Day 2 Instructional Procedures

1. Organize students into groups of 3–5 (maximum of 8 groups). Each group completes the Scenarios Group Project Worksheet.
2. Provide each group with a set of Law Enforcement Career Cards. Each student should select one card, then return extra cards to the teacher.
3. Distribute two to three Scenario Cards to each group. Students review and choose one scenario to focus on.
4. Give each group the corresponding Scenario Description to read. Collect unused scenario cards.
5. Groups discuss the role each student’s career card would play within the chosen scenario.
6. Optional: If students didn’t complete the Law Enforcement Careers KWL Chart in Milestone 1, you could have them do it now as an exit ticket to further explore and reflect on law enforcement careers.

Days 3–4 Instructional Procedures

1. Provide the Scenario Presentations, which expand on the scenarios chosen on Day 2 and serve as the foundation for groups’ upcoming presentations.
2. Allow groups to continue their discussion from Day 2, analyzing each career role from their Law Enforcement Career Cards in greater detail.
3. Have groups present their scenarios to the class, explaining how each job fits. If students can’t think of a way for their job to fit (e.g., cybersecurity agent during an earthquake), ask the class if there are considerations not mentioned in the scenario that might enable the job to fit (for example, a cybersecurity agent could help protect emergency communication systems or monitor online threats during the aftermath of an earthquake).
4. Facilitate a whole-class discussion:
   • Why are these jobs important?
   • How great is the need for these jobs locally, statewide, and nationally?
   • How can communities support law enforcement professionals?
   • What are the positive aspects (pros) of this career cluster?
   • What are some negative (cons) stereotypes of these careers?

Day 5 Instructional Procedures

1. Provide each group with a set of Think Cards. Each member should select one card. Conduct the activity using one of these methods:
   • Each member answers only the questions on their own card.
   • Each member asks their card’s questions and the group responds.
   • Each member answers one question themselves and assigns one to the group.
   • If time allows, pull additional Think Cards.
2. Have groups brainstorm ways to increase public interest in these careers. Possible formats include posters, infographics, flyers, brochures, or videos.

Optional Day

If Option 1 (Guest Speaker) was not chosen in Milestone 1 students can research 1–4 careers from their career set and complete the Career Pathway Learning Log.

Instructional Procedures

1. Have student groups choose one of the careers they have been exploring. Groups should select a career they feel would benefit the community the most by increasing recruitment efforts.
2. After choosing a career, groups should decide on a recruitment format that best communicates the career to community members. Options include posters, brochures, digital advertisements, videos, or social media campaigns.
3. Encourage students to explore the FCCLA Career Connection Info Sheet and the FBLA Career Research Presentation Rating Sheet. These resources can help identify a recruitment audience or provide additional material to include in recruitment messaging.
4. Have groups share their recruitment product with other groups to exchange feedback, using the Peer Review Rubric to critique each other’s work.
5. Direct groups to use the feedback to revise their recruitment products and prepare to present them effectively to the panel.

Days 9–10 Instructional Procedures

1. Groups will take turns presenting their recruitment product to a professional panel.
   • Possible panel members can include anyone serving in one of the professions listed in the Career Opportunities sections above.
   • The teacher can seek out students’ family members or neighbors to invite to serve on the panel.
   • The panel can use the Rubric and Checklist for PBL Presentation to judge the presentation and will vote on which 3–5 recruitment products should receive the “Beyond the Badge” award for most effectively communicating the impact and benefits of the profession.
   • If panel members are not available, students can present to another CCA class, and that class will vote for the top 3–5 products to earn the award.
   • The top 3–5 products should be presented or shared with local law enforcement agencies for their use.
2. To assess whether participating in the PBL increased students’ awareness of careers within the pathway, have students complete the Career Cluster Worksheet, listing the new careers they’ve learned about. These careers may come from their own group or from other groups’ Scenario Presentations and Recruitment Product Presentations.

Optional Day 11 – CTSO Connections

Reflect on careers and discuss CTSO events that relate to this area. The teacher could also have students compete individually in a Boggle-type game: students list as many jobs as they can within a time limit, and those with the most unique jobs (not repeated by others) win a prize.