Michael A.

Garcia
act+++Instructional Planning Grid
: 130.293 (c)(6) (A-C)
Objective

The student will be able to describe

the U.S.C. land mark case Miranda v. Arizona and
list 5 constitutional requirements associated with
the Miranda warnings of adults, juveniles, witness,
suspects along with rights afforded during interviews
and interrogations.

2. Big Understandings
It is important that LE students understand a citizen's right
against self incrimination under the 5th Amendment of
the USC. Miranda v. Ari zona lists requirements that law
enforcement officers must follow while when detaining
individuals for suspected offenses. Failure to provide the
Miranda Warnings may prevent the further prosecution of
violators.

3. Assessment Evidence
Law enforcement students be placed in heterogeneous groups and rotate amongst five (5) different scenarios. Five
scenarios will be audio/visual. The scenarios center on law enforcement officer contacts under various circumstances
with citizens . After the students have reviewed the scenarios, the students (as a group) will write a detailed narrative on
what they have observed along with indicating whether they believed that a contacted person should have been
"Mirandized" or not and if so, at what point during the contact the law enforcement officer should have read the citizen
their rights under the 5th Amendment.
20 min.

4. Opening Hook

Buck Savage Video (MOP)

Complete the "Warm-Up hand out "Miranda vs. Ari zona "
Time (see #5)

5. Instructional Strategies/Student Activities

MAIN INSTRUCTION: Discussion of t he warm -up will include t he case la w of Miranda vs. Ari zona, what implications it has for
la w enforcement and what measures needing to be taken to comply wit h t he Supreme Court 's discussion. Students will
be instructed b y way of instructor's Power-point presentation lecture when a person ,who is in custody, should be
Mirandized along with exceptions to the Miranda rule. Five audio/visual (video) scenarios will be presented to the
students for analysis.
15 min.
DIFFERENTIAL INSTRUCTION: Direct supervision of the student along with more hands on activity. Grouping with students
who are strong in Law Enforcement concepts.

6. Materials/Resources
Warm-up hand-out page (Miranda v. Arizona)
Text book - Dempsey and Frost; POLICE 2013, 2011 Delmar, Cengage Learning.
Miranda rights p. 187-191,
Miranda rules (warnings) p. 188-189
Miranda v. Arizona (1966) p. 109.179,187

SAPD Form 66-E (Jun 99)

Miranda, Ernesto p.188

7. Grouping Patterns
Law enforcement students be placed in heterogeneous groups to review and work as a group on
conclusions the the above assignment.

8.Ending, Summary/Reflection
Students will review and collaborate on the various presented law enforcement officer contacts with citizens and
present their findings to the class. (time will be given proportional to the number of groups made for a total not to
exceed 20 min. for all the groups to present their findings.
The completed assignment will be turned in at the end of class. As a group assignment, all the members of the
group will be given the same score for the assignment.

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