Search and Seizure Scenario Roleplay

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Criminal Justice Operations

  Course Title:

  Criminal Justice Operations 3

  Course Number:

  8918030

  Career Cluster:

  Law, Public Safety & Security

  CIP Number:

  0743010305

  Course Type:

  CTE Course

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “See-The-Sea Arrest Party.” See CPALMS resource ID #215175.

• Career Connection

  
  
  • Students will develop career building skills such as critical thinking and public speaking.
  • Students will use their knowledge of the rights against unlawful searches and seizures to create scenarios in which an arrest has been made lawfully or unlawfully.

• Learning Objectives

  
  

  Students will be able to:

  • Describe legal searches and seizures.
  • Identify the exceptions to search warrant requirements such as warrantless searches.
  • Discuss individual rights in the 4^th Amendment and the applications of the exclusionary rule
  • Explain how the U.S. Constitution safeguards and limits individual rights, particularly the 4th Amendment.
  • Present a role-play scenario with a logical organization and coherent focus that demonstrates lawful or unlawful search and seizures along with proper Miranda warning requirements.

• Prior Knowledge

  
  
  • Students should be familiar with the 4th Amendment of the U.S. Constitution.
  • Students should be able to create scenarios.
  • Students should be able to perform/role play.

• Guiding Questions

  
  
  • What counts as a search? What counts as a seizure?
  • What makes a search and seizure lawful?
  • What makes a search and seizure unlawful?
  • When are Miranda warnings required?

• Procedure

  
  
  1. To introduce the lesson, review what students already know about search and seizure, as well as review the following vocabulary terms that will be used in the case study: 4th Amendment, 5th Amendment, 14th Amendment, search, seizure, warrant, probable cause, reasonable suspicion, in custody, interrogation, Miranda warnings, public safety exception, exclusionary rule.
  2. Distribute copies of the case study, “See-The-Sea Arrest Party,” (see CPALMS Resource ID #215175). Have students read the case study independently.
  3. Pose the following discussion questions:
     • How can the knowledge of the lawful search and seizure protocol benefit members of a community?
     • What events in the case study count as special circumstances, in which a warrant is not required?
     • What events in the case study would raise reasonable suspicion for Damon?
     • How can Damon ensure the safety all members of the community during a search or seizure?
  4. Split the class into even groups (4-5 students, depending on class size).
     • Explain to the students that with their groups, they will determine if they will role play a lawful or an unlawful search and seizure scenario.
  5. Hand out a copy of the Search and Seizure Roleplay Storyboard worksheet and the See-The-Sea Arrest Party case study to each group.
     • Explain to students that the expectation for them is to draft their roleplay scenario to complete the storyboard worksheet. They can review the case study to recall details and information that should be applied to their scenario.
  6. Allow the groups an appropriate amount of time to create their storyboards and prepare their roleplay scenarios with their groups.
     • See Teacher Notes for pacing suggestions.
  7. Bring the class back together and have the groups roleplay their scenario.
     • After each roleplay, have a whole group discussion, in which the students will analyze if the roleplay scenario represents a lawful or an unlawful search and seizure. Then, have the students explain why.
  8. To bring the lesson to a close, have students reflect on the following questions on an exit ticket:
     • How can knowing and understanding the law regarding searches and seizure help you better understand Damon’s actions in the case study?
     • How does the case study and the role play scenarios better prepare you for a career in law enforcement?
     • How might the different perspectives in the role play scenarios be used in other situations: in your personal life? In your career?

• Teacher Notes

  
  
  • If needed, this lesson may be split over two days, where the first day is creating storyboards and practicing scenarios and the second day is when the groups will roleplay their scenarios.
  • You may want to provide an example of a completed story board before asking students to draft their own.
  • You may want to discuss expectations for roleplay scenarios. Suggested reminders for students: professional tone and vocabulary, not including sensitive information or information, being respectful and mature, etc.
  • You may also want to review storyboards for approval.