Courses should be aligned with state and national standards. Instruction utilizes best practice pedagogy. Lessons prepare students to be excellent entry level employees and capable of success in industry aligned credentials.
Criminal Justice Pathway at San Marcos High School
The Criminal Justice pathway at San Marcos High School currently consists of two courses: Criminal Justice 1 and Criminal Justice 2. However, the district is actively working to enhance and expand this pathway by transitioning all courses into four dual enrollment classes with Palomar College. These courses will be taught during the school day by Andrew Golembieski, a faculty member at both San Marcos High and Palomar College. This shift will provide students with college credit while still in high school, giving them a head start toward a degree in criminal justice and related fields.
These courses align closely with the San Marcos High School-wide learning objectives, ensuring that students develop essential 21st-century skills. Through coursework, hands-on experiences, and real-world applications, students will:
Think critically and creatively – Engaging in discussions, analyzing case studies, and participating in hands-on scenarios will help students develop problem-solving skills applicable in both law enforcement and broader career pathways.
Produce various forms of effective communication – Students will enhance their writing, public speaking, and presentation skills through assignments, class debates, and real-world scenarios.
Productively interact within collaborative environments – The program fosters teamwork through group projects, field experiences, and guest speaker interactions, preparing students for careers that require strong collaboration and decision-making skills.
This course is designed to familiarize students with the criminal justice system, including law enforcement, courts, and corrections. Students will learn through a combination of classroom instruction, guest speakers, hands-on scenarios, field trips, class discussions, and presentations. These experiences will provide a comprehensive understanding of the justice system and help students explore potential careers in law enforcement, legal studies, and public service.
By transitioning to a dual enrollment model, San Marcos High School is expanding opportunities for students to gain college credit, strengthen industry connections, and graduate with both the knowledge and skills necessary for success in the criminal justice field.
Criminal Justice Program at San Marcos High: A Strong Focus on Instructional Literacy
The Criminal Justice program at San Marcos High School is built on a clear and structured instructional literacy framework that supports student comprehension, organization, and critical thinking. Using A Concise Introduction to Criminal Justice by Robert M. Bohm (1st edition, ISBN: 978-0-07-340150-8) as the foundational textbook, the instructor enhances learning with a wide array of supplemental articles that provide real-world context, current events, and deeper insight into law enforcement, the legal system, and criminal justice policies.
Classroom instruction is designed to strengthen students’ literacy skills through a combination of lectures, discussions, and structured activities. The teacher emphasizes the importance of note-taking and organizational strategies, helping students develop strong academic habits that are essential for success in both education and future careers. Additionally, reading assignments and activities are carefully selected to promote critical thinking and analytical reading skills, ensuring that students can engage with complex legal concepts, case studies, and policy discussions effectively.
By integrating diverse reading materials, structured note-taking strategies, and discussion-based learning, the Criminal Justice program at San Marcos High equips students with the literacy skills necessary for higher education, professional training, and careers in law enforcement and public service.
Objective: Students will understand and classify crimes related to injury, including battery, assault, and elder or dependent adult abuse.
Key Points:
Definition of battery and assault
Legal classifications of these crimes (misdemeanor vs. felony)
Importance of intent in determining crime classification
Specific statutes related to elder or dependent adult abuse
Assessment: Students will complete a worksheet identifying various scenarios as either battery or assault and classify them accordingly.
Standard Addressed: CTE Standard A5.1 - Describe how federal, state, and local laws and regulations affect public safety operations.
Objective: Students will learn about the elements and classifications of kidnapping, including child abduction and false imprisonment.
Key Points:
Definitions of kidnapping, false imprisonment, and child abduction
Distinguishing between custodial rights and unlawful detainment
Legal consequences for each crime
Assessment: Students will engage in a group discussion analyzing case studies on kidnapping and present their findings.
Standard Addressed: CTE Standard A5.2 - Explain the importance of individual liberties and civil rights provided in the Constitution.
Objective: Students will identify and differentiate between robbery and carjacking.
Key Points:
Definition and elements of robbery and carjacking
Classification as felonies
The role of fear and force in these crimes
Assessment: Students will create a flowchart that outlines the elements of robbery and carjacking.
Standard Addressed: CTE Standard A5.0 - Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields.
Objective: Students will explore the definitions and classifications of murder and manslaughter.
Key Points:
Differentiating between murder and manslaughter
Understanding malice aforethought and its implications
Discussion of felony murder rule
Assessment: Students will write a short essay analyzing a fictional homicide case, applying the concepts learned.
Standard Addressed: CTE Standard A5.3 - Prepare a chart showing the organizational chain of command and other administrative systems to assign tasks and responsibilities for maximum effectiveness.
Objective: Students will understand the procedures involved in death investigations, including homicide and suicide investigations.
Key Points:
Steps for responding to a death scene
Differentiating between natural, accidental, suicide, and homicide deaths
Importance of evidence preservation
Assessment: Students will conduct a mock death investigation in groups, documenting their findings and presenting them to the class.
Standard Addressed: CTE Standard A5.1 - Describe how federal, state, and local laws and regulations affect public safety operations.
Mock Trial: Students participate in a trial simulation where they role-play as defense attorneys, prosecutors, and witnesses in a case involving crimes against persons.
Research Project: Students research a famous case of crime against a person, examining the legal outcomes and societal impacts.
Community Awareness Campaign: Students develop a campaign to raise awareness about crimes against individuals in their community, including posters, social media content, and presentations.
CTE Standard A5.0: Understand the laws, ordinances, regulations, and organizational policies that guide public safety career fields.
CTE Standard A5.1: Describe how federal, state, and local laws and regulations affect public safety operations.
CTE Standard A5.2: Explain the importance of individual liberties and civil rights provided in the Constitution and how public safety workers should safeguard these rights when interacting with the public.
CTE Standard A5.3: Prepare a chart showing the organizational chain of command and other administrative systems to assign tasks and responsibilities for maximum effectiveness.
Probable Cause Presentation.pdfActive-VS-Passive-Resistance.pdfCriminal-Justice-From-Arrest-to-Booking.pdf
