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Examining Police

  1. Considering the extensive nature of this topic, it is important to recognize this lesson covers only a select aspect of the subject. 
  2. This lesson encourages students to reflect on their own perception and experiences of the police compared to their peers. 
  3. This lesson serves to provide a brief introduction to the history and evolution of policing in the United States. 
  4. Human rights issues within the police force, such as excessive force, will be discussed specifically in the context of the events in Ferguson.
  5. Consideration of the sensitivity of this topic is very important. It is essential to create a comfortable and respectful environment prior to this discussion.
  1. Students will be able to identify the many different ways police and policing is perceived.
  2. Students will be able to critically connect and analyze the origins of policing to modern police practices in the US through class discussion.
  3. Students will be able to identify some potential social and political issues surrounding policing in the US.
  4. Students will be able to articulate the reform efforts that have already been proposed as well as have the critical thinking skills and knowledge necessary to brainstorm their own. 

  • Law enforcement: The generic name for the activities of the agencies responsible for maintaining public order and enforcing the law, particularly the activities of prevention, detection, and investigation of crime and the apprehension of criminals.

  1. Introduction
    1. Before beginning this lesson, review the classroom guidelines already created around respectful behavior with your students. It is also essential that it is clear to students they may leave at any point if they feel necessary. When discussing topics that may be triggering or upsetting to students, it is appropriate to allow the option of attendance or excusal.
    2. For more, see “Say Their Names” or reference Teacher Resources above.
  2. Agree/Disagree Discussion Activity
    1. Post a piece of paper on opposite sides of the classroom, labeled “disagree” and the other “agree.” Ask students a series of questions. After each individual question, have students move to the side of the room that matches with their answer. Representatives from each side will be asked to explain their response to the class. Students should be encouraged to change their position when presented with new evidence or arguments.
    2. Some possible questions include:
      • “You feel safe when there are police around.”  “You feel comfortable calling the police when you feel threatened.” “You believe police should be held accountable for misbehavior.” “You have personally had negative experiences with police.”
    3. Following completion of this activity briefly discuss with students what they observed.  
  3. Connecting Lessons 
    1. Begin with the homework the students completed from Lesson 4: Biases.
    2. With the class, pull up Washington Post’s police shooting database. Go through the current statistics with your students.
  4. 4. Brief Lecture 
    1. The origins of the modern police system in the United States dates back to the 1630’s. Cities such as Boston and New York created groups called a night watch. These groups often consisted of volunteers and were overseen by constables who were official law enforcement officers, typically paid. In the Southern states, policing began a bit different. These original groups date back to around the early 1700s and were known as “slave patrols.” The job of a slave patrol typically was to chase down and apprehend runaway slaves, a form of organized terror against slave revolts, and a form of law against slaves who may violate plantation rules.
    2. In the 1830s local, centralized bureaucratic police forces began to form due to urbanization and increased mob violence. Often these groups that were persecuted were lower class individuals protesting for worker rights.
      • Early departments run by politicians: Corrupt and brutal.
      • Post-Civil War/late-19th century: Strike-breaking in forms of forced dispersal and “public order” arrests. Began wearing uniforms, some started to carry firearms, and discussion around amount of force allowed to be used
      • Attempts for reform: 1890s beginning to look into police corruption, policies, and practices.
    3. Links to resources
    4. It is important to note that there is a long history of policing in America that can be fully taught to students and would be extremely beneficial.
  5. Policing in Ferguson
    1. Play this link to Episode 3: Doing It from 18:14-19:36. This is a clip of Montague Simmons, who grew up in north St. Louis County, near Ferguson.
      • After listening to this portion of the podcast, discuss as a class:
        • What did Montague’s experiences demonstrate about the Ferguson police force? How did this affect him? How do you think Montague”s experiences would affect his responses to the initial activity in this lesson?
    2. Play this link to Episode 1: The “Real” Ferguson from 8:15-13:13. This is a clip of Greg Casem, a police officer in Ferguson.
      • After listening to this portion of the podcast, discuss as a class:
      • How would describe Officer Casem’s approach to policing? What kind of impact does Casem make on the community and why? 
    3. Ferguson is just an example of the issues of policing and the criminal system in many areas. Each local department faces similar and unique issues of their own.
  6. Police Reform 
    1. Over the years attention to these issues have been brought to the forefront. Statistics like the ones linked earlier exemplify the inequalities and issues in policing. Reform efforts have been made in some regions.
    2. Ferguson police Reform
  7. Gallery Activity
    1. See Gallery Activity document
    2. Prompt: What would an ideal police force look like? Encourage students to use a medium they have not yet done.
      • What would the role of your police force be? How does an individual’s identity affect their views of police?  What restrictions or requirements would be put in place? Would there be community relations and, if so, what do they look like? What would the greater community look like as a result?

  1. Internet Access to play videos and podcasts.
  2. Projector or screen to display media material.

  1. Homework
    1. Have students formally submit homework.
  2. History of policing
    1. Make material and information accessible to students online.
  3. Ferguson activity
    1. Have students listen to podcast clips individually.
    2. Supply questions and have students write one or two paragraphs to be submitted using prompts.
  4. Police reforms
    1. Material can be posted and supplied for students online.
    2. Extra reading and resources can be made available.
  5. Gallery Activity
    1. Complete the same and have students submit a document, video, or picture of their work.

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