(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Law, Public Safety, Corrections, and Security. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
  (1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
  (2) The Law, Public Safety, Corrections, and Security Career Cluster focuses on planning, managing, and providing legal services, public safety, protective services, and homeland security, including professional and technical support services.
  (3) Federal Law Enforcement and Protective Services provides the knowledge and skills necessary to prepare for certification in security services for federal law enforcement and protective services. The course provides an overview of security elements and types of organizations with a focus on security measures used to protect lives, property, and proprietary information, to ensure computer security, to provide information assurance, and to prevent cybercrime.
  (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
  (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
  (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to achieve business and industry employability skills standards such as attendance, on-time arrival, meeting deadlines, working toward personal/team goals every day, and ethical use of technology.
  (2) The student demonstrates professional standards as required by federal law enforcement and protective services. The student is expected to:
    (A) demonstrate positive work behaviors and attitudes and professional standards in federal law enforcement and protective services;
    (B) support and apply ethical reasoning to a variety of simulation situations in order to make ethical decisions;
    (C) demonstrate teamwork skills through working cooperatively with others to achieve tasks such as team building, consensus, continuous improvement, respect of opinions of others, cooperation, adaptability, and conflict resolution;
    (D) demonstrate sensitivity to and value for diversity and confidentiality; and
    (E) demonstrate an understanding of content, technical concepts, and vocabulary when analyzing information, following directions, conveying information, and accessing information sources such as texts, Internet websites, and technical materials.
  (3) The student explores the history of federal law enforcement and protective services in the United States. The student is expected to:
    (A) research the development of federal law enforcement and protective services through the history of the United States; and
    (B) explain the importance of the interface between federal law enforcement and protective services and other aspects of law enforcement.
  (4) The student identifies health, safety, and environmental responsibilities of federal law enforcement and protective services personnel in establishing and maintaining a safe work environment. The student is expected to:
    (A) identify workplace hazards to health, safety, and the environment;
    (B) inspect a workplace to identify potential health, safety, and environmental problems;
    (C) investigate and document findings in simulated workplace incidents and accidents; and
    (D) summarize issues and problems associated with hazardous materials.
  (5) The student analyzes the impact of ethical and legal responsibilities relevant to federal law enforcement and protective services. The student is expected to:
    (A) differentiate between civil and criminal law;
    (B) analyze the impact of legal issues relevant to federal law enforcement and protective services;
    (C) describe the importance of good public relations techniques as they relate to federal law enforcement and protective services and crisis situations;
    (D) analyze the connections between constitutional and federal laws, federal law enforcement, and private security operations by referencing relevant constitutional amendments;
    (E) analyze specific federal, state, and local laws and regulations affecting government security operations;
    (F) summarize specific juvenile laws affecting security operations;
    (G) compare alternative responses in simulated security scenarios that require application of ethical and legal behavior;
    (H) discuss the possible ramifications of unethical behavior on the part of security professionals;
    (I) analyze the importance of the Fourth Amendment with respect to security officer powers of arrest, search, and seizure;
    (J) summarize the due process rights granted to individuals by the Fifth Amendment during an interrogation;
    (K) analyze the impact of the Fourteenth Amendment as it relates to due process and equal protection of the law; and
    (L) analyze the importance of social media and be familiar with its effects on federal law enforcement and protective services.
  (6) The student explains risk management principles as they apply to security functions for the protection of assets. The student is expected to:
    (A) describe the sources of natural, intentional, and unintentional threats such as information assurance, computer security, cybercrime, human trafficking, border security, and domestic and foreign terrorism;
    (B) present examples that depict potential physical, electronic, procedural, and personnel vulnerabilities;
    (C) summarize the concept of risk management from a local, state, federal, and national security perspective, including the importance of knowing what to protect and the consequences of loss; and
    (D) explain how security operations and the criminal justice field interface and rely upon each other.
  (7) The student analyzes the role of computer forensics in security operations. The student is expected to:
    (A) summarize the role of computer applications relating to forensics investigations; and
    (B) investigate criminal activity in areas such as cybercrime, the Internet, and Internet trafficking.
  (8) The student analyzes security systems and their role in an overall security strategy. The student is expected to:
    (A) summarize the purposes, types, and applications of physical and electronic access control systems, surveillance systems, and intrusion detection systems;
    (B) analyze how physical and electronic systems work together as an integrated system to support an overall protection strategy; and
    (C) analyze the roles of security surveys, inspections, and exercises to test existing protection measures.
  (9) The student investigates disaster response in emergency situations as it relates to the duties of a security officer for the protection of persons, property, and information. The student is expected to:
    (A) summarize the characteristics of terrorism as a criminal act; and
    (B) examine the elements and techniques of critical infrastructure protection to reduce the risk to key terrorist targets and the impact of natural disasters.
  (10) The student recognizes the role of intelligence analysis in crime prevention and homeland security. The student is expected to:
    (A) summarize the steps of the intelligence cycle such as planning, collection, collation, evaluation, analysis, dissemination, and feedback; and
    (B) execute a crime pattern analysis identifying links between a given crime and a set of potentially related incidents.
  (11) The student applies crime prevention concepts. The student is expected to:
    (A) diagram the crime triangle of ability, opportunity, and motive;
    (B) describe the concepts of deter, detect, delay, and deny; and
    (C) evaluate the security of a business or residence by using crime prevention through environmental design strategies.
  (12) The student evaluates situations requiring the use of force. The student is expected to:
    (A) demonstrate the use of the force continuum in simulated situations requiring varied degrees of force; and
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