Intro to Law, Public Safety, Corrections, and Security

EHS 2026-2027

Instructor: Marc Dotson

Classroom: 213

Primary method of contact is email: mdotson@goddardusd.com

Email is the preferred method of communication with students and families. Additional district-approved communication platforms may be used to share general announcements, reminders, and classroom updates throughout the year.

What LPSCS is:

LPSCS introduces students to the fields of law, public safety, corrections, and security while building the foundational legal knowledge, critical thinking, communication, and professional skills used throughout the Law Pathway. Through real-world scenarios, case studies, simulations, and hands-on activities, students will explore how laws are created, interpreted, and applied while developing an understanding of the legal system, public safety professions, and the responsibilities of informed citizens.

Career Opportunities:

LPSCS introduces students to a wide variety of careers dedicated to serving and protecting communities. The skills developed in this course like critical thinking, communication, ethical decision-making, and problem solving are valuable in nearly every profession. As the foundation of the Law Pathway, this course prepares students for continued study while also helping them understand how laws are created, organized, interpreted, and applied within the justice system. Even if students choose a different career path, these experiences help prepare them to become informed citizens, responsible leaders, and active members of their communities.

· Law Enforcement

· Security & Loss Prevention

· Military Service

· Fire & Rescue

· Criminal Investigation

· Private Investigation

· Emergency Medical Services (EMS)

· Legal Services (Attorney, Paralegal, Court Reporter)

· Crime Scene Investigation / Forensic Science

· Emergency Management

· Cybersecurity & Digital Forensics

· Public Administration & Government

· Corrections

· Homeland Security

General Classroom Expectations & Procedures:

1)       Be Prepared: Students are expected to bring a charged Chromebook or charging cord to class each day, along with any required classroom materials.

2)       Beginning of Class: When students enter the classroom, they should take their assigned seat and begin the daily classroom routine. These may include Breaking News/Case Files, Routine Vocabulary, Tracking Perspective Shift (TPS) Reports, or other bell work (see the Grading section for additional information).

3)       Electronic Devices: In accordance with Kansas House Bill 2299 and district policy, cell phones, smart watches, tablets, Bluetooth earbuds or headphones, Meta glasses, and other personal electronic devices are not permitted during instructional time unless specifically authorized by school administration (for example, as part of an IEP, 504 Plan, or other approved accommodation). Devices that are visible or used without authorization will be confiscated and turned into the office in accordance with school policy.

4)       Attendance and Tardies: Students who are not present in the classroom when the bell rings will be marked absent. Students arriving within the first ten minutes of class will have the absence changed to a tardy, which will be handled according to the school's attendance policy.

5)       Restroom Procedures: Restroom breaks will be permitted on a one student out at a time basis. Visual indicators in the classroom will notify students when another student is already out to minimize classroom disruptions.

6)       Classwork and Homework: Time will be provided during class to complete most assignments. Homework will not normally be assigned; however, students who do not finish classwork are expected to complete it during Academic Extension or as homework.

7)       Late and Missing Work: Late and missing assignments will be addressed on a case-by-case basis, taking into consideration the circumstances, communication with the teacher, and the student's overall progress.

8)       Participation: Students are expected to actively participate in discussions, simulations, group activities, and other classroom learning experiences. Respectful disagreement and thoughtful questions are encouraged.

9)       Academic Integrity: Students are expected to complete and submit their own original work. Plagiarism, cheating, unauthorized collaboration, or other forms of academic dishonesty may result in disciplinary action in accordance with school policy.

10)  AI Use Restricted: The use of artificial intelligence (AI) tools in this course is restricted unless your instructor clearly explains when and how they may be used. Students should assume AI is not allowed for coursework unless permission is provided. If AI use is permitted, it must be clearly disclosed and properly cited. Unauthorized or uncited AI use may be treated as a violation of the Academic Integrity Policy.

Supply List:

Recommended Classroom Supplies

·       Blue ink pens – Used for original notes, assignments, and reflections. Writing in ink encourages thoughtful notes while preserving previous work for future reference and reflection.

·       Red ink pens – Used for corrections, feedback, annotations, and revisions.

·       Highlighters – Recommend a 5-color pack to help with organization and color-coding of notes, documents, case studies, and argument building frameworks (such as CERCA).

·       Notebook(s) – Students will maintain handwritten notes throughout the course. Notes may be organized in a single notebook, multi-section notebook, or multiple notebooks based on personal and organizational preferences.

Suggested notebook sections include:

·       Routine Vocabulary

·       Breaking News / Case Files

·       Tracking Perspective Shift (TPS) Reports

·       General Class Notes

Students are encouraged to choose an organizational system that best supports their learning and study habits. These could include using one notebook, multiple notebooks, binders, folders, or another organizational system of their choice. The instructor will demonstrate several effective note-taking systems during the first weeks of class. Regardless of the organizational method selected, handwritten notes are expected and may be used on summative assessments.

Course Modules and Topics:

Module 1: Leadership, Ethics, and Professionalism: Develop ethical reasoning, professional behaviors, leadership skills, and personal responsibility expected throughout the Law Pathway.

Module 2: Research, Reasoning, and Communication: Evaluate information, communicate effectively, conduct research, and apply critical thinking to solve problems and make reasoned decisions.

Module 3: Law and Government: Explore the historical development of American law and government while examining constitutional principles, the structure of government, and the foundations of the legal system.

Module 4: Organization of Laws: Examine how laws are organized by source, type, jurisdiction, and subject area while introducing major areas of law, court systems, criminal classifications, and public safety organizations.

Module 5: Law Enforcement and the Legal System: Explore the role of law enforcement within the criminal justice system while examining constitutional protections, legal procedures, and the responsibilities of maintaining public safety.

Module 6: Fire Management Services: Investigate the principles of fire science, emergency management, hazardous materials, prevention, and the role of fire service professionals.

Module 7: Emergency Medical Services (EMS): Examine emergency medical assessment, triage, patient care, and the role of EMS within an integrated public safety system.

Module 8: LPSCS Careers: Research education pathways, professional certifications, career opportunities, and workplace expectations while developing a personal plan for future education, employment, or public service.

Assignments and Grading:

This course uses a points-based grading system with a total of 1035 possible points earned through Routine, Formative, and Summative assignments. Each category serves a different purpose in developing legal knowledge, critical thinking, professional skills, and long-term success.                  

Routine Assignments (60 points)

Routine assignments are short, ongoing activities that build the habits necessary for success in the Law Pathway. Rather than measuring mastery of specific learning targets, these assignments encourage consistent preparation, reflection, and organization throughout the semester.

Routine assignments consist of:

Breaking News / Case Files – 16 weekly assignments × 2 points (32 points)

Students complete a weekly current-events activity that develops legal literacy, connects classroom concepts to real-world events, and contributes to their Case File portfolio.

Vocabulary Journal – 16 weekly assignments × 1 point (16 points)

Each week, students maintain a handwritten vocabulary journal by recording the week's assigned legal terms and definitions. Vocabulary journals are reviewed primarily for completion and reasonable effort, because they serve as an important study resource for future assessments. The vocabulary journals will be allowed as notes on the summative assessments for each module.

Tracking Perspective Shift (TPS) Reports – 2 reports × 6 points (12 points)

Students periodically reflect on how their understanding, reasoning, or perspective has changed over time because of new learning by examining evidence, considering alternative viewpoints, and connecting new learning to previous thinking.

Routine assignments emphasize consistent effort rather than perfection. Because these activities are designed to support learning and provide study resources, students are encouraged to complete them thoughtfully, as they directly contribute to success on formative and summative assessments.     

Formative Assignments (175 points)

Each instructional module includes four formative assignments designed to help students practice and apply new concepts before the summative assessment.

Guided Practice Formatives – 3 assignments × 5 points (15 points per module)

Students complete three guided practice assignments during each instructional module with teacher support, discussion, and feedback. These assignments are designed to develop understanding, strengthen legal reasoning, and provide opportunities to revise thinking before the summative assessment. Guided Practice Formatives also serve as an opportunity for students to create and refine quality handwritten notes that may be used during the module's summative assessment.

Independent Formative – 1 assignment × 10 points (10 points per module)

Students complete one independent formative assignment during each instructional module to demonstrate their understanding with greater independence. These assignments require students to apply legal reasoning, critical thinking, communication, or professional judgment while using the concepts and skills developed throughout the module. Independent Formatives provide students with an opportunity to demonstrate readiness before completing the module summative assessment.

Formative assignments may be revised one time within one week of receiving feedback to demonstrate improved understanding.      

Summative Assessments (800 points)

Each instructional module concludes with a 100-point summative assessment designed to measure mastery of the module's learning targets through progressively more complex thinking and application. Most summative assessments are organized into three parts that reflect increasing levels of cognitive complexity, although alternative assessment formats may be used when they better evaluate the module's learning targets and professional skills.

Part I – Know and Understand (50 points)

Students demonstrate mastery of foundational knowledge through vocabulary, key concepts, legal structures, historical context, and other essential learning targets. This section primarily assesses Levels 1 and 2 of cognitive complexity by measuring recall, recognition, explanation, and basic understanding.

Part II – Explain and Apply (30 points)

Students apply legal concepts to scenarios using CERCA and IRAC frameworks, legal reasoning, evidence evaluation, and professional discretion. This section primarily assesses Level 3 thinking by requiring students to analyze facts, apply legal principles, and justify conclusions using evidence.

Part III – Analyze, Formulate, and Defend (20 points)

Students defend decisions, justify ethical choices, consider alternative perspectives, and reflect on how their reasoning can guide future decisions. This section primarily assesses Level 4 thinking by requiring evaluation, synthesis, argumentation, and professional judgment.

Students should strive to demonstrate Proficient or Exemplary understanding of each module's learning targets. To support continued growth, students are provided with one opportunity to improve their summative score after completing a minimum two-day study and reflection period. Alternate versions of summative assessments may be used to evaluate the same learning targets and competencies.

Grading Breakdown:                         

KSDE Proficiency Points Earned Percentage Letter Grade

4 – Exemplary 932 – 1035   90% - 100% A

3 – Proficient 828 – 931   80% - 89.9% B

2 – Limited 725 – 827   70% - 79.9% C

1 – Inadequate 621 – 724   60% - 69.9% D

0 – Insufficient Evidence 0 – 620   ≤ 59.9% F

Professional Development (PD):

Students may earn limited additional points by participating in a self-selected activity related to law, government, public safety, or civic engagement outside of school and submitting a reflection report. PD activities are worth 10 points each, with a maximum of 2 for the course. Activities require prior instructor approval using a Professional Development Request Form. These opportunities encourage meaningful learning beyond the classroom and do not replace regular coursework.

PD Reflection Requirements:

·       Describe the experience.

·       Explain why you chose the activity.

·       Connect the experience to at least two Pathway Focus Lenses.

·       Describe how the experience challenged, confirmed, or changed your thinking.

·       Identify one skill, habit, or insight you gained that will help you in future coursework, a career, or civic life.

Course Information & Policy Updates

This syllabus provides an overview of course expectations, grading practices, classroom procedures, and instructional routines for LPSCS. The accompanying Law Pathway Syllabus provides additional information about the pathway philosophy, program structure, and long-term learning goals. District, building, state, and postsecondary partner policies remain in effect and may require updates during the school year. Course procedures and schedules may also be adjusted as needed to support student learning or comply with policy changes. Students and families will be notified of significant changes as soon as possible.