These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

9-1:  Describe police responsibilities in terms of actions related to the 1^st Amendment.

1. Documentation:  In groups of 3-5, outline actions that are protected under the 1^st Amendment and examples that are not protected.
2. Writing:  Why is it important for police to protect freedom of speech, even if they disagree with what is being said? Reflect in 800-1000 words and include examples.

9-2:  Discuss the effects the 2^nd Amendment has on police.

1. Debate:  Interpretation of the 2^nd Amendment continues to be debated and evolving. In groups of 4-6, debate reasons for and against the right to conceal weapons. Include reasoning from the constitution, those cited in court decisions, and those commonly discussed in public debates.
2. Writing:  How does the 2^nd Amendment and recent court rulings affect police work? Discuss in 500-800 words.

9-3:  Identify the necessary elements for police to conduct search and seizure under the 4^th Amendment.

1. Role-playing:  In groups of 4-6, enact scenarios in which an officer can conduct a warrantless search, can conduct a Terry Stop, and must wait for a warrant or consent. Discuss the differences between these scenarios and the police’s right to act.
2. Writing:  In 800-1000 words, discuss the need to balance the police’s duty to protect and serve the public, and the public’s right to privacy and against unreasonable search and seizure. Discuss how laws and court rulings reflect this balance and include examples.

9-4:  Describe the implications of the 5^th Amendment of police procedure.

1. Role-playing:  In groups of 3-5, enact scenarios in which police fail to uphold suspect’s 5^th Amendment rights. Discuss how police can ensure they are respecting a suspect’s constitutional rights.
2. Writing:  Imagine you have recently been arrested for a crime you did in fact commit. In 800-1000 words, discuss how you might feel when you are read your Miranda rights and ways in which you would plan to utilize your constitutional protections.

9-5:  Define due process and it’s relation to policing and the 14^th Amendment.

1. Documentation:  In groups of 4-6, outline the strengths and weaknesses of the crime control model versus the due process from the perspectives of police officers, legal practitioners, the public, and individuals accused of crimes.
2. Writing:  How does the equal protection clause impact policing procedures? Consider how it affects law enforcement tactics that employ racial profiling, or other issues that are relevant today. Discuss in 800-1000 words.

9-6:  Explain the exclusionary rule as it applies to police procedure and evidence collection.

1. Role-playing:  In groups of 4-6, enact a courtroom scenario in which a judge must decide if the exclusionary rule applies or if an exception to the rule is applicable. Discuss arguments on each side and rationale for the judge’s ruling.
2. Writing:  In 800-1000 words, discuss why judicial oversight is important to prevent police misconduct. Include rationale for the exclusionary rule and relevant examples.

9-7:  Identity some of the legal issues associated with police use of force.

1. Documentation:  In groups of 3-5, outline exigent circumstances that might apply for an officer to use forceful entry without a warrant. Discuss why some circumstances may allow an officer to act without a warrant while others do not.
2. Writing:  In 1000-1200 words, reflect on how use of force is necessary in some circumstances though is also harmful to officers, agencies, and the public. Consider the perspectives of both officers and suspects, and the careful balance of citizens’ constitutional protections and law enforcement’s public role.

9-8:  Analyze some of the legal issues associated with the Patriot Act, Homeland Security, and terrorism.

1. Practicum:  In groups of 4-6, imagine you are a team of administrators planning collaboration with the FBI Joint Terrorism Task Force. Outline 5-10 strategies that will assist in anti-terrorism operations while also ensuring safeguards for civil liberties. Present to the class.
2. Writing:  In 800-1000 words, reflect on your impression of the Patriot Act and the Homeland Security Act. Consider anti-terrorism efforts, constitutional rights, and any other factors you deem to be important.