National Security
Course Description:
Do you know what it takes to keep an entire nation safe? Not only does this effort require knowledge on how to handle disasters, but it demands a cool head and tremendous leadership abilities. In National Security, you will have the opportunity to learn about the critical elements of the job, such as evaluating satellite information, analyzing training procedures, assessing military engagement, preparing intelligence reports, coordinating information with other security agencies, and applying appropriate actions to various threats. Put yourself in the position of the country’s decisive leaders and develop your own knowledge base and skill set necessary to meet the requirements of our nation’s most demanding career.
Course Details:
| Course Title (District): |
National Security |
| Course Title (NCES SCED) : |
Security Services |
| Course Provider : |
Genesee ISD |
| Content Provided By : |
eDynamic Learning |
| Online Instructor Provided By : |
Genesee School District |
| Standards Addressed : |
None |
| Academic Terms : |
Semester, Open Entry / Open Exit |
| NCES SCED Code : 15102 |
| Subject Area : |
Public, Protective, and Government Service |
| Course Identifier : |
Security Services |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: 810-591-4401
Additional Cost: $0.0
Additional Cost Description: None
Unit 1: Anatomy of National Security
- Explain the evolution of national security from World War II to the present day.
- Identify what the term “national security” means and its specific areas of concern.
- Trace the structural changes within our national government that have occurred as a result of the development of national security strategy.
- Explain how the Department of Homeland Security oversees the national security system and the major agencies involved.
Unit 2: Rules of Engagement in the National Security World
- Identify and explain the purpose of treaties and defense treaties in which the United States is currently involved.
- Understand the history of the United Nations and its role in international security.
- Explain the role of the UN Security Council, including its powers and strategies.
- Discuss the International Criminal Court, the four international crimes it investigates, and examples of these situations.
- Evaluate the rules of engagement, as well as their importance, and apply them to real-life scenarios.
Unit 3: Ethics in National Security
- Understand how international law and constitutional rights apply to national security issues.
- Explain the ethical challenges surrounding issues of detention, specifically those related to habeas corpus.
- Describe how treatment of detainees during interrogation challenge international law, specifically the Geneva Convention.
- Understand the connection between privacy law and the Patriot Act, as well as the role of Edward Snowden.
- Argue whether the United States behaved ethically in its pursuit of national security.
Unit 4: Intelligent Intelligence
- Explain several different types of intelligence and how they are collected.
- Understand how cryptography, satellites, and drones contribute to the intelligence-gathering process.
- Describe the types of agencies working behind the scenes gathering intelligence and how they operate.
- Identify a few types of careers in the intelligence community and their responsibilities.
Unit 5: National Disasters and Security
- Identify why national disasters threaten the security of any country.
- Describe the two primary agencies for addressing natural disasters.
- Explain how Hurricane Katrina demonstrated flaws in the disaster response system, and how it resulted in change.
- Understand how the disaster response system works among local, state, and national authorities and the role that the Federal Emergency Management Agency (FEMA) plays.
- Recognize how the Centers for Disease Control and Prevention (CDC) works to prevent and address outbreaks of diseases in order to prevent a widespread issue.
Unit 6: Human-Made Disasters and National Security
- Identify the types of environmental disasters that are the result of human error or bad intention.
- Discuss the industrial accidents and potential hazards that pose a threat to national security.
- Examine the humanitarian crises that can affect the nation.
- Explain how U.S. government agencies work to respond to and prevent human-made disasters.
- Analyze at least one event from each type of human-made disaster to understand potential national security threats.
Unit 7: Terrorism and National Security
- Identify how key changes in policy and agency procedure address the threats of terrorism brought to light by 9/11.
- Define international and domestic terrorism.
- Understand the difference between a lone wolf/homegrown terrorist and a jihadist in relationship to recent attacks.
- Discuss the different types of terrorist threats and the agencies in charge of protecting against those threats.
- Explain how terrorism has changed since 9/11 and the challenges that poses to anti-terrorism efforts.
Unit 8: Predicting and Preparing for the Future
- Recognize the types of threats that the national security community works to prevent and respond to.
- Explain the purpose of the National Incident Management System and the National Response Framework, including the five areas of response.
- Understand the merits of an all-hazards plan and a whole-community approach to preparedness.
- Identify the core capabilities that make up a response and preparation plan.
- Analyze potential response scenarios and how agencies practice their responses.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
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| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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| Course Overview and Introduction |
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| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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| Legal and Acceptable Use Policies |
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| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
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| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
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| Privacy policies are clearly stated. |
Fully Met
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| Instructor Resources |
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| Online instructor resources and notes are included. |
Fully Met
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| Assessment and assignment answers and explanations are included. |
Fully Met
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| Accessing Course Effectiveness |
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| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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| Course Updates |
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| The course is updated periodically to ensure that the content is current. |
Fully Met
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| Certification |
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Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
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| Instructor and Student Support |
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Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
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| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
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| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
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| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
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| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
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| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
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| Instructional and Audience Analysis |
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| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
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| Course, Unit and Lesson Design |
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Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
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| Instructional Strategies and Activities |
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
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| Communication and Interaction |
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Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
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| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
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| Resources and Materials |
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Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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| Evaluation Strategies |
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| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
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| Feedback |
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
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Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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| Grading rubrics are provided to the instructor and may be shared with students. |
Fully Met
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| The grading policy and practices are easy to understand. |
Fully Met
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| Course Architecture |
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
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| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
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| User Interface |
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Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
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| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
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| Technology Requirements and Interoperability |
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Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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| Prerequisite skills in the use of technology are identified. |
Fully Met
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| The course uses content-specific tools and software appropriately. |
Fully Met
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| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
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| Accessibility |
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Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
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| Data Security |
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Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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Review Conducted By: eDynamic Learning
Date of Review:
07/23/2018
1. Anatomy of National Security
2. Rules of Engagement in the National Security World
3. Ethics in National Security
4. Intelligent Intelligence
5. National Disasters and Security
6. Human-Made Disasters and National Security
7. Terrorism and National Security
8. Predicting and Preparing for the Future
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
|
|
|
|
100 |
$275 |
$0 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Full refund when withdrawn within 14 days of enrollment. |
EdisonLearning Instructional Support Staff provide instructional feedback on all teacher-graded assignments. Grades are submitted upon course part completion or upon request from the student’s Advisor. |
Open Entry / Open Exit |
08/01/2024 |
07/31/2025 |
Flexible; online facilitator, blended, or traditional classroom
