills,
responsibilities and liability
I
Demonstrate a working knowledge of Fire Science D
Understand and evaluate civic responsibility, rights, and obligations
D
Understand the legal issues associated with contracts and
warranties
D
Understand the legality of deceptive sales practices ID
Understand credit and financial responsibility ID
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VII. Pacing Chart
Week Chapter Material
Week 1 Gather student information
Intro to Law Enforcement
Morals, Ethics, Values, Student Bio,
Proficiencies, Course Material
Week 2-3 Chapter 12
Investigative Process
Fourth Amendment, Exclusionary Rule,
Warrants, Probable Cause. Miranda
Warnings, Reasonable Suspicion
Week 4-7 Chapter 13
Proceedings Before Trial
Introduction to Mock Trial
Booking, Bail/Pre trial release,
Preliminary Hearing, Grand Jury,
Arraignments, Pretrial Motions, Plea
Bargains
Week 8 Fire Science Chapter 16
Rescue Procedures
Recognize Hazards, Primary/Secondary
Searches
Week 9-10 Chapter 14
The Trial Process
Fire Science Chapter 17
Forcible Entry
Trial by Jury, Speedy Trial, Fifth/Sixth
Amendment, Appeal Process
Identify forcible entry tools, Methods of
entry
Week 11-14 Mock Trial Power Point
Mock Trial Activity
Structure of Courts, Court Participants,
Opening/Closing Statements, Direct
Examination, Cross Examination,
Submission of Evidence, Re-cross/Re-
Direct, Objections, Rules of Evidence,
Jury Deliberation and Charges
Week 15-16 Chapter 15
Sentencing and Corrections
Fire Science Chapter 18
Ventilation
Sentencing Options, Purposes of
Punishment, Parole, Capital Punishment,
Corrections
Principles, advantages, and effects of
ventilation
Week 17 Christmas Break
Week 18-19 Chapter 16
Juvenile Justice
Fire Science Chapter 21
Prevention, Public Education, and
Pre-Incident Planning
Overview Juvenile System, Status
Offenses, Delinquent Offenses, Gault
Case, Expungement, Family Court
Function of Fire Prevention Division,
Values and Goals of Home Inspection
Week 20-27 Fingerprinting ( Lecture/Hands on )
Chapter 23 Contracts
Fire Science Chapter 22
Emergency Medical Services
History, Overview, Classification,
Characteristics, Steps for taking Inked
Prints, Students will be assessed on
taking flat/rolled impressions,
Elements of a contract, Minors and
Contracts, Written/Oral Contracts,
Illegal Contracts
Elements of EMS, Patient Assessment
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Week 28-30 Latent Fingerprint( Lecture/Hands
on)
Fire Science Chapter 23
Firefighter Survival
Latent/Patent Prints, Detection of Latent
Prints, Examination of Prints, Procedure
for Lifting Latent Prints
Rapid Intervention Team, Five steps for
an organized escape
Week 31 Transfer Impression Evidence
Fire Science Chapter 24
Hazardous Materials
Report Writing
Transfer/Indented Impressions, Direct,
Class and Individual Characteristics,
Collection of Cast Impression,
Emergency Response to Hazardous
Materials
Documentation, Field Notes, Succinct
Writing, Objectivity, Grammar/Usage
Week 32-36 Emergency Medical Response
Course
Fire Science Chapter 25
Hazardous Materials
Chapter 18
Torts: A Civil wrong
See course outline
DOT Hazards, Classifications
Liability, Types of Torts, Insurance
Issues, Plaintiff vs. Defendant, Common
Law, Preponderance of Evidence,
Immunity
Week 37 Chapter 19 Intentional Torts
Chapter 20Negligence
Damages, Torts against Property/Person,
Defenses to Torts
Elements, Duty/Breach, Causation,
Damages, Defenses
Week 38 Chapter 20 Strict Liability
Chapter 24 Warranties
Compensatory/ Nominal/Punitive
Damages, Defamation( Libel/Slander)
Express Warranties, Implied Warranties,
Disclaimers
Week 39 Chapter 25
Credit and Other Financial Services
Chapter 26
Deceptive Sales Practices
Bank Accounts, Credit, Lender
Requirements
Door sales, Referrals, Bait and Switch
Week 40 Chapter 28
Cars and the Consumer
Buying a car
Week 41 Facial Composite Software Sketches, Forensic Art, Interview
Techniques, Psychological Profiling,
Project
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VIII. Student Proficiencies Handout
Criminal Justice II
The Law Enforcement/Public Safety II program is a full year course that will afford the
student with a wide-ranging proposal for a possible career in this field. The student will be
motivated by the instruction process and understand the important steps necessary for
entering the field of law and public safety. Activities will be used to replicate all phases of
the criminal justice system. Students will be trained by knowledgeable instructors on many
different skills and abilities that are required for this career. The overall objective is to
promote character, morals, ethics, good citizenship, academic advancement while inspiring
the student to seek possible employment in the profession of Law Enforcement/ Public
safety.
Proficiencies
1. The student will understand the criminal justice process from an arrest through
incarceration.
2. The student will understand and differentiate the difference of criminal and civil
law and appropriate sentencing options.
3. The student will identify and demonstrate the organization and operation of the
local, state, and federal court systems and related personnel.
4. The student will demonstrate a strong understanding of the U.S. Constitution and
Landmark Decisions.
5. The student will demonstrate an understanding of the legal principles of the
Fourth, Fifth, Sixth and Eighth Amendments.
6. The student will be introduced to juvenile delinquency and the juvenile justice
system.
7. The student will be able to evaluate principle of civil law.
8. The student will understand and explain the collaborative relationship between
local, state, federal law enforcement agencies, county and state corrections,
municipal, state and federal courts, EMS, fire and related agencies
9. The student will develop a foundation as it relates to ethics, morals, integrity and
professionalism. 10. The student will be able to demonstrate knowledge of Fire Science.
11. The student will understand NJ Criminal Code (Title 2C) and Motor Vehicle
Code (Title 39).
12. The student will be able to analyze crime data.
13. The student will be able to apply techniques for crime scene investigation (i.e.:
patent and latent fingerprints, transfer impressions, facial composite recognition).
14. The student will be able to utilize and evaluate fundamental methods of Forensic
Science.
15. The student will be able to identify and apply basic first aid for medical
emergencies.
16. The student will be able to understand and apply first responder skills,
responsibilities and liability.
17. The student will be proficient in administering rolled and flat impression
fingerprints.
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18. The student will be able to understand and evaluate civic responsibility, rights,
and obligations.
19. The student will analyze different facets of contracts and warranties and the legal
aspects and consequences.
20. The student will be able to understand the legality of deceptive sales practices.
21. The student will understand financial responsibility as it relates to credit issues.
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IX. Textbook/Instructional Materials Evaluation Form
Title: Street Law A Course in Practical Law Subject: Criminal Justice/Public Safety II
Publisher Glencoe/McGraw-Hill Date of Publication 2010
Intended Grade(s) 10th Evaluator Robert F. Nutile
Excellent Acceptable Unacceptable Not
Acceptable
I. General Characteristics
A. Current publication date. X
B. Attractive appearance enriched with
up-to-date illustrations.
X
C. Written in clear, concise form. X
D. Reasonable cost. X
II. Physical and Mechanical
Features, Illustrations
A. Appropriate for information, interest
& grade level.
X
B. Tables, graphs, and charts. X
III. Philosophy
A. Acceptable. X
B. Promotes a positive self-image for all
social groups, and individuals
depicted.
X
C. Depicts all types of social groups,
including minorities, in many
different settings.
X
D. Treats controversial issues factually
and in scholarly manner.
X
E. Stresses equal rights and
responsibilities for all.
X
F. When appropriate, supports values
such as honesty, responsibility, and
respect.
X
G. Uses current learning principles and
psychological developments.
X
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IV. Organization of Material
A. Organizes material clearly and
logically.
X
B. Provides continuity throughout. X
C. Provides for individual differences in
learners.
X
V. Objectives
A. States general objectives of the
textbook (in teacher’s edition).
X
B. States specific objectives of the
textbook (in teacher’s edition).
X
C. Problems, exercises, and tests
directly or indirectly develop the
main objectives.
X
VI. Subject-Matter Content
A. Fulfills most objectives of the
course.
X
B. Contains current material. X
C. Presents material correctly and
truthfully.
X
D. Presents historical facts accurately. X
E. Develops and presents material in an
interesting manner.
X
F. States main ideas and expands on
them.
X
G. Provides sufficient coverage of the
subject.
X
H. Uses proper terminology. X
I. Defines terms accurately. X
J. Interest level suitable for grade level. X
K. Adequately presents concepts and
skills.
X
L. Provides for individual differences. X
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VII. Readability
A. Most of material estimated to be at
or near the appropriate grade level.
(Grade level = 10)
X
B. Vocabulary appropriate for grade
level.
X
VIII. Teaching Aids and
Supplementary Material
A. Each lesson, chapter, unit or other
subdivision, includes appropriate
activities, exercises or drills.
X
B. Includes necessary aids such as
workbooks, materials and teacher’s
guide.
X
DATE:
SIGNATURE OF EVALUATOR(S):______________________________
SIGNATURE OF SUPERVISOR_________________________________
COMMENTS ( Optional ):
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X. Affirmative Action Checklist for Textbook Adoption
Affirmative Action Checklist for Textbook Adoption
Title: Street Law A Course in Practical Law Subject: Criminal Justice/Public Safety II
Publisher: Glencoe/McGraw-Hill Date of Publication: 2010
Intended Grade(s) 10th Evaluator Robert F. Nutile
ILLUSTRATIONS
Yes No
Do the illustrations promote positive images that students can identify with
regardless of gender, race or ethnicity?
X
Do the illustrations portray women, minorities and the handicapped as active,
contributing members of society?
X
Are males and females presented in non-stereo-typed activities and roles? X
Are the illustrations free of bias and stereotyping? X
TEXTUAL CONTENT
Is there adequate coverage of the contributions of minorities, women and the
handicapped where appropriate?
X
Is all content on matters of race, gender, religion and ethnicity factual? X
Is the language free of sexual, cultural and racial bias? X
Does the material provide for diversity in career models that appeal to all
students regardless of gender, race or ethnicity?
X
Do the authors included in an anthology represent a cross section of
minorities, males and females?
X
Is the textbook acceptable in content and compatible with the curriculum? X
Is the textbook recommended for adoption? X
Signature of Evaluator
Date of Evaluation
Comments (optional)
